By Dr. Crisol A. Bruza

June 2016

There are several, though similar, ways of writing research reports, be it a simple research paper, thesis or dissertation. This article presents some simple guidelines to help you in writing your research report.

Materials.  Your research report must be typed on 81/2 " x 11 " substance 20 or 24 bond paper. “Typed" means encoded in a computer because revisions are easier and cheaper if you use a word processor to write your paper.

Presentation.  When you type your paper, remember to use these

Margins. Top, bottom, and right margins should all be I inch, and the left margin should be 1 1/2 inches. The left margin is larger because eventually your thesis will be bound. All of the copies should be double-spaced and typed on one side only.

Page Numbering. All of the preliminaries should be numbered with small Roman numerals at the bottom center of each page. The title page is considered (i) but it is not numbered. The approval page is not numbered. If a dedication page and acknowledgment page are used, they are numbered iii and iv, respectively. The Abstract (usually two pages) I not numbered. The same sequence of numbering is continued throughout the remaining pages of the preliminaries. The text is numbered with Arabic numerals beginning with the first page of Chapter 1. The chapters use Arabic numerals. The first page of each chapter is numbered at the bottom center with each succeeding page of the chapter numbered in the upper right. The separate pages for the Bibliography or the Appendix are numbered at the bottom center.

Font. Use Times New Roman 12 points for the text, 14 points bold for the headings and 18 points bold for the Chapters. Term “Chapter” in capital and lower cases and chapter title all capital cases.

Parenthetical Notes. All sources of information used in the text or body of your research report should be indicated using APA parenthetical notes, rather than footnotes or endnotes.

Captions and headings. Captions (of figures) and headings (of tables) should be written in capital and lower cases following the rules for capitalization. Tables and figures are numbered consecutively in Arabic numerals throughout the paper. Captions are placed below the figures and headings are placed above the tables. Tables and figures are placed after its discussion or presentation in the text. If you use many tables and figures in each chapter, you may use numbers 1 to 4 and so on for chapters and decimal point followed by the number of tables and figures from 1 to the last.

Outline. In making an outline, use the Harvard outline.

Language.  You must write your research report in standard American English. Use terms that are simple, concrete, specific, and familiar. Avoid grammatical errors and spelling or punctuation mistakes. Use the Associated Press Style guide. Seek the assistance of English teachers in polishing your final work. Use prescribed style for tenses (narrative present to avoid mistakes in verb forms for different situations described) and voice (passive voice to emphasize what is done rather than who does it).

Organization.   Parts of a research report can be broadly grouped into three categories: the preliminaries, the text or body, and the reference materials. The preliminaries present the necessary information to help readers find information in your thesis. The text is your original writing. The reference materials, as the name implies, cover your documentation and bibliography, or any other information that you use in conducting your research.

Preliminaries. The preliminaries should be in the following order:

• Title Page

• Approval Sheet

• Dedication

• Acknowledgments

• Abstract

• Table of Contents

• List of Tables

• List of Figures

Title Page.  The title page data should be flush center. The title should be 2 inches from the top of the bond paper. It should not exceed 12 words; it should include only important key words of research problem or topic. The first line of paper label (A Thesis/ Presented to/ the Faculty of the College of Arts and Sciences/ University of the East – Caloocan) should be 2 inches from the first line of the title. The first line of the course label (In Partial Fulfillment/ of the Requirements for the Degree/ Bachelor of Arts Major in Communication Arts) should be three inches from the first line of the paper label.  The last line of the name of the researcher and the date of submission (by/ First Name MI Surname/Month Year) is 1 inch. The title page, although counted, is unnumbered.

Approval Sheet. The approval sheet contains the title of the research report, the name of the researcher/s, the adviser, the defense panel, the department chair, the research coordinator, and the College Dean.

Dedication. This is a statement from the author/s to persons or groups to whose honor the effort and product of the thesis is offered. This a set of short statements of tribute beginning with “To…”. No heading is required on the dedication page. The text of short dedications should be centered between the left and right margins and 2″ from the top of the page.

Acknowledgments.  This section contains expressions of appreciation for guidance and assistance. This should be limited to one page.

Abstract. The abstract is a summary of the entire text or body.  The abstract should include the statement of the problems, the specific questions or the hypotheses, a brief description of the research design, major findings, and the conclusion. It is unnumbered and not counted because it is not part of the research report. This should not go beyond 150 words (for thesis; 300 for dissertation).

Table of Contents. The table of contents should list all elements of the preliminaries, the chapter titles, the main headings, and the subheadings in the body and the reference materials.  The beginning page of each section is indicated along the right hand margin. The titles, headings, and subheadings should be connected to the page numbers by using period leaders.  The numbering, wording, capitalization, and punctuation of the chapters, titles, and headings should be exactly the same as they are in the text or body.

List of Tables and List of Figures. They are written as the Table of Contents is.

The body. The text or body is the most important part of your research report. It is divided into chapters, which are further subdivided into headings, and if necessary subheadings. Based on the principle “Tell your reader what you are going to tell him, then tell him, and tell him what you told him,” all chapters (except Chapter 1) and all headings should have a short introduction of their contents. Here are the chapters and their headings:

Chapter 1 Introduction

            Background of the Study

            Statement of the Problem

Significance of the Study

Scope and Limitation

Chapter 2 Framework of the Study

            Review of Related Studies

            Theoretical Framework

            Conceptual Framework

            Hypotheses

            Definition of terms

Chapter 3 Research Design

            Research Method

            Research Locale

            Nature of the Subject and Respondents

            Data and Their Sources

            Research Instrument

            Procedure

Chapter 4 Analysis and Interpretation of Data

            Introduction of the chapter

Analysis

Presentation of data for hypothesis 1   

Presentation of data for hypothesis 2

                        Interpretation

Answer to Specific Question 1 based on the data analyzed

·       Statistical interpretation

·       Historical interpretation                                                        

Answer to Specific Question 1 based on the data analyzed

·       Statistical interpretation

·       Historical interpretation        

And so on

Theoretical Implications

Synthesis

Chapter 5  Summary of Findings, Conclusion and Recommendation

            Summary of Findings (Enumeration of answers to the specific questions)

Conclusion (Answer to the research problem based on the findings, brief discussion of supporting data)

            Recommendations (in relation to the findings and conclusion)

Introduction. Give the background of your study by establishing the need for the study. State the problem of your study and analyze it by breaking up the problem into specific problems. Explain why the study is significant to the stakeholders of your field. And finally, explain the scope and limitation of your study.

Framework of the Study.  Make a review of studies related to your study to give your reader a historical framework of your study. Explain the theory that is used as basis of the study. Make the theory concrete by presenting the conceptual framework of your study that illustrates the independent variables and dependent variables. Present the hypotheses of your study. And define the special terms as they are used in your study; these terms include the variables and their related terms.

Research Design. Discuss the research method used in your study. Describe your research locale. Discuss the nature of your subject; also explain the sampling method used if applicable . Identify the data that are gathered and their sources. Describe the research instrument. And finally explain the procedure of gathering and analyzing the data.

Analysis and Interpretation of Data. Analysis. Present the results of your study by analyzing the data gathered.  Analyze the data, which are classified according to the null hypotheses. Use appropriate statistical tools: frequency analysis, percentage analysis, mean/average, and hypothesis tests.  Use tables, and figures to illustrate the results of the study. Interpretation.  Explain or establish the meanings of the findings for each specific question. Relate the findings of the study to those of the studies reviewed in Chapter 2. Interpret the theoretical implications of the findings. Synthesize the findings and interpretation.

Summary of Findings, Conclusion and Recommendations. Summarize the findings of your study by enumerating one-sentence answers to your specific questions.  Conclude your study by answering your research question (problem). Make recommendations based on your findings and conclusion.

Appendices. These include materials that supplement the text or body. They should be organized as appendixes.  They should be presented in the following order:

Appendices

·       Questionnaires, coding system

·       Original data and their tabulations or illustrations

·       Related articles

·       Bibliography (Use APA)

·       Curriculum Vitae

References

Campbell, William Giles, Stephen Vaughan Ballou, and Carole Slade. 8^th ed. (1991). Boston: Houghton Mifflin Company.

Cornell University Library PSEC Documentation Committee. (April 2011). APA Citation Style. Retrieved June 4, 2014 from http://www.library.cornell.edu/resrch/citmanage/apa

Infohost. (2005). Basics of Thesis Writing. New Mexico Institute of Mining and Technology. Retrieved June 9, 2008, from infohost.nmt.edu/~grad/studentinfo/ OldReqs.pdf

Kornhaber, David Kornhaber (2000). Outlining. Writing Center at Harvard University. Retrieved June 4, 2014 from http://writingcenter.fas.harvard.edu/pages/outlining

Levine, S. Joseph.  (2007). Writing and Presenting Your Thesis or Dissertation. Learner Associates.net. Retrieved April 8, 2007, from http://www.learnerassociates.net/dissthes/

University of North Carolina of Chapel Hill (2007, October). The Graduate School Thesis and Dissertation Guide. Retrieved February 9, 2013, from http://gradschool.unc.edu/etdguide/.

By Crisol A. Bruza, Ed.D.

 The Problem

          Background

The imbalance between the supply of and the demand for manpower, or job mismatch, has been a concern all over the world since 1950’s (Carnoy, 1972) and in the Philippines since 1970 (Bautista, et al., 2008/2009).

The term mismatch is introduced in a 1976 study by Jan Verluis for the International Labor Organization (ILO) in a symposium in 1976 sponsored by the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 1976 September 20-24).  The problem has continued to be a concern of both industrialized and non-industrialized countries of the world as shown in the ILO’s World Employment Report 1998-1999 and the World of Work Report 2010.

The problem is first revealed in the Philippines in a 1970 survey by the Presidential Commission to Survey Philippine Education (Bautista, et al., 2008/2009).  It has continued to be a serious concern in the country, as shown in the Aquino government’s 22-Point Labor and Employment Agenda (DOLE, 2010 August 2).

            There is, therefore, paucity in studies on the causes of job mismatch.  To control the problem, a study on its causes -- if not a comprehensive study on the nature, causes, and effects of the problem -- is needed. The present study attempts to fill such need.

           

            Statement of the Problem     

Aimed at helping control the imbalance between the supply of and the demand for educated manpower in the Philippines, this study attempts to determine the primary factors behind the aforesaid imbalance.

Specifically, this study answers the following questions:

The studies reveal the job mismatch to be, as stated above, job mismatches in educational level, educational discipline, skills-quality-competency, and aggregate number.

Local studies that reveal educational level mismatch include those conducted by the PCSPE, the Congressional Commission on Education (EDCOM, 1991), and Hyun H. Son for the Asian Development Bank (Gov’t, 2008, Sept. 9).

International studies that reveal educational level mismatch include those conducted by Versluis, Lindsay Redpath of Canada (1994), Garcia-Serrano and Miguel A. Malo of Spain, Arnaud Chevalier of UK, Eva Oscarsson of Sweden, Giorgio Di Pietro and Peter Urwin of Italy, Derby Voon and Paul W. Miller of Australia, Moohyeon Joo of South Korea, Tomas Korpi and Michael Tåhlin of Sweden, Hervé Deville of Brussels, and Carnevale, Anthony P., Nicole Smith, and Jeff Strohl of the U.S.

            International studies that reveal skills-quality-competency mismatch are those conducted by Herbert M. Greenberg and wife Jeanne; Jim Allen and Rolf van der Velden; Mohamed Jellal, Jacques-Francois Thisse and Yves Zenou for European countries; Connie Zheng and Charles Stahl; Linda Low;  Maarten H.J. Wolbers;  Dr. Philip R. Day and Dr. Robert H. McAbe;  Michael J. Handel;  Viliam Druska, Byeong ju Jeong, Michal Kejak, and Viatcheslav Vinogradov;  Aivars Tabuns and Riga Sanita Vanaga;  World Bank for India; Ahmed Galal; Moohyeon; Edexcel; International Institute for Labor Studies of the ILO (IILS, 2010).

Local studies that reveal aggregate mismatch are those conducted by Cruz and the National Statistics Office (Labor Force Surveys).

Among the international studies/reports showing aggregate job mismatch are those conducted by Leonor Modesto, Edward Gardner for the International Monetary Fund (IMF), Marco Manacorda and Barbara Petrongolo, Fiorella Padoa Schioppa, Reinhold Kosfeld et al., the ILO on global employment trends of the youth, and the IILS.

Numerous studies suggest educational, social, economic, and political factors behind the job mismatch.

Studies suggesting educational factors to be the cause of the job mismatch are those conducted by Greenberg and Greenberg, the PCSPE, the EDCOM, the Canadian Federation of Independent Business (CFIB) in 1998, US Department of Agriculture (USDA), the ILO (for the International Labor Conference 88th Session in 2000), Terry Jones and Benjamin Bowser, Phil Pfeiffer,  Kathleen Cotton, the Secretary’s Commission on Achieving Necessary Skills (SCANS,1991 June; Kane, et al., 1990 September 14) of the US Department of Labor, Roger Bennett, Ilias Livanos, and De Grip.

            Studies suggesting that social factors are behind the job mismatch are those conducted by Gardner, Manacorda and Petrongolo, the ILO on “Global Employment Trends for Youth” and on training, Michael E. Wonacott, the PCSPE, Amaury, and Cruz.  

As can be deduced from the related studies discussed above, the theoretical basis of this study is the classical theory of supply and demand.

Explaining the general laws of supply and demand in his book Supply and Demand, Hubert D. Henderson (1922) states that wages tend to settle at a level at which the demand is equal to the supply.  He says that if the demand exceeds the supply, wages tend to rise. Conversely, if the supply exceeds demand, wages tend to decline.

Henderson, however, clarifies that the effects of an increase in the supply of labor brought about by population growth “are far more dubious.” He explains that without an accompanying increase in the demand for labor, population growth will result in lower wages for individual worker (Henderson, 1922).

To ensure efficient and quality manpower supply, the educational plan should, says Philip H. Coombs (1970), aim at “making education more effective and efficient in responding to the needs and goals of its students and society.”  It should consider manpower needs, which are “determined by the manpower assessment and represent the country’s manpower or educational requirements to meet specific social, political and economic goals,” according to F. Harbison (1967).

            Based on the studies reviewed above, the forms of job mismatch are educational level mismatch, educational discipline mismatch, skill-quality-competency mismatch, and aggregate mismatch.

		INDEPENDENT VARIABLES		DEPENDENT VARIABLES

 

Figure 1. Independent and Dependent Variables of the Study

1.  There is an educational level mismatch in the Philippines based on the linear regression analysis using the data on educational level requirements for positions in the 12,742 job titles under study.

2.  There is no educational discipline mismatch in the country based on the linear regression analyses using different sets of data on the number of graduates by discipline and number of jobs by disciplinal requirements.

3.  There is a skills-quality-competency mismatch in the country based on the different types of analyses using primary and secondary data (Virola, 2007; 2004, August 9) on the types and quality of skills, personal qualities, and professional competencies of the manpower most required by the employers.

a.   Education-related requirements for jobs. Nine and the top four of 17 types of requirements for the 12,742 job titles under study are education-related.  The top four are personal qualities (69.91 percent of jobs), educational discipline (66.48), educational level (63.11), and professional competence (55.29).

  

b.  Reasons for schooling. Surveys with college freshmen and newly employed college graduates reveal that, aside from qualification, the main reasons of the young for going to college are status symbol and finding a job fast. Their main reason for choosing an academic program is finding a job fast, aside from qualification.  These main reasons for schooling explain the influx of the young to college, eventually affecting the quality of tertiary education.  

c.   Primary purpose of education.  In the surveys with school officials and department chairs, they think that preparing the young for future work, the assumed aim of tertiary education, is just one of the primary purposes of education. They identify “To sharpen the mind and intellectual processes,” which is assumed as one of the purposes of general education, as another purpose of education. School officials identify a third primary purpose, “To aid the young in knowing themselves and their place in society,” which is also assumed as one of the purposes of general education.  Such ideas on the purpose of tertiary education imply lack of focus on the preparation of the students for professional work, eventually leading to poor quality of college graduates, as shown in the Professional Regulations Commission board examination results (Virola, 2004 August 9), among other indicators.

d.  Mistakes in education and training. The survey with department chairs reveals that they strongly agree to the statement “Human beings learn the basic knowledge first, the most complicated one last” and agree to the statement “The learners are like receptacles into which knowledge is poured.” They neither agree nor disagree to the statement “Students learn even without putting theory into practice.”  The three are identified by cognitive science as mistakes in education and training.  Such attitudes toward these theories of learning reveal the primary use of traditional teacher-centered rather than the ideal student-centered methods of teaching and learning, thereby resulting in poor quality of education.   

            The content analysis of the MTPDP and the secondary data analysis reveal that of the factors behind the job mismatch categorized as social, economic, and political, the government policies on population and trade and investment are the most important factors.  The failure of these policies causes rapid population growth and low employment opportunities despite economic growth. The combination of these social and economic factors is the root cause of aggregate mismatch, the primary mismatch that causes educational level mismatch and skills-quality-competency mismatch.  Other social and economic factors can be neutralized or are caused by political policies. As such, government population and trade and investment policies are the key to enhancing the balance between manpower supply and demand.

a.     Demographic requirements for jobs.  Eight of the 17 types of job requirements for the 12,742 job titles under study are demographic. Of the jobs under study, 45.89 percent require age, 30.18 percent professional experience, and 29.92 percent technical experience. A total of 21.71 percent of jobs requires 21 years old and above, implying that college graduates, who as of now graduate usually at 19, are not qualified in one fifth of jobs under study because of age requirement. They are also disqualified in around one third of the jobs under study because of work experience.  These demographic requirements, or the lack of them, explain to a certain degree the country’s aggregate mismatch.

b.     Social factors behind choices in college schooling. The survey with college freshmen indicate that status symbol, bandwagon mentality, and self-esteem are among their reasons for going to college and parents’ choice and popularity are among their reasons for choosing a college program. The survey with newly employed college graduates indicate that they go to college because of status symbol and choose college programs because of parents’ choice, among other reasons.  These factors contribute to the influx of the young to college, thereby causing skills-quality-competency mismatch, educational level mismatch, and aggregate mismatch.

c.     Advertisement of schools and academic programs. The survey with school officials indicate that 94 percent of them advertise their schools and programs and 60.9 percent find their ads effective.  This factor apparently contributes to the influx of the young to college, thereby resulting in skills-quality-competency mismatch, educational level mismatch, and aggregate mismatch.

d.     Mismatch in job search and job vacancy dissemination methods. The data gathered from the surveys with the newly employed college graduates and the corporation officials indicate that there is no correlation between job search methods and job vacancy dissemination methods.  This mismatch contributes to the country’s aggregate mismatch.

e.     Rapid population increase. A correlation analysis reveals that there is a strong correlation between unemployment and population increase, thereby indicating that aggregate mismatch can be traced to population increase.

a.     Economic factors behind choices in college schooling. The surveys with college freshmen and newly employed college graduates indicate that finding job fast, good pay, the need to work abroad, and affordability are among their reasons for going to college and for choosing an academic program. These factors obviously contribute to aggregate mismatch and skills-quality-competency mismatch.

b.     Introduction of new technology in the workplace. Corporation officials surveyed agree to the statement that in the last five years, new technology has changed the skills, qualities, and competencies required in jobs for college graduates.  This factor apparently contributes to aggregate mismatch and skills-quality-competency mismatch.

c.     Competition for better-trained employees. Corporation officials surveyed agree to the statement “To compete with other firms in getting better trained employees, our firm has to offer higher pay, especially to applicants of jobs for college graduates.” They, however, lose in the competition with foreign firms inside and outside the country, as OFW data show.  They cannot afford “export” quality graduates.  This, indeed, results in skills-quality-competency mismatch.

d.     Deployment of OFWs.  The data gathered indicate that a total of 2,219,475 newly hired Filipino workers are deployed from 2000 to 2007, or an average of 277,434.4 yearly. The annual average is 14.18 percent of the average number (1,959,541) of unemployed Filipinos from 1960 to 1975 and from 1980 to 2003. The average number of OFWs from 2000 to 2007 is 1,226,750. This is 3.62 percent of the average total number of persons in the labor force, which is 33,910,125, in the same period.  The deployment of OFWs reduce aggregate job mismatch; however, it contributes to skills-quality-competency mismatch to a certain degree because it drains out of the country export quality manpower.

e.     GDP and employment rate. There is a moderate negative correlation between gross domestic product and employment rate. This means that employment rate does not increase with GDP growth. Simply put, the increase in employers’ earnings has not resulted in corresponding increase in the number of jobs. Either the employers do not reinvest their profits but just keep them for themselves or remit them to their mother firms in other countries (a number of them being transnational corporations), or the economic growth may just be traced to OFW remittances, as pointed out by Bernardo M. Villegas (2010, October 10). With no increase in job opportunities despite economic growth amid rapid increase in population, aggregate mismatch, as well as educational level mismatch, can be expected no matter how qualified all job seekers are.

a.     Education policies on the 10-year basic education program, the basic education budget, overcoming societal bias against TVET through immediate employment, ladderized education system, and access to quality and relevant college education. The 10-year basic education program policy contributes to skills-quality-competency mismatch considering its shortness by international standards and to aggregate mismatch considering the college graduation at an early age and the age requirement of jobs under study.  Low basic education budget has been blamed by various sectors, including the government, for low quality education, thereby contributing to skills-quality-competency mismatch.

The policy of overcoming societal bias against TVET through immediate employment has failed as the unemployment data indicate, thereby failing to check the bias against TVET and contributing to educational level mismatch. And the policies on ladderized education and access to college education contribute to the influx of the young to college, thereby causing educational level mismatch. Ladderized education clearly makes TVET only a ladder to college education even for those who failed in college entrance tests, thereby causing not only educational level mismatch but also skills-quality-competency mismatch. 

b.     Population (social) policy. The population policy of the government has failed as shown in the country’s average population growth rate of 1.96 from 2008 to 2010. This failure explains in part the aggregate mismatch in the country.

c.     Economic policies on employment and wages, deployment of OFWs, and trade and investment. Secondary data indicate that these government policies have generally failed, thereby contributing to job mismatch. However, data show that the government policy on OFW deployment has been successful. The deployment policy helps lessen the aggregate job mismatch, on the one hand, but it aggravates the skills-quality-competency mismatch as this leads to “brain and brawn” drain, on the other.

Considering the above findings and conclusion, the study recommends the following:

1.     The plan of the government to adopt the K-12 basic education program be implemented the soonest possible time.

2.     The improvement of the quality of basic education be assured through government policies that uphold the Constitutional provision that gives “the highest budgetary priority to education and ensure that teaching will attract and retain its rightful share of the best available talents through adequate remuneration and other means of job satisfaction and fulfilment.”

3.  The implementation of the government policy on overcoming TVET bias through immediate employment be assured, even as other approaches to overcoming the said bias be explored.

4.  The government policy on ladderized education system be re-examined, if not scrapped.

5. The government policy on access to quality and relevant college education be implemented based on merit and availability of professional jobs.

6. The coordination of CHED, TESDA, and DepEd in their efforts to produce quality manpower be strengthened.

7.     Considering the strong correlation between population increase and unemployment, the government implement a more effective population control program.

8.     The government wage policy be re-examined so as to reduce the wide pay gap between professionals and technicians, associate professionals, and other non-professionals and between local employees and OFWs. 

9.     Given the findings on the negative correlation between GDP and employment rate, the government strictly require significant amount of earning reinvestment by employers so as to ensure generation of new employment, especially during the period of economic growth.

10.  The government maintain, through its Public Employment Service Offices (PESOs) all over the country, an active and well publicized job vacancy information center that requires all employers to post their manpower needs for free and disseminates such information to the schools and to the public through multimedia facilities. 

11.  The government hold an annual employment conference of representatives of the government, employers, educational institutions, parents’ and students’ organizations, and non-government organizations.

12.  The government formulate and implement an employment plan that is anchored on a serious assessment of the country’s employment, trade, and investment policies that are foreign-dependent and a serious consideration of an industrialization program that is self-reliant: capitalizing on generally-known rich natural and human resources, so as to assure decent employment for all. 

_________

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ABSTRACT

Aimed at controlling the imbalance between manpower supply and demand, this study attempts to answer the question: What are the primary factors behind the imbalance between the supply of and demand for educated manpower in the Philippines?

This study tests the following null hypotheses:

The study uses content analysis of wanted ads involving 12,742 job titles and the Medium-Term Philippine Development Plan 2004-2010; surveys with corporation officials, newly employed college graduates, school officials, department chairs, and college freshmen; and secondary data analysis of educational, social, and economic data from government and non-government sources.  A mixed quantitative and qualitative research design is used in the study.

The study has determined that the job mismatch of the country is primarily aggregate and secondarily educational level and skills-quality-competency mismatch; there is no educational discipline, mismatch. Rejecting all the null hypotheses, it has found the following:

Indeed, the primary factors behind the imbalance between the supply of and demand for educated manpower in the Philippines are political.  Educational, social, and economic factors are secondary as they are influenced by political factors.

The study, therefore, recommends that political factors be addressed so as to control the imbalance between manpower supply and demand.

DR. CRISOL A. BRUZA is the Associate Dean of the College of Arts and Sciences of the University of the East-Caloocan. He is also teaching English and Communication Arts courses in the college.

He taught English in Far Eastern University, where he received an outstanding teacher award; and English and Social Science courses in Southwestern University (SWU) in Cebu City. He worked as an education resource center director and seminar facilitator of Education Forum, a mission partner of the Association of Major Religious Superiors of the Philippines; as editor-in-chief of the publications and deputy secretary general of the Alliance of Concerned Teachers, a non-government organization; and deskman-reporter of Visayas Observer and Mindanao Journal, provincial dailies of the now defunct Manila Evening Post.