Students who are studying to find a stable job in the near future. School offers a lot of activities to help improve the students capabilities and knowledge but learning comes not only in the four concern of the rooms but also outside the school vicinities. A special program can be a big help to students specially those who are in the senior high school who still do not have a plan on pursing collage given the special program it will be easier for them to learn for the techniques ad actually do it in action like in the job training.
As per the observation of the research, it is found out that there is a lot of the family needs extra income for the education of their children. The researches were encouraged to conduct a study among younger students to other schools in Tanauan City. Also, the researchers would like to know the sources of working study experiences and how they are able to overcome with it. This will contribute knowledge to those respondents to be able to manage well their job in the near future.
The Special Program for the Employment of Students (SPES) is mandated under Republic Act No. 7323 otherwise known as “An Act To Help Poor But Deserving Students Pursue Their Education By Encouraging Their Employment During Summer and/or Christmas Vacations, Through Incentives Granted to Employers, Allowing Them To Pay Only Sixty Per Centum of Their Salaries or Wages and The Forty Per Centum Through Education Vouchers To Be Paid By The Government, Prohibiting and Penalizing The Filing of Fraudulent and Fictitious Claims, and For Other Purposes.”
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The paper aims to examine the effectiveness of the Special Program for the Employment of Student (SPES) and how it encourage the youth to take part in nation building and how the program helps the youth move out of poverty in the City of Tanauan. Most of the poverty alleviation and program evaluation literatures in the Philippines are focused on the conditional cash transfers and the models of the PantawidPamilyang Pilipino Program (4Ps).Thus; I would like to delve on the unexplored lens of helping students find jobs in order for them to continue their education. We can compare the responses from those who have already benefited from the SPES –these are those who already finished the program; and those who are currently benefiting from it.
Investing in youth and focusing on building their skills and capabilities through education is recognized as essential in facilitating their successful entry into the labor market. The students who finished their studies are more likely to have better opportunities in a more vigorous and aggressive labor market which plays a vital role in the economic development of a country. Thus, completion of education could yield a long term spin-off of the youth’s marketability and competitiveness in the labor market.
Background of the Study:
We conduct this research to prove, and to elaborate our title. Youth unemployment and the difficulty of transiting from school to work has been a persistent and significant problem. Thus, the government and policymakers have identified policies and programs, which can increase the probability of finding work for these jobless youth and raise their productivity.
Some of SPE’s most active and excited members are the students. Our 230 student chapters span six continents, and several times a month we receive new chapter activity reports about the latest field trips, fundraisers and competitions hosted all over the world. The Special Program for Employment of Students (SPES) is one of the government’s interventions promoting youth employment. SPES was created to harness the potentials and develop the intellectual capacities of the youth. Using the framework of the program theory, this rapid assessment of SPES identified the different components of the program: primary activity (providing temporary employment), mechanism (wage subsidy) and the intended output (payment of salaries for income augmentation and increase school retention).
SPES was first implemented under Republic Act 7323 in 1992, and was amended and strengthened under the Republic Act 95471 in 2009. As part of the employers’ responsibility, it ensured that students are not subjected to hazardous working conditions and child labor.Assessment of SPES identified the different components of the program primary activity (providing temporary employment), mechanism (wage subsidy) and the intended output (payment of salaries of income augmentation and increase school retention).
The SPES is a component of the KABATAAN 2000 program aims to help poor but deserving students pursue college education by providing income or augment their income by encouraging their employment during summer and Christmas vacation. Employers are encouraged to hire the youth by giving incentive, such as paying only 60% of the prevailing minimum wage while DOLE pays the balance of 40%, through education vouchers.
The nature of work has changed during the past twenty years and is likely to continue to do as well into the twenty-first century (Watts, 1996).Work tasks are simultaneously becoming more service oriented and more technology oriented (Bridge, 1994). Employers are decreasing their level of long-term commitment to their workers and increasingly using external contractors, temporary and part-time staff as they are needed (Handy, 1994).
In the future, working individuals will need to be responsible for their own career, and be able to develop flexibility and creativity in relation to their career path (Watts,1997). Therefore, as the twenty-first century begins, innovative approaches to preparing young people for their adult working lives are much more urgent than ever (Takanishi& Hamburg, 1997).
Interest in the school-to-work transition has fluctuated over recent years mainly because of political and economic considerations. The recently revived interest in school-to-work transition has been sparked by succession of reports relating to the decline in education achievements and the changing demands in the labor market. So far, the school-to-work movement has been based mainly on economic rather than psychological principles.
Economic theories have tended to promote general employability skills and industry specific skills in order to make adolescents more attractive to potential employers while psychological theories have to be more concerned with personal traits of characteristics the might translate into human capital. However, both of these approaches have a common purpose, which is to create a system in which the transition allows adolescents to identify and achieve productive and rewarding roles in the workplace.
Worthington and Juntunen(1997) have encourage counsellors to develop an integrative theory of the school-to-work transition, while Hansen 3 (1999) have urged that schools involve sounsellors,teachers,parents,communities, and students in their career counselling approach. Lent, Hckett and Brown (1996) also argued for a common conceptual framework to be developed, and argued for co-operation among therorist,researchers, and practitioners across all disciplinary bounderies.
Watts (1997), among others, has proposed that career guidance become an integral part of the education system, as it is critical, “in helping students to clarify and articulate their aims and aspirations; in ensuring that their decisions are informed in relation to the needs of the labor market market; and in empowering individuals in their negotiations with employers and other purchasers of their services”.
Students need the opportunity to develop self-awareness, skills and knowledge that will enable them to make and implement career guidance delivered. It also requires stronger links with the world of work by viewing employers as partners in learning. It is responsibility of the school to faster adolescent’s motivation and confidence, and to develop their skills for learning how to learn.
An integrated approach to employment, education and training appears to be the key to fostering the development of a skilled and flexible workforce that will be needed to meet the demands created by the changing social, economic and industrial environment (Dawkins, 1998). In this context, this review will examine the recent literature in relation to the theoretical position proposed to account for the school-to-work transition. First, however, it is necessary to consider the developmental aspects of adolescence which emphasize the limited experience of adolescents and types of learning required during the school-to-work transition period.
