NON-FORMAL EDUCATION FOR THE YOUTH OF LOW-INCOME FAMILIES IN SELECTED ZONES IN METRO MANILA : IMPLICATIONS FOR GUIDANCE AND COUNSELING

다국어 초록 (Multilingual Abstract)

This study attempted to find out the perceptions of youth of low-income families in selected zones in Metro Manila on their ife problems, role of NFE and teachers and the guidance and counseling services as basis for the development of an NFE program for the youth of low-income families.
Specifically, it attempted to find out the life problems of the youth of low-income families grouped according to sex, age, fundamental skills possessed, parent's education and parents' occupation and if the preceding factors cited relate significantly with the life problems of the respondents. Likewise it wanted to find out the perceived role of the NFE teacher and guidance counselors. Based on the results of the survey about the life problems and role of the NFE teacher and guidance counselor, an NFE Program in Functional Literacy integrated with Livelihood Training and Home and Family Life was prepared.
It tested the null hypothesis that factors such as sex, age, fundamental skills possessed, parents education and parents occupations do not relate significantly with the life problems of youths of low-income families in Metro Manila.
This study made use of the descriptive survey research design with the questionnaire and occasional observations and interviews as data gathering tools. It utilized percentages and ranking as descriptive measures and the chi-square as test of relationship between the life problems of students and factors such as sex, age, fundamental skills possessed, parents' education and parents' occupation.
The participants of the study were 200 adolescents aged twelve to twenty years old who came from low-income families in selected zones of four cities of Metro Manila.
The results of the study were:
1. Five of the topmost problems of the youth of low-income families grouped according to sex are financial worries, home conditions, parent-child relationships, employment needs and leisure time activities.
2. Grouped according to age group, the five topmost problems are a) age 12-14 are financial problems, parent-child relationships, c) home conditions, d) leisure time activities and e) school related factors; b) age 15-17 are financial problems, home conditions, parent-child relationships, employment needs and leisure time activities; c) age 18-20 are financial problems, home conditions, employment needs, parent-child relationships and leisure time activities.
3. Grouped according to fundamental skills possessed the problems of the respondents are: financial worries, home conditions, parent-child relationships, employment needs and leisure time activities.
4. Five of the topmost problems of the youth of low-income families, grouped according to parents education: a) with elementary education are: financial problems, home conditions, parent-child relationships, employment needs and leisure time activities; b) with high school education: financial worries, home conditions, parent-child relationships, leisure time activities and employment needs; c) with technical/vocational education leisure time activities, employment needs, home conditions, parent-child relationships and emotional factors d) with college units: parent-child relationships, home conditions, financial worries, emotional factors and leisure time activities e) college graduate: leisure time activities, financial worries, emotional problems and employments, parent-child relationship.
5. Five of the topmost problems of the youth grouped according to parents occupations are home conditions, financial worries, parent-child relationships, leisure time activities and employment needs.
6. The life problems of the youth of low-income families significantly relate with age and parents' education but does not relate significantly with sex, fundamental skills possessed and parents' occupations.
7. The respondents perceived that the role of NFE teachers are livelihood skills training, literacy for out-of-school youth, campaign against drugs, assist in looking for part time job and conduct/organize cooperatives. The role of guidance counselors are literacy for out-of-school youths and adults, livelihood skills' training, values development, leadership training for youths and educational management information service.
Based on the above results, a proposed NFE program for the youths of low-income families was prepared with focus on functional literacy integrated with livelihood skill training and home and family life with values development. The recommendations consist of the following:
1. The proposed action program be endorsed favorably by school and government officials who should provide the necessary financial support in making the program workable.
2. Demonstration lessons, seminars and workshop should be conducted to ensure proper utilization of the proposed lessons in the program.
3. The guidance counselors and non-formal education teachers should work as a team in the implementation of the program with the support of school authorities and government or non-government agencies.
4. The proposed nonformal education program should undergo regular evaluation and enrichment to suit the changing needs of the clienteles.
5. Counseling sessions can also be held to develop better understanding between parent and children and among members of the family.
6. Other researches may be undertaken such as:
a. Experiment on the effectiveness of the proposed NFE programs managed by the team efforts of guidance counselor and the NFE teacher with government support.
b. The researcher undertake the same study in his home country to find out if the same results will take place.
c. Survey other problems of the in-school and out-of-school youths to prepare a program which will involve their parents.

목차 (Table of Contents)

• Title = I
• Approval Sheet = II
• Acknowledgement = III
• Abstract = V
• Chapter 1. THE PROBLEM AND ITS SETTING = 1
• Introduction = 1
• Theoretical Framework = 5
• Statement of the Problem = 8 Null Hypothesis = 9
• Significance of the Study = 9
• Scope and Limitations = 11
• Definition of Terms = 11
• Chapter 2. REVIEW OF RELATED LITERATURE & STUDIES = 14
• A. Local Literature & Studies = 14
• B. Foreign Literature & Studies = 29
• Chapter 3. RESEARCH METHODOLOGY = 63
• The Research Design = 63
• Participants of the Study = 63
• The Research Instrument = 64
• Statistical Treatment of Data = 65
• Chapter 4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA = 67
• Life Problems of the Youth of Low-Income Families of Metro Manila Grouped According to Sex
• Life Problems of the youth of Low-Income Families of Metro Manila Grouped According to Age
• Life Problems of the Youth of Low-Income Families of Metro Manila Grouped According to Parent's Occupation
• Life Problems of the Youth of Low-Income Families of Metro Manila Grouped According to Parent's Education
• Life Problems of the youth of Low-Income Families of Metro Manila Grouped According to Fundamental Skills Possessed
• Relationship of Above Factors to the Needs of the Youth of Low Income Families of Metro Manila
• Proposed NFE Program Based on the Results of the Study
• Chapter 5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS = 138
• Summary = 138
• Conclusions = 149
• Recommnendations = 151
• Bibliography = 153
• Questionnaire = 156