Tuguegarao City, Cagayan 3500: St. Paul University Philippines

St.
Paul University Philippines

Tuguegarao City, Cagayan 3500 1
THE PERCEPTION OF NATIONAL CERTIFICATE II OF THE BACHELOR OF

SCIENCE IN HOTEL RESTAURANT MANAGEMENT AND BACHELOR IN SCIENCE
IN TOURISM MANAGEMENT GRADUATES OF SPUP IN TERMS OF EMPLOYMENT
A Thesis Proposal
Presented to the Faculty of the
School of Business, Accountancy and Hospitality Management
ST. PAUL UNIVERSITY PHILIPPINES
Tuguegarao City
In Partial fulfilment
of the requirements for the Degree
BACHELOR OF SCIENCE IN HOTEL AND RESTAURANT MANAGEMENT AND
TOURISM MANAGEMENT
By
AGATHA MARIE R. AGUSTIN
ARIANNE D. BRIONES
WINNIE JOY P. BUNGAG
ZANNIYA NICOLE F. CACHO
LEA SHAIRAH NOVIEL D. SIMON
2018
SPUP School of Business Accountancy and Hospitality Management

St. Paul University Philippines
APPROVAL SHEET
In partial fulfilment requirements for PRACTICAL RESEARCH

I this thesis titled, “The Perception of National Certificate II
of the Bachelor of Science in Hotel Restaurant Management and
Bachelor in Science in Tourism Management Graduates of SPUP in
Terms of Employment” has been prepared and submitted by MS.
AGATHA MARIE R. AGUSTIN, MS. ARIANNE D. BRIONES, MS. WINNIE JOY
P. BUNGAG, MS. LEA SHAIRAH NOVIEL D. SIMON and MS. ZANNIYA
NICOLE F. CACHO who are hereby recommended for oral examination.
Glen G Cagurangan, DBM

Thesis Adviser
Rufo Tuddao, MAED Robert Fugaban

Statistician English Grammar Editor
Approved by the tribunal of oral examination with a grade

of Passed.
PANEL OF EXAMINERS
Charito M. Guillermo, CPA

Chairman
Juvie Bacani, MBA Marie Krizya M. Calagui, MSHM

Member Member
Accepted and approved in partial fulfilment of the

requirements for the degree of BACHELOR OF SCIENCE IN HOTEL AND
RESTAURANT MANAGEMENT AND BACHELOR OF SCIENCE OF SCIENCE IN
TOURISM MANAGEMENT.
Marie Krizya M. Calagui, MSHM Charito m. Guillermo, CPA

Associate Dean, HRM-TM Programs Dean, SBAHM

ACKNOWLEDGEMENT
Our most humble and sincere thanks to:
First and Foremost, we may like to express our sincere

gratitude to our advisor Dr. Glen cagurangan for the continuous
support of the completion of our subject in Thesis Writing RES
102, for his patience, motivation, enthusiasm, and immense
knowledge. His guidance helped us in all the time of research
and writing of this thesis.
To all our professors, who inculcated to us the importance

of perseverance of attaining the truth in different creative
ways. For the truth becomes knowledge and knowledge becomes
power. The power which we will use to bring about positive
change to our community and to live fulfilling and purposeful
lives.
To our parents, who not only supported us in every inch of

our struggle to become a better version of ourselves, but also
made conscious efforts to ensure that we may only receive the
highest quality of education throughout our journey towards
being a productive and morally upright citizens of this country.
To each and every one in our group that helped, set aside
personal comfort and poured every bit of talent and intelligence
to ensure that we may be able to finish this given task to us on
time and of the greatest quality a Paulinian may contribute to
the long standing-tradition of honor and greatness of this
institution, St. Paul University.

TABLE OF CONTENTS
Title Page------------------------------------------
Approval Sheet--------------------------------------
Acknowledgement-------------------------------------
Table of Contents-----------------------------------
Abstract--------------------------------------------
CHAPTER 1 THE PROBLEM AND THE REVIEW OF RELATED LITERATURE
 Introduction----------------------------------
 Review of Related Literature------------------
 Conceptual Framework--------------------------
 Paradigm of the Study-------------------------
 Statement of the Problem----------------------
 Hypothesis------------------------------------
 Scope and Limitation--------------------------
 Significance of the Study---------------------
 Definition of Terms---------------------------
CHAPTER 2 METHODS AND PROCEDURES
 Research Design-------------------------------

 Research Participants--------------------------
 Sample and Sampling Techniques-----------------
 Research Instrument----------------------------
 Data Gathering Procedure-----------------------
CHAPTER 3 RESULTS AND DISCUSSION
CHAPTER 4 SUMMARY, CONLUSION AND RECOMMENDATIONS
 Summary of Findings----------------------------
 Conclusion-------------------------------------
 Recommendations--------------------------------
REFERENCES------------------------------------------
APPENDICES------------------------------------------
CURRICULUM VITAE------------------------------------

THE PERCEPTION OF NATIONAL CERTIFICATE II OF THE BACHELOR OF
SCIENCE IN HOTEL RESTAURANT MANAGEMENT AND BACHELOR IN SCIENCE
IN TOURISM MANAGEMENT GRADUATES OF SPUP IN TERMS OF EMPLOYMENT

ARIANNE D. BRIONES
WINNIE JOY P. BUNGAG
ZANNIYA NICOLE F. CACHO
LEA SHAIRAH NOVIEL D. SIMON
Bachelor of Science in Hotel and Restaurant Management and
Bachelor of Science in Tourism Management.
ABSTRACT
There has been a rapid increase in the number of graduates
of Bachelor of Science in Hotel Restaurant Management and
Bachelor of Science in Tourism Management in the past decade.
With this, the career opportunities of these graduates are
becoming leader because of the tough competition among the
employment in their field. There has been a change in the hiring
system of companies, establishments, and other related employing
agencies to increase the qualifications of their applicants.
Specifically they are looking for employees who are equipped
with the highest core competencies and essential skills to
perform effectively and efficiently in the work field. The study
sought to find out the relevance of TESDA National Certificate
II on the career of BSHRTM Graduates of Saint Paul University
Philippines Tuguegarao City. The research approach, design, and
method that were used in the study was the descriptive design
using the survey method. In this descriptive survey, the
researchers floated questionnaires to the selected BSHRTM
Graduates of SPUP Tuguegarao City. The study was conducted from
November 2017 to February 2018. It investigated whether having a
TESDA NCII is relevant in the career of BSHRTM graduates of SPUP
Tuguegarao City.
Keywords: Career, Employment, TESDA NCII, relevance core

competencies, and skills.

Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction
College education gives people the advantage to lead
themselves in any direction they want to proceed in life. It is a
time that students can truly become individuals. They have the
opportunity to become more independent and to take on new
responsibilities. The bonuses of a college education include more
self-confidence, greater economic stability and security, and it
makes you a major contributor to the greatest nation on earth.
Having a college diploma is an achievement to be proud of
by the students and by the parents as well. But today, if we try
to consider that tertiary education is more of a privilege over
being a right, then we can conclude that not all have equal
opportunities in getting a diploma.
Over this issue, the Government has always struggled to
give more opportunities to help its people earn a diploma which
is clearly manifested through the existence of the Technical
Education and Skills Development Authority (TESDA). The
Technical Education and Skills Development Authority (TESDA) is
the government agency tasked to manage and supervise technical
education and skills development (TESDA) in the Philippines. It
was created by virtue of Republic Act 7796, otherwise known as
the “Technical Education and Skills Development Act of 1994”.

This agency issues National Certificate after completion of a
chosen course which can now be considered as a diploma for those
individuals who can`t afford to be enrolled in college. Having a
TESDA national certificate is highly beneficial. It gives
quality assurance to its graduates in terms of knowledge,
skills, attitudes, and values. Competencies along the middle
level skilled occupations. The certificate will cement the fact
that the student has been thoroughly assessed through a series
of demonstrations, observations with oral questioning, written
test, interviews, third party reports, and work projects.
National Certificate II, is a certification offered
by our government, with only minimal amount of tuition fees.
Wherein, an individual could learn and enhance their knowledge
and skills through the course or field they`ve chosen. It is
issued when a candidate has demonstrated competence in all units
of competency that comprised a qualification. National
Certificate II performs prescribed range of functions involving
known routines and procedures. It has limited choice and
complexity of functions and has a little accountability. A
national certification is given once you've successfully
demonstrated that you have the necessary skills and knowledge to
perform the tasks.TESDA develops competency standards for
middle-level skilled workers. These are in the form of units of
competency containing descriptors for acceptable work
performance. These are packaged into qualifications

corresponding to critical jobs and occupations in the priority
industry sectors. The qualifications correspond to a specific
levels in the Philippine TVET Qualifications Framework
(PTQF).The competency standards and qualifications, together
with training standards and assessment arrangements comprise the
national training regulations (TR) promulgated by the TESDA
Board. The TRs serve as basis for registration and delivery of
TVET programs, competency assessment and certification and
development of curricula for the specific qualification.
The tourism industry is a major contributor to the world
economy as well the hotel and restaurant industry is the
combination of the institutions, supporting human resources,
financing mechanisms, information systems, organizational
structures that link institutions and resources that cater to
the needs of domestic and foreign travellers. For the Philippine
tourism industry to be “competitive” in line of the ASEAN
Economic Community (AEC), it must advance its strategic planning
and effectively utilize its labour and capital. Manpower
competitiveness is a necessary requirement to provide employment
the growing demand for tourism and hotel and restaurant courses.
Having a college diploma is a big advantage but having an
additional certificate like TESDA NCII is a big plus factor when
it comes to applying for a job. Because employers are looking
for more knowledgeable, skilled and experienced individual/s

whocan be a part and can contribute for the success of their
companies. NCII can be one of our weapon for employment. The
more NCII we have, the more knowledge and skills we acquire and
opportunities to come. Certificates will enhance your
employability, it refers to your ability to gain initial
employment, maintain employment, and obtain new employment if
required and having a set of skills, knowledge, understanding,
and personal attributes. Completing your studies as an
investment in yourself to improve your productivity and
opportunities to work in roles that are aligned to your unique
needs, interests and values that will improve your prospects to
have a more fulfilling and rewarding career life.
This organization goal is to create a positive
change to brighten the students who haven't know the advantages
of the certificate. The effect of the certificate or the
training program will provide information that will help the
students to get through their training. This paper will tackle
the topic about the importance of the NCII into the career
opportunities of the BSHRM and BSTM students of Saint Paul
University Philippines.

Related Literature and Studies
DR. AugustoSy (2016), stated that “TESDA is mandated to
provide relevant, accessible, high quality and efficient
technical education and skills development in support of the
development of high quality Filipino middle level manpower
responsive to and in accordance with the Philippine development
goals and priorities”.
Lyons (2015),express that in the hospitality industry, change
is an accepted and necessary part of doing business. Whether it
is to stay ahead of the curve in everything from menu
development to recently enacted legislation, hospitality
operators must be able to position their business to be agile
enough to remain competitive in the today's world. Hospitality
program has to provide their graduates with the tools necessary
to be successful in the ever changing world.
Dopson and Nelson (2014), have looked at industry perspective
regarding the importance of various skills and abilities
necessary for success, none has taken that information and woven
it into the academic arena through identification of a process
for monitoring real time growth for students through assessment
for hospitality programs housed in accredited colleges of
business.
Swanger (2010),said that several researchers examined
existing curriculum using data gathered from industry

professionals, faculty and students regarding the skills
necessary for success in the industry and proposed revised
curriculum stated.
According to Zao (2011), said the current look at
hospitality and tourism education in China's colleges and
universities, there has been a boom in the tourism industry in
China within the last ten years. Hospitality and tourism
education, especially higher education, has undergone rapid
development. In 1978 there was not a single course offered in
hospitality and tourism at any higher education institution.
Today 69 institutions of higher education offer different
programs at varying levels, including two-year diplomas, three-
year certificates, and four-year Bachelor's and Master's
degrees. This paper examines the development of higher education
in hospitality and tourism, outlines the problems it faces, and
discusses the possible solutions to the problems. In the
article, Job Competency Expectations for Hospitality and Tourism
Employees present the findings of a central Florida study of
hospitality and tourism management practitioners. It reports the
findings of practitioner perceptions of desired knowledge,
skills, and attitudes. It further demonstrates the overall
impressions of practitioners concerning levels of preparation
for entry-level positions in the industry.

According to Wen (2008), the study on the factors associated
with hospitality students' satisfaction with internship programs
and the relationships between training, job satisfaction, and
confidence about future careers in order to provide schools and
industries with suggestions regarding course development and
training during internships. Training classes made a significant
difference in satisfaction with the supervisor and educational
program. The regression analysis showed that training
satisfaction played a positive role as a predictor of
participants' job satisfaction and confidence about future
careers. The effect of satisfaction with training on
participants' confidence about future careers was mediated by
their satisfaction with the internship.
Ylagan Al (2013), emphasize that competencies are identified
behaviours, knowledge, skills, and abilities that directly and
positively impact the success of employees and organizations.
Competencies can be objectively measured, enhanced, and improved
through coaching and learning opportunities. Through this,
interns know that competence indicates sufficiency of knowledge
and skills that enable someone to act in a wide variety of
situations.
According to Laguador (2013), Learning takes place in
different avenues and forms of human existence. Formal education
from academic institutions is basically the proper venue for

acquiring appropriate knowledge and skills necessary for future
employment.
Fournier (2012) stated that, Skills and competencies required
by food and beverage service management interns were assessed by
surveying their Swiss hotel and restaurant supervisors'
opinions. The survey comprised 48 skills and competencies,
compiled from literature and curricular learning outcomes.
Supervisors rated the importance of each competence and then
assessed their interns' performances on each item. A comparative
analysis of the data highlighted areas in which trainees
exceeded the supervisors' expectations and uncovered
developmental needs. According to supervisors' ratings, the most
important competencies comprised personal qualities and inter-
personal skills; students' highest performance ratings were
reflected in their positive attitudes towards work colleagues.
Given its mandate, TESDA envisions to be the leading
partner in the development of the Filipino workforce with world-
class competence and positive work values. Its mission on the
other hand is to provide direction, policies, programs and
standards towards quality technical education and skills
development. TESDA has also a quality policy which states that,
“We measure our worth by the satisfaction of the customers we
serve.”

To facilitate the delivery of its mandate, TESDA defines
its Core Business which is comprised of three planks: Direction
Setting, Standard Setting and Systems Development and Support to
TVET Provision.
The core business defined further TESDA’s role as
authority, enabler, manager and promoter of TVET which primarily
involves ensuring sufficient provision of skilled workers and
technicians to meet international work standards as well as the
needs of local enterprises and ensuring access to technical
education for the greater majority of the Filipinos.’
NC2 or TESDA gives you a great opportunity; it allows you to
enhance your knowledge and skills. NC2 has many benefits which
make it better.
Tourism – B.S. in HRM; B.S. in Travel Management; B.S. in
Tourism
Three degree programs were considered as model curriculum-
- Bachelor of Science in Hotel and Restaurant Management (BSHRM)
with five exit points: Housekeeping NC I, Food and Beverage
Services NC II, Commercial Cooking NC II, Front Office NC II and
Bartending NC II; Bachelor of Science in Travel Management
(BSTM) with two exit points: Commercial Cooking NC II and Travel
Services NC II; and Bachelor of Science in Tourism Management

(BSTM) with two exit points: Tour Guiding NC II and Commercial
Cooking NC II.
According to TESDA (2016), graduating from the programs
given by TESDA will ensure the trainee a National Certificate
from TESDA Assessment that comes with benefits that include a
quality assurance that the graduate has acquired proper
knowledge and an understanding of the task at hand from
undergoing a series of practical and hands-on demonstrations,
positive attitudes from interviews with people who contribute to
the job and work projects. Not only that, but the certificate
will also guarantee that the graduate has acquired the values
that can help his/her skills needed for the said occupation and
for future opportunities that can follow from the success of the
current project.
According to Susan Kihn (2013), career planning is
essential for those in the mining industry to succeed,
particularly as the mining industry has been in so much turmoil
in recent years which has resulted in job opportunities having
shrunken tremendously. For this reason planning and setting
milestones for your desired career path in mining is essential.
Doing this will give you a sense of direction, the opportunity
to reflect on how your career path is progressing, whether you
are achieving the milestones that you have set yourself, and the
opportunity to recognize where things may be going wrong. In

order to progress in your career and achieve the goals that you
have set yourself, you will need to plan forward, and work on
developing your skill set. You will also need to actively pursue
employee development opportunities that may arise and to ensure
that you gain the relevant work experience needed.
Cleo Louw(2010), said thatcareer planning is the
continuous process of thinking about your interests, values,
skills and preferences, exploring the life, work and learning
options available to you and ensuring that your work fits with
your personal circumstances.
Career planning is essential in order to succeed. Setting
long term goals with no thought process as to how you are going
to achieve them often ends in failure. Lack of experience and
knowledge can create pitfalls that make achieving these goals
highly unlikely. For this reason it is better to set short term
goals which are far more specific and easier to formulate. By
ensuring that the short term goals are achievable, and relate to
your long term career goals, gives you the best chance to
succeed.
Shanaz Smith (2014), emphasized that focuses on guest
satisfaction and comfort, while upholding the high quality
standards of service we require. This department is full of
seasoned professionals who focus on even the smallest details in

order to ensure the highest standards of cleanliness and guest
service.
Career tracking keeps you in charge of your development
and performance and will assist you in measuring your progress
against the goals that you have set.
Michelle Levendal (2010),stated that in order to fast
track your career, you will need to learn and demonstrate good
leadership qualities. There are some jobs where these skills are
not important, but the majority of the more senior jobs require
good leadership qualities. These skills are especially important
for jobs that would be in supervisory, management or
directorship levels. It is up to you to be able to prove that
you have good leadership skills, and you will need to be able to
make difficult decisions, to be able to be objective, honest and
to always stay focused, and to be able to lead and for others to
be able to respect and trust you. If you feel you are lacking in
these areas, track where you feel you are going wrong and work
on building these areas. There are also training programs
available for those needing help in learning the skills required
to be a leader.
Ultimately there are many ways available to help you along
the way in your chosen career, and tracking your progress along
the way will help you stay focused, measure your progress and
help to achieve your dreams and goals.

Conceptual Framework
The framework introduces, describes, and explains why the
research problem under the study exists. It shows all about the
study and how it could be done to come up with an output and
feedback to answer the questions stated in the input. It is used
for conceptual distinctions and to organize ideas to achieve the
research study purpose.
The primary goal of the study is to determine the
relevance of TESDA National Certificate II in the Career of the
Bachelor of Science in Hotel Restaurant Management and Bachelor
of Science in Tourism Management Graduates of SPUP. To achieve
the realization of this goal, the researchers must gather data
about the participant’s profile, the benefits of having TESDA NC
II, their work position, and the relevance of TESDA national
Certificate II in their career. In gathering data, the
researchers will float questionnaires to derive an output which
will be shown on the research paradigm.

Conceptual Paradigm
INPUT PROCESS OUTPUT
 Profile of the In-depth Career

Participants
 Work Analysis and Opportunities
positionof
BSHRTM Evaluation of the BSHRTM
graduates of
SPUP? on the graduates of
 Relevance of
Importance St. Paul
having a TESDA
National
National University
Certificate II
on Career of
Certificate Philippines
BSHRTM
Graduates of
II into the
SPUP?
Career of
the BSHRTM
graduates of
Saint Paul
University
Philippines
FEEDBACK

Figure 1: The Conceptual Paradigm of the Study
The paradigm shows how the researcher are guided in the
conducting the study. The framework shows the input-process and
output model.
The input include the profile of the participants in
terms of age, gender, Socio-economic status, and academic
performance, career of BSHRTM Graduates of SPUP, and the
significance of having a TESDA National Certificate in the
Career Opportunities of BSHRTM Graduates of SPUP.
The process phase includes an in-depth analysis and
evaluation on the importance of national certificate II into the
career opportunities of the BSHRTM graduates of Saint Paul
University Philippines.
The output includes the career opportunities of BSHRTM
graduates who are TESDA National Certificate II holders.

Statement of the Problem
The study saught to determine the relevance of NCII into
the career of the BSHRTM graduates of SPUP.
Specifically, it sought answers to the following questions:
1. What is the profile of the participants in terms of:
1.1 Age;
1.2 Sex;
1.3 Income;
1.4 Year Graduated and
1.5 No. of NC II?
2. What are the work position of BSHRTM Graduates of SPUP?
3. Is there a significant difference in having a TESDA National
Certificate on the career of BSHRTM Graduates of SPUP when
group according to profile variables?
Hypothesis
The following statements will be tested using a 0.05
level of significance:
There is no significant difference in having a TESDA
National Certificate on the career of BSHRTM Graduates of SPUP
when group according to profile variables.

Scope and Limitation of the Study
The scope of this research are the HRTM Graduates of St.
Paul University Philippines Tuguegarao from year 2014-2017. The
limitations of this research are only those HRTM graduates who
are TESDA National Certificate Holders. The respondents may/may
not be necessarily employed at the time of participation to this
research.
The study is only applicable to the graduates of SPUP.
This may have an effect and the generalizability of the study
and its findings. However, its findings at least some portion
and extent of it may still hold true to other schools processing
the same characteristics or adhering to the same educational
vision, mission, objectives, and curricula of the studies of
SPUP.
Significance of the Study
The researchers of this undertaking desire to make
significant contributions to the better improvement and further
development of the on-the-job training program. This study set
insights on providing enough understanding to the following
people who may benefit from this research study:
Students. The participants are the focus of the research
because ultimately they develop the awareness of themselves,
strength and weaknesses for their career development by
continually summarizing and reflecting upon what they are

learning in home, school, and community. In totality, students
are in charge of their own choice.
Faculty.It assures that standards and qualifications are
consistent to job requirements or demands. And it also provides
common understanding on standards, qualifications and levels.
School Administrators.It will help them in monitoring the
students in the formulation of the future modifications of
strategies to be more effective in the field of studying
lessons.
Employer. This study can be a key in continuing the study
on the importance of National Certificate II in the career
opportunities among HRTM students so they may be able to gain
more information.
Hospitality Industry.This may help the workers developed
according to the company’s needs, guaranteed highly skilled and
productive workers and savings on production cost through tax
incentives.
Future Researchers.This study provides them pertinent
information which are essential in their research topic related
to this study.

Definition of Terms
For better appreciation and understanding of this study,
the following terms are defined according to how they were used
in the context of the study.
Assessment.An informal examination by experts of systems,
programming, operations and security to improve efficiency and
effectiveness using industry best practices.
Career.An occupation undertaken for a significant period of a
person’s life and with opportunities for progress.
Certificate.A document serving as evidence or as written
testimony, as of status, qualifications, privileges, or the
truth of something.
College.An institution of higher learning, especially one
providing a general or liberal arts education rather than
technical or professional training.
Diploma.Document given by an educational institution conferring
a degree on a person or certifying that the person has
satisfactorily completed a course of study.
Experience.Particular instance of personally encountering or
undergoing something.
Knowledge.Facts, information and skills acquired by a person
through experience or education.

On-The-Job Training (OJT).It refers to the program conducted by
the cooperating firm, company or industry, sponsored by the
school in order to expose the student’s actual training.
Opportunity.Set of circumstances that makes it possible to do
something.
PTQF.Philippine TVET Qualifications Framework) quality-assured
framework meant to serve as comprehensive, nationally consistent
yet flexible system for giving recognition to the attainment of
competence along the middle level occupations.
Skill.The ability, coming from one’s knowledge, practice,
aptitude to do something well.
TESDA.(Technical Education and Skills Development Authority)An
agency of the Philippine government under the Department of
Labour and Employment and the Office of the Cabinet Secretary
responsible for managing and supervising technical education and
skills development in the Philippines.
Training Regulation (TR) a TESDA promulgated document that
serves as basis for which the competency-based curriculum and
instructional materials and competency assessment tools are
developed. This document represents specific qualifications. How
the competencies in this qualification can be gained, assessed
and be given recognition is detailed in this promulgated

document. (TESDA Board Resolution No.2004-13 and Procedures
Manual on TR Development)
Training.The process of planned programs and procedures
undertaken for the improvement of employee’s performance.

Chapter 2
METHODOLOGY
This chapter presents on how this study would be
conducted. The research design, respondents/subjects of the
study, instrumentation, data gathering procedure, and data
analysis is to be used in treating the data.
Research Design
The research approach, design, and method that were used
in the study is the descriptive design using a survey method to
determine and evaluate the significance of having a TESDA
National Certificate II in the career of BSHRTM Graduates of
SPUP. Further the study saught to identify the attendees of
assessment if they use their knowledge that they get during the
training program to their jobs and to give knowledge to those
who haven’t take the assessment. The researchers conducted the
study after the approval of the dean and participants.
Research Participants
The participants of this study are the 75 graduates who
have taken the National Certificate II and 75 graduates who
haven’t taken National Certificate II. A total of 150
participants.

In total, this study would be included 150participants.
All participants are graduates of BSHRTM at SPUP Tuguegarao
City.
Sample and Sampling Techniques
The study has utilized the simple random sampling
technique. The sample size for the BSHRTM Graduates of SPUP
would be determined by the Slovin’s Formula using a 0.05 margin
of error.
Research Instrumentation
The principle data gathering instrument to be used in this
study is the questionnaire. The questionnaire was patterned from
the TESDA Training Regulation Manual (2013). The structured
questionnaire will be utilized as the main instrument to gather
data needed for the study. The questionnaire will consist three
parts namely: the first part which gathers information on the
profile of the participants, the second part which deals with
the participant’s background on national certificate II,and
lastly the third part which deals with participant’s assessment
on the significance of TESDA national certificate II into their
career. The questionnaire was pre-tested, improved, and
validated in order to ensure its high validity and reliability.

Data-Gathering Procedure
The following are the data gathering procedures undertaken
during the conduct of the study;
A written request by the researcher was forwarded to the
Dean in order to seek permission to conduct the study and
to allow them to float the questionnaires to the selected
participants.
A written request by the researcher was forwarded to the
participants in order to inform them of their
participation and invite them for a survey.
Invited graduates were then given questionnaire
administered by the researchers. Assistance were given to
these graduates to help them understand the questions
more. All information gathered from the questionnaires
are collected, secured, analysed, and interpreted.
Information that pertain to the respondents’ personal life
remained confidential for their further security and
protection.
The researchers also made use of online interview to some
participants who are employed in far places.

Data Analysis
The data which were obtained through the questionnaires
were interpreted and analysed using the statistical tools
described below:
Frequency Count and Percentage Distributionwasused to
determine the participant’s profile.
Weighted mean. This was used to determine the
participant’slevel of significance of TESDA National
Certificate II into their career as BSHRTM Graduates of
Saint Paul University. To understand better the value of
the weighted mean, the following scale will be used as a
basis:
Table 1. Arbitrary Scale
Scale Descriptive interpretation

3.25- 4.00 Very Great Extent
2.50-3.24 Great Extent
1.75-2.4 Low Extent
1.00-1.74 No Extent
Analysis of Variance (ANOVA). This was used to determine
the significant differences on the participants’ level of
significance of National Certificate II into their career
as BSHRTM Graduates of Saint Paul University Philippines
when group according to the profile variables.

Chapter 3
RESULTS AND DISCUSSION
This chapter presents the results, analysis, and
interpretation of the data from the study. Specifically, this
aimed to determine whether having a TESDA NCII is relevant in
the career of BSHRTM graduates of Saint Paul University of the
Philippines Tuguegaro.
The following tables below present the frequency counts
and percentage distribution of the participant’s profile and
their view on the different aspects of the study.
Profile of the Participants
Table 1.Frequency Counts and Percentage Distribution of

the Participants when Grouped According to Age
Age Frequency Count Percentage
19-21 years old 41 27.3%
22-24 years old 49 32.7%
25-27 years old 41 27.3%
28-29 years old 18 12.0%
30 and above 1 0.7%
TOTAL 150 100%

Table 1 presents the profile of the participants when
grouped according to age. It can be gleaned from the data that
41 participants are at age 19-21 which constitutes 27.3% of the
total population; 49 participants or 32.7% of the total
population are T age 22-24; 41 participants or 27.3% of the
total population are at age 25-27; 18 participants or 12.0% of
the total population are at age 28-29; and 1 participant or 0.7%
of the total population are at age 30 and above.
The data show that majority of the population are at age
22-24 which constitutes to 32.7%

the Participants when Grouped According to Sex;
Sex Frequency Count Percentage
Female 84 56.0%
Male 66 44.0%
Total 150 100.0%
grouped according to sex. It can be seen from the data that 84
participants are female which constitutes to 56% of the total
population, while 66 participants are male which constitutes to
44% of the total population.
Of the 150 participants, majority of the population are
female which can be associated to the greater population of

female students in the BSHRTM Program than that of male
students.

the Participants when Grouped According to Monthly Income
monthly income Frequency Count Percentage
1,000- 10,000 Pesos 48 32.0%

11,000- 20,000 Pesos 42 28.0%
21,000- 30,000 Pesos 48 32.0%
31,000- 40,000 Pesos 8 5.3%
41,000-50,000 Pesos 4 2.7%
Total 150 100.0%
grouped according to monthly income. It can be gleaned from the
data that 48 participants received a monthly income of 1,000-
10,000 pesos which constitutes to 32.0% of the total population;
42 participants or 28.0% of the total population received a
monthly income of 11,000-20,000 pesos; 48 participants or 32.0%
of the total population received a monthly income of 21,000-
30,000 pesos; 8 participants or 5.3% of the total population
received a monthly income of 31,000-40,000 pesos; and 4
participants or 2.7% of the total population received a monthly
income of 41,000-50,000 pesos.
Results show that majority of the population are receiving
a monthly income of 1,000-10,000 pesos and 21,000-30,000 pesos,
while least of the population receiving a monthly income of
41,000-50,000 pesos.

Table 5. Frequency Counts and Percentage Distribution of

the Participants when Grouped According to year graduated.
Year Frequency Count Percentage
2008 5 3.33%
2009 2 1.33%
2010 11 7.33%
2011 24 16.00%
2012 15 10.00%
2013 46 30.67%
2014 13 8.67%
2015 14 9.33%
2016 12 8.00%
2017 8 5.33%
Total 150 100%
Table 4 presents that participants’ profile according to
year graduated.
It can be gleaned from the data that 5 participants or
3.33% graduated in 2008; 2 participants or 1.33% graduated in
2009; 11 participants or 7.33 graduated in 2010;24 participants
or 16% graduated in 2011; 15 participants or 10% graduated in
2012; 46 participants or 30.67% graduated in 2013; 13
participants or 8.67% graduated in 2014; 14 participants or
9.33% graduated in 2015; 12 participants or 8% graduated in
2016; and 8 participants or 5.33% graduated in 2017.

The data show that majority of the participants which is
denoted by 30.67 percent are graduates of year 2013, while the
least denoted by 1.33% are graduates of year 2009.

the Participants when Grouped According number of NC II.
Number of NCII Frequency Count Percentage
0 75 50.00%
1 56 37.33%
2 13 8.67%
3 6 4.00%
4 0 0.00%
5 and above 0 0.00%
Total 150 100%
Table 5 presents that participants’ profile according to
number of NC II.
It can be seen from the data that 75 participants or 50%
does not have NC II; 56 participants or 37.33% has 1 NC II; 13
participants or 8.76% has 2 NC II; 6 participants or 4.00% has 3
NC II. None from the participants has more than 3 NC II.
From the data, majority of the participants who took TESDA
courses denoted by 37.33% has taken 1 NC II only. None from the
participants has more than 3 NC II
Work Position of the Participants

Table 2.1.Frequency Counts and Percentage Distribution of the

Participant’s Work Position
Career Description Frequency Count Percentage

Hotel Manager 23 15.33%
Restaurant Manager 34 22.6%
Front Desk Officer 17 11.3%
Housekeeper 20 13.33%
Chambermaid 8 5.33%
Chef 13 8.67%
Executive 12 8.00%
Housekeeper
Food 22 14.67%
Attendant/Waiter
Table 2 presents the participant’s profile according to
their work position.
It can be seen that 23 participants which constitute to
22.6% of the total population are hotel managers; 34
participants or 22.6% of the total population are restaurant
managers; 17 participants or 11.3% of the total population are
front desk officers; 20 participants or 13.33% of the total
population are housekeepers; 8 participants or 5.33% of the
total population are chambermaids; 13 participants or 8.67% of
the total population are chefs; 12 participants or 8.00% of the
total population are executive housekeepers; and 22 participants
or 14.67% of the total population are food attendant/waiter.
The data show that majority of the participants are

restaurant managers which is denoted by 22.6 percent of the
population.
The work position of the participants can be attributed to

their field of specialization.
Relevance of TESDA NC II
Table 3. The Weighted Mean and Descriptive Interpretation
of the Participants in the Relevance of TESDA NCII
Relevance of TESDA National Weighted Descriptive
Certificate mean Interpretation
TESDA NC will help me to:
1. Receives and responds into 3.76 Very Great
work place communication. Extend
2. Work in a team environment. 3.66 Very Great
Extend
3. Demonstrate work values. 3.66 Very Great
Extend
4. Participate in a working 3.54 Very Great
environment. Extend
5. Increase my level of 3.60 Very Great
professionalism. Extend
6. Practice negotiation skills. 3.60 Very Great
Extend
7. Develop and practice 3.60 Very Great
negotiation skills. Extend
8. Develop confidence in doing 3.64 Very Great
task related to work. Extend
9. The necessary skills needed 3.60 Very Great
to be employed for a job. Extend
10. Productive in the work 3.60 Very Great
field. Extend
11. Maintain personal growth 3.64 Very Great
and development in my Extend
career.
12. Increase my technical 3.64 Very Great
skills and core Extend
competencies.

13. Observe workplace hygiene 3.64 Very Great

procedures. Extend
14. Contribute to level of 3.61 Very Great
mastery in demonstrating Extend
the necessary operations
related to my field.
15. Provide effective customer 3.63 Very Great
service. Extend
Table 3.
Presents the relevance of TESDA NC II. The following scale
was used to measure the extent of its relevance; 1=No Extent;
2=Little Extent; 3=Great Extent; 4=Very Great Extent.
As revealed in the data, all the listed relevance of TESDA
NC II were interpreted by the participants as “great extent”;
These are Receive and response to workplace communication with a
weighted mean 3.76 of descriptive interpretation of a “very
great extent”; Work in a team environment with a weighted mean
3.66 of descriptive interpretation of a “very great extent”;
Demonstrate work values, weighted mean 3.66 of descriptive
interpretation of a “very great extent”; Participate in a
working environment weighted mean 3.54; Increase level of
professionalism, weighted mean 3.60 of descriptive
interpretation of a “very great extent”; Practice career
professionalism, weighted mean 3.60 of descriptive
interpretation of a “very great extent”; Develop and practice
negotiation skills, weighted mean 3.60 of descriptive
interpretation of a “very great extent”; Develop confidence in

doing task related to work, weighted mean 3.64 of descriptive
interpretation of a “very great exten”; Acquire necessary skills
needed to be employed in a job, weighted mean 3.60 of
descriptive interpretation of a “very great extent”; Become
productive in the work field, weighted mean 3.60 of descriptive
interpretation of a “very great extent”; Maintain personal
growth and development in my career, weighted mean 3.64 of
descriptive interpretation of a “very great extent”; Increase my
technical skills and core competencies, weighted mean 3.64 of
descriptive interpretation of a “very great extent”; Observe
workplace hygiene procedures, weighted mean 3.60 of descriptive
interpretation of a “very great extent”; Contribute to level of
mastery in demonstrating the necessary operations related to my
field, weighted mean 3.61 of descriptive interpretation of a
“very great extent” and Provide effective costumer service,
weighted mean 3.64 of descriptive interpretation of a “very
great extent.”
Generally, the overall computed weighted mean of 3.64 were
interpreted by the participants as “very great extent.”

Chapter 4
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
This study was conducted for the purpose of coming up with
a data in finding out whether having a TESDA NC II is relevant
in the career opportunities of BSHRTM Graduates of St. Paul
University Philippines Tuguegarao.
This study used the descriptive method of research in
order to determine and evaluate the relevance of having TESDA
national certificate II. This study used descripted research to
identify the attendees of assessment if they use their knowledge
that they get during the training program to their jobs.
There were 150participants in the study. 75participants
are graduates who have taken the National Certificate II and the
other 75participants are graduates who haven’t taken National
Certificate II. To total, this study included 250 participants.
All respondents are graduates of BSHRTM at Saint Paul University
Philippines Tuguegarao City.
Participants Profile
1.1 AGE
The majority of the participants are 22-24 years old which
is about 39.7 percent of the total population.

1.2 SEX
The participants were mostly female which constitutes to
56.00 percent of the total population.
1.3 MONTHLY INCOME
MajorityOf the total population, 32.0 percent were
receiving a monthly income of 1,000-10,000 pesos making an equal
percentage to that of those who receive a monthly income of
21,000-30,000 pesos.
1.4 WORK POSITION
The majority of participants are restaurant managers which
is denoted by 22.6 percent of the total population.
1.5 YEAR GRADUATED
Majority of the participants graduated in the year 2013
which is denoted by 30.76 percent of the total population.
1.6 NUMBER OF NC II
Majority of the participants who already enrolled TESDA
courses has taken at least 1 NC II only.
2. RELEVANCE OF TESDA NCII
The participants placed a very great extent on the
relevance of TESDA NCII in their career opportunities as denoted
by the overall computed mean of 3.63.

Conclusion
Based on the findings of the study, the following
conclusions are drawn
The profile of the respondents as to age, sex, and monthly
income are irrespective from each other. Even though majority of
the respondents were 22-24 years old, this doesn’t have any
effect on their monthly income. While most of the respondents
are female, this isn’t a guarantee that they receive a higher
income than the male participants.
Majority of the participants preferred being a restaurant
manager as a career. This shows that their knowledge in
restaurant management will likely be utilized. This can be also
attributed to their abilities in line with their field of
specialization.
As to the relevance of TESDA NC II in their career
opportunities, the participants majorly emphasized that having a
TESDA NC II is relevant because it will help them receive and
respond to workplace communication. This is attributed to the
importance of communication to employees when it comes to their
workplace.
Generally, the participants put up a great extent on the
relevance of having a TESDA NC II in their career opportunities
denoted by a general weighted mean of 3. 63. This shows

thatthere is a great relevance of having a TESDA NC II in the
career opportunities of BSHRTM graduates of Saint Paul
University Philippines Tuguegarao City.
Recommendations
In the light of the findings and conclusions made, the
following are recommended:
BSHRTM students of St. Paul University Philippines
Tuguegarao City may encouraged to enrol in a TESDA Course
to have a TESDA NC II. Their time of enrolment are upon
availability of time for as long as it does not conflict
with their class schedules.
Graduates of BSHRTM of St. Paul University Philippines may
enroll in a TESDA Course to secure a TESDA NC II because
it is relevant in their career opportunities.
Graduates of BSHRTM who already hold a TESDA NC II may
still encouraged to enrol other TESDA Courses in order to
increase their knowledge and level of competencies.
Number of TESDA NC II may considered by employers so that
more graduates of BSHRTM may be encouraged to enrol and
take up TESDA NC II courses.
Employing agencies may increase their standard in
employment considering the TESDA background of employees.

REFERENCES
A. Books
Durado, Antonio C. Philippines Case Study PQF UNESCO;
February (2016)
Dopson, L.R. & Nelson, A.A (2014.) Future of Hotel Education:
Required program content areas for graduates of US
hospitality program beyond year 2000 - part two. Journal
of Hospitality & Tourism Education" The International
Journal of Theories and Practice" Vol. 15, No. 3. pp.11-17
Dopson,L.R. &Tas, R. F. (2004). A practical Approach to
Curriculum development: A case study. Journal of
Hospitality & Tourism Education" The International Journal
of Theories and Practice" Vol. 16, No.1, pp. 39-46
Fleming & Eames.(2015) Student Learning in Relation to the
Structure of the Cooperative Experience. Asia-Pacific Journal
of Cooperative Education, Vol. 6, No. 2, 26-31.
Sy, Augusto B. The Philippine Technical Vocational Education
and Training (TVET) System (2016)

B. Periodicals
Laguador, J.M. (2013). Developing Students’ Attitude
Leading Towards a Life-Changing Career, Educational
Research International, 1(3): 28-33
Lyons, K. (2015). Room to move?The Challenges of career
mobility for tourism education. Journal of
Hospitality & Tourism Education " The International
Journal of Theories and Practice" Vol. 22, No. 1. pp.
51.55
Rutz, C. & Lauer- Globov, J(2005). Assessment and
Innovation: One darn thing leads to another.
Assessing Writing. Vol. 10, no. 2, pp. 80-89
Swanger, N. &Gursoy, D.(2016) Industry-Driven Model of
Hospitality Curriculum for Programs Housed in
Accredited Colleges of Business: e- Assessment
Tool(e-AT) - Part IV. Journal of Hospitality &
Tourism Education" The International Journal of
Theories and Practice" Vol. 22, No. 1
Teson, D. & Ricci, P. (2016).Job Competency Expectations
for Hospitality and Tourism Employees.Journal of
Human Resources in Hospitality and Tourism.Vol 4,
Issue 2. pp 53-64

C. Internet Sources
Fournier, H &Ineson, EM (2017), Closing the Gap between
Education and Industry: Skills' and Competencies'
Requirements for Food Service Internships in Switzerland J
ournal of Hospitality & Tourism Education, Volume 22,
Issue 4, 2010 retrieved on December 20, 1012 from
http://www.tandfonline.com/doi/abs/10.1080/10963758.2010.1
0696990#.U rpZwrSrGgA
Gursoy, D. &Swanger,N. (2014). Industry-Driven Model of
Hospitality Curriculum for Programs Housed in Accredited
Colleges of Business - Part II.Journal of Hospitality &
Tourism Education "The International Journal of Theories
and Practice" Vol. 17, No. 2. 46-56
Hospitality management competencies: do faculty and students
concur on employability skills? Research paper retrieved
on August 14, 2013 from
http://www.waceinc.org/papers/vancouver/South%20Africa/Spo
wart.pdf
Tesda.gov.ph. (2013) Food and Beverage Services NC II
Training Regulations retrieved on August 14, 2013, from
http://www.tesda.gov.ph/program.aspx?page_id=29
Wen, HwaKa ( 2008) Training, Satisfaction with Internship

Programs, and Confidence about Future Careers among
Hospitality Students: A Case Study of Universities in
Taiwan, Journal of Teaching in Travel & Tourism, Volume 7,
Issue 4, 2008 retrieved on December 20, 2013 form
http://www.tandfonline.com/doi/abs/10.1080/153132208020332
45#.UrhVjbSrGgA
Zhao, J. (2010). A current look at hospitality ad tourism in
China colleges and universities. International Journal of
Hospitality Management Vol 10, Issue 4, retrieved on Aug
8, 2013 from
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190017C
http://careerminer.infomine.com/the-importance-of-
planning-in-your-career/
https://www.hotelschool.co.za/career-housekeeper-hotel/

APPENDICES

Appendix A
Approval letter to the Dean
Letter to the Respondents
Letter to the Participants
Dear Ma’am/Sir:
We are students from St. Paul University Philippines of
the BSHRTM department conducting a research titled “The
Relevance of TESDA National Certificate II in the Career
Opportunities of BSHRTM Graduates of SPUP”.
Aware of the fact that you are a graduate of SPUP, we
would like to invite you to be a respondent by answering the
questions stated below. We understand that this questionnaire
requires information pertaining to your personal life that’s why
we are assuring that this material shall be secured and all
information disclosed hereby shall be held confidential. Your
response to this survey is highly valuable.
Thank You and God Bless!

Dean
Participants:
Christian Greetings! The undersigned fourth (4th) year

Bachelor of Science in the Hotel and Restaurant Management
(BSHRM) and Bachelor of Science in Tourism Management (BSTM)
students of the School of Business and Hospitality Management
(SBAHM) will conduct a research titled “Research tittle” in
partial fulfilment of the requirements in Tourism and
Hospitality Research Method (TUR109)
In connection to this, we would like to involve you as the
research participants of this study. Every answer that you will
supply will considered vital. Rest assured that your response
will be with utmost confidentiality.
ZANNIYA NICOLE F. CACHO LEA SHAIRAH NOVIEL D. SIMON
ARIANNE D. BRIONES WINNIE JOY P. BUNGAG
Noted By:
GLEN C. CAGURANGAN, MSHM

Research Adviser
Endorsed By:
MRS. KRYZYA-CALAGUI, MSHM

Associate Dean, BSHRTM
Approved By:
MRS. CHARITO M. GUILLERMO

Program Dean, SBAHM

Name: _____________________________________ (Optional)

Age: ( ) 19–21
( ) 22-24
( ) 25-27
( ) 28-29
Sex: ( ) Female ( ) Male
Monthly Income:
___1,000-10,000 Pesos
___11,000-20,000 Pesos
___21,000-30,000 Pesos
___31,000-40,000 Pesos
___41,000- 50,000 Pesos
Year Graduated: __________
__________ (Please Specify Income if none of the above)
Have you enrolled in any TESDA Course/s? Yes_____ No______
What Course/s did you take?
____________________________________________________
How many TESDA NC II have you acquired? ____________
A. Work Position(Please put a check mark(/) on the box
provided)
Career Description
Hotel Manager
Restaurant Manager
Front Desk Officer
Housekeeper
Chambermaid
Chef
Executive Housekeeper
Food Attendant/ Waiter

If none of these, please specify:

B. Relevance of TESDA National Certificate
Directions: Please use the following scale to answer the

questions below: 1=No Extent; 2=Little Extent; 3=Great
Extent; 4=Very Great Extent
The TESDA NCII will help me to: 4 3 2 1
1. Receive and response to workplace

communication.
2. Work in a team environment.
3. Demonstrate work values.
4. Participate in a working environment.
5. Increase my level of professionalism.
6. Practice career professionalism.
7. Develop and practice negotiation skills.
8. Develop confidence in doing task related to
work.
9. Acquire necessary skills needed to be
employed for a job.
10. Become productive in the work field.
11. Maintain personal growth and development in
my career.
12. Increase my technical skills and core
competencies.
13. Observe workplace hygiene procedures.
14. Contribute to level of mastery in

demonstrating the necessary operations related
to my field.
15. Provide effective customer service
Signature

CURRICULUM VITAE
Name: Agatha Marie R. Agustin

Age: 21
Birth date: August 27, 1996
Home Address: Cagumitan, Tuao, Cagayan
Email Address: [email protected]
Civil Status: Single
Religion: Roman Catholic
FAMILY BACKGROUND
Father: Oliver D. Agustin
Mother: Arlene R. Agustin
EDUCATIONAL ATTAINMENT
Primary: Believers Bible Baptist Academy
Secondary: Itawes National High School
Tertiary: St. Paul University Philippines
WORK EXPERIENCE
Trainee, Max’s Restaurant, Tuguegarao City April - June 2016
Trainee, Shipboard Training, 2GO Travel (Apex Program) July 2016
Trainee, Al Fresco Restaurant, Saint Paul University Philippines
August – January 2017

CURRICULUM VITAE
Name: Arianne D. Briones

Age: 20
Birth date: October 13, 1997
Home Address: Tabuk City, Kalinga
FAMILY BACKGROUND
Father: Ric C. Briones
Mother: Lilia D. Briones
Primary: Agbannawag Elementary School
Secondary: Agbannawag National High School
WORK EXPERIENCE
Trainee, Crown Pavillion Tuguegarao City April2016- June 2016

CURRICULUM VITAE
Name: Winnie Joy P. Bungag

Age: 20
Birth date: September 21, 1997
Home Address: Esperanza East Aurora Isabela
FAMILY BACKGROUND
Father: Orlando A. Bungag
Mother: Susana P. Bungag
Primary: Esperanza Elementary School
Secondary: Dona Aurora National High School
WORK EXPERIENCE
Trainee, Pulsar Hotel, February - April 2016

CURRICULUM VITAE
Name: Lea Shairah Noviel D. Simon

Age: 21
Birth date: November 14, 1996
Home Address: Ilagan Isabela
FAMILY BACKGROUND
Father: Eligio P. Simon
Mother: Florida V. Simon
Primary: Ilagan East Central School
Secondary: Isabela National High School
WORK EXPERIENCE
Trainee, Crown Pavillion Tuguegarao City April2016- June 2016

CURRICULUM VITAE
Name: Zanniya Nicole F. Cacho

Age: 21
Birth date: November 29, 1996
Home Address: TumauiniIsabela
Religion: Methodist
FAMILY BACKGROUND
Father: Eugenio A. Cacho Jr.
Mother: Venus F. Cacho
Primary: Tumauini North Central School
Secondary: Tumauini National High School
Tertiary:St. Paul University Philippines
WORK EXPERIENCE
Trainee, Hotel Carmelita, Tuguegarao City

Tuguegarao City, Cagayan 3500: St. Paul University Philippines

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Paul University Philippines

THE PERCEPTION OF NATIONAL CERTIFICATE II OF THE BACHELOR OF

SPUP School of Business Accountancy and Hospitality Management

In partial fulfilment requirements for PRACTICAL RESEARCH

Glen G Cagurangan, DBM

Rufo Tuddao, MAED Robert Fugaban

Approved by the tribunal of oral examination with a grade

Charito M. Guillermo, CPA

Juvie Bacani, MBA Marie Krizya M. Calagui, MSHM

Accepted and approved in partial fulfilment of the

Marie Krizya M. Calagui, MSHM Charito m. Guillermo, CPA

SPUP School of Business Accountancy and Hospitality Management

Our most humble and sincere thanks to:

First and Foremost, we may like to express our sincere

To all our professors, who inculcated to us the importance

To our parents, who not only supported us in every inch of

SPUP School of Business Accountancy and Hospitality Management

CHAPTER 1 THE PROBLEM AND THE REVIEW OF RELATED LITERATURE

 Review of Related Literature------------------

 Paradigm of the Study-------------------------

 Statement of the Problem----------------------

 Scope and Limitation--------------------------

 Significance of the Study---------------------

CHAPTER 2 METHODS AND PROCEDURES

SPUP School of Business Accountancy and Hospitality Management

 Sample and Sampling Techniques-----------------

 Data Gathering Procedure-----------------------

CHAPTER 3 RESULTS AND DISCUSSION

CHAPTER 4 SUMMARY, CONLUSION AND RECOMMENDATIONS

SPUP School of Business Accountancy and Hospitality Management

THE PERCEPTION OF NATIONAL CERTIFICATE II OF THE BACHELOR OF

SCIENCE IN HOTEL RESTAURANT MANAGEMENT AND BACHELOR IN SCIENCE

IN TOURISM MANAGEMENT GRADUATES OF SPUP IN TERMS OF EMPLOYMENT

AGATHA MARIE R. AGUSTIN

Keywords: Career, Employment, TESDA NCII, relevance core

SPUP School of Business Accountancy and Hospitality Management

THE PROBLEM AND REVIEW OF RELATED LITERATURE

College education gives people the advantage to lead

themselves in any direction they want to proceed in life. It is a

opportunity to become more independent and to take on new

responsibilities. The bonuses of a college education include more

self-confidence, greater economic stability and security, and it

makes you a major contributor to the greatest nation on earth.

Having a college diploma is an achievement to be proud of

by the students and by the parents as well. But today, if we try

to consider that tertiary education is more of a privilege over

opportunities in getting a diploma.

Over this issue, the Government has always struggled to

give more opportunities to help its people earn a diploma which

is clearly manifested through the existence of the Technical

Education and Skills Development Authority (TESDA). The

Technical Education and Skills Development Authority (TESDA) is

the government agency tasked to manage and supervise technical

education and skills development (TESDA) in the Philippines. It

was created by virtue of Republic Act 7796, otherwise known as

the “Technical Education and Skills Development Act of 1994”.

SPUP School of Business Accountancy and Hospitality Management

This agency issues National Certificate after completion of a