Perspectives of HUMSS Students in Terms of Job Readiness after Work Immersion: A Consensual Qualitative Research Investigation

Abstract

INTRODUCTION

Employment is one of the four exits envisioned by the Department of Education for senior high school graduates. Students are then expected to be job-ready. Thus, this study investigated how HUMSS students perceived themselves in terms of job readiness. This research is necessary for presenting a microcosm of the larger situation of the first SHS graduates of the K12 Program. The study had three-fold purposes: (1) to uncover the students' experiences in school that helped them acquire skills which relate to job-readiness; (2) to determine how work immersion had helped prepare them to be job-ready; and (3) to understand how they perceived their job readiness.

METHODS

The study proceeded using the Consensual Qualitative Research Method (Hill, 2012) and utilized semi-structured interviews to allow rich descriptions of experiences, attitudes, and convictions of the respondents. Ten students were selected to ensure varied responses. Face-to-face interviews that elicited conversations and reflections about the students' experiences and self-perceptions were conducted. Scripted questions followed by probing questions were given to the respondents.

RESULTS

The students identified these factors as contributory to their skill development: 1) interactions with teachers and peers; 2) interactions with parents and adults in school; 3) independent and collaborative learning experiences, 4) tasks set in the curriculum; and 5) extracurricular involvement. On work immersion, the students reported that it had been useful in developing their physical, mental, and emotional skills. They viewed it as their "trial stage" which had exposed and familiarized them with possible challenges at work. However, some of them expressed that their training was limited because they were not given enough work by their immersion supervisors and that they were not the ones who chose their immersion assignments. Overall, students admitted that they still lacked qualifications. They felt that they may stand a small chance to college graduates and national certificate holders.

DISCUSSIONS

The results reflect the need for a more effective immersion program with planned activities for the students. The immersion teacher and the supervisor may agree on the tasks that may be given. A survey on the students about the companies and institutions where they want to be assigned may also be conducted. Seminars that will help students to become job-ready may also be conducted in schools to increase their confidence and skills.