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Chapter I
THE PROBLEM
Introduction
The youth is the hope of the fatherland a famous saying from Rizal. With
education, you can prepare yourself with firm knowledge that will raise you to
accomplish your moral intention. The youth becomes the curse of the nation if
there is no education. Rizal emphasizes the educated youth and according to him
uneducated youth is the curse of the nation. Being uneducated doesnt mean that
the youth cannot do anything good for our country. There are opportunities for
them to be able to learn even they do not go to the school. Some of these are
engaging on different kinds of activities specially participating in doing livelihood
products.
A livelihood comprises the capabilities, assets (including both material and
social resources) and activities required for a means of living. The term is well
recognized as humans inherently develop and implement strategies to ensure their
survival. The hidden complexity behind the term comes to light when government,
civil society, and external organizations attempt to assist people whose means of
making a living is threatened, damaged, or destroyed (Chambers & Conway,
1991).
According to Republic Act No. 5462, this is an act establishing a National
Policy on Manpower and Youth Council and other Institutions, and for other
Purposes. Moreover according to R.A No. 5462 Section 2, this act is a social

legislation intended to take care of, train and develop human resources and to
establish institutions and formulate integrated plans, programs and projects as will
insure efficient and proper allocation, accelerated development and optimum
utilization of the nations manpower and out-of-school youth and thereby develop
civic efficiency and strengthen family life (Robles, 1998).
Addressing the education and training needs of out-of-school youth is one of
the greatest challenges facing basic education today. In most developing countries
large populations of young people (ages 16 to 24) have either never had access to
formal education or failed to complete primary or secondary school; those youth
who have managed to complete primary school often receive a low-quality
education and graduate despite lacking basic skills. Although these young people
constitute the future of their countries, many languish and waste their potential due
to a lack of access to programs that can help them (Israel, 2009)
The 2013 Functional Literacy, Education and Mass Media Survey (FLEMMS)
covered around 36 million population aged 6 to 24 years. According to the survey,
one in every ten or about 4 million Filipino children and youth was out-of-school
youth in 2013. Out-of-school youth is defined in the FLEMMS as person aged 15
to 42 years who are not attending school, have not finished any college or postsecondary course, and are not working.
The 2013 FLEMMS results also showed that of the nearly 4 million out-ofschool children and youth, 22.9 percent have entered into inion or marriage.
Another 19.2 percent cited insufficient family income to send child to school as

the person for not attending school (this refers to all educational expenses other
than tuition fee), while 19.1 percent lack of interest in attending school.
Among females, 4 out of every 10 have already entered marriage while 3 in
every 10 males have no interest in attending school. The proportion of out-ofschool children and youth whose family income was not sufficient to send child to
school was 22.7 percent and 17.0 percent, among males and females, respectively
(Philippine Statistics Authority, 2013).
There are instances that it is not their fault why they are off-school. Different
reasons can be accompanied regarding with this issue. Financial problem is one of
the common reasons why they are off-school. Though this problem arises,
government provides alternative solution like the scholarships that can be a
solution of the problem but most of the time, it is their choice to be part of out-ofschool youth.
The researchers come up to this study to determine what are the existing
livelihood projects designed for the Out-of-school youth in Rosario District,
Division of Batangas. This will help them to have an opportunity to engage in
making livelihood projects, which will help them earn a living and become a
responsible citizen in their community. This study will help the researchers to
learn more livelihood projects that can be used in the future as an educator.

Statement of the Problem

This study aims to determine the existing livelihood projects for out-of-school
youth in Rosario District.
Specifically, this study sought answers to the following questions:
1. What are the existing livelihood projects offered by the Municipality to the
OSY?
2. What is the profile of the respondents in terms of:
2.1 sex;
2.2 age;
2.3 civil status;
2.4 educational attainment; and
2.5 number of trainings/seminar attended related to livelihood projects?
3. What are the problems encountered by the OSY in the conduct of the livelihood
projects?
4. How do the profile of the respondents relate to the problems encountered by the
OSY?
5. Based from the findings, what extension service may be proposed to help the
OSY in the conduct of livelihood projects?
Scope, Delimitation, and Limitation of the Study
This study will be focus on the Livelihood projects offered by the municipality
to the OSY in terms of their sex, age, civil status, educational attainment, and
numbers of training/seminar attended related to livelihood projects. It t will be also

focus on the problems encountered by the OSY in the conduct of the livelihood
projects and how do the profile of the respondent relate to the problems
encountered by the OSY. Based from the findings, there will be a proposed
extension service to help the OSY in the conduct of the livelihood project.
The study will be focus only on the OSY both male and female whose age
ranges from sixteen twenty-four (16-24) years old. It will be also focus on the
livelihood projects offered for the OSY in Rosario District only.
However, the study will be delimited to the children age fifteen (15) and below
also the adult age twenty-five (25) and above. It will be also delimited to the youth
who are already has a work.
Significance of the Study
There is a fact that every research is conducted not only for the reason that a
problem exist, but also the researchers behind this believed that the result of this
study will help and be beneficial to the community, parents, OSY, researchers and
the future researchers.
To the community. This will be another group of beneficiaries of the study in
terms of the socio-economic returns as offshoots of productive, useful, peaceful,
self-actualizing OSY.
To the parents. This study is an answer to their dream of making their
children useful members of the society. The parents worries about their childrens
involvement in immorality will be a thing of the past. Their children will be

involved in doing a productive thing rather than wasting their time in the computer
shops where they learn to gamble.
To the out-of-school youth. This will give them an opportunity to be engage
in making livelihood projects, which will help them earn a living. It will also help
them to increase the level of their awareness about these projects. This could
hopefully lead to a deeper sense of self-worth as they try to become self-reliant in
meeting their own as well as their families needs.
To the researchers. They will engage or learn more different livelihood
projects that will help them in the future as a TLE teacher.
To the future researchers. This study will serve as base line files for similar
researchers to be done in the future.

Chapter II
REVIEW OF LITERATURE

This chapter deals with the review of related literature and researches closely
related to the present study. It forms the background and provides insights that
help the researchers conceptualize the framework necessary in this study.
Conceptual Literature
Related topics have been searched to support the study being conducted.
Technology and Livelihood Education. It is designed to develop and
reinforce students values, attitudes and skills in the world of work through the
practical application of the principles and techniques taught in Home Economics,
Agricultural Arts and Fishery Arts, Industrial Arts and Entrepreneurship (Corpuz,
2003).
In the Philippines, the trend for the past ten years show that for every 10 pupils
who enrolled in grade school, only 7 graduate. The same ratio is experienced
among the high school students. Main reasons cited for dropping-out are mostly
poverty related. While basic education is free, many poor families are unable to
finance the ancillary school needs of their children.
Deprived of completing high school education, the out-of-school youth are
further marginalized from acquiring technical skills. As mandated by the law,
technical education in the Philippines is a post-secondary course. The continuing
inability of many poor young people to complete basic education and/or undertake

technical education, consign them to the vicious cycle of poverty. Their lack of
education constrains their access to better-paying jobs or ability to succeed in
entrepreneurial pursuits, all of which require higher degree of literacy. Workers
with solid foundation in technical education, have better chances of landing jobs
(POSCYD).
Child at Risk refers to a child who is vulnerable to and at the risk of
committing criminal offenses, such as, but not limited to the following: (1) being
abused by any person through sexual, physical, psychological, mental, and
economic or any other means and the parents or guardian refuse, are unwilling or
unable to provide protection for the child; (2) being exploited including sexually
or economically; (3) coming from dysfunctional or broken family; (4) being out of
school; (5) being a street children (Camarao and Chua, 2008).
The term livelihood is often used interchangeably with economic
strengthening and refers generally to economic production, employment, and
household income. A more holistic understanding of livelihood, however,
incorporates this general definition within a broader context of economic
development, reduced vulnerability, and environmental sustainability (Woller,
2009).
Addressing the education and training needs of out-of-school youth is one of
the greatest challenges facing basic education today. In most developing countries
large populations of young people (ages 12 to 24) have either never had access to
formal education or failed to complete primary or secondary school; those youth

who have managed to complete primary school often receive a low-quality

education and graduate despite lacking basic skills.1 Although these young people
constitute the future of their countries, many languish and waste their potential due
to a lack of access to programs that can help them.
Developing effective employment and livelihood-related education and
training for out-of-school youth is not an easy task. It requires the delivery of
programs with effective content that can be provided in a flexible manner, thus
easing program access for youth with family and community responsibilities.
Above all, it requires programs that go beyond the delivery of education and
training to provide youth with opportunities to grow their own futures.
Such opportunities come in three ways. They come through efforts, for example by
gaining entrance into primary, secondary, or university-based schooling, that
enable youth who complete non-formal education and training to get subsequent
access to formal education. They come through programs that offer youth a
primary, secondary or vocational certificate for course completion. Or they come
through programs that place youth in a job or other workforce experience. The
successful development of non-formal education programs for out-of-school youth
often requires the integration of expertise from different disciplines and sectors. A
successful program depends on sound and engaging educational instructional
design, a pedagogical approach that enables young people to learn by working
with the private sector as interns or apprentices, and also provides career
counselling, micro-finance (for those who want to start a business) and

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occupational mentorship. It is useful to engage youth themselves in the design of

youth education and training programs. They provide insights and suggestions that
help customize the design of such programs, and enable them to meet the learning
needs of their intended audience (Israel, 2009).
Research Literature
The researchers review several studies conducted that have correlation to the
livelihood projects and strategies for the OSY.
Barte (1997) conducted study about the livelihood projects in relocation cites.
She found out that the livelihood projects launched by the City Social Welfare and
Development Office San Jose Sico and Balete Relocation Sites in Batangas City as
follows: provision of capital assistance, slippers and shoe making, panutsa
making, food preservation, meat processing, nata de coco making, bamboo crafts
projects, mat making, broom making and tuba making.
According to her study, with regard to the identified problems met by the
respondents in San Jose Sico Relocation Site, it was found out that inadequate
materials is the main problem with a frequency of 5 to 10 percent. It was followed
by loss in the business with a frequency of 4 or 8 percent. A frequency of 3 or 6 is
for misuse of the program funds, lack of equipment, lack of motivation, poor
quality of the projects and lack of interest in the business. Last two problems with
both have a frequency of 2 or 4 percent are insufficient knowledge and skills in the
business and lack of cooperation. It was also found out that environmental
condition and lack of capital were not a problem. Poor quality of the finished

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project and lack of cooperation were not a problem for the relocated families in
Balete. The main livelihood project of CSWDO in both relocation sited was the
recycling of used materials.
In the study made by Samarita 1997, the OSY were described in terms of their
self-concept, work-related values, and occupational aspirations.
In her study one-hundred thirty-nine or 95.21 percent of the respondents had
positive self-concept while seven or 4.79 percent had negative self-concepts. The
respondents considered three work-related values such as kasipagan (4.56),
paninindigan (4.52) and tiyaga (4.50) very important. The other 17 work-related
values like dedikasyon sa trabaho (4.41) katatagan ng loob (4.33) were perceived
important.
With regards to their occupational aspirations 64 or 43.84 percent of them had
high occupational aspirations while 82 or 56.16 percent of them had low
occupational aspirations.
On the study of Masilang (2003) swine or hogs are the most popular farm
animals raised in all parts of the country and its production has a great potential as
a profitable business for it offers a valuable source of income. Pigs are prolific and
can easily be converted into cash. The target market of the proposed business are
the meat stalls in the market, catteries, cooperatives and the landrace, a breed of
pig which are prolific and have a good mothering ability.

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Synthesis
Studies and investigations that bear similarities and differences were gathered
to enrich and give proofs to the present study. The study helps the researchers to
determine what livelihoods projects are designed for the OSY.
Study of Samarita (1997) was related to the present study as it dealt with
the training needs of the out-of-school youth. It is also related in the sense that the
researcher included occupational skills needed by the OSY as a variable in the
study. However, they are differ in the listing of some variables.
The study of Barte (1997) pointed out the problems met by the respondents in
terms of having livelihood projects. It was related to the present study as it dealt
with the problems encountered by the OSY in the conduct of livelihood projects.
However, they are differ in the subject of the study.
The study of Masilang (2003) about swine or hogs. It was related to the
present study as it dealt as one of the current livelihood project offered by the
Municipality for the OSY. However, they are differ since the present study will be
focus on the livelihood projects not only about swine.
Theoretical Framework
Young people love to relate to people, and this interaction develop in him
numerous motives the need for self-respect, self-esteem, prestige and status in the
eyes of others, and the desire for power, for recognition and for independence are
needs they want to satisfy.

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It is from this need satisfaction that Maslow webbed his noted theory on the
hierarchy of needs. For Maslow (1976) the concept of self-identity and
experimental knowledge are seen as deliberating factors in a person. He stressed
the importance of human potentiality which is present in every person and which
may lead towards self-actualization. The realization of this need, however, is not
possible unless the basic physiological needs are satisfied. If these needs are
satisfied, his disposition will have favourable results and thus actions are repeated.
He then requires an inner sense of confidence and learns to face bigger socioeconomic challenges of his time. In a way, these challenges are linked to his
occupational aspirations.
The livelihood approach is an important actor-oriented perspective in
development studies, including geography of development, which strongly
influenced development oriented research and development practice. This paper
deals with the original outlines of that approach and its subsequent critique and
evolution. It discusses the basics of the original livelihood approach in its
development cooperation context around the turn of the millennium. Both its
broader popularity in academic research and the initial critique it met are
explained. The neglect of power relations was an important flaw of the initial
livelihood approach. The paper demonstrates how the following generation of
livelihood studies managed to come to grip with that shortcoming and how it
developed an understanding of the operation of power in livelihood strategies that
can effectively contribute to livelihood enhancement. Finally, this paper criticises

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current livelihood research for limiting itself to the production of series of studies
presenting almost endless variations of local livelihoods. The paper argues for the
rise of another type of livelihood studies, which aims through meta-analysis of
the multitude of livelihood studies available and through comparative research at
broader generalisations that may challenge existing theories (De Haan, 2012).
It was pointed out that Sustainable Livelihood Approach is founded upon the
notion that intervention must be based upon an appreciation of what underpins
livelihoods. However there have been other factors at play that led to SLA as we
know it today (McNamara, 2013).
Conceptual Framework
Too many programs that endeavour to improve the economic situation of
marginalized youth fail because of insufficient attention to articulating and then
examining the assumptions that under gird these programs. Effective youth
livelihood interventions must build upon a clear conceptual and programmatic
framework, which, in turn, must be driven by a number of emerging
understandings derived from research and best practices, namely that: (1) Most
youth are already economically active; (2) Young peoples economic activities are
linked to household livelihood strategies; (3) Households are actively engaged in
planning for youth livelihood development; (4) Youth must often balance
education with work; (5) Livelihood programming should reflect marketplace
realities and build from existing assets and activities; (6) Livelihood is the key

15

driver of positive youth development outcomes; (7) The youth cohort is diverse
(Wilson, 2008).
This conceptual framework gave a tangible perspective about the study. This
study will be focus on the livelihood projects designed for the OSY in Rosario
District.
The study is conceptualized through the use of system approach with three
elements: input, process and output.
The profile of the respondents in terms of sex, age, civil status, educational
attainment and their desire livelihood projects to be learn. The input served as the
elements used in the process undergone through a survey- questionnaire and an
interview. This enabled to determine the livelihood projects being offered by the
municipality for the OSY. Using the information gathered, it served as the basis to
come up with an output of an extension service to teach them other livelihood
products.

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Research Paradigm

INPUT
Profile of the
Respondents in
Terms of:
Sex
Age
Civil status
Educational
attainment
No.
of
training/sem
inar
li attended
related
to
livelihood
projects

PROCESS

Survey
Questionnaire
Interview

OUTPUT

Proposed extension
service to help the
OSY in the
conduct of the
livelihood projects.

Problems
encountered by the
OSY in the conduct
of the livelihood
projects.

Figure 1
Research Paradigm in Livelihood Projects for the OSY in Rosario District,
Division of Batangas

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Hypothesis
The study will test the null hypothesis.
There is no significant relationship between the profiles of the respondents to
the variables under the livelihood projects that are designed for the OSY.
Definition of Terms
For better understanding of the study, the following terms are defined
conceptually and operationally.
Community. A collection of people who have become aware of some problem
or some broad goal, who have gone through a process of learning about
themselves and about their environment, and have formulated a group objective
(Roberts, 1979). In this study, it is used as one of the beneficiaries in terms of
socio-economic returns.
Extension Service. It is indispensable and it offers more than just expert
assistance in improvement of production and processing, it also enables flow of
information and transfer of knowledge and scientific findings to practice. These
activities are performed according to rules which regulate establishing of
organization, functioning, goals and fields of operation, ways to execute extension
activities by the extension agent, their obligations and rights (Dragi, 2009). This
study, it is used as the output of the researchers.
Livelihood Projects. Defined as the occupation, work, or other means by
which one earns an income to provide necessities, growth and abundance for the
individual and the family. It also provides skills training to city unfortunate youth

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and engages them in livelihood projects, which will help them earn a living.
(Wilson, 2008). In this study, it is used as the projects that can be offered to the
OSY.
Out-of-School Youth. Out-of-school, or disconnected, youth are generally
defined as young people between the ages of 16 24 that lack a high school
diploma and are not enrolled in school and are detached from work (Chism and
Bird, 2012). In this study, it is used as main subject of the research.
Skills. The familiar knowledge of any science, art or handicraft as shown by
dexterity in execution or performance, or in the application to practical purpose
(The International Websters Comprehensive Dictionary). In this study, it is used
as the ability of the OSY to perform the given projects or task to them.
Sustainable Livelihood Approach. Founded upon the notion that intervention
must be based upon an appreciation of what underpins livelihoods (McNamara,
2013). In this study, it is used as one of the theoretical framework of the study.
Technology and Livelihood Education (TLE). It is designed to develop and
reinforce students values, attitudes, and skills in the world of work through the
practical application of the principles and techniques taught in Home Economics,
Agricultural and Fishery Arts, Industrial Arts and Entrepreneurship (Corpuz, M. T.
2003). In this study, this refers to the subject area that tackles about livelihood
projects.

Chapter III

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RESEARCH METHOD AND PROCEDURE

This chapter covers the research design, subject of the study, data gathering
instrument used, data gathering procedure and statistical treatment of data.
Research Design
This study will use descriptive method of research to determine the existing
livelihood projects for the out-of-school youth. According to Martin Shuttle worth
(2008), descriptive research design is a scientific method which involves
observing and describing the behaviour of a subject without influencing it in any
way.
The researchers decide to use the descriptive method with quantitative
approach for better understanding and easy interpretation of the readers. As an
instrument, the data will be gathered by the use of questionnaire, survey and
interview to value the livelihood projects for the OSY.
Subject of the Study
The respondents of the study were the OSY in selected barangay in Rosario
District. The researchers will use multi-stage random sampling where the
population is organized into groups.
Data Gathering Instrument
The questionnaire as the main instrument will use in gathering data. The
questionnaire was divided into three parts to gather the necessary information and
to make the study complete.

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Part I consisted of the profile of the respondents in terms of: sex, age, civil
status and educational attainment. Part II will focus on the number of
trainings/seminars attended related to livelihood projects. Part III will focus on the
problems encountered by the OSY in the conduct of the livelihood projects and the
different kinds of livelihood projects they want to learn.
Construction of the Questionnaire. The questionnaire will be prepared by
the researchers themselves after doing a lot of researches and intensive reading
from books, theses and internet related to the topic. They will be also look for the
record of the OSY in the Municipal Planning and Development Coordinator. With
such preparation, the researchers will be able to construct questionnaire.
Validation of the Questionnaire. The first draft of the researcher- constructed
questionnaire will be prepare and show to the research adviser for corrections.
Revision of items, deleting of irrelevant ones and adding information on items will
be done by the research adviser. After going through it, a second draft will be
presented again to the research adviser for her comments and suggestions.
A careful analysis of every item will be done to enrich the content and validity
of the questionnaire.
Administration of the Questionnaire. A request letter noted by the adviser
Dean of College of Teacher Education will be handed to the barangay Captain in
the chosen. These were the study would be conveyed. As soon as the permission
granted, the distribution of the questionnaire will be deliver to the concerned.

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They will retrieve after a week with 91 percent returning of the questionnaires
properly fulfilled.
Scoring of Responses. After the questionnaire will be sent back to the
researchers, the responses will be tally, tabulate, analyse and interpret in
conformity with the items found in the questionnaire. The scoring use was as
follows:
Option
5
4
3
2
1

Scale
4.50- 5.00
3.50-4.49
2.50- 3.49
1.50- 2.49
1.0- 1.49

Verbal Interpretation
Very Serious/Urgent
Serious/Urgent
Fairly Serious/Urgent
Not Serious/Not Urgent
Not a Problem/Not Needed

Data Gathering Procedure

The researchers will ask permission from the head of DSWD in Rosario to
have a copy of their record about the OSY. They will also ask the permission of
the barangay Captain as well as their staff to allow them to proceed with the
distribution of the questionnaire to the OSY in selected barangay in Rosario
District. They will also ask the approval of the captains of those barangay to use
their barangay as the research environment and the selected OSY as the subject of
the study.
With the permission granted, the captain will be assisted the researchers in
distributing the questionnaire. The researchers will clearly explain all the
directions and the item to OSY- respondents to ensure understanding and
correctness of their response.

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Retrieval of the questionnaires will be done after almost an hour. The

responses will be tally, tabulate, analyse and interpret in accordance to the items
found in instruments.
Statistical Treatment of Data
The various data gathered will analyse in order to answer the proposed
questions. The following statistical measures will be use.
Percentage. In this study, it will be used to determine quantity of the respondents
answer in each item.
Weighted Mean. This will be used to quantify the data on the extent of the
livelihood projects for the OSY.
Ranking. This will be used to show the arrangement of items in the questionnaire
the highest to lowest terms or their weighted mean and frequency.