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CHAPTER I

INTRODUCTION

Background of the Study

Technology has undergone a tremendous transformation in the last two decades,

and the AEC (architecture, engineering, and construction) sector is no exception.

Technology advancements undoubtedly simplify certain things, but these significant

changes come with growing pains. However, with time, we frequently realize that the

effort put into altering is worthwhile. A prime illustration of this is the development of

technical drawing in the engineering sector throughout time.

Technical drawings used to be produced "on the board" using pencil or pen and ink on

paper, mylar, or vellum. By the time things started to change, many of us had been

making drawings in this fashion for a decade or more, doing line work, annotations,

callouts, and measurements "by hand".

Computer-aided drafting and design (CADD) had become widely used in bigger

businesses by the middle of the 1980s. For the majority of drafters, the adjustment was

not simple. There was no internet, no IT department, and not much training offered.

Drafters changed careers to become engineering technicians, CADD managers, and

computer technicians. The prevalence of this software and the technicians and

engineers who use it have given rise to a brand-new field of study called quality control.

CADD has enabled a whole new level of quality control by speeding up and being more

accurate, and it has fast become essential to a project's success. Quality control is

increasingly helping keep our projects on schedule, with low construction costs and

clients returning (Blogger, 2021).


Systems of education and training are essential in ensuring that all people have

the chance to continuously improve their abilities from the perspective of lifelong

learning, allowing them to adjust to the quickly changing demands and conditions of the

labor market. The configuration of education and training systems, employment policies,

and investment decisions are made by the labor market and training policymakers.

There is a larger pool of tertiary graduates; still, numerous do not have the

applicable chops demanded for successful integration into the labor request. These

scholars put a strain on intimately-funded institutions of advanced literacy, and

numerous countries with limited coffers have larger pupil bodies without compromising

the quality of their educational immolations (The World Bank, 2017).

Hence, the concern about graduate severance is growing daily and at an

accelerated rate in the Philippines, yet the strength of scholars' registration and

graduate affair of institutions of advanced literacy is proliferating. This has been a big

problem concerning our society. Therefore, the reform in the advanced education

system must inescapably give professed graduates suitable value additions to meet the

demands of the growing frugality.

Sometime after graduation or the conclusion of formal education, a tracer study

or graduate survey of graduates from educational institutions is conducted (in writing,

verbally, or online). Various people can be the subjects of tracer research. According to

European Quality Assurance (2017), cited by Del Mar et al., "Common topics include

questions on study progress, the transition to work, work entrance, job career, use of

learned competencies, current occupations, and bonds to the education institution."

(2018).
Tracer studies are increasingly becoming a well-known method everywhere in

the world. Tracer studies involve identifying and following up with graduates from higher

education institutions (HEIs) worldwide. It is imperative to thoroughly analyze how

graduates view their experiences throughout their degree study and transition to the job

market. If universities want to improve their teaching and graduate training, they should

focus on learning from and improving upon alumni's nuanced experiences.

Harald Schomburg and his colleagues at the Centre for Higher Education and

Work at the University of Kassel, Germany, have conducted tracer studies that supply

and maintain the relevance of the curriculum for professional growth. They have

researched and carried out tracer surveys, created efficient tracer study questionnaires,

and performed statistical analyses. (Essays, UK 2013).

Students of MSU-IIT generally come from a large geographical base, and

students are expected to return to their respective provinces after graduation seeking

job opportunities there. However, there is no way of knowing whether it is occurring.

This study, therefore, attempts to survey and trace the graduates of the Bachelor of

Science Technology Teacher Education (BSTTE) Major in Drafting Technology

Department of Technology Teacher Education (DTTE).

A tracer study is deemed necessary to track down the current employment

status of the said program graduates. Also, teacher employment is highly competitive,

with several schools providing education graduates and limited employment

opportunities within their location. (NEDA 2010) as cited by Del Mar et al. (2017).

Review of Related Literature and Studies


This chapter includes a review of literature and studies that supports and helps

the conceptualization and development of the current study. It is either published or

unpublished in local, national, or international publications.

Drafting Technology Curriculum

The drafting curriculum has changed significantly with the advent of computer-

aided drawing (CAD), but it still plays the same fundamental function at the collegiate

level. Engineering, manufacturing, and construction-related industrial technology areas

all share at least one fundamental subject based on drafting. The significance of this

position increases as CAD systems get stronger every day.

Engineers, architects, and other industrial technology designers will collaborate closely

with the drafters who graduate from community and technical institutions (Bureau of

Labor Statistics, 2010). This implies that drafting graphics and blueprint reading courses

will be included in engineering-based college curricula, enabling engineers to read and

comprehend drawings utilized in the workplace. Additionally, it makes it possible for the

engineer to collaborate with the drafter and convey what is required of the drafter.

Usually, designers, Engineers and architects, for example, will communicate a design

with the drafter and then approve the drafter's finished drawing.

The Tracer Study

Tracer Study is one of the most beneficial ways to find out the current status of the

graduates after graduation from college and is used in most organizations, especially in

schools to keep track of graduates' addresses, workplaces, and positions held. The
results of this study will enable institutions to assess the quality of education provided to

their graduates by understanding where they fit and how they contribute to society in

general and their workplaces in particular. After graduation or the program's conclusion,

a survey of graduates from educational institutions is conducted. Progress, the

transition to the workplace, entry into the workforce, employment career, application of

acquired competencies, and present occupations are the subjects of a tracer study

related to the educational institution.

Obando & Shisanya (2013) cite Graduate tracer studies as an illustration of an

empirical study that can successfully provide helpful information for evaluating the

effects of the education and training provided by a particular higher education institution.

It can collect vital information about graduates' undergraduate experiences, first and

current employers, the program's relevance, and their professional profiles.

It can compile vital data on graduates' career profiles, undergraduate

experiences, first and ongoing employment and the applicability of their educational

backgrounds and skill sets to each position. Data on the degree of job satisfaction

among recent graduates is gathered through the graduate tracer. Furthermore,

Reference.com (2017) emphasized that a tracer study aids researchers in identifying

beneficial and ineffective elements in training and employment programs. Tracer study

outcomes might be quantifiable, making it simple to examine data. Data from former

students of educational institutions or career programs are used in education tracer

studies.

Educational institutions have been carrying out tracer studies for many years,

such as the work done by Harald Schomburg and his colleagues at the Centre for
Higher Education and Work, University of Kassel, Germany, where extensive research

was carried out. Another one was the CHEERS (Career after Higher Education- a

European Research Study) which investigated the links between higher education and

graduate employment in Europe (Schomburg, 2003).

In addition to Schomburg's report from 2016, several other nations are seeing a

rise in tracer study demand due to accreditation and quality management standards.

Regular tracer studies are frequently mandated by legislation for educational

institutions, and donor agencies need quantifiable proof of the sponsor's education and

training value.

Quality of Graduates

Graduate traits, also called graduate qualities, have been discussed across the

higher education spectrum. Graduate attributes are frequently the traits or skills that

graduates will integrate once they have received their degree. These traits or skills are

not typically discipline-specific. (Frawley, 2017). The qualities, skills, and information the

university community feels students should acquire while enrolled there are graduate

characteristics. These characteristics go beyond and are in addition to the technical or

discipline expertise that has traditionally been the cornerstone of most university

courses. They are qualities that enable graduates to act as social change agents in an

unpredictable future. ( Bowden, 2000).

According to Bowden and Marton (1998), any university's curriculum should be

designed with the premise that students are preparing for a mainly unknowable future.

As defined by Hart (1998), graduate capabilities encompass knowledge and skills as


well as personal traits or aptitudes and meta-cognitive functions, which explain the

synthesis and integration of various skills. According to Abas-Mastura, Imam, and

Osman, "Higher education institutions should demonstrate a greater commitment to

developing the generalized expertise that graduates can transfer to whatever working

environment they find themselves in after graduation." (p.151). In other words, students

should have acquired both employability and subject-specific skills to become

specialists and generalists.

LET Performance

Teacher education is one of the many courses that necessitate passing a

licensing exam. In particular, Teacher Education Institutions (TEIs) have worked hard to

make sure that their graduates will succeed in the Licensure Examination for Teachers

(LET) that is administered to potential teachers twice a year by the Philippine

Regulations Commission (PRC). This examination answers the government's

requirement for teacher education graduates, stipulated in Republic Act No. 7835, the

Philippine Teachers Professionalization Act of 1994, which requires no teacher to

practice the teaching profession without obtaining a teaching license from the PRC.

Laganao (2015).

In her study, Banez (2002) discovered that the CTE LET takers generally

received "Below Passing Mark" ratings for their LET performance in their major,

professional, and general education topics. This is because the aggregate average of all

LET passers has been lowered by those who failed and received poor scores. This

further implied that students with better senior high school averages, UNP CAT scores,
and average grades in general education, professional, and essential topics and

students who participated in more LET review sessions were the ones who achieved

higher LET results.

The percentage of graduates who pass the Licensure Examination for Teachers

is one of the urgent issues of the College of Education at Rizal Technological University,

according to Alaga and Pacheco (2014). (LET). Results showed a moderate association

between general education and LET performance when compared to the three

components of academic subjects but only a weak correlation between professional

education and specialization.

Relevance of the Curriculum 

In a critically reflective mindset, the curriculum is a praxis—a dynamic interaction

of theoretical ideas and professional labor. It is the set of learning environments to

which learners have access; of learning activities that learners experience; and of

learning outcomes which achieve, all within the immediate context of an individual

teacher's (or curriculum practitioner's) and an institution's mission/policy/vision

(including its organizational arrangements) as well as the border contexts of community

and society. Macpherson (1996).

Another definition of curriculum development is a planned, deliberate,

progressive, and systematic process to bring about constructive changes in the

educational system. Every time there are global changes or developments, the curricula

in schools are impacted. To meet the needs of society, they must be updated. Alvior

(2014).
Jadhav M. and Patankar P. (2013) acknowledged that a curriculum gives

teachers suggestions and methods for gauging the advancement of their students. To

advance to the next level, a student must fulfill particular academic requirements.

Without the direction of a curriculum, teachers cannot be certain that they have given

students the skills or opportunities essential for success at the following level, whether

that level is high school, college, or the workplace. 

Teachers must take part in the development process for curriculum in order for it

to be successful and for schools to be successful. The philosophy, objectives, learning

experiences, teaching resources, and assessments that make up a given educational

program should all be reflected in a successful curriculum. It can be subject-specific or

just a broad summary of what is expected. It must be a useful tool to aid teachers in

creating the unique tactics, methods, and resources required for them to succeed

Alsubaie (2016).

Competencies Learned

Identifying particular abilities or skills is the first stage in competency-based

learning. As they progress, students can work with a mentor to master each

competency or ability at their rate. In order to complete a full qualification, such as a

certificate, diploma, or increasingly a full degree, learners can either develop just the

competencies for the abilities they require (for which they may increasingly obtain a

"badge" or some other kind of validated recognition), or they can integrate an entire set

of competencies. Bates (2017)


A teacher's ability to promote their students' social, emotional, and physical

development is known as their teaching competency. This ability includes various

information, abilities, attitudes, personality traits, etc. These competencies, intimately

related to the nature of the classroom, are necessary for teachers to instruct in

educational institutions. The literature on the skills that various researchers have

determined necessary for effective teaching is provided in the following section. Baker

et al. (2002)

According to McClure (2018), teachers should actively participate in a learner-

centered setting to acquire the skills, competencies, and points of view professionals

require. Together, teachers and students build a community of practice where members

can share knowledge and skills while working on projects or doing other tasks,

connecting with their environment, and utilizing tools representative of the group's work.

Over time, active participation in the community of practice improves subject learning

and assists participants in transitioning from beginner to expert status.

Employability

The term "employability" describes a set of accomplishments, including skills,

qualities, and knowledge, that raise a person's chances of locating and landing their

ideal job, which is good for them, the labor force, their community, and the economy.

(Yorke & Knight, 2004).

A tremendous amount of literature on employability typically portrays the idea as

simple yet complex (Hartshorn & Sear, 2005), with little agreement on its genuine

meaning.
The ability to perform work-related duties and the competencies to complete the

assigned tasks in their study subjects are two further definitions of employability. An

individual's employability is influenced by their knowledge, abilities, and employability

strategies, as well as the environment (such as their circumstances and the state of the

labor market) in which they seek employment. (Wentling, 2006)

Many people require various support to overcome the physical and mental

obstacles to learning and personal growth since employability is a two-sided issue. (i.e.

updating their assets). It involves more than simply academic and occupational abilities.

People require accurate and useful information about the labour market to make wise

selections regarding their alternatives in the job market. (Wentling, 2006).

On the other hand, Bowden et al. (2000) stressed that employability should focus

on teaching graduates to contribute to society as responsible citizens and preparing

them to succeed in the job market. Employability is a collection of graduate traits,

abilities, skills, and attributes that qualify graduates for careers in higher-level functional

literacy.

Additionally, employability is more than students putting money in a skill bank.

(Morley, 2001). According to Knight (2001) and Yorke (2001), employability is a

combination of personal traits, diverse abilities, and topic knowledge, as well as an

"alumni survey" to gather data and serve as a foundation for future planning activities.

Menteri Pengajian Tinggi (2006) had a similar view and noted that Graduate Tracer

Study has successfully obtained precise and timely inputs for guaranteeing that the

human capital produced by higher education institutions is always relevant and able to

satisfy the ever-changing demands of the labor market.


Candidates who work for the organization rather than only for the money may be

seen as self-actualized but practical life searchers given the traits that companies look

for in employees. People work because they need to earn money to cover expenses like

housing, clothing, and other essentials. Additionally, they strive to meet their

requirements for esteem, self-realization, and social interaction. (Kimbrell & Vineyard,

1999). These people are school graduates whose records could be properly tracked

down.

Experience, Skills, and Training

The literature frequently noted the significance of prior job experience for the

success of new graduates when describing graduates with experiences, abilities, and

training. (Rateau and Kaufman, 2009). Employers stress the value of prior work

experience for students to develop and get the life experience that can only come from

working. (Sleap and Reed, 2006).

The development of competencies due to such integration of experiential

learning strategies and career-related programs had a substantial influence, producing

more balanced and prepared graduates for the workforce. (Coll and Zegwaard, 2006.

p.30). Harvey (2005) found that students believed that working in industries while

pursuing higher education may make a person a more capable worker.

In agreement with the assertion as mentioned above, Fallows and Weller (2000)

identified an essential requirement for employers as the worker's capacity to contribute

immediately to the firm's success. Graduates with prior work experience reported a

greater awareness of corporate cultures and were more adept at adjusting to their first

job. (Fallows & Weller).


However, according to Cappelli (2009), a feature of work reorganization in the

last twenty years has been the democratization of insecurity of work where redundancy

is no longer restricted to semi-skilled and unskilled workers, but opportunities in the

industries, to which Peiperl, et al (2000) agreed that competition at work could be

healthy for workers to be highly motivated to work harder to be recognized and paid

accordingly.

The foregoing literature and studies shed light on the current research

undertaking for they cited instances where graduate tracers were utilized and served as

monitoring of graduates' employability.


Conceptual Framework

The employability of the Graduates can be connected with the following factors

such as professional license obtained, classification of Employment, Duration of First

Job, Competencies Learned in College, and Relevance of the Curriculum to the first job.

These are important variables to consider as most of the new graduates have

aimed to be employed and successful in the real world after college as often measured

in terms of one's current position or employment. In a similar light, the following are

merely personal characteristics of the graduates, but which have been identified by

previous literature as factors that would influence the attractiveness of the graduates as

teachers.
Objectives of the Study

This study aimed to determine the employability of the graduates of the Bachelor

of Science Technology Teacher Education major in Drafting Technology year 2018,

which combined factual and subjective data from graduates, can provide highly valuable

information on the matching of talents. In addition to helping to optimize the study plan,

tracer studies allow for measuring aspects of horizontal matching (the relevance of the

study field to the tasks carried out on the job) and vertical matching (a suitable position

considering the level of formal qualification).

Specifically, it sought to attain the following objectives:

 To describe the profile of DTTE Alumni Batch 2018


 To identify their professional license obtained

 To determine the employment history or work experience of the graduates

 To determine the relevance of their undergraduate degree to their work.

 To determine the usefulness of the competencies they learned from college up to

their present job.

 To solicit suggestions/comments for improving the curriculum offering of the

department.

SIGNIFICANCE OF THE STUDY

The results of the study would benefit the following group or individuals:

To the Student. The results of the study will guide the students taking the Bachelor of

Technical Vocational Teacher Education major in Drafting Technology course in

preparation for future employment.

To the Teachers. The findings of this study will lead to the factors in maintaining

excellence in teaching to continually produce quality graduates.


To the Department. The results of this study might be a good input to the department for

the improvement of the curriculum as to what courses are to be included and excluded

in the existing curriculum offered.

To the Administrators. The results of this study may guide school administrators on how

to improve the employability of their graduates through the recommendations from the

alumni.

To the Future Researchers. This study may help future researchers as a reference for

further studies.

Definition of Terms

To facilitate a better understanding of this study, the researchers tried to give the

definitions of some terms used herein. For further classification and convenience of the

reader, the words are defined as follows:

Competencies. These are certain traits that hiring managers at a corporation have

determined are desirable in candidates. (Dictionary.com 2017). This study refers to the

valuable competencies learned by the respondents in college.

Curriculum. The aggregate of courses of study given in a school, college, or university.

(Dictionary.com, 2017). As employed in this survey refers to the courses that the college

provides respondents.
Employability. The capacity of an individual to get their first job, keep it, and find new

employment if necessary. Put, employability is the capacity to perform or maintain a

rewarding job. (Psychology.wikia.com 2017). The respondents' ability to find

employment compatible with their profession and employment status is the term utilized

in this study.

Employment Status. The length of the employment agreement or the job type

determines a worker's status within an organization. A worker may be a full-time

employee, a part-time employee, or an employee on a casual basis. (Uslegal.com). This

study discusses the respondents' employment status—whether they are employed,

underemployed, or employed—.

Graduate. A person who has received a degree or diploma on completing a course of

study. (Dictionary.com2017). Used in this study, it refers to one in whom an academic

degree has been conferred or a student who completed a level of education.

LET (Licensure Examination for Teachers). In order to create a solid framework within

which prospective teachers' practice may be assessed and demonstrated, as well as to

allow for ongoing learning and improvement, it is a test of their general knowledge and

competence.

Occupation. Refers to the work the employed person performs during the time-

reference period (or the work performed in the past if the employed person is jobless).
Regardless of the industry or status in which the person should be categorized.

(OECD.com 2001)

Performance. How the efficiency with which something reacts or fulfills its intended

purpose. (Dictionary.com, 2017). As used in this study, it refers to the performance of

the respondents in the Licensure Examination for Teachers (LET).

Skills. The expertise or talent needed to do a job or task. Job skills allow you to do a

particular job and life skills help you through everyday tasks. (Dictionary.com, 2017)

This study refers to the learning, ability, or proficiencies of a graduate achieved in

college that can be a tool to be employed in their respective target or working place.

Tracer Study. Refers to studies where a sample of people are examined at one point in

time, then tracked down and examined once more at one or more subsequent points in

their life. The essential feature of such studies is that characteristics of the same

subjects are observed at two or more points in time. (Sciencedirect.com). This study

refers to the tool of a database for graduates.


CHAPTER II

RESEARCH METHODOLOGY

The methodologies and techniques utilized in the study are covered in this

chapter, including the research design, the tools used to collect the data, the

procedures, and the handling of the data.

Research Design

In this study, descriptive survey research was utilized to track and ascertain the

employment status and work history of the graduates from the Department of

Technology Teacher Education majoring in Drafting Technology. Online interviews and

surveys were utilized in this investigation. The description gives a thorough history,
describes an event or events, and describes people's reactions to those events.

Insightful and pertinent, descriptive qualitative research also has a place in knowledge

growth. (Strauss & Wijngaert, 2007).

Research Locale/Environment

The study was conducted in the Philippines. The respondents were interviewed

virtually via video call using Google Meet or/and Messenger platforms. The researchers

also contacted and gathered respondents who were residing outside the country during

the time of this study. These respondents were interviewed via video chat. The

researchers chose this research locale and the mode of conducting the study because it

gave favorable leverage to gather the necessary data about the impacts of the Drafting

Technology Curriculum.

Research Respondents/Participants

The respondents of the study are twenty-three (23) individuals who graduated in

the academic year 2017-2018 under the Bachelor of Secondary Teacher Education

major in Drafting Technology (BSTTE-DT) program of the College of Education, MSU-

IIT. The Chairperson of the Department of Technology Teacher Education (DTTE)

provided the official list of BSTTE-DT graduates of 2018 which is essential data for

conducting the study.

Sampling Procedure
In this study, non-probability sampling was employed. Researchers and faculty

members used this strategy to select people who were easily accessible and could be

reached online and offline. The department's alumni database made it possible to get in

touch with grads whose contact details had not changed.

Research Instruments

This study used a questionnaire patterned from the Commission on Higher

Education graduates tracer study questionnaire, which is slightly modified for the study.

The items on the questionnaire were modified into an online survey using Google meet

interviews, Google Forms, and messenger video calls.

The first part of the questionnaire is about the Profile of the graduates, the

second part is about the Professional License of the graduates, the third part is about

the Employability of the graduates, the fourth part is about the Relevance of the

Curriculum to the First Job of the graduates, the fifth part is the Graduates

Competencies Learned in college, and the sixth part is the Suggestion/Comments for

the improvement of the curriculum offered by the Department.

Research Procedure

In this study, a qualitative research methodology was employed. A survey was

conducted to trace and determine the employability of the graduates from the

Department of Technology Teacher Education major in Drafting Technology. Participant

observations, in-depth interviews (in person or online), and focus groups are just a few

examples of methodologies that could be considered while developing a qualitative

research plan. Although there are many different qualitative approaches, they also
share many characteristics. Snowball sampling, one of the most popular sampling

methods in qualitative research, is based on networking and recommendation theories.

Usually, the researchers start with a small number of initial contacts (seeds) who are

asked to join the study and meet the prerequisites. The next phase is to ask the

potential volunteers to recommend further contacts who fit the research criteria and

could be willing to participate, who then propose even more potential volunteers, and so

on. (Parker, C., Scott, S., & Geddes, A. 2019). The Researchers contacted the

respondents by searching their names on social media platforms, in which the College

Dean provided the list of names together with their current addresses. After the

respondents verified their response to our message, they were asked politely to

participate in our study. They were later told to ask to suggest and invite other qualified

respondents to participate in the study.

Data Gathering Procedure

After the consent of the thesis adviser, a letter was hand-carried to the college

dean asking for a list of names and addresses of respondents, then noted by the thesis

adviser and the chairperson of the department.

Right after respondents' names and addresses were gathered, a questionnaire

based on Commission on Higher Education graduate tracer study was prepared.

After the approval, the respondents were contacted via Facebook and were done

around Iligan City. Data gathered were tallied, analyzed, and interpreted.

Statistical Treatment/Data Analysis


The majority of the evaluated data came from the interview transcriptions. This

section first considers how story analysis undermines the conventional status of

qualitative data. This section examines the traditional status accorded qualitative data

before considering how narrative analysis challenges this. It then explores what

narrative analysis means and discusses why social researchers might choose this

method to collect and analyze qualitative data (Gilbert, 2008).

In order to avoid extrapolating meaning from one interview to the next, the

researcher finished all the interviews and transcriptions before evaluating the data.

(Seidman, 2006). To put participants in perspective, the researcher started the data

analysis process by generating a profile for each participant. (Seidman, 2006). The

participants' stories, which included 6,381 words of transcribed interviews, provided the

source material for the analysis. The researcher's reflective journals and notes provided

further data.

Additionally, the current approach permits the inductive emergence of new ideas.

The researcher employed iterative techniques, such as re-reading the transcripts, re-

listening to the audio, and re-examining the researchers' notes and notebooks, to

identify prospective themes after the transcripts were examined for the presence or

absence of the specified topics. (Gilbert, 2008).

Ethical Considerations

The researchers addressed the study's ethical issues in the following order. The

informed consent form, which recognized that the participants' involvement was utterly

voluntary, was read and signed by the participants after the researchers made sure they
did so. The researchers also ensured that nobody or any organization was hurt while

conducting the investigation. By generically presenting the results instead of stating

specific responses that could lead to the identity of the respondents, they also avoided

specifying specific responses that could have done so. Finally, throughout the trial,

especially during data collection, the researchers honored the respondents' right to

withdraw their consent even if they had already signed the informed consent form.

RESULTS AND DISCUSSION

This chapter will use the significant themes and present the conclusions from the

interview process and subsequent data analysis. The first thing that is offered is a brief

profile of each participant. This study aimed to determine the employability of the

graduates of Bachelor of Science in Technology Teachers Education major in Drafting

Technology year 2018. This is to determine the profile of the respondents, their

professional license obtained, employment history or work experience of the graduates,

the relevance of their undergraduate degree with regards to their work, the usefulness

of the competencies they learned from college up to their present job, and

suggestions/comments for improving the curriculum offering of the department.


There were 23 out of 28 Drafting Technology graduates from batch 2018 being

interviewed. 8 participants were interviewed through video conferencing, 4 participants

gathered their information through google forms, and 11 participants from their families

or friends using snowball sampling.

As a result, most of the participants took the Licensure Examination for Teachers

(LET); and Technical Education and Skills Development (TESDA) for Technical

Drafting. They were employed and self-employed in their current work. Some of the

participants were employed by drafting technology, and some were not. Some

participants proceed in the teaching profession, and some participants work in the

industry. They stayed because of the salary or because they needed to be employed to

sustain the needs of their family.

2.1 Results

2.1.1. Examination Passed

Examination Passed f Total Percentage

PRC & TESDA 20 87%

TESDA 3 13%

CSE 0 0%

No taken exams 0 0%

Total 2 100%
3
There were 23 respondents who took the exams in total; 20 (87%) of them took

the PRC and TESDA simultaneously, while 3 (13%) did the TESDA only.

2.1.2 Work Status

Work Status f Total Percentage

Employed 20 87%

Self-Employed 3 13%

Not employed 0 0%

Total 23 100%

A total of 23 where 20 respondents were employed and 3 respondents were self-

employed. 87% were employed and 13% were self-employed with a total of 100%.

2.1.3 Types of Organizations

Type of f Total Percentage


Organization

Private 12 53%

Public 9 39%

NGO 1 4%

Non-Profit 1 4%

Total 23 100%
There are a total of 23 respondents in this kind of organization. 12 were in the

private sector, 9 in the public sector, one in an NGO, and one in a non-profit. A total of

100% is made up of 53% private, 39% public, 4% nonprofit, and 4% non-governmental

organizations.

2.1.4 Status of Employment

Status of Employment f Total Percentage

Permanent 1 53%
2

Casual/Contractual/Job hire 1 43%


0

Temporary 0 0%

Apprentice 0 0%

Other 1 4%

Total 2 100%
3

There are 23 (100%) respondents overall when it comes to employment status.

10 (43%) are casual/contractual/job hires, 12 (53%) are permanent, and the remaining

4% are.

2.1.5 Nature of Work

Nature of Work f Total Percentage


Related 11 48%

Somewhat 5 22%
Related

Not Related 7 30%

Total 23 100%

In the nature of work, there are 23 (100%) total respondents. 11 (48%) are

related, 5 (22%) are somewhat related, and 7 (30%) are not related.

2.1.6 Current Work

Current Work f Total Percentage

Teaching 11 48%

Clerical 3 13%

CAD Operator 6 26%

Drafting Supervisor 0 0%

Graphic Designer 1 4%

Mechanical 0 0%
Draftsman

Product Designer 0 0%

Others 2 9%

Total 23 100%
In their current work, there were 23 respondents. 11 (48%) were teaching, 3

(13%) were clerical, 6 (26%) were CAD operators, 1 (4%) was a graphic designer, and

others had 2 (9%)

2.1.7 Location of Work

Location of f Total Percentage


Work

Iligan 15 66%

Non-Iligan 7 30%

Abroad 1 4%

Total 23 100%

In the location of work, 15 (66%) were located in Iligan, 7 (30%) were non-Iligan,

and 1 (4%) abroad with a total of 23 (100%) respondents.

2.1.8 How much is their monthly income?

Monthly Income f Total Percentage

Below P5,000 7 30%

P6,000-P10,000 5 22%

P11,000- 1 4%
P15,000

P16,000- 2 9%
P20,000
P21,000- 0 0%
P25,000

P26,000- 6 26%
P30,000

P31,000- 0 0%
P35,000

P36,000- 0 0%
P40,000

P41,000- 0 0%
P50,000

Other 2 9%

Total 23 100%

In their monthly income, 7 (30%) respondents received below P5,000, 5 (22%)

had an income of P6,000 to P10,000, 1 (4%) had P11,000 to P15,000 income, 2 (9%)

with an income of P16,000 to P20,000, 6 (26%) respondents received P26,000-

P30,000, and 2 (9%) other respondents were not identified.

2.1.9 How did the respondents find their first job?

How did you find your first job? f Total Percentage

Response to Advertisement 4 17%

Recommended by someone 9 39%

Information from friends 6 26%


Family Business 0 0%

As walk-in applicant 2 9%

Arranged by school job placement 0 0%


officer

Other 2 9%

Total 23 100%

In finding their jobs, they have different ways in which 4 (17%) respondents

responded to advertisements, 9 (39%) were recommended by someone, 6 (26%) were

from information from friends, 2 (9%) as a walk-in applicants, and 2 (9%) was not

identified on how  they found their first job. 

Findings

2.2 Introduction

The researchers interviewed graduates of the Drafting Technology program to

gather information for this study, and they are now evaluating the data to determine the

nature of the research challenge. The researchers conducted interviews with Drafting

Technology graduates through video calls, google forms, from their families and friends,
to give their information. 12 participants were interviewed. 8 participants were

interviewed through video call and 4 participants were using google forms.

2.2.1 Participants

 Participant one is a teacher at NOHS (Negros Oriental High School) in

Dumaguete City. After graduation, he took the LET board exam without taking

any review because of expenses, and luckily, he passed the exam. Then, despite

his lack of experience, he accepted a position with DepEd.

 Participant two has an online job. After he graduated, he had a hard time looking

for a job. So he took commissions because he was an artist. That is what he did

for a living while he was struggling to find a job. He had many clients around the

world, like authors, creators, etc.

 Participant three is a teacher in primary and toddler education. After she

graduated, she took the LET board exam, and after that, she got a job in the city,

not as a teacher but as a draftsman.

 Participant four is a house volunteer. She worked as a human resource specialist

at Tita Fannies for two years after graduation before returning home to volunteer.

It is an out-of-school youth and adult program where she was teaching.

 Participant five is a faculty member and an assistant lecturer at the Department

of Technology Teacher Education. After he graduated, he worked as a draftsman

in the NGCP for 3 years and then applied to the teaching profession at MSU-IIT.

 Participant six is a junior high school teacher handling grades 7–10 teaching ICT

subjects in Zamboanga. She applied for the ranking in DepEd after she
graduated. But unfortunately, she never got in. So she stayed at home for almost

a year.

 Participant seven is a draftsman at NGCP Right of Way and negotiates with the

plot or house owners. After he graduated, he took the LET board exam, but

unfortunately, he failed. So, he applied at City Hall for nine months before he got

another job.

 Participant eight is a draftsman at an engineering and architectural firm. After she

graduated, she reviewed for the LET board exam. She passed. She even

renewed her license, but she never teaches. She preferred the drafting side.

 Participant nine is a virtual assistant. After she graduated, she was hired as a

VA, but currently working as an online tutor

 Participant ten is working at Municipal planning and development (LGU) as a

Draftsman. After he graduated, he was offered before graduation.

 Participant eleven is from a substitute teacher to a locally paid teacher in our

municipality. After graduation, she did not find a job. She started her job after her

teacher I application in DepEd for the second time around as a substitute teacher

to a locally paid teacher in her municipality in Tudela.

 Participant twelve is a draftsman in a private construction company.

The rest of the participants were interviewed/surveyed by their

family/friends/relatives.

2.2.2 Staying in their current job


All of the participants have the same reason which is the money. One participant

described how he struggled on earning money during the pandemic.

"Honestly speaking, it's the money. During 2020 kay pandemic man na siya, gamay

kaayo ug kwarta akong parents ana but thankfully, naa pa koy naipon sa akoang sub

nga job. Due to that, kailangan nako mucontinue ani kay atleast dako kog sweldo para

makabayad sa mga gastuon. So, money jud ang nakacontribute sa ako"

(Participant 1)

One participant described how he managed to pay the bills from his earnings

even though his profession does not in line with the Drafting Technology Curriculum.

"I needed the money. I need to help pay the bills like the internet. Now is commission-

based na akong work because nalayoff pa ko sa previous na work because of political

things. So now, layo jud siya sa akong profession. When you stay here, need ang

money jud. So karon, nagtry napud ko ug another 5 jobs, plenty of online jobs pang

daytime ug nighttime."

(Participant 2)

Two participants described that they need to gain experience in order to apply in the

Department of Education.

"Para makagain ko ug experience points."


(Participant 4)

"Money and experience also because I am planning to apply in the DepED. So, need

man nila ug experience. Kinahanglan nako magkaexperience atleast 4 years after ana,

okay na."

(Participant 6)

People work to make money. They need money to buy food, rent, to pay bills,

and to sustain the needs of the family. People can live normally without job satisfaction,

but they cannot survive without the money.

People also stayed in their current job to gain more experience.

2.2.3 Difficulties

Two of the participants described how they struggled in teaching different

subjects from the Drafting Technology Curriculum.

"In my job, it's very difficult because kung TLE ka, ilabay ka bisag asa. Kung TLE ka, dili

pasabot kung unsa imong course or bahalag as a teacher in general. Dili ka pasabot

TLE. Currently, I am teaching ESP about values. Gatudlo ko ana, gatudlo kog

Carpentry which is wala koy background sa ICT kay Draftsman. Karon kay gatudlo ko

ug Gardening sa Grade 8 ug front office services kay general man gud ang Grade 8 ug

7. So, mao ranay difficulties nako especially since wala nakay nako napractice akoang

Drafting Technology. Focus nako sa TLE. Akoang jud problem kay ang ICT which is

needed jud kaayo siyag technology since my school is not that dako jud siya nga school
but dili man siya dato wala man kaayo computers na pwede nako maaccess sa mga

bata nako dili kay nako makuan ug one by one ug mga cp, mga system units but

thankfully magbuhat rakog simulation na mao ray substitute sa ilang lesson. Mao rapud

akong mga difficulty."

(Participant 1)

"Akong current mga difficulties in terms of skills kay maningkamot jud ka.. Ang akong

gipangtudlo karon is kanang naay photography, videography, animation, photoshop.

Katong animation kay naa man to sa atong drafting. Mutouch ta gamay sa animation.

So, matudlo ra nako gamay pero sa katong sa uban is wala to. So dapat magexplore ka

sa imong self like you need to watch youtube tutorials before iklase nimo sa imong

studyante. Magtuon lang jud ka. Interms sa pagdeliver sa imong lessons, we are in a

private school pero kulang ug computers and wala pajud mi internet because dugay

ang installation. Usahay mawal-an ka ug gana sa imong pagteach because ang imong

gusto murag dili nimo mahatag because of the lack of equipments. Mangita nalang ug

way unsaon pagcatch up. Mangita ug strategies para madeliver gihapon nimo pero dili

japon inana ka lalom kay lack of materials."

(Participant 6)

The participants are struggling with how they are going to cope with the subjects

that were not taught in their undergraduate subjects in drafting technology. It not only

focuses on drafting technology but also covers the general subject of TLE. They also
encounter the lack of technologies and how they are going to demonstrate the topic,

which is related to ICT.

Other participants encountered such problems in their work and how they are

going to overcome it.

2.2.4 Skills Development

4 participants developed and gained skills from drafting technology curriculum.

The participants also described how they cope with the knowledge and skills required

for their job.

"Yes. There were skills like especially in my Grade 8 since general man siya. Akong

nabal-an is naay technical drafting sa Fourth Quarter nila which is better. Naapply jud

nako siya. Sauna, naa man nay drafting technology ang school namo but natangtang

na siya kay gamay ra gusto musulod like 2 students dayon mawala ra dayon siya. But,

some skills maapply jud nako siya especially naa man gud magbuhat ug mga rooms for

example, front office services namo by January, akong topic is Alphabet of Lines which

is part na siya sa Drafting. Atleast, naa najud koy expertise ana mga front view, side

view, top view mga inana nga lesson atleast mateach nako na siya. Naa gihapon koy

maapply-apply gamay."

(Participant 1)

"I graduated in the Old Curriculum of the BSTTE Drafting Technology. What I've learned

in my undergrad is applied both sa teaching and industry. Sa industry, like I said earlier
that maapply nako siya for my CAD operation and cost estimation. And also, here.. I am

currently teaching animation in Drafting Technology. In my undergrad, I learned also 2d

animation. Nagamit jud nako siya karon sa akoang work."

(Participant 5)

"Yes. Nakaapply siya sa akoa. Dako jud siya nga application kay syempre gasukod mi

sa mga balay. Gamit kaayo ang CAD. Gamit pud ang sa measurements sa balay, sa

pag estimate labi na kanang naa man siguro ta.. Nakaagi man siguro ta sa Estimation.

So, magamit jud siya as a professional karon."

(Participant 7)

"Oo kay sa Drafting, natun-an tanan basics and not-so-basics nga mga intermediate

level. Kung wala, magyoutube tutorial ra pero mas nindot na kanang inyong giklasehan.

Naa pay teacher mga inana. So, nakahelp jud siya sa akoa kay nisulod man ko sa

industry na kabalo nako magCAD, SketchUp, ang pagrender, Photoshop, mga inana

tungod sa Drafting nga course."

(Participant 8)

One participant also applied his skills in his previous job. It became easy for him

to introduce the computer-aided application.


"Zero contribution in my current job. But in my previous job, easy na sa akoa ang

AutoCAD and most of the task, I can take it easily without a struggle. They introduced

Computer Aided application."

(Participant 2)

Some participants' current jobs do not require them to draft technology curriculum.

2.2.5 Improvements

Participants improved their skills by gaining experience on the job. Drafting

technology is not only the focus, but also the entire topic in the teaching profession.

Some of the participants need to find a strategy for how they engage with the students.

"I did improve because at least I gained experience. So, from a teacher's perspective,

I've gained enough strategies on how to teach my students. I gained different methods

on how to make them be more eager to learn. Nangita jud ko ug way na *inaudible*

especially ang mga bata karon kay dali ra mabored. So, nangita ko ug technique like

games, mga activities na ma-enganyo sila kay sa una, during pajud sa college days, sa

akoa rajud huna'huna kay paper-pencil task. Karon kay nachallenge najud ko na

maghuna'huna nako ug mga activities everyday para lang maenganyo kay dili jud lalim

same ra imong itudlo. Mabored sila."

(Participant 1)
"In terms of my professional development, makaingon jud kog I grow because

they said that teaching is non-stop. Once you are particularly taking your as step,

always teaching. Never stop jud na siya. You always keeps on learning. So by then,

however, although nateacher nako but then, there are some experiences na wala pa

pud ko kabalo because of some of the students is much better sila nga kabalo.. For

example, updated application, updated na mga technology which is wala nakoy time

muexplore. Ilang introduce nila sa akoa at the same time, makalearn pud ko inana nga

unsaon paggamit."

(Participant 5)

In the industry, participants deal with different fields that improve their skills and

knowledge about drafting technology. How they applied in their current job which is

related to Drafting Technology Curriculum.

"Nakaimprove siya kay syempre different houses man among gimeasure. So, makakita

ka ug lain-lain design then maapply to nimo sa imohang kuan if naa kay sideline.

Naapply nako and then nakamold sa akoang skills labi na sa pagCAD kay CAD man

gud usually among ginagamit kay sayon man gud ang magCAD when it comes sa

design, mas mawiden ang imohang knowledge kay different houses and different

designs pud sailang balay na makita nimo sa ilaha na unsa ilang mga materials na ilang

gipanggamit."

(Participant 7)
"Nag-Master's ko sa Civil, sa USTP. Then as of now, naa mi ginaprepare na about

schooling japon para atleast continue japon akong professional or career development."

(Participant 8)

On the other hand, some participants described how dealing with other people

improved their skills and knowledge.

2.2.6 Employment Post-Graduation

Participants described how they equipped the Drafting Technology curriculum

with the skills necessary to get employed and the difficulties that they encountered

when applying for a job after graduation.

Some participants described how the Drafting Technology Curriculum made an

impact on their teaching profession. It does not only focus on the drafting skills but also

it shoulders all the fields of TLE or the Technology and Livelihood Education. Currently,

the participants are teaching ICT or Information and Communication Technology.

"But sadly to say, ang Drafting Technology dili kay siya as in common sa mga public

schools diri sa amoa compared sa lain like Carpentry, Masonry, etc. But sa ngalan nga

TLE, dali ra nuon ko nakuha tungod lang ana."

"My degree which is Drafting Technology, dili kay siya kuan sa teaching. More on sa

engineering ni siya or architect. But, pwede man siya makuan through sa specific

schools ra siya ba dili jud siya as in general na needed jud siya sa tanan schools but

some schools offered technical drafting mao ni nakaapan sa akoang course which is
TLE because although daghan siya dili tanan schools muoccupy ug that type or that

particular TLE mostly ICT, carpentry, masonry, but seldom ra kaayo ang mga drafting

technology na students which mao jud ni makakuan nila nakareason ug pangita jud ug

apply kung asa jud siya padulong."

(Participant 1)

"Yes. Ang giteach sa Drafting Technology kay very essential jud kaayo kay kung

whatever field that you tried to pursue either if like sa industry ka or sa teaching pero

like focus ra kaayo sa drafting. Nagtackle unta ug more side sa TLE karon like dili

kaayo magstruggle when it comes to applying for the TLE job sa DepEd. But in

industry, so far everything you need to learn, you need to learn is ginaprovide na sa

course na gitake nato."

(Participant 2)

"I believe kanang slight'slight kay kinahanglan man jud ka makagraduate. Kanang kuan

sa drafting, ICT teacher man ko involve man ang pag-use sa computer. So, sa drafting

diba mag-use man ta ug computer pero dili man kaayo align sa imong gitudlo ron nga

subject pero atleast ba ana nga paagi."

(Participant 6)

"If didto ka mag-apply sa Senior High like TLE subject mga drafting-drafting na mga

schools, easy siya. But if sa DepEd dili ka makabuot pud, murag easy but lisod pud."

(Participant 3)
One participant described how the Drafting Technology Curriculum alone is not

necessary to be taught in the school, especially in the Department of Education. When

taking up the teaching profession, one should be flexible in every field, specifically when

teaching TLE.

"Basta naa man gud ka sa DepEd, dili necessary na ang katong gigraduate-tan, mao

gyud na ang gitudlo. Dapat kung teacher ka, flexible jud ka ana. Dayon, ang drafting

man gud kay kung mutake ka ug board exam, dili drafting imong take-kan kundi TLE.

Dayon, ang kanang uban subject sa TLE, wala ninyo natun-an sa inyong drafting."

(Participant 4)

One participant also described herself as not interested in AutoCAD. Instead, the

participant took an English course, where she applied.

"First, dili ko interested sa AutoCAD. Second, nianhi ko diri to work but ang ilang

natrabaho so ako nalang gipadayon and then, nagtake pud kog mga courses

connected sa English than sa drafting kay mas magamit man nako karon."

(Participant 3)

The participants described where their current job is in line with the Drafting

Technology Curriculum, how they equipped their skills, and whether it is easy to find a

job or they are still having difficulties after graduation.


"In my opinion, I think that I am fully equipped because sa akoang undergrad is inlined

of what I am teaching now and also of what I am taking currently."

"Whatever is it to happened. For example, if I am not into teaching, I am very much

more confident makakita ug job because my skills where I graduated as Drafting

Technology student very demanding. In demand jud kaayo siya nga program which is

daghan kaayog company nga naninahanglan ug draftsman, kabalo mucomputer,

kabalo ug AutoCAD, ana siya."

(Participant 5)

"Kung muingon kag easy, dili jud siya easy kay syempre kay mostly sa gipangita sa

mga employers, naa kay experience. Naa kay mapakita sa ilaha nga mga diploma or

higher nga mga kuan labi na sa mga NCII. So, ganahan pud sila ug mga actual nga

nakabuhat jud ka ana. So, lisod jud siya magpangita. Maningkamot sah jud ka didto sa..

Mangaykay jud ka sa pinakaubos nga trabaho na imong makita. So, maggain ka ug

experience ayha musulod sa trabaho na imong gusto. Sa trabaho na ganahan ka sa

kana nga sweldo."

(Participant 7)

"One of my first job, CAD operator japon. Nakahelp jud siya kay pagsulod nako, kabalo

naman ko. So, dili na kayko kailangan nila tudloan or somehow akong confidence level

kay dili kaayo low. Makawork rapud ko ug tarong tungod kana. Naequip jud ko sa

Drafting course."
"Sa akoa, oo. Even if kung sa teacher, okay rapud kay ang Drafting under raman pud

siya sa TLE and kung magteacher kay.. Either teacher or drafting, okay raman kay para

sa employment nimo."

(Participant 8)

Discussion

Introduction
The primary goals of this research study were to assess how the Drafting

Technology Curriculum affected the employability of 2018 Bachelor of Science in

Technology Teachers Education graduates who majored in Drafting Technology. In this

section, the results will be interpreted, and it will be shown why they are pertinent to the

study and how they relate to related research that has been done. The conclusions of

this study are based on the interpretation and analysis of information gathered through

semi-structured interviews with eight participants who have completed the Drafting

Technology Curriculum.

Understanding the finding in relation to the research question

The findings of this research emerged as a main theme across all twenty-three

(23) interviews. All participants have their different impacts of the Drafting Technology

Curriculum. Some participants described that when applying to the Department of

Education, it is necessary to be flexible when it comes to the teaching profession. It is

not just the drafting technology that can be taught in school but the whole field of TLE,

including ICT. The participants also described that the Drafting technology curriculum

can also help in industry with the help of other fields such as in CAD operations,

Estimation, and even in the teaching profession.

The aim of the research is to determine the impact of the Drafting Technology

Curriculum to the employability of the Drafting Technology graduates batch 2018. Semi-

structured interviews were used as a qualitative technique to evaluate the study issues.

The use of semi-structured interviews provided greater in-depth insight into the

individual experiences of employability, allowing the benefits and drawbacks to be


expressed honestly and openly, increasing the significance of the findings and the

interpretation of the results. An overview of the literature pertinent to the study's topic—

the effects of the Drafting Technology Curriculum—was offered. Finally, the results were

analysed, along with justifications for why they were pertinent to the study and

comparisons to earlier studies.

In the Philippines, a Drafting Technician makes an average salary of PHP

333,479 per year and PHP 160 per hour. A Drafting Technician can expect to make

between PHP 236,770 and PHP 403,510 on average. The greatest level of schooling

for a Drafting Technician is often a Bachelor's Degree. This examination of

compensation is based on salary survey data gathered from anonymous employees

and employers in the Philippines (Research Institute, 2023).

The task of creating well-built blueprints from initial sketches, concepts, and

requirements falls to technical drafters. These experts design the blueprints required to

finish a range of tasks using both manual and computer-based technologies.

Mechanical drafters, architects, civil drafters, and electronics drafters are a few potential

technical drafting careers. There are important facts about a career in drafting. In a

working environment, working primarily on computers in the workplace, with sporadic

collaboration with architects and engineers. Their specializations are services in

manufacturing, architecture, engineering, and construction. Their key skills are

creativity, attention to detail, interpersonal skills, technical ability, numeracy, and time

management (Learn.org -, n.d.)

The findings of this research are pertinent to the broader examination of the

impacts of the Drafting Technology Curriculum to the employability of Drafting


Technology graduates. The significance of society comprehending the effects on a

person's employment. This study showed that although the Drafting Technology

Curriculum affected everyone, there were positive and negative results and noticeable

differences among participants.

CHAPTER III

SUMMARY FINDINGS, CONCLUSION, AND RECOMMENDATIONS


This chapter presents the summary of findings, conclusions, and

recommendations based on the results of the study.

Summary Findings and Discussion

Through the perspective of the 2018 Drafting Technology Graduates Batch, this

study aimed to describe the experiences linked to the instructional design process in

developing and upkeep the study's Drafting Technology Curriculum. The researchers

used a qualitative design methodology to represent these experiences accurately.

When a researcher or investigator either studies a new topic of study or seeks to

identify and theorize significant concerns, qualitative research methodology is seen to

be appropriate. (Strauss & Wijngaert, 2007). The primary approach for gathering data

was conducting interviews, which were thought to be the best way to convey the real-

world experiences of recent graduates in drafting technology.

The participants were chosen to be part of non-probability sampling which

involves the interviews through virtual meetings and google Forms, allowing the

researchers to focus on participants that will provide the most relative information to the

study.

The participants' detailed and detailed accounts of their experiences allowed the

researcher to explain the phenomena of the study of drafting technology. The

investigator

By categorizing the units of data, the transcribed interview data was arranged. These

details made it possible to present and describe the experiences in an ordered way,

which addressed the initial study topic.


Conclusion

The purpose of the study was to review and assess how the curriculum for

drafting technology affected the employability of the 2018 graduating class. The finding

that program alumni could be reached using a distinctive sample gave important

information about the high-quality training they received while enrolled. The sample

consisted of graduates who had passed the Civil Service Exam (CSC), the Licensure

Exam for Teachers (LET), and the TESDA NCII. They also had to be locals of Iligan

City. Many of them are presently employed in the private and public sectors, pursuing

the teaching profession, pursuing a job that is not related to their post-graduation, and

happy workers in their company. Some of them applied their skills and knowledge to

their work which is being taught during their undergraduate. The competencies of

Drafting Technology have been applied by the graduates to their work. Their

recommendations have impacts on improving the Drafting Technology Curriculum in

which it can be applied in different fields such as in the teaching profession where not

only technical drafting should be focused on undergraduate subjects but also in the

fields of Technology and Livelihood Education (TLE). These are thus seen as traits of

graduates who are keen to tell their alma mater about their successes in their separate

workplaces through a tracer study.

The utilized special sample of the Drafting Technology Curriculum gave useful

information, but it's possible that the most important information is still missing and may

be represented by other program graduates with different sets of demographic traits, so


it's also necessary to track down other groups of graduates and expand on the data that

the current tracer research first produced.

The established competencies were significant and applicable to the job through

the major, professional, core, and general education courses and through skills in

communication, human relations, and problem-solving.

The human resources were deemed competent and sufficient, even though the

physical facilities and equipment needed to be more sufficient to allow each student to

perform activities in CAD. Thus, the University should improve the physical facilities and

equipment to increase the students' performance in performing their CAD activities.

Most participants expressed satisfaction with their compensation, capacity for

teamwork, job security, and the stature of their current field. They thought it was a

privilege and an honor to have graduated from the university. By successfully preparing

graduates for the workforce and instilling a love of their profession and alma mater, the

Drafting Technology Curriculum allowed the university to meet its mission, aims, and

objectives.

The tracer study offers the first evidence that the software's advantages could be

further enhanced by upgrading it. To better accommodate the rapidly evolving work,

science, and technology domains, provide state-of-the-art facilities and equipment,

instructional resources, and hire highly qualified instructors drafting technology.

Recommendations

Based on the study's results and conclusions, the researchers issued the

following recommendations: First, add the findings from the current study to the
university-wide tracer study that uses a different set of demographic data. Second,

maintain the program's high level of workplace applicability and suitability. Third, the

Drafting Technology curriculum should concentrate more on the research/problem-

solving, human relations, and communication skills that are needed in the business. In

particular, examine and enhance the Drafting Technology curriculum. By allowing more

time for communication, the research/problem solution may be completed on time. Last

but not least, enhance the teacher and student access to physical facilities, equipment,

and instructional materials.

This study only traces the job history of the graduating class of Drafting

Technology in 2018 and assesses the program's suitability and application, as well as

the breadth and depth of the skills acquired there. To supplement the information

provided by the results of the current tracer, the researchers expanded the tracer study

to include an evaluation of the physical facilities and human resource services.

Furthermore, the curriculum has to be reviewed often to ensure that it is in line with

business standards.

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