REVIEW OF RELATED LITERATURE

About 65% of college graduates in the Philippines do not have the right skills and

training to qualify for the jobs of their choice. This is one of the findings of the “National

Employability Report—Philippines” conducted and released by India-based

employability assessment firm Aspiring Minds. The report brings to light the

employability of graduates in Philippines across different sectors of the knowledge

economy.

Varun Aggarwal, co-founder and CTO of Aspiring Minds, said, “An economy with

a large percentage of unemployable candidates is not only inefficient, but socially

unstable, too. This calls for substantive intervention in curriculums and teaching

pedagogy at school and college level to improve basic skills of students.”

The study is based on analysis of 60,000 fresh graduates from more than 80

colleges across the country.The analysis and findings of the report are based on the

results of these students on AMCAT: Aspiring Minds Computer Adaptive Test, which is

the world’s largest standardized employability test.

Based on the results, overall employability needs improvement. Around 65%

graduates are not employable in the job they want, the report indicated. “They show

gaps in various skills as required in succeeding in the job role,” it noted.

Employability figures for various functions within the business process

outsourcing (BPO) sector also reflected lack of sufficient and required skills among the

total number of graduates who aspire to work in the industry.

information technology (IT) helpdesk. The employability of all these roles in below 25%,

the study said.According to Aspiring Minds, most of the candidates showed deficiency in

required cognitive skills, which most employers see as an indication of trainability on the

job.

For the Contact Center Association of the Philippines (CCAP), the findings is not

surprising as the industry has been experiencing low hiring rate of about 6% to 10%.The

findings also validate its earlier call for an improved education system that can produce

high-skilled contact center candidates. “Over the years, we have been working with the

Commission on Higher Education (CHED), the Department of Education (DepEd),

Technical Education and Skills Development Authority (TESDA), and schools to look at

the relevant skills that the industry needs, and how we can build those skills in the

curriculum itself,” said CCAP chairman Benedict Hernandez. “Students must be

educated and trained to develop skills that are specifically required in the contact center

industry,” he added.

Industry analysts think that with the shifting focus of the contact center industry

from provision of customer service to delivery of customer experience, greater efforts

must be exerted to produce graduates with sufficient skills to meet the requirements of

customer-experience focused businesses.

“CCAP continuous to strengthen those efforts to improve education and skills of

our graduates,” said CCAP President Jojo Uligan. “The study is very helpful detailed

analysis and insights useful for our planning for intervention.”

Employability and productivity are central issues in the strategic direction of

higher education institutions. This interest is associated with the human capital theories

of innovation and economic performance. Growth in the stock of human capital is

essential for economic growth. In the words of Ramirez, Cruz, and Alcantara (2014), a

nation’s economy runs on the knowledge and skills of its people. The requirements for

skills evolve with external investment, technological advances, and globalization. To

keep pace with the challenges, people need to acquire skills to be productive and earn

a living, and all of these can be achieved through education. Education is considered to

be the most important mechanism for the empowerment of the people.

The human capital theory argues that education increases individuals’

employability and productivity. Education provides functional knowledge and marketable

skills which include professional skills, language skills, and other life skills, and this

gives highly educated people greater chances to employment and better opportunities

to become productive. (Cai, 2012)

Employability is defined in different context. For Hillage and Poland (1998), the

term refers to a person’s capability of gaining initial employment, maintaining

employment, and obtaining new employment if required. Felicen and Mejia (2013)

opined that employability is the capability of individuals to move self-sufficiently within

the labor market to realize potential through sustainable employment. Different authors

moreover agree that employability depends on the knowledge, skills, abilities, attitudes

and values (KSAV’s) the individuals possess, the way they utilize their KSAV’s in

workplace, and the way they present themselves to employers.

capacity, the propensity of graduates to exhibit attributes (knowledge, skills, attitudes,

and values) that employers anticipate would be necessary for the effective functioning

of the organization. In more practical terms, productivity may be construed as the

readiness of the graduates on the requirements of their jobs, as well their perceived

capability to respond to the job challenges in the organization. (Cruz, 2009)

Higher education institutions (HEI’s) play a critical role in preparing graduates for

productive employment. HEI’s need to ensure the graduates that they possess the

cognitive, behavioral, and social skills that would allow them to perform effectively and

meet the challenges in the workplace, better still to bring in advanced knowledge to

solve complex problems, promote new ideas, and engage in diverse cultural

environment. Without a solid capacity to innovate and deliver quality services and

products, the young graduates would most likely join the big group of unemployed

professionals

In the Philippines, no less than the Labor Secretary Patricia Sto.Tomas lamented

the mismatch between the graduates being produced by the country’s universities and

colleges and the jobs available. She sees it as one of the factors behind the country’s

increasing unemployment rate. She stated that job-skill mismatch is a very serious

matter that must be addressed and be given sufficient priority if the government is to

effectively deal with employment and underemployment problems. (Remollino, 2006)

In Malaysia, employment statistics shows that from 2007- 2009, the number of

people seeking for jobs exceeded the number of job vacancies. With a high percentage

of graduates looking for jobs, for instance, 26.7 percent in 2009, Malaysia also faces
high graduate unemployment rates. Nugroho et.al. study disclosed that the modern

economy needs highly trained and skilled human resource, and higher education

institutions are challenged to produce qualified graduates to meet the needs of national

development and employers. Industries define the characteristics and skills

requirements of their workforce which may or may not be produced by HEI’s. In the

Indonesian context, employability is usually associated with how quickly a graduate

finds employment. As a result the waiting period for seeking employment dominates the

indicator of whether an institution is able to produce qualified graduates for the job

market. (Syafiq and Fikawati, 2008)