WP s.2015 EDSP Tracer Study

ILS Discussion Paper Series 2015
Tracer Study of Overseas Workers’

Welfare Administration (OWWA)’s
Education for Development
Scholarship Program (EDSP)
Paulina Kim C. Pacete
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Working Paper Series 2015
For Discussion Purposes Only
TRACER STUDY OF OVERSEAS WORKERS’ WELFARE

ADMINISTRATION (OWWA)’S EDUCATION FOR
DEVELOPMENT SCHOLARSHIP PROGRAM (EDSP)
Paulina Kim C. Pacete
The views expressed in this paper are those of the author and do not reflect the opinion of the
Institute for Labor Studies and the Department of Labor and Employment.
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Table of Contents
List of Figures ..................................................................................................................................................... 5
Abstract 7
Acronyms and Abbreviations .............................................................................................................................. 8
I. Introduction ......................................................................................................................................... 9
II. Research Objectives.............................................................................................................................. 9
III. Method .............................................................................................................................................. 11
IV. Presentation of Data/Findings ............................................................................................................ 12
1. All EDSP graduates in OWWA main and regional databases (as of 2015)......................................... 12
1.1. General Information ................................................................................................................... 12
1.1.1. No. of EDSP graduates from OWWA main database and regional office database and response
............................................................................................................................................... 12
1.1.2. EDSP batch .............................................................................................................................. 13
1.1.3. Sex .......................................................................................................................................... 13
1.2. Educational information ............................................................................................................. 13
1.2.1. Course..................................................................................................................................... 13
1.2.2. Course, by CHED discipline group ............................................................................................ 15
1.2.3. Course, by faculty / major subject area ................................................................................... 16
1.2.4. Course, by K to 12 academic/career track ............................................................................... 17
1.2.5. School / University .................................................................................................................. 17
1.2.6. Regional location of School / University .................................................................................. 18
1.2.7. General HEI Category of School / University ............................................................................ 18
1.2.8. HEI Category of School / University ......................................................................................... 19
1.2.9. Tuition fee of school / university (in Philippine pesos)............................................................. 19
1.2.10. Performance of school / university in board exam .................................................................. 21
1.2.11. School / university is a CHED Center of Excellence (COE) or Center of Development (COD) for the
program .................................................................................................................................. 22
1.2.12. School / university placed in QS World University Rankings (2016) ......................................... 23
2. EDSP graduates interviewed for the tracer study ............................................................................ 24
2.1. General information ................................................................................................................... 24
2.1.1. Sex .......................................................................................................................................... 24
2.1.2. Age of respondent .................................................................................................................. 24
2.1.3. Marital status .......................................................................................................................... 25
2.1.4. Mode of interview .................................................................................................................. 25
2.2. Educational information ............................................................................................................. 25
2.2.1. Student graduated on time ..................................................................................................... 25
2.2.2. Post-baccalaureate studies. Have you taken any post-baccalaureate course/s? ...................... 25
2.2.3. Post-baccalaureate course taken ............................................................................................ 26
2.2.4. Post-baccalaureate course taken, by CHED discipline group .................................................... 26
2.2.5. Post-baccalaureate course taken, by faculty / major subject area ........................................... 27
2.2.6. Post-baccalaureate course taken, by K to 12 academic/career track ....................................... 27
2.3. Knowledge about the program, course and school / university ................................................... 28
2.3.1. How did you learn about EDSP? .............................................................................................. 28
2.3.2. Reason/s for choosing the course ........................................................................................... 28
2.3.3. Reason/s for choosing school/university (Select all that apply) ............................................... 28
2.4. Employment Status (after graduation) ........................................................................................ 29
2.4.1. Did you get a job/employment after completing your baccalaureate degree and/or passing the
licensure examination? ........................................................................................................... 29
2.4.2. Type of industry of first employment ...................................................................................... 29
2.4.3. Type of occupation in first employment .................................................................................. 31
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2.4.4.Monthly gross income in first employment (in PHP) ................................................................ 34
2.4.5.Job search period. How long did it take you to get your fist employment after completing your
baccalaureate degree and/or passing the licensure examination? (in months) ....................... 36
2.4.6. Work experience required in first job. Is work experience a requirement of the employer before
being employed? .................................................................................................................... 37
2.5. Employment Status (at present).................................................................................................. 37
2.5.1. Are you currently employed within a week before this interview? .......................................... 37
2.5.2. Length of service in current employment (in years)................................................................. 38
2.5.3. Regional location of current employment ............................................................................... 38
2.5.4. Hours worked. Number of hours worked in the past week ...................................................... 38
2.5.5. Type of industry of current employment ................................................................................. 39
2.5.6. Type of occupation in current employment ............................................................................ 42
2.5.7. Job search mode. How did you get your current job? .............................................................. 44
2.5.8. Class of worker. Whom do you work for? ................................................................................ 44
2.5.9. Nature of employment. What is the nature of your employment? .......................................... 44
2.5.10. Basis of payment. What is the basis of payment? .................................................................... 45
2.5.11. Monthly gross income in current employment (in PHP) .......................................................... 45
2.5.12. Underemployment. Other than your current occupation, do you still want additional hours in
your present job or additional job or to have a new job with longer hours ............................. 51
2.6. Unemployment or Not in the Labor Force ................................................................................... 52
2.6.1. Seeking work. Did you look for work or try to establish a business during the past week (within
one week before this interview)? ............................................................................................ 52
2.6.2. Reason for not seeking work. What is the reason why you did not look for work? .................. 52
2.6.3. Currently available for work. Were you available and willing to take up work in paid or self-
employment within the past week and/or would be available and willing to take up work in paid
or self-employment within two weeks after this interview? .................................................... 53
V. Conclusion and Recommendations ..................................................................................................... 54
Notes on data sources and definitions .............................................................................................................. 58
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List of Figures
Table 1. No. of EDSP graduates from OWWA main database and regional office database and response ......... 12
Table 2. No. of EDSP graduates from OWWA main database and regional office database and response, by batch
number ............................................................................................................................................... 12
Table 3. EDSP batch number ............................................................................................................................. 13
Table 4. Sex of EDSP graduates ......................................................................................................................... 13
Table 5. Top 15 courses taken by EDSP beneficiaries ........................................................................................ 13
Table 6. Top courses taken by EDSP beneficiaries, by sex ................................................................................. 14
Table 7. Top courses taken by EDSP beneficiaries, by batch number ................................................................ 15
Table 8. Top courses by CHED discipline group ................................................................................................. 15
Table 9. Courses by CHED discipline group, by sex ............................................................................................ 16
Table 10. Courses by major subject area ........................................................................................................... 16
Table 11. Courses by major subject area, by sex ............................................................................................... 16
Table 12. Courses by K-12 career track ............................................................................................................. 17
Table 13. Courses by K-12 career track, by sex .................................................................................................. 17
Table 14. Top schools enrolled in by EDSP beneficiaries ................................................................................... 17
Table 15. Regional location of school/university ............................................................................................... 18
Table 16. General HEI category of school/university ......................................................................................... 18
Table 17. General HEI category of school/university, by region ........................................................................ 19
Table 18. HEI category of school/university ...................................................................................................... 19
Table 19. Tuition fee of school/university (in PHP) ............................................................................................ 19
Table 20. Tuition fee of school/university (in PHP), by general HEI category ..................................................... 20
Table 21. Tuition fee of school/university (in PHP), by CHED HEI category ........................................................ 21
Table 22. Performance of school / university in board exam ............................................................................. 21
Table 23. Performance of EDSP graduate’s school/university in relevant board exam and top discipline groups
with required licensure examination .................................................................................................. 21
Table 24. Performance of EDSP graduate’s school/university in relevant board exam and region ..................... 22
Table 25. Performance of EDSP graduate’s school/university in relevant board exam and top courses with
licensure examination......................................................................................................................... 22
Table 26. School / university is a CHED Center of Excellence (COE) or Center of Development (COD) for the
program.............................................................................................................................................. 22
Table 27. School / university is a CHED Center of Excellence (COE) or Center of Development (COD) for the
program, by region ............................................................................................................................. 23
Table 28. School / university placed in QS World University Rankings (2016) .................................................... 23
Table 29. School / university placed in QS World University Rankings (2016), by region ................................... 24
Table 30. Sex of interviewed EDSP graduates ................................................................................................... 24
Table 31. Age of interviewed EDSP graduates ................................................................................................... 24
Table 32. Marital status of interviewed EDSP graduates ................................................................................... 25
Table 33. Mode of interview ............................................................................................................................. 25
Table 34. Student graduated on time ............................................................................................................... 25
Table 35. Post-baccalaureate studies. Have you taken any post-baccalaureate course/s? ................................ 25
Table 36. Post-baccalaureate course taken ....................................................................................................... 26
Table 37. Post-baccalaureate course taken, by CHED discipline group .............................................................. 27
Table 38. Post-baccalaureate course taken, by faculty / major subject area ..................................................... 27
Table 39. Post-baccalaureate course taken, by K to 12 academic/career track ................................................. 27
Table 40. How did you learn about EDSP? ........................................................................................................ 28
Table 41. Reason/s for choosing the course ...................................................................................................... 28
Table 42. Reason/s for choosing school/university ........................................................................................... 28
Table 43. Did you get a job/employment after completing your baccalaureate degree and/or passing the
licensure examination? ....................................................................................................................... 29
Table 44. Type of industry of first employment ................................................................................................ 29
Table 45. Type of industry of first employment, by Sex ..................................................................................... 30
Table 46. Type of occupation in first employment ............................................................................................ 31
Table 47. Type of occupation in first employment, by Sex ................................................................................ 31
Table 48. Occupation in first employment and course finished (by CHED discipline group) ............................... 31
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Table 49. Top courses and industry of first employment................................................................................... 33
Table 50. Distribution of selected first employment occupations across industries ........................................... 34
Table 51. Monthly gross income in first employment (in PHP) .......................................................................... 35
Table 52. Average monthly gross income in first employment (PHP), by sex, industry and selected occupations
........................................................................................................................................................... 35
Table 53. Job search period. How long did it take you to get your fist employment after completing your
baccalaureate degree and/or passing the licensure examination? (in months) ................................... 36
Table 54. Work experience required in first job. Is work experience a requirement of the employer before being
employed? .......................................................................................................................................... 37
Table 55. Are you currently employed within a week before this interview? .................................................... 37
Table 56. Length of service in current employment (in years) ........................................................................... 38
Table 57. Regional location of current employment ......................................................................................... 38
Table 58. Hours worked. Number of hours worked in the past week ................................................................ 39
Table 59. Type of industry of current employment ........................................................................................... 39
Table 60. Type of industry of current employment, by Sex ............................................................................... 39
Table 61. Top courses and industry of current employment ............................................................................. 41
Table 62. Type of occupation in current employment ....................................................................................... 42
Table 63.Type of occupation in current employment, by Sex ............................................................................ 42
Table 64. Occupation in current employment and course finished (by CHED discipline group) ......................... 42
Table 65. Distribution of selected current employment occupations across industries ..................................... 43
Table 66. Job search mode. How did you get your current job? ........................................................................ 44
Table 67. Class of worker. Whom do you work for? .......................................................................................... 44
Table 68. Nature of employment. What is the nature of your employment? .................................................... 45
Table 69. Basis of payment. What is the basis of payment? .............................................................................. 45
Table 70. Monthly gross income in current employment (in PHP) ..................................................................... 45
Table 71. Average monthly gross income in current employment (PHP), by sex, industry and selected occupations
........................................................................................................................................................... 46
Table 72. Average monthly gross income in current employment (PHP), by region .......................................... 47
Table 73. Percent increase in average monthly gross income in first to current employment ........................... 47
Table 74. Average monthly gross income in first and current employment, and finished course (by CHED
discipline group) ................................................................................................................................. 49
Table 75. Average monthly gross income in first and current employment, top courses ................................... 50
Table 76. Average monthly gross income in first & current employment, by quality indicator of school/university
........................................................................................................................................................... 50
Table 77. Underemployment. Other than your current occupation, do you still want additional hours in your
present job or additional job or to have a new job with longer hours? ............................................... 51
Table 78. Underemployment by major industry group ..................................................................................... 51
Table 79. Underemployment, by Sex ................................................................................................................ 52
Table 80. Seeking work. Did you look for work or try to establish a business during the past week (within one
week before this interview)? .............................................................................................................. 52
Table 81. Reason for not seeking work. What is the reason why you did not look for work? ............................ 52
Table 82. Currently available for work. Were you available and willing to take up work in paid or self-employment
within the past week and/or would be available and willing to take up work in paid or self-employment
within two weeks after this interview? ............................................................................................... 53
Table 83. CHED Priority Courses 2014-2018 ...................................................................................................... 56
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Abstract
The Overseas Workers Welfare Administration (OWWA) provides for training and education programs
for the benefit of Overseas Filipino Workers (OFWs) and their dependents. One of these training programs is the
Education for Development Scholarship Program (EDSP) which was started in 2004. From 2004-2013, a total of
380 EDSP beneficiaries have graduated. However, there is a lack of evidence on the achievement of the program
outcomes, particularly the contribution of EDSP to the career development of the scholars.. Hence, the OWWA
commissioned ILS to undertake a "Tracer Study of OWWA's EDSP."
Findings show that the employment and income outcomes for the surveyed EDSP graduates are
generally positive. The majority were able to find a job right after graduation and are likewise presently
employed. They are mostly in the Professionals and Technicians and Associate Professionals occupation
categories. They also have higher than average income both for employment after graduation and current
employment. For those surveyed graduates who were not employed, the main reason was ongoing schooling or
review for licensure exams. Possible reasons for the positive results on employability and income of EDSP
graduates might be due to the high qualification (e.g., grades and qualifying exam) requirement for beneficiaries,
so chosen students were those better performing and highly motivated. Many beneficiaries enroll in bigger and
more established higher education institutions, and take-up in-demand courses. Schemes to increase access for
students from lower-income families of OFWs may be explored so that this positive outcome can be maximized
for those with higher need for financial support, or families not able to or has difficulty financing higher
education. Dependents of vulnerable migrant workers may also be prioritized.
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Acronyms and Abbreviations
Acronym Meaning
ABM Accountancy, Business and Management
ADB Asian Development Bank
ASEAN Association of South East Asian Nations
CMO CHED Memorandum Order
StuFAPs CHED Student Financial Assistance Programs
CHED Commission on Higher Education
COD CHED Center of Development
COE CHED Center of Excellence
EDSP Education for Development Scholarship Program
DBM Department of Budget and Management
DOH Department of Health
DOLE Department of Labor and Employment
DOST Department of Science and Technology
FB Facebook
GIA Grant-in-Aid
HEI Higher Education Institution
HUMSS Humanities and Social Sciences
ICT Information & Communication Technology
LCU Local colleges and universities
LFS PSA Labor Force Survey
NCR National Capital Region
NEDA National Economic and Development Authority
OWS PSA Occupational Wages Survey
OWWA Overseas Workers Welfare Administration
PACU Philippine Association of Colleges and Universities
PASUC Philippine Association of State Universities and Colleges
PSA Philippine Statistics Authority
PSIC Philippine Standard Industrial Classification 2009
PSOC Philippine Standard Occupational Classification 2012
RWO OWWA Regional Welfare Office
QS World University Rankings Quacquarelli Symonds World University Rankings
STEM Science, Technology, Engineering and Mathematics
SUC State Universities and Colleges
Page 8 of 60
I. Introduction
On 19 September 2003, the Overseas Workers Welfare Administration (OWWA) Board of Trustees
passed Resolution No. 038 instituting OWWA’s Omnibus Policies, which outlined the specific guidelines on
OWWA membership, collection of contribution and availment of benefits. As provided for in the said resolution,
for a USD25 membership contribution, an OWWA member can avail himself/herself of various services,
including education and training benefits.
One of these training benefits is the Education for Development Scholarship Program (EDSP), which is
a scholarship grant for qualified OFW beneficiaries/dependents enrolled in a 4-5-year baccalaureate course.
Selected beneficiaries will be entitled to receive financial assistance, amounting to a maximum of P30,000.00
per semester until completion of the course, provided, that he would continue to meet the minimum grade
requirements.
Since the program was first implemented in 2004, a total of 1,105 OWWA member beneficiaries have
already completed their bachelor’s degrees. In line with the government’s pursuit of institutionalizing a results-
oriented budgeting system, OWWA requested ILS to conduct a tracer study of EDSP graduates to gather insights
on how the program has contributed to the career development of the scholars. The results of this research
undertaking will support policy and program development processes of OWWA.
II. Research Objectives
For the tracer study, a survey questionnaire was administered among EDSP graduates. The survey seeks
to identify EDSP graduates’ profile, educational background and employment status after graduation and at
present. The questionnaire also collected information on how the scholars learned about the EDSP. This
information will help OWWA in further improving their marketing campaign to ensure the maximum reach of
their programs.
Questions covered in the survey
1. All EDSP graduates in OWWA main and regional databases (as of 2015)
1.1. General Information
1.1.2. EDSP batch
1.1.3. Sex
1.2. Educational information
1.2.1. Course
1.2.2. Course, by CHED discipline group
1.2.3. Course, by faculty / major subject area
1.2.4. Course, by K to 12 academic/career track
1.2.5. School / University
1.2.6. Regional location of School / University
1.2.7. General HEI Category of School / University
1.2.8. HEI Category of School / University
1.2.9. Tuition fee of school / university (in Philippine pesos)
1.2.10. Performance of school / university in board exam
1.2.11. School / university is a CHED Center of Excellence (COE) or Center of Development (COD) for
the program
1.2.12. School / university placed in QS World University Rankings (2016)
2. EDSP graduates interviewed for the tracer study
2.1. General information
2.1.1. Sex
2.1.2. Age of respondent
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2.1.3. Marital status
2.1.4. Mode of interview
2.2.1. Student graduated on time

2.2.2. Post-baccalaureate studies. Have you taken any post-baccalaureate course/s?
2.2.3. Post-baccalaureate course taken
2.2.4. Post-baccalaureate course taken, by CHED discipline group
2.2.5. Post-baccalaureate course taken, by faculty / major subject area
2.2.6. Post-baccalaureate course taken, by K to 12 academic/career track
2.3. Knowledge about the program, course and school / university
2.3.1. How did you learn about EDSP? (Select one answer only)
2.3.2. Reason/s for choosing the course (Select all that apply)
2.3.3. Reason/s for choosing school/university (Select all that apply)
2.4. Employment Status (after graduation)
licensure examination?
2.4.2. Type of industry of first employment
2.4.3. Type of occupation in first employment
2.4.4. Monthly gross income in first employment (in PHP)
2.4.5. Job search period. How long did it take you to get your fist employment after completing your
baccalaureate degree and/or passing the licensure examination? (in months)
being employed?
2.5. Employment Status (at present)
2.5.1. Are you currently employed within a week before this interview?
2.5.2. Length of service in current employment (in years)
2.5.3. Regional location of current employment
2.5.4. Hours worked. Number of hours worked in the past week
2.5.5. Type of industry of current employment
2.5.6. Type of occupation in current employment
2.5.7. Job search mode. How did you get your current job? (Select one answer)
2.5.8. Class of worker. Whom do you work for? (Select one answer)
2.5.9. Nature of employment. What is the nature of your employment? (Select one answer)
2.5.10. Basis of payment. What is the basis of payment? (Select one answer)
2.5.11. Monthly gross income in current employment (in PHP)
2.5.12. Underemployment. Other than your current occupation, do you still want additional hours in your
present job or additional job or to have a new job with longer hours?
2.6. Unemployment or Not in the Labor Force
one week before this interview)?
2.6.2. Reason for not seeking work. What is the reason why you did not look for work? (Select one
answer)
employment within the past week and/or would be available and willing to take up work in paid or
self-employment within two weeks after this interview?
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III. Method
A census, instead of just a survey, was done for the study considering the small number of EDSP
graduates and the high non-response rate in tracer studies. Further, most of the EDSP graduates came from
universities located in the National Capital Region (NCR), hence, it would be likely that they would seek
employment within the same region after graduation. With this assumption, we proceeded because it would be
quite manageable to administer the census. It may also be noted that, unlike the survey, census does not have
a margin of error, therefore, it will yield more accurate results compared to the former method.
The OWWA provided the masterlist or database of EDSP Graduates nationwide. A database of EDSP
graduates from batch 1 (2004-2005) up to the latest graduated batch (batch 7, 2010-2011 and partial batch 8,
2001-2012) was acquired by request from the OWWA main office. The regional databases of EDSP graduates
were also requested from the OWWA Regional Welfare Offices to supplement the national database. In most
cases, the regional databases provided more up-to-date contact information and included graduates from the
most recent batches. The databases from the main and regional offices were integrated to form the masterlist
of EDSP graduates from batch 1 to 8 that was covered by the tracer study. A total of 773 EDSP graduates were
recorded from the integrated database.
All EDSP graduates were initially contacted through the phone numbers listed in the existing OWWA
database to verify their current addresses. If the numbers could no longer be contacted, alternatively, the
enumerators would get in touch with them through email. Social networking sites such as Facebook and Linkedin
were also used in tracking the respondents. During this process, the target respondents were requested to
provide consent for an interview (face to face, telephone or email).
Regional program managers or EDSP focal persons also had varying practices in administering and
monitoring the program. For more recent batches, some EDSP program managers took the initiative of forming
Facebook Groups for their EDSP beneficiaries for easier communication and more efficient program
administration and monitoring (e.g., announcement of schedules of fund release, submission of requirements,
upcoming activities). The program managers, who are also the group administrators, announced the conduct of
the study in the groups. Afterwards, the enumerators proceeded to contact the EDSP graduates who, are
members of these Facebook groups. These Facebook groups facilitated the easy contacting of the EDSP
graduates and contributed to better response rates. The advantage of Facebook is having a single platform for
the announcement of the survey, which was endorsed by the program manager so that there would be less
barrier or hesitance from the respondents to participate. The prevalence of Facebook use in recent years also
ensured that the accounts of the EDSP graduates contacted through the groups were mostly active and regularly
checked.
Face to face interviews were conducted in the following regions: NCR, 4A, 6 and 7. These regions were
chosen for the highest concentration of EDSP graduates. Interviews were also conducted with the EDSP focal
regions of OWWA Regional Welfare Offices visited by the research team, to gather qualitative information on
the program’s implementation and gather information to contextualize the findings from the census.
Some challenges in data-gathering include the availability of up-to-date contact information especially
for those from the first batches of graduates and the high mobility of graduates (relocation, work in another
province or country), and difficulty in scheduling the interviews since the majority of the surveyed respondents
were currently employed.
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IV. Presentation of Data/Findings
1. All EDSP graduates in OWWA main and regional databases (as of 2015)
1.1. General Information
Out of the 773 EDSP graduates in the integrated database, 32.2% (249) were interviewed for the tracer
study, 3.1% (24) for follow-up or had no further response to the request for interview, and 64.7% (500) were not
contacted (Table 1). No contact means that the available contact details were utilized but the number (landline
or mobile) was no longer available or may be contacted, or email bounced back or there was no response or
confirmation of receipt.
Table 1. No. of EDSP graduates from OWWA main database and regional office database and response
Frequency Percent
Interviewed 249 32.2
For follow-up 16 2.1
No response 8 1.0
No contact 500 64.7
Total 773 100.0
Difficulty in contacting the EDSP graduates was primarily due to the lack of up-to-date contact details
especially for earlier batches and incomplete contact information in the database. Response rates from batches
1 to 5 averaged 22.6% while batches 6 to 8 have higher average response rate at 57.1% (Table 2).
Table 2. No. of EDSP graduates from OWWA main database and regional office database and response, by batch number
Batch no. Interviewed For follow-up No response No contact

Batch 1 (2004-2005) Count 19 5 2 57
Column N % 22.9% 6.0% 2.4% 68.7%
Batch 2 (2005-2006) Count 16 3 1 106
Column N % 12.7% 2.4% 0.8% 84.1%
Batch 3 (2006-2007) Count 33 0 1 77
Column N % 29.7% 0.0% 0.9% 69.4%
Batch 4 (2007-2008) Count 27 4 0 80
Column N % 24.3% 3.6% 0.0% 72.1%
Batch 5 (2008-2009) Count 27 3 2 82
Column N % 23.7% 2.6% 1.8% 71.9%
Batch 6 (2009-2010) Count 52 0 1 48
Column N % 51.5% 0.0% 1.0% 47.5%
Batch 7 (2010-2011) Count 59 1 1 33
Column N % 62.8% 1.1% 1.1% 35.1%
Batch 8 (2011-2012) Count 16 0 0 12
Column N % 57.1% 0.0% 0.0% 42.9%
unidentified batch Count 0 0 0 5
Column N % 0 0 0 1
Page 12 of 60
1.1.2. EDSP batch
EDSP graduates recorded in the integrated database had an average of 105, and a median and mode of
111 (batch 1 to 7) (Table 3).
Table 3. EDSP batch number
Indicator Frequency Percent

Batch 1 (2004-2005) 83 10.7
Batch 2 (2005-2006) 126 16.3
Batch 5 (2008-2009) 114 14.7
Batch 3 (2006-2007) 111 14.4
Batch 4 (2007-2008) 111 14.4
Batch 6 (2009-2010) 101 13.1
Batch 7 (2010-2011) 94 12.2
Batch 8 (2011-2012) (partial) 28 3.6
unidentified batch 5 .6
Total 773 100.0
1.1.3. Sex
There were roughly the same proportion of male (48.4%) and female (51.6%) EDSP graduates (Table 4).
Table 4. Sex of EDSP graduates
Indicator Frequency Percent

Female 399 51.6
Male 374 48.4
Total 773 100.0
1.2.1. Course
Top courses taken by the EDSP graduates were Nursing (17.2%), Accountancy (8.9%), Electronics and
Communication Engineering (8.6%), Computer Science (6.8%), and Computer Engineering (6.4%) and
Information Technology (5.3%) (Table 5).
Table 5. Top 15 courses taken by EDSP beneficiaries
Top courses Frequency Percent
1. BS Nursing 132 17.2

2. BS Accountancy 68 8.9
3. BS Electronics and Communication Engineering 66 8.6
4. BS Computer Science 52 6.8
5. BS Computer Engineering 49 6.4
6. BS Information Technology 41 5.3
7. BS Biology 32 4.2
8. BS Chemical Engineering 27 3.5
9. BS Electrical Engineering 23 3.0
10. BS Civil Engineering 22 2.9
11. BS Medical Technology 19 2.5
12. BS Industrial Engineering 14 1.8
13. BS Mechanical Engineering 13 1.7
Page 13 of 60
14. BS Business Administration 12 1.6
15. BS Hotel and Restaurant Management 12 1.6
Looking at the popular courses enrolled in by sex, it can be observed that there are striking gender
differences in some of the courses. Courses that are dominated by male students are Mechanical Engineering
(100% male), Electrical Engineering (91.3%), Civil Engineering (86.4%) and Electronics and Communication
Engineering (69.7%). Meanwhile, courses dominated by female students are Business Administration (75%
female), Accountancy (70.6%), Nursing (67.4%) and Hotel and Restaurant Management (66.7%). It can be noted
that the highly-male dominated courses are all engineering courses, while the most female-dominated courses
are business/accountancy and on healthcare (nursing). It is interesting to note that the computer-related
courses (e.g., computer engineering, computer science, information technology) registered a more balanced mix
between male and female enrollment (Table 6).
Table 6. Top courses taken by EDSP beneficiaries, by sex
Course Sex Difference

Male Female
Count Row % Count Row %
BS Accountancy 20 29.4% 48 70.6% 41.2%
BS Biology 14 43.8% 18 56.2% 12.4%
BS Business Administration 3 25.0% 9 75.0% 50.0%
BS Chemical Engineering 12 44.4% 15 55.6% 11.2%
BS Civil Engineering 19 86.4% 3 13.6% -72.8%
BS Computer Engineering 25 51.0% 24 49.0% -2.0%
BS Computer Science 28 53.8% 24 46.2% -7.6%
BS Electrical Engineering 21 91.3% 2 8.7% -82.6%
BS Electronics and 46 69.7% 20 30.3%
Communication Engineering -39.4%
BS Hotel and Restaurant 4 33.3% 8 66.7%
Management 33.4%
BS Industrial Engineering 9 64.3% 5 35.7% -28.6%
BS Information Technology 18 43.9% 23 56.1% 12.2%
BS Mechanical Engineering 13 100.0% 0 0.0% -100.0%
BS Medical Technology 9 47.4% 10 52.6% 5.2%
BS Nursing 43 32.6% 89 67.4% 34.8%
While the number of EDSP graduates registered in the integrated database might have some gaps
especially for the most recent batches (6 and 7), it can be observed that the share of Nursing EDSP graduates
across batches has declined in recent years, notably by batch 5 (2008-2009). Other popular courses have
maintained their proportion across the batches until batch 5-6. The smaller shares by batch 7 is due to the partial
number of EDSP graduates that has been registered in the database given that not all EDSP beneficiaries of
batches 7 to 8 have already graduated by 2015 or were already recorded in the main/regional databases as
graduates (Table 7).
Page 14 of 60
Table 7. Top courses taken by EDSP beneficiaries, by batch number
Top courses Batch 1 Batch 2 Batch 3 Batch 4 Batch 5 Batch 6 Batch 7 Trend line
(2004- (2005- (2006- (2007- (2008- (2009- (2010-
2005) 2006) 2007) 2008) 2009) 2010) 2011)
BS Accountancy 4.8% 0.0% 13.5% 8.1% 11.4% 15.0% 10.6%
BS Biology 3.6% 0.8% 3.6% 3.6% 3.5% 7.0% 4.3%
BS Business Administration 1.2% 0.8% 0.9% 0.0% 0.0% 1.0% 7.4%
BS Chemical Engineering 1.2% 6.3% 3.6% 3.6% 2.6% 4.0% 3.2%
BS Civil Engineering 0.0% 0.0% 0.9% 2.7% 1.8% 7.0% 9.6%
BS Computer Engineering 12.0% 10.3% 7.2% 7.2% 4.4% 3.0% 2.1%
BS Computer Science 12.0% 11.1% 6.3% 5.4% 7.9% 3.0% 1.1%
BS Electrical Engineering 2.4% 4.0% 1.8% 0.9% 7.9% 2.0% 2.1%
BS Electronics and Communication Engineering 2.4% 11.1% 11.7% 10.8% 13.2% 8.0% 2.1%
BS Hotel and Restaurant Management 1.2% 4.0% 0.9% 0.9% 0.9% 2.0% 1.1%
BS Industrial Engineering 2.4% 1.6% 0.9% 0.9% 2.6% 3.0% 2.1%
BS Information Technology 6.0% 8.7% 4.5% 9.9% 7.0% 1.0% 0.0%
BS Mechanical Engineering 1.2% 1.6% 1.8% 0.9% 1.8% 4.0% 1.1%
BS Medical Technology 3.6% 0.0% 0.9% 0.0% 0.0% 6.0% 8.5%
BS Nursing 34.9% 15.1% 23.4% 26.1% 13.2% 8.0% 4.3%
1.2.2. Course, by CHED discipline group
Top disciplines of EDSP graduates are Engineering and Tech (30.2%), Medical and Allied (23.9%), IT-
Related Disciplines (12.4%), Business Administration and Related (12.1%) and Natural Science (6.3%) (Table 8).
Table 8. Top courses by CHED discipline group
Courses by CHED discipline group Frequency Valid Percent

Valid Engineering and Tech 232 30.2
Medical and Allied 183 23.9
IT-Related Disciplines 95 12.4
Business Administration and Related 93 12.1
Natural Science 48 6.3
Social and Behavioral Sciences 24 3.1
Mathematics 19 2.5
Service Trades 16 2.1
Education Science and Teacher Training 11 1.4
Mass Communication and Documentation 11 1.4
Humanities 10 1.3
Architecture and Town Planning 8 1.0
Maritime 5 .7
Fine and Applied Arts 4 .5
Agriculture, Forestry, Fisheries 3 .4
Other Disciplines 3 .4
Home Economics 2 .3
Total 767 100.0
Missing -9999 6
Total 773
Looking at the courses categorized by CHED discipline group, wide gender disparities can also be seen
in some categories. Male-dominated disciplines are Engineering and Tech, Architecture and Town Planning,
Maritime and Mathematics. Female-dominated disciplines are Humanities, Service Trades, Business
Administration and Related and Medical and Allied. Popular disciplines, that have more balanced enrollment,
are the IT-Related Disciplines, Natural Science and Social and Behavioral Sciences (Table 9).
Page 15 of 60
Table 9. Courses by CHED discipline group, by sex
Course, by CHED discipline group Sex
Male Female Difference

Count Row Count Row
Valid N Valid N
% %
Education Science and Teacher Training 5 45.5% 6 54.5% 9.0%
IT-Related Disciplines 48 50.5% 47 49.5% -1.0%
Medical and Allied 63 34.4% 120 65.6% 31.2%
Trade, Craft and Industrial 0 0.0% 0 0.0% 0.0%
Engineering and Tech 157 67.7% 75 32.3% -35.4%
Architecture and Town Planning 5 62.5% 3 37.5% -25.0%
Agriculture, Forestry, Fisheries 1 33.3% 2 66.7% 33.4%
Home Economics 1 50.0% 1 50.0% 0.0%
Service Trades 4 25.0% 12 75.0% 50.0%
Mass Communication and Documentation 3 27.3% 8 72.7% 45.4%
Other Disciplines 1 33.3% 2 66.7% 33.4%
Fine and Applied Arts 2 50.0% 2 50.0% 0.0%
General 0 0.0% 0 0.0% 0.0%
Maritime 5 100.0% 0 0.0% -100.0%
Humanities 1 10.0% 9 90.0% 80.0%
Religion and Theology 0 0.0% 0 0.0% 0.0%
Social and Behavioral Sciences 11 45.8% 13 54.2% 8.4%
Business Administration and Related 28 30.1% 65 69.9% 39.8%
Law and Jurisprudence 0 0.0% 0 0.0% 0.0%
Natural Science 24 50.0% 24 50.0% 0.0%
Mathematics 11 57.9% 8 42.1% -15.8%
1.2.3. Course, by faculty / major subject area
Looking at the courses categorized by major subject area, the top categories are Engineering &
Technology (44.3%) and Life Sciences & Medicine (23.9%) (Table 10).
Table 10. Courses by major subject area
Courses by major subject area Frequency Percent Valid Percent

Valid Engineering & Technology 340 44.0 44.3
Life Sciences & Medicine 183 23.7 23.9
Business & Management 93 12.0 12.1
Natural Sciences 70 9.1 9.1
Social Sciences 56 7.2 7.3
Arts & Humanities 25 3.2 3.3
Total 767 99.2 100.0
Missing -9999 6 .8
Total 773 100.0
When disaggregated by sex, the major subject area that is male-dominated is Engineering &
Technology, while top female-dominated areas are Arts & Humanities, Business & Management, Life Sciences &
Medicine, and Social Sciences. Natural Science has the most gender-balanced enrollment (Table 11).
Table 11. Courses by major subject area, by sex
Course, by faculty / major Sex Difference

subject area Male Female
Count Row Valid N % Count Row Valid N %
Arts & Humanities 6 24.0% 19 76.0% 52.0%
Page 16 of 60
Business & Management 28 30.1% 65 69.9% 39.8%
Engineering & Technology 215 63.2% 125 36.8% -26.4%
Life Sciences & Medicine 63 34.4% 120 65.6% 31.2%
Natural Sciences 36 51.4% 34 48.6% -2.8%
Social Sciences 22 39.3% 34 60.7% 21.4%
1.2.4. Course, by K to 12 academic/career track
When grouping the courses by K-12 career track, the top category is Science, Technology, Engineering
and Mathematics (STEM) (77.1%). Accountancy, Business and Management (ABM) has 11.9%, while Humanities
and Social Sciences (HUMSS) has 10.6% share (Table 12).
Table 12. Courses by K-12 career track
Courses by K-12 career track Frequency Percent Valid

Percent
Valid Science, Technology, Engineering and Mathematics 591 76.5 77.1
(STEM)
Accountancy, Business and Management (ABM) 91 11.8 11.9
Humanities and Social Sciences (HUMSS) 81 10.5 10.6
Maritime 4 .5 .5
Total 767 99.2 100.0
Missing -9999 6 .8
Total 773 100.0
Disaggregating the course availment categorized by K-12 career track by sex, the STEM field has a
slightly higher proportion of males, while the ABM and HUMSS tracks are dominated by females (Table 13).
Table 13. Courses by K-12 career track, by sex
Course, by K to 12 academic/career track Sex Difference

Male Female
Count Row Valid N Count Row Valid
% N%
Accountancy, Business and Management 27 29.7% 64 70.3% 40.6%
(ABM)
Humanities and Social Sciences (HUMSS) 28 34.6% 53 65.4% 30.8%
Science, Technology, Engineering and 311 52.6% 280 47.4% -5.2%
Mathematics (STEM)
Maritime 4 100.0% 0 0.0% -100.0%
1.2.5. School / University
The top schools enrolled in by the EDSP graduates were University of the Philippines – Diliman, Saint
Louis University, and University of Santo Tomas (Table 14).
Table 14. Top schools enrolled in by EDSP beneficiaries
School/university Frequency Percent

1. University of the Philippines - Diliman 92 12.0
2. Saint Louis University 42 5.5
3. University of Santo Tomas 42 5.5
4. University of the Philippines - Manila 24 3.1
5. Ateneo de Manila University 19 2.5
6. University of San Carlos 19 2.5
Page 17 of 60
7. University of the Philippines - Los Baños 19 2.5
8. Polytechnic University of the Philippines 19 2.5
9. Adamson University 17 2.2
10. Central Philippine University 15 2.0
11. De La Salle University 15 2.0
12. St. Paul University Manila 14 1.8
13. Bicol University 13 1.7
14. Ateneo de Davao University 12 1.6
15. University of Baguio 12 1.6
16. Velez College Cebu City 12 1.6
1.2.6. Regional location of School / University
The majority of EDSP graduates studied in NCR (43.9%), followed by Region 7 (9.3%) and CAR (9.0%)
(Table 15).
Table 15. Regional location of school/university
Region Frequency Percent Valid Percent

Valid NCR - National Capital Region 336 43.5 43.9
Region VII (Central Visayas) 71 9.2 9.3
CAR - Cordillera Administrative Region 69 8.9 9.0
Region VI (Western Visayas) 53 6.9 6.9
Region IV-A (CALABARZON) 50 6.5 6.5
Region I (Ilocos Region) 35 4.5 4.6
Region V (Bicol Region) 29 3.8 3.8
Region X (Northern Mindanao) 25 3.2 3.3
Region XI (Davao Region) 25 3.2 3.3
Region II (Cagayan Valley) 18 2.3 2.4
Region III (Central Luzon) 18 2.3 2.4
Region IX (Zamboanga Peninsula) 14 1.8 1.8
Region XIII (Caraga) 9 1.2 1.2
Region XII (Soccsksargen) 6 .8 .8
ARMM - Autonomous Region in Muslim Mindanao 3 .4 .4
Region IV-B (MIMAROPA) 3 .4 .4
Region VIII (Eastern Visayas) 1 .1 .1
Total 765 99.0 100.0
Missing -9999 8 1.0
Total 773 100.0
1.2.7. General HEI Category of School / University
More EDSP graduates studied in private schools/universities (65.2%) compared to public institutions
(34.8%) (Table 16).
Table 16. General HEI category of school/university
Frequency Percent Valid Percent

Valid Private 499 64.6 65.2
Public 266 34.4 34.8
Total 765 99.0 100.0
Missing -9999 8 1.0
Total 773 100.0
Most regions saw more enrollment in private schools/universities, while only Regions IV-A and IV-B had
more enrollment in public institutions (Table 17).
Page 18 of 60
Table 17. General HEI category of school/university, by region
Region General HEI Category of School / University

(Public/Private)
Public Private
Count Row N % Count Row N %
NCR - National Capital Region 148 44.0% 188 56.0%
CAR - Cordillera Administrative Region 8 11.6% 61 88.4%
Region I (Ilocos Region) 13 37.1% 22 62.9%
Region II (Cagayan Valley) 3 16.7% 15 83.3%
Region III (Central Luzon) 4 22.2% 14 77.8%
Region IV-A (CALABARZON) 34 68.0% 16 32.0%
Region IV-B (MIMAROPA) 2 66.7% 1 33.3%
Region V (Bicol Region) 13 44.8% 16 55.2%
Region VI (Western Visayas) 14 26.4% 39 73.6%
Region VII (Central Visayas) 5 7.0% 66 93.0%
Region VIII (Eastern Visayas) 1 100.0% 0 0.0%
Region IX (Zamboanga Peninsula) 7 50.0% 7 50.0%
Region X (Northern Mindanao) 10 40.0% 15 60.0%
Region XI (Davao Region) 2 8.0% 23 92.0%
Region XII (Soccsksargen) 1 16.7% 5 83.3%
Region XIII (Caraga) 0 0.0% 9 100.0%
ARMM - Autonomous Region in Muslim 1 33.3% 2 66.7%
Mindanao
Total 266 34.8% 499 65.2%
1.2.8. HEI Category of School / University
Looking at enrollment by CHED HEI category of school/university, more EDSP graduates were enrolled
in private sectarian schools (40.5%), followed by state universities and colleges (SUCs) (33.2%), while private
non-sectarian schools had 24.1% share (Table 18).
Table 18. HEI category of school/university

Valid Private sectarian schools 313 40.5 40.9
State universities and colleges (SUCs) 257 33.2 33.6
Private non-sectarian schools 186 24.1 24.3
Local colleges and universities (LCUs) 9 1.2 1.2
Total 765 99.0 100.0
Missing -9999 8 1.0
Total 773 100.0
1.2.9. Tuition fee of school / university (in Philippine pesos)
Tuition fees ranged from a minimum of Php2,400 to a maximum of Php225,000, with an average of
Php65,000, a median and mode of Php50,000.00 (Table 19). 20.9% of graduates had a tuition fee below
Php36,000, 32.1% paid Php36,001-50,0000
Table 19. Tuition fee of school/university (in PHP)

Valid <= 36000 154 19.9 20.9
36001 - 50000 237 30.7 32.1
50001 - 60000 101 13.1 13.7
60001 - 90000 101 13.1 13.7
90001+ 145 18.8 19.6
Total 738 95.5 100.0
Page 19 of 60
Missing -9999 35 4.5
Total 773 100.0
Mean 64,813
Median 50,000
Mode 50,000
Minimum 2,400
Maximum 225,000
Looking at the school rates per general HEI category, public schools/universities tuition fees ranged
from Php2,400 to a maximum of Php50,000, with an average of Php33,300, and median and mode of Php50,000.
Meanwhile, private institutions ranged from Php18,000 to Php 225,000, with an average of Php82,600, median
of Php64,00 and mode of Php60,000 (Table 20).
Table 20. Tuition fee of school/university (in PHP), by general HEI category
Public Private Total

Tuition fee of school / Count % within Count % within Count % within
university (in PHP) Tuition Tuition Tuition
fee fee fee
bracket bracket bracket
<= 36,000 122 79.2% 32 20.8% 154 100.0%
36,001 – 50,000 144 60.8% 93 39.2% 237 100.0%
50,001 – 60,000 0 0.0% 101 100.0% 101 100.0%
60,001 – 90,000 0 0.0% 101 100.0% 101 100.0%
90,001+ 0 0.0% 145 100.0% 145 100.0%
Total 266 36.0% 472 64.0% 738 100.0%
Minimum 2,400 18,000
Maximum 50,000 225,000
Mean 33,298 82,574
Median 50,000 64,000
Mode 50,000 60,000
Looking at the tuition fees of schools categorized by CHED HEI groupings, SUCs tuition fees ranged from
Php2,400 to Php50,000, with an average of Php33,800, and a median and mode of Php50,000. LCUs fees
meanwhile ranged from Php12,000 to Php26,000, with an average of Php17,778. In the private sector, fees were
higher in sectarian schools ranging from Php30,000 to Php225,000, and an average of Php90,700. For private
non-sectarian schools, their fees ranged from Php 18,000 to Php150,000, with an average of Php67,400 (Table
21). Private sectarian schools also had the highest share for the tuition fee bracket more than Php90,000 (40.3%
of EDSP graduates who enrolled in private sectarian schools paid tuition fees more than Php90,000). Looking at
the figures on enrollment by HEI category, more graduates enrolled in private institutions (65.2% of EDSP
graduates), specifically private sectarian schools (40.9%). These graduates paid tuition fees higher than the
maximum EDSP benefit of Php60,000 per year or Php30,000 per semester.
Page 20 of 60
Table 21. Tuition fee of school/university (in PHP), by CHED HEI category
Tuition fee State Local colleges and Other Private sectarian Private non-
universities and universities (LCUs) government schools sectarian schools
colleges (SUCs) HEIs
Count Column Count Column N Count Column Count Column Count Column
N% % N% N% N%
<= 36000 113 44.0% 9 100.0% 0 0.0% 18 5.8% 14 8.5%
36001 - 50000 144 56.0% 0 0.0% 0 0.0% 42 13.6% 51 31.1%
50001 - 60000 0 0.0% 0 0.0% 0 0.0% 63 20.5% 38 23.2%
60001 - 90000 0 0.0% 0 0.0% 0 0.0% 61 19.8% 40 24.4%
90001+ 0 0.0% 0 0.0% 0 0.0% 124 40.3% 21 12.8%
Total 257 100.0% 9 100.0% 0 0.0% 308 100.0% 164 100.0%
Mean 33,842 17,778 . 90,653 67,402
Median 50,000 16,000 . 70,000 57,000
Mode 50,000 16,000 . 60,000 50,000
Minimum 2,400 12,000 . 30,000 18,000
Maximum 50,000 26,000 . 225,000 150,000
1.2.10. Performance of school / university in board exam
For EDSP graduates of courses with licensure examinations, 81.6% were in schools/universities that
performed average to above average in the relevant board exams, while 18.4% were in schools that performed
below average (table 22).
Table 22. Performance of school / university in board exam

Valid Average to above average 323 41.8 81.6
Below average 73 9.4 18.4
Total 396 51.2 100.0
Missing -9999 377 48.8
Total 773 100.0
Among the top three discipline groups that has the most number of EDSP graduates required to take
licensure examinations, the Business Administration and Related had 93.7% of students enrolled in schools with
average to above average board performance, followed by Medical and Allied with 89.0% while Engineering and
Tech had 68.6% (Table 23).
Table 23. Performance of EDSP graduate’s school/university in relevant board exam and top discipline groups with
required licensure examination
Course, by CHED discipline group Performance of school / university in board exam

Average to above average Below average
Engineering and Tech 94 68.6% 43 31.4%
Medical and Allied 146 89.0% 18 11.0%
Business Administration and Related 59 93.7% 4 6.3%
Looking at the regional performance of schools, EDSP graduates in most regions were enrolled in
average to above-average performing schools in their relevant licensure examinations. Only a few regions had
mostly below-average performing schools, such as in Regions I (83.3%)and Caraga (60.0%). While still having a
higher share of performing schools, Regions V (38.5%), CAR (28.9%) and IV-A (23.1%) have notable shares of
poorly-performing schools (Table 24).
Page 21 of 60
Table 24. Performance of EDSP graduate’s school/university in relevant board exam and region
Regional location of School / University Performance of school / university in board exam

NCR - National Capital Region 124 86.1% 20 13.9%
CAR - Cordillera Administrative Region 32 71.1% 13 28.9%
Region I (Ilocos Region) 2 16.7% 10 83.3%
Region II (Cagayan Valley) 9 90.0% 1 10.0%
Region III (Central Luzon) 11 100.0% 0 0.0%
Region IV-A (CALABARZON) 20 76.9% 6 23.1%
Region IV-B (MIMAROPA) 0 0.0% 0 0.0%
Region V (Bicol Region) 8 61.5% 5 38.5%
Region VI (Western Visayas) 30 90.9% 3 9.1%
Region VII (Central Visayas) 40 83.3% 8 16.7%
Region VIII (Eastern Visayas) 0 0.0% 0 0.0%
Region IX (Zamboanga Peninsula) 9 81.8% 2 18.2%
Region X (Northern Mindanao) 16 94.1% 1 5.9%
Region XI (Davao Region) 17 94.4% 1 5.6%
Region XII (Soccsksargen) 3 100.0% 0 0.0%
Region XIII (Caraga) 2 40.0% 3 60.0%
ARMM - Autonomous Region in Muslim Mindanao 0 0.0% 0 0.0%
Looking at the top courses with licensure examinations, most students who took these courses were in
schools that had good board performance in Accountancy, Nursing, and Electrical Engineering. Meanwhile, the
popular courses that had the highest share of poorly-performing schools were Electronics and Communication
Engineering and Chemical Engineering (Table 25).
Table 25. Performance of EDSP graduate’s school/university in relevant board exam and top courses with licensure
examination
Course Performance of school / university in board exam

BS Nursing 113 88.3% 15 11.7%
BS Accountancy 58 93.5% 4 6.5%
BS Electronics and Communication Engineering 34 59.6% 23 40.4%
BS Chemical Engineering 12 57.1% 9 42.9%
BS Electrical Engineering 16 80.0% 4 20.0%
BS Civil Engineering 18 85.7% 3 14.3%
BS Medical Technology 15 93.8% 1 6.2%
BS Mechanical Engineering 12 100.0% 0 0.0%
1.2.11. School / university is a CHED Center of Excellence (COE) or Center of Development (COD) for
the program
With regard to the qualification of the school/university as a COE or COD by the CHED, 28.1% of the
EDSP graduates were in schools/universities recognized by the CHED (Table 26).
Table 26. School / university is a CHED Center of Excellence (COE) or Center of Development (COD) for the program

Valid Yes 217 28.1 28.3
No 551 71.3 71.7
Total 768 99.4 100.0
Missing -9999 5 .6
Total 773 100.0
Page 22 of 60
The majority of the recognized COE/COD institutions were located in NCR, with 66.4% of the total
certified schools wherein EDSP graduates were enrolled, followed by CAR with 15.2%, and IV-A with 5.1% (Table
27). While having one of the high regional shares of EDSP graduates, Region VI, VII, X and XI had a small
proportion of certified COE/COD schools. The majority share of NCR is due to the concentration of leading
schools in the said region and, as previously mentioned, the majority of EDSP graduates studied in these
education institutions.
Table 27. School / university is a CHED Center of Excellence (COE) or Center of Development (COD) for the program, by
region
Regional location of School / university is a CHED Center of Excellence (COE) or Center of

School / University Development (COD) for the program
Yes No
Count Column N % Row N % Count Column N % Row N %
NCR - National Capital 144 66.4% 42.9% 192 35.0% 57.1%
Region
CAR - Cordillera 33 15.2% 47.8% 36 6.6% 52.2%
Administrative Region
Region I (Ilocos Region) 2 0.9% 5.7% 33 6.0% 94.3%
Region II (Cagayan Valley) 4 1.8% 22.2% 14 2.6% 77.8%
Region III (Central Luzon) 1 0.5% 5.6% 17 3.1% 94.4%
Region IV-A 11 5.1% 22.0% 39 7.1% 78.0%
(CALABARZON)
Region IV-B (MIMAROPA) 0 0.0% 0.0% 3 0.5% 100.0%
Region V (Bicol Region) 2 0.9% 6.9% 27 4.9% 93.1%
Region VI (Western Visayas) 6 2.8% 11.3% 47 8.6% 88.7%
Region VII (Central Visayas) 6 2.8% 8.5% 65 11.9% 91.5%
Region VIII (Eastern 0 0.0% 0.0% 1 0.2% 100.0%
Visayas)
Region IX (Zamboanga 1 0.5% 7.1% 13 2.4% 92.9%
Peninsula)
Region X (Northern 3 1.4% 12.0% 22 4.0% 88.0%
Mindanao)
Region XI (Davao Region) 4 1.8% 16.0% 21 3.8% 84.0%
Region XII (Soccsksargen) 0 0.0% 0.0% 6 1.1% 100.0%
Region XIII (Caraga) 0 0.0% 0.0% 9 1.6% 100.0%
ARMM - Autonomous 0 0.0% 0.0% 3 0.5% 100.0%
Region in Muslim Mindanao
1.2.12. School / university placed in QS World University Rankings (2016)
33.6% of EDSP graduates were enrolled in schools/universities that were included or placed in the QS
World University Rankings (Table 28).
Table 28. School / university placed in QS World University Rankings (2016)

Valid Yes 260 33.6 33.6
No 513 66.4 66.4
Total 773 100.0 100.0
Following the trend for the COE/COD certification of schools/universities of EDSP graduates, NCR still
has the highest share of institutions that placed in the QS World University Rankings at 74.2%. NCR is followed
by Regions VII (8.8%), IV-A (6.9%) and XI (5.4%) (Table 29).
Page 23 of 60
Table 29. School / university placed in QS World University Rankings (2016), by region
Regional location of School / School / university placed in QS World University Rankings

University (2016)
Yes No
Count Row N Column N Count Row N Column N
% % % %
NCR - National Capital Region 193 57.4% 74.2% 143 42.6% 28.3%
CAR - Cordillera Administrative Region 3 4.3% 1.2% 66 95.7% 13.1%
Region I (Ilocos Region) 1 2.9% 0.4% 34 97.1% 6.7%
Region II (Cagayan Valley) 0 0.0% 0.0% 18 100.0% 3.6%
Region III (Central Luzon) 1 5.6% 0.4% 17 94.4% 3.4%
Region IV-A (CALABARZON) 18 36.0% 6.9% 32 64.0% 6.3%
Region IV-B (MIMAROPA) 0 0.0% 0.0% 3 100.0% 0.6%
Region V (Bicol Region) 0 0.0% 0.0% 29 100.0% 5.7%
Region VI (Western Visayas) 6 11.3% 2.3% 47 88.7% 9.3%
Region VII (Central Visayas) 23 32.4% 8.8% 48 67.6% 9.5%
Region VIII (Eastern Visayas) 0 0.0% 0.0% 1 100.0% 0.2%
Region IX (Zamboanga Peninsula) 0 0.0% 0.0% 14 100.0% 2.8%
Region X (Northern Mindanao) 1 4.0% 0.4% 24 96.0% 4.8%
Region XI (Davao Region) 14 56.0% 5.4% 11 44.0% 2.2%
Region XII (Soccsksargen) 0 0.0% 0.0% 6 100.0% 1.2%
Region XIII (Caraga) 0 0.0% 0.0% 9 100.0% 1.8%
ARMM - Autonomous Region in Muslim 0 0.0% 0.0% 3 100.0% 0.6%
Mindanao
2. EDSP graduates interviewed for the tracer study
2.1. General information
2.1.1. Sex
There were roughly the same proportion of male and female EDSP graduates who were interviewed for
the tracer study (Table 30).
Table 30. Sex of interviewed EDSP graduates

Valid Male 126 50.6 50.6
Female 123 49.4 49.4
Total 249 100.0 100.0
2.1.2. Age of respondent
Most of the respondents were aged 21-25 years old (68.7%) (Table 31).
Table 31. Age of interviewed EDSP graduates

Valid below 21 y.o. 3 1.2 1.2
21-25 y.o. 171 68.7 68.7
26-29 y.o. 73 29.3 29.3
30 y.o. and above 2 .8 .8
Total 249 100.0 100.0
Page 24 of 60
2.1.3. Marital status
The majority of the respondents were single (92.5%), due to the young age of the participants as shown
earlier.
Table 32. Marital status of interviewed EDSP graduates

Valid Single 223 89.6 92.5
Married 17 6.8 7.1
Common law/live-in 1 .4 .4
Total 241 96.8 100.0
Missing -9999 8 3.2
Total 249 100.0
2.1.4. Mode of interview
Most of the responses were acquired through email (47.9%), followed by telephone interview (37.8%),
while 12.9% were interviewed in person (Table 33).
Table 33. Mode of interview

Valid Face to face 32 12.9 13.2
Telephone 94 37.8 38.8
Email 116 46.6 47.9
Total 242 97.2 100.0
Missing -9999 7 2.8
Total 249 100.0
2.2.1. Student graduated on time
The majority of the respondents graduated on time (88.8%) (Table 34).
Table 34. Student graduated on time

Valid Yes 221 88.8 92.1
No 19 7.6 7.9
Total 240 96.4 100.0
Missing -9999 9 3.6
Total 249 100.0
2.2.2. Post-baccalaureate studies. Have you taken any post-baccalaureate course/s?
About one-fourth (23.8%) of the respondents have taken up post-baccalaureate studies (Table 35).
Table 35. Post-baccalaureate studies. Have you taken any post-baccalaureate course/s?

Valid Yes 58 23.3 23.8
No 186 74.7 76.2
Total 244 98.0 100.0
Page 25 of 60
Missing -9999 5 2.0
Total 249 100.0
2.2.3. Post-baccalaureate course taken
The most popular post-baccalaureate course taken by the respondents were Medicine (38.1% of
respondents, who took up post-baccalaureate studies), followed by Law (8.3%), Master in Business
Administration (MBA) (7.1%), MA in Education (6.0%) and MA/MS in Nursing (4.8%) (Table 36). It is also notable
that some respondents took-up second baccalaureate degrees after they graduated. These programs are BS
Accountancy and BS Nursing.
Table 36. Post-baccalaureate course taken

Valid Medicine 32 12.9 38.1
Law (Bachelor of Laws, Juris Doctor) 7 2.8 8.3
M Business Administration 6 2.4 7.1
MA Education 5 2.0 6.0
MA/MS Nursing 4 1.6 4.8
MS Applied Math 3 1.2 3.6
M Psychology 2 .8 2.4
BS Accountancy 2 .8 2.4
MS Chemistry 2 .8 2.4
MS Electrical Engineering 2 .8 2.4
BS Nursing 2 .8 2.4
Alternative Learning System (ALS) 1 .4 1.2
M International Studies 1 .4 1.2
M Public Management 1 .4 1.2
MA Guidance and Counseling 1 .4 1.2
MA Industrial Engineering 1 .4 1.2
MA Mechanical Engineering 1 .4 1.2
MS Applied Mathematics 1 .4 1.2
MS Computer Science 1 .4 1.2
MS Materials Science and Engineering 1 .4 1.2
MS Mechanical Engineering 1 .4 1.2
MS Medical Anthropology 1 .4 1.2
MS Microbiology 1 .4 1.2
MS Service Management Engineering 1 .4 1.2
BS Education 1 .4 1.2
BS Electronics Engineering 1 .4 1.2
BS Medical Technology 1 .4 1.2
Diploma in New Media Design 1 .4 1.2
Total 84 33.7 100.0
Missing -9999 165 66.3
Total 249 100.0
2.2.4. Post-baccalaureate course taken, by CHED discipline group
Categorizing by CHED discipline group, the top post-baccalaureate field is Medical and Allied (48.8%),
followed by Engineering and Tech (10.7% of respondents who took up post-baccalaureate studies) and Business
Administration and Related (10.7%) (Table 37).
Page 26 of 60
Table 37. Post-baccalaureate course taken, by CHED discipline group

Valid Medical and Allied 41 16.5 48.8
Engineering and Tech 9 3.6 10.7
Business Administration and Related 9 3.6 10.7
Education Science and Teacher Training 7 2.8 8.3
Law and Jurisprudence 6 2.4 7.1
Mathematics 4 1.6 4.8
Social and Behavioral Sciences 3 1.2 3.6
IT-Related Disciplines 2 .8 2.4
Natural Science 2 .8 2.4
General 1 .4 1.2
Total 84 33.7 100.0
Missing -9999 165 66.3
Total 249 100.0
2.2.5. Post-baccalaureate course taken, by faculty / major subject area
When grouped by major subject area, the top post-baccalaureate subjects are Life Sciences & Medicine
(48.8% of respondents who took up post-baccalaureate studies), Social Sciences (19.0%) and Engineering %
Technology (13.1%) (Table 38).
Table 38. Post-baccalaureate course taken, by faculty / major subject area

Valid Life Sciences & Medicine 41 16.5 48.8
Social Sciences 16 6.4 19.0
Engineering & Technology 11 4.4 13.1
Business & Management 9 3.6 10.7
Natural Sciences 6 2.4 7.1
Arts & Humanities 1 .4 1.2
Total 84 33.7 100.0
Missing -9999 165 66.3
Total 249 100.0
2.2.6. Post-baccalaureate course taken, by K to 12 academic/career track
According the K-12 career track, the top field for post-baccalaureate studies of respondents are STEM
courses (69.0% of respondents who took up post-baccalaureate studies).
Table 39. Post-baccalaureate course taken, by K to 12 academic/career track
Frequency Percent Valid

Percent
Valid Science, Technology, Engineering and Mathematics 58 23.3 69.0
(STEM)
Humanities and Social Sciences (HUMSS) 17 6.8 20.2
Accountancy, Business and Management (ABM) 9 3.6 10.7
Total 84 33.7 100.0
Missing -9999 165 66.3
Total 249 100.0
Page 27 of 60
2.3. Knowledge about the program, course and school / university
2.3.1. How did you learn about EDSP?
The top source of information for the respondents for learning about the EDSP is their friends/relatives
(56.6% of respondents who answered the item), followed by the OWWA (32.4%) (Table 40).
Table 40. How did you learn about EDSP?

Valid Friends / relatives 138 55.4 56.6
OWWA 79 31.7 32.4
Others 19 7.6 7.8
Internet 5 2.0 2.0
Newspaper advertisements 3 1.2 1.2
Total 244 98.0 100.0
Missing -9999 5 2.0
Total 249 100.0
2.3.2. Reason/s for choosing the course
Top reasons cited by respondents for choosing their course are being good at related subjects when
they were in high school (39.0% of respondents), influence by parents/relative (32.9%), high-paying job
opportunities (26.5%), and other reasons (26.9%) (Table 41). Other reasons cited for choosing the course were:
interest in the field or discipline; good preparation for medical or law studies; available course in the school that
was near and easily accessible from home; and result of National Career Assessment Examination (NCAE).
Table 41. Reason/s for choosing the course
Count Percent
Affordability 19 7.6%
High-paying job opportunities 66 26.5%
In-demand abroad 40 16.1%
Recommended by career counselor 13 5.2%
Influenced by peers 19 7.6%
Influenced by parents/relatives 82 32.9%
I was good at related subjects when I was in high school 97 39.0%
Others 67 26.9%
2.3.3. Reason/s for choosing school/university (Select all that apply)
Top reasons cited by respondents for choosing their school/university are: overall successful academic
reputation (62.2%), affordability (32.9%), availability of course of choice (27.3%), successful alumni (18.5%) and
other reasons (Table 42). Other reasons cited by the respondents were: school was near and easily accessible
from home; influence by parents/family (e.g., parent was employed at the school, their family’s religion requires
them to undertake studies at their sectarian school), and school was the only university where respondent was
admitted.
Table 42. Reason/s for choosing school/university
Count Percent
Affordability 82 32.9%
Availability of course of choice 68 27.3%
Quality of facilities 42 16.9%
Page 28 of 60
Easy admission 19 7.6%
High employment rate of graduates 36 14.5%
Successful alumni 46 18.5%
Overall academic reputation 155 62.2%
Others 43 17.3%
2.4. Employment Status (after graduation)
licensure examination?
74.8% of the respondents were employed after completing their baccalaureate degree and/or passing
the licensure examination (Table 43).
Table 43. Did you get a job/employment after completing your baccalaureate degree and/or passing the licensure
examination?

Valid Yes 184 73.9 74.8
No 62 24.9 25.2
Total 246 98.8 100.0
Missing -9999 3 1.2
Total 249 100.0
2.4.2. Type of industry of first employment
The top industry for the respondents’ first employment was in Human Health and Social Work Activities
(16.4% of respondents employed after graduation), followed by Professional, Scientific and Technical Activities
(10.2%), Manufacturing (10.2%), Administrative and Support Service Activities (9.6%) and Information and
Communication (9.0%) (Table 44).
Table 44. Type of industry of first employment

Percent
Valid Human Health and Social Work Activities 29 11.6 16.4
Professional, Scientific and Technical Activities 18 7.2 10.2
Manufacturing 18 7.2 10.2
Administrative and Support Service Activities 17 6.8 9.6
Information and Communication 16 6.4 9.0
Education 15 6.0 8.5
Financial and Insurance Activities 14 5.6 7.9
Electricity, Gas, Steam and Air Conditioning Supply 14 5.6 7.9
Wholesale and Retail Trade; Repair of Motor Vehicles and 10 4.0 5.6
Motorcycles
Construction 8 3.2 4.5
Public Administration and Defense; Compulsory Social 6 2.4 3.4
Security
Transportation and Storage 5 2.0 2.8
Activities of Extra-Territorial Organizations and Bodies 3 1.2 1.7
Mining and Quarrying 2 .8 1.1
Real Estate Activities 1 .4 .6
Accommodation and Food Service Activities 1 .4 .6
Total 177 71.1 100.0
Missing -9999 72 28.9
Total 249 100.0
Page 29 of 60
Looking at the disaggregation by sex of the respondents’ first employment across the industry
categories, the top male-dominated industries are Manufacturing (-11.2% difference against women),
Information and Communication (-25%), Electricity, Gas, Steam and Air Conditioning Supply (-57.2%) and
Construction (-50%). Meanwhile, female-dominated industries are Human Health and Social Work Activities
(+31.0% difference for women), Professional, Scientific and Technical Activities (33.4%), Education (20.0%) and
Financial and Insurance Activities (14.2%) (Table 45).
Table 45. Type of industry of first employment, by Sex
Type of industry Sex

of first Male Female Total Difference
employment (PSIC Count Row N Column Count Row N Column Count Row N Column
2009) % N% % N% % N%
Human Health and 10 34.5% 11.4% 19 65.5% 21.3% 29 100.0% 16.4% 31.0%
Social Work
Activities
Manufacturing 10 55.6% 11.4% 8 44.4% 9.0% 18 100.0% 10.2% -11.2%
Professional, 6 33.3% 6.8% 12 66.7% 13.5% 18 100.0% 10.2% 33.4%
Scientific and
Technical Activities
Administrative and 9 52.9% 10.2% 8 47.1% 9.0% 17 100.0% 9.6% -5.8%
Support Service
Activities
Information and 10 62.5% 11.4% 6 37.5% 6.7% 16 100.0% 9.0% -25.0%
Communication
Education 6 40.0% 6.8% 9 60.0% 10.1% 15 100.0% 8.5% 20.0%
Electricity, Gas, 11 78.6% 12.5% 3 21.4% 3.4% 14 100.0% 7.9% -57.2%
Steam and Air
Conditioning
Supply
Financial and 6 42.9% 6.8% 8 57.1% 9.0% 14 100.0% 7.9% 14.2%
Insurance Activities
Wholesale and 5 50.0% 5.7% 5 50.0% 5.6% 10 100.0% 5.6% 0.0%
Retail Trade;
Repair of Motor
Vehicles and
Motorcycles
Construction 6 75.0% 6.8% 2 25.0% 2.2% 8 100.0% 4.5% -50.0%
Public 2 33.3% 2.3% 4 66.7% 4.5% 6 100.0% 3.4% 33.4%
Administration and
Defense;
Compulsory Social
Security
Transportation and 4 80.0% 4.5% 1 20.0% 1.1% 5 100.0% 2.8% -60.0%
Storage
Activities of Extra- 0 0.0% 0.0% 3 100.0% 3.4% 3 100.0% 1.7% 100.0%
Territorial
Organizations and
Bodies
Mining and 1 50.0% 1.1% 1 50.0% 1.1% 2 100.0% 1.1% 0.0%
Quarrying
Accommodation 1 100.0% 1.1% 0 0.0% 0.0% 1 100.0% 0.6% -100.0%
and Food Service
Activities
Real Estate 1 100.0% 1.1% 0 0.0% 0.0% 1 100.0% 0.6% -100.0%
Activities
Total 88 49.7% 100.0% 89 50.3% 100.0% 177 100.0% 100.0% 0.6%
Page 30 of 60
2.4.3. Type of occupation in first employment
The top occupations for the respondents’ first employment are Professionals (61.4%), followed by
Technicians and Associate Professionals (31.8%) (Table 46).
Table 46. Type of occupation in first employment

Valid Professionals 108 43.4 61.4
Technicians and associate professionals 56 22.5 31.8
Clerical support workers 6 2.4 3.4
Service and sales workers 5 2.0 2.8
Managers 1 .4 .6
Total 176 70.7 100.0
Missing -9999 73 29.3
Total 249 100.0
The first employment occupation dominated by male scholars were Service and Sales Workers, while
more female graduates were Clerical Support Workers. Meanwhile, the gender profiles of Professionals (-1.0%
difference) and Technicians and Associate Professionals (7.2%) were more balanced (Table 47).
Table 47. Type of occupation in first employment, by Sex
Type of Sex Difference

occupation in first Male Female Total
employment Count Row N Column Count Row Column Count Row N Column
(PSOC 2012) % N% N% N% % N%
Managers 1 100.0% 1.1% 0 0.0% 0.0% 1 100.0% 0.6% -100.0%
Professionals 55 50.9% 63.2% 53 49.1% 59.6% 108 100.0% 61.4% -1.0%
Technicians and 26 46.4% 29.9% 30 53.6% 33.7% 56 100.0% 31.8% 7.2%
associate
professionals
Clerical support 2 33.3% 2.3% 4 66.7% 4.5% 6 100.0% 3.4% 33.4%
workers
Service and sales 3 60.0% 3.4% 2 40.0% 2.2% 5 100.0% 2.8% -20.0%
workers
Total 87 49.4% 100.0% 89 50.6% 100.0% 176 100.0% 100.0% 1.2%
Looking at the courses by selected occupations in the first employment, the top fields of those
employed as professionals are Engineering and Tech (35.2%), Medical and Allied (28.7%) and Business
Administration and Related (13.0%). For Technicians and associate professionals, they mostly came from the
fields of Business Administration and Related (19.6%), Medical and Allied (19.6%), IT-Related Disciplines (12.5%),
and Engineering and Tech (10.7%),
Table 48. Occupation in first employment and course finished (by CHED discipline group)
Course, by CHED Occupation

discipline group Managers Professionals Technicians and Clerical Service and
associate support sales
professionals workers workers
Column N Column N % Column N % Column N Column N %
% %
Education Science 2.8%
and Teacher Training
IT-Related Disciplines 4.6% 12.5%
Medical and Allied 28.7% 19.6% 16.7%
Engineering and Tech 100.0% 35.2% 10.7% 16.7% 40.0%
Architecture and 2.8% 1.8%
Town Planning
Page 31 of 60
Service Trades 0.9% 16.7% 20.0%
Mass Communication 0.9% 3.6% 0.0% 20.0%
and Documentation
Fine and Applied Arts 0.9% 1.8%
Maritime 1.9% 1.8%
Humanities 1.9% 3.6%
Social and Behavioral 1.9% 7.1% 20.0%
Sciences
Business 13.0% 19.6% 16.7%
Administration and
Related
Natural Science 2.8% 8.9% 16.7%
Mathematics 1.9% 8.9% 16.7%
For the industries of the first employment of the graduates of top courses (Table 49), the majority of
Accountancy graduates were employed in Professional, Scientific and Technical Activities (58.8%). This includes
tax, accounting and audit consultancy firms. Business Administration graduates had a more diverse range of
industries, such as Financial and Insurance Activities, Professional, Scientific and Technical Activities,
Administrative and Support Service Activities, Construction and Wholesale and Retail Trade; Repair of Motor
Vehicles and Motorcycles. Information Technology graduates also had diverse fields, including Information and
Communication, Administrative and Support Service Activities, Public Administration and Defense; Compulsory
Social Security, Manufacturing, Electricity, Gas, Steam and Air Conditioning Supply, Transportation and Storage
and Accommodation and Food Service Activities. Biology graduates also found diverse applications: Professional,
Scientific and Technical Activities, Public Administration and Defense; Compulsory Social Security, Education,
Wholesale and Retail Trade; Repair of Motor Vehicles and Motorcycles and Manufacturing. A high proportion of
graduates of Chemical Engineering, Electrical Engineering, Electrical and Communications Engineering found
employment in Manufacturing. High shares of Electrical Engineering, Electronics and Communications
Engineering and Information Technology graduates also found employment in the Information and
Communications field. The Electricity, Gas, Steam and Air Conditioning Supply industry was also a major
employer for graduates of Chemical Engineering, Civil Engineering and Electrical Engineering. Civil Engineering
graduates mostly went into Construction. Medical Technology graduates mostly went into Human Health and
Social Work Activities (66.7%) and Education (33.3%). It is interesting to note that for graduates of Nursing, while
a high portion (63.6%) went into Human Health and Social Work Activities, there were 18.2% who were first
employed in Administrative and Support Service Activities.
Page 32 of 60
Table 49. Top courses and industry of first employment
Course Information Financi Professio Administr Public Educat Huma Mining Activities Manufactu Electricit Construc Wholesa Transporta Accommod
and al and nal, ative and Administra ion n and of ring y, Gas, tion le and tion and ation and
Communic Insura Scientific Support tion and Health Quarryi ExtraTerrit Steam Retail Storage Food
ation nce and Service Defense; and ng orial and Air Trade; Service
Activiti Technical Activities Compulso Social Organizati Conditio Repair of Activities
es Activities ry Social Work ons and ning Motor
Security Activit Bodies Supply Vehicles
ies and
Motorcy
cles
Row N % Row N Row N % Row N % Row N % Row N Row N Row N Row N % Row N % Row N % Row N % Row N % Row N % Row N %
% % % %
BS 5.9% 17.6% 58.8% 5.9% 5.9% 5.9%
Accountan
cy
BS Biology 20.0% 20.0% 20.0% 20.0% 20.0%
BS 16.7% 16.7% 33.3% 16.7% 16.7%
Business
Administrat
ion
BS 11.1% 11.1% 33.3% 44.4%
Chemical
Engineerin
g
BS Civil 25.0% 75.0%
Engineerin
g
BS 22.2% 22.2% 55.6%
Electrical
Engineerin
g
BS 22.2% 22.2% 11.1% 33.3% 11.1%
Electronics
and
Communic
ation
Engineerin
g
BS 14.3% 14.3% 14.3% 14.3% 14.3% 14.3% 14.3%
Information
Technology
BS Medical 33.3% 66.7%
Technology
BS Nursing 3.0% 18.2% 3.0% 6.1% 63.6% 3.0% 3.0%
Page 33 of 60
Looking at the distribution of first employment occupation by industry group (Table 50), the top
industry for Professionals is Human Health and Social Work Activities (24.5%), Manufacturing (13.2%) in
Electricity, Gas, Steam and Air Conditioning Supply (12.3%), Education (12.3%) and Professional, Scientific and
Technical Activities (11.3%). For Technicians and associate professionals, top industries are Administrative and
Support Service Activities (25.5%), Financial and Insurance Activities (14.5%), Professional, Scientific and
Technical Activities (10.9%) and Information and Communication (10.9%).
Table 50. Distribution of selected first employment occupations across industries
Major Industry Group Occupation

Managers Professionals Technicians and Clerical Service
associate support and sales
Column N Column N % Column N % Column N Column N
% % %
Mining and Quarrying 1.9%
Manufacturing 100.0% 13.2% 5.5%
Electricity, Gas, Steam 12.3% 0.0% 20.0%
and Air Conditioning
Supply
Construction 5.7% 1.8%
Wholesale and Retail 0.9% 9.1% 20.0% 40.0%
Trade; Repair of Motor
Vehicles and Motorcycles
Transportation and 2.8% 1.8% 20.0%
Storage
Information and 8.5% 10.9% 20.0%
Communication
Financial and Insurance 3.8% 14.5% 20.0%
Activities
Real Estate Activities 20.0%
Professional, Scientific 11.3% 10.9%
and Technical Activities
Administrative and 1.9% 25.5%
Support Service Activities
Public Administration and 0.9% 7.3% 20.0%
Defense; Compulsory
Social Security
Education 12.3% 3.6% 0.0%
Human Health and Social 24.5% 3.6% 20.0%
Work Activities
Activities of 0.0% 5.5%
ExtraTerritorial
Organizations and Bodies
2.4.4. Monthly gross income in first employment (in PHP)
Average monthly gross income in first employment is around PHp18,000, with a minimum of Php3,500
and maximum of Php81,000. A bulk of the graduates were in the Php5,000 to 25,000 income range with total
share of 83.2% (Table 51). Those with below Php5,000 income indicated voluntary status of employment and
their income was comprised of allowances. Most of them are from the health sector and worked as nurses on
a volunteer-basis. However, around 60% of the respondents did not opt to supply this information so data does
not fully capture the income status of the graduates during their first employment. In comparison, the average
wage rate of time-rate workers on a full time basis in selected industries and occupations in the OWS (2014) was
around Php14,000. For full-time wage and salary employment, the average salary of EDSP graduates in their first
employment is higher than the rate for the average Filipino worker. In the OWS, the bulk of workers (68.8%)
earned monthly basic pay of Php6,000-15,000, while roughly the same proportion for EDSP graduates are in a
higher income range: 64.4% earned an average of Php10,001-25,000.
Page 34 of 60
Table 51. Monthly gross income in first employment (in PHP)

Valid Below PHP5,000 5 2.0 5.0
Php5,000-10,000 19 7.6 18.8
Php10,001-15,000 22 8.8 21.8
Php15,001-20,000 22 8.8 21.8
Php20,001-25,000 21 8.4 20.8
Php25,001-30,000 6 2.4 5.9
Php30,001-35,000 1 .4 1.0
Php35,001-40,000 2 .8 2.0
Above Php40,000 3 1.2 3.0
Total 101 40.6 100.0
Missing -9999 148 59.4
Total 249 100.0
Mean 18,134
Median 16,000
Mode 25,000
Minimum 3,500
Maximum 81,000
The table below (Table 52) presents the disaggregation by sex, industry and for selected occupations
(for Professionals and Technicians and Associate Professionals since bulk of graduates are in these occupational
categories). Average monthly gross income in the first employment was higher for males (Php19,062) than
females (Php17,068). This trend also holds for Professionals, while for Technicians and Associate Professionals,
females had higher average income. Among the industries, the highest average income was posted for those in
Wholesale and Retail Trade; Repair of Motor Vehicles and Motorcycles (Php32,900) and Information and
Communication (Php25,700). Meanwhile, Human Health and Social Work Activities (Php10,289) and
Accommodation and Food Service Activities (Php9,000) posted the lowest average monthly income in the first
employment. For males, the top industries with highest average income are Wholesale and Retail Trade; Repair
of Motor Vehicles and Motorcycles (Php43,667) and Electricity, Gas, Steam and Air Conditioning Supply
(Php23,188). For females, these industries are Information and Communication (Php42,500) and Public
Administration and Defense; Compulsory Social Security (Php39,412). For Professionals, the highest average
income is in Electricity, Gas, Steam and Air Conditioning Supply (Php23,669) and Transportation and Storage
(Php22,720). For Technicians and associate professionals, highest average income is in Information and
Communication (Php35,000) and Wholesale and Retail Trade; Repair of Motor Vehicles and Motorcycles
(Php25,000).
Table 52. Average monthly gross income in first employment (PHP), by sex, industry and selected occupations
All occupations Professionals Technicians and associate

Major Industry Group professionals
Both Male Female Both Male Female Both Male Female
Sexes Sexes Sexes
ALL INDUSTRIES 18,134 19,062 17,068 16,648 18,025 15,033 19,627 18,216 20,955
Agriculture, forestry and . . . . . . . . .
Fishing
Information and 25,700 18,980 42,500 18,725 19,967 15,000 35,000 17,500 70,000
Communication
Financial and Insurance 19,575 21,800 16,793 20,586 . 20,586 20,833 21,800 16,000
Activities
Real Estate Activities . . . . . . . . .
Professional, Scientific and 16,728 16,859 16,669 16,913 15,333 17,860 16,432 21,436 15,181
Administrative and Support 16,388 16,625 16,150 20,500 26,000 15,000 15,017 13,500 16,533
Service Activities
Page 35 of 60
Public Administration and 24,706 10,000 39,412 . . . 24,706 10,000 39,412
Defense; Compulsory
Social Security
Education 17,976 20,208 15,000 17,976 20,208 15,000 . . .
Human Health and Social 10,289 8,143 11,542 10,176 8,143 11,600 11,250 . 11,250
Work Activities
Arts, Entertainment and . . . . . . . . .
Recreation
Other Service Activities . . . . . . . . .
Mining and Quarrying 11,500 15,000 8,000 11,500 15,000 8,000 . . .
Activities of Households as . . . . . . . . .
Employers; Undifferentiated
Goods-and Services-
Producing Activities of
Households
Activities of ExtraTerritorial 16,000 . 16,000 . . . 16,000 . 16,000
Manufacturing 18,429 19,400 16,000 19,800 19,750 20,000 15,000 18,000 12,000
Electricity, Gas, Steam and 23,517 23,188 25,000 23,669 23,336 25,000 . . .
Air Conditioning Supply
Water Supply; Sewerage, . . . . . . . . .
Waste Management and
Remediation Activities
Construction 15,600 15,333 16,000 15,000 16,500 12,000 20,000 . 20,000
Wholesale and Retail 32,900 43,667 16,750 8,500 . 8,500 25,000 25,000 25,000
Transportation and Storage 17,655 18,482 16,000 22,720 29,440 16,000 7,524 7,524 .
Accommodation and Food 9,000 9,000 . . . . . . .
Service Activities
2.4.5. Job search period. How long did it take you to get your fist employment after completing your
baccalaureate degree and/or passing the licensure examination? (in months)
The average job search period took an average of 4.18 months. Around 76% of the those who
responded took 1 to 4 months to get their first employment. Around 23% took more than 4 months to find
employment (Table 53).
In comparison of data on Philippine school-to-work transition or the period for young Filipinos to find
a job since leaving school/college, an ADB survey1 found that it takes an average college graduate up to 2 years
to find a regular wage job, and that 75% of college graduates find a job within one year since leaving college.
Table 53. Job search period. How long did it take you to get your fist employment after completing your baccalaureate degree
and/or passing the licensure examination? (in months)
Frequency Percent
Valid Less than a month 25 16.0%
1 35 22.4%
2 24 15.4%
3 20 12.8%
4 15 9.6%
5 4 2.6%
6 12 7.7%
7 5 3.2%
8 2 1.3%
1
An ADB 2008 survey of 500 households with over 1,500 working age individuals in Metro Manila and
Cebu, with households randomly drawn from the register of the Philippines Family Income and Expenditure
Survey. From Bird, K. (2015 October). Harnessing and Developing Youth Employability: Labor Market Information
on School-to-Work Transition. Presented in World Association of Public Employment Services (WAPES) Global
Forum "LMI Beyond the Numbers: Translating Labor Market Information (LMI) into Proactive Interventions on
Job-Skill Matching" 22 October 2015, Tagaytay, Philippines. Retrieved from
http://wapes.org/en/system/files/kelly_bird_lmi_conference_22_oct_2015_tagaytay_-_v2.pdf
Page 36 of 60
9 3 1.9%
12 8 5.1%
16 1 0.6%
27 1 0.6%
36 1 0.6%
Total 156 100.0%
Missing -9999 93
Total 249
Mean 4.18
Median 3.00
Mode 1
Minimum Less than a
month (1-3
weeks)
Maximum 36
being employed?
Almost 70% of respondents said work experience was not a requirement of their first job (Table 54).
Table 54. Work experience required in first job. Is work experience a requirement of the employer before being employed?

Valid Yes 32 12.9 14.7
No 173 69.5 79.4
Don't know 13 5.2 6.0
Total 218 87.6 100.0
Missing -9999 31 12.4
Total 249 100.0
2.5. Employment Status (at present)
2.5.1. Are you currently employed within a week before this interview?
67.5% of the respondents were presently employed at the time of the survey (Table 55). In comparison,
results from an ADB survey2 showed that the average Filipino youth have an employment rate of 60% one year
after leaving school and 70% after 5 years.
Table 55. Are you currently employed within a week before this interview?

Valid Yes 168 67.5 67.7
No 80 32.1 32.3
Total 248 99.6 100.0
Missing -9999 1 .4
Total 249 100.0
2
Ibid.
Page 37 of 60
2.5.2. Length of service in current employment (in years)
Many of the respondents have been employed for less than a year in their current job (34.2%). This is
due to the considerable proportion of respondents were recently graduated and in consideration of their job
search period after graduation. Around 47% have been employed 1 to 2 years in their current job, and 18.6%
have been employed more than 2 years.
Table 56. Length of service in current employment (in years)
Length of service Frequency Percent Valid

(in years) Percent
Valid Less than 50 20.1 34.2
a year
1 38 15.3 26.0
2 31 12.4 21.2
3 9 3.6 6.2
4 12 4.8 8.2
5 2 .8 1.4
6 3 1.2 2.1
7 1 .4 .7
Total 146 58.6 100.0
Miss -9999 103 41.4
ing
Total 249 100.0
2.5.3. Regional location of current employment
Majority of those currently employed were working in NCR (53.1%), followed by Regions VII (14.4%)
and IV-A (6.3%). Some respondents (4.4%) also reported to be working overseas (Table 57).
Table 57. Regional location of current employment
Region Frequency Percent Valid Percent

Valid NCR - National Capital Region 85 34.1 53.1
CAR - Cordillera Administrative Region 2 .8 1.3
Region I (Ilocos Region) 2 .8 1.3
Region II (Cagayan Valley) 2 .8 1.3
Region III (Central Luzon) 3 1.2 1.9
Region IV-A (CALABARZON) 10 4.0 6.3
Region V (Bicol Region) 3 1.2 1.9
Region VI (Western Visayas) 10 4.0 6.3
Region VII (Central Visayas) 23 9.2 14.4
Region VIII (Eastern Visayas) 1 .4 .6
Region IX (Zamboanga Peninsula) 2 .8 1.3
Region X (Northern Mindanao) 1 .4 .6
Region XI (Davao Region) 5 2.0 3.1
Region XII (Soccsksargen) 1 .4 .6
Region XIII (Caraga) 3 1.2 1.9
Abroad 7 2.8 4.4
Total 160 64.3 100.0
Missing -9999 89 35.7
Total 249 100.0
2.5.4. Hours worked. Number of hours worked in the past week
The majority of the respondents worked 40 to 48 hours in a week, while 5.3% reported they worked
less than 40 hours and 8.8% reported they worked more than 48 hours (Table 58).
Page 38 of 60
Table 58. Hours worked. Number of hours worked in the past week
Hours worked Frequency Percent Valid Percent

Valid below 40 hours 6 2.4% 5.3%
40-48 hours 98 39.4% 86.0%
more than 48 hours 10 4.0% 8.8%
Total 114 45.8% 100.0%
Missing -9999 135 54.2%
Total 249 100.0%
2.5.5. Type of industry of current employment
The top industries for the current employment of respondents are Human Health and Social Work
Activities (16.4%), Information and Communication (10.9%), Financial and Insurance Activities (10.3%),
Professional, Scientific and Technical Activities (10.3%) and Manufacturing (10.3%) (Table 59).
Table 59. Type of industry of current employment
Occupation Frequency Percent Valid

Percent
Valid Human Health and Social Work Activities 27 10.8 16.4
Information and Communication 18 7.2 10.9
Financial and Insurance Activities 17 6.8 10.3
Professional, Scientific and Technical Activities 17 6.8 10.3
Manufacturing 17 6.8 10.3
Education 15 6.0 9.1
Construction 11 4.4 6.7
Electricity, Gas, Steam and Air Conditioning Supply 9 3.6 5.5
Administrative and Support Service Activities 8 3.2 4.8
Public Administration and Defense; Compulsory Social 8 3.2 4.8
Security
Mining and Quarrying 5 2.0 3.0
Wholesale and Retail Trade; Repair of Motor Vehicles and 4 1.6 2.4
Motorcycles
Transportation and Storage 4 1.6 2.4
Accommodation and Food Service Activities 3 1.2 1.8
Agriculture, forestry and Fishing 1 .4 .6
Water Supply; Sewerage, Waste Management and 1 .4 .6
Total 165 66.3 100.0
Missing -9999 84 33.7
Total 249 100.0
Looking at the distribution across industries by sex, top industries where males found employment are
in Human Health and Social Work Activities (12.5%), Information and Communication (12.5%), Education
(11.2%), Manufacturing (10.0%). Meanwhile, females are in Human Health and Social Work Activities (20.0%),
Professional, Scientific and Technical Activities (12.9%), Financial and Insurance Activities (11.8%),
Manufacturing, (10.6%) (Table 60).
Table 60. Type of industry of current employment, by Sex
Major Industry Group Sex Total

Male Female
Accommodation and Food Service Activities Count 1 2 3
% within Sex 1.2% 2.4% 1.8%
Transportation and Storage Count 3 1 4
% within Sex 3.8% 1.2% 2.4%
Page 39 of 60
Wholesale and Retail Trade; Repair of Motor Vehicles Count 2 2 4
and Motorcycles % within Sex 2.5% 2.4% 2.4%
Construction Count 7 4 11
% within Sex 8.8% 4.7% 6.7%
Water Supply; Sewerage, Waste Management and Count 1 0 1
Remediation Activities % within Sex 1.2% 0.0% 0.6%
Electricity, Gas, Steam and Air Conditioning Supply Count 7 2 9
% within Sex 8.8% 2.4% 5.5%
Manufacturing Count 8 9 17
% within Sex 10.0% 10.6% 10.3%
Mining and Quarrying Count 3 2 5
% within Sex 3.8% 2.4% 3.0%
Human Health and Social Work Activities Count 10 17 27
% within Sex 12.5% 20.0% 16.4%
Education Count 9 6 15
% within Sex 11.2% 7.1% 9.1%
Public Administration and Defense; Compulsory Social Count 3 5 8
Security % within Sex 3.8% 5.9% 4.8%
Administrative and Support Service Activities Count 2 6 8
% within Sex 2.5% 7.1% 4.8%
Professional, Scientific and Technical Activities Count 6 11 17
% within Sex 7.5% 12.9% 10.3%
Financial and Insurance Activities Count 7 10 17
% within Sex 8.8% 11.8% 10.3%
Information and Communication Count 10 8 18
% within Sex 12.5% 9.4% 10.9%
Agriculture, forestry and Fishing Count 1 0 1
% within Sex 1.2% 0.0% 0.6%
Total Count 80 85 165
% within Sex 100.0% 100.0% 100.0%
Looking at the industries where EDSP graduates of top courses were employed in at present, the fields
of the graduates are more diversified compared to the distribution of graduates in the first employment (Table
61).
Page 40 of 60
Table 61. Top courses and industry of current employment
Agricult Informatio Financ Real Professi Administr Public Educat Huma Arts, Other Mining Activities Activities Manufact Electricit
ure, n and ial and Estate onal, ative and Administr ion n Entertain Servic and of of uring y, Gas,
forestry Communic Insura Activit Scientific Support ation and Health ment and e Quarry Household ExtraTerrit Steam
and ation nce ies and Service Defense; and Recreatio Activit ing s as orial and Air
Fishing Activiti Technica Activities Compulso Social n ies Employers; Organizati Conditio
es l ry Social Work Undifferent ons and ning
Activities Security Activit iated Bodies Supply
ies Goods-and
Services-
Producing
Activities
of
Household
s
BS 5.3% 15.8% 42.1% 10.5% 10.5% 5.3%
Accountan
cy
BS Biology 66.7% 33.3%
BS 16.7% 33.3% 0.0% 16.7% 16.7%
Business
Administra
tion
BS 14.3% 14.3% 28.6% 28.6%
Chemical
Engineerin
g
BS Civil 25.0%
Engineerin
g
BS 22.2% 11.1% 22.2% 33.3%
Electrical
Engineerin
g
BS 33.3% 11.1% 11.1% 44.4%
Electronics
and
Communic
ation
Engineerin
g
BS 14.3% 14.3% 14.3% 14.3% 14.3% 14.3% 14.3%
Informatio
n
Technolog
y
BS 83.3%
Medical
Technolog
y
BS 3.8% 7.7% 3.8% 7.7% 3.8% 3.8% 57.7%
Nursing
Page 41 of 60
2.5.6. Type of occupation in current employment
The majority of the respondents were presently employed as Professionals (56.7%) and Technicians
and Associate Professionals (31.7%) (Table 62).
Table 62. Type of occupation in current employment

Valid Professionals 93 37.3 56.7
Technicians and associate professionals 52 20.9 31.7
Managers 11 4.4 6.7
Clerical support workers 4 1.6 2.4
Service and sales workers 4 1.6 2.4
Total 164 65.9 100.0
Missing -9999 85 34.1
Total 249 100.0
The same trend can be seen when broken-down by sex, with males being 58.2% Professionals and
34.2% Technicians and Associate Professionals, while females were 55.3% Professionals and 29.4% Technicians
and Associate Professionals (Table 63).
Table 63.Type of occupation in current employment, by Sex
Type of occupation in current employment (PSOC 2012) Sex Total

Male Female
Service and sales workers Count 1 3 4
% within Sex 1.3% 3.5% 2.4%
Clerical support workers Count 1 3 4
% within Sex 1.3% 3.5% 2.4%
Technicians and associate professionals Count 27 25 52
% within Sex 34.2% 29.4% 31.7%
Professionals Count 46 47 93
% within Sex 58.2% 55.3% 56.7%
Managers Count 4 7 11
% within Sex 5.1% 8.2% 6.7%
% within Sex 100.0% 100.0% 100.0%
Professionals in their current employment mostly graduated from the fields of Engineering and Tech
(34.4%), Medical and Allied (25.8%) and Business Administration and Related (15.1%). Technicians and associate
professionals graduated from Engineering and Tech (19.2%), Business Administration and Related (19.2%), IT-
Related Disciplines (11.5%) and Natural Science (11.5% (Table 64).
Table 64. Occupation in current employment and course finished (by CHED discipline group)
Course, by CHED Type of occupation in current employment (PSOC 2012)

discipline group Managers Professionals Technicians and Clerical Service and
associate support sales
Column N Column N % Column N % Column N Column N %
% %
Education Science 0.0% 3.2% 0.0% 0.0% 0.0%
and Teacher Training
IT-Related Disciplines 18.2% 4.3% 11.5% 0.0% 25.0%
Medical and Allied 18.2% 25.8% 9.6% 50.0% 25.0%
Engineering and Tech 18.2% 34.4% 19.2% 0.0% 0.0%
Page 42 of 60
Architecture and 0.0% 3.2% 1.9% 0.0% 0.0%
Town Planning
Service Trades 0.0% 2.2% 0.0% 25.0% 0.0%
Mass Communication 9.1% 0.0% 3.8% 0.0% 25.0%
and Documentation
Fine and Applied Arts 0.0% 1.1% 1.9% 0.0% 0.0%
Maritime 0.0% 2.2% 0.0% 0.0% 0.0%
Humanities 0.0% 1.1% 3.8% 0.0% 0.0%
Social and Behavioral 0.0% 5.4% 7.7% 0.0% 0.0%
Sciences
Business 18.2% 15.1% 19.2% 0.0% 25.0%
Administration and
Related
Natural Science 0.0% 1.1% 11.5% 0.0% 0.0%
Mathematics 18.2% 1.1% 9.6% 25.0% 0.0%
Looking at the top sectors where the selected occupations are mostly employed in, Professionals can
be found in Human Health and Social Work Activities (22.6%), Education (15.1%), Manufacturing (11.8%) and
Electricity, Gas, Steam and Air Conditioning Supply (8.6%). Technicians and associate professionals are found in
Professional, Scientific and Technical Activities (17.3%), Financial and Insurance Activities (17.3%), Information
and Communication (15.4%), and Human Health and Social Work Activities (9.6%) (Table 65).
Table 65. Distribution of selected current employment occupations across industries
Major Industry Group Occupation

Managers Professionals Technicians and Clerical Service
associate support and sales
Column N Column N % Column N % Column N Column N
% % %
Agriculture, forestry and 9.1% 0.0% 0.0% 0.0% 0.0%
Fishing
Information and 18.2% 7.5% 15.4% 0.0% 25.0%
Communication
Financial and Insurance 18.2% 5.4% 17.3% 0.0% 0.0%
Activities
Professional, Scientific 9.1% 7.5% 17.3% 0.0% 0.0%
and Technical Activities
Administrative and 0.0% 3.2% 9.6% 0.0% 0.0%
Support Service Activities
Public Administration and 0.0% 3.2% 5.8% 50.0% 0.0%
Defense; Compulsory
Social Security
Education 0.0% 15.1% 1.9% 0.0% 0.0%
Human Health and Social 0.0% 22.6% 9.6% 0.0% 25.0%
Work Activities
Mining and Quarrying 9.1% 2.2% 1.9% 25.0% 0.0%
Manufacturing 9.1% 11.8% 9.6% 0.0% 0.0%
Electricity, Gas, Steam 0.0% 8.6% 1.9% 0.0% 0.0%
and Air Conditioning
Supply
Water Supply; Sewerage, 0.0% 0.0% 1.9% 0.0% 0.0%
Construction 9.1% 8.6% 1.9% 0.0% 25.0%
Wholesale and Retail 0.0% 1.1% 3.8% 0.0% 25.0%
Transportation and 0.0% 3.2% 1.9% 0.0% 0.0%
Storage
Accommodation and Food 18.2% 0.0% 0.0% 25.0% 0.0%
Service Activities
Page 43 of 60
2.5.7. Job search mode. How did you get your current job?
The top mode for job search of respondents was referral from personal network (e.g., friend, relative,
colleague, classmate, teacher) at 30.8%, followed by private job-search portals (19.5%) and direct application to
the company (13.8%).
Table 66. Job search mode. How did you get your current job?

Percent
Valid Referral from personal network (friend, relative, colleague, 49 19.7 30.8
classmate, teacher)
Through Private Job-Search Portals e.g., JobsDB, etc. 31 12.4 19.5
Direct application 22 8.8 13.8
Career or job fair 13 5.2 8.2
From previous internship, OJT or employment in company 11 4.4 6.9
Registered in private employment agency 10 4.0 6.3
Contacted by company 9 3.6 5.7
Placed or answered newspaper/printed advertisements 5 2.0 3.1
Facebook postings 3 1.2 1.9
Registered through public employment agency i.e., PESO 2 .8 1.3
Online searching 2 .8 1.3
Others 2 .8 1.3
Total 159 63.9 100.0
Missing -9999 90 36.1
Total 249 100.0
2.5.8. Class of worker. Whom do you work for?
Most of the respondents were employed as wage and salary workers for private establishments (80%),
while 14.4% worked for public establishments (Table 67).
Table 67. Class of worker. Whom do you work for?

Percent
Valid Wage and salary worker: Worked for a private 128 51.4 80.0
establishment
Wage and salary worker: Worked for government / 23 9.2 14.4
government corporation
Wage and salary worker: Worked for a private household 4 1.6 2.5
Self-employed in family-operated farm or business 3 1.2 1.9
Employer. Employer in family-operated farm or business 2 .8 1.3
Total 160 64.3 100.0
Missing -9999 89 35.7
Total 249 100.0
2.5.9. Nature of employment. What is the nature of your employment?
The majority of the respondents had permanent employment (83.0%), while 17.0% were in short term,
seasonal or casual employment.
Page 44 of 60
Table 68. Nature of employment. What is the nature of your employment?

Percent
Valid Permanent job/business/unpaid family work 127 51.0 83.0
Short-term or seasonal or casual job/business/unpaid 26 10.4 17.0
family work
Total 153 61.4 100.0
Missing -9999 96 38.6
Total 249 100.0
2.5.10. Basis of payment. What is the basis of payment?
Most of the respondents were paid monthly (86.1%) (Table 69).
Table 69. Basis of payment. What is the basis of payment?

Valid In kind 1 .4 .6
Per hour 9 3.6 5.7
Per day 5 2.0 3.2
Monthly 136 54.6 86.1
Other salaries/wages (please specify) 4 1.6 2.5
Not salaries, e.g., commission basis (please specify) 3 1.2 1.9
Total 158 63.5 100.0
Missing -9999 91 36.5
Total 249 100.0
2.5.11. Monthly gross income in current employment (in PHP)
Respondents received an average of Php27,682 monthly gross income in their present employment,
with a minimum income of Php4,000 and maximum of Php350,000. 27.9% of respondents earn Php15,000-
20,000 monthly, while 23.8% earn Php20,001-25,000 (Table 70).
Table 70. Monthly gross income in current employment (in PHP)

Valid Below PHP5,000 1 .4 .7
Php5,000-10,000 14 5.6 9.5
Php10,001-15,000 13 5.2 8.8
Php15,001-20,000 41 16.5 27.9
Php20,001-25,000 35 14.1 23.8
Php25,001-30,000 17 6.8 11.6
Php30,001-35,000 6 2.4 4.1
Php35,001-40,000 2 .8 1.4
Above Php40,000 18 7.2 12.2
Total 147 59.0 100.0
Missing -9999 102 41.0
Total 249 100.0
Mean 27,681.56
Median 21,000.00
Mode 25,000
Minimum 4,000
Maximum 350,000
Page 45 of 60
When broken-down by industry, the highest average salaries are in Electricity, Gas, Steam and Air
Conditioning Supply (Php58,667), Transportation and Storage (Php57,667), Administrative and Support Service
Activities (Php43,429) and Information and Communication (Php36,324). Meanwhile, lowest average salaries
are in Education (Php18,165) and Human Health and Social Work Activities (Php17,268) (Table 71). Professionals
post an average salary of Php25,459, while Technicians and Associate Professionals have Php30,210.
Professionals received the highest average salaries in Transportation and Storage (Php74,000), Electricity, Gas,
Steam and Air Conditioning Supply (Php62,250), and Administrative and Support Service Activities (Php27,500).
For Technicians and Associate Professionals, the highest salaries are posted in Administrative and Support
Service Activities (Php49,800), Financial and Insurance Activities (Php37,111), and Information and
Communication (Php30,571).
There is gender disparity in the average monthly income, with males having a higher rate at Php30,657,
while females posting Php24,976. For Professionals, average salary is also higher for males (Php31,986)
compared to females (Php18,777). However, for Technicians and Associate Professionals, the average salary is
higher for females (Php32,426) than males (Php27,897). Male workers find highest average salaries in
Transportation and Storage (Php74,000), Electricity, Gas, Steam and Air Conditioning Supply (Php69,000) and
Construction (Php31,633). Meanwhile, females receive highest average salaries in Administrative and Support
Service Activities (Php53,800), Information and Communication (Php44,273), and Accommodation and Food
Service Activities (Php35,000) (Table 71).
Table 71. Average monthly gross income in current employment (PHP), by sex, industry and selected occupations
Major Industry Group All occupations Professionals Technicians and associate

professionals
Sexes Sexes Sexes
ALL INDUSTRIES 27,682 30,657 24,976 25,459 31,986 18,777 30,210 27,897 32,426
Agriculture, forestry and . . . . . . . . .
Fishing
Information and 36,324 28,375 44,273 26,948 25,500 29,843 30,571 25,667 34,250
Communication
Financial and Insurance 29,611 30,267 29,217 18,954 6,600 22,043 37,111 40,000 34,800
Activities
Real Estate Activities . . . . . . . . .
Professional, Scientific and 22,099 21,739 22,315 19,272 14,000 21,908 21,462 25,609 18,145
Administrative and Support 43,429 17,500 53,800 27,500 . 27,500 49,800 17,500 71,333
Service Activities
Public Administration and 21,817 26,333 19,108 25,376 42,000 17,064 25,471 18,500 39,412
Defense; Compulsory
Social Security
Education 18,165 19,042 16,850 18,034 18,923 16,850 20,000 20,000 .
Human Health and Social 17,268 23,692 12,679 15,391 19,865 12,137 28,500 39,000 18,000
Work Activities
Arts, Entertainment and . . . . . . . . .
Recreation
Other Service Activities . . . . . . . . .
Mining and Quarrying 25,230 28,690 23,500 26,845 28,690 25,000 . . .
Activities of Households as . . . . . . . . .
Employers; Undifferentiated
Goods-and Services-
Producing Activities of
Households
Activities of ExtraTerritorial . . . . . . . . .
Manufacturing 22,544 24,898 20,190 22,442 24,400 20,484 23,857 25,729 21,050
Electricity, Gas, Steam and 58,667 69,000 22,500 62,250 75,500 22,500 30,000 30,000 .
Air Conditioning Supply
Water Supply; Sewerage, . . . . . . . . .
Construction 27,422 31,633 19,000 24,543 26,960 18,500 20,000 . 20,000
Page 46 of 60
Wholesale and Retail 21,667 25,000 20,000 20,000 . 20,000 25,000 25,000 .
Transportation and Storage 57,667 74,000 25,000 74,000 74,000 . 25,000 . 25,000
Accommodation and Food 23,000 11,000 35,000 . . . . . .
Service Activities
Looking at the average salaries by region, NCR has the highest rate at Php28,478, which is slightly higher
than the national average of Php27,682. The gender wage gap is also the smallest in NCR, having a difference
of Php503, compared to the Php5,681 difference nationwide. Regions with the widest wage gender gaps are in
Regions III, CAR and VIII. Meanwhile, females have higher average salaries in regions XII, II and XIII (Table 72).
Table 72. Average monthly gross income in current employment (PHP), by region
Region Monthly gross income in current employment

Both sexes Male Female
Philippines 27,682 30,657 24,976
NCR - National Capital Region 28,478 28,743 28,240
CAR - Cordillera Administrative Region 19,500 19,500
Region I (Ilocos Region) 10,000 10,000
Region II (Cagayan Valley) 13,000 13,000
Region III (Central Luzon) 24,845 24,845
Region IV-A (CALABARZON) 17,398 20,297 14,500
Region IV-B (MIMAROPA)
Region V (Bicol Region) 24,516 26,775 20,000
Region VI (Western Visayas) 16,404 15,667 16,773
Region VII (Central Visayas) 21,666 20,138 22,481
Region VIII (Eastern Visayas) 15,000 15,000
Region IX (Zamboanga Peninsula) 12,000 16,000 8,000
Region X (Northern Mindanao)
Region XI (Davao Region) 19,000 21,333 15,500
Region XII (Soccsksargen) 11,500 11,500
Region XIII (Caraga) 15,500 6,000 25,000
ARMM - Autonomous Region in Muslim Mindanao
Abroad 125,600 163,333 69,000
Comparing the average salaries in the first and current employment, there is an increase of 52.7% in
the average monthly gross income. Male beneficiaries have a higher increase (60.8%) compared to females
(46.3%). The rate of increase for Professionals and Technicians and Associate Professionals is also around 52-
53%. However, for Professionals, the gender gap is larger with Males posting an increase of 77.5%, and females
with 24.9%. There is no discernable gap for Technicians and Associate Professionals, with both sexes posting
same rates as the average across industries and occupations at around 53% (Table 73).
Looking at the salary increases across industries, the largest increases are in Transportation and Storage
(226.6%), Administrative and Support Service Activities (165.0%) and Accommodation and Food Service
Activities (155.6%), while the smallest increases are recorded for Education (1.1%) and Manufacturing (22.3%)
(Table 73).
Table 73. Percent increase in average monthly gross income in first to current employment
Major Industry All occupations Professionals Technicians and

Group associate professionals
Sexes Sexes Sexes
ALL 52.7% 60.8% 46.3% 52.9% 77.5% 24.9% 53.9% 53.1% 54.7%
INDUSTRIES
Agriculture, . . . . . . . . .
forestry and
Fishing
Page 47 of 60
Information and 41.3% 49.5% 4.2% 43.9% 27.7% 99.0% -12.7% 46.7% -51.1%
Communication
Financial and 51.3% 38.8% 74.0% -7.9% . 7.1% 78.1% 83.5% 117.5%
Insurance
Activities
Real Estate . . . . . . . . .
Activities
Professional, 32.1% 28.9% 33.9% 13.9% -8.7% 22.7% 30.6% 19.5% 19.5%
Scientific and
Technical
Activities
Administrative 165.0% 5.3% 233.1% 34.1% . 83.3% 231.6% 29.6% 331.5%
and Support
Service Activities
Public -11.7% 163.3% -51.5% . . . 3.1% 85.0% 0.0%
Administration
and Defense;
Compulsory
Social Security
Education 1.1% -5.8% 12.3% 0.3% -6.4% 12.3% . . .
Human Health 67.8% 190.9% 9.9% 51.2% 144.0% 4.6% 153.3% . 60.0%
and Social Work
Activities
Arts, . . . . . . . . .
Entertainment
and Recreation
Other Service . . . . . . . . .
Activities
Mining and 119.4% 91.3% 193.8% 133.4% 91.3% 212.5% . . .
Quarrying
Activities of . . . . . . . . .
Households as
Employers;
Undifferentiated
Goods-and
Services-
Producing
Activities of
Households
Activities of . . . . . . . . .
ExtraTerritorial
Organizations
and Bodies
Manufacturing 22.3% 28.3% 26.2% 13.3% 23.5% 2.4% 59.0% 42.9% 75.4%
Electricity, Gas, 149.5% 197.6% -10.0% 163.0% 223.5% -10.0% . . .
Steam and Air
Conditioning
Supply
Water Supply; . . . . . . . . .
Sewerage,
Waste
Management
and Remediation
Activities
Construction 75.8% 106.3% 18.8% 63.6% 63.4% 54.2% 0.0% . 0.0%
Wholesale and -34.1% -42.7% 19.4% 135.3% . 135.3% 0.0% 0.0% .
Retail Trade;
Repair of Motor
Vehicles and
Motorcycles
Transportation 226.6% 300.4% 56.3% 225.7% 151.4% . 232.3% . .
and Storage
Accommodation 155.6% 22.2% . . . . . . .
and Food
Service Activities
Page 48 of 60
When considering the discipline of the EDSP graduate, those who finished Maritime courses have the
highest average salary (Php74,000), followed by Humanities (Php45,033), Engineering and Tech (Php34,412),
and IT-Related Disciplines (Php34,364). Meanwhile, those with the lowest average salaries are from Education
Science and Teacher Training (Php15,500), Mass Communication and Documentation (Php16,500) and Service
Trades (Php19,667). For males, those who have the highest average salaries are from Maritime (Php74,000),
Engineering and Tech (Php37,946) and Mathematics (Php35,000). For females, the highest salaries are by
graduates of IT-Related Disciplines (Php49,750), Humanities (Php45,033) and Engineering and Tech (Php27,886).
The highest increase in income are posted for graduates of Maritime (151.4%), Medical and Allied (118.1%) and
IT-Related Disciplines (113.6%).
Table 74. Average monthly gross income in first and current employment, and finished course (by CHED discipline group)
Discipline group Average monthly gross income

First employment Current employment % increase
sexes sexes sexes
All disciplines 18,134 19,062 17,068 27,682 30,657 24,976 52.7% 60.8% 46.3%
Education 13,000 13,000 15,500 16,000 15,250 19.2% . 17.3%
Science and
Teacher Training
IT-Related 16,087 16,087 34,364 25,571 49,750 113.6% 59.0% .
Disciplines
Medical and 10,521 8,625 11,469 22,949 25,493 21,550 118.1% 195.6% 87.9%
Allied
Trade, Craft and . . .
Industrial
Engineering and 22,292 20,823 26,046 34,412 37,946 27,886 54.4% 82.2% 7.1%
Tech
Architecture and 10,333 12,500 6,000 21,700 26,933 6,000 110.0% 115.5% 0.0%
Town Planning
Agriculture, . . .
Forestry,
Fisheries
Home Economics . . .
Service Trades 19,667 19,667 . . .
Mass 16,000 16,000 16,500 16,500 3.1% . 3.1%
Communication
and
Documentation
Other Disciplines . . .
Fine and Applied 24,000 24,000 25,000 30,000 20,000 4.2% . -16.7%
Arts
General . . .
Maritime 29,440 29,440 74,000 74,000 151.4% 151.4% .
Humanities 33,000 33,000 45,033 45,033 36.5% . 36.5%
Religion and . . .
Theology
Social and 19,250 22,000 16,500 19,956 21,442 15,500 3.7% -2.5% -6.1%
Behavioral
Sciences
Business 20,754 29,333 16,464 23,083 18,857 24,561 11.2% -35.7% 49.2%
Administration
and Related
Law and . . .
Jurisprudence
Natural Science 19,053 15,718 25,723 21,710 21,812 21,608 13.9% 38.8% -16.0%
Mathematics 19,800 19,750 20,000 29,375 35,000 20,000 48.4% 77.2% 0.0%
Page 49 of 60
Looking at the average salaries received by graduates of top courses, those who have the highest rates
are graduates Chemical Engineering (Php74,119), Information Technology (Php35,500) and Electrical
Engineering (Php29,320) (Table 75).
Table 75. Average monthly gross income in first and current employment, top courses
Course Average monthly gross income

First employment Current employment % increase
sexes sexes sexes
All courses 18,134 19,062 17,068 27,682 30,657 24,976 52.7% 60.8% 46.3%
BS Accountancy 16,618 19,667 15,475 22,309 19,667 22,837 34.2% 0.0% 47.6%
BS Biology 15,718 15,718 20,179 21,436 19,550 28.4% 36.4% .
BS Business 17,954 16,000 18,443 25,112 16,000 29,668 39.9% 0.0% 60.9%
Administration
BS Chemical 24,759 23,967 25,353 74,119 193,000 26,566 199.4% 705.3% 4.8%
Engineering
BS Civil 15,667 17,500 12,000 16,333 18,500 12,000 4.3% 5.7% 0.0%
Engineering
BS Electrical 27,099 20,938 42,500 29,320 23,313 47,343 8.2% 11.3% 11.4%
Engineering
BS Electronics 17,750 17,300 20,000 20,714 19,600 23,500 16.7% 13.3% 17.5%
and
Communication
Engineering
BS Information 11,631 11,631 35,500 20,750 65,000 205.2% 78.4% .
Technology
BS Medical 12,500 10,500 14,500 15,300 13,500 18,000 22.4% 28.6% 24.1%
Technology
BS Nursing 7,789 8,357 7,458 25,226 29,990 22,844 223.8% 258.9% 206.3%
When looking at the average salaries considering the quality indicator of schools, such as performance
in board exams, certification as a COE/COD by CHED, and placement in the QS World University Rankings, there
is a higher average salary by graduates of institutions which comply with the identified quality indicators. For
example, the average salary of graduates of schools which performed average to above average in the board
exams is Php16,958 in the first employment, compared to Php13,357 for those from schools which performed
poorly or below average in the board exams. The salary gap remains in current employment, at Php28,774 for
those from performing schools and Php26,734 for poorly performing schools. Graduates of schools that are
certified as COEs or CODs also enjoy higher average salaries for both first and current employment at Php18,988
and Php34,163, respectively, compared to Php17,806 and Php25,422 received by graduates of non-certified
schools. Graduates of schools that were included in the QS World University Rankings also received higher
average salaries for first and current employment, at Php22,258 and Php30,849, respectively, compared to those
of graduates of non-placed schools (Php 14,685 and Php24,955) (Table 76).
Table 76. Average monthly gross income in first & current employment, by quality indicator of school/university
Quality indicator for Average monthly gross income

school/university First employment Current employment % increase
sexes sexes sexes
All categories 18,134 19,062 17,068 27,682 30,657 24,976 52.7% 60.8% 46.3%
Performance of Average 16,958 18,310 15,741 28,774 37,094 23,101 69.7% 102.6% 46.8%
school / to above
university in average
board exam Below 13,357 17,500 7,833 26,734 32,320 18,355 100.1% 84.7% 134.3%
average
School / Yes 18,988 18,735 19,280 34,163 44,674 24,703 79.9% 138.4% 28.1%
university is a No 17,806 19,187 16,223 25,422 25,806 25,072 42.8% 34.5% 54.5%
CHED Center of
Excellence
Page 50 of 60
(COE) or Center
of Development
(COD) for the
program
School / Yes 22,258 24,582 19,723 30,849 35,365 26,333 38.6% 43.9% 33.5%
university placed No 14,685 14,645 14,732 24,955 26,211 23,904 69.9% 79.0% 62.3%
in QS World
University
Rankings (2016)
2.5.12. Underemployment. Other than your current occupation, do you still want additional hours
in your present job or additional job or to have a new job with longer hours?
Almost 30% reported that they were underemployed, or wanted additional hours of work, an additional
job or a new job with longer hours (Table 77).
Table 77. Underemployment. Other than your current occupation, do you still want additional hours in your present job or
additional job or to have a new job with longer hours?

Valid Yes 46 18.5 29.7
No 109 43.8 70.3
Total 155 62.2 100.0
Missing -9999 94 37.8
Total 249 100.0
Those who reported to be underemployed are mostly from Human Health and Social Work Activities
(28.9%), Manufacturing (15.6%), and Education (13.3%).
Table 78. Underemployment by major industry group
Major Industry Group Underemployment. Other than your current

occupation, do you still want additional
hours in your present job or additional job
or to have a new job with longer hours?
Yes No
Column N % Column N %
Information and Communication 4.4% 13.9%
Financial and Insurance Activities 4.4% 10.2%
Professional, Scientific and Technical Activities 6.7% 12.0%
Administrative and Support Service Activities 4.4% 4.6%
Public Administration and Defense; Compulsory Social 6.7% 4.6%
Security
Education 13.3% 8.3%
Human Health and Social Work Activities 28.9% 12.0%
Mining and Quarrying 0.0% 4.6%
Manufacturing 15.6% 8.3%
Electricity, Gas, Steam and Air Conditioning Supply 4.4% 6.5%
Water Supply; Sewerage, Waste Management and 2.2% 0.0%
Construction 0.0% 8.3%
Wholesale and Retail Trade; Repair of Motor Vehicles and 4.4% 1.9%
Motorcycles
Transportation and Storage 0.0% 3.7%
Accommodation and Food Service Activities 4.4% 0.9%
Page 51 of 60
A higher proportion of females reported to be underemployed (39.0%) compared to males (20.5%)
(Table 79).
Table 79. Underemployment, by Sex
Sex Total
Male Female
Underemployment. Other No Count 62 47 109
than your current % within Sex 79.5% 61.0% 70.3%
occupation, do you still Yes Count 16 30 46
want additional hours in % within Sex 20.5% 39.0% 29.7%
your present job or
additional job or to have a
new job with longer hours?
% within Sex 100.0% 100.0% 100.0%
2.6. Unemployment or Not in the Labor Force
one week before this interview)?
For those who are not presently employed, almost 75% said they did not look for work or tried to
establish a business (Table 80).
Table 80. Seeking work. Did you look for work or try to establish a business during the past week (within one week before this
interview)?

Percent
Valid Yes 35 14.1 25.4
No 103 41.4 74.6
Total 138 55.4 100.0
Missing -9999 111 44.6
Total 249 100.0
2.6.2. Reason for not seeking work. What is the reason why you did not look for work?
For those who did not look for work, the top reason (66.3%) is ongoing schooling, including graduate
school, medicine, law and review for board exams (Table 81).
Table 81. Reason for not seeking work. What is the reason why you did not look for work?

Valid Schooling (including 57 22.9 66.3
graduate school, medicine,
law and review for board
exams)
Others 15 6.0 17.4
Tired, no work available 6 2.4 7.0
Awaiting results of previous 3 1.2 3.5
application
Household / family duties 3 1.2 3.5
Waiting for rehire / job 2 .8 2.3
recall
Total 86 34.5 100.0
Page 52 of 60
Missing -9999 163 65.5
Total 249 100.0
employment within the past week and/or would be available and willing to take up work in
paid or self-employment within two weeks after this interview?
For those not employed, almost 75% reported that they are not currently available for work (Table 82).
Table 82. Currently available for work. Were you available and willing to take up work in paid or self-employment within the
past week and/or would be available and willing to take up work in paid or self-employment within two weeks after this
interview?

Valid No 76 30.5 74.5
Yes 26 10.4 25.5
Total 102 41.0 100.0
Missing -9999 147 59.0
Total 249 100.0
Page 53 of 60
V. Conclusion and Recommendations
The educational attainment and employment status of the surveyed EDSP graduates after graduation
and at present are generally positive. In terms of educational attainment, many of the EDSP graduates have
studied in good-performing schools in terms of licensure exams, certification as COE/COD and placement in QS
World University Rankings. A high proportion of EDSP graduates are from STEM fields. However, there are fields
that have higher gender imbalances, such as the Engineering and Tech field having a higher proportion of male
graduates. Beneficiaries choose to enroll in bigger, more established universities in mega-urban centers, and the
courses chosen by the scholars were influenced by the prevailing trend in the labor market (e.g., nursing).
The job-search period of EDSP graduates was shorter compared to the job-search period of the average
Filipino youth. The EDSP graduates also received higher average monthly income in their first and current
employment compared to the average Filipino worker, and across industries and occupations. However, gender
wage gaps can be seen in many occupations and industries, which follows the overall trend in the country.
A high proportion of EDSP graduates were presently employed (almost 70%), which is comparable to
the figure for the average Filipino youth based on one study. For those not working, many of them were not
available to work because they were currently studying, either for Medicine or Law, or reviewing for the board
exams.
One reason for the high proportion of EDSP graduates originating from good schools is due to the merit-
based qualifications for the program. The EDSP requires high grades (e.g., general weighted average of 80%,
belonging to top 20% of graduating class) and passing the exam designed and administered by DOST. After
qualifying for the grade requirement, the chosen beneficiaries are the top 200 scorers in the DOST-administered
exam. The high qualifications and rigid requirements is due to the limited slots and funds for the program, and
in view of the high cost per beneficiary because of the high tuition fee rates in tertiary education.
Merit-based qualifications are usual for scholarship schemes. Students that are the most deserving in
terms of competencies, achievements, and abilities are prioritized to ensure the return of investment for the
program, or that the student-beneficiary will proceed to graduate, take-up high quality employment and be
successful in their careers. The high-merit or talented students have more chances of success in their education
and careers, and hence better justifies the cost incurred for the scholarship. Talented and successful students
are also assumed to have a higher potential to make productive contributions to society. However, purely merit-
based qualifications for scholarships need to be revisited in light of equity concerns. A primary objective of
scholarships is to promote access to higher education by eliminating mainly financial barriers. Other objectives
may include promoting the values of the donor or founder of the scholarship, and for the school or program to
attract talented and high-achieving students, which would then boost the achievement and status of their
institution. However, one possible disadvantage of merit-based scholarships is that merit may also come with
privilege. The middle- to high-income students have more means to better compete academically because they
have higher access to better schools which have more rigorous coursework and higher qualified and experienced
teachers3. Low-income students may be required to work or fulfill family obligations, while in comparison the
middle- to high-income students who don’t need to do so have more time and resources for additional
coursework or extra-curricular activities that can be of advantage for them when applying for merit aid since
these activities might come with achievements and highlight exemplary qualities of the student (e.g., dedication,
work ethic). Higher-income families have more capacity to invest in their children to ensure that they receive
3
Jones, C. (2014). The problem with merit ad. Retrieved from https://edtrust.org/the-equity-line/the-
problem-with-merit-aid/
Page 54 of 60
high quality education throughout their schooling years 4. The policy goal is how to ensure access to education
by levelling the playing field. Rather than treating students across income classes equally through merit-based
requirements, there might be a need consider equitable (rather than equal) practices because of the student’s
differences that affect their chances of success. Middle- to higher-income students have more resources to
access quality education so they have better chances to compete and excel, while lower-income students face
more barriers. For EDSP, the program might consider more need-based criteria rather than just merit-based
requirements. There might be applicants, who are from families with capacity to pay the cost of college
education, so it should be better focused on the poor but deserving students, or those who cannot study without
some form of financial assistance. The merit-based qualifications, which attract the most talented students, are
good for the program outcomes in terms of educational attainment and employability of the beneficiaries, but
this positive outcome is better maximized for lower-income families, who have higher need for financial support.
Schemes to increase access for students from lower-income families of OFWs may be explored or enhanced.
Dependents of vulnerable migrant workers may also be given higher priority. Given the high success of EDSP
graduates, the program can have a higher impact for low-income families or for families of vulnerable migrant
workers because it can potentially break the cycle of poverty in the family.
Another factor to be considered for program design or program administration is the cost of tuition in
the schools of EDSP beneficiaries. From the information in the EDSP database, more students enrolled in private,
specifically private sectarian schools, which were shown to have higher tuition fees and not necessarily better
academic performance. While a major consideration for the EDSP beneficiaries in their choice of course and
school was their access and proximity, which might limit their choice since the institution is the only school
available in their province or region, the program may promote enrollment in public institutions which have
considerable lower tuition fees. Another important consideration is the quality of the school. While students
should be given the choice to decide where to study, they may be guided to choose among higher quality of
better performing schools. The program might consider a categorization of choice or priority schools for EDSP
beneficiaries, with schools with more cost-effective fees and which is also shown to be high-performing as the
top choice for the students. Partnerships with leading educational institutions across regions may also be
explored so that they may allow for more slots or financial aid to be enjoyed by EDSP beneficiaries, to
supplement the EDSP grant which might not be sufficient to cover the full cost of tuition.
Generally, the employment and income outcomes for the surveyed EDSP graduates are positive. Mostly
in the Professionals and Technicians and Associate Professionals occupation classes, dispersed across industries
that saw high demand/growth in recent years. They have a higher than average income both for employment
after graduation and current employment. For those not working, main reason was ongoing schooling (e.g.,
medicine) or review for licensure exams.
For easier administration and improved policy coherence, the OWWA may also consider integrating the
EDSP with the Unified Student Financial Assistance System for Tertiary Education (UniFAST), which was
established through Republic Act No. 10687 (enacted 27 July 2015). Under the UniFAST, existing publicly-funded
national government programs for Scholarships, Grants-in-Aid, and Student Loans for Tertiary Education are
unified and harmonized to improve their efficiency and to ensure that deserving Filipinos are given equitable
access to educational opportunities. The UniFAST aims to provide adequate funding and such other mechanisms
to increase the participation rate among all socioeconomic classes in Tertiary Education programs in quality
institutions, especially the poor but academically able and highly motivated students, and promote equitable
and Rationalized Access by poor Filipinos to quality Tertiary Education. The UniFAST also incorporates existing
guidance for the CHED Student Financial Assistance Programs (StuFAPs), such as the CHED's Priority Courses for
2014-2018 (CHED Memorandum Order No. 1 Series of 2014 "CHED Priority-Courses for AY 2014-2015 to AY
4
Kington, R. S. (2014). Make admissions at elite colleges ‘access aware’. Retrieved from
http://www.chronicle.com/article/Make-Admissions-at-Elite/150179/
Page 55 of 60
2017-2018" which is used as basis where qualified beneficiaries of StuFAPs shall be directed to enroll (Table 83).
The said list is based on the human resource needs identified in national development plans, the DOLE Jobs Fit
2020 Vision and result of inter-agency meetings between CHED, DOLE, NEDA, PASUC and PACU. The OWWA may
consider a program administration wherein the OWWA provides for funding and the criteria for the EDSP
beneficiaries (e.g., priority on dependents of vulnerable migrant workers), to be administered by CHED in line
with the UniFAST regulations and scheme.
Table 83. CHED Priority Courses 2014-2018
Discipline and % Priority Courses

Allocation
Agriculture and Agro-Forestry
Related Fields (15%) Veterinatry Medicine
Agricultural Engineering
Agribusiness/Management
Agricultural Entrepreneurship
Agricultural Technology
Agriculture
Fisheries
BS Food Technology
Agricultural Economics
2. Engineering (15%) Mechanical
Electronics
Communication
Metallurgical/Mining
Computer
Biomedical
Chemical
Geodetic
Electrical
Meteorological
Mining
Goelogical
Sanitary Engineering
Chemical Engineering
Industrial Engineering
Civil Engineering
Electronics and Communication Engineering
Petroleum Engineering
Bio Chemical Engineering
3. Science and Math BS Mathematics
(13%) BS Physics
BS Biology
BS Chemistry
BS Marine Biology/Science
BS Applied Physics
BS Geology
BS Earth Science
BS Applied Mathematics
BS Statistics/Applied Statistics
Atmospheric Science
Environmental Science
4. Information Information Technology and Computing Studies
Technology (10%) Multimedia
Animation
Programming
Computer Science
Information System Management
Bachelor in Library Science & Information System Major in
System Analysis
5. Teacher Education Mathematics
major in (10%) Science
Physics
Chemistry
Page 56 of 60
Reading
English
Educational Media/Technology
Special Education (SPED)
Human Kinetics
Physical Education and Sports Science
Bachelor of Physical Education major in School PE
Early Childhood Education
Environmental Planning (for teachers)
MAPEH
Music Education
Art Education
Health Education
6. Health Sciences Pharmacy

(10%) Radiology Technology
Medical Technology
Physical Therapy
BS Nutrition
7. Arts and Humanities Creative and Performing Arts
(5%) BS Religious Education
BS Philosophy
BS Theology
8. Social and BS Psychology
Behavioral Sciences BS Social Work
(5%) Human Development
Guidance and Counseling
9. Business BS Accountancy
Administration and Business Data Outsourcing
Related Courses (5%) Business Process Outsourcing
Construction Management
Tourism
10. Architecture (5%) BS Architecture
Landscape Architecture
Interior Design
Environmental Planning
Fine Arts
Urban Planning
11. Maritime (2%) BS Marine Transportation
12. Communication BA Communication

(2%) BA Journalism
BA Broadcasting
BS Development Communication
13. Others (to be
determined by each
Regional Office)
There is also area for improvement of the monitoring of the EDSP, such as in the databasing of the
beneficiaries. A unified and online system may be explored, which can allow for more periodic updating of the
beneficiaries’ details. The good practices of some regions in forming Facebook groups for their EDSP
beneficiaries may also be adopted since it allows for easier communication and monitoring of the clients. The
database of EDSP beneficiaries/applicants may be linked with the OWWA members’ database to gather
information on household income, which may be used as a criterion in evaluating the applicant’s eligibility. The
tracer study may be designed alongside the monitoring of the program. While tracer studies are retrospective
analyses of the beneficiaries/clients to aid in the evaluation of the program results over time and improve the
program, sampling and close monitoring of target participants may already be done at the start of the program.
For tracer studies, it is crucial that updated contact information of the respondents is maintained.
Page 57 of 60
Notes on data sources and definitions
Topic Source Remarks

1. All EDSP OWWA main The OWWA provided the masterlist or database of EDSP Graduates
graduates in office and nationwide. A database of EDSP graduates from batch 1 (2004-2005)
OWWA main RWOs up to the latest graduated batch (batch 7, 2010-2011 and partial
and regional batch 8, 2001-2012) was acquired by request from the OWWA main
databases office. The regional database of EDSP graduates were also
(as of 2015) requested from the OWWA Regional Welfare Offices to supplement
the national database. In most cases, the regional databases
provided more up-to-date contact information and included graduates
from the most recent batches. The databases from the main and
regional offices were integrated to form the database of EDSP
graduates from batch 1 to 8 that was covered by the tracer study. A
total of 773 EDSP graduates were recorded from the integrated
database.
2. Course, by CHED CHED discipline codes:

CHED 1. Education Science and Teacher Training
discipline 2. Fine and Applied Arts
group 3. Humanities
4. Religion and Theology
5. Social and Behavioral Sciences
6. Business Administration and Related
7. Law and Jurisprudence
8. Natural Science
9. Mathematics
10. IT-Related Disciplines
11. Medical and Allied
12. Trade, Craft and Industrial
13. Engineering and Tech
14. Architecture and Town Planning
15. Agriculture, Forestry, Fisheries
16. Home Economics
17. Service Trades
18. Mass Communication and Documentation
19. Other Disciplines
20. General
21. Maritime
3. Course, by QS World 1. Arts & Humanities

faculty / major University 2. Business & Management
subject area Rankings major 3. Engineering & Technology
subject areas 4. Life Sciences & Medicine
5. Natural Sciences
6. Social Sciences
4. Course, by K DepEd 1. Accountancy, Business and Management (ABM)

to 12 2. Humanities and Social Sciences (HUMSS)
academic/car 3. Science, Technology, Engineering and Mathematics (STEM)
eer track 4. Maritime
5. School / Philippines' Most information about the schools / universities (e.g., regional
University Universities and location, tuition fee, board performance, etc.) were referenced from
Colleges Guide Finduniversity.ph.
www.findunivers
ity.ph/ About the site: "FindUniversity.ph is the most comprehensive
directory of colleges and universities in the Philippines, enabling your
access to over 20,000 academic programs throughout the
Philippines.
You can browse over 900 colleges and universities in the Philippines
by field of study, degree level and location.
Page 58 of 60
In addition, FindUniversity.ph contains descriptions of over 200 of the
most common academic programs in the Philippines, as well as over
3,000 testimonials of college graduates.
6. HEI Category CHED 1. State universities and colleges (SUCs)

of School / 2. Local colleges and universities (LCUs)
University 3. Other government HEIs
4. Private sectarian schools
5. Private non-sectarian schools
7. Performance Philippines' National overall passing rate:

of school / Universities and Number of board passers out of total board exam takers nationwide,
university in Colleges Guide average of the results of past 4 exams. Data covers passing rates of
board exam www.findunivers schools with 20 examinees or more and counts first time takers only.
ity.ph/
School overall passing rate:
Number of board passers out of total board exam takers from the
school, average of the results of past 4 exams. Data covers passing
rates of schools with 20 examinees or more and counts first time
takers only.
8. School / CHED The latest available list of COEs and CODs (as of 2015) were
university is a utilized.
CHED Center
of Excellence In accordance with the provisions of RA 7722 or the “Higher
(COE) or Education Act of 1994”, the CHED is directed to identify and support
Center of the development of Centers of Excellence (COEs) or Centers of
Development Development (CODs) to serve as potent catalysts on education
(COD) for the needed for the development of world-class institutions for nation-
program building and national development.
COE status is granted to institutions “which continuously demonstrate

excellent performance in the areas of instruction, research and
publication, extension and linkages and institutional qualifications.”
CODs are those that demonstrate potential for becoming a COE.
9. School / QS World QS World University Rankings is an annual publication of university

university University rankings by Quacquarelli Symonds (QS). The rankings for 2016 were
placed in QS Rankings utilized since more Philippine schools / universities qualified for the
World (2016) year.
University
Rankings The QS University Rankings for Asia adopts a methodology that
(2016) consists of 10 indicators:
 academic reputation (30%)
 employer reputation (20%)
 faculty-student ratio (15%)
 citations per paper (10%)
 papers per faculty (10%)
 staff with a PhD (5%)
 international faculty (2.5%)
 international students (2.5%)
 inbound exchange students (2.5%)
 outbound exchange students (2.5%)
10. Student Survey and Year of start and end of studies were asked in the survey
graduated on Philippines' questionnaire. This information with the information on the student’s
time Universities and course was compared with information gathered from
Colleges Guide Finduniversity.ph on the average duration of the programs to identify
www.findunivers whether student graduated on time or not.
ity.ph/
11. School-to- ADB Household ADB conducted a survey of 500 households in 2008 with over 1,500
work Survey 2008 working age individuals in Metro Manila and Cebu, with households
transition of randomly drawn from the register of the Philippines Family Income
Filipino youth and Expenditure Survey
Page 59 of 60
12. Industry PSIC 2009 1. Agriculture, forestry and Fishing
groups 2. Mining and Quarrying
3. Manufacturing
4. Electricity, Gas, Steam and Air Conditioning Supply
5. Water Supply; Sewerage, Waste Management and Remediation
Activities
6. Construction
7. Wholesale and Retail Trade; Repair of Motor Vehicles and
Motorcycles
8. Transportation and Storage
9. Accommodation and Food Service Activities
10. Information and Communication
11. Financial and Insurance Activities
12. Real Estate Activities
13. Professional, Scientific and Technical Activities
14. Administrative and Support Service Activities
15. Public Administration and Defense; Compulsory Social Security
16. Education
17. Human Health and Social Work Activities
18. Arts, Entertainment and Recreation
19. Other Service Activities
20. Activities of Households as Employers; Undifferentiated Goods-
and Services-Producing Activities of Households for Own Use
21. Activities of Extra-Territorial Organizations and Bodies
13. Occupational PSOC 2012 1. Managers

group 2. Professionals
3. Technicians and associate professionals
4. Clerical support workers
5. Service and sales workers
6. Skilled agricultural, forestry and fishery workers
7. Craft and related trades workers
8. Plant and machine operators and assemblers
9. Elementary occupations
10. Armed forces occupations
14. Average PSA OWS 2014 The Occupational Wages Survey (OWS) conducted by the PSA
wage rates generates statistics for wage and salary administration and for wage
for Filipino determination in collective bargaining negotiations. This nationwide
workers biennial survey covers establishments employing at least 20 workers.
Main topics covered by the survey are occupational wage rates,
median basic pay and median allowances of time-rate workers on full-
time basis. Time-rate Workers on Full-time Basis: refer to those paid
on the basis of an hour, day or month and who work at jobs with
hours of work equal to or more than those considered normal or
regular to the establishment.
15. Employment PSA LFS The concepts and definitions on employment follows the LFS
status framework. The survey questions on employment status were
concepts and patterned after the LFS questionnaire. The LFS provides the
definitions quantitative framework for the preparation of plans and formulation of
policies affecting the labor market, and is designed to provide
statistics on levels and trends of employment, unemployment and
underemployment for the country, as a whole, and for each of the
administrative regions, including provinces and key cities.
Page 60 of 60

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ILS Discussion Paper Series 2015

Tracer Study of Overseas Workers’

For Discussion Purposes Only

TRACER STUDY OF OVERSEAS WORKERS’ WELFARE

Paulina Kim C. Pacete

II. Research Objectives

Questions covered in the survey

1.1. General Information

1.2. Educational information

2. EDSP graduates interviewed for the tracer study

2.1. General information

2.2. Educational information

2.2.1. Student graduated on time

2.3. Knowledge about the program, course and school / university

2.4. Employment Status (after graduation)

2.5. Employment Status (at present)

2.6. Unemployment or Not in the Labor Force

1.1. General Information

Batch no. Interviewed For follow-up No response No contact

Table 3. EDSP batch number

Indicator Frequency Percent

Table 4. Sex of EDSP graduates

Indicator Frequency Percent

1.2. Educational information

Table 5. Top 15 courses taken by EDSP beneficiaries

Top courses Frequency Percent

1. BS Nursing 132 17.2

Table 6. Top courses taken by EDSP beneficiaries, by sex

Course Sex Difference

1.2.2. Course, by CHED discipline group

Table 8. Top courses by CHED discipline group

Courses by CHED discipline group Frequency Valid Percent

Course, by CHED discipline group Sex

Male Female Difference

1.2.3. Course, by faculty / major subject area

Table 10. Courses by major subject area

Courses by major subject area Frequency Percent Valid Percent

Table 11. Courses by major subject area, by sex

Course, by faculty / major Sex Difference

1.2.4. Course, by K to 12 academic/career track

Table 12. Courses by K-12 career track

Courses by K-12 career track Frequency Percent Valid

Table 13. Courses by K-12 career track, by sex

Course, by K to 12 academic/career track Sex Difference

1.2.5. School / University

Table 14. Top schools enrolled in by EDSP beneficiaries

School/university Frequency Percent

1.2.6. Regional location of School / University

Table 15. Regional location of school/university

Region Frequency Percent Valid Percent

1.2.7. General HEI Category of School / University

Table 16. General HEI category of school/university

Frequency Percent Valid Percent

Region General HEI Category of School / University

1.2.8. HEI Category of School / University

Table 18. HEI category of school/university

Frequency Percent Valid Percent

1.2.9. Tuition fee of school / university (in Philippine pesos)

Table 19. Tuition fee of school/university (in PHP)