1 - 2013 ncae presentation-dr. benito.pptx...

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Dr. Nelia V. Benito, Director III

DEPARTMENT OF EDUCATIONDEPARTMENT OF EDUCATION

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1. What is the NCAE?

� NCAE = National Career Assessment Examination

� It is an aptitude test geared toward providing information

through test results for self-assessment, career awareness and

career guidance of high school students for their post-secondary

courses / application for scholarship.

� Test-taking is mandatory.

� Test results are recommendatory.

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2. What other features characterize the NCAE?

� A locally developed test which was standardized and

validated using Filipino respondents

� A paper-and-pencil test which utilizes scannable answer sheets

that are processed electronically

� A multiple-choice type of test

� Culture fair and sensitive

� Provides an end-user-friendly report format (COR) 5

3. Why was NCAE developed?

The NCAE was developed to:

� To foster the highest quality of education in the Philippines by

regulating and monitoring the flow of students to post secondary

institutions of learning and their potential contribution to national

development

� To minimize indiscriminate wastage of manpower and

resources by working for a match between manpower skill outputs

and job market demands

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4. What are the specific objectives of the NCAE?

� To assess the skills of high school students planning to proceed to post

secondary courses and other career options, toward providing relevant

information on their skills, abilities and readiness for academic and non-

academic courses;

� To provide information that will help high school students make wise career

decision; and

� To provide bases for selecting scholarship awardees and recipients of study

grants from the Commission on Higher Education (CHED) and the Technical

Education and Skills Development Authority (TESDA).

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5. How is NCAE different from NCEE?

Similarities Differences

� Both are general

scholastic aptitude tests

(GSAT)

� NCAE includes scientific ability as an

area in GSAT

� Still recommendatory – without cut-off

score

� Includes technical-vocational aptitude,

entrepreneurial skill, non-verbal

ability, logical reasoning ability and

interest inventory

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6. Who are the target examinees of the NCAE?

� All enrolled Third Year HS students in public and private

high schools operating with permit

� Fourth Year HS Students and out-of-school youths who

are applying for the CHED and TESDA scholarship

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7. What are the domains measured in the NCAE?

A. General Scholastic Aptitude (GSA) – 180 items

� Scientific Ability (SA) ------------------------------------------------- 40 items

� Reading Comprehension (RC) ------------------------------------- 50 items

� Verbal Ability (VA) ---------------------------------------------------- 50 items

� Mathematical Ability (MA) ------------------------------------------ 40 items

B. Technical-Vocational Aptitude (TVA) – 40 items

� Clerical Ability (CA) -------------------------------------------------- 20 items

� Visual Manipulative Skills (VMS) ---------------------------------- 20 items

C. Entrepreneurial Skills (ES) -------------------------------------------------- 20 items

� Planning and Decision Making (PD)

� Budgeting, Marketing and Forecasting (BMF)

� Creativity (C)

D. Logical Reasoning Ability (LRA) ------------------------------------------ 15 items

E. Non-Verbal Ability (NVA) --------------------------------------------------- 20 items

F. Occupational Interest (OIISSS)--------------------------------------------- 260 items10

Areas of Occupational Interests:

A. SciencesB. EngineeringC. CommerceD. Professional ServicesE. Personal ServicesF. CyberservicesG. AestheticsH. EnvironmentI. Military TrainingJ. Spiritual VocationK. Agriculture and Fishery

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Occupational Interest Inventory of Students in Secondary Schools (OIISSS)

� This is an inventory / checklist of occupational interests which provides

an assessment on inclinations / preferences for comprehensive career

guidance.

� The students are provided with a profile chart of their occupational

inclinations and preferences thru the identified cluster occupations.

� These major occupations are finely divided into two specific groups – the

baccalaureate courses and vocational courses.

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8. What information is derived from the NCAE COR?

� COR = Certificate of Rating

� The COR contains the report on how the examinees performed in

the test which is presented in a graph alongside the Standard

Scores and Percentile Ranks.

� The descriptive rating of the Percentile Rank is also included.

� The overall GSA and TVA scores are reported along with scores in

the subtests.

� The GSA score is the average of the standard scores in these

areas: SA, RC, VA and MA.

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� Likewise, the TVA score is the composite of the CA and VMS

scores.

� Additionally, the NCAE reports scores for LRA, NVA and ES.

� The level of preference for each area of occupational interest is

displayed based on percentage score which is as follows: high (76-

100), moderate (51-75), low (26-50) and very low (0-25)

� Examinees can gauge their individual strengths and weaknesses

in every domain/area measured based on the test results.

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A. SCIENCES B. ENGINEERING D. PROFESSIONAL F. CYBERSERVICES Garments

Health - Medical B1 Mechanical Engineer SERVICES (cont...) F1 Web Designer G27 Shoe Maker**

A1 Doctor of Medicine B2 Electrical Engineer D11 Registrar F2 Analy st G28 Furniture Maker**

A2 Dentist B3 Civ il Engineer D12 Values Teacher F3 Programmer G29 Pottery Maker**

A3 Pharmacist B4 Safety Engineer D13 College Professor F4 Instructor G30 Beadworks Maker**

A4 Medical Technologist B5 Mining Engineer D14 Non-Formal Educ TeacherF5 Transcriptionist G31 Jew elry Maker**

A5 Nurse B6 Metallurgical Engineer D15 Tech-Vocational Aide** F6 Data Encoder** G32 Silk Screen Maker**

A6 Orthodentist B7 Marine Engineer D16 Book Author F7 Cartoonist* * G33 T-shirt Designer**

A7 Optometrist B8 Agricultural Engineer D17 Composer F8 Animator** G34 Wood Carv er**

A8 Cardiologist B9 Chemical Engineer D18 Guidance Counselor F9 Illustrator** G35 Art Painter**

A9 Geneticist B10 Electrician** D19 School Head F10 Clerk** G36 Caricaturist**

A10 Laboratory Technician** B11 Technician** D20 Assistant Principal F11 Repairman**

A11 Radio Technician** B12 Car-auto Machinist* * D21 School Clerk** F12 Radio Technician** H. ENVIRONMENT

B13 CP-radio Technician** D22 School Aide** F13 Online Sales Agent** H1 Urban Planner

Specialized Areas B14 Heav y Equip Operator** D23 Janitor** F14 Technician** H2 Real Estate Broker**

A12 Geologist B15 Gardener** D24 Security Officer** F15 Call Center Agent** H3 Designer**

A13 Actuarial Mathematician B16 Hobby ist* * F16 Database** H4 Sales Representativ e**

A14 Biologist B17 Goldsmith** E. PERSONAL SERVICES F17 Adv ertising Agent** H5 Driv er**

A15 Marine Biologist E1 Av iation-Pilot F18 Computer Aide** H6 Forester

A16 Food Technologist C. COMMERCE E2 Stew ardess F19 Drafters**

A17 Radiologist C1 Marketing Officer E3 Ground Crew I. MILITARY TRAINING

A18 Chemist C2 Banker E4 Radio Comptroller G. AESTHETICS I1 Armed Forces Officer

A19 Botanist C3 Budget Officer E5 Technician** Cosmetics I2 Military Officer

A20 Statistician C4 Financial Analy st E6 Tow er Technician** G1 Make-up Artist** I3 Police Officer

A21 Zoologist C5 Accountant E7 Maritime-Ship Captain G2 Hair Cutter** I4 Police Aide**

A22 Volcanologist C6 Bookkeeper E8 Chief Mate G3 Manicurist** I5 Desk Officer**

A23 Doctor of Veterinary Med C7 Businessman E9 Marine Engineer G4 Hair Sty list** I6 Air Force Officer

A24 Seismologist C8 HR Manager E10 Messman/Cook** G5 Hair Spa Aide** I7 Traffic Enforcer**

A25 Laboratory Aide** C9 Sales Manager E11 Seaman** I8 Barangay Tanod**

A26 Laboratory Assistant** C10 Economist E12 Trav el Agent House Construction I9 Inv estigator

C11 Adv ertising Ex ecutiv e E13 Tour Guide** G6 Architect I10 Labor Leader

Allied Medical Science C12 Stockroom Superv isor** E14 Photographer** G7 Surv ey or I11 Training Officer

A27 Speech Pathologist C13 Salesclerk** E15 Ticketing Clerk** G8 Interior Designer I12 Strategists

A28 Occupational Therapist C14 Storekeeper** E16 Hotel-HRM G9 Foreman I13 Barangay Officer**

A29 Therapy Assistant** C15 Cashier** E17 HR Supervisor G10 Building Aide** I14 Rescue Volunteer**

A30 Medical Representativ e C16 Records Officer** E18 Maintenance Superv isorG11 Painter** I15 Barangay Aide**

A31 Medical Superv isor C17 Clerk** E19 Chef G12 Driv er** I16 Barangay Cleaners**

A32 Barangay Health Official** C18 IT Sales Clerk** E20 Attendant** G13 Pipe Welder** I17 Clerk**

A33 Hospital Manager C19 Security Officer** E21 Clerk** G14 Carpenter** I18 Forensic

A34 Laboratory Utility ** C20 Sales Promo** E22 Baker** G15 Mason** I19 DNA Analy sts

A35 Caregiv er** C21 Warehouse Superv isor** E23 Elev ator Man** I20 Fingerprint Expert

E24 Chambermaid** Theater/Movie I21 Laboratory Technician**

Medical Tourism/Wellness D. PROFESSIONAL E25 Barista** G16 Artist/Actor I22 Laboratory Encoder**

A36 Cosmetic Surgeon SERVICES E26 Reserv ation Clerk** G17 Director

A37 Dermatologist D1 Legal-Judge E27 Billing C lerk** G19 Set Designer** J. SPIRITUAL VOCATION

A38 Orthopedic Doctor D2 Law y er E28 Mass Comm-Journalist G20 Lights Designer** J1 Priest/Pastor

A39 Herbologist D3 Clerk of Court E29 News Editor G21 Entertainer**

A40 Chiropractor D4 Legal Assistant** E30 Cameraman** K. AGRICULTURE & FORESTRY

A41 Optical Aide** D5 Legal Secretary ** E31 Voice Ov er Talent** Garments K1 Canning Worker

A42 Nursing Aide** D6 Clerk** E32 Technician** G22 Tex tile Technician K2 Agriculutural Worker

A43 Spa Aide** D7 Pre-School Teacher E33 Operator** G23 Fashion Designer K3 Fish Hachery Technician

A44 Gym Instructor** D8 Teacher Aide** E34 Telephone Operator** G24 Wholesaler** K4 Aquaculturist

A45 Medical Secretary ** D9 Elementary Teacher E35 Proofreader** G25 Dressmaker**

A46 Sales Representativ e** D10 High School Teacher E36 Dubber** G26 Bag Maker**

AN INVENTORY OF OCCUPATIONAL INTERESTS

Potentials/Inclinations of Students Based on NCAE Results

C ler ica l Ability (C A). This is a test of ability and skill to encode

data/info rmation and file o ffice records, as well as ability to note details. H igh CA

is the requisite skill fo r secretariat jobs for these jobes require good manual

dexterity; thus individuals with high CA are potential computer operators.

encoders, and stenographers.

Visual M anipulative Skills (VM S). This subtest measures abilities that

require perceptual and visual judgment in determining figures, symbols, and

nature of space as well as skills in mentally manipulating objects and concrete

materials. M anipulative skills are required in occupations such as machine

technicians, jewelers, watchmakers, engravers, handicraft makers, and the like.

N o nverbal A bility ( NVA ). This tests a person's reasoning ability to identify

patterns presented in diagrammatic fo rm. The series o f figures presented in each

item requires the perception of an operating principle underlying the changes in

the figures. In each instance, the examinee must discover the principle's

governing change/s o f the figures and give evidence of his understanding by

indicating the diagram that should logically fo llow. It tests abilities required in jobs

such as engineering, science, architecture and any other jobs which invo lve

working with diagrammatic and similar visual information.

Lo gical Reaso ning Ability (LR A). This measures an individual's ability to

understand and analyze complex written material and derive correct conclusions

from it. Those with high LRA are likely to succeed in courses which require high

analytical/critical thinking skills like law, economics, theo logy, social science and

medical allied professions.

Scientific Ability ( SA) . This is an assessment o f the individual's

scientific abilities and skills to adopt scientific methods, procedures and

processes constructing knowledge and so lving experimental o r real-life

problems. One who has high SA has greater probability to excel in academic

programs that work mostly on scientific methodo logies (e.g. medical allied

pro fessions). Those with average SA can be successful in the field o f

chemistry, physics, zoo logy, bo tany, bio logy, and o ther courses related to

Reading C o mprehensio n (RC ). This measures the ability to

understand what has been stated directly; to anlayze, interpret, and criticize

what has been read; to recognize reasonable application of principles or

opinions expressed by the author. A student with hig RC has the potential

to make sound inferences, syntheses, generalizations, or conclusions on

what he/she read. Students who possess the skills will most likely succeed

in courses that involve public speaking and even writing such as mass

communication, teaching, theo logy, and law.

Verbal A bility (VA ). This subtest measures the assertive ability o f a

person in view of grammatical rules and logical arrangement of ideas.

Individuals with hig VA have high sense of analogy; hence, they have

potential in mass communication, law, teaching, and preaching vocation.

Those with average VA can be developed in advertising careers.

M athematica l A bility (M A ). This subtest is used to assess

quantitative abilities and computational skills, particularly, on working with

numbers, perceiving relationship between two quantities and so lving word

problems. One with high M A has high sense of mathematical calculus, a

requisite skill in engineering courses, aeronautics and marine courses.

TDPU-pjdc/7/16/12

Facsimile of the NCAE COR (2012)

FRONT BACK

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EXAMINEE # SURNAME GIVEN NAME M.I. GENDER DATE OF BIRTH

12-MAR-1993

HIGH SCHOOL SCHOOL ID REGION DIVISION EXAMINATION DATE

STANDARD

SCORE

PERCENTILE

RANK

GENERAL SCHOLASTIC APTITUDE (GSA)

SCIENTIFIC ABILITY (SA) 456.23 33

READING COMPREHENSION (RC) 523.94 59

VERBAL ABILITY (VA) 543.79 67

MATHEMATICAL ABILITY (MA) 562.55 74 PERCENTAGE PREFERENCE RANK

OVERALL GSA 531.79 63 SCORE LEVEL OVERALL

TECHNICAL-VOCATIONAL APTITUDE (TVA)

CLERICAL ABILITY (CA) 626.85 90 A. Sciences 64.50 MP 2

VISUAL MANIPULATIVE SKILLS (VMS) 504.03 52 B. Engineering 56.94 MP 5

OVERALL TVA 578.84 79 C. Commerce 50.00 LP 9.25

NON VERBAL ABILITY (NVA) 512.22 55 D. Professional Services 70.00 MP 1

LOGICAL REASONING ABILITY (LRA) 617.80 88 E. Personal Services 52.56 MP 6

ENTREPRENEURIAL SKILL (ES) F. Cyberservices 62.50 MP 3

PLANNING & DECISION MAKING (PD) 499.65 50 G. Aesthetics 60.63 MP 4

BUDGETING, MARKETING & FORECASTING (BMF) 563.74 74 H. Environment 50.00 LP 9.25

CREATIVITY (C) 468.59 38 I. Military Training 51.04 MP 7

OVERALL ES 527.72 61 J. Spiritual Vocation 50.00 LP 9.25

Excellent (E) PR 99+

Very High (VH) PR 98 - 99

Above Average (AA) PR 86 - 97

Average (A) PR 51 - 85

Low Average (LA) PR 15 - 50

Below Average (BA) PR 3 - 14

Poor (P) PR 1 - 2

Very Poor (VP) PR 0 - .99

NOT VALID WITHOUT NETRC SECURITY LOGO

NATIONAL EDUCATION TESTING AND RESEARCH CENTERMeralco Avenue, Pasig City

National Career Assessment ExaminationNational Career Assessment ExaminationNational Career Assessment ExaminationNational Career Assessment Examination

Descriptive Rating of NCAE

406924 26-AUG-2009

AREAS

AREAS OF OCCUPATIONAL

INTEREST

Occupational InterestOccupational InterestOccupational InterestOccupational InterestNCAE RatingsNCAE RatingsNCAE RatingsNCAE Ratings

PERCENTAGE OF PREFERENCE PER OCCUPATIONAL INTEREST *

26% - 50%

0% - 25%

K. Agriculture & Fishery

Undersecretary

NELIA V. BENITO, Ph. D., CESO IV

Director III, NETRC

YOLANDA S. QUIJANO

LEVELS OF PREFERENCE FOR THE OCCUPATIONAL INTEREST

High Preference (HP)

Moderate Preference (MP)

Low Preference (LP)

Very Low Preference (VLP)

76% - 100%

51% - 75%


SA RC VA MA GSA CA VMS TVA NVA LRA PD BMF C ES

GEN.

SCHOLASTIC

APTITUDE

TECH. &

VOCATIONAL

APTITUDE

NON

VERBAL

ABILITY

LOG.

REAS.

ABILITY

ENT.

SKILL

P

BA

LA

A

VHE

AA

VP

9. How are the NCAE scores reported and interpreted?

� The scores are reported in Standard Scores and Percentile Ranks.

� Standard Score - where the mean is 500 and the standard deviation

is 100. The highest scores are in the 700’s; the lowest scores are in the

300’s.

� Percentile Rank - shows the examinees’ position among all the

examinees. If an examinee scores at percentile rank 99+, it means that

he scored above the other 99 percent of the examinees.

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� PR = 80

XXXX

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10. What is the legal basis of the NCAE?

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11. Is NCAE a prerequisite for entry to college?

� Yes. NCAE will be part of the requirements for admission to the

tertiary education institutions starting SY 2010-2011.

� Although a requirement, the results of the NCAE are still

recommendatory. There is still no passage of law that makes the

results of the NCAE mandatory prior to enrolment in

college/university courses or in vocational/technological courses or

other short entrepreneurial courses.

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12. Is there a testing fee required in taking the NCAE?

� None.

� The cost in the preparation of test materials and

administration of the test does not entail any amount

from the schools, parents and students.

� All expenses are shouldered by the Department.

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13. How long does it take for an examinee to receive

his/ her individual COR (test results)?

� 3-4 months

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14. How will the NCAE guide high school students and their parents

in determining the career track they should take?

� The NCAE intends to provide information that will help outgoing high school

students make wise career decisions based on the results of the three domains of

the test.

� It also provides an interest inventory that will show the inclinations of the

students in a particular occupational field.

� The test results will validate the previously thought career choice by showing

the student’s strengths and weaknesses in the aforementioned domains.

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15. How has the general public responded to the results of the exam? Are parents

willing to follow the test results for their children’s career plans?

� In 2007, DepED-NETRC conducted a survey on the utilization of the NCAE

results for SY 2006-2007.

� Nineteen (19) higher education institutions and TESDA accredited

schools in twelve (12) schools divisions participated in the survey.

� The NCAE annual administration was viewed positively by 81.31% of the

students.

� 80% of their parents affirmed in the necessity to administer the NCAE

yearly.

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� 85% of the school officials favored the annual administration of

the NCAE.

� Across the four groups of respondents (students, parents, school

officials and CHED/TESDA institutions), the NCAE elicited high

acceptance level.

� All groups manifested agreement on the yearly administration of

the NCAE.

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16.Based on the results of the test, what are the policy directions of

DepED on the basic education curriculum?

Policy Directions:

� Based on the results of the NCAE over the years, majority of our

high school graduates have inclinations toward technical-vocational

(tech-voc) occupations.

� The strengthening of 261 technical-vocational high schools is

being carried out by the Department wherein improvements are

being made in their curriculum, training, physical and policy

support.

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� The results validate DepED’s decision to put great stress on tech-voc program,

that is, to equip high school students with technical-vocational skills that can

empower them to find meaningful employment, whether or not they pursue

college education.

� DepED’s tech-voc curriculum is being aligned with the training regulations of

TESDA. This will allow tech-voc high school graduates to acquire TESDA

certificates.

� It is also the Department’s goal to improve the abilities of students in the

general scholastic domain.27

� Moreover, the Department is currently working on

intensifying the career guidance programs in

public national high schools and in orienting the

guidance staff in the schools and division offices on

how to maximize the utilization of the NCAE results

in order to properly guide students in making wise

career decisions.

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17. How can the results of the exam help solve the problem of job

mismatch?

� With the results of the NCAE, the students will be

directed to occupational fields where they would be

potentially productive and successful.

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18. Can the results of the NCAE be used in ranking schools?

� No.

� The results of the NCAE should NOT be used for other

purposes other than career guidance.

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Y3 Number of Examinees:Y3 Number of Examinees:Y3 Number of Examinees:Y3 Number of Examinees:

• Date of Examination: August 29, 2012Date of Examination: August 29, 2012Date of Examination: August 29, 2012Date of Examination: August 29, 2012


Public

PrivateTOTAL 1,597,438

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1,256,841

340,597

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*Mean Raw Score

Areas # of Items MRS* SD MPS

General Scholastic Aptitude GSA 180 68.16 21.45 37.87

Scientific Ability SA 40 12.51 5.06 31.28

Reading Comprehension RC 50 23.35 8.24 46.70

Verbal Ability VA 50 18.83 6.75 37.66

Mathematical Ability MA 40 13.48 5.39 33.70

Technical-Vocational Aptitude TVA 40 24.13 7.10 60.33

Clerical Ability CA 20 12.83 4.17 64.15

Visual Manipulative Skill VMS 20 11.30 3.92 56.50

Non-Verbal Ability NVA 20 8.67 3.85 43.35

Logical Reasoning Ability LRA 15 5.22 2.72 34.80

Entrepreneurial Skill ES 25 11.20 3.60 44.80

Planning & Decision Making PD 4 1.70 1.11 42.50

Budgeting, Marketing & Forecasting BMF 11 3.97 2.10 36.09

Creativity C 10 5.52 1.77 55.20

PERFORMANCE IN MEAN PERFORMANCE IN MEAN PERFORMANCE IN MEAN PERFORMANCE IN MEAN PERCENTAGE PERCENTAGE PERCENTAGE PERCENTAGE SCORE SCORE SCORE SCORE NCAE NCAE NCAE NCAE SY(2012SY(2012SY(2012SY(2012----2013)2013)2013)2013)

What is the performance of junior high school students in Mean Percentage Scoresin the NCAE subtests?

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31.28

46.70

37.66 33.70

37.87

64.15

56.50 60.33

43.35

34.80

42.50

36.09

55.20

44.80

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

SA RC VA MA GSA CA VMS TVA NVA LRA PD BMF C ES

Mean in Percentage Score

National Mean Performance by Domain

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Cluster 1 Regions:

(Large: with 100,001

examinees and above

Cluster 2 Regions:

(Medium: with 75,000

examinees to 100,000)

Cluster 3 Regions:

(Small: with 74,999

examinees and below)

Ilocos Region Eastern Visayas Cagayan Valley

Western Visayas Southern Mindanao MIMAROPA

Central Luzon Northern Mindanao Western Mindanao

Central Visayas Central Mindanao CAR

CALABARZON ARMM

NCR CARAGA

Bicol Region

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Cluster of Regions:

1 = Large (100,001 examinees and above)

2 = Medium (75,000 examinees to 100,000)

3 = Small (74,999 examinees and below)

What is the percentage distribution of NCAE examinees by aptitude level in GSA and cluster of regions?

APTITUDE LEVEL

REGIONAL CLUSTER

Total

1 2 3

n % n % n % n %

HIGH 10,983 1.04 1,483 0.55 1,535 0.56 14,001 0.88

MODERATE 169,407 16.11 31,662 11.66 38,232 13.95 239,301 14.98

LOW 871,488 82.85 238,374 87.79 234,274 85.49 1,344,136 84.14

TOTAL 1,051,878 100 271,519 100 274,041 100 1,597,438 100

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Cluster of Regions:




What is the percentage distribution of NCAE examinees by aptitude level in TVA and cluster of regions?

APTITUDE LEVEL

REGIONAL CLUSTER

Total

1 2 3

n % n % n % n %

HIGH 294,318 27.98 57,329 21.11 56,420 20.59 408,067 25.55

MODERATE 515,513 49.01 132,829 48.92 128,532 46.90 776,874 48.63

LOW 242,047 23.01 81,361 29.97 89,089 32.51 412,497 25.82

TOTAL 1,051,878 100 271,519 100 274,041 100 1,597,438 100

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Cluster of Regions:




What is the percentage distribution of NCAE examinees by aptitude level and by cluster of regions in NVA?

APTITUDE LEVEL

REGIONAL CLUSTER

Total

1 2 3

n % n % n % n %

HIGH 97,648 9.28 16,081 5.92 18,279 6.67 132,008 8.26

MODERATE 361,555 34.37 70,456 25.95 72,787 26.56 504,798 31.60

LOW 592,675 56.34 184,982 68.13 182,975 66.77 960,632 60.14

TOTAL 1,051,878 100 271,519 100 274,041 100 1,597,438 100

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Cluster of Regions:




What is the percentage distribution of NCAE examinees by aptitude level and by cluster of regions in LRA?

APTITUDE LEVEL

REGIONAL CLUSTERTotal

1 2 3

n % n % n % n %

HIGH 32,920 3.13 5,903 2.17 5,520 2.01 44,343 2.78

MODERATE 181,474 17.25 36,049 13.28 39,587 14.45 257,110 16.10

LOW 837,484 79.62 229,567 84.55 228,934 83.54 1,295,985 81.13

TOTAL 1,051,878 100 271,519 100 274,041 100 1,597,438 100

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Cluster of Regions:




What is the percentage distribution of NCAE examinees by aptitude level and by cluster of regions in Entrepreneurial Skills?

APTITUDE LEVEL

REGIONAL CLUSTER

Total

1 2 3

n % n % n % n %

HIGH 35,263 3.35 6,273 2.31 7,477 2.73 49,013 3.07

MODERATE 342,764 32.59 72,373 26.65 72,784 26.56 487,921 30.54

LOW 673,851 64.06 192,873 71.03 193,780 70.71 1,060,504 66.39

TOTAL 1,051,878 100 271,519 100 274,041 100 1,597,438 100

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Legend:High Aptitude (75%-100%)

Moderate Aptitude (50%-74%)

Low Aptitude (0%-49%)

What is the aptitude level of the junior high school students in the NCAE domains?

NCAE DOMAIN

APTITUDE LEVEL

TOTAL

HIGH MODERATE LOW

n % n % n % n %

GSA 343581 21.51% 311762 19.52% 942095 58.98% 1597438 100.00%

TVA 490956 30.73% 335740 21.02% 770742 48.25% 1597438 100.00%

NVA 401073 25.11% 366784 22.96% 829581 51.93% 1597438 100.00%

LRA 434168 27.18% 186934 11.70% 976336 61.12% 1597438 100.00%

ES 409082 25.61% 278274 17.42% 910082 56.97% 1597438 100.00%

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Legend:

APTITUDE LEVEL in MPS by NCAE DOMAINS:

HIGH Above 75%

AVERAGE 50% to 74%

LOW 0% to 49%

21.51%

19.52%

58.98%

HIGH (21.51%)

MODERATE (19.52%)

LOW (58.98%)

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Legend:

APTITUDE LEVEL by NCAE DOMAINS:

HIGH Above 75%

AVERAGE 50% to 74%

LOW 0% to 49%

30.73%

21.02%

48.25%

HIGH (30.73%)

MODERATE (21.02%)

LOW (48.25%)

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Legend:


HIGH Above 75%

AVERAGE 50% to 74%

LOW 0% to 49%

25.11%

22.96%

51.93%

HIGH (25.11%)

MODERATE (22.96%)

LOW (51.93%)

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45

Legend:


HIGH Above 75%

AVERAGE 50% to 74%

LOW 0% to 49%

27.18%

11.70%

61.12%

HIGH (27.18%)

MODERATE (11.70%)

LOW (61.12%)

46

Legend:


HIGH Above 75%

AVERAGE 50% to 74%

LOW 0% to 49%

25.61%

17.42%

56.97%

HIGH (25.61%)

MODERATE (17.42%)

LOW (56.97%)

47

GSA TVA NVA LRA ES

PUBLIC 36.05 58.30 40.97 32.66 43.36

PRIVATE 44.58 67.78 52.17 42.59 50.10

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

PERSONAL VARIABLES

Mean Percentage Score of Junior High School Students in NCAE Domain

What is your immediate plan after graduation from high school?

A B C D E F G H I J KNo

Response

GSA 42.14 34.07 32.07 32.42 35.76 33.69 34.64 31.18 31.77 36.09 36.23 33.99

TVA 65.49 56.56 51.99 51.36 58.60 54.49 53.49 51.21 52.27 59.59 59.43 52.88

NVA 48.32 39.29 36.01 36.16 40.95 37.71 38.68 35.55 36.51 41.74 42.44 37.72

LRA 39.66 30.17 28.50 29.02 32.30 29.77 31.59 27.44 28.23 32.63 32.68 30.82

ES 48.51 41.52 39.68 40.19 43.53 40.88 42.12 39.14 39.39 43.48 42.71 41.10

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

Legend N %

A.) Take a 4-year or 5-year degree course 739,777 46.31

B.) Take a 2- or 3-year technical-vocational course 236,092 14.78

C.) Take a 6-month or 1 year vocational training 90,118 5.64

D.) Go into a small scale business/ industry 33,388 2.09

E.) Work part time and take a vocational training course 81,739 5.12

F.) Work abroad 56,670 3.55

G.) Go into show business or media related job 11,091 0.69

H.) Help in family's business 63,004 3.94

I.) Work in factory, construction, or odd job 11,958 0.75

J.) Rely on my parents' support and decision 133,785 8.37

K.) None / Don't know 71,896 4.50

No Response 67,920 4.25 48

• Almost half of the examinees are bound to

take a 4-5 year degree course.

• About 15% of them plan to take a 2-3 year

Tech Voc. Course.

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Percentage Distribution of ExamineesPercentage Distribution of ExamineesPercentage Distribution of ExamineesPercentage Distribution of ExamineesPercentage Distribution of ExamineesPercentage Distribution of ExamineesPercentage Distribution of ExamineesPercentage Distribution of Examineesby Field of Occupational Interest (NCAE 2012)by Field of Occupational Interest (NCAE 2012)by Field of Occupational Interest (NCAE 2012)by Field of Occupational Interest (NCAE 2012)by Field of Occupational Interest (NCAE 2012)by Field of Occupational Interest (NCAE 2012)by Field of Occupational Interest (NCAE 2012)by Field of Occupational Interest (NCAE 2012)

What is the percentage distribution of NCAE examinees by Field of Interest?

A.

Sciences, 7.87% B. Engineering, 5.77%

C.

Commerce, 7.10%

D. Professional

Services, 12.94%

E. Personal

Services, 4.18%

F. Cyberservices, 7.71%

G. Aesthetics, 3.57%

H. Environment, 12.50%I. Military Training, 6.86%

J. Spiritual

Vocation, 18.36%

K. Agriculture &

Fishery, 13.14%

A. Sciences

B. Engineering

C. Commerce

D. Professional Services

E. Personal Services

F. Cyberservices

G. Aesthetics

H. Environment

I. Military Training

J. Spiritual Vocation

K. Agriculture & Fishery

49

49

59.98

57.91

58.93

62.88

59.31

58.88

58.15

59.48

59.08

59.91

58.25

55

56

57

58

59

60

61

62

63

64

Occupational Interest Occupational Interest Occupational Interest Occupational Interest –––– Broad Broad Broad Broad Inclinations Inclinations Inclinations Inclinations

Mean Occupational Preference

• The first three broad occupational fields that yielded high preference level include: the professional

services, sciences and spiritual vocation. On the other hand, the fields with relatively Low level of of

preference include: the Engineering, Aesthetics and Agriculture & Forestry.

•To look into the percentage distribution of the examinees’ inclination in the specifics of each broad cluster of

the occupational interests, the succeeding graphs were plotted to show the results using the first priority

occupation as the basis.

• The results showed that the percentage distribution varied by specific occupation. 50

SCHOOL LEVEL

1. Train the non-Registered Guidance Counselors to analyze the test results to be

able for them to successfully communicate these to the end users.

2. Design an action plan having an intent to provide activities vis-à-vis the

weaknesses in the test results as a “Stop Gap” mechanism.

3. Make career awareness permeate the teaching-learning episodes instead of

delimiting it to career guidance undertakings.

4. Develop an outreach program involving the school’s successful graduates as

source of inspiration during career orientation fora.

5. Acquire a list of DOLE in-demand occupations to be factored in the career

orientations of junior students.

6. Strengthen / implement a comprehensive and developmental Career Guidance

Counseling Program.

7. Formation of clubs and organizations need to be part of school activities to

further enhance the aptitude of students and their work paths.

8. Conduct a mock job fair in school.

9. Conduct a quarterly career fora involving the parents.

10. Conduct an environmental scanning for exposure to job opportunities.

51

Policy Recommendations

DIVISION LEVEL

1. Document the best practices of schools in career guidance activities.

2. Make test results utilization check (e.g. NCAE and NAT) part of the

conferences with School Heads.

3. Monitor the schools’ activities in career guidance.

CENTRAL / REGIONAL OFFICE

1. Identify the training needs of the field staff on the NCAE test results

utilization.

2. Monitor on the career guidance process using the Division level’s

consolidated data.

3. Document the best practices on NCAE test results utilization and career

guidance.

52

Policy Recommendations

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