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EMPLOYMENT READINESS OF PROSPECTIVE AGRICULTURE GRADUATES OF CENTRALLUZONSTATEUNIVERSITY (CLSU)
Maribeth D. Arango, UP SOLAIR
ABSTRACT
This study was conducted to identify the different factors determining the readiness for regular and self- employment of the prospective agriculture graduates of Central Luzon State University (CLSU). The factors considered were curriculum development,the present and future agriculture industry requirements in Nueva Ecija and the perceptions of the prospective graduates on how competent they are at performing the employment competencies and skill constructs needed forregular employment and self-employment. For curriculum development, the study determined whether it is based on employer needs, outcomes of the industry- academe tie–ups and environmental assessment.
Fifteen employers hiring agriculture graduates were interviewed regarding the employment competencies and skills important for them, outcomes of tie-ups with CLSU, and their future plans and manpower needs. Ninety five(95) 4thyear students served as respondents in the survey questionnaires.
The study showed that all the major competencies under study were of “major importance” to employers. The top five were communicating, managing people and tasks, crop production, entrepreneurial skills, livestock production and managing self. The prospective graduates’ self-perceived ratings on the identified competencies were“moderate competence”. In terms of weighted discrepancy score between the importance of the skill and the competence level of students, the highest was communicating followed by managing people and tasks, mobilizing innovation and change, entrepreneurial skills and livestock production.
In skill constructs under the general competencies the skills that have the highest weighted discrepancy score were decision-making, problem solving and analytic, oral communication, listening and personal organization. On the other hand, from the agricultural competency, the skills that received the highest discrepancy score were general skills on livestock production, followed by field/business exposure, business plan preparation, value adding–marketing, and diseases and pests control in crop production.
The employers’ future manpower needs include food technologist, crop protection specialist, development communication, and agricultural extension graduates. The national government agencies need plant breeders, bio technologists, agricultural engineers, food scientists. economists, agri entrepreneurs, marketing specialists and environmental engineers and agriculturists in general.
The prospective graduates are willing to go on enterprising and perceived that they are competent to go on enterprising. However, majority of them are uncertain on where to source out their fund. Their top choice of enterprises includes rice- seed production, vegetable production, goat production and bio- fertilizer production. Majority of the students intend to source out funds on private lending institutions.
The skills and competencies with generally high weighted discrepancy scores should be prioritized in the curriculum development with utmost importance to intensify the degree of skill acquisition. Limited job opportunities await the prospective graduates based on the future plans and manpower needs of the agriculture industry in Nueva Ecija.
Background:
The youth are defined as persons 15 to 30 years old and are included in Section 3 of RA 8425 when the basic sector was categorized as the disadvantaged sectors of the Philippine society. They constitute half (50.0% or 1.435 million) of the total unemployed workforce (Labstat, 2011). Unemployment is possibly one of the reasons why they are considered in the first 5 poorest sectors as shown by the National Statistical Coordinating Board (NSCB) poverty data 2006, (poorest sectors - fishermen, children, farmers, women and the youth).According to the Lina Castro of NSCB, poverty is a characteristic of a household. Thus, if a household has been classified poor, then members of the household will be counted as poor.
In Nueva Ecija, one of the provinces of Region 3, agriculture is the main industry. The primary agricultural products are rice,corn, onion, garlic, melon and mango. Nueva Ecija was dubbed as the Food Bowl of Central Luzon and Rice Granary of the Philippines. Daily walk within the villages will show the struggles most families have in meeting the basic need for food alone. Most of the parents work hard in the field either as “kasama” and land owners. They spend their income for food and education of their children. Personal interviews with farmers identified sending a son or daughter to a university for a degree serves as their hope to alleviate poverty. Based on their comments, vital to their fight against poverty is the distance of the university, and the choice of a college course. Interestingly, they don’t like their children to be farmers too. Parents hoped to see their children educated and trained and be ready for future employment. However, some graduates end up jobless, employed to a job not related to their courses, and receive salary lower than what their credentials command for.
Employers blamed the education providers that they were not producing graduates with necessary competencies to match with the available jobs. Ofreneo (2009) stated that educational institutions need to continuously re- plan their courses and redesign their curricula to suit the “market signals”. Hence, there is mismatch in the skills requirement of employers and the graduates.
CentralLuzonStateUniversity(CLSU) is one of the prominent state universities in Region 3. It is situated in Science City of Muñoz, Nueva Ecija. To date, the University has eight colleges offering 46 different courses. The colleges include: College of Agriculture; Arts and Sciences; Business Administration and Accountancy; Education; Engineering; Home Science and Industry; Fisheries; and Veterinary Science and Medicine. The graduate courses are offered by the Institute of Graduate Studies (IGS).
The CLSU College of Agriculture was recognized by the Commission on Higher Education as Center of Excellence (COE) in Agriculture and Fisheries and as NationalUniversity in Agriculture. It is the home college of future Agriculturist who still believe that poverty should not be always associated with farming and Agriculture.
Trends in Agri- Enrollment
According to Mission 2008, Agriculture is the least attractive course for Filipinos pursuing a higher education. Studies showed that there is a decreasing rate in the employment of agriculture graduates as evidenced by the decreasing trend in enrollment of agriculture courses in different StateUniversities and Colleges (SUCs). Even the University of the Philippines in Los Baños (UPLB) which is considered the premier agriculture university in the country has experienced decrease in enrollment in its BSA program from 51 percent in 1980 to 43 percent in 1995. Castaneda (2007) as cited by Tuquero and Quimbo (2008) stated that BS Agriculture currently has the fewest number of enrollees among academic programs offered by higher academic institutions in the country.
Among the Agriculture, Forestry and Natural Resources (AFNR) courses enrolled in Region III, Agriculture degree had the biggest enrollment of 51,983 for the ten year period (1998 -2008) with its peak at 7,758 students in SY 1999–2000. Then onwards to SY 2007–2008, the enrollment figures had almost steadily decreased to 2640, or by 34 percent. (Aveno et.al, 2010).
Specifically, in CLSU, the ten year period (1998-2008) enrollment of BS Agriculture recorded 1,425 in SY 1998-1999 with its peak at 2,234 students in SY 2003-2004 and gradually decreased at 1,330 students for SY 2007-2008.(Aveno et.al,2010).
Trends in Agri–Employment
The degree of absorption of the graduates into the nation’s labor force, its employability, can measure the effectiveness of the school’s educational program. (Relingo, 1999, as cited by Aveno et.al. 2010).
Labstat update 2011 stated that the employment in Agriculture, fishery and forestry sector rose by 5.6 percent (645,000) – increasing from 11.512 million to 12.157 million. This figure represents a recovery from the 6.5% decline recorded in 2010.
In the case of CLSU, the tracer study of Castro and Roguel (2004) showed that graduates of the College of Education coming from its four programs revealed the following trend: BEEd (95.8%). BSEd (92.8%), agriculture related courses like BSAExEd had the lowest employment rate with 66.7 percent. BSAEd graduates had 87.5 percent employment.
In Visayas, Relingo (1999) stated that their graduates in Diploma in Agricultural Technology – Bachelor in Agricultural Technology (DAT–BAT) have poor employability and productivity rate. The results showed that the employability of the graduates was significantly related with age, adequacy of skills acquired and extent of skills application. DAT–BAT graduates also faced problems in establishing agri–enterprises due to lack of capital and also hurdles with limited job placement for them.
Gulocino (undated) as cited by Aveno et.al (2010) stated that some reasons for unemployment is the graduates failure to find a job requiring his academic background, lack of eligibility and graduate of non- prestigious institution. She further stressed that the government and stakeholders should take steps to improve the curriculum, public–private partnership, and the research systems and agenda should geared towards a more responsive and competitive agriculture profession.
The tracer study of Aveno et.al (2010) suggested to focus on new technical skills for Agriculture, Fisheries and Natural Resources (AFNR) programs. Suggesting curriculum development and revision, the study stated that in the light of changing environment, the preparation of AFNR students and graduates should be enriched based on employers’ preference to match work requirement and work preparedness. To address skills mismatch, industry–academe-government collaboration for curricular reform should be established. Likewise, the concerned stakeholders like the Department of Agriculture, Environment, DOST and concerned agencies, the business sector and the academe sit together to craft new or improve existing policy framework to enhance employability of graduates whether through entrepreneurial activities or professional services.
In line with the “skills mismatch”, “job mismatch” and unemployment challenges confronting the youth, the study sought to determine the factors affecting the employment readiness of prospective Agriculture graduates of CLSU College of Agriculture for regular employment and self- employment.
Specifically, it aims to:
- Determine if the development of Bachelor of Agriculture curriculum considered the following:
1.a. Employer Needs - Identify the employment competencies and skill constructs needed by the employers including the course specialization most required by them;
1.b. Industry – Academe tie-ups - assess the strengths and weaknesses of the tie- ups between CLSU College of Agriculture and the industries in Nueva Ecija and identify lessons relevant to the curriculum; and
1.c. Environmental Scanning –get the overall picture and findings about the cultural, legal- political, economic, and technological aspects of Nueva Ecija.
- Identify the present - future plans and manpower needs of the Agriculture industry in Nueva Ecija;
- Know the prospective graduates’ perception of their readiness to regular employment and self-employment; and
- Determine the readiness of the prospective agriculture graduates for employment and self employment.
Scope and Limitations of the Study
The predictors of employment readiness considered in this study were only curriculum development, perception of graduating agriculture students as to their level of competence in performing the competencies and employability skills required for regular and self - employment, and lastly, the present and future Agriculture Industry requirements in Nueva Ecija.
The respondents were:
- The graduating agriculture students or the fourth year agriculture students of the CLSU – College of Agriculture 1st Semester SY 2011-2012. The graduating fourth year students were purposely chosen as respondents because they are at the stage that can effectively predict or assess their employment readiness.
- Selected employers in the province of Nueva Ecija. The selected employers (Table 1) are from agricultural companies or agencies hiring agriculture graduates.
Table 1. List of identified agriculture companies in Nueva Ecija.
Agencies / Title of Respondent / Type1 / City Agriculture Office -ScienceCity of Munoz / City Agriculturist / LGU
2 / City Agriculture Offic - San JoseCity / City Agriculturist / LGU
3 / City Agriculture Office - CabanatuanCity / City Agriculturist / LGU
4 / Municipal Agriculture Office - Guimba / Municipal Agriculturist / LGU
5 / Municipal Agriculture Office - Talavera / Municipal Agriculturist / LGU
6 / Provincial Agriculture Office - Nueva Ecija / Provincial Agriculturist / LGU
7 / Philippine Rice Research Institute - PhilRice / Executive Director / GOCC
8 / Philippine CarabaoCenter - PCC / Executive Director / Government institution
9 / Philippine Post Harvest and Mechanization - PhilMech / Director / Government institution
10 / Nueva Ecija Fruits and VegetableSeedCenter / Executive Director / LGU
11 / College of Agriculture - CLSU / Dean / Government institution
12 / Research Office - CLSU / Director / Government institution
13 / Extension Office - CLSU / Director / Government institution
14 / ELR Family Trading Company / Head of Operations / Private Enterprise
15 / DVF Gatas ng Kalabaw / Head of Operations / Private Enterprise
16 / Gratia - Plena / Head of Operations / Private Enterprise
17 / B-Meg Nueva Ecija Plant / Head of Operations / Private company
18 / Titan Bio Organic / Head of Operations / Private Enterprise
19 / Syngenta Foundation Inc. / Head of Operations / Private Company
20 / Gapan Hatchery and Farm / Head of Operations / Private Enterprise
24 / Aldiz inc. / Head of Operations / Private company
25 / BSAF / Head of Operations / Private company
26 / C.B Andrew Asia Inc. / Head of Operations / Private company
27 / Planters Co. / Head of Operations / Private company
Research Methodology
The normative survey better known as the descriptive method of research was employed in this study. The questionnaire - checklist technique was used for the students to gather all the pertinent data regarding their perception of readiness for regular and self- employment. On the other hand, Informant Interviews were done with selected school officials/ faculty and selected employers in Nueva Ecija.
- Informant Interview: Requests for appointment to conduct an interview with selected employers was arranged personally by the researcher. A list of guide questions was prepared to identify what employment competencies and skill constructs they need from an agriculture graduate, their present/future plans and manpower requirements and their assessment of their tie- ups with CLSU - CAg if there is one. The answers were tabulated and analyzed to identify appropriate recommendations.
- Survey : The other step involved in this study is the survey with the fourth year agriculture students. A three -part questionnaire checklist was given to the students. Part one asked for the student’s profile which included name (optional), sex, age, civil status, field of specialization and why they chose agriculture as career. Part two solicited their perceived competence to the employment competencies and skill constructs often needed by employers and part three asked for their willingness and perceived competence to venture on enterprising. Suggestions to further enhance entrepreneurial mindset were also included on this part.
Summary of Findings
Based on the interview with the selected employers and the survey with the prospective agriculture graduates;
- There is a discrepancy between the importance of employment competencies needed by employers and the perceived level of competence of prospective agriculture graduates at performing the needed employment competencies. This means that the curriculum failed on acquisition of the identified employment competencies. Eight major employment competencies were considered in this study. (four were considered generic and used by almost all the different industries, and the other four were specifically focused in the agriculture industry). All the employment competencies were of “major importance” to the employers. Based on weighted discrepancy score (wds), communicating, managing people and tasks and mobilizing innovation and change were ranked the highest 3. Since, these competencies are of major importance to employers, there is a need to prioritize them in curriculum development to bridge the discrepancy gap. As such the prospective agriculture graduates are not much ready for employment in the future.
Table 2. Discrepancies between the employment competencies needed by employersand prospective agriculture graduates perceived level of competence.
COMPETENCIES / Employers' Rating on Needed Competencies / Prospective Agriculture Graduates' Self competency Rating / Discrepancy Score / Weighted Discrepancy Score / RankAWM / Description / AWM / Description
1. Mobilizing innovation and change / 2.70 / Major Importance / 2.15 / Moderate Competence / 0.55 / 1.49 / 3
2. Managing people and tasks / 2.82 / Major Importance / 2.25 / Moderate Competence / 0.57 / 1.61 / 2
3. Communicating / 2.91 / Major Importance / 2.29 / Moderate Competence / 0.62 / 1.80 / 1
4. Managing self / 2.73 / Major Importance / 2.29 / Moderate Competence / 0.44 / 1.20 / 7
5. Farm Management / 2.65 / Major Importance / 2.30 / Moderate Competence / 0.35 / 0.93 / 8
6. Crop production / 2.81 / Major Importance / 2.36 / Moderate Competence / 0.45 / 1.26 / 6
7. Livestock production / 2.73 / Major Importance / 2.21 / Moderate Competence / 0.52 / 1.42 / 5
8. Entreprenuerial skills / 2.77 / Major Importance / 2.24 / Moderate Competence / 0.53 / 1.47 / 4
AWM = Average Weighted Mean
Rating: For the employers 0-not important,1-minor importance,2- moderate importance,3- major importance
For the students : 0 - no competence, 1 minor competence, 2 moderate competence,3 - major competence
- Among the 18 specific skill constructs (Table 3) under the four generic employment competencies, the focus of skill acquisition should be stressed on the highest 5 skills.Decision –making, problem solving and analytic, oral communication, listening and personal organization. Employers are then looking for graduates who show: ability to make sound decisions and being able to identify those who will be affected by the decision made; ability to recognize and define problems, implement solutions and evaluate results; ability to effectively present information; ability to be attentive when others are speaking and be able to respond effectively to others; and ability to balance both personal life and work.
- Prospective agriculture graduates’ level of competency with the skill constructs under agricultural skills (Table 4) shows high discrepancy in the area of livestock production general ability, field business exposure, business plan preparation, value adding – marketing, and diseases and pests control of crops. This means that they need more training for the general ability to manage livestock production; the college needs to facilitate more business or enterprise exposure as also suggested by the interviewed employers; they need the value added products manipulation on their marketing efforts; and be more exposed and familiar with the pests and diseases affecting crops and how to treat them. The curriculum developers should consider crafting programs and lessons designs aimed at eliminating the discrepancies.
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