BACKGROUND OF THE STUDY

According to Celis, Festijo and Cueto (2013), one of the factors that determine
the effectiveness of an academic institution is through the employability of its graduates.
The quality of graduates is very much a function of quality instruction and facilities
because these will help ensure that graduates are equipped with the knowledge, skills
and values that will enable them to work in their respective field.
In an increasingly globalized world there is a growing pressure for fresh
graduates to compete for jobs which are not growing at the same pace with the growth
in population of young people seeking gainful employment. According to the
International Labor Organization Youth Employment Networks (YEN), young people are
actively seeking to participate in the world of work and are two to three times more likely
than the older generations to find themselves unemployed ( ILO. 2006).
Young people are defined by the UN as individuals between the age of15-24
years and adult as individuals of age 25 and over. According to UN Statistics there are
over 1 billion young people in 2000, which translates to one in every five who could be
classified in this category. Thus, young people accounts countries of which 60 % are
located in Asia. In the UN report of 2005, it was estimated that about 100 million of
these youths are enrolled in university level education. However and despite the fact
that young people appear to be receiving more and better education, youth
unemployment has increased steadily since 1993. This situation is worsening with yen
projecting about 1 bilion people entering or becoming of working age within the next
decade ( ILO, 2006.)
The unemployment rate in Philippines was last reported at 7.00 percent in July of
2012, 21% of whih are college graduates. Historically, from 1995-2012, Philippines
unemployment rate averaged 9.0 percent reaching an all-time high of 13.9 percent in
April of 2002 and a record now of 6.3 % in October of 2007. The unemployment rate
can defined as the number of people actively looking for a job as a percentage of labor
force ( Bles, 2012).
Education has long been regarded as one of the primary components for poverty
reduction and socio-economic upliftment. Tertiary education particularly is tasked to
train the nations man power in the skills required for national development, and to instill
and foster the appropriate relevant, knowledge, skills and attitude to enable each
individual to become a useful, productive and gainfully employed member of society.
Investments in education would be considered wasted. If people do not move into
productive jobs that enable them to pay taxes and support public services.
Higher educational institutions (HEIs) in the Philippines particularly the State
Universities and Colleges (SUCs) sector has historically provided a dominant role in the
delivery of educational services to the countrys citizenry. Together with the private
sector, it has contributed immensely in producing the countrys highly qualified
manpower, estimated to be more than 80 percent of all those who have joined the work
force.
The image of a tertiary education institution in the Philippines is most likely
related to its reputation of producing excellent graduates who easily land a job after

graduation. Graduate Tracer studies are common research methods for these
educational institutions to check on the employability of their recent graduates.
It is on this premise that study will be conducted to discover if the preferred route
and hence embedded culture of employment among SKSU Alumni/Fresh graduates still
prevails.
STATEMENT OF THE PROBLEMS
This study was conducted to answer the following questions:
1. What are the profile of the graduates in terms of:
1.1
Civil status
1.2
Gender, and
1.3
Place of origin;
1.4
Examinations taken and passed
1.5
Reasons for taking the course
1.6
What post baccalaureate activities do SKSU graduates engaged in?
2. What are the employment characteristics of the graduates as classified according
to their course in terms of:
2.1
Employment Status
2.2
First job after college
2.3
First job related to their course
2.4
Tools in finding the first job
2.5
Length of job search
2.6
Present position
2.7
Nature of job/business
2.8
The relevant of the curriculum to the job
2.9
Place/Area of work
2.10 The reason of changing or staying on the job; and
3. What are the suggestions and recommendations of the SKSU graduates about
the changes needed to improve their competitive edge?
SIGNIFICANCE OF THE STUDY
The study was conducted to provide details on the status of the alumni when it
comes to readiness and their competitive edge to employment not only in the country
but also abroad.
Findings of the study are regarded to be of help among administrators and
faculty members in designing curricular programs or teaching methodologies that are up
to date and viewed necessary in producing competent and competitive graduates. The
2

data are also needed in the Universitys endeavor of passing accreditation processes.
Likewise, the study will serve as reference to the future research undertakings.
SCOPE AND LIMITATION
The SKSU graduates within the period 2009 to 2016 were the respondents of this
study. The College produced a total of 215 graduates, however, the data contained in
this study were only from 62 graduates (Midwifery - 41 and Nursing - 21).
LITERATURE REVIEW
Education in Higher Institution
The Sultan Kudarat State University is a pedagogical institution which mandates
fourfold functions namely: Instruction, Research, Extension and Production. The
institution together with the different academic departments, students, faculty and staff
organizations have been involved in providing community extension to the community
(Chua et al., 2014).
In the era of globalization, irrefutably skilled and learned faculty members
contribute to the delivery of quality instruction and utilize their research finding with an
aid of state of the art facilities ans shared core values of achieving its great mission of
helping its community.
Different cultures view learning in various forms, teachers therefore, should
continuously compare, analyze and evaluate the methods being used in order to
motivate students and to make learning as effective as possible ( Camiilo, 2014).
Students have clear perception on OBE and aware to the implementation of OBE.
(Cabaquez et al., 2014) . Consistently monitoring of the academic performance and
behavior of students would provide thorough guidance for those who are low achievers
( Laguador & Dizon, 2013)
There is a great extent in the knowledge of faculty members in terms of knowing
how to deliver instructions through student-centered approach and understanding how
the OBE process is being facilitated in the university as well as the level of awareness in
the use of assignments and projects, quizzes, activities/exercises as direct assessment
techniques in OBE ( Laguador & Dotong, 2014)
Teachers must treat students equally even the slow learners and give them
proper attention to develop the appropriate way of study habits and practices inside and
outside the classroom ( Laguador, 2013).
The professors are not sticking to one method of teaching instead, they apply all
these methods. Regarding the assessment of the engineering students they prefer all
the methods of teaching for them to fully understand and learn effectively concerning on
their career choice ( Abanador, Buesa, Remo & Maniba, 2014)
Nursing students perform fairly in their professional subjects despite of
satisfactory time management styles of their professors. Engaged time is a significant
predictor of students academic achievement ( De guzman & Guy, 2013).

Student evaluation and assessment has become an integral process of any

educational institution towards an improved and quality learning experience. Student
views about their experience at any educational system, its programs, the components
units of the program and the entire learning environment are essential aspects for
quality enhancement( Bay & Subido, 2014).
Tracer Study
Todays challenging economic situation means that it is no longer sufficient
for a new graduate to have knowledge of an academic subject; increasingly it is
necessary for students to gain skills which will enhance their prospects of
employment.
Hence, Higher Education Institutions must be responsive to these
changes.
Historically, academic institutions have tended to serve as institutions for moral
and intellectual development as well as centers of civilization. With rapid economic
development, they are now more utilitarian with emphasis on professional training.
Their prime task is to ensure that education and training are market driven and
responsive to the changing needs of the various sectors of an economy.
In connection with this, Mercado (2004) mentioned the initiative of the
Commission on Higher Education in the Philippines to spearhead the conduct of
GTS among selected Higher Education Institutions in order to obtain data that
would show if HEIs are offering courses or programs that produce graduates to meet
the needs of industry and society. Likewise, through the GTS, HEIs would be able to
align their efforts with the manpower needs of industry. (CHED CMO #s 38, s. 2006, 11,
s. 1999)
Tracer study is an approach which widely being used in most organization
especially in the educational institutions to track and to keep record of their students
once they have graduated from the institution. Through tracer study, an institution able
to evaluate the quality of education given to their graduates by knowing the graduates
placements and positions in the society which later can be used as a benchmark in
producing more qualified and competitive graduates.
In the study conducted by Lalican (2007) she
emphasized that the
acquisition
of
knowledge
in
the
undergraduate specialization, skills and
competencies will also promote productivity, efficiency and expertise in the graduates
present job.

Employment
In an increasingly globalized world, there is a growing pressure for fresh
graduates to compete for jobs which are not growing at the same pace with the growth
in population of young people seeking gainful employment ( De-Ocampo, 2012).
In the book Employment and Career Opportunities after Graduation by Arcelo
and Sanyal, the existence of a huge number of educated unemployed can lead to a
certain amount of political instability in a country, for they being among the educated
class and knowledgeable about the privileges society can offer, feel doubly deprived. In
this matter, the analysis of the unemployment situation in the Philippines shown that the
young graduates is still in the job-hunting stage.
The employment after qualifying has been almost assured with sufficient
vacancies available for newly qualified nurses. Recently, for primarily related economic
conditions, it is more difficult for newly qualified nurses to gain employment when they
have finished their university programs were one university has recognized this problem
and provided full-day programs, known as Enhanced Employability Events, to enable
them to further develop the skills required to apply for posts, improve their interview
techniques and succeed at additional tests and activities related to gaining employment
as nurses (Dray, 2011).
The Philippines as a developing country faces this same challenges having been
beset for decades with structurally high unemployment and underemployment rates.
High population and labor force growth continues to outpace formal job creation. The
Philippine education system churns out more and more college graduates with various
professional disciplines such as commerce, engineering, health, sciences and law to
name a few. But the jobs are not really created as fast as the universities handing out
of the college diploma ( De-Ocampo, 2012) .
The unemployment rate in Philippines was last reported at 7.00 percent in July of
2012, 21% of which are college graduates. Historically, from 1995 until 2012,
Philippines unemployment rate averaged 9.0 percent reaching an all-time high of 13.9
percent in April of 2002 and a record low of 6.3 percent in October of 2007. The
unemployment rate can be defined as the number of people actively looking for a job as
a percentage of the labor force (BLES, September 2012).
Philippine society nowadays has encountered so many problems in terms of
labor or employment. In the case of graduates nowadays, their first problem is seeking
job after graduation. Knowingly that it is very hard to find a job suitably to their course
right away after graduation that nay cause to trigger them to work not aligned to the
profession they graduate for their usual reason the salary they can get right away.

METHODOLOGY
Research Design
The study utilized a descriptive type of research method to determine and
describe the status of the graduates after earning their degrees in the University.
Source of Data
A total of 215 graduates were produced by the SKSU College of Nursing from the
Academic Year 2009 to 2016 in which 137 of these graduates attained the Diploma in
Midwifery and the remaining 78 were graduates of the Bachelor of Science in Nursing.
However, out of these graduates, there were only 62 (Midwifery-41 and Nursing (21).
voluntarily who participated in the study.
Sampling Technique
Graduates were traced from the available listing of the College and from referral
to their former faculty members, their fellow graduates and through their social
networking accounts. The respondents were chosen via convenience sampling where
most of the surveys happened at the premises of the College.
Study Gathering Instruments
The researchers adopted and modified the survey questionnaire constructed by
the Commission on Higher Education (CHED) which was earlier modified by the
University of Southern Mindanao (USM) and University of Southeastern Philippines
(USEP). The instrument dealt specifically on the demographic and employment profiles
of the respondents.
Data Gathering Procedure
The researchers asked the respondents for their participation in the SKSUCNGTS. The data from the graduates were collected by asking them to complete
personally the questionnaires based on the variables identified in the study. Completed
questionnaires were then immediately collected and processed for collation, tabulation
and analysis.

Statistical Treatment
The data gathered from the study were analyzed using descriptive statistics
mainly represented by percentile, frequency count, means and ranking.

RESULTS AND DISCUSSION

Demographic Characteristics
Table 1 presents the demographic characteristics such as the civil status, gender
and place of origin of the graduate respondents from 2009-2016.
As shown in the Table, there are only 41 Midwifery and 21 Nursing which
accounted for 29% of the graduate respondents from 2009-2016 who participated in the
study.
As regard to civil status, majority of the midwifery graduates (90.24) and that of
the nursing (81%) are still single. Females as to gender account a percentage of
82.93% of the midwifery graduates and 66.64% of the nursing graduates. There were
only 17.07% (Midwifery) and 33.33% male graduates.
On the other hand, the place of origin of the majority of these graduates which
comprise 90.24% Midwifery and 85.71% Nursing graduates were from Sultan Kudarat.
The table implies that the graduates remain single after graduating from their
course probably because Midwifery graduates for instance finish the course at the age
of 18 which is still an ideal age for tertiary education. There is no doubt that, many of
these graduates proceed to Nursing education. As expected, both courses were
dominated by female graduates in the sense that both professions and jobs are highly
identified for females. On the other hand, takers of both the midwifery and nursing
courses were mostly residents of Sultan Kudarat which is expected due to close
distance of the school from the graduates residences.

Table 1. Demographic profile of the College of Nursing graduate respondents

from 2009-2016. SKSU, Tacurong City.
==================================================================
MIDWIFERY
NURSING
Profile
Frequency Percentage Frequency
Percentage
(f)
(%)
(f)
(%)
--------------------------------------------------------------------------------------------------------------------Civil Status
Single
37
90.24
17
81.00
Married
4
9.76
Separated
Single parent
4
9.00
Total
41
100.00
21
100.00
Gender
Male
Female
Total

7
34
41

17.07
82.93
100.00

7
14
21

33.33
66.64
100.00

Place of Origin
Sultan Kudarat
37
90.24
18
85.71
South Cotabato
4
9.75
1
4.76
Sarangani
Others
2
9.53
Total
41
100.00
21
100.00
==================================================================
Table 2. Licensure examination taken and passed by the graduate respondents of the
College of Nursing from 2009- 2016. SKSU, Tacurong City.
==================================================================
MIDWIFERY
NURSING
Examination
Frequency Percentage Frequency
Percentage
(f)
(%)
(f)
(%)
N = 41
N=
21
--------------------------------------------------------------------------------------------------------------------Midwife Licensure Examination (MLE)
37
90.24
Nurse Licensure Examination (NLE)
20
95.23
Civil Service Professional Examination
Civil Service Sub-professional Examination
-------------------------------------------------------------------------------------------------------------------8

Examinations Taken and Passed

As reflected in Table 2, Midwifery graduates who passed the licensure
examination accounts for 90.24% of the 41 total graduate respondents from 2009 to
2016.
On the other hand, only one BS Nursing graduate respondent failed in the Nurse
Licensure Examination of which 20 (95.23%) passed from 2011 to 2016.
The table implies that high percentage of the graduate respondents took and
successfully passed both the two levels of examinations. It follows then that those who
took and passed the NLE did pass ahead the MLE. It was noted that the respondents
did not try taking any examination apart from the board examination required of their
course.
Reasons for Taking the Course
The reasons of graduate respondents for taking/selecting the course offered in
the College of Nursing are presented in Table 3.
The table shows that midwifery graduates main reasons why they took up the
course are: influence of parents or relatives (41.46%; Rank 2), high grades in the
course or subject area (s) related to the course (24.39%, Rank 3), inspired by a role
model (24.39%, Rank 3), and they had no particular choice or no better idea (24.39%,
Rank 3).
The group of Nursing graduates declared that they were mostly influenced by
their parents or relatives (61.9%, Rank 1), influenced by peers (42.86%, Rank 2), or
were inspired by a role model (42.86%, Rank 2).
It can be inferred from the table that parents or relatives primarily decide on the
course to be taken by their children. Although in some point, the graduates had the
interest in taking up the course.

Table 3. Reasons of graduate respondents for taking/selecting the course offered in the
College of Nursing from 2009- 2016. SKSU, Tacurong City.
==================================================================
MIDWIFERY
NURSING
Reasons
f
%
Rank
f
%
Rank
N = 41
N = 21
--------------------------------------------------------------------------------------------------------------------High grades in the course or subject
area (s)
10
24.39
3
7
33.33
5
related to the course
Good grades in high school
8
19.51
8
6
28.57
8
Influence of parents or relatives
17
41.46
2
13
61.9
1
Peer Influence
6
14.63
10
9
42.86
2
Inspired by a role model
10
24.39
3
9
42.86
2
Strong passion for the profession
9
21.95
6
7
33.33
5
Prospect for immediate employment
8
19.51
8
7
33.33
5
Status or prestige of the profession
9
21.95
6
6
28.57
8
Availability of course offering in
chosen institution
6
14.63
10
6
28.57
8
Prospect of career advancement
6
14.63
10
6
28.57
8
Affordable for the family
6
14.63
10
5
23.81
12
Prospect of attractive compensation
6
14.63
10
8
38.1
4
Opportunity for employment abroad
5
12.2
15
3
14.29
13
No particular choice or no better
10
24.39
6
idea
Others (No answer)
21
51.22
1

Taking-up Advance Study

It is evident from Table 4 that there are only two (2) or 4.87% respondents or
same persons (graduate of both Midwifery and Nursing) who currently take up a
Masters degree. On the other hand, more than half (56.09%) of the Midwifery
graduates continue their BS Nursing course.
The reasons why advance study became part of the respondents plan are mainly
for professional development (94%) and for promotion (17.5%).

10

Table 4. Number of graduate respondents who took up advance study and their
reasons of taking such. SKSU, Tacurong City.
==================================================================
MIDWIFERY
f
%

Advance Study

NURSING
f

%
N =41
2
4.87
23
56.09

Masters
Law
Medicine
Others (Continued the BS Nursing course)

N=21
2
-

9.5
-

Reason for taking up advance study

2

9.5

23

92

9.5

For promotion
For professional development
Others
==================================================================
Respondents Employment Status
The employment status of the graduate respondents is presented in Table 5.
Apparently, nearly half (41.46%) of the Midwifery graduate respondents are employed
while more than half (56.09%) opted to continue their Ladderized Nursing course.
Among the Nursing graduates, 85.71% are employed while nearly 15% are not yet
employed.
The data reveal that there is still a high demand for Midwifery and Nursing
graduates as shown that majority of the graduates were hired for a job.
Table 5. Employment status of graduate respondents. SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Employment Status
f
%
f
%
--------------------------------------------------------------------------------------------------------------------Employed
17
41.46
18
85.71
Not employed
1
2.43
3
14.28
Others (On-going studies)
23
56.09
--------------------------------------------------------------------------------------------------------------------Total
41
100
21
100
11

Reasons for not employed

Table 6 has the data on the reasons why the graduates are unemployed. It
shows that 56.1% of the Midwifery graduates chose to continue and obtain a Nursing
course. In the case of Nursing graduates, advance or further study has been prioritized
by one (4.76%) of the graduates than to look for a job. One claimed that there is no job
opportunity at the moment while the other two are on review classes (6.76%).
Table 6 . Reasons for being not employed of graduate respondents. SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Reasons
f
%
f
%
N=41
N=21
--------------------------------------------------------------------------------------------------------------------Advance or further study
23
56.1
1
4.76
Family concern and decided not to find a job
Health-related reason/s
Lack of work experience
No job opportunity
1
4.76
Did not look for a job
Others (On review)
1
2.0
1
4.76
--------------------------------------------------------------------------------------------------------------------Present employment
Currently, a total of 34 graduate respondents (Midwifery-16 and Nursing 18)
are employed (Table 7).
More than half (56.25%) of the Midwifery graduates landed a contractual job but
one fourth or 25% were hired into a regular or permanent status. The same trend is
observable of the Nursing graduates employment status where 47.61% has a
contractual job while five (27.77%) are permanent in their job assignment.
Table 7. Present employment of graduate respondents. SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Employment Status
f
%
f
%
--------------------------------------------------------------------------------------------------------------------Regular or permanent
4
25
5
27.77
Contractual
9
56.25
10
47.61
Temporary
1
6.25
1
5.55
Self-employed
1
6.25
1
5.55
Casual
1
6.25
1
5.55
--------------------------------------------------------------------------------------------------------------------Total
16
100
18
100
12

Occupation of graduate respondents

Table 8 presents the classification of occupation of the graduate respondents.
Nearly 90% of both employed Midwifery and Nursing graduates work as health
professionals. A very minimal percentage is employed as clerk or in a special
occupation such as caregiving.
As expected three fourths (Midwifery-75% and Nursing 77.8%) of the graduates
are employed into health and social work sectors. There are also those who are into
education or teaching (Midwifery-12.5% and Nursing 11.1%).
Table 8. Classification of occupation of graduate respondents. SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Classification of Occupation
f
%
f
%
--------------------------------------------------------------------------------------------------------------------Officials of Government and Special-Interest
Organizations, Corporate Executives,
Managers, Managing Proprietors and
Supervisors
Professionals
14
87.5
16
88.88
Clerks
1
6.25
1
5.55
Special occupation (caregiver)
1
6.25
1
5.55
-------------------------------------------------------------------------------------------------------------------Total
16
100
18
100
--------------------------------------------------------------------------------------------------------------------Sector
Health and social work
12
75
14
77.77
Financial intermediation
1
6.25
1
6.25
Education
2
12.5
2
11.11
Private household with employed persons
1
6.25
1
6.25
--------------------------------------------------------------------------------------------------------------------Total
16
18
---------------------------------------------------------------------------------------------------------------------

Place of work
It is shown in Table 9 that, majority of the respondents work in the country having
81.25% and 83.3% for Midwifery and Nursing graduates, respectively. The three
graduates (18.75 and 16.7%) who are working abroad were registered nurses and
midwives at the same time.
This implies that the graduates are still in demand in the country although there
are opportunities abroad. As presented earlier in Table 7 on employment status of the
13

graduates, some of those who are in contract basis are just gaining experience in order
to qualify themselves for opportunities to work abroad in the future.
Table 9. Present place of work of graduate respondents. SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Place of Work
f
%
f
%
--------------------------------------------------------------------------------------------------------------------Local
13
81.25
15
83.3
Abroad
3
18.75
3
16.7
--------------------------------------------------------------------------------------------------------------------Total
16
100
18
100

Reasons for accepting, staying, and changing job

Table 10. Reasons of graduate respondents for accepting, staying, and changing job.
SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Reasons for accepting the job
f
Rank
f
Rank
--------------------------------------------------------------------------------------------------------------------Salaries and benefits
7
1
8
1
Career challenge
6
2
6
3
Related to special skill
5
3
5
4
Proximity to residence
3
5
1
5
Others (related to program, family influence)
5
3
7
2
Reasons for staying on the job
Salaries and benefits
Career challenge
Related to special skill
Related to course or program of study
Proximity to residence
Others (family influence)

8
6
5
3
1
4

1
2
3
5
6
4

8
6
5
5
3
4

1
2
3
3
6
5

Reasons for changing job

Salaries and benefits
6
1
9
1
Career challenge
6
1
6
2
Related to special skill
5
3
5
3
Proximity to residence
1
4
2
4
Others (Family influence)
1
4
1
5
--------------------------------------------------------------------------------------------------------------------14

In table 10, the top three reasons identified by the graduate respondents for
accepting the job are the following: salaries and benefits ( Rank 1), career challenge
(Rank 2), related to program and family influence (Rank 2), and related to special
skill (Rank 3).
On the other hand, the top three reasons why they stay in the job or some had
changed their job are due to salaries and benefits, career challenge and the relatedness
of the work to the special skills of the graduates.
The data indicates that salaries and benefits are really a big issue in
employment. Workers tend to stay at the job if the salary is enough to finance their
personal or family spending/needs.
First job of the graduate respondents
Table 11 shows that majority of the graduate respondents did only stay less than
six months in their first job (Midwifery 72.72% and Nursing-66.66%) or less than a
year (Midwifery 27.27% and Nursing-33.33%). As discussed earlier in Table 10, it
shows that the financial aspect of the job has a bearing on the employees contentment
to remain in their employment.
Regarding the reason of the respondents why they were able to find their first
job, Table 12 has the data. It shows that most of them were recommended by someone
(Midwifery 40.90% and Nursing-35%) and had the information about the job opening
from their friends (Midwifery 27.27% and Nursing-30%). The rest of the employed
graduates had their first job as walk-in applicant and had responded to advertisement.
The length of job search after graduation of the respondents before landing a job
is presented in Table 13. The table indicates that many of the graduates did not
encounter so much difficulty in finding a job, and had their first job one month to less
than a year after graduation. This seems to explain that health workers or the graduates
are in demand at the moment.
Table 11. Period stayed in the first job of the graduate respondents. SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Period
f
%
f
%
--------------------------------------------------------------------------------------------------------------------Less than a month
1 to 6 months
8
72.72
6
66.66
7 to 11 months
3
27.27
3
33.33
1 year to less than 2 years
2 years to less than 3 years
3 years to less than 4 years
--------------------------------------------------------------------------------------------------------------------15

Total

11

Table 12. Reasons why graduate respondents found the first job. SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Reasons
f
%
f
%
--------------------------------------------------------------------------------------------------------------------Response to an advertisement
3
13.63
3
15
As walk-in applicant
4
18.18
4
20
Recommended by someone
9
40.90
7
35
Information from friends
6
27.27
6
30
Arranged by schools job placement officer
Family business
Job fair or Public Employment Service
Office (PESO)
--------------------------------------------------------------------------------------------------------------------Total
22
100
20
100
--------------------------------------------------------------------------------------------------------------------Table 13. Length of job search after graduation of the respondents before landing a job.
SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Period
f
%
f
%
--------------------------------------------------------------------------------------------------------------------Less than a month
2
11.76
2
11.11
1 to 6 months
6
35.29
7
38.88
7 to 11 months
6
35.29
6
33.33
1 year to less than 2 years
2
11.76
2
11.11
2 years to less than 3 years
3 years to less than 4 years
1
5.88
1
5.55
--------------------------------------------------------------------------------------------------------------------Total
17
18
--------------------------------------------------------------------------------------------------------------------Job level position of the graduate respondents
Table 14 shows that majority of the respondents work as professional midwives
and nurses in their first and present jobs, wherein there are 15 (88.2% and 88.4%) out
of 17 employed midwives while 16 or 88.7% and 17 or 94.4% out of the eighteen nurseemployees.

16

Table 14. Job level position of graduate respondents. SKSU, 2016.

==================================================================
MIDWIFERY
NURSING
First Job
Present Job
First Job
Present
Job
Job Level
f
%
f
%
f
%
f
%
--------------------------------------------------------------------------------------------------------------------Clerical
1
5.88
1
5.55
Professional
15 88.2 15 88.4 16 88.8 17 94.4
Technical
Supervisory
Managerial
Executive
Self-employed
1
5.88
1
1
5.55
1
5.55
--------------------------------------------------------------------------------------------------------------------Total
17
16
18
18
100

Monthly Income
In Table 15, it is seen that more than half (52.94%) of the midwifery and 50% of
the nursing graduate respondents earn a gross monthly income below Php 5,000.00
while only 35.28% among midwives earn from 5,000 to less than 20,000 and 38.88% of
the nurses earn from 5,000 to 25,000.00.
Based on the data, employed midwives and nurses are receiving similar amount
of salaries.
Table 15. Gross monthly income of graduate respondents in their first job after
College. SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Gross Income
f
%
f
%
--------------------------------------------------------------------------------------------------------------------Below P 5,000.00
9
52.94
9
50
1
5.88
1
5.55
P 15,000.00 to less than P 20,000.00
3
17.64
2
11.11
P 5,000.00 to less than 10,000.00

17

11.11

16.66

P 20,000.00 to less than P 25,000.00

3

17.64

P 10,000.00 to less than P 15,000.00

P 25,000.00 and above
1
5.88
1
5.55
--------------------------------------------------------------------------------------------------------------------Total
17
100
18
100
Relevance of College curriculum to first job
Data in Table 16 shows that the College curriculum was found by the 88 % of the
respondents relevant in finding their first job as either professional midwife and nurses
(Table 8). The remaining 11% felt at the moment that their course is not relevant as they
work outside of their expected profession.
Table 16. Relevance of college curriculum to first job of graduate respondents.
SKSU. 2016
==================================================================
MIDWIFERY
NURSING
Relevance of College Curriculum
f
%
f
%
--------------------------------------------------------------------------------------------------------------------Relevant
15
88.23
16
88.88
Irrelevant
2
11.76
2
11.12
--------------------------------------------------------------------------------------------------------------------Total
17
100
18
100
--------------------------------------------------------------------------------------------------------------------Learned competencies in college
Table 17 shows which skills or competencies the graduate respondents learned
from college that contributed much in finding their job. It appears from the table that the
respondents communication skills (35%) followed by their skills in human relations
(midwifery - 11% and nursing - 10%) had strong impact and made them land a job.
Although critical thinking skills and problem-solving skills form part of the skills they
attained from their higher education.
The former skills mentioned are expected skills in a profession dealing with
people just like nursing. The latter skills are very important and must be learned before
graduation as these will determine how skillful the nurse will be in delivering care to the
clients.
Table 17. Competencies learned in college which are very useful in finding a job.
SKSU. 2016
==================================================================
Competencies
MIDWIFERY
NURSING
f
%
f
%
--------------------------------------------------------------------------------------------------------------------18

Communication skills
Human relations skills
Entrepreneurial skills

14
11
6

35.89
28.20
15.38

13
10
5

36.11
27.77
13.88

20.51

22.22

Problem-solving skills
Critical Thinking skills
--------------------------------------------------------------------------------------------------------------------Total
39
100
36
100

Suggestions and Recommendations to

Improve the Graduates Competitive Edge
Table 18 reflects that most of the graduates who answered this item were
satisfied with the curriculum offered. Other suggestions and recommendations mainly
dealt on hiring additional staff and full time Clinical Instructors as well as improving the
laboratory facilities or curriculum, if there are activities, there must still be classes but
with shortened schedule.
The data implies that there are still many things to consider to further enhance
the competitive edge of the graduates. For instance, the College has only three (3)
permanent and two (2) full time job order faculty members, such number is not enough
to handle all the subjects offered from first year to fourth year levels. The hiring of part
time faculty or Clinical Instructors to solve the gap results to scheduling of classes or
clinical duty after office hours and weekends, making the students miss spending their
weekends. Moreover, the implementation of the outcome-based curriculum may answer
the suggestions in improving the ladderized curriculum in order to maximize resources
utilization and produce highly competent graduates.
Table 18. Suggestions and recommendations of the SKSU graduates about the
changes needed to improve their competitive edge. SKSU, 2016.
==================================================================
MIDWIFERY
NURSING
Suggestions and Recommendations
f
Rank
f
Rank
--------------------------------------------------------------------------------------------------------------------Improve the laboratory facilities
3
3
4
2
Hire additional staff and full time Clinical
Instructors
4
2
4
2
Improve the curriculum
2
4
2
4
Have shortened classes during school
activities
2
4
Others (Satisfied with the curriculum
offered)
5
1
5
1
--------------------------------------------------------------------------------------------------------------------Total
16
15
19

CONCLUSION
Based on the foregoing data, majority of the graduate respondents after their
graduating from the Diploma in Midwifery proceeded to enroll in the Bachelor of Science
in Nursing. The employment rate among the graduates of the Ladderized Nursing
Program of the University is high despite a lower salary and contractual position offered
by employers locally. The graduates social and technical skills gained in the university
and being Registered Nurses or Midwives put them an advantage to get a job.
RECOMMENDATIONS
It is recommended that more graduates be involved in the research to include
even those who are employed abroad. The College and the Alumni Office may get all
the details on the graduates address, contact number, email address or facebook
account or contact persons before graduation so that they can easily be communicated
whenever their participation to University activities are needed.

20

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