Aspiration of The Out of School Youth in Ileb, Nambaran, Tabuk City, Kalinga

INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC SOCIAL WORK DEPARTMENT
ASPIRATION OF THE OUT OF SCHOOL YOUTH
IN ILEB, NAMBARAN, TABUK CITY, KALINGA
A Research Paper
Presented to the Faculty Members
of the Social Work Department
In Partial Fulfillment of the Requirements
for the degree Bachelor of Science
in Social Work
Presented By:
BARRERA, ALEXA MAE A.
DALUPING ZYRA KERSTEN N.
S.Y. 2018-2019
APPROVAL SHEET
This research entitled “Aspiration of the Out of School Youth in
Barangay Ileb, Nambaran, Tabuk City” prepared and submitted by Alexa
Mae A. Barrera and Zyra Kersten N. Daluping, in partial fulfillment
of the requirements of the degree, Bachelor of Science in Social Work
is hereby recommend for oral examination.
MAY ANN C. MALOBO, RSW

Adviser
Approved by the tribunal at the oral examination and accepted us
a full compliance on the Degree of Bachelor of Science in Social Work
with a rating of _______
RYAN C. FONTANILLA, RN,LPT,MSN

Chairman
MICHAEL ANGELO P. BURAC, LPT, MIT

Member
DAN PAULO RAMOS

Member
HAROLD B. DURAN
Member
ii
Accepted in partial fulfillment in the Degree of Bachelor of
Science in Social Work.
MAY ANN C. MALOBO, RSW

Program Coordinator, Social Work Department
iii
ACKNOWLEDMENT
The researchers wish to express their profound gratitude to
those who gave possibility and who has extensively contributed in the
completion of this humble work.
Mr. Ryan C. Fontanilla, RN, MSN, DIH, Research Professor, for
the insightful comments, constructive criticisms and time in sharing
his expertise and knowledge in the Field of Research making this
study a possible one;
Ms. May Ann C. Malobo, RSW, Department program Coordinator, who
helped us to process this study and who kept on challenging and
inspiring us to finish this study;
To all the respondents, for being approachable, honest, and
patient in answering;
To the Researchers’ Families, for their ever toiling support,
understanding and for providing financial and emotional support;
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To Our Almighty God, the center of this study and the source of
wisdom and strength to the researchers, with HIM, all things are
possible.
The Researchers
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DEDICATION
We humbly offer this piece of works an expression of our deepest
gratitude to our loving and supportive parents, to our generous
brothers and sisters, to our friends and mentors and above all, to
our Almighty God.
The Researchers
vi
TABLE OF CONTENTS
Title page. . . . . . . . . . . . . . . . . . . . . . . . . ..i
Approval Sheet . . . . . . . . . . . . . . . . . . . . . . ..ii
Acknowledgment . . . . . . . . . . . . . . . . . . . . . ... iv
Dedication . . . . . . . . . . . . . . . . . . . . . . . . ..vi
Table of Contents . . . . . . . . . . . . . . . . . . . . . .vii
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . .ix
Chapter
1 THE PROBLEM AND ITS BACKGROUND
Introduction . . . . . . . . . . . . . . . . . . . . . . 1
Theoretical Framework . . . . . . . . . . . . . . . . . .4
Statement of the Problem . . . . . . . . . . . . . . . . 5
Significance of the study . . . . . . . . . . . . . . . .5
Scope and Delimitation . . . . . . . . . . . . . . . . . 8
Definition of Terms . . . .. . . . . . . . . . . . . .. .9
2. REVIEW OF THE RELATED LITERATURE
RRL . . . . . . . . . .. . . .. . . . . . . . . . . .. . 10
3. METHODS AND PROCEDURES
Research Design. . . . . . . . . . . . . . . . . . . . . 21
viii
Participants/Respondents . . . . . . . . . . . . . . . . ..21
Data Gathering Tool. . . . . . . . . . . . . . . . . . .. .22
Data Gathering procedure. . . . . . . . . . . . . . . . . .22
Data Analysis . . . . . . . . . . . . . . . . . . . . .. . 23
4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA . . . . . . . .
. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 24
5. SUMMARY, CONCLUSION AND RECOMMENDATION
Summary................................................33
Conclusion. . . . . . . . . . . . . . . . . . . . . . .34
Recommendation . . . . . .. . . . . . . . . . . . . . .35
BIBLIOGRAPHY
APPENDICES
Sample Questionnaire
Letter of Communication
Literature Matrix
Curriculum Vitae
viii
ABSTRACT
Aspiration is an ingredient in achieving something in life. It
makes or unmakes success. Aspirations differ among the youth. Rural
youth aspire for education because through education they can fulfill
their dreams in life. The existence of the out-of-school youths,
however, along the peripheries of educational institutions in
Barangay Ileb, Nambaran prompted this study to explore the
aspirations of these out-of-school youths of the rural barangay. Lack
of self-motivation and personal conviction camouflaged by low socio-
economic condition comprised the reasons of the out-of school youths
for not achieving their aspirations.
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Chapter I
The problem and its Background
Introduction
“Education is the key to success” nobody can deny the hard fact
that education is an extremely important for bringing change in the
lives of individual but not all of us were given a chance to attend a
formal school.
Aspirations play a significant role in life and in the life
outcomes of an Individual. Aspiration is a strong desire to
achieve something, such as success. An out-of-school youth (OSY),
like anybody else in the society, aspires to achieve something in
life, the aspiration being within the reach of one’s consciousness.
However, there are those with aspirations that are not available
within their circumstances. The youth have the strong belief that
they can achieve what they have aspired for because aspiration can
provide for them a strong source of motivation, and the aspirations
they have set have the profound impact on their well-being. Since
aspiration is an important ingredient in achieving something, then a
person will have to achieve to the limit of the aspiration, and
1
should this person believe that nothing could be done to achieve it,
then he or she could concede if not assisted.
Aspirations among the youth differ. Their educational aspiration
could either be to finish basic education, take up technical course,
or pursue college education. They also have other personal
aspirations. In the Philippines, the youth aspire to be literate
while out-of-school, help their parents perform chores either in the
household or in the farm, or do extra jobs to earn a living for the
family. Youth living in the countryside make low, simple, and
practical aspirations in life as a result of internal or external
limitations of poverty. When they settle with a certain aspiration,
they also have decided for their future. Their aspirations reflect
their ideas of what they would like to become and their aspirations
are affected by perceived future opportunities.
Aspiration is an ingredient in achieving something in life. It
makes or unmakes success. Aspirations differ among the youth. Rural
youth aspire for education because through education they can fulfill
their dreams in life. The existence of the out-of-school youths,
however, along the peripheries of educational institutions in
2
Barangay Nambaran prompted this research explore the aspirations of
these out-of-school youths of the rural barangay.
The OSY of Barangay Nambaran are offered with the opportunity to
get educated just within the place. The barangay has the schools
intended to cater to the education needs of the people therein, from
day care to graduate education. At the heart of the barangay is day
care center. Close to the center is an elementary school. Nearly a
kilometer has many High school. This case research explored the
aspirations of the OSY of Barangay Ileb, Nambaran, Tabuk City,
Kalinga. Findings of the study would add to the body of information
concerning experiences the Out of school Youth.
According to the law, every child has the right to attend a formal
school where he and family are comfortable with. The government
ensure and supports the education of every child that’s why the
Department of education offers free education to all but this is
not really applied by other institution.
3
Theoretical Framework
The study was anchored on seven theories: Maslow’s hierarchy of
needs. Maslow’s hierarchy of needs theory which identifies priorities
set by every person, considers human needs in ascending hierarchy
based on importance starting from physiological or basic physical
needs; then security and safety needs; belonging and social needs;
esteem and status needs; and self-actualization and fulfillment
needs. Maslow’s hierarchy of needs in essence reflects the
prioritization of the goals of a person. Thus, the theory presupposes
that an OSY has a goal or aspiration which is basically his/her need
or priority. His/her decision as regards schooling shall be
influenced by the level of priority set for education. For those who
consider education as top priority will always make it to the finish
line amidst varied challenges.
McClelland (1961) in his learned needs theory had categorized the
needs of a person into three which are the following: (a) need for
achievement, (b) need for affiliation, (c) and need for power. These
needs serve as basis for behavior and motivation. Deduced from the
theory, it is from any of these needs that an OSY will take reference
4
as motivators in setting and achieving his aspiration or goal in
life.
4
Research Paradigm
Input Process Output
Profile of Data The

the gathering different
respondents through the factors and
in their use of face Aspirations
basic to face and of the Out
identifying taking down of School
information notes with Youth.
. the use of
guide
questions.
FEEDBACK
Statement of the Problem
This study aims to assess the aspirations and how education is
important to the Out of School Youth in Barangay Ileb, Nambaran,
Specifically, it sought to answer the following questions:
1. What are the reasons of for not attending formal school?
5
2. Are the respondents willing to continue their studies through the
help of ALS, TESDA etc?
3. Challenges encountered by the respondents of being out of School
youth?
Significance of the study
This study would be deemed beneficial to the following:
Youth. Result of the research study will help them increase their
knowledge on the study. The knowledge will enable and explore the
importance of education.
Parents. The study will benefit the parents to be able to know that
they should sense of dedication and love to duty as parents in
5
implementation of some strategies for the welfare of their children
through sending them in school despite the hardship of life.
Family. Study help the family who always been the role model of
their children to increase their awareness of their guidance and
secure the future of their children.
Community. this study will provide a community better environment
in the society and to give more concern to each youth and teach
discipline for the better future.
Government. This study will serve basis to provide a project or
program that will enhance the skills and knowledge of youth.
Researches. Result of this study, may serve as reference for future
researchers and may become a basis of possible relates academic work
on understanding the youth in the society.
Future Researcher. Findings of this study may somehow provide
future researchers with information variables they will use in
similar researches.
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Scope and Delimitation
The selection of the participants was basically through the
consultation of the barangay captain of barangay Ileb, Nambaran,
Tabuk City, Kalinga. From the list of OSY that was given by the
barangay secretary, the captain and his secretary pinpoint the most
qualified ten participants for the study. Considering the possibility
that the respondents would be ashamed and consequently inhibit from
face to face interview, the researchers involved the participation of
the Sanggunian Kabataan (SK) Chairman. The SK chairman accompanied
the researchers on the purok where the target respondents are. After
a brief familiarization and getting to know each other, the
researchers interviewed the respondents one by one. The fact that the
respondents interviewed in a distant place from their house, they
were open with the information’s and experiences. They seem to have
expressed anything without inhibition since no single member from
their family hears them during the interview.
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Definition of terms
Youth. Time when one is young, but often means the time between
childhood and adulthood or maturity. It is also defined as the
appearance and freshness characteristic of one who is young.
Peer pressure. Influence that a peer group observes or individual
exerts that encourage others to change their attitudes, values or
behaviours to deviate to group norms.
Aspiration. Strong desire to achieve something high or great
Education. General sense is a form of learning in which the
knowledge, skills, values and beliefs of a group of people.
Poverty. State of being extremely poor. Being humble in quality or
insufficient in amount
Knowledge. Is a familiarity, awareness or understanding of

someone or something, such as facts, information, description or
skills, which is acquired through experience.
Uma. The act in which people are planting vegetables and other as
their way of living.
Whilig. Mountain were people plant vegetables, trees and etc.
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Chapter II
Review of the Related Literature
The following literature mapped out the context of the OSY’s
aspirations and its connectivity with the theoretical perspective of
the study, and from the same literature the themes of the study had
acquire.
Socio-Economic Condition and Aspiration
Out of school youth continues to be a phenomenon in the Philippine
education in spite of the fact that every year the government through
school authorities dovetails efforts to drumbeat the importance of
education in human life. Every school year, reports showed incidences
of dropouts among students especially in rural areas, and these
dropouts who are lacking in saleable skills end up as non-functional
and unproductive manpower in the society.
According to (F. O. Escala, personal communication, March 20,
2016; Leavy & Smith, 2010)The OSY, usually 12-35 years old, are a
neglected group receiving very thin support from the government and
non-government organizations . Although neglected, this group of
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people requires the opportunity for better life (Concepcion, 2012).
McCaul
(as cited in Haas, 1992) described the rural dropouts as having low
self-esteem and lacking with sense of control over their own lives.
Caroline Burns, a trainer of OSY in the Philippines when interviewed
by Concepcion (2012) described the OSYs as “depressed men and women
who are desperately in need of inspiration” (p. 2). This situation
emphasizes that the OSY is vulnerable to the low level of socio-
economic condition (Concepcion, 2012). As could be observed in the
peripheral barangays of the Eastern Samar State University and
anywhere in the countryside, these OSY are always the successors of
the throne of poverty bequeathed to them by their parents or
guardians. They may be interested in finishing formal schooling yet
poverty force them to leave out school (Tafere, 2015). More than
7,000 enrollees dropped from schools due to poverty and distance from
the residence to the school (Buraga, 2008). The OSY possess the
feeling that the school is not for them (McCaul, as cited in Haas,
1992). And while out of school, the rural youth do not just while
away their time, instead they work to earn a living in blue-collar
jobs such as farm labor, construction worker, household help, or stay
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at home to do routine chores and take care of younger siblings
(Fernandez & Abocejo, 2014), because they are not competitive and
have nil employment opportunities (Concepcion, 2012).
According to Fernandez and Abocejo in 2014, quitting from school
before earning a high school diploma makes the disadvantaged young
people unprepared for the world of work and makes them the subject of
high risk of poverty. Some students quit because of problems with a
certain subject, some because of pregnancy, and others because they
must work to support their family. These dropouts revealed that their
parents have little schooling, thus revealing a multi-generational
cycle of disadvantaged people.
According to Teodosio, 2010, poverty erodes the quality of life and
reduces the force of democratic institutions. Access to productive
assets such as land, water, and credit, education, and public health
services is the essence of public service. However, there are
difficulties concerning the provision of these basic services. The
poor which is less organized have more difficulties of access.
In effect, the lack of power of the poor makes them easily ignored,
and as a result they have little say in the decisions that affect
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them particularly in changing their lives for the better stated by
Concepcion in 2012.
Fernandez and Abocejo (2014) discovered that poverty incidence is
strongly associated with the number of working children not attending
school. Poverty commands the children to leave the school early and
force them to become laborers. School-age children are tempted to
work because of short term income opportunities, and they have taken
on the responsibility of augmenting the household income and of
providing the needs of their households. The existence of the OSY in
the community naturally co-exists and goes together with poverty.
What makes the issue worse is the vulnerability of the OSY to further
neglect they added.
According to Gayo in 1990, found the aggregate annual income of
farmers, fishermen, and coconut planters to be lower than that of the
professionals and he impaired that there is correlation between
education and income. People who have obtained higher education have
the capacity to earn more. Gayo (1990) concluded that education is
necessary in order to improve one’s economic status.
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Concepcion (2012) stressed that poor socio-economic conditions
hinder the youth in attaining aspiration being saddled with multi-
lateral pressures such as poverty, child labor which is done in order
to subsist, bad peer pressure and other similar factors which can
paralyze the pursuit of aspiration.
According to Aldaba, Lanzona, and Tamangan’s 2004 study (as cited
in Fernandez & Abocejo, 2014), the cost of education is often the
cause for the school children to leave from school. Even if education
is free in public schools, parents would still have to source out
considerable amount of money for their children’s transportation,
food, uniforms, school supplies, laboratory materials, and sundry
school-related costs.
According to F. O. Escala, personal communication, March 20, 2016;
Leavy & Smith, 2010)Aspirations are not exclusive for younger people
like those with ages 12-35 years old (. The aspiration of Petronio
Del Rosario, fondly called Mang Totoy, is a case of an age-limitless
passion and deep value for education. Despite economic and other
personal limitations, the aged man had aggressively pursued his only
ardent aspiration in life which was none other than to earn a high
school diploma. At age 82 he did not give up from crossing the
13
boundaries of time to be able to earn the diploma together with the
functional education. Mang Totoy described aspiration as hope for the
hopeless (Kingking, 2011).
Aspiration and Its Setting
Leavy and Smith (2010) disclosed that aspiration is formed through
the shared responsibility between the individual, society, and
environment. The environment includes socio-cultural factors and the
social bonding among peers. Other factors such as economic,
political, and religious likewise affect the formation of aspiration.
Howley, as cited in Byun et al. (2012) argued that the low
aspirations of the youth may never be affected by low socioeconomic
condition but by close family ties or by available work opportunities
which parallels with the skills availability of the rural workforce.
According to Yuzon, 2009, It is worthwhile to invest in human
capital, or additional education, because an increase in additional
education can increase the earning power of the person. To someone
who is poor and consequently uneducated, this kind of investment will
not be a wise decision. But with the support from a generous donor,
the poor who has potentials can make a difference (Yuzon, 2009). It
14
is important that the vision, objectives, and the values of the
generous donor or institution should be compatible with those of the
recipient community. Hence, there must be congruence in purpose
between and among these entities, not to mention the interests of the
stakeholders. This is the essence of corporate philanthropy or
corporate social responsibility (Yuzon, 2009).
Fernandez and Abejo added that education is investment of both the
family and the government to capacitate the human resources. Through
education, the youth learn cognitive skills, competencies, and
knowledge, and can provide output of great economic value upon their
participation in the work place. The earlier the youth quit from
school, the lesser they acquire cognitive abilities, competencies,
and knowledge. The impact of the development of human capital to the
future of the Filipino labor force is often overlooked.
Will (2005) emphasized the necessity of attitude, understanding,
decisiveness and values as factors in attaining something valuable in
life as these factors govern and dictate accomplishment.
Thus, fulfilling an aspiration shall be dependent upon aforesaid
factors. Will (2005) emphasized further that the values a person
15
possess such as physical values, social values, or ability to
situate and associate, and psychological values like patience,
honesty and humility are very important factors in attaining a goal
or aspiration. Will (2005) encouraged the parents to let their
children understand the true value of having a positive behaviour and
must properly mold their children so that they will be able to make
the right choices when they grow up. The formation of value as
disclosed by Guilbert (2005) in his study conducted at the School of
Engineering, University of Deusto, Bilbao, Spain is founded on a
philosophy which establishes culture and consequently guides the
ethical, moral, and rational conduct of a person according to human
standards and heritage. Bajema et al. (2002) noted that the level of
aspirations of the youth in the rural society is so vulnerable to its
existing social factors like community culture, population size and
isolation. Pressure toward uniformity may be more prevalent in a
rural setting, especially an agricultural community, than in an urban
society. Bajema et al. (2002) further noted that the aspiration level
of the individual is buoyed by the prevailing group standard, thus
even those who possess the inner drive to achieve just limit their
accomplishment to the level of the group.
16
Similarly, Byun et al. (2012) noted that the influence of the
environment on the aspirations of the youth is greater than the
influence brought about by the family, school, and community.
Aspiration Guidance and Inspiration
The National Center for Vocational Education Research (NCVER, 2003)
identified the individuals who are instrumental in shaping the
aspirations and lives of others as the significant others, who may
either be role-incumbent, and person-specific. The role-incumbent,
(i.e., parents and teachers) possess the power and authority over the
youth while the person-specific significant others are chosen by the
youth, such as best friend, or role-model, and their relationship is
strengthened because of the trust and because the role-model is
worthy of emulation.
Gemici, Bednarz, Karmel, and Lim (2014) and NCVER (2003) found that
parents and peers influence aspirations, but it is the parents that
exert critical influence on their sons’ and daughters’ aspiration and
achievement. Students whose parents want them to pursue tertiary
education were 4 times more likely to succeed year 12, and 11 times
17
more likely to plan to pursue tertiary education, compared to those
whose parents expect them to choose non-tertiary education course.
Relatedly, students whose friends plan to attend tertiary education
were nearly four times more likely to plan to attend tertiary
education. Others to whom the youth consult and recognize as model
are peers, other adults, and counselors.
Options Toward Achieving Aspiration
The basic education needs of the school-age Filipino population who
are out-of-school and all those who are beyond school age but who
have not been to school or who have dropped out from school are
catered by the Bureau of Alternative Learning System (BALS). It is
through this bureau that the mandate on education for all out-of-
school individuals through alternative learning interventions are
promoted, improved, monitored, and evaluated. Its top priority is to
provide functional literacy for both OSY and adults of the ethnic
group or other vulnerable clients (Kingking, 2011). The non-formal
education programs cater the following services: (a) basic literacy,
(b) livelihood skills development or enhancement of competencies, and
(c) certification and equivalency program implementation. The purpose
18
of non-formal education through Technical Education and Skills
Development Authority (TESDA) is to assist its needy clients develop
and enhance literacy and skills acquisition via hands-on exposure
through the offering of courses for 6 to 10 months. Graduates of non-
formal education are expected to be employable and competitive in the
labor arena (Philippines Institute for Development Studies,
2009).Aspirations of the youth as described in the foregoing
literature focused on educational aspirations. This seems to
emphasize that education is the foundation of other aspirations of
human being. Same literature mentioned economic, social, and cultural
factors which defined the decision of the youth to either proceed or
leave the school, such as poverty, distance from the residence to the
school, problem with certain subject, pregnancy, work to support the
family, bad vices and peer pressure, distant parents, poor teaching,
laziness, high cost of transportation and school supplies, emotional
attachment, attitude and values, and role models. There was no
mention however in the literature regarding availability of schools
at the doorsteps of the youth which could have defined their
decisions to either proceed or quit schooling. The place of the study
has schools from day care to graduate studies to cater to the
19
educational aspirations of its inhabitants, thus, the exploration
of the topic seem fitting to fill this literature gap. It is
important too that the result of this study be compared with similar
studies in other countries.
20
Chapter III
RESEARCH METHODOLOGY
To have an in-depth exploration of the problem, qualitative
research was preferred using guided questions. Researchers’ notes and
observation, analysis of secondary data, theoretical views, and
insights from senior faculty researchers were incorporated whenever
appropriate, to provide a triangulated perspective of the problem and
issues of the study.
Research Design
The researchers used the qualitative approach that involves
asking the community people specifically the out of school youth,
through the use of a personal interview.
Participants/ Respondents
A total of six (6) out of school youth were all taken as from Ileb,
Nambaran, Tabuk City, Kalinga.
21
Data Gathering Tool
The interview guide was used in generating information from the
participants through personal interview. Reactions of the respondents
and other important observations from the interview were noted as
inputs during the interview of the respondents.
Data Gathering Procedure
The researchers target area was around Tuguegarao City but when
they identified the possible study area, they didn’t find any
respondents so they decided to choose their own barangay to conduct
the study since they know some people who are out of school youth
which they can be consider as target respondents.
Before the researchers conducted this study, the researchers
wrote a letter addressed to the Mayor of the City and to the CSWDO
and to barangay captain of the barangay Ileb, Nambaran, Tabuk City,
Kalinga. After the approval of such request, the researchers
conducted face to face interview to the respondents. Using the
interview guide as basis, the personal interview was done in Ilocano
and Tulgao dialect. Tulgao, being the native tongue of the out of
22
school youth. The use of the native dialect was done to be at
level with the respondents in order build rapport and to enable them
to pick up the questions clearly so that they will not hesitate to
express their answers. The purpose of the interview was made known to
the respondents, including its confidentiality. Conduct of the study
was with due approval by the barangay captain.
Data Analysis
Analysis of data was immediately done after the transcription.
Data were transcribed verbatim but were translated in English to fit
with the need of the readers. Grouping of similar information was a
primary consideration for data analysis. All data were analysed in
conjunction with the setting of the background of information
significant in defining the conclusion and recommendations, and in
conjunction with the themes that provided answers to the research
questions.
23
CHAPTER IV
Results, Analysis and Interpretation of Data
The following information preceding the themes comprised the
description about the participants, their parents and their economic
status which are important in defining the conclusion and
recommendations of the study. Themes 1, 2, and 3 provided empathic
1. REASON FOR NOT ATTENDING FORMAL SCHOOL
THEME1: Peer Influence
Respondent 2: “nagsardeng nak eskewela gapu ti barkada. Siyak gamin
nga tao kit nabarkada nak ngai kin nalaka nak maimpluwensyaan.”
(Peers are the reason why I stop my studies since i am easy to get
influence with them.)
Respondent 6: “gapu iti barkada isu nga nagsardeng nak ti skwelak.
Naglaklakwatsa kas kada bisyu ti turung mi nga agbabarkda isu diyay
ti impluwensya na kinyak nga halos hankon intuluy I nagadal pay.”
(The reason why I stop my studies is because of the influence of my
peers. Truancy and vices is our always habit and with that I did not
continue my schooling.)
24
Based on the data presented, respondents doesn’t have the
eagerness and willingness to go in school because of the influence of
their peers, one says he has a vice of using illegal drugs that cause
her addiction and eventually stop him to go to school. This reason
has a big impact for them in not attending or sending them to enrol
in school.
THEME2: Lack of motivation
Respondent 4:“had gamin nu uvojah humroh ad isgwilaan humru dagus nan
hachut u ru itolong u ran usgwilaan. Achikun akamu ru tavan, baka
mayid kun lang ustos planu han whijah u, whoon kun paylng naka
planuwah isunga mayidkun paylng motivation u gway manisgwila. Michoka
paylng gway maymaylah as ira gway manrigrigat para lang agwad maipaan
na an chaavi.”
(Every time I will go to school, my laziness always ruins it. I don’t
know why but maybe because I have no plans with my life yet, maybe
because I didn’t planned my goals in going to school.)
Respondent 5:“lengho talaga manisgwila, mayidkun akammu ancha achikun
mawagwatan nan ihurhuru ran mistara tan mahachutah manrebyu. Uray nu
25
kasanuk pijoon agawaton achikun latta. Isunga nan herchonah lattan.
Nawhawha pay marmara gway scul isunga nanherchong na lattan”
(I don’t really want to go to school, I didn’t understand the lessons
well because I didn’t read or review my notes. I was very lazy to
scan my note books, I prefer stay at home and browse my phone.)
Two out 6 respondents, stated that laziness was the reason for
quiting from formal school. These reasons were documented in the
response of the participants.
THEME3: Socio- Financial Constraints
Respondent 3: “Ti maysa mitlang nga rason nu apay hanko intuluy ti
nagskwela kit gapu ti rigat ti biyag karu ti kina adu mi agkakabsat
kit natay pay ni papak ket maymaysa lang ni mamak nga agbibiyag
kinyamin.”
26
(One of the reasons why I did not continue my studies is because of
the hardship and poverty of life especially that we are eight
siblings only our mother is the one who is looking for money since
our father is gone.)
RO4: “Ni mamak lang ti agtrabtrabaho para kinyami ta natayen mit ni
papak kit ti trabaho ni mamak maysa suna nga agtaltalon ket saan mit
umanay ti maal ala na para kinyami amin. Isunga nagsardengnak ti
skwela ta nakisursurut nak kin mamak nga apan agtaltalon kin Agum-
uma.”
(My mother is the only one who works for us since my father is died.
She is a farmer and her income is not enough for all us that why I
decided to stop my studies and help her in working by farming also.)
Respondent 5: “kin ti rason nu apay nga madik talaga sumrek kit
makitkitak nga ti nagannak ko kit marigatan nga agbiruk ti pagadal da
kinyami nga agkakabsat. Iso nga nagsardengak mitlang”
(The reason why I really don’t like to enroll in school is that I can
see the hardship of my parents in looking money just to send us in
school that’s why I decided to stop.)
27
It appears also that some of the responses that low socio-
economic condition has caused the youth to stop from school. It was
the reason in closing their access to the doors of the formal school,
and it brought them to the dawn of uncertain future. The low socio-
economic condition of the family has failed them to achieve their
aspiration. It has stopped them to pursue the kind of education or
training required to become the financial provider of their family. It
likewise failed them to transform into a productive member of the
society.
4. Willingness to continue studying
Theme: Alternative Schooling
Respondent 1: “onja manisgwila ak ja, ngem nu magwisah han ALS man
als nak”
(I have plan to finish High School, but first I will take ALS in
order to proceed in college immediately if I will pass.)
Respondent 2: “pijoh gway humroh han TESDA kasi akamu met nan
electronic servicing baka makaturung ngah pay ancha mama an papa”
28
(I want to enroll in TESDA since I have the knowledge on electronic
servicing in order to help my family as I apply my skills.)
Respondent 3:“ ituruy u usgwilah basta suportarah ran han pamilyah”
(I will continue my studies, as long as my parents will support me to
do so)
Respondent 4:“ pijowoh gway ituruy ran usguiwlah. Basta agwad man
suporta an haon”
(I really want to go back in schooling as long as I have the support
of my mother financially.)
Respondent 5: ‘Ituruy u manisgwila, taz man TESDA ak mtlng agwad
metlng nan akammu han automotive servicing”
(To continue basic education and then to TESDA since I have the
knowledge on automotive servicing …with support of my parents.)
Respondent 6: “ Man ALS ak tot man college nak dagus isukapay hay
time gway nasayang”
(To enroll the ALS in order to proceed in college if I will pass.)
29
All of the OSY expressed eagerness and courage to fulfil their
educational aspiration by themselves. They were just waiting for
their parents to get them to proceed with their aspirations. In
short, the OSYs of Barangay Ileb, Nambaran lacks personal disposition
and conviction. They failed to make personal resolutions to achieve
what they want to become. They are never hopeless in their desire to
bring positive transformation into their life, as they bring within
themselves the promise to be free from the situation due to low
socio-economic condition, and they initiated a resolve to get out
from the poverty trap and live with their family a life that is more
or less above the food and poverty threshold.
5.Challenges encountered being Out of School Youth
Theme: Stigma of out of school youth
Respondent 2: “ mafainah han ka batch ku tan mangragraduate cha won,
ja anajah ak gway nachay”
(I am ashame of my batch mate because most of them are graduating
this coming june)
30
Repondnet 4: “ pijoh gway maging whacnang ihun chay kaaruba vi”
(I am inspired by our neighbor because he is now successful because
of his determination.)
Respondent 5:“mabainak kadagiyay barkadak ta makaturpus dan”
(I am ashamed with my friends because they will finished their
college days)
Despite being a school OSY, they were not discouraged of their
situation, as to them it is not yet the end of their life. They could
still compare themselves with their batch mates and friends and this
means that they too can achieve their goal someday.
`Aside from getting encouragement and inspiration from the role or
aspiration models, the OSY can avail of existing community support in
terms of the educational opportunities being offered by the TESDA and
ALS.
31
CHAPTER V
Summary, conclusion and Recommendation
This chapter presents the conclusion and recommendation which
were derived and formulated after interpreting and analyzing the data
that were presented in the previous chapter.
Summary of Findings
Out of School youth possess the kind of education which is
almost similar with their parents who were OSY, too. These OSY
possess both educational and occupational aspiration; the former
would prepare them to get employment or occupation. However, they
lack of self-motivation and personal conviction to pursue their
aspiration. They are tied to passivity or “bahalana” attitude. While
all of them have very high hope that they can achieve their
aspirations with the financial support from their parents, it is
noted outright that due to the low level of socio-economic status of
their family, this expectation of financial support from parents
would not be possible. There must be positive transformation in their
personal values and that of their parents, sufficient enough to
achieve their aspiration.
34
Conclusion
This study concludes that OSY or school dropouts in Barangay
Ileb, Nambaran is intergenerational, or much likened to ancestral
inheritance due to lack of self-motivation and personal conviction of
the youth. This personal limitation can paralyze even the rich to
pursue aspiration in life. It stops them to find ways and means to
achieve what they are aspiring for. A tolerable socio-economic
condition is somehow needed to back up the pursuit of aspiration.
With lack of self-motivation and personal conviction coupled with low
socio-economic status, the same cycle of condition in the barangay is
expected to continue to produce and produce number of OSY, unless
such situation is mitigated. Even if there will be schools and
skills-training institutes within the OSY’s doorsteps without a
positive transformation in the OSY personal values coupled with value
resetting and prioritization in the family, the OSY of Barangay will
persist Ileb, Nambaran and these OSY shall always be wrapped with
aspirations that will forever remain to be a confused dream.
34
Recommendation:
Based on the conclusion presented, the recommendations are the
following:
1. A qualitative study may be conducted to explore the Success
Accounts and Stories of OSY amidst low socio-economic condition, to
be able to offer other OSY with flying inspiration.
2. A quantitative study on the same problem that will cover wider
participants coming from the municipality may be conducted and come
up with either synonymous or contrasting points of view with this
research findings, thus be able to establish generalizations about
the problem at hand. The participation of the socio-economic
development stakeholders of the community may be an added focus of
the study.
3. A study in order to implement an intervention from a public or
private agencies, to transform the mind-set of the OSY and the
parents to become a person with high self-motivation and with high
35
strong belief to attain self-help and self-responsibility to achieve
self-abundance.
QUESTIONNAIRE
1. What is your reason for not attending formal school?
2. Are you willing to continue your studies with the help of the
program of DepEd(ALS,TESDA, etc.)
3. Challenges of out of school youth?
36
BIBLIOGRAPHY
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Buraga, V.A.(2008) PIA Cagayan: Retrieved from
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40
CURRICULUM VITAE
Personal Background
Name:ALEXA MAE A. BARRERA
Age:20
Sex:Female
Birth date:May 04, 1999
Birth place:Bulanao, Tabuk City, Kalinga
Civil Status:Single
Address:Ancheta Street, Bulanao, Tabuk City Kalinga
Religion:Roman Catholic
Citizenship:Filipino
Educational background
Tertiary:Bachelor of Science in Social Work
International School of Asia and the Pacific
41
Alimannao Hills, Peñablanca, Cagayan
2017-Present
Secondary:
Saint William’s Academy
Purok 7, Bulanao, Tabuk City, Kalinga
2014-2015
Elementary
Bulanao Central School
Purok 2, Bulanao, Tabuk, City, Kalinga
2010-2011
43
CURRICULUM VITAE
Personal Background
Name:ZYRA KERSTEN N. DALUPING
Age:20
Sex:Female
Birth date:July 25, 1998
Birth place:Nambaran, Tabuk City, Kalinga
Civil Status:Single
Address:Bliss, Nambaran, Tabuk City Kaling
Religion:Anglican
Citizenship:Filipino
Educational background
43
Tertiary:Bachelor of Science in Social Work
International School of Asia and the Pacific
Alimannao Hills, Peñablanca, Cagayan
2017-Present
Secondary:
Saint William’s Academy
Purok 7, Bulanao, Tabuk City, Kalinga
2014-2015
Elementary
Nambaran Elementary School
Junction, Nambaran Tabuk, City, Kalinga
2010-2011
45
1.What aspirations do the out-of-school youth of Barangay Ileb,
Nambaran, Tabuk City, Kalinga possess and what does aspiration mean
to them?
2. What impact has the socio-economic situation of the family on the
aspiration of the out-of-school youth of Barangay Ileb, Nambaran,
Tabuk City, Kalinga ?
3. What should the community do to help the out-of-school youth
achieve their aspirations?
45

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INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC SOCIAL WORK DEPARTMENT

ASPIRATION OF THE OUT OF SCHOOL YOUTH

IN ILEB, NAMBARAN, TABUK CITY, KALINGA

Presented to the Faculty Members

of the Social Work Department

In Partial Fulfillment of the Requirements

for the degree Bachelor of Science

BARRERA, ALEXA MAE A.

DALUPING ZYRA KERSTEN N.

This research entitled “Aspiration of the Out of School Youth in

Barangay Ileb, Nambaran, Tabuk City” prepared and submitted by Alexa

Mae A. Barrera and Zyra Kersten N. Daluping, in partial fulfillment

of the requirements of the degree, Bachelor of Science in Social Work

is hereby recommend for oral examination.

MAY ANN C. MALOBO, RSW

Approved by the tribunal at the oral examination and accepted us

a full compliance on the Degree of Bachelor of Science in Social Work

with a rating of _______

RYAN C. FONTANILLA, RN,LPT,MSN

MICHAEL ANGELO P. BURAC, LPT, MIT

DAN PAULO RAMOS

Accepted in partial fulfillment in the Degree of Bachelor of

Science in Social Work.

MAY ANN C. MALOBO, RSW

The researchers wish to express their profound gratitude to

completion of this humble work.

Mr. Ryan C. Fontanilla, RN, MSN, DIH, Research Professor, for

the insightful comments, constructive criticisms and time in sharing

his expertise and knowledge in the Field of Research making this

study a possible one;

Ms. May Ann C. Malobo, RSW, Department program Coordinator, who

helped us to process this study and who kept on challenging and

inspiring us to finish this study;

To all the respondents, for being approachable, honest, and

To the Researchers’ Families, for their ever toiling support,

understanding and for providing financial and emotional support;

We humbly offer this piece of works an expression of our deepest

gratitude to our loving and supportive parents, to our generous

our Almighty God.

Title page. . . . . . . . . . . . . . . . . . . . . . . . . ..i

Approval Sheet . . . . . . . . . . . . . . . . . . . . . . ..ii

Table of Contents . . . . . . . . . . . . . . . . . . . . . .vii

1 THE PROBLEM AND ITS BACKGROUND

Statement of the Problem . . . . . . . . . . . . . . . . 5

Significance of the study . . . . . . . . . . . . . . . .5

Scope and Delimitation . . . . . . . . . . . . . . . . . 8

2. REVIEW OF THE RELATED LITERATURE

3. METHODS AND PROCEDURES

Data Gathering Tool. . . . . . . . . . . . . . . . . . .. .22

Data Gathering procedure. . . . . . . . . . . . . . . . . .22

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA . . . . . . . .

5. SUMMARY, CONCLUSION AND RECOMMENDATION

Aspiration is an ingredient in achieving something in life. It

makes or unmakes success. Aspirations differ among the youth. Rural

their dreams in life. The existence of the out-of-school youths,

however, along the peripheries of educational institutions in

Barangay Ileb, Nambaran prompted this study to explore the

aspirations of these out-of-school youths of the rural barangay. Lack