GRADUATE TRACER STUDY (GTS) OF BATCH 2010 OF PHILIPPINE COLLEGE OF CRIMINOLOGY BACHELOR OF SCIENCE IN CRIMINOLOGY

A Thesis Presented to the Faculty Philippine College of Criminology

In Partial Fulfillment Of the Requirements in Criminological Research and Statistics Leading to the Degree Bachelor of Science in Criminology

By GROUP 2, Section 4-A1

GENEVA NACIONALES LICUDINE FELIX ZAMORA CAMERINO JR RODEL LAGO DEODATO DANILO RUBILLOS LEVITE JR ROSEMARIE FRANCISCO RESPICIO

APPROVAL SHEET

This thesis entitled GRADUATE TRACER STUDY OF BATCH 2010 OF THE PHILIPPINE COLLEGE OF CRIMINOLOGY, BACHELOR OF SCIENCE IN CIRMINOLOGY prepared and submitted by Group 2, Section 4-A1, in partial fulfillment of the requirements for the degree of Bachelor of Science in Criminology has been examined and is recommended for FINAL DEFENSE. PROF. VIRGILIO A. BERINGA, JR. Adviser

Approved in partial fulfillment of the requirement in Criminology 6 for the degree of Bachelor of Science in Criminology by Examination Committee with a grade of ________. RAUL B. BOLANTE, Ph.D. Chairman

DIOSDADO A. AMANTE Member

JOHN ROMER L. VENTURILLO Member

Accepted and approved as partial fulfillment of the requirements for the degree Bachelor of Science in Criminology. ATTY. RAMIL G. GABAO Dean, College of Criminology

ACKNOWLEDGEMENT The researchers want to acknowledge with sincere gratitude all the people who have their heart whelming full of support and understanding in making this thesis a success. The researchers acknowledge the support and help of their adviser Professor Virgilio A. Beringa,Jr., for his patience and encouragement to complete this research. To their thesis professor Dr. Diosdado A. Amante, for being there to teach the researchers things not only about their studies but also the things that were very helpful in order to finish this study. To God the father of all, for the strength that keep the researchers standing and for the hope that keep them believing that this affiliation would be possible and more interesting. The researchers would also want to thank their family who inspired, encouraged and fully supported them for every trial that came in their way and in giving them not just financial but moral and spiritual support.

GNL FZCJR RLD DRLJR RFR

DEDICATION The researchers would like to dedicate this manuscript to all B.S. Criminology students, for them to use as their guide or reference for the next level of their study. To all the researchers parents for their understanding, encouragement and most importantly for their financial assistance because of their support this research made possible. And finally to all the researchers friends who gave them the encouragement to finish this research.

GNL FZCJR RLD DRLJR RFR

TABLE OF CONTENTS PAGE ABSTRACT .................................................................................................. TITLE PAGE ............................................................................................... APPROVAL SHEET ..................................................................................... ACKNOWLEDGEMENT .............................................................................. DEDICATION .............................................................................................. TABLE OF CONTENTS .............................................................................. LIST OF TABLES ....................................................................................... LISTOF FIGURES ....................................................................................... i ii iii iv v vi vii viii

CHAPTER 1 THE PROBLEM AND ITS SETTING ................................................. Introduction ................................................................................... Setting of the study ....................................................................... Conceptual Framework ................................................................ Statement of the Problem ............................................................ 1 1 4 9 10

Significance of the Study .............................................................. Scope and Delimitations of the Study ........................................... Definition of Terms ...................................................................... Acronyms ..................................................................................... 2 REVIEW OF RELATED LITERATURE AND STUDIES ................... Related Literature ........................................................................ Foreign Literature ................................................................... Local Literature ...................................................................... Related Studies ............................................................................ Foreign Studies ....................................................................... Local Studies .......................................................................... Relevance of the Reviewed Literature and Studies ...................... 3 METHODOLOGY AND RESEARCH DESIGN ....................................... Methodology Research ...................................................................... Respondents of the Study.................................................................. Sampling Scheme .............................................................................. Data Gathering Instruments ...............................................................

12 15 16 18 19 19 19 22 25 26 30 37 38 38 39 39 40

Validation of the Instruments ............................................................. Data Gathering Procedures ............................................................... Statistical Treatment of Data.............................................................. 4 PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA ..... Sub-problem No. 1 ............................................................................. Sub-problem No. 2 ............................................................................. Sub-problem No. 3 ............................................................................. Sub-problem No. 4 ............................................................................. 5 SUMMARY, CONCLUSIONS AND RECOMMENDATION..................... Summary of Findings ......................................................................... Conclusions ....................................................................................... Recommendations ............................................................................. BIBLIOGRAPHY ........................................................................................... APPENDICES .............................................................................................. A. Letter Request to Field Survey Questionnaire ................................... B. The Survey Questionnaire ................................................................. CURRICULUM VITAE ..................................................................................

41 41 42 44 44 48 59 70 74 77 81 83 85 91 91 92 97

A. Geneva Nacionales Licudene ............................................................ B. Felix Zamora Camerino, Jr. ............................................................... C. Rodel Lago Deodato .......................................................................... D. Danilo Rubillos Levite, Jr. .................................................................. E. Rosemarie Francisco Respicio ..........................................................

97 99 101 103 105

LIST OF TABLES Table 1 Distribution of Respondents Relative to the Number of Graduates .... 2 Gender ............................................................................................... 3 Age Bracket ....................................................................................... 4 Marital Status ..................................................................................... 5 City of Residence ............................................................................... 6 Region of Origin (Birth Place) ............................................................ 7 Ethnic Group ...................................................................................... 8 If Enrolled in another Degree Program .............................................. 9 If Pursuing Additional Training/Advance Studies ............................... 10 Professional Licensure/Eligibility Examinations Passed .................... 11 Enrolment Status during Tenure at PCCR ......................................... 12 Duration to Complete B.S. Criminology ............................................. 13 On Scholarship .................................................................................. 14 Reason for Taking up B.S. Criminology ............................................. 15 Competencies Learned in College Found Useful on the First Job ..... Page 39 44 45 45 46 47 48 50 50 51 53 54 55 56 58

16 Presently Employed ........................................................................... 17 Reasons Why (If not employed) ......................................................... 18 Present Employment Status .............................................................. 19 Major Line of Business (of employer)................................................. 20 Gross Monthly at Present Job ............................................................ 21 Job Level Position at Present Job ...................................................... 22 How First Job was Found .................................................................. 23 How long it took to Land First Job ...................................................... 24 Reasons for Accepting First Job ........................................................ 25 Initial Gross Monthly Earning in First Job........................................... 26 Length of Stay at First Job ................................................................. 27 Reasons for Staying on the Job at First Job ...................................... 28 Reasons for Leaving First Job ........................................................... 29 Gross Monthly Earning at Present Job .............................................. 30 Suggestion to Further Improve PCCR BS Criminology Curriculum ...

61 61 62 63 64 64 65 66 66 67 68 68 69 70 71

LIST OF FIGURES Figure 1 Map of Mega Manila .......................................................................... 2 Conceptual Framework Showing the Variables of the Study ............. Page 8 9

 P a g e |1

CHAPTER 1 The Problem and its Setting Introduction In today's ever-changing economy and highly competitive labor market, the Philippine school system is challenged to produce appropriately educated college graduates necessary to ensure continuity in the countrys development. It appears however, that college education is seemingly lacking: there is a significant supply of professions but a shortage of graduates with applicable or related skills and/or education. In other words, the Philippine school system is failing to prepare and train students to acquire employability skills that employers expect of workers and which they, the employers, expect the development thereof through education. Employability, according to Krahn (1997) is a key contributor to aggregate economic growth and improved labor outcome for individuals. Lowe and Schellenby (2001) alluded to the fact that, at an individual level, the acquisition of general employability skills contribute to personal development, through improved participation in society and professionally, in relation to favourable labor market outcomes and earnings. There is a general belief that citizens are the most essential assets of every nation in the world. This is because the success of the country in terms of economic stability and progress is highly dependent on the quality of its manpower resources. Economic development of a nation is one of the products

 P a g e |2

of having educated citizens. The more and the better educated people are the greater the chances of economic development. The government is fully aware of this fact, which is why one of the basic thrusts of every country is to provide quality education to its citizens. Education is the key towards progress as it hastens power to liberate citizens from the grips of illiteracy, ignorance and poverty. The Philippines, being one of the under developed countries in Asia, is aware that it is also the best escape route from poverty. Commitment to education is clearly demonstrated under Section 1 of Article 14 of the Philippine Constitution, which states that "the state shall protect and promote the right of all citizens to quality education at all levels and shall take the appropriate steps to make education accessible to all". The Department of Education (DepEd) and the Commission on Higher Education (CHED) serves the vehicles of the state in fulfilling this. These two government agencies are tasked to oversee the performance of educational institutions in the country. The DepEd is in charged with the overseeing of schools at elementary and secondary level, while the CHED is mandated to monitor compliance of higher educational institutions (HEls) to standards set forth by the Commission for tertiary level. A report by (CHED) or, the current state of higher education in the Philippines (2000-2005), says that "the environment of freedom, excellence and relevance on higher education harnesses, develops and catalyzes the constructive and productive use of the full potentials of Filipino men and women into becoming a creative, decisive, competitive, critically thinking and acting

 P a g e |3

individuals who will contribute to the attainment of political maturity, economic stability and equitable social progress of the nation." These premises banked on the vital importance of education in general and the value of higher education in particular. However, as further identified by CHED (CHED, Philippines, 2000 digest), there are some issues and problems in education which are still existing: "The proliferation of substandard programs in school offerings; the poor performance of graduates in the licensure examinations; lack of job opportunities and brain drain; the non-responsiveness of college programs to national and regional development needs; bilingualism and triangulism; and governance which include the competition and duplication of program offerings between and among public private colleges and the highly autonomous nature of the state college universities due to their respective charters" Moreover, in a Philippine Star article titled Govt needs to redirect skills devt program to address unemployment, Escudero says, dated March 10, 2012, as indicated by Senator Francis Escudero: The government needs to institute a redirection of skills development program for its college students to address rising unemployment. This prompted the filing of a bill (Senate Bill No. 2091) titled The National Career Assessment Examination Act (NCAE). Its aim is to institutionalize a mechanism for providing a redirection of skills development program by way of harmonizing and matching the supply of post-secondary graduates with the demand of the countrys job market.

 P a g e |4

It was also noted that according to the latest data from CHED and DOLE, more than 700,000 new graduates are expected to join the labor market on top of some 564,000 previous graduates who are still looking for jobs. It is therefore imperative that higher learning institutions should tailor their curricular offerings towards the trends of economy, to make these relevant and responsive to the needs and demands of the labor market. The measure of success of any higher learning institutions is the employability of its graduates in line with the preparation and training they received from the school. It is the duty of every institution of learning to provide the best education to its students. This tracer study for PCCR criminology graduates from academic year 2010 provides feedback to the schools as to the employment status of their graduates particularly in various field of law enforcement such as the Philippine National Police, Bureau of Jail Management and Penology, Bureau of the Fire Protection, Bureau of Correction, National Bureau of Investigation, Industrial Security and in the private sectors. Setting of the study The study was conducted in the Philippine College of Criminology (PCCR). The Philippine College of Criminology was founded by the late Supreme Court Justice Felix Angelo Bautista in answer to public clamor of the need to update, police performance. Philippine College of Criminology (PCCR) as pioneering criminology school in the Philippines has to face the challenge of

 P a g e |5

maintaining this reputation. It was the late Supreme Court Justice Felix Angelo Bautista who established the first school of criminology in the Philippines on June 1, 1954. This institution was named Plaridel education institution, which was located at 641 Sales St., Sta. Cruz, Manila after his death on April 12, 1990, his son, Eduardo J. Bautista caused the gradual but steady progress of the school. Later the school came to be known as the Philippine College of Criminology, and through his wise and superior strategic management, the school ultimately achieved its goal that of being a prestigious and world class criminology school. The Philippine College of Criminology is the first institution of Scientific Crime Detection and Police Science in the Philippines. The administration and supervision is under the educators incorporated with the object maintaining an adequate system of education and Scientific Crime Detection. The curriculum is patterned after the leading curricula of the Criminology School and Universities of the United State, United Kingdom and other standards recommended by the international society of Criminology. These, however, are modified to suit the standard requirements of the police, NBI, NISA and NAPOLCOM. As of June 11, 1956 the Philippine College of Criminology was already, offering a fourth year course leading to the degree of Bachelor of Science in Criminology (BS-Crim.). Among the subjects offered in its baccalaureate program were Police Science or Criminalistics (which include Questioned Documents, Dactyloscopy, Investigative Photography, Ballistics,

 P a g e |6

Polygraphy, and Criminal Investigation), and the acquire liberal arts subjects for the two (2) years in college. In June 12, 1961, the Philippine College of Criminology began to offer posts graduate courses in criminology, with the government recognition for its first year in the Masters program. Later on July 31, 1972, it offered a two years graduate program leading to the degree of Master of Arts in Criminology (M.A. Crim.). On April 30, 1983 the Philippine College of Criminology was authorized by the government to offer its post-graduate criminology program leading to the degree of Doctor of Philosophy in Criminology, the student population of the graduate school grew tremendously. A graduate of criminology is expected to be prepared for careers in crime prevention, law enforcement, scientific crime detection, and correctional administration, to mention a few. Today, the top brass in the Philippine National Police and other law enforcement agencies are composed of the graduates. PCCR has been helpful and beneficial to its alumni of several decades ago. However education is quite dynamic, and what might have been effective and in demand several years ago may no longer be applicable to our present times. This holds true also to the curriculum offering of PCCR. The institution that was once regarded as the pioneering school in criminology education is facing a great challenge of continuing its legacy to the next generation. The school is responsible for molding the students to be efficient effective professionals in the fields of criminology, law, law enforcement, public safety and

 P a g e |7

criminal justice. And a few of parameters in knowing whether a school is still effective in delivering quality education to its students are the performance of its graduate in the professional board examinations, the graduates employments status and the income level of new graduates. PCCR produce the highest number of graduates from among the 355colleges and universities which offer criminology program throughout the country. These graduates fill in the employment demands of industries in the country as well as abroad thus, it is necessary for the institution to keep track of its graduates so that the college is kept up to date of the changing times. The study was conducted in Manila, as the respondents came from the National Capital Region (NCR): Figure 1 shows the map of NCR where selected respondents of Philippine College of Criminology graduates are residing, which composes of various cities, namely: Manila, Makati, Malabon, Mandaluyong, Marikina, Taguig, Navotas, Caloocan, Quezon City, Pasay City, and Valenzuela. There are also respondents from several mega Manila locations: Rizal (Antipolo City), Batangas and Bulacan.

 P a g e |8

Manila

Figure 1 Map of Mega Manila

 P a g e |9

Conceptual Framewo C l ork The Input-Proce ess-Output (IPO) Mod will be used as t del the Conceptual Framework for this stu F udy. In the IPO model a process is viewed as a serie of l, s d es boxes (proc cessing ele ements) con nnected by inputs an outputs. Informatio or y nd on material obje m ects flow th hrough a se eries of task or activities based o a set of rules ks on or decision points. (Harris & Taylo 1997) Fl p or, low charts and proces diagrams are ss s t nt ess. (Harris & Taylor, 1997) Wha goes in is the s at s often used to represen the proce nput; what causes the change is the proce e s ess; what co omes out is the outpu In s ut. in th case, th input is the statem his he ment of the problem ( e (SOP); the process is the s questionnair re/survey; a output, the recomm and mendations s.

INPUT I

PROCES SS

OUTPUT

Statement of the Problems o

Questionnaire/Survey

Recom mmendations

Figure2 Conceptua alFramework kShowingthe eParadigmof ftheStudy

 P a g e |10

Statement of the Problem This study was geared towards finding the employability status of graduates of the Philippine College of Criminology based on their employment, their statuses, and relevance of PCCR curriculum and student's competency received from the institution according to the current trends and demand in the employment sector. Specifically, this graduate tracer study sought answers to the following questions: 1. What are the biographic characteristics of PCCR graduates with regard to: 1.1 1.2 1.3 1.4 1.5 1.6 Gender; Age bracket; Marital status; City of residence; Region of origin; and Ethnic group?

2. What are the educational, training, professional licensing qualifications and competencies of the respondents in terms of: 2.1 2.2 Whether currently enrolled in another degree program; Training/advance studies; 2.2.1 Reasons for pursuing advance studies 2.3 2.4 Professional licensure/eligibility examinations passed; Enrolment situation during tenure at PCCR;

 P a g e |11

2.4.1 Regular or irregular; 2.4.2 Session and section; 2.4.3 Duration to complete B.S. Criminology; 2.4.4 If a transferee, school transferred from; and 2.4.5 Whether respondent was on a scholarship and if so, what type of scholarship 2.5 2.6 Reasons for pursuing B.S. Criminology; and Competencies learned in college found to be useful on the first job

3. What is the employment status of respondents in terms of: 3.1 Whether currently employed; 3.1.1 Reasons why if not yet employed 3.2 Present employment status; 3.2.1 If self-employed, skills learned in college they are able to apply 3.3 Current employer; 3.3.1 Industry; 3.3.2 Place of work; 3.3.3 Income level; 3.3.4 Job level position; 3.4 First job; and 3.4.1 How found; 3.4.2 How long did it take to land their first job;

 P a g e |12

3.4.3 Reasons for accepting first job; 3.4.4 Income level; 3.4.5 Job level position; 3.4.6 How long did they stay at their first job; 3.4.7 Reasons for staying on the job at first job; and 3.4.8 Reasons for leaving (if no longer at first job) 4 What suggestion may be forwarded to further improve the PCCR B.S. Criminology curriculum Significance of the Study One of the important ways of evaluating the effectiveness of an educational institution is to keep track of its graduates. It is necessary to find out whether they are employed, unemployed or underemployed in their occupation or vocation for which they were trained; what these graduates are doing and in what ways the school helped them in their present employment are valuable information in determining whether or not the school is achieving its goal of providing quality education. Moreover, this study was geared towards finding the weaknesses and strengths of PCCR curriculum through the performance of graduates in the board examination and the academic adequacy preparation of students. The relevant data which will be gathered in this study will be of value to the following: Alumni

 P a g e |13

The findings and recommendations would be used objectively to inspire and encourage the alumni to help and recommend their fellow graduates to jobvacancies because they are provided with objective information that the graduates are well prepared for employment. Administrators of the Philippine College of Criminology As a pioneering school which offers criminology education in the Philippines, the findings of this study will provide reliable information about the employability skills of their graduates. This will serve as a baseline for enhancing the curricular program of the school. Moreover, the result of the study could serve as basis for educational reforms, and it will help improve the career guidance program, establish functional placement office that will generally take care, follow-up and place graduates in occupational jobs they were trained for. The result of this could be used in taking appropriate measures in furthering the academic excellence of the institution, not only in the country but in other parts of the globe as well. Based on the data gathered, they can take necessary and innovative steps in dealing with the weak points of its curriculum offering, address the inefficiency of its instructors by providing them with development training, procurement of sophisticated equipment, particularly in criminalistics, and updating obsolete reference materials. Dean and Instructors I Faculty The Deans and instructors may use the result of this study to measure the quality and relevance of what they have been teaching. It will give insight to

 P a g e |14

instructors as to which criminology subject should be strengthened and modified to adapt with the demands of the current criminology profession. Further, to evaluate their training methodology in' the program with new innovations and technology based equipment. Employers Both the government and the private sectors could make use of the result as a spring board in the recruitment, selection and placement of highly-skilled criminology graduates. Parents and the Community The information derived from this study can help parents became aware that their investments with their children's education are paying off, while community benefits with better trained students and employed graduates. Researchers The researchers will benefit from the results of this study because the research methodology, statistical tools, as well as the findings, conclusions and recommendations of this study can be used as their basis when conducting similar or related studies in the future. Students of Criminology The end-product of this research will help the aspiring criminologists discover the quality of the curriculum, adequacy of school facilities, the competency of academic instructors of PCCR in preparing the students, and the kinds of employment waiting for them after they graduate.

 P a g e |15

To the CHED/Curriculum Planners This will help CHED weed-out the obsolete provisions of the curriculum and formulate new provisions which will suit the demands of the modern times, and the needed skills that the industry requires in hiring graduates of criminology. Scope and Delimitation of the Study This study was delimited to the following: The Setting The study was focused on various places of the National Capital Region, specifically Manila, Makati, Malabon, Mandaluyong, Marikina, Taguig, Navotas, Caloocan, Quezon City, Pasay City, Valenzuela, and a small number from outskirts of Metro Manila (i.e., Rizal (Antipolo City), Batangas and Bulacan). The Subject Content The study was anchored on the aspects of employability of graduates through the quality of education they received from their college using the parameters such as the following: state-of-art institutional facilities, hands-on training for students, updated books and reference materials, instructors/faculty, curriculum and availability and access to internet. The Respondents The respondents of the study were BS Criminology graduates of the PCCR for Academic Years of 2010. The Timeframe

 P a g e |16

The study was conducted during the second semester of Academic Year 2011-2012. Definition of Terms The following have been used as follows: Criminologist. It refers to a person who is a graduate of criminology and passed the criminology licensure examination. Criminology. It refers to the entire body of knowledge regarding crimes and criminals and the effort of society to repress and apprehend them or a scientific study of crimes and criminals. Curiculum. This refers to the formal and informal content and process by which learners gain knowledge and understanding, develop skills and attitude, appreciation and values. As generally accepted, a standardized curriculum consists of what is taught, and also considers the teacher's materials, the students materials, and school experiences. DepEd. It refers to the executive department of the Philippine government responsible for the management and governing of the Philippine system of basic education. It is the chief formulator of Philippine educational policy and is responsible for the Philippine primary and secondary school system. Employability. It refers to the position of skills and knowledge that allow individuals to be employed in an occupation, or the fitness or availability for employment (Barnhart and Barnhart, 1987, 692).

 P a g e |17

Employability Skills. This is defined as skills required not only to gain employment, but also to progress within an enterprise so as to achieve ones potential and contribute successfully to enterprise strategic directions. Employment. Refers to the state of having a job for which one receives money or other compensation. Employment Status. Refers to whether an employee is holding a permanent, temporary, provisional, contractual or casual position. Nature of employment. It refers whether a graduate is employed in line with his specialization, employed but not in line of specialization or under-employed, selfemployed or unemployed. Relevance and Responsiveness. Refers to the extent to which the graduates are able to obtain professional positions in industry, organization and agencies in the public or private sectors along the lines of professional criminology education and expertise as attained in the BS Criminology Program. Self- Employed. It refers to the graduates who operate and manage their own business. Tracer study. It refers to the type of descriptive research that investigates graduates who had left the institution after completing the course or field of specialization. It is concerned with what has happened to them and what has been the impact upon that institution and its program.

 P a g e |18

Tertiary Education. It refers to the third-stage or third level education, is the educational level following the completion of a school providing a secondary education such as a high school or secondary school. Underemployed. It refers to employed graduates whose work requires less training and qualification than their educational preparation and training. Unemployed. It refers to the graduates who are not gainfully working and receiving monetary compensation. Acronyms CHED DepEd HEI PCCR PNP Commission on Higher Education Department of Education Higher Education Institutions Philippine College of Criminology Philippine National Police

 P a g e |19

CHAPTER 2 Review of Related Literature and Studies This chapter deals with the cited literature and studies of other institutions and authors to substantiate the development and findings of the present research. Foreign Literature Lowe and Schellenberg (2001) pointed out that industries and other business institutions depend so much on the huge contributions of learning institutions in providing human machineries shaped in conjunction with their needs. They firmly believed that successes would primarily depend on the output of these institutions. Universities failure to provide the needed learning arid skills among the graduates may result to disequilibrating force in the countys economy. They further mentioned that, individuals invest time and money in order to become more skilled. Firms and societies typically invest in human capital for the development of their employees and citizens in hopes of a future return on these investments. Ross (2000) mentioned that industries complain that new recruits from schools sometimes do not have the basic tools that are required. The skills mostly in demand by the employers, as measured by the wide range of skills asked of future employees, are typically the least in supply, as measured by the skills, abilities and competencies that university graduates bring to the job. He emphasized that the goal of education is to equip children to the best of their

 P a g e |20

ability, for a lively, constructive place in society, and also to fit them to do a job for work. Cameron and Chickering (1996) pointed out that the notion of employability skills development in the university environment continues to challenge traditional thinking and concepts on higher education and raises the question of the role a university education provides. The rapidly changing economy has fuelled the desire for university graduates to adapt according this poses a problem for universities because of growing dichotomy between the purposes of education for employment and education primarily based on content knowledge for its own sake. Current students view the purpose of university education as a step to career preparation. Many faculty members, on the hand continue to uphold the creation of knowledge and the development of intellectual mind while employers, demand highly skilled-workers. Allen (1998) presented two contending theories about the role of advance education in the evolving world of economy. These theories are the common view and the Organization of Economic Cooperation and Development. According to the common view, high unemployment and falling incomes due to globalization and the pressure of imports from low wage countries characterize the new world economy. The only way to get a job today is to exactly meet the needs of employers and that is having the specific skills they require at the moment of hiring. In the past before globalization and high unemployment, a general education might have been acceptable because employers could not be

 P a g e |21

choosy in their hiring. General academic preparation like humanities, Social Sciences, and even natural sciences should be cut back, university resources should be concentrated on professional programs and more sweeping one-and two-year college programs aimed at imparting specific skills should be expanded The second theory about the labor market is the Organization of Economic Cooperation and Development model. The OECD is an important international organization whose views are highly influential. According to the OECD model, the demand for labor in all industrialized countries has increased strongly for people with college or university education and has declined for people with high school education or less. These changes reflect the twin processes of globalization and technological change. Hoyt (1975) says that employment, unemployment and

underemployment have gained serious implications for educators. The education system can and should do a great deal to prepare graduates for employment, which is to make them employable. It is employability then, not employment that should be the prime responsibility of education with respect to the problems of graduates with becoming members of the occupational society. He then further said that in solving high unemployment among graduates, employability skills rather than entry level skills should be the focus of schools. If this aim is to be reached, it will mean major change in schooling. The basic strategy for bringing this about is to reallocate current education resources. The broader community must join forces with the education system. Some attempts to implement

 P a g e |22

educational change the strategy have been carried out under the banner career education. It is difficult but not an impossible task. This idea of career education is further bolstered by Marland (1977), who contends that career education must not be seen as the enemy of liberal arts but as their salvation. It can enliven the classroom, given good models of curricular design and teaching strategies and style. Faculty members may well choose to adopt the career education concept as a mean; of improving instruction. If students perceive liberal arts as extraneous to their own momentary materialistic objectives, teachers may become aware that conscious and thoughtful attention to the relationship between education and work can be woven into their subject matter and that subject matter will be no less worthy and scholarly. As Rumberger (1984) alleged, college graduates hold a competitive edge in the labor market. They are more likely to find high-level professional Jobs than workers with less education. Yet not all college graduates secure high level jobs. Based on the skill levels of occupations, a similar portion employed in lower jobs such as secretary, and service workers, where a college education is hardly necessary and may even be detrimental to satisfactory work performance. Also, an increasing number will be forced to accept jobs incommensurate with their level of training. Local Literature Camaro (1991) pointed out, that the transition of the Philippines from an agro-industrial to a newly industrialized country necessitates the acceleration of

 P a g e |23

industrial development which requires the development of highly skilled manpower that would bring about the modernization of industrial production system. Industries are built to meet local consumption, produce exportable goods, create job opportunities, provide income for the people and enhance socio-economic development. Gloria (1995) pointed out that one of the problems of college graduates is job placement. Aware of this condition, the government, as well as educational institutions, is doing its role so as to alleviate employment problems. The government is trying to identify effective programs that will provide college graduates with employment which could make them productive and relevant to their training skills. Colleges and universities gear their curriculum towards the demand of economy. Innovations are being introduced in the countrys educational system to make it more responsive and relevant to the pressing needs and demand of the country. As Santos (2000) puts it, there is, therefore a compelling need for education leaders to face the challenge of adaptive change or be left behind by nations, which are trailing us today. Speaking before the General Assembly of the Philippine Accrediting Associations of Schools, Colleges and Universities (PAAECU), Gloria said that it is the quality graduates that measure the quality of schools. He encouraged the used of mechanism of voluntary accreditation, likewise the benefit of the

 P a g e |24

accreditation now granted to school by way of liberalizing administrative and academic regulations, as well as grants of subsidies and other financial incentives. He also emphasized to the delegates the role of voluntary accreditation in improving the quality of higher education in the country. (Eddie Castro, Quality Schools Equal Quality Education Manila Bulletin, Manila Publishing Corporation). President Gloria Macapagal Arroyo (May 18, 2010), Cited the role of academic community during the CHEDs 16th Anniversary, particularly the Commission on Higher Education (CHED) in strengthening the economy and education must be the center of any government platform. She pointed out the importance of working towards achieving a main education highway towards a knowledge-based economy that will result in a seamless education from reschool to tertiary level. She further recommends that there must be consultation between academe and industry and business leaders to determine new skills needs for present and future manpower. Thus, the objective of such consultation is to make the skills of our college graduates more relevant to the jobs with high demand, therefore closing the job-skills gap and improving the employability of the graduates. She further stated We want a seamless education highway toward a knowledge-based economy because we are in the knowledge century and I desire to see a brighter future for the hardworking men and women of his nation. I have an abiding interest in seeing your clients and mine, in other words, the students of higher education, come into their own, and seized the value of

 P a g e |25

modernity and education and use these tools to advance themselves and the nation. According to a study of Asian Development Bank (2008) labor mismatch slows Philippines economic growth. Schools in the Philippines are producing the wrong kind of skills for its labor market needs, which is hurting economic growth There are too many educated .people chasing too few jobs. In the study made by ADB Hyun H. Son, he found the per capita labor productivity plummeted between 1997 to 2003 as those with higher education have crowded out the less educated in terms of job opportunities. He also added that with higher education being an important determinant of employment in the Philippine market by productivity jobs are taken over by the more educated labor force, which in turn, has lowered the price for skilled labor over the period. Further, Son findings show that current education sector does not supply the right kind of skills that are demanded by labor market. Accelerating growth would require government action in addressing the labor mismatch. From policy perspective, going beyond universal coverage in education is imperative because what is required is an expansion of the supply of the right kind of skills. Related Studies The ILO Thesaurus 2005 defines a tracer study as an impact assessment tool where the impact on target groups is traced back to specific elements of a project or program so that effective and ineffective project components may be identified. In educational research according to Schomburg (2003), tracer study

 P a g e |26

is sometime referred to as graduate survey, alumni research, or follow-up study since its target is former student. Schomburg (2003) noted that graduate survey is popular for analysis of the relationship between higher education and work: They provide quantitativestructural data on employment and career, the character of work and related competencies, and information on the professional orientation 3nd experiences of their graduates. Furthermore, he enumerated the following objectives of tracer studies; (1) To get valuable information for the development of the university; (2) To evaluate the relevance of higher education; (3) To contribute to the accreditation process and (4) To inform parents, students, administrators and lecturers. Graduate survey provides rich experience about the whereabouts of graduates, which might broaden perspectives among administrators, scholars and students. Such information like the income, economic sector, job titles, working time, duration of search for the first job, methods of job search are relevant for higher education institutions to note. Foreign Studies Schomberg (2000), made a study which started from autumn 1998 to spring 2000. About 3000 graduates each from nine countries in European region (Austria, Finland, France, Germany, Italy, the Netherlands, Spain, Sweden, and United Kingdom), one EFTA country (Norway), another from the Central and Eastern European countries in transition (The Czech Republic) and one economically advance country outside Europe (Japan) provided information

 P a g e |27

through a written questionnaire on the relationship between higher education and employment, four years after graduation. Totally, more than 40,000 from institutions of higher education answered questions on their socio-biographic background, study paths, transition from higher education to employment, their job satisfaction and their retrospective view on higher education. The European Graduate Survey provides the highest comparative information on graduate employment and work and the links between higher education and graduate employment and work ever provided. Selected results of the European Graduate Survey were compared with results of ten graduate surveys (about 6000 graduates Involved) conducted in six African countries using a questionnaire quite similar to the European one. Different indicators of professional were presented: duration of job, search income, employment conditions, appropriateness of position, and content of work, use of knowledge and skills, and job satisfaction. The comparison provides a unique opportunity in examining the extent to which the relationship between higher education and the world of work are similar or different among the Western European and the African countries. Based on a mass of empirical data generated from the graduate tracer studies conducted in six different African countries between 1996 to 1998, the article of Omeje (1999) used a range of informed variables to multi-national and sub-regional comparison of factors that influence a fresh graduates time in type of employment in sub-Saharan Africa. He further discussed the interplay of the

 P a g e |28

structural variables, study country, field of study, gender cohort, etc. with such factors as university and study provisions personal values, expectations and geopolitical circumstances in shaping the study-to-Work transition process in subSaharan Africa. Intriguing sub-regional variations are observed, which were compared with some pre-SAP trends to produce an analytical spectrum of the impact of globalization on higher education and the labor market relationships in sub-Saharan Africa. The National Council for Higher Education (NCHE) Markerere lnstitute of Social Research, (MISR) and Centre for Higher Education Policy Studies, (CHEPS) conducted Graduate Tracer Study and employers expectations studies at Kampala, Uganda. Their study aims to investigate the conditions under which graduates from the tertiary sector were employed and to explore the employers expectation of graduates. The study targeted one thousand (1000) degree and diploma graduates of year 2002 from four (4) universities and other tertiary institutions with a target of one hundred (120) employers from the public and private sectors. Results revealed the following: (1) the majority of graduates ninety percent (90%) were employed during the first year after graduation in mostly urban areas; (2) the field of study is the single most important factor for securing gainful employment, (3) a sizable number of graduates were employed by the private sector; and (4) other findings were on salaries, job security, status, gender, recruitment procedure, and staff training, among others.

 P a g e |29

Nyirabasabose (2008), on her Tracer Study of Institute of Statistics and Applied Economics graduates working in Kampala City-Uganda for the period of 1990 to 1995 concluded the following: most graduates are employed either in public sector or private sector; graduates use the knowledge and skills acquired to a high extent, more males are satisfied than females at work; and there are significant associations between sex vs. employment, performance at work vs. class degree, and satisfaction at jobs vs. job titles. Furthermore, she identified limitations on time to carry out the study and financial constraint. Freeman (1971) found that too many individuals are graduating from college and are forced to take jobs that do not use their training. To answer this, he suggested that graduates respond quickly to the changing economic rewards, and shift their fields of study and work in response to emerging opportunities. On the other hand, Adkins (1975) argued that institutions of Higher Learning do not train students to enter occupations in response to market demand as much as they provide educational opportunities for people who create new occupations -that produce goods and services for which social demand subsequently grow. In the Jamaican case as reported in a 1992 tracer study, it is revealed that its graduates are more likely to be employed relative to dropouts and nonparticipants in the ratio of 63%; 37: 43%: respectively. However, only a fair match existed between areas of training and that of employment of HEART/NTA. In

 P a g e |30

Jamaica, it was found that YETPs appear to make little difference to the employment and income prospects of graduates of YETPs in the short run. Local Studies The Graduate Tracer Study (GTS) generated valuable information on the whereabouts of University of the Philippines Los Baos ( UPLB) graduates from academic year 2001 to 2004, particularly their employment status which in turn, will serve as a guide in improving the curricula, as well as plans for faculty development activities. Specifically, it (a) determined the programs mostly sought by employers and with the highest potential initial earning, (b) competencies and skills learned in college that are highly applied at the present work, (c) assessed the length of time before the graduates got employed after graduation, and (d) enumerated and analysed both the academic and personal background that contributed to graduates employability. According to Mendoza (2003), the tracer study of Technical Education and Skills Development Authority (TESDA) specifically aims to: estimate the employment, absorption and skill utilization rate of Technical Vocational Education and Training (IVET) graduates of TESDA Training Centers, administered schools and TVET providers; establish the income levels of the employed graduates; estimate average length of job search; provide indications on courses for which graduates have better chance of employment, analyse the type of employment of TVET graduates, compare the performance of competency assessment passers vs. non-passers in terms of employment;

 P a g e |31

Identify reasons for unemployment and identify reasons for not joining the labor force. In the survey conducted by Personnel Management Association of the Philippines (PMAP) (as cited by Mr and Ms Magazine, 2001) it presented three (3) main findings. First, first jobbers have a low level of competence especially in handling and in the use of the state-of-the-art technology such as computer software and new instruments. Ii this regard, there is a mismatch between the educational preparedness of the graduates and the demands of employment in this respect. Second, the graduates analytical skills are not sharp enough, particularly in problem-solving and decision-making. Third, the first jobbers have underdeveloped work values. They lack enthusiasm, innovativeness and selfconfidence. It is quite clear from these findings and recommendations by the PMAP that the fresh graduates have a lot of thing to excel as first jobbers. Salalila, et.al. (2007) conducted a tracer study on the employability of Bachelor of Secondary Education and Bachelor of Science in Industrial Education graduates from years to 2002 to 2006. They revealed, among others, the following: 1. The BSIE major in different technology courses have a wider opportunity in finding employment in the industrial manufacturing sector than BSED graduates; 2. Majority of the graduates of the two programs are gainfully employed in line with their fields of specialization;

 P a g e |32

3. A big number of licensure examination for teachers (LET) passers ate teaching their major fields while the non-passers and non-takers in the year they graduated were underemployed and a handful of them were unemployed due to non-availability of jobs related to their specialization; and 4. Only a few of BSIE graduates were self-employed due to lack of capital. Sadac (2003) conducted a follow-up study of the civil engineering graduates of the University of the Assumption from school year 1995-1996 to 1999-2000. She found out that an alarming 30% are not presently employed. Of those employed, 76.8% are involved in jobs or tasks related to civil engineering related jobs. Most of the graduates landed their first job within two years after graduation. Findings revealed the five most common problems in obtaining employment: 1) salary offer is too low; 2) there is little or no advancement; 3.) job is to far from home; 4) there are no job opportunities, and 5) working conditions are not satisfactory. Rodriguez (2001); analysed the school and soda-psychological

determinants of the employability of the graduates of the technical vocational education program of two institutes of higher learning in region 1, and revealed that there was no significant relationship found that exist between employability and school characteristics. Positive and significant findings were established between employability and social characteristics.

 P a g e |33

A tracer study by Rapenet (2000) of high school graduates of seven regions in the Philippines used school measures of guidance programs as one institutional service. Her study provided five variables namely: careers talk by outside speakers, homeroom guidance by class advisers, group conference with guidance counsellors, film showing on career education, and visit to offices and companies, it was found out that homeroom guidance was reported by 1,286 or 57% of the graduate-subjects as the program most often conducted on their own school. On the profile of high school graduates, Rapenet (2000) also found out that the typical high school graduate was 17 years old at the time that the study was conducted. This means that he/she was able to finish elementary and high school levels of basic education without repeating any grade or year, and about one-fourth of the total number of graduates were over age (18-37) when they graduated. Many of these graduates might be those who benefited from the putting up of barangay high schools or who had taken advantage of the vocational secondary schools that were accessible in the rural areas. On the proportion of male and female graduates in the different career paths with 2,262 graduate subjects, 1,138 or 50% are enrolled in college. Of the 1,138 in college, 464 or 41% are males; 674 or 59% are females. There are more females enrolled in college than males. In a five-year tracer study of the BS Criminology graduates of Nicomedes M. Eustaquio (2000), he found out that:

 P a g e |34

1. Majority of the graduates are male, age 27-29 years old, single and majority receive an annual income of P80,000 to P99,000 or a monthly income of P6,666.00 to P8,250.00; 2. Majority are employed with the Philippine National Police, Armed Forces of the Philippines and with government offices. Most of the graduates are employed as uniformed officers in the Department of Interior and Local Government (DILG), the Department of Labor and Employment (DOLE), Government Service Insurance System (GSIS), Bureau of Jail

Management (BJMP), Bureau of Fire Protection (BFP), Department of Justice (DOJ), the Bureau of Customs (BoC) and the Philippine Ports Authority (PPA). The rest of the graduates are employed as private investigators, instructors, and security of private companies, individual and organizations; 3. Many of the graduates are now on their third year of employment with their present job placement. These graduates also enjoy permanent status and are satisfied with their present work. Majority did not change employment because of the security and stability that the job gives to them; 4. The respondents feel that their undergraduate training in the BS criminology program had been very useful in helping them to become confident and competent in their jobs. The respondents were also very satisfied with their on-the-job training in the undergraduate level, and

 P a g e |35

many feel that they are knowledgeable to apply what they have learned to their present job; 5. In so far as curricular implementation of static and dynamic training skills were concerned, respondents felt that these skills were adequately emphasized during their undergraduate training. Static training skills include the integration of theory, concepts with techniques. Skills are developed in a controlled environment and primary emphasis is place on isolating the specific skills through repetition and drills. Some of these skills include handling safe weapons, basic marksmanship instruction, combat shooting techniques, judgment drills, defensive tactics and domestic violence. In dynamic training, students are provided with a more realistic and challenging environment for the static skills to be applied. This phase combines skills and decision making on the part of the students when they are confronted with tactical concerns. Some of these skills include advance skills in firing at moving targets, cooperative work with partners, survival mind-set drills, violence prevention, motor vehicle law, analytical thinking and problem solving in dispute resolutions. The Tracer Study of Bachelor of Science in Industrial Technology Automotive Graduate of Marinduque State College conducted by Ruben Labay (2009), presented the following salient findings of his research: 1. Out of 141, 114 or 80.85% of the graduates age range between 20 to 40, they were considered to be on their productive stage;

 P a g e |36

2. Simple majority of graduates were married with 74 or 52.48%; 3. here were graduates who pursued masteral program in public administration, technology, management, mechanical, electronics and marine engineering, with a total representation of 7; 4. There were 51 or 36.17% who were hired in the same company where they underwent OJT; 5. Job hunting best strategies include walk-in applicants and being recommended by someone; 6. Longest waiting period on the average before landing first job after college was between I month to 6 months, 7. Majority of the graduates were employed in the private agencies with76%; 8. No job opportunity got the highest rank on respondents reason why they were not employed; 9. Salaries and benefits got the highest rank on why respondents stop in their present job; 10. There were only 28 or 19.86% who stayed in the same job after 3 years and above; 11. Strong work ethic is highly developed among graduates in terms of values 12. There were 52 or 36.88% of the graduates landed jobs in industrial occupation; 13. There were 83 or 58.86% who answered affirmatively into the relevance of the course taken in college;

 P a g e |37

14. Salaries and benefits are the main reason why graduates stay in the job even if it is irrelevant to the course; 15. Salaries and benefits are still the main reason for changing job; 16. There were 94 or 66.66% who responded that curriculum is related to their job; and 17. Human relation skill got the highest rank in competency learned by the graduates. Relevance of the Reviewed Literature and Studies The readings from the different literature both foreign and local had given the researchers greater justification to conduct a tracer study of the 2010 graduates of Philippine College of Criminology. Considering that the aim of this educational institution (PCCR) is to provide quality education and develop proficient, legally and morally upright professionals in the field of criminal justice, the school must be made aware of the current status of their graduates. With the outcome of this research, the school could come-up with a concrete solution to address the flaws that the institution has. It is deemed relevant to the above cited literatures in a sense that they both reflect the significant role of school in producing quality graduates and status of the graduates in terms of employment, the relevance of the program that the students had from the institution to the previous and present job of the graduates.

 P a g e |38

CHAPTER 3 METHODOLOGY AND RESEARCH DESIGN This chapter is a presentation of the methodology of research and research design, as well as the sampling of the respondents, tools for the data collection procedure, instruments/ toots of measurement and the statistical treatment of data. Methodology of Research The researchers utilized the descriptive method of research. According to Calderon and Gonzales (1993, 61), descriptive studies are purposive processes of gathering, analyzing, classifying and tabulating data about prevailing conditions, practices, processes, trends and cause-effect relationships and then making adequate and accurate interpretation about such data with or without the aid of statistical tool. The primary aim of the study was to determine the status of the employability of graduates; their professional examination passed; the relevance of their course with their current employment; and, to confirm if those (in section A1 and/or on a scholarship program) expected to be progressive in their career development are indeed progressing accordingly. Employability of graduates will be described in terms of the nature of employment, type of work, job satisfaction and reasons for job satisfaction. The study presented facts about the level of responsiveness of the program to the manpower needs of the industries, factors contributory to its

 P a g e |39

responsiveness and the suggestions of the graduates to further enhance the program. Respondents of the Study The Bachelor of Science in Criminology graduates of the Philippine College of Criminology from academic year 2010 totaling five-hundred seventysix (576) comprised the research population. A total of SIXTY-TWO (63) respondents composed the research sample, or a total of 11% of the whole research population. Table1 shows the total number of graduates for academic year 2010 and the total number of respondent thereof. Table 1 Distribution of Respondents Relative to the Number of Graduates Academic Year Total number of graduates 576 Number of sample respondents 63

2009-2010

Sampling Scheme The researchers made use of the convenience and accidental sampling methods. Convenience sampling is a process of picking out people in the most convenient way to immediately get their reaction to a certain hot and controversial issue. In accidental sampling, there is no system of selection. Only those whom the researchers or interviewer met by chance are included in the sample. Sampling was done by:

 P a g e |40

1. Getting a list of the total population or universe; 2. Calling, texting or emailing randomly, those from the list with contact information. In cases where respondents are unavailable or unwilling to cooperate, others were chosen using the same procedure, repeating the process until ample responses were collected. Data gathering instrument The major instrument used in gathering the data was the questionnaire. The instrument used was formulated based on the questionnaire from CHED for its own tracer study. Minor revisions were done to the original questionnaire to meet, the objectives of the present study. The instrument was used on the presumption that respondents are literate, and clearly motivated and willing to participate. The reasons of the researchers for using the questionnaire are: 1. It is a less expensive procedure, requiring less skill to administer and could be administered to a large number of respondents simultaneously; 2. it ensures some amount of uniformity from one measurement situation to another because of its standardized wording, order of questions and instructions for recording responses; 3. In completing questionnaires, respondents have confidence in their anonymity so that they will be free to express their views; and 4. It exerts less pressure on the respondents to provide immediate response.

 P a g e |41

Validation of the Instrument This instrument for the research study had been validated through the following: 1. The survey questionnaire was first submitted to the adviser for corrections, comments and suggestions. 2. The survey questionnaire was then shown to the research professor for approval. Corrections were made by the researchers as per instruction of the research professor. After its approval, the next step was the dry-run validity. 3. The researchers had the pre-test of the questionnaires by administering the instruments to the selected group of respondents to determine the administrability, appropriateness of language used, clarity of items, right direction and constructions. The results of the dry- run validity had been incorporated in the final copy of the instrument for reproduction. The respondents of the dry-run validity were not included) in the final selection of the respondents. Data gathering procedure The following procedures had been undertaken in gathering data after the validation of the instrument: 1. Submitted letter request to the Office of the Registrar to obtain the addresses and contact number of respondents; 2. Uploaded the questionnaire through Facebook, a social networking internet site;

 P a g e |42

3. Distributed questionnaires using addresses obtained from the Office of the Registrar; 4. Handed out questionnaires to respondents personally; 5. Sought the help of the present students to help facilitate the distribution of the questionnaires; 6. Collected the answered instrument; 7. Scanned, sorted and tallied the responses; 8. Tabulated arid computed the data gathered with the assistance of the adviser and thesis professor; 9. Analyzed and interpreted the data; and 10. Presented the data in textual and tabular presentation with due consideration of the sub-problems and hypothesis of the study. Statistical Treatment of Data The following statistical procedures were used to attain an in-depth analysis of data: 1. Frequency count. This determined the number belonging to a group. 2. Percentage. This was used to determine the magnitude of a portion of a variable to the whole, following the formula: Percentage: % = f x 100 n Where: f = the frequency

 P a g e |43

n = the sample size 3. Ranking. This was used to determine the category of responses depending on the magnitude of the variable. The method of ranking comprised of assigning numbers (or rank) according to their value relative to the others in the array. The greatest value is ranked as 1, the next, 2, and so forth. For variables that share the same rank (duplicate ranks), the subsequent rank adjusts down according to the total duplicate ranks. E.g., if there exists two variables ranked as 5, the subsequent rank assignment will be 7.

 P a g e |44

CHAPTER 4 Presentation, Analysis and Interpretation of Data This chapter presents, analyzes and interprets the data. Discussions were organized based on the statement of the problem of this study. Sub-problem No. 1 what are the biographic characteristics of respondents with regard to: 1.1 1.2 1.3 1.4 1.5 1.6 Gender; Age bracket; Marital status; City of residence; Region of origin; and Ethnic group Table 2 Gender Frequency Male Female TOTALS 54 9 63 Percentage 85.71% 14.29% 100% Rank 1 2

Table 2 summarizes the frequency, percentage distribution and ranking according to gender. As gleaned from the table, it is obvious that it is dominated by males, with a frequency of 54 or 85.71 percent and with only 9 or 14.29

 P a g e |45

percent as female respondents. Table 3 Age Bracket Frequency 21-23 years old 24-26 years old Over 26-years old TOTALS 39 22 2 63 Percentage 61.90% 34.92% 3.18% 100% Rank 1 2 3

Table 3 depicts the distribution according to age bracket. It reveals that those in the 21-23 years old age bracket ranked first with a frequency of 39 or 61.90 percent; those in the24-26 years old bracket ranked at 2nd with a frequency of 22 or 24.92 percent; and those over 26 years old ranking 3rd with a frequency of 2 or 3.18 percent. Table 4 Marital Status Frequency Single Married TOTALS 54 9 63 Percentage 85.71% 14.29% 100% Rank 1 2

Table 4 shows the distribution according to marital status. It can be seen that majority are single (frequency of 54 or 85.71 percent) and the minority married (frequency of 9 or 14.29 percent).

 P a g e |46

Table 5 City of Residence Frequency Manila City Makati City Quezon City Malabon Bulacan (Bocaue, Paumbong) Caloocan City Valenzuela City Antipolo City (Rizal) Marikina City Pasay City Taguig Malolos (Batangas) Mandaluyong Navotas TOTALS 27 6 6 4 3 3 3 2 2 2 2 1 1 1 63 Percentage 42.86% 9.52% 9.52% 6.35% 4.76% 4.76% 4.76% 3.17% 3.17% 3.17% 3.17% 1.59% 1.59% 1.59% 100% Rank 1 2 2 4 5 5 5 8 8 8 6 12 12 12

Table 5 depicts the distribution according to the city where respondents reside. It can be seen that nearly half reside in Manila City hence is ranked first with a frequency of 27 or 42.86%. Makati City and Quezon City share the

number 2 spot with frequencies of 6 or 9.52 percent. This is followed by Malabon at a frequency of 4 or 6.35 percent; followed by two cities in Bulacan (Bocaue

 P a g e |47

and Paumbong), Caloocan City and Valenzuela City who ranked the same at frequencies of 3 or 4.76 percent; then Antipolo City (Rizal), Marikina City, Pasay City and Taguig also ranking the same at frequencies of 2 or 3.17 percent; and, Mandaluyong and Navotas share the last spot at frequencies of 1 or 1.59 percent. Table 6 Region of Origin (Birth Place) Frequency NCR Region 1 Region 6 Region 8 Region 3 Region 4 CARAGA Region 2 30 11 8 7 2 2 2 1 63 Percentage 47.62% 17.46% 12.70% 11.11% 3.17% 3.17% 3.17% 1.59% 100% Rank 1 2 3 4 5 5 5 8

Table 6 depicts the distribution by region of origin or birth place. It shows that most were born in the NCR region based on a frequency of 30 or 47.62 percent. Ranked second is Region 1 at a frequency of 11 or 17.46; Region 6 follows at a frequency of 8 or 12.70 percent; Region 8 next at a frequency of 7 or 11.11 percent; Region 3, Region 4 and CARAGA follow next sharing frequencies of 2 or 3.17 percent; and, lastly, Region 2 with a frequency of 1 or 1.59 percent.

 P a g e |48

Table 7 Ethnic Group Frequency Tagalog Ilocano Bikol Binisaya/Bisaya Waray Cuyunon Ifugao Kapampangan 33 12 4 4 4 2 2 2 63 Percentage 52.38% 19.05% 6.35% 6.35% 6.35% 3.17% 3.17% 3.17% 100% Rank 1 2 3 3 3 6 6 6

Table 7 presents the distribution according to ethnic group. It shows that about half are Tagalog thereby ranking first at a frequency of 33 or 52.38 percent. Ranked 2nd are Ilacanos at a frequency of 12 or 19.05 percent. Sharing the 3rd spot are Bikol, Binisaya/Bisaya and Waray at frequencies of 4 or 6.35 percent. At the last spot are Cuyunon, Ifugao and Kapampangan, all sharing frequencies of 2 or 3.17 percent.
Sub-problem No. 2 what are the educational, training and professional licensing qualifications of the respondents in terms of:

2.1 2.2

Whether currently enrolled in another degree program; If pursuing additional training/advance studies;

 P a g e |49

2.2.1 reasons for pursuing advance studies 2.3 2.4 Professional licensure/eligibility examinations passed; Enrolment situation during tenure at PCCR; and 2.4.1 regular or irregular; 2.4.2 session and section; 2.4.3 duration to complete B.S. Criminology; 2.4.4 if a transferee, school transferred from; and 2.4.5 whether respondent was on a scholarship and if so, what type of scholarship 2.5 2.6 Reasons for pursuing B.S. Criminology; and Competencies learned in college found to be useful on the first job

 P a g e |50

Table 8 If Enrolled in another Degree Program Frequency Percentage No Yes

Degree type and course MS Criminal Justice (MSCJ) Bachelor of Laws (LLB) Sub-total Freq. 2 2 4 Pct. 50% 50% 100%

59 4

93.65% 6.35%

TOTAL

63

100%

Table 8 shows that most are not pursuing any other degree program (frequency of 59 or 93.65 percent). However, a small number are (frequency of 4 or 6.35 percent). In this small group, half are pursuing a graduate (masteral) degree program in Criminal Justice and the other, baccalaureate degree program in Law, hence are ranked the same with frequencies of 2 or 50 percent. Table 9 If Pursuing Additional Training/Advance Studies Frequency Percentage No Yes
Reason for advance study Professional development Promotion Sub-total Freq. 3 1 4 Pct. 75% 25% 100% Rank 1 2

59 4

93.65% 6.35%

TOTAL

63

100%

Table 9 indicates that majority are not pursuing any additional or advance

 P a g e |51

studies based on the frequency of 59 or 93.65 percent. Of those that are (frequency of 4 or 6.35 percent) Professional Development ranked first (at a frequency of 3 or 75 percent) as their reason while Promotion ranked second at a frequency of 1 or 25 percent. Table 10 Professional Licensure/Eligibility Examinations Passed Frequency Percentage No Yes
Freq. PRC Criminologists Licensure Examination ONLY PRC Criminologists Licensure Examination and NAPOLCOM Police Entrance Examination PRC Criminologists Licensure Examination, NAPOLCOM Police Entrance Examination and Civic Service Professional PRC Criminologists Licensure Examination and Civic Service Professional PRC Criminologists Licensure Examination, NAPOLCOM Police Entrance Examination and Civic Service SubProfessional Sub-total 28 Pct. 62.22% Rank 1

18 45

28.57% 71.43%

12

26.67%

4.44%

4.44%

2.22%

45

100%

TOTAL

63

100%

Table 10 poses that of the respondents, 45 (or 71.43 percent) have passed one (1) or a number of professional licensure/eligibility examinations. Of

 P a g e |52

these, 28 (or 62.22 percent) passed the PRC Licensure Examination only; 12 (or 26.67 percent) passed both the PRC Licensure Examination and the NAPOLCOM Entrance Examination; 2 (or 4.44 percent) passed the PRC Licensure Examination, NAPOLCOM Entrance Examination and the Civil Service Professional; another 2 (or 4.44 percent) passed the PRC Licensure Examination and the Civil Service Professional; and lastly, 1 (or 2.22 percent), passed the PRC Licensure Examination, NAPOLCOM Entrance Examination and the Civil Service Sub-professional.

 P a g e |53

Table 11 Enrolment Status during Tenure at PCCR Frequency Percentage Regular

Freq. Morning Session Afternoon Session Evening Session Sub-Total 31 21 2 54 Pct. 57.41% 38.89% 3.70% 100% Rank 1 2 3

54

85.71%

Irregular
Freq. Afternoon Session Morning Session Sub-Total 5 4 9 Pct. 55.56% 44.44% 100% Rank 1 2

14.29%

TOTAL

63

100%

In Table 11, 54 (or 85.71 percent) represent students that were following the regular curriculum, therefore labeled as Regulars, while 9 (or 14.29 percent) pursued their studies as Irregular. Of the Regulars, 31 (or 57.41 percent) attended morning sessions; 21 (or 38.89) in the afternoon; and, 2 (or 3.70 percent) in the evening. Of the Irregulars, 5 (or 55.56 percent) attended afternoon sessions while 4 (or 44.44 percent) attended morning sessions.

 P a g e |54

Table 12 Duration to Complete B.S. Criminology Frequency 4-years Over 4-years TOTAL 59 4 63 Percentage 93.65% 6.35% 100%

Table 12 indicates that 4 (or 6.35 percent) of the respondents completed the BS Criminology degree program in over 4-years while the majority (at a frequency of 59 or 93.65 percent) completed in 4-years. Note that here were no transferees among the respondents hence no table depicting its distribution is offered.

 P a g e |55

Table 13 On Scholarship Frequency No Yes TOTAL 56 7 63 Percentage 88.89% 11.11% 100%

Table 13 indicates that 7 (or 11.11 percent) of the respondents were on a scholarship program: all which were academic scholarships.

 P a g e |56

Table 14 Reason for Taking up B.S. Criminology Frequency Pursue career in the PNP Affordable for the family Influence of parents or relatives Strong passion for the profession Pursue career in the NBI Preparatory course for law Prospect for immediate employment Status or prestige of the profession Prospect of career advancement Prospect of attractive compensation and benefits Opportunity for employment abroad Security of tenure of prospective job Other reasons (unspecified) Inspired by a role model 51 12 9 9 4 4 3 2 2 2 2 2 2 1 105 Percentage 48.57% 11.43% 8.57% 8.57% 3.81% 3.81% 2.86% 1.90% 1.90% 1.90% 1.90% 1.90% 1.90% 0.95% 100% Rank 1 2 3 3 5 5 7 8 8 8 8 8 8 14

In Table 14, pursuits of a career in the PNP is ranked as the number one (1) reason (at a frequency of 51 or 48.57 percent) as to why respondents took up B.S. Criminology. Ranked 2nd is affordability for the family at a frequency of 12 or 11.43 percent; followed by influence of parents or relatives and strong passion for the profession with frequencies each of 9 or 8.57 percent; then, pursuits of a

 P a g e |57

career in the NBI and preparatory course for law sharing frequencies of 4 or 3.81 percent each; followed by status or prestige of the profession, prospect of career advancement, prospect of attractive compensation and benefits, opportunity for employment abroad, security of tenure of prospective job, and other reasons ranking the same with frequencies each at 2 or 1.90 percent; and lastly, inspired by a role model at a frequency of 1 or .95 percent. Note that the survey respondents were allowed to choose as many reasons as are applicable to them. Hence, the total number of frequencies may not be equivalent to the total number of respondents.

 P a g e |58

Table 15 Competencies Learned in College Found to be Useful on the First Job Frequency Communication skills Familiarity with different criminal laws, jurisprudence and procedures Human relations skills Background in intelligence gathering and surveillance Investigative skills Traffic management and accident Investigative skills Knowledge in jail and correctional administration Firearms Identification skills Fingerprint Identification skills Knowledge in drug education and pertinent laws Problem-solving skills Combat shooting skills Questioned documents examination skills Martial arts skills Knowledge in police photography Knowledge in lie detection process TOTAL 31 20 14 12 10 9 6 5 4 4 4 3 3 3 1 1 129 Percentage 24.03% 15.50% 10.85% 9.30% 7.75% 6.98% 4.65% 3.88% 3.10% 3.10% 3.10% 2.33% 2.33% 2.33% 0.78% 0.78% 100% Rank 1 2 3 4 5 6 7 8 9 9 9 12 12 12 15 15

Table 15 displays the competencies learned in college that respondents found useful. Ranked first at a frequency of 31 or 24.03 percent is communications skills; familiarity with different criminal laws, jurisprudence and

 P a g e |59

procedures ranks next at a frequency of 20 or 15.50 percent; then, human relations skills at a frequency of 14 or 10.85 percent; background in intelligence gathering and surveillance at a frequency of 12 or 9.30 percent; investigative skills at a frequency of 10 or 7.75 percent; traffic management and accident Investigative skills at a frequency of 9 or 6.98 percent; knowledge in jail and correctional administration at a frequency of 6 or 4.65 percent; firearms Identification skills at a frequency of 5 or 3.88 percent; fingerprint Identification skills, knowledge in drug education and pertinent laws and problem-solving skills each at frequencies of 4 or 3.10 percent; combat shooting skills, questioned documents examination skills and martial arts skills at frequencies of 3 or 2.33 percent; and, knowledge in police photography and knowledge in lie detection process at frequencies of 1 or 0.78 percent. Note that the survey respondents were allowed to choose as many of the options as are applicable to them. Hence, the total number of frequencies may not be equivalent to the total number of respondents.

Sub-problem No. 3 what is the employment status of respondents in terms of: 3.1 Whether currently enrolled in another degree program; 3.1.1 whether currently employed; and 3.1.1.1 reasons why if not yet employed

 P a g e |60

3.2

Present employment status; 3.2.1 If self-employed, skills learned in college that they are able to apply

3.3

Current employer; 3.3.1 industry;

3.3.2 place of work; 3.3.3 income level; 3.3.4 job level position; 3.4 First job; and 3.4.1 how found; 3.4.2 how long did it take to land their first job; 3.4.3 reasons for accepting first job; 3.4.4 income level; 3.4.5 job level position;
3.4.6 3.4.7

how long did they stay at their first job; Reasons for staying on the job at first job; and

3.4.8 reasons for leaving (if no longer at first job)

 P a g e |61

Table 16 Presently Employed Frequency Percentage Yes No

Frequency Never been employed Previously employed Sub-total 21 8 29 Percentage 72.41% 27.59% 100%

34 29

53.97% 46.03%

TOTAL

63

100%

Table 16 indicates that 34 (or 53.97 percent) are presently employed while 29 (or 46.03 percent) are not presently employed. Of these, 21 (or 72.41 percent of those not presently employed) have never been employed and 8 (or 27.59 percent of those not presently employed) were previously employed. Table 17 Reasons Why (If not employed) Frequency Lack of eligibility for the desired job Did not look for a job No job opportunity Lack of work experience TOTAL 14 11 6 5 36 Percentage 38.89% 30.56% 16.67% 13.89% 100% Rank 1 2 3 4

Table 17 indicates that those not presently employed, 36 provided the following reasons: 14 (or 38.89 percent) felt a lack of eligibility for the desired job;

 P a g e |62

11 (or 30.56 percent) did not look for a job; 6 (or 16.67 percent) indicated that there are no job opportunities; 5 (or 13.89 percent) felt they lacked work experience. Note that the survey respondents were allowed to choose as many reasons as are applicable to them. Hence, the total number of frequencies may not be equivalent to the total number of respondents. Table 18 Present Employment Status Frequency Regular or Permanent Temporary Contractual Self-employed TOTAL 23 7 2 2 34 Percentage 67.65% 20.59% 5.88% 5.88% 100% Rank 1 2 3 3

Table 18 details that of the 34 respondents presently employed (per Table 15), 23 (or 67.65 percent) are regular or permanent; 7 (or 20.59 percent are temporary; and, 2 (or 5.88 percent) are on contract; and, 2 (or 5.88 percent) are self-employed. Note that neither of the two (2) self-employed indicated any skills learned in college that they can apply. Hence, no table is presented for such.

 P a g e |63

Table 19 Major Line of Business (of employer) Frequency Law enforcement Other Academe Aviation Security Private Investigation TOTAL 20 10 2 1 1 34 Percentage 52.85% 29.41% 5.88% 2.94% 2.94% 100% Rank 1 2 3 4 4

Table 19 indicates the distribution of those employed by the industry their employer belongs to: 20 (or 52.85 percent) are employed with law enforcement; 10 (or 29.41 percent) with other unspecified industries; 2 (or 5.88 percent) are with academe; 1 (or 2.94 percent) with aviation security; and, 1 (or 2.94 percent) with private investigation. Note that as to their place of work (whether local or abroad), all respondents indicated that they are all employed locally. Hence, no table depicting the distribution thereof is necessary.

 P a g e |64

Table 20 Gross Monthly at Present Job Frequency P15,000 to less than P20,000 P5,000 to less than P10,000 P10,000 to less than P15,000 TOTAL 22 8 4 34 Percentage 64.71% 23.53% 11.76% 100% Rank 1 2 3

Table 20 shows that of those currently employed, 22 or 64.71 earn P15,000 to less than P20,000 per month; 8 or 23.53 percent at P5,000 to less than P10,000; and, 4 or 11.76 percent at P10,000 to less than P15,000. Table 21 Job Level Position at Present Job Frequency Non-commissioned officer Rank or clerical Professional, technical or supervisory Self-employed TOTAL 22 7 3 2 34 Percentage 64.71% 20.59% 8.82% 5.88% 100% Rank 1 2 3 4

Table 21 shows the current job level position of the respondents. Ranking first are non-commissioned officers at a frequency of 22 or 64.71 percent; followed by rank and clerical at 7 or 20.59 percent; then, professional, technical and supervisor at a frequency of 3 or 8.82 percent; and, self-employed at a

 P a g e |65

frequency of 2 or 5.88 percent. Note that there was no job level position change among respondents between their first and present jobs. Table 22 How First Job was Found Frequency Walk-in Response to an advertisement Recommended by someone Information from friends Through my high academic performance Family business Job fair or public employment TOTAL 31 7 7 3 2 1 1 52 Percentage 59.62% 13.46% 13.46% 5.77% 3.85% 1.92% 1.92% 100% Rank 1 2 2 4 5 6 6

Table 22 shows the distribution of how the respondents first job was found. Walk-in ranks first with a frequency of 31 or 59.62 percent, followed by response to an advertisement and recommended by someone ranking the same each with frequencies of 7 or 13.46 percent. Information from friends follows with a frequency of 3 or 5.77 percent. Then, through my high academic performance at a frequency of 2 or 3.85 percent. And sharing last, family business and job fair or public employment each with frequencies of 1 or 1.92 percent. Note that the survey respondents were allowed to choose as many of the options as are

 P a g e |66

applicable to them. Hence, the total number of frequencies may not be equivalent to the total number of respondents. Table 23 How long it took to Land First Job Frequency 1 to 6 months 7 to 11 months 1-year to less than 2-years TOTAL 26 12 4 42 Percentage 61.90% 28.57% 9.52% 100% Rank 1 2 3

Table 23 shows that 26 or 63.41 percent landed their first job in 1 to 6 months; 12 or 29.27 percent in 7 to 11 months; and, 3 or 7.32 percent in 1-year to less than 2-years. Table 24 Reasons for Accepting First Job Frequency Career challenge Salaries and benefits Lack of eligibility for the desired job No quota or recruitment in the desired field of work Lack of necessary requirements for the aspired job TOTAL 22 10 7 2 1 42 Percentage 52.38% 23.81% 16.67% 4.76% 2.38% 100% Rank 1 2 3 4 5

 P a g e |67

Table 24 ranks the reasons indicated by respondents as to why they accepted their first job. 22 or 52.38 percent ranked career challenge first; salaries and benefit at a frequency of 10 or 23.81 percent, second; lack of eligibility for the desired job at 3rd with a frequency of 7 or 16.67 percent; no quota or recruitment in the desired field of work followed at a frequency of 2 or 4.76 percent; and lack of necessary requirements for the aspired job said career challenge last at 1 or 2.38 percent. Note that the survey respondents were allowed to choose as many of the options as are applicable to them. Hence, the total number of frequencies may not be equivalent to the total number of respondents. Table 25 Initial Gross Monthly Earning in First Job Frequency P15,000 to less than P20,000 P5,000 to less than P10,000 P10,000 to less than P15,000 TOTAL 24 12 6 42 Percentage 57.14% 28.57% 14.29% 100% Rank 1 2 3

Table 25 indicates that 24 or 57.14 percent of respondents who are employed or were previously employed had an initial gross monthly earning in the range of P15,000 to less than P20,000 for their first job; 12 or 28.57 percent indicate the range to be P5,000 to less than P10,000; and, 6 or 14.29 percent at P10,000 to less than P15,000. Note that only those presently employed shared

 P a g e |68

their job level position for their first job. All of which are consistent with their present job. Refer to Table 21. Table 26 Length of Stay at First Job Frequency 1 to 6 months 7 to 11 months TOTAL 8 3 11 Percentage 72.37% 27.27% 100% Rank 1 2

Table 26 shows that 8 or 72.37 percent of those who responded to this question indicated that they stayed 1 to 6 month on the first job while 3 or 27.27 percent, 7 to 11 months. Table 27 Reasons for Staying on the Job at First Job Frequency Dream job Salaries and benefits Career challenge Related to special skills Harmonious relationship with coworkers Related to course or program of study Family influence TOTAL 22 15 7 7 4 3 2 11 Percentage 36.67% 25.00% 11.67% 11.67% 6.67% 5.00% 3.33% 100% Rank 1 2 3 3 5 6 7

 P a g e |69

Table 27 shows dream job, at a frequency of 22 or 36.67 percent ranks first as the reason for staying on the first job with salaries and benefits at a frequency of 15 or 25.00 percent at 2nd. Sharing 3rd ranking are career challenge and related to special skills with frequencies each at 7 or 11.67 percent; harmonious relationship with co-workers follow at a frequency of 4 or 6.67 percent; then, related to course or program of study at a frequency of 3 or 5.00 percent; and last, family influence at a frequency of 2 or 3.33 percent. Note that the survey respondents were allowed to choose as many of the options as are applicable to them. Hence, the total number of frequencies may not be equivalent to the total number of respondents. Table 28 Reasons for Leaving First Job Frequency Salaries and benefits Career challenge Already acquired eligibility for the preferred job Related to special skills Proximity to residence Other reasons TOTAL 6 4 2 1 1 1 15 Percentage 40.00% 26.67% 13.13% 6.67% 6.67% 6.67% 100% Rank 1 2 3 4 4 4

Table 28 shows that the respondents ranked salaries and benefits at a frequency of 6 or 40.00 percent as the most frequent reason for leaving their first

 P a g e |70

job. This is followed by career challenge at a frequency of 4 or 26.67 percent; then already acquired eligibility for the preferred job at a frequency of 2 or 13.13 percent. Related to special skills, proximity to residence and other reasons ranked last each with frequencies of 1 or 6.67 percent. Note that the survey respondents were allowed to choose as many of the options as are applicable to them. Hence, the total number of frequencies may not be equivalent to the total number of respondents. Table 29 Gross Monthly Earning at Present Job Frequency P15,000 to less than P20,000 P5,000 to less than P10,000 P10,000 to less than P15,000 TOTAL 22 8 4 34 Percentage 64.71% 23.53% 11.76% 100% Rank 1 2 3

Table 29 shows that of those currently employed, 22 or 64.71 earn P15,000 to less than P20,000 per month; 8 or 23.53 percent at P5,000 to less than P10,000; and, 4 or 11.76 percent at P10,000 to less than P15,000. Sub-problem No. 4 what suggestions may be forwarded to improve the PCCR B.S. Criminology curriculum:

 P a g e |71

Table 30 Suggestion to Further Improve PCCR BS Criminology Curriculum

Frequency Mandatory requirement of all students to undergo onthe-job training in Criminalistics and subjects, such as:
Freq. Criminal Investigation Questioned Document Examination Ballistics Fingerprint (Dactyloscopy) Police Photography Polygraphy (Lie Detection) Narcotics Investigation SUB-TOTAL 16 8 7 5 4 4 3 47 Pct. 34.04% 17.02% 14.89% 10.64% 8.51% 8.51% 6.38% 100% Rank 1 2 3 4 5 5 7

Percentage 16.49%

Rank 1

47

Update and Improve laboratory facilities Develop English Proficiency Programs Emphasize development of good manners and right conduct, inculcate correct attitudes and work habits Organize exposure trips to relevant institutions Update books In the library More staff Development for faculty members Emphasize personality development, good grooming and oral communication Encourage students and faculty to do research Provide specific state-of-the-art laboratories for all major subjects particularly in Criminalistics Provides students with CEP Program Development of a functional placement Office Expose students in Cyber Crimes Investigation Offer new and relevant degree/course needed in industry/company Involve industry representatives in curriculum review Provide internet facilities for students Provide opportunities for continuing education for its faculty on a regular basis TOTAL

38 31 25 21 18 17 17 17 13 11 7 5 5 5 5 3

13.33% 10.88% 8.77% 7.37% 6.32% 5.96% 5.96% 5.96% 4.56% 3.86% 2.46% 1.75% 1.75% 1.75% 1.75% 1.05% 100%

2 3 4 5 6 7 7 7 10 11 12 13 13 13 13 17

 P a g e |72

Table 30 depicts that among the responses, the suggestion to make it a mandatory requirement for all students to undergo out of school on-the-job training in Criminalistics and other major subjects (at a frequency of 47 or 16.49 percent) ranks as the top suggestion to improve the PCCR B.S. Criminology curriculum. Of which, the Criminal Investigation ranked 1st as the subject of choice at a frequency of 16 or 34.04 percent of the 47; followed by Questioned Document Examination at 2nd with a frequency of 8 or 17.02 percent; then on 3rd, Ballistics at a frequency of 7 or 14.89 percent; 4th, Fingerprint (Dactyloscopy) at a frequency of 5 or 10.64 percent; 5th is shared by Police Photography and Polygraphy at frequencies of 4 or 8.51 percent; and ranking last, Narcotics Investigation at a frequency of 3 or 6.38 percent. After the mandatory OJT, the suggestion to update and improve laboratory facilities ranked 2nd at a frequency of 38 or 13.33 percent; then at 3rd, develop English proficiency programs at a frequency of 31 or 10.88 percent; 4th, emphasize development of good manners and right conduct, inculcate correct attitudes and work habits at a frequency of 25 or 8.77 percent 5th, organize exposure trips to relevant institutions at a frequency of 21 or 7.37 percent; 6th, update books In the library at a frequency of 18 or 6.32 percent; 7th is shared by more staff development for faculty members to improve instruction, emphasize personality development, good grooming and oral communication, and encourage students and faculty to do research at a frequency of 17 or 5.96 percent; next, provide specific state-of-the-art laboratories for all major subjects particularly in Criminalistics at a frequency of

 P a g e |73

13 or 4.56 percent; then, development of a functional placement office at a frequency of 7 or 2.46 percent; expose students in cyber crimes investigation, offer new and relevant degree/course needed in industry/company, involve industry representatives in curriculum review, and provide internet facilities for students followed, all sharing frequencies of 5 or 1.75 percent; and ranked last, provide opportunities for continuing education for its faculty on a regular basis at a frequency of 3 or 1.05 percent.

 P a g e |74

CHAPTER 5 Summary of Findings, Conclusions and Recommendations This chapter presents the summary of findings, conclusions and recommendations of the study. This study was undertaken to assess the status of Philippine College of Criminology Graduates from academic year 2009-2010. Specifically, this study sought answers to the following questions: 1. What are the biographic characteristics of PCCR graduates with regard to: 1.1 1.2 1.3 1.4 1.5 1.6 2. Gender; Age bracket; Marital status; City of residence; Region of origin; and Ethnic group?

What are the educational, training and professional licensing qualifications of the respondents in terms of: 2.1 2.2 Whether currently enrolled in another degree program; Training/advance studies; 2.2.1 Reasons for pursuing advance studies 2.3 2.4 Professional licensure/eligibility examinations passed; Enrolment situation during tenure at PCCR; and 2.4.1 Regular or irregular;

 P a g e |75

2.4.2 Session and section; 2.4.3 Duration to complete B.S. Criminology; 2.4.4 If a transferee, school transferred from; and 2.4.5 Whether respondent was on a scholarship and if so, what type of scholarship 2.5 2.6 3. Reasons for pursuing B.S. Criminology; and Competencies learned in college found to be useful on the first job

What is the employment status of respondents in terms of: 3.1 Whether currently employed; 3.1.1 Reasons why if not yet employed 3.2 Present employment status; 3.2.1 If self-employed, skills learned in college they are able to apply 3.3 Current employer; 3.3.1 Industry; 3.3.2 Place of work; 3.3.3 Income level; 3.3.4 Job level position; 3.4 First job; and 3.4.1 How found; 3.4.2 How long did it take to land their first job; 3.4.3 Reasons for accepting first job;

 P a g e |76

3.4.4 Income level; 3.4.5 Job level position; 3.4.6 How long did they stay at their first job; 3.4.7 Reasons for staying on the job at first job; and 3.4.8 Reasons for leaving (if no longer at first job) 4. What suggestions may be forwarded to further improve the PCCR B.S. Criminology curriculum The researchers utilized the descriptive method of research. According to Calderon and Gonzales (1993, 61), descriptive studies are purposive processes of gathering, analyzing, classifying and tabulating data about prevailing conditions, practices, processes, trends and cause-effect relationships and then making adequate and accurate interpretation about such data with or without the aid of statistical tool. The primary aim of the study was to determine the status of the employability of graduates; their professional examination passed; the relevance of their course with their current employment; and, to confirm if those (in section A1 and/or on a scholarship program) expected to be progressive in their career development are indeed progressing accordingly. Employability of graduates will be described in terms of the nature of employment, type of work, job satisfaction and reasons for job satisfaction. A total of SIXTY-THREE (63) respondents, representing graduates from academic year 2009-2010 were involved in the study.

 P a g e |77

Summary of Findings The statement of the problem and the researchers hypothesis served as the frame of reference in presenting the salient findings of this research. 1. What are the biographic characteristics of PCCR graduates with regard to gender, age bracket, marital status, city of residence, region of origin and ethnic group: The respondents are represented mostly by males consisting of 54 or 85.71 percent out of 63. They are also predominantly in the 21-23 years old age bracket with 39 or 61.90 percent. Majority are still single at a frequency of 54 or 85.71 percent. From the responses, we can also posit a relationship in the respondents residence, region of origin and ethnic origin in that a significant number of the respondents reside in Manila City (with a frequency of 27 or 42.86 percent); with a region of origin from the National Capital Region (NCR) at a frequency of 30 or 47.62 percent; and, of the ethnic origin of Tagalog at a frequency of 33 or 52.38 percent. 2. What are the educational, training and professional licensing

qualifications of the respondents; whether they are currently enrolled in another degree program; whether they are pursuing additional

training/advance studies and reasons for pursuing; what professional licensure/eligibility examinations theyve passed; what their enrolment situation was during their tenure at PCCR, if they were regular or irregular,

 P a g e |78

what session, how long it took to complete their B.S. Criminology, if they are transferees, what school transferred from, and whether they were on a scholarship and if so, what type of scholarship; what their reasons were for pursuing a B.S. Criminology degree; and, what competencies learned in college they found to be useful on the first job: A significant majority of the respondents (at a frequency of 59 or 93.65 percent) are not enrolled in another degree program. However, of the small minority (at a frequency of 4 or 6.35 percent) half (2 or 50.00 percent) are pursuing graduate degrees in Criminal Justice and the other half (2 or 50.00 percent) are pursuing a bachelor of laws degree. This same group of 4 indicated that professional development ranks (at a frequency of 3 or 75.00 percent) as their primary reason for their pursuits of an advance degree while promotion ranks 2nd (at a frequency of 1 or 25.00 percent). The respondents are also mostly board passers at 45 or 71.43 percent. From these board passers, 28 or 62.22 percent of the 45 have no other licenses or passed eligibility exams; 12 or 26.67 percent of the 45 are NAPOLCOM exam passers; 2 or 4.44 percent of the 45 are also Civil Service Professional exam passers in addition to NAPOLCOM; 2 or 4.44 percent of the 45 are Civil Service Professional only in addition to being a board passer; and, 1 or 2.22 percent of the 45 is passer of the Civil Service Sub-professional exam, NAPOLCOM and the board. As to their tenure at PCCR, most were regular students (frequency of 54

 P a g e |79

or 85.71 percent). From these, 31 (or 57.41 percent of the 54) attended morning sessions; 21 (or 38.89 percent of the 54) attended afternoon session; and, 2 (or 3.70 of the 54), evening sessions. Of the 9 or 14.29 percent of the respondents who were irregular students, a little more than half (at 5 or 55.56 percent of the 9) attended the afternoon sessions and the difference (at 4 or 44.44 percent of the 9) attended morning sessions. The vast majority of the respondents (at a frequency of 59 or 93.65 percent) have also indicated that they completed their B.S. Criminology coursework in exactly 4-years. There were no transferees among the respondents. As to how many were on a scholarship program, 7 or 11.11 percent of the respondents were on an academic scholarship during their time at PCCR. As to their reasons for pursuing the PCCR B.S. Criminology program, from their responses, pursuits of a law enforcement career in the Philippine National Police stood out as the most frequent answer at 51 or 48.71 percent. When asked which competencies learned in college was useful in the first job of the respondents, communications skills ranked the highest with 31 or 24.03 percent. 3. What is the employment status of respondents in terms of

whether they are currently employed and if not, reasons why; what their present employment status is, that if self-employed, what skills learned in college they are able to apply; what their current employer is in terms of industry, their place of work, income level and job level position; as it

 P a g e |80

relates to their first job, how it was found, how long it took to land, reasons for accepting it, their income level, job level position, how long they stayed, reasons for staying on the job, and reasons for leaving (if no longer at first job): A little over half of the respondents at 34 or 53.97 percent are presently employed. Of the 29 or 46.03 percent who arent presently employed, 21 (or 71.41 percent of the 29) indicated that theyve never been employed while 8 (or 27.59 percent of the 29) were previously employed. The resulting responses from those unemployed show that lack of eligibility ranks first in their reasons for being unemployed at 14 or 38.89 percent of the 36 total responses. Of those currently employed, most are regular or permanent employees at a frequency of 23 or 67.65 percent. Law enforcement is the major line of business of the employers for most (at a frequency of 20 or 52.85 percent). As to their place of work (whether local or abroad), all respondents indicated that they are all employed locally. As to income level, most (at a frequency of 22 or 64.71 percent) indicate that their monthly gross income at their present employment is in the range of P15,000 to less than P20,000. All those employed indicated that their job level position on their current employment is the same as that of their first job. As to how their first job was found, walk-in stood out as the most common method used in finding their first job at 31 or 59.62 percent. On the question of how long it took to land their first job, 26 or 61.90 percent indicate that 1 to 6

 P a g e |81

months is the time it took them to land their first job. In terms of reasons for accepting their first job, career challenge is the most widely reason at a frequency of 22 or 52.38 percent. In terms of income level on their first job, 24 or 57.14 percent earned a range of P15,000 to less than P20,00. As to their length of stay at their first job, 8 or 72.37 percent stayed 1 to 6 months. Their primary reason for staying at their first job is that they consider it their dream job (at a frequency of 22 or 36.67 percent). And for those who are no longer employed with their first job, their primary reason for leaving is salaries and benefits at a frequency of 6 or 40.00 percent of the 15 total responses. 4. What suggestions may be forwarded to improve the PCCR B.S. Criminology curriculum: As to suggestions on how to further improve the PCCR BS Criminology curriculum, the respondents ranked the need for a mandatory requirement of all students to undergo out of school on-the-job training in Criminalistics and other major subjects as their top suggestion at a frequency of 32 or 15.46 percent with Criminal Investigation ranked as their subject of choice. Conclusions Based on the findings, the following conclusions are drawn: 1. The graduates are mostly males who are in the 21-23 years old age bracket. Majority are single. There is also an evident relationship in their residence, region of origin and ethnic origin in that most reside in Manila City;

 P a g e |82

region of origin from the National Capital Region (NCR); and, most belonging to a Tagalog ethnic origin. 2. While many are not pursuing another degree program, the small minority that are, are pursuing advance degrees primarily for professional development reasons in related course of study such as Master of Science in Criminal Justice and Bachelor of Laws. The graduates are also mostly licensed criminologists. Some with added eligibilities like NAPOLCOM, Civil Service Professional and Civil Service Sub-professional. As to their tenure at PCCR, most were regular students mainly attending morning and afternoon sessions. Nearly all the graduates completed their B.S. Criminology coursework in exactly 4-years. A small number were academic scholars. Their primary reason for pursuing the PCCR B.S. Criminology program is to pursue a law enforcement career in the Philippine National Police. The graduates feel that communication skills is the greatest competency theyve learned in college which they found useful at their first job. 3. Most of the graduates are already employed on a full time or permanent basis as non-commission officers in the field of law enforcement. All are employed locally with income levels ranging P15,000 to less than P20,000. As to their first job after college, many took 1 to 6 months to get a job, finding it by simply walking-in to apply. They cited career challenge to be their reason for accepting their first job. Their income then parallels that of their current job at a range of P15,000 to less than P20,000, justifying their 1 to 6 months stay at that

 P a g e |83

first job as a dream job. Of those who are not yet employed, they cite lack of eligibilities as the reason, while those were previously employed who have already left their first job cite salaries and benefits as their reason for leaving. 4. As to suggestions on how to further improve the PCCR BS Criminology curriculum, the respondents ranked the need for a mandatory requirement of all students to undergo out of school on-the-job training in Criminalistics and other major subjects as their top suggestion citing Criminal Investigation as their top subject of choice. Recommendations From the findings and conclusions, the following recommendations are hereby presented: 1. PCCR should conduct a periodic Graduate Tracer Study on its alumni in order to continually measure its effectiveness in preparing for and ensuring the success of graduates in their criminology-related careers. As well, to ascertain the career progression trends among its graduates. 2. Being the top suggestion from respondents for improving the PCCR B.S. Criminology curriculum, PCCR should also look to improving laboratory facilities, most especially those used in Criminalistics. 3. As it pertains to Criminological Research and Statistics students every effort should be considered in learning as much from the GTS thesis as possible

 P a g e |84

since it provides a good basis in helping them map their steps towards career progression.

 P a g e |85

BIBLIOGRAPHY BOOKS Hungate, Frederick and Charles Myer, Education Manpower and economic Growth: Strategies and Human Resources and Development, New York: Mcgraw-Hill Book Co., 1976. Psacharopolous, George. Economics of Education Research and Studies. Oxford: Pergamon Press, 1987. Adkins, D.L. The Great American Degree Machine, New York: Mcgraw Hill Publishers, 1975. Berg, I.L., Education and Jobs; the Great Training Robbery, Boston: Beacon Press, 1971. Bose, H., Information Science: Principles and Practice, Sterling Publishing Ltd. New Delhi, India., 1993. Charner, J.A, The Relationship of Higher Education and The Labor Market, Boston: Beacon Press, 1975. Elevazo, A., Elevazo, R., Philosophy of Philippine Education. Manila, National Bookstore, 1995. Evans, E. and Haft, S. Introduction to Services. Libraries Unlimited Inc. Englewood, Colorado, 1994. Hopke, W.E., The Encyclopedia of Careers and Vocational Guidance. MG Co. Chicago, Ilinois, 1993. Freeman, R., A Critique on the Over-Educated American, New York: Academic Press, 1976. Hoyt, K., Career Education, Vocational Education and Occupational Education: An Approach in Defining the Difference, Ohio State University Press, 1975. Marland, S.P., Jr., Career Education Now, Ohio State University Press, 1975.

 P a g e |86

Rumberger, Russel W., Job Market for College Graduates. New York: McMillan Publishing Company, 1984. Sevilla, C., et.al., Research Methods. Rex Bookstore Manila, 2000. Solomon, L.B., College as Training Grounds for Jobs. New York: Praeger Press, 1977. UNPUBLISHED MATERIALS Bajada, Dolores R. (1980), A Follow-up Study of the Education Graduates of Bataan State College from 1992-1995 Unpublished Masters Thesis, Virgen de los Remedios College Division of Graduates Studies and Research. Beringa, Virgilio Jr. A..(2010) A Five Year Tracer Study of the BS Criminology Graduates, Unpublished Masters Thesis, PCCr, Manila. Bonot, Marietta A. (1995), Productivity and Job Performance of Graduates of Dual Tech Training in the Philippines Unpublished Doctoral Deissertation, Technological University of the Philippines, Manila. Dumronglitwitthaya, Petch-Yong, (1983) Effectiveness of BSIE Programs of Three State Technological College in Metro Manila. Unpublished Doctoral Dissertation, TUP, Manila. Gapasin, Teofilo S.(1976) Middle-Level Skills in State Industrial Colleges: Its Relevance to National Development Unpublished Doctoral Dissertation, University of Santo Thomas, Manila. Magcamit, Romeo M. (1988) Effectiveness of BSIE Programs of the Marinduque Institute of Science and Technology. Unpublished Masters Thesis, TUP, Manila. Menorca, Natividad L. (1997) Employability of Graduates of BSIE-HE of Marinduque State College: Implication to Curricular Improvement Unpublished Masters Thesis, PWU, Manila. Eustaquio, Nicomedes M. (2000) A Five Year Tracer Study of the BS Criminology Graduates, Unpublished Masters Thesis, PCCr, Manila.

 P a g e |87

Silva, Consorcia A. (1993) Employability of the College Graduates of Los Baos College of Fisheries 1985-1989 Unpublished Masters Thesis, TUP, Manila. Tica, William O., (2005) Employability of the Bachelor of Technology Graduates in the University of Rizal System-Morong Unpublished Masters Thesis, Morong, Rizal. Tobes, Aida L. (1991) Employability and Productivity of the Grduates of the Three-Year Technical Education Courses in the TiburcioTancinco Memorial Institute of Science and Technology Unpublished Masters Thesis, TUP, Manila. Velasco, Ricardo A. (1995) Employability and Productivity of the Grduates of Bachelor of Science in Industrial Technology of San Pablo City National School of Arts and Trades Unpublished Masters Thesis, TUP, Manila. JOURNALS AND DIGEST Bringle R.G., and Hatcher, J.A. (1995) A Service Learning Curriculum for Faculty.Journal of Community Service Learning. CHEDs Philippine 2000: The Current State of Higher Education in the Philippines. Elevazo, A.P. (1983). Are the Tertiary Level Curricula Relevant to National Development? (PASUC research) Journal 1:38. Philippine Daily Inquirer (March 27,2001) Across the Nation. MANUAL OF DISCIPLINE FOR STUDENTS, Philippine College of Criminology, 2007. ELECTRONIC REFERENCE Austero, Bong (2006) Mismatch between skills and Jobs, Retrieved March 4, 2012 from http.//www.Manilastandardtoday.com/?page=bongAusteroJune282006 Australian Bureau of Statistics (2008) Retrieved February 12, 2012 from http://www.abs.gov.au/AusSTATS/abs@.nsf/Looup/4102.0Chapter7002008 Bob Willis, Surging U.S. Unemployment Rate Puts Pressure on Obama (Update2) Updated: March 7, 2009 13:07 EST: Retrieved March 3, 2012 from

 P a g e |88

http://www.bloomberg.com/apps/news?pid=20061103&sid=a2sWinElj58U&refer= news CHED Commissions CSC to Conduct Graduate Tracer Study, June 1, 2007 Retrieved March 23,2012 from http://csresearch.wordpress.com/2007/06/01ched-commisions-csc-to-conducttracer-study/ Cinches, F.CHED & XU Tracer Study Questionnaire, Tracer Study Proposal, Retrieved February 23, 2012 from http://www.google.com/search?hl=en&g=CHED=%26+XU+Tracer+Study+Questi onnaire%2C+Tracer+Study+Proposal+by+Dr.+F.+Cinches++btnG+Search President Gloria Macapagal Arroyo, Cites School Role in Strengthening Economy, May 18, 2010. Retrieved March 20, 2012 from http//www.greatnews.ph/pgma-cites-schools-role-in-strenthening-philippineeconomy/-neka-cache Racelis,Rachel H. and Salas,J.Mlan S. (January 2008) A Note on Defining the Dependent Population Based on Age Retrieved March 15, 2012 from http://www.ntaccounts.org/doc/repository/RS2008a.pdf Regmi,Punya Prasad BimalendoMohanty, SagunBista (2006) Tracer Study Urban Environmental Management Graduates 1998-2005 ; Retrieved February 3, 2012 from http://www.sea-euma.ait.ac.th Schomburg,Harald:(September 2003) Standard Instrument and Employer Surveys.Eschborn and Kassel,1995.Version 2 Retrieve March 5, 2012 from www.uni-kassel.de/wz1 State Services Commission, Labour Force Participation Continues to Rise, 2008 Workforce Profile of the Public Service (November 14, 2008) Retrieved March 18, 2012 from http://www.scoop.co.nz/stories/POO811/S00196.htm Survey of Graduates of the University XYCORE QUESTIONNAIRE; Retrieved February 25, 2012 from http://www.uni-kassel.dewz1pjoectworkmatq_aau96.pdf

 P a g e |89

Successful Job Research Methods; Retrieved February 12, 2012 from http://career.uscd.edu/sa/Survey/JSMUsedbyUSCDGrads.html Tracer Education Commission, University Mauritius (UoM) and the University of Technology, Mauritius (UTM) Graduate Tracer Study 2007; Retrieved February 24, 2012 from http://www.scribd.com/doc/715033/Tracer-Study. Tracer Study of PUP Graduates, Retrieved February 24, 2012 from http://pup.edu.ph/downloads/files/CCCMIT/Questionnairre.pdf University of the Philippines Los Baos 2001-2004, Graduate Tracer Study; Retrieved from March 4, 2012 from http://www.geocites.com/uplb.Chedzrc/septdec2006.pdf Wikipedia, Encyclopedia, Industrial Technology Retrieved March 3, 2012 from http://en.wikipedia.org/wiki/Industrial_Technology Western Washington University College of Science and Technology B.S in Industrial Technology Retrieved March 4, 2012 from http://www.wwu.edu/advising/MajorGuides/Industrial-Technology-bs.pdf Zembere, S.N. and Chiyama, M.P.M., THE UNIVERSITY OF MALAWI GRADUATE TRACER STUDY 1996, University of Malawi-The Polytechnic, P/Bag 303, Chichiri, Blant, Retrieved March 5, 2010 from http://www.aau.org/studyprogram/notpub/ZEMBERE.pdf Kaijage, Erasmus. (1999), A Tracer Study of the Faculty of Commerce and Management Graduates, darEs Salaam. Retrieved March 14, 2012 from http://srne.ac.UK/South _Africa/SYM_Schomburg_Sawyer.html1 Kimani, Gerald N. (1999), How to conduct Tracer Study in Africa: Approaches and experiences. Nairobi, Kenya. Retrieved March 6, 2012 from http://srne.ac.UK/South _Africa/SYM_Schomburg_Sawyer.html1 Mayanja. Muhammad K. (1998), A comparative Study of Makarere University Graduates of the Faculties of Arts and Science. Uganda. Retrieved March 7, 2012 from http://www.yomari.com/netcom/experience.html

 P a g e |90

Omeje, Kenneth (1998), Transmission from Study to Work in Sub-Saharan Africa. Enugbu, Nigeria. Retrieved March 8, 2012 from http://www.yomari.com/netcom/experience.701542.html Rapenet, O. (2000), Tracer Study on High School Graduates. Retrieved March 14, 2012from http://www.rapenet.org/private/decs/tracer/intro/html.

 P a g e |91

Appendix A

Dear Graduates, Its been 2 years since you completed your B.S. Criminology degree at PCCR. We hope this correspondence finds you well, progressing with your career plans. We know you are likely busy. Bu, if you we can impose on you for a few minutes, we would be grateful. As part of our Criminological Research and Statistics course at PCCR, we are conducting a research study on the employability of PCCR B.S. Criminology degree holders who graduated on 2010. A key component of that study is collected data from Batch 2010 graduates. That said, may we impose on you to fill out the attached Questionnaire/Survey. Your information will be used solely for this purpose and it will not be shared with anyone. Thank you in advance for your time and cooperation.

4-A1 Group 2: 1. 2. 3. 4. 5. Geneva N. Licudine Rosemarie F. Respicio Felix Z. Camerino, Jr. Danilo R. Levite, Jr. Rodel Deodato

Noted by:

Dr. Diosdato A. Amante Criminology 6 Professor

 P a g e |92

Appendix B
SURVEYQUESTIONNAIRE PHILIPPINECOLLEGEOFCRIMINOLOGY 641SalesStreet,Sta.Cruz,Manila ControlCode___________ DearGraduate: Goodday!PleasecompletethisGraduateTracerSurveyquestionnaireasaccuratelyand honestlyaspossiblebychecking( )theboxcorrespondingtoyourresponse.WriteN/A wherenoapplicable.Youranswerswillbeusedforresearchpurposesinordertoassess employabilityofthegraduatesofthePhilippineCollegeofCriminologyandeventually,improve courseofferingsofyouralmamater.Youranswerstothissurveywillbetreatedwiththe strictestconfidentiality. GRADUATETRACERSURVEY(GTS) A. PROFILE
1.)YOURFULLNAME
SURNAME FIRSTNAME MIDDLENAME CITY PROVINCE PROVINCE LANDLINENUMBER

2.)PERMANENTADDRESS
STREETADDRESS BARANGAY

3.)LOCALADDRESS[]PUTACHECKMARKHEREIF SAMEASPERMANENTADDRESS
STREETADDRESS BARANGAY CITY

4.)CONTACTINFO
EMAIL FACEBOOKUSERNAME MOBILENUMBER

PERSONALINFORMATION
5.)GENDER 6.)AGEBRACKET 7.)MARITALSTATUS

[]Male []Female
8a.)REGIONOFORIGIN(BIRTHPLACE)

[]1820yearsold []2123yearsold []2426yearsold []over26yearsold

[]Region5 []Region6 []Region7 []Region8 []Hilgaynon/Ilonggo []Ifugao []Ilocano []Ivatan/Itbayat []Kalinga []Kamayo []Kankaney

[]Single []Married []Legally Separated

[]Region9 []Region10 []Region11 []Region12

[]Widowed []Singleparent

[]Region1 []Region2 []Region3 []Region4

8b.)ETHNICGROUP

[]NCR []CAR []ARMM []CARAGA

[]Akeanon/Aklanon []Bikol []Binisaya/Bisaya []Boholano []Capizeno []Cuyunon []Hamtikanon

[]Kapampangan []Maguindanao []Maranao []Masbateno []Pangasinan []Rombloanon []Surigaonon

[]Tagalog []Tausug []Waray []Yakan []Zamboangaeno/Chavacano []Other(pleaseindicatebelow) _____________________

 P a g e |93 B. EDUCATION,TRAINING,ANDPROFESSIONALLICENSES
ATPRESENT

9.)AREYOUCURRENTLYENROLLEDINANOTHERCOLLEGEDEGREEPROGRAM?YES[]*

*PleasecompletethefollowingonlyifyouansweredYESabove 10.)DEGREETYPE []Baccalaureate[]Vocational []Masteral

12.)TRAINING/ADVANCESTUDIESATTENDEDAFTERCOLLEGE

11.)COURSE

________________________________________

Pleaselistallprofessionalorworkrelatedtrainingprogram(s)includingadvancestudiesyouhaveattendedafter college.Useanextrasheetifneeded.

TITLEOFTRAININGORADVANCESTUDY

DURATIONANDCREDITSEARNED

NAMEOFTRAININGINSTITUTION/COLLEGE/UNIVERSITY

________________________ ________________________ ________________________ ________________________ ________________________

13.)WHATMADEYOUPURSUEADVANCESTUDIES? []Forpromotion []Forprofessionaldevelopment

______________________ ______________________ ______________________ ______________________ ______________________

__________________________ __________________________ __________________________ __________________________ __________________________

[]Mandatoryrequirementofthejob []Other(pleasespecify)___________________________
DATETAKEN RATING

14.)PROFESSIONALEXAMINATIONSPASSED/ELIGIBILITIES

[]PRCCriminologistLicensureExamination []NAPOLCOMPoliceEntranceExamination []CivilService(CSC) []Professional []Subprofessional

_____________________ _____________________ _____________________ _____________________

_____________________ _____________________ _____________________ _____________________

DURINGYOURTENUREATPCCR
15.)ENROLLMENTSTATUS

[]Regular []Irregular

16.)SESSIONANDSECTION(Ifmorethan1, indicatethesectionyouwerewiththelongest)

17.)HOWLONGDIDITTAKEFORYOUTOCOMPLETEYOURB.S. CRIMINOLOGY?

[]Morning:A__ []Afternoon:B__ []Evening:C__

19a.)WEREYOUONSCHOLARSHIP(during anduntilgraduation)

[]Under4years []4years []Over4years

18.)IFYOUWEREATRANSFEREE, FROMWHATSCHOOL

19b.)SCHOLARSHIPTYPE

[]YES[]NO

[]Academic[]Athletic []Other(pleasespecify)____________________________
[]Affordableforthefamily []Prospectofattractivecompensationand benefits []Opportunityforemploymentabroad []Securityoftenureofprospectivejob []Noparticularchoiceornobetteridea []Others(pleasespecifybelow) ___________________________________

20.)REASONSFORTAKINGUPB.S.CRIMINOLOGY(selectallapplicable)

Topursueacareerinlawenforcementat: []PhilippineNationalPolice []NationalBureauofInvestigation []BureauofFireProtection []BureauofCorrections []IndustrialSecurityandManagement []Criminalistics

[]Preparatorycourseforlaw []Influenceofparentsorrelatives []Peerinfluence []Inspiredbyarolemodel []Strongpassionfortheprofession []Prospectforimmediateemployment []Statusorprestigeoftheprofession []Prospectofcareeradvancement

 P a g e |94 C. EMPLOYMENT
21.)AREYOUPRESENTLYEMPLOYED?

[]Yes[]No[]Neverbeenemployed
IFYOUARENOTPRESENTLYEMPLOYED
22.)REASON(S)WHYYOUARENOTYETEMPLOYED(YOUMAYCHECKMORETHANONEANSWER)

[]Lackofeligibilityforthedesiredjob []Advanceorfurtherstudy []Familyproblemanddecidednotto findajob

IFYOUAREEMPLOYED
23.)PRESENTEMPLOYMENTSTATUS

[]Healthrelatedreasons []Lackofworkexperience []Nojobopportunity

[]Didnotlookforajob []Otherreason(s)(pleasespecify) __________________________ __________________________

[]Regularorpermanent []Temporary
IFYOUARESELFEMPLOYED

[]Casual []Contractual

[]Selfemployed

24.)WHATSKILLSINCOLLEGEWEREYOUABLETOAPPLYINYOURWORK

_____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

INDUSTRY
25.)MAJORLINEOFBUSINESSOFTHECOMPANYYOUAREPRESENTLYEMPLOYEDIN(CHECKONLYONE)

[]Lawenforcement []JailandCorrectionalAdministration []BureauofFireProtection []AviationSecurity []CriminalJusticeandPublicSafety

YOURPRESENTOCCUPATION
26.)COMPANYNAME 27.)JOBTITLEORPOSITION

[]Militaryservice []Law []Industrialsecurity []Criminalistics []Academe/Education

[]Privateinvestigation []Other(pleasespecify) ___________________________ ___________________________ ___________________________

28.)PLACEOFASSIGNMENT/DEPARTMENT

29.)PLACEOFWORK

IFTHISISYOURFIRSTJOBAFTERCOLLEGE
30.)HOWDIDYOUFINDYOURFIRSTJOB

[]Local[]Abroad

[]Responsetoanadvertisement []Walkinapplicant []Recommendedbysomeone []Informationfromfriends []Arrangedbyschoolsjobplacementoffice

[]Familybusiness []JobfairorPublicEmploymentService Office(PESO) []Offeredbytheemployer []RecommendedbyaPolitician

[]Recommendedbytheschoolalumni []Throughmyhighacademicperformance []Otherreason(s)(pleasespecify) __________________________

31.)HOWLONGDIDITTAKEYOUTOLANDYOURFIRSTJOB?

[]Lessthanamonth []1to6months []7to11months

[]1yeartolessthan2years []2yearstolessthan3years []3yearstolessthan4years

[] Otherreason(s)(pleasespecify) ___________________________ ___________________________

 P a g e |95
32.)WHATWEREYORREASON(S)FORACCEPTINGTHISFIRSTJOB(YOUMAYCHECKMORETHANONEANSWER)

[]Lackofeligibilityforthedesiredjob [] Noquotaorrecruitmentin []Relatedtospecialskills []Lackofnecessaryrequirementsforthe []Proximitytoresidence thedesiredfieldofwork aspiredjob []Otherreason(s)(pleasespecify) []Salariesandbenefits []Lackoffundstosupporttheapplication []Careerchallenge ___________________________ ___________________________
33.)WHATISYOURINTIALGROSSMONTHLYEARNINGINYOURFIRSTJOBAFTERCOLLEGE?

[]belowP5,000.00 []P5,000.00tolessthanP10,000.00 []P10,000.00tolessthanP15,000.00

34.)HOWLONGDIDYOUSTAYATYOURFIRSTJOB

[]P15,000.00tolessthanP20,000.00 []Others(pleasespecify) ___________________________

[]Lessthanamonth []1to6months []7to11months []1yeartolessthan2years

[]2yearstolessthan3years []3yearstolessthan4years []Otherreason(s)(pleasespecify) ___________________________ ___________________________

35.)WHATAREYOURREASON(S)FORSTAYINGONTHEJOBATYOURFIRSTJOB?(YOUMAYCHECKMORETHANONEANSWER)

[]Dreamjob []Goodworkingenvironment []Harmoniousrelationshipwithco workers []Salariesandbenefits []Careerchallenge

IFTHISISNOTYOURFIRSTJOBAFTERCOLLEGE

[]Relatedtospecialskills []Relatedtocourseorprogram ofstudy []Proximitytoresidence []Peerinfluence

[]Familyinfluence []Otherreason(s)(pleasespecify) __________________________ __________________________ __________________________ __________________________

36.)WHATWEREYORREASON(S)FORLEAVINGYOURFIRSTJOB(YOUMAYCHECKMORETHANONEANSWER)

[]Alreadyacquiredeligibilityforthe preferredjob []Openingofquotaorrecruitment commenceforanaspiredwork

[] Salariesandbenefits []Careerchallenge []Relatedtospecialskills []Careerchallenge

[]Proximitytoresidence []Otherreason(s)(pleasespecify) ___________________________ ___________________________

37.)HOWMUCHDOYOUEARNINYOURPRESENTJOBONAMONTHLYBASIS?

[]belowP5,000.00 []P5,000.00tolessthanP10,000.00 []P10,000.00tolessthanP15,000.00

38.)JOBLEVELPOSITION
JOBLEVEL

[]P15,000.00tolessthanP20,000.00 []Others(pleasespecify) ___________________________

FIRSTJOB PRESENTJOB

RankorClerical Professional,TechnicalorSupervisory ManagerialorExecutive NoncommissionedOfficer CommissionedOfficer Selfemployed

[] [] [] [] [] []

[] [] [] [] [] []

 P a g e |96 D. PCCRB.S.inCriminology(BSCrim)
IFTHEPCCRBSCRIMCURICULLUMISRELATEDTOYOURFIRSTJOB
39.)WHATCOMPETENCIESLEARNEDINCOLLEGEDIDYOUFINDVERYUSEFULINYOURFIRSTJOB(YOUMAYCHECKMORETHANONEANSWER)

[]TrafficManagementand AccidentInvestigativeSkills []KnowledgeinJailand CorrectionalAdministration []InvestigativeSkills []CombatShootingSkills []QuestionedDocuments ExaminationSkills []FingerprintIdentification Skills

[]CommunicationsSkills []FirearmsIdentificationSkills []HumanRelationSkills []MartialArtsSkills []BackgroundinIntelligenceGathering []ProblemsolvingSkills[]Other andSurveillance skills(pleasespecify) ___________________________ []KnowledgeinPolicePhotography ___________________________ []KnowledgeinLieDetectionProcess []KnowledgeinDrugEducationand PertinentLaws []FamiliaritywithDifferentCriminal Laws,JurisprudenceandProcedures

40.)SUGGESTIONSTOFURTHERIMPROVETHEPCCRBSCRIMCURRICULUM(YOUMAYCHECKMORETHANONEANSWER)

[]DevelopmentofafunctionalplacementOffice []MandatoryrequirementofallstudentstoundergooutofschoolonthejobtraininginCriminalisticsandother majorsubjects,suchas: []Fingerprint(Dactyloscopy) []QuestionedDocumentExamination []Ballistics(FirearmsIdentificationandInvestigation) []NarcoticsInvestigation []CriminalInvestigation []PolicePhotography []Polygraphy(LieDetection) []ProvidesstudentswithComprehensiveExaminationProgram(CEP) []ExposestudentsinCyberCrimesInvestigation []ProvidespecificstateoftheartlaboratoriesforallmajorsubjectsparticularlyCriminalistics []MorestaffDevelopmentforfacultymemberstoimproveinstruction []UpdateandImprovelaboratoryfacilities []Offernewandrelevantdegree/courseneededinindustry/company []Emphasizedevelopmentofgoodmannersandrightconduct,inculcatecorrectattitudesandworkhabits []DevelopEnglishProficiencyPrograms []Involveindustryrepresentativesincurriculumreview []Emphasizepersonalitydevelopment,goodgroomingandoralcommunication []UpdatebooksInthelibrary []Provideinternetfacilitiesforstudents []Organizeexposuretripstorelevantinstitutions []Provideopportunitiesforcontinuingeducationforitsfacultyonaregularbasis []Encouragestudentsandfacultytodoresearch []Othersuggestions(pleasespecify) __________________________________________________________________________________________ __________________________________________________________________________________________

Thankyoufortakingthetimeouttofilloutthisquestionnaire.

 P a g e |97

CURRICULUM VITAE PERSONAL DATA : Name Date of Birth Place of Birth Address Contact no. Marital Status Name of Father Name of Mother Religion : : : : : : : : : Geneva Nacionales Licudine March 28, 1993 Suyo, Ilocos Sur 2545 Balatan Street, Western Bicutan, Taguig City 09476116905 Single Brigido Ballan Licudine Luzviminda Nacionales Licudine Roman Catholic

EDUCATIONAL BACKGROUND: Elementary : Tenement Elementary School Tenement, Western Bicutan, Taguig City 1998-2004 Pasay City South High School Villamor Air Base, Pasay City 2004-2008 Philippine College of Criminology 641 Sales St., Sta. Cruz, Manila 2008 to present

Secondary

College

SEMINARS ATTENDED: YLS (Youth Leadership Summit 2008) -Headquarters, Philippine Marine Corps, Bonifacio Naval Station, Taguig City -November 28-Decembe 01, 2008

 P a g e |98

Reserve Officers Training Corps (ROTC) Component National Service Training Program (NSTP) (Certificate of Completion) -Headquarters Philippine College of Criminology Reserve Officer Training Corps Unit No. 641 Sales Street, Sta. Cruz, Manila First Correctional Administration Educational Tour And Community Extension And Outreach Program (Certificate of Participation) -New Biliid Prison, Muntinlupa -October 01, 2010 Second Criminal Justice System and Correctional Administration Educational Tour and Community Extension And Outreach Program (Certificate of Participation) -Camp Bagong Diwa, Bicutan, Taguig City, Philippines -March 11, 2011 COMGUILD 4th ANNUAL Conference of Criminology and Political Science Students of the Philippines (Certificate of Participation) -AFP Theatre, Camp Aguinaldo, Quezon City -September 25,2011 Airport Security Awareness Seminar -Airport Police Department Headquarters, Chapel Rd., Paraaque City -January 13, 2012 Manila International Airport Authority Administration and Employees Rules and Regulation Seminar -MIAA Admin Bldg, Paraaque City -January 20, 2011 PCCR First Mock Crime Scene Investigation -Police Seminar Hall, JFAB Bldg. PCCr -February 17, 2012 Pabaon Seminar 2012 -(JFAB Hall) 641 Sales Street Sta. Cruz, Manila -March 10, 2012 Dean Lister Society-Honors Society (2008-present)

 P a g e |99

CURRICULUM VITAE PERSONAL DATA : Name Address Contact no. Marital Status Name of Father Name of Mother Religion : : : : : : : Felix Zamora Camerino, Jr. 54 Kapiligan St., Quezon City 0917-737-1586 Single Felix L. Camerino Herminia Z. Camerino Roman Catholic

EDUCATIONAL BACKGROUND: Elementary : Wettengel Elementary School Dededo, Guam Encinal High School Alameda, California USA Philippine College of Criminology 641 Sales St., Sta. Cruz, Manila

Secondary

College

SEMINARS ATTENDED: First Correctional Administration Educational Tour and Community Extension and Outreach Program (Certificate of Participation) -New Biliid Prison, Muntinlupa -October 01, 2010 Second Criminal Justice System and Correctional Administration Educational Tour and Community Extension and Outreach Program (Certificate of Participation) -Camp Bagong Diwa, Bicutan, Taguig City, Philippines -March 11, 2011

 P a g e |100

COMGUILD 4th ANNUAL Conference of Criminology and Political Science Students of the Philippines (Certificate of Participation) -AFP Theatre, Camp Aguinaldo, Quezon City -September 25,2011 PCCR First Mock Crime Scene Investigation -Police Seminar Hall, JFAB Bldg. PCCr -February 17, 2012

 P a g e |101

CURRICULUM VITAE PERSONAL DATA : Name Date of Birth Place of Birth Address Contact no. Civil Status Name of Father Name of Mother Religion : : : : : : : : : Rodel L. Deodato September 17, 1991 Tondo Manila Blk 7 G. lot 7 Phase 3 Pampano Street Malabon City 09179283427 single Amadeo A. Deodato Roche L. Deodato Roman Catholic

EDUCATIONAL BACKGROUND: Elementary : Ninoy Aquino Elementary School Malabon City 1998-2004 Macario B. Asistio Sr. High School Caloocan City 2004-2008 Philippine College of Criminology 641 Sales St., Sta. Cruz, Manila 2008 to present

Secondary

College

SEMINARS ATTENDED: YLS (Youth Leadership Summit 2008) -Headquarters, Philippine Marine Corps, Bonifacio Naval Station, Taguig City -November 28-Decembe 01, 2008

 P a g e |102

Reserve Officers Training Corps (ROTC) Component National Service Training Program (NSTP) (Certificate of Completion) -Headqurters Philippine College of Criminology Reserve Officer Training Corps Unit No. 641 Sales Street, Sta. Cruz, Manila First Correctional Administration Educational Tour And Community Extension And Outreach Program (Certificate of Participation) -New Bilibid Prison, Muntinlupa -October 01, 2010 United Nations 2010 Lecture-Symposium (The Role of the Youth in Nation Building) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 26, 2010 United Nations 2010 Lecture-Symposium (International Year of the Youth And Their Roles Toward The Presentation Of Biodiversity) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 27, 2010 United Nations 2010 Lecture-Symposium (Environmental Degration as a Threat To Human Security) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 27, 2010 Second Criminal Justice System and Correctional Administration Educational Tour And Community Extension And Outreach Program (Certificate of Participation) -Camp Bagong Diwa, Bicutan,Taguig City, Philippines -March 11, 2011

 P a g e |103

CURRICULUM VITAE PERSONAL DATA : Nick Age Date of Birth Civil Status Height Fathers Name Mothers Name : : : : : : : Theng 19 August 14,1991 Single 55 Danilo Levite Sr. Nilva Levite

EDUCATIONAL ATTAINMENT:

Tertiary

PHILIPPINE COLLEGE OF CRIMINOLOGY 2008-2012 PASAY CITY WEST HIGH SCHOOL 2004-2008 JOSE RIZAL ELEMENTARY SCHOOL 1998-2004

Secondary

Primary

SEMINARS ATTENDED: YLS (Youth Leadership Summit 2008) -Headquarters, Philippine Marine Corps, Bonifacio Naval Station, Taguig City -November 28-Decembe 01, 2008 Reserve Officers Training Corps (ROTC) Component National Service Training Program (NSTP) (Certificate of Completion) -Headqurters Philippine College of Criminology Peserve Officer Training Corps Unit Nr 641 Sales Street, Sta. Cruz, Manila

 P a g e |104

First Correctional Administration Educational Tour and Community Extension And Outreach Program (Certificate of Participation) -New Biliid Prison, Muntinlupa -October 01, 2010 United Nations 2010 Lecture-Symposium (The Role of the Youth in Nation Building) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 26, 2010 United Nations 2010 Lecture-Symposium (International Year of the Youth and their Roles toward the Presentation Of Biodiversity) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 27, 2010 United Nations 2010 Lecture-Symposium (Environmental Degration as a Threat to Human Security) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 27, 2010 Second Criminal Justice System and Correctional Administration Educational Tour and Community Extension And Outreach Program (Certificate of Participation) -Camp Bagong Diwa, Bicutan, Taguig City, Philippines -March 11, 2011

 P a g e |105

CUR RRICULUM VITAE M PERSONAL DATA P L Name N Date of Birth D h Place of Birt P th Address A Contact no. C Civil C Status Name of Fat N ther Name of Mo N other Religion R : : : : : : : : : Rosem marie F. Respicio Februa 26, 1992 ary Quezo City on 89 Ba St. SFD Quezon City aler DM 090585 581127 Single Robert Respicio t Lourde Respicio es o Roman Catholic n

EDUCATION BACK E NAL KGROUND: Elementary E : Bunga Elementa School ad ary M.H Del Pilar Brg Bungad Q.C gy. 1996-2 2004 Ramon Magsaysa High School (Cuba n ay ao) Cubao Q.C o 2004-2 2008 Philipp pine College of Crimino e ology 641 Sa ales St., Sta Cruz, Ma a. anila 2008 to present o

Secondary S

College C

SEMINARS ATTENDE S ED: PNP Men Opposed to Violence Against W P O o Women Eve erywhere (M MOVE) -C Camp Cram Multi-purpose Hall, QC me -J 28,2011 Jun

 P a g e |106

Reserve Officers Training Corps (ROTC) Component National Service Training Program (NSTP) (Certificate of Completion) -Headqurters Philippine College of Criminology Peserve Officer Training Corps Unit Nr 641 Sales Street, Sta. Cruz, Manila First Correctional Administration Educationsl Tour And Community Extension And Outreach Program (Certificate of Participation) -New Bilibid Prison, Muntinlupa -October 01, 2010 United Nations 2010 Lecture-Symposium (The Role of the Youth in Nation Building) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 26, 2010 United Nations 2010 Lecture-Symposium (International Year of the Youth And Their Roles Toward The Presentation Of Biodiversity) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 27, 2010 United Nations 2010 Lecture-Symposium (Environmental Degration As a Threat To Human Security) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 27, 2010 The Legal Aspect of Criminal Justice System and Current Trends and Perspective in Criminology. Theme: The Philippine Criminal Justice System: Trends, Issues and Prospects. - Philippine College of Criminology,641 Sales St., Sta. Cruz, Manila - October 1,2011, Police Seminar Hall. PCCR Deans Lister Society, Honor Society. (2011-present)