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1975 Nonfarm Agricultural Occupations in Rinconada District and in Naga City, Camarines Sur Province With Implications for Developing Training Programs. Remedios Rigoroso Alfelor Louisiana State University and Agricultural & Mechanical College
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Recommended Citation Alfelor, Remedios Rigoroso, "Nonfarm Agricultural Occupations in Rinconada District and in Naga City, Camarines Sur Province With Implications for Developing Training Programs." (1975). LSU Historical Dissertations and Theses. 2860. https://digitalcommons.lsu.edu/gradschool_disstheses/2860
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Xerox University Microfilms 300 Norib Zeeb Road Ann Arbor. Michigan 48106 76 - 12,905
ALFELOR, Remedios Rigoroso, 1915- NCNFAFM AGRICULTURAL OCCUPATIONS IN RINCCNADA DISTRICT AND IN NAGA CITY, CAMARINLS SUR PROVINCE WITH IMPLICATIONS FOR DEVEI jOPING TRAINING PROGRAMS.
The Louisiana State University and Agricultural and Mechanical College Ph.D., 1975 Agriculture
Xerox University Microfilms,Ann Arbor. Mu.hiqon-18106
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. NONFARM AGRICULTURAL OCCUPATIONS IN RINCONADA DISTRICT AND IN NAGA CITY, CAMARINES SUR PROVINCE WITH IMPLICATIONS FOR DEVELOPING TRAINING PROGRAMS
A Dissertation
Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechnlcal College in partial fulfillment of the requirements for the degree of Doctor of Philosophy
in
Vocational Agricultural Education
by Remedlos R. A lf e lo r B.S.E. Mabini Memorial Colleges, 1951 M.A. Philippine Women’s University, 1964 D.Ed. Philippine Women's University, 1974 December, 1975 ACKNOWLEDGMENTS
The writer gratefully acknowledges the benevolence extended to her by these wonderful people who made every- thing possible to accomplish this paper.
To Dr. Charlie Curtis, Director of the School of
Vocational Education, and concurrently Associate Dean of the College of Agriculture, Louisiana State University,
Baton Rouge, and at the same time her adviser, for his intellectual guidance and directions that facilitated suavely the academic development of this study, that led the writer to formulate, and organize the relevant data which illucidated comprehensively the problems at bar.
To the members of the committee, Dr. Charlie Curtis,
Dr. James Atherton, Dr. James Hutchinson, Dr. James
McMurry and Dr. Charles Smith, for the unstilted, and coordinated cooperation extended to the writer in meeting the ultimate requirement in attaining her Doctor of
Philosophy degree (Ph.D).
To Mary McMinn and Alice Anders for assisting her in the typing and organization of this study in accordance with the official format of the Graduate School of Louisiana
State University, Baton Rouge.
To the librrrians of the University for their consi deration and cooperation in allowing her to have access to the literature and other reading materials needed.
i i To the American Association of University Women
(AAUW) of the United States for awarding her a Fellowship
Grant which motivated her to come to the United States
and enroll at Louisiana State University, Baton Rouge,
and concurrently, the gamut of undergoing this research.
To her children and husband for their inspiring and encouraging attitude and cooperation which stimulated
the writer's patience and perseverance to go on to achieve
the aims as planned.
i i i TABLE OF CONTENTS
Page
ACKNOWLEDGMENT ...... i i
LIST OF TABLES...... v i
LIST OF F IG U R E S ...... ix
ABSTRACT ...... x
CHAPTER
1. INTRODUCTION...... 1
Statem ent o f the Problem and P u rp o se...... 1 Importance of Study ...... 7 Scope and Limitat ion ...... 10 H yp oth eses...... 12 Definition of Terms...... 13 Method and P roced u re...... 16 Treatment of Survey Information ...... 18
2. REVIEW OF RELATED LITERATURE...... 20
Agriculture Education in the Philippines. . . 20 Related Research Studies ...... 26 Related Research Studies in the Philippines . 33
3. PRESENTATION AND ANALYSIS OF DATA...... 41
Occupational Families ...... 42 Number of Nonfarm Agricultural Firms...... 43 Employment in Occupational Family ...... 45 Job Titles by Occupational Family ...... 51 Level of Employment...... 53 Job Entry Age For Nonfarm Agricultural Em ployees...... 58 Salaries of Workers Employed in Nonfarm Agriculture ...... 73 Educational Level Desired of Workers in Nonfarm Agriculture ...... 85 Residential Background Preferred For New E m ployees...... 89 Farm Experience Preferred of the New E m ployees...... 95 A g r ic u ltu r a l S u b jects in Which Workers Must Have Competencies...... 98
iv Page
4 . SUMMARY, CONCLUSIONS, ANDRECOMMEDATIONS. . . 114
Su m m ary...... 114 Conclusions...... 119 Recommedat io n s...... 121
BIBLIOGRAPHY ...... 124
APPENDICES
A. Questionnaire ...... 128
B. List of Firms, Industriesand Business Agencies Surveyed ...... 139
C. List of Job Titles and Level ofEmployment By O ccu p ation al F a m ily ...... 152
D. L e t t e r ...... 170
CURRICULUM VITA...... 172
v LIST OF TABLES
Table Page
I. Agricultural Businesses, Industries, and Agencies by Occupational Family...... 43
II. Persons Employed in Agricultural Business, I n d u s tr ie s and A g en cie s, and Number Having Agricultural Competencies by Occupational F a m i l y...... 47
III. Number of Job Titles in Agricultural Occupations Other Than Farming, by Occupational Family . . . 52
IV. Total Employees with Agricultural Training by Levels of Employment and Occupational Family . . 55
V. Average P r esen t Age — Average Minimum and Average Majcimum Age of Entry Into Off-The-Farm Agriculture Occupations by Level of Employment . 51
VI . Average P resen t Age - - Average Minimum and Average Maximum Age of Entry into Off-Farm Agriculture Occupations by Occupational Family and Level of Employment
1. Farm Machinery Sales and S ervice ...... 64
2. Farm Supplies and Equipment ...... 65
3. Livestock and Poultry...... 66
4. Crops, Forestry, and Soil Conservation . . . 67
5. Ornamental Horticulture ...... 68
6. Wildlife and Recreation ...... 69
7. Farm Service ...... 70
8. Agricultural Service ...... 71
VII. Median Monthly Salary of Occupation by Level of E m p lo y m en...... t 74
VIII. Median Monthly Salary of Farm Machinery Sales and Service Employees by Level of Employment . . 75
IX, Median Monthly Salary of Farm Supplies and Equipment Employees by Level of Employment . . . 76
v i Table Page
X. Median Monthly Salary of Livestock and Poultry Employees by Level of Employment...... 77
XI. Median Monthly Salary of Crops, Forestry, and Soil Conservation Employees by Level of E m p loym en t...... 78
XII. Medipn Monthly Salary of Ornamental Horticulture Employees by Level of Employment...... 80
XIII. Median Monthly Salary of Wildlife and Recreation Employees by Level of Employment...... 81
XIV. Median Monthly Salary of Farm Service Employees by Level of Employment...... 82
XV. Median Monthly Salary of Agricultural Service Employees by Level of Employment...... 84
XVI. Educational Level Desired For Persons Entering Agricultural Occupations Other Than Farming. . . 86
XVII. Residential Background Preferred For New E m ployees...... 91
XVIII. Farm Experience Preferred For New Employees. . , 96
XIX. A g r ic u ltu r a l Areas With Which Employees Must Be Familiar in Farm Machinery Sales and Service. . 100
XX. Agricultural Areas With Which Employees Must Be Familiar in Farm Supplies and Equipment ...... 101
XXI. Agricultural Areas With Which Employees Should Be Familiar in Livestock and Poultry...... 102
XXII. Agricultural Areas With Which Employees Should Be Familiar in Crops, Forestry, and Soil Conservation ...... 103
XXIII. Agricultural Areas With Which Employees Should Be Familiar in Ornamental Horticulture ...... 104
XXIV. Agricultural Areas With Which Employees Should Be Familiar in Wildlife and Recreation ...... 105
XXV. Agricultural Areas With Which Employees Should Be Familiar in Farm Service ...... 106
v i i Table Page
XXVI. Agricultural Areas With Which Employees Should Be Familiar in Agricultural Service ...... 107
XXVII. Continuing Education Required of Employees to Advance in Education ...... 110
v iii LIST OF FIGURES
Figure Page
1 . Map of Camarines Sur ...... 11
2. Rank and Percentage of Agricultural Businesses, Industries, and Agencies Grouped by Occupational Family ...... 46
3. Employees Having Agricultural Competencies In Business, Industries, and Agencies by Occupational Family and Increase in Expected Employment Five Years Hence ...... 50
4. Increase in Job Titles of Occupational Family in Agricultural Occupat ions Five Years Hence. . 54
5. Employees With Agricultural Training By Levels of Employment in Each Occupational Family . . . 59
6. Total Employees By Levels of Employment With Agr icultural Training ...... 60
7. Educational Level Desired For Persons Entering Agricultural Occupations ...... 90
8. Residential Background Preferred For New E m p lo y e e...... s 92
9. Farm Experience Preferred For New Employees . . 97
10. Continuing Education Required of Employees By Firms to Advance in Education ...... I l l
ix ABSTRACT
The purpose of this study was to discover nonfarm agricultural occupations in Naga City, and in Rinconada
District, Camarines Sur Province, to identify the agri cultural competencies these jobs require, and to classify them by occupational family for use as a basis for develop ing programs in vocational agriculture.
To achieve these objectives, a comprehensive list was compiled of all the agriculturally oriented firms, busi nesses, and government agencies located in seven towns, and in Iriga City which composed the Rinconada District and in Naga City. There were 557 agriculturally oriented establishments surveyed. The research utilized the de scriptive method with schedule as the tool of the survey, and the personal interview as the technique used. The data collected were tabulated, illustrated in tables, presen ted and an alyzed .
The fin d in g s were as fo llo w s:
1. All eight occupational families were identified in the 557 agriculturally oriented firms surveyed.
2. Of the eight family clusters, Farm Supplies and Equipment had the g r e a te s t number o f e s t a b l i s h ments, followed by Livestock and Poultry, Crops, Forestry, and Soil Conservation, and Farm Service. They constituted 76 percent of the businesses su r v e y ed .
3. There were 8,749 workers employed with 6,584 or 75.3 percent having agricultural competencies; five years hence, it was expected to increase by 841 workers or 12.8 percent.
x 4. There were 1,755 job titles, with an increase of 838 or 47.8 percent expected during the next five years.
5. In the levels of employment 46 percent of the total workers needing agricultural competencies were the skilled and unskilled levels of employment.
6. The average minimum job en try age in a l l occupa tional families at all levels of employment was 23.5 years, the average age of all the present employees was 31 and maximum average age was 47 y e a r s .
7. Salaries for the different levels of employment under each occupational family varied. The pro fessional, technical, managerial and supervisory levels received higher initial and maximum salaries ranging from P307.39 to 1*404.20 monthly as compared to the skilled, semi-skilled and unskilled levels which ranged from P92.66 to P158.33 monthly.
8. Generally, a high school education or education beyond this level was a pre-requisite for entry into the nonfarm agricultural occupations.
9. Business agencies indicated that an urban background was preferred for entry into nonfarm occupational jobs by employers in 51 per cent of the cases, farm experience was the second choice by 24 percent of the employers, followed by rural nonfarm background indicated by 11.6 percent and 13 percent signified that they had no p r e fe r e n c e.
10. Commercial type farm experience was preferred by employers as manifested by 44 percent; but was evidently needed by 53 percent in the Wildlife and Recreational occupational family; 51 percent in Crops, Forestry, and Soil Conservation. Employees of non-commercial farm type experience would be employed by 43 percent of the employers and 13 p ercen t in d ic a te d no p r e fe r e n c e .
11. Employers in Farm Service, Agricultural Service, Crops, Forestry, and Soil Conservation, Ornamental Horticulture and Wildlife and Recreation in all levels of employment indicated the need for broad knowledge, training and skills in all agri culture subjects; while in Farm Supplies and Equipment in all levels of employment high emphasis was placed on a broad knowledge in Agri- Business Management and Marketing, followed by Plant Science and Animal Science as to priority.
x i 12. Ninety-six percent of the employers in the different business agencies expressed the need for continuing education as a requirement after job-entry to improve the employees' performances, On-the-job training was the first preference as signified by 48 percent; followed by earning some college units in agriculture indicated by 19 percent; 11 percent in Firm or Industry Schools, Public School Adult Education by 3 percent, and those who had no choice was manifested by 2 p e r c e n t .
x i i Chapter 1
INTRODUCTION
Seventy-four years ago today, since the Americans came to the Philippines bringing with them culture that was adapt ed into our educational system. They embraced the Filipino way of life. It is sad to note that most of our barrio folks who reside primarily in the agricultural areas are still the same as they were prior to the arrival of the
Americans. They have remained dormant and sluggish in their social and economic way of life. Their occupational practices,particularly in farming,are still as antiquated as those of their forebears due to their crude farming methods, techniques and implements.
The economic development of a country depends on the economic self-sufficiency of the various institutions t here in ; which also depend on the occupational stability of every individual that composes the society. An occupa tion for every individual is then imperative in order that the society will progress. According to Everett
Hughes, (7:43)
A man's work is one of the most important parts of his social identity, of his self; indeed; of his fate in the one life he has to live, for there is something almost as irrevocable about choice of occupation as there is about choice of mate and since the language about work is so loaded with value and prestige judgments and with defensive choice of symbols; we should not be astonished that the concepts o f s o c ia l s c i e n t i s t s who study work should carry a similar load.
1 2
Today in education the payoff to the individual is a realistic job. Moreover, the individual worker is
identified with the kind of work he performs which provides
him a status symbol or tends to establish a level of living conditions and social contributions.
The role of the school to prepare the youth for a better living so that he can be a good member of the society is an arduous responsibility. The school has to provide an educational program that will properly prepare the individual for a productive and rewarding life. In many cases, this preparation has fallen short of being
adequate and many former students are wandering helplessly
in a progressive society unable to cope with the multi
farious problems confronting them. For them proper choice of occupation is a very special problem, demanding an un usual treatment. They face career barriers not common to other youth,for when they migrate to populated centers to seek occupational opportunities the necessity to compete with other better prepared youth prevails. Youth possess
ing appreciable education and vocational training are more
highly employable than those less fortunate in formal education who are likely to obtain lesser paying jobs; or even fail to find satisfactory employment.
Society, in many cases, seems to think that the schools are not providing the type of education that is
needed in a rapidly changing modern civilization. It 3
claims that too many individuals are "left behind" or simply "ignored" because they do not have the simple basic requirements necessary for work. In many instances, they are unprepared and too poorly trained to perform the
functions demanded of them.
The Presidential Commission Survey of the Philippine
Education (PCSPE) of 1970 (11:83) found that the nation's need for vocational skills has not been matched by the effort in vocat ional technical training. The school has been oriented to the lower and higher levels of the voca tional ladder. It has produced a literate population in a large professional class, resulting in an unemployment problem which remains the most unsolved significant social problem. Most of the youths are unfit for the job opportunities available.
The implementation of the National College Entrance
Examination (NCEE), an innovation in the present Philippine
Educat ional system, has i ntroduced additional employment problems. Youth who fail to qualify in the examination are disqualified to pursue the four-year college degree courses. Schools must make provisions for appropriate vocational training courses to prepare these youths for a better living.
Not many years ago choosing a vocation was not a very difficult problem because one could always farm. The
Rinconada District is a total farming area. Today there 4
is scarcely a family in the community totally dependent upon farming for a living. With this drastic change of the farm situation in the community, one can see the neces sity for a change in the vocational agriculture program to meet these needs.
The population explosion for which our country is deeply concerned in the economic aspects seems to be one pertinent problem of the time especially in the province of Camarines Sur , the setting of this study, which ranks first among the 72 provinces in the Philippines in the populat ion explosion. About three-fourths of these people reside in the rural areas where their chief means of live lihood is farming. With this rapid growth more people gravitated to the expanding population centers in the cities where they engaged in business or industry, or worked at jobs connected with them, resulting in two major needs: more workers were needed to supply a growing job market; while additional food was required to feed the workers along with a rapidly growing urban population.
Society is and has been experiencing significant shifts in employment needs and occupational opportunities for youth, because of the mechanization and automation of industries due to the extensive scientific progress. For instance, production workers are decreasing while the need for service workers continue to rise. This is but a por- tion of the long consistent pattern of change in farming, 5
including the increasing amounts of capital for labor,
larger and fewer farms with more specialization, the move
ment towards more mechanization, and the use of chemical
products in farm production. These growing changes in the
farm, have caused to emerge in towns and cities a large
and growing segment of the economy known as "nonfarm
agricultural business", a vital part of the agricultural
industry. It is towards these kinds of jobs that great
numbers of youth leaving the farm may wisely direct them selves. Concurrently, all prospective workers must be better
qualified. Consequently, all youth must not only know the
fields of employment open to them; but they must have access to appropriate training programs.
In every society, schools and teachers shape the hearts
and minds of the people and to an important extent determine
the national temper, technological programs and public we 1 fare .
It is then necessary in this particular study that both
the students and the educators should know the various non
farm occupational opportunities available for them and the qualifications youth must acquire for job entry.
Statem ent of the Problem and Purpose
This research was designed to discover nonfarm agri cultural jobs in two cities in the Rinconada District in
Camarines Sur Province, Philippines, to identify the agri cultural competencies they require and to classify them 6
by occupational family for use as a basis for developing programs in vocational agriculture.
More s p e c i f i c a l l y the o b j e c t iv e s were:
1. To identify and classify according to occupational
family all the businesses and agencies having one
or more job titles requiring the employees to have
knowledge and skills in agriculture subjects.
2. To determine the present number of workers in the
different job titles according to occupational
clusters and levels of employment and the number
of additional employees with competencies in
agriculture needed five years hence.
3. To classify job titles based on their job descrip
tions found in all nonfarm agricultural occupational families, which include salaries or wages, entry
age, requirement for formal education, farm exper
ience, legal restrictions, union regulations,
together with descriptions of work performed by
workers holding a particular job title.
4. To identify the competencies needed in agricultural
subjects or skills required for job entry and for
advancement .
5. To collect data to enable to develop training
programs for use in vocational agriculture classes
having students with occupational objectives in
nonfarm agriculture. 7
More generally, the purpose of this study was to
provide educators with knowledge of present and emerging
agricultural occupations, other than those in farming and grazing for which training programs have been developed.
Hopefully, survey findings would be sufficient to stimulate and give directions to new training programs designed for youth in the area interested in nonfarm agriculture employment.
Importance of Study
Tracing the historical development of agriculture in
the Philippines, it may be noted that agriculture was known to the earliest Filipino ancestors. During the Pre-Spanish period to the present time and apparently in the foreseeable
future the best occupation which almost every Filipino
family considers as a means of livelihood is agriculture.
But it is sad to note that Filipino parents seldom send
their children to study in agricultural schools.
The colonial mentality which is held by most Filipinos
is that the education sought by them and held in high esteem
is the white collar positions. Vestiges of the old disdain for manual labor still exist, although the schools stress the
dignity of labor and the farmers idealize it. Often young men and women whose training does not prepare them for white
collar jobs depend on their parents for support rather
than take blue collar or agricultural positions, for their
concept about agriculture is limited to farming. This study will help expose the clear misconception that agriculture is only farming. According to Mondart and Curtis (23:3) the terms "agriculture” and "farming" are not synonymous. Each implies different things. Farm ing is only one phase of agriculture, it is the basic seg ment, with processing, marketing and service occupations growing out of it. Agriculture is much broader and more inclusive than farming. It is not, therefore, a single occupation. Rather,it is made up of sectors of occupations defined as production, processing, marketing and service; farming now is "production agriculture." It too is made up of a number of occupations, each requiring specific skills and abilities.
These newer concepts and definitions of agriculture open the minds and hearts of the youth, especially those that reside in the agricultural areas, that their jobs would not be confined to tilling the soil and producing crops. More occupational opportunities await them under the new avenue known as "nonfarm jobs."
The lack of confidence in schools by parents results from the fact that after their sons and daughters graduated in the secondary course they could hardly land a job and remained parasites upon their parents for livelihood. The lack of diversity, flexibility and adaptability of the programs the schools provided for these youth developed a "disaster gap" (23:1) between what the students are 9
taught and what is needed to exploit the potential agri culture as a source of occupational opportunities so that these youth are most fitted for job entry.
The knowledge of the Various occupational opportunities from the different business establishments and government agencies existing in these areas where the survey was held would stimulate the educators to plan or develop vocational agricultural programs that would prepare these youth to learn the ramifications of the different nonfarm jobs, the required skills and knowledge they must acquire and the appropriate training needed to qualify them for the occupa tion. In one way or another, this would help solve the unemployment problem and parents would be given satisfaction when their children could land a job after graduation in the high school and be of help to them instead of being dependent upon them.
The need for qualified and competent teachers aside from the agriculture teachers who would teach these youth the required training relative to the functions indicated in the job descriptions of the different job titles could be known earlier and proper steps could be taken to meet this need before regular classes start. Undoubtedly, the training programs provided for these youth on nonfarm jobs could be well implemented. 10
Scope and Limitation
This study on nonfarm occupational jobs was confined to 557 firms, businesses and agencies situated in Rinconada
District and in Naga City, Camarines Sur Province,
Philippines. (See Figure 1) These agencies were selected based on tne criterion that they are agriculturally or ie n t e d .
Camarines Sur Province is the biggest province in the
Bicol Region as to population and area. It has one million and one hundred thousand in h a b ita n ts. It is known as the
"Rice Granary" of the Bicol Region. The province is divided into four districts or areas. Rinconada District is under
Area III, which is composed of these towns surveyed such as Baao, Balatan, Bato, Buhi, Bula, Nabua, P ili, and Iriga
City. Naga City belongs to Area I; but because of its proximity to Area III and due to many business establish ments located in this city and whose employees could fur nish usable information relative to the study, this city was i ncluded i n t h e su rv ey .
Pili is the capital of the province, and the "rice granary" of the province. It has a vast area of agricul tural lands. Farmers from neighboring towns cultivate the rice fields in ihis area after they have finished cultivating their rice fields in their own home town.
Ir ig a C ity and Naga C ity are the urban areas where most of the larger business enterprises are situated. &
OlMfiMNES NOCT*
• OILG»il*gq
OIUaKf SRN MiGUEL \ aprr LUPl vV -
V
ipvomq LR6ON0Y GULP
T»M ^t«AR9 i«*i CAMARINES SUR *>> UHlnllt L«U \ UN
ftuMi I Figure 1
'J**' flLBM m0VlNC« 12
It is toward these cities that rural youth ,who are in quest for jobs, direct themselves under a tremendous handicap.
Oftentimes some return home frustrated after failure to land a job due to their inadequate educational training.
Others enter into jobs, then quit, because of difficulties arising from lack of job preparation.
Hypot heses
The following were formulated to lend specific guide lines in achieving the objectives of this problem.
1. All eight occupational families will be identified
and represented in the different agencies
and firms surveyed.
2. The occupational family with the largest number of
employees will be "Farm Supplies and Equipment,"
The occupational level of "skilled" will have the
most employees. The family of "Wildlife and
Recreation" will have the occupational level
"technical" with the least number of employees.
3. Farm Machinery Sales and Service will be the
occupational family with "skilled" as the occupa
tional level and with "mechanics" as the job title
having the greatest demand for employees five
years hence.
4. There will be employment opportunities that await
the youth who feel interested in and are qualified
for nonfarm occupations. 13
5. Salaries or wages received by the employees will
be associated with the formal education, training,
and experiences of the individual youth.
6. The degree of difficulties in landing a job will
be associated with age, formal education, and
t r a i n i n g .
7. The educational level that will be needed for most
of the nonfarm occupational jobs will be at least
high school graduation with basic fundamental
knowledge and training in agricultural subjects.
8. The high school students will be needing educational
knowledge and training in agricultural subjects
to develop their occupational competencies to
qualify them for job entry.
9. There will be a need for developing training pro
grams in vocational agriculture at the high school
level to meet the demands of these nonfarm jobs.
Definition of Terms
To make this study understandable and comprehensively discernible, the following terms used in this problem are def in e d :
Vocational education in agriculture is a nation-wide
federally aided program of systematic instruction in agriculture of less than college grade conducted in 14
public schools or classes for those who are preparing to enter or advance in farming or in nonfarm agriclture.
Agrl -Business refers to the whole complex of activities on and off the farm which includes workers in feed m ills, fertilizer plants, farm machinery industries, farm supply stores,food processing plants and many other businesses that process, distribute, or transport farm products and farm supplies. (5:1)
Nonfarm Agricultural Education is agricultural edu cation other than farming. (23:3)
Job title refers to a position that requires specific knowledge and sk ills. (13:17)
Agriculture is the sum total of all operations in volved in the manufacture and distribution of farm supplies, production operations on the farm, the storage, processing and distribution of commodities and items made from them.
(9 :0 )
Agricultural Occupational Families consist of a cluster of related agricultural businesses, and services other than farming and ranching. (23:3)
1. Farm Machinery Sales and Services includes all the
operations that deal with selling and servicing
machinery commonly used in the farm or business
processing agricultural products.
2. Farm Supplies and Equipment includes operations
dealing with handling, hauling, and selling of 15
feeds, seeds, fertilizers, farm chemicals, small
farm machines and equipment, and farm hardwares.
3. Livestock and Poultry deals with the technical
problems of production, marketing, inspection,
processing, and distributing livestock and poultry
p r o d u c ts.
4. Crops, Forestry, and Soil Conservation includes
production, processing, distributing and marketing
of fruits, vegetables, field crops and forest
p r o d u c ts.
5. Ornamental Horticulture refers to operations that
deal with the production, distribution, placement
and maintenance of plant materials and supplies.
6 . Wildlife and Recreation deals with operations of
production and preservation of wildlife as well
as those concerned with the development and
maintenance of recreational facilities.
7. Farm Service includes all the services performed
directly for the farmers. Custom work makes up
t he greater port ion of this family.
8 . Agricultural Services are the services rendered
to agriculture in general. In many cases, it is
difficult to distinguish between Farm Service and
Agriculture Service. Some services or business
may be listed under either. 16
Levels of employment are classifications of employees
into eight categories on the basis of level of functions
of the job they perform. (23:15-19)
Method and Procedure
Descriptive survey was the method used in this study
with questionnaires as the instrument used and personal
interview as the technique adopted in gathering data.
A comprehensive list of all the agriculturally oriented
firms, businesses, and government agencies located in each town and city was surveyed by the researcher. An inventory of these establishments to be surveyed wasevaluated and
finalized to include those having one or more employees with the knowledge and skills in agricultural subjects. It also included businesses and agencies which handled farm products or provided agricultural services.
To gather precise data and to facilitate the survey
and interview, the list of agricultural businesses, firms and agencies to be surveyed was classified or grouped according to the eight categories or occupational family clusters, namely:
Farm Machinery Sales and Service Farm Machinery Sales and Equipment Livestock and Poultry Crops, Forestry, and Soil Conservation Ornamental Horticulture W ildlife and Recreation Farm S e r v ic e Agriculture Service
Attached to each category was a list of job titles which served as guidelines to the interviewer and inter 17
viewee in finding the appropriate job title of the employee
interviewed according to the tasks performed by him.
A letter of anticipation and cooperation was sent in
advance to the manager or head of the firm or agency to be
interviewed in order to minimize delay in the interview.
Considering the circumstance that the writer could not
conduct the survey herself as she is presently enrolled at
the Louisiana State University, Baton Rouge, and the pro
blem studied was to be conducted in the Philippines, the
writer sought permission from Dr, C. M. Curtis, Director
of the School of Vocational Education, College of Agri
culture, Louisiana State University to be allowed to have
the survey conducted under the supervision of a competent
professor whom the researcher could rely upon to do the
job competently.
Proper and detailed instructions were sent to Pro
fessor Claro Panesa, Director of Research Statistics and
Evaluation of the University of Northeastern Philippines,
Iriga City, whom the researcher requested to manage the
gathering of data. He was assisted by interns of the
Department of Education of the University. These students were in their senior year. The only subject they had for
the school year was "Internship". Before they were sched
uled for the survey, they were first oriented on the guide
lines they were to follow during the survey in order to
gather the relevant data needed, such as those enumerated
in the questionnaires. The putting of the correct job 18
title with the job descriptions were some of the important
details the interviewer had to bear in mind. There were
four interns to each town and six interns for each city who
were assigned to conduct the survey and interview.
After the survey, the interviewers sorted their re
spective questionnaires according to the Occupational Family
Cluster and excluded those which stated that agricultural
training and skill were not needed for any of their employees.
A list was made of all the firms interviewed under each
occupational family. (see Appendix D) Tabulation was made
relative to the pertinence of the data needed.
Treatment of Survey Information
In order to present and interpret the survey information,
data gathered were categorized according to occupational
families. The number of employees was determined for each
.job title in all the nine occupational levels, such as:
Professional, Technical, Managerial, Supervisory, Sales,
Office, Skilled, Semi-skilled, and Unskilled, plus the
current employment having the agricultural competencies,
including the number of additional employees with competencies
in agriculture needed five years hence.
Data were collected in each occupational family and
each level of employment to include: age entry into
occupation, monthly salary, and number of employees having
knowledge in each subject matter area such as Animal
Science, Plant Science, Agricultural Business Management and Marketing, and Agricultural Mechanics and Automation. 19
Occupational requirements were determined for each
.job level in each occupational family. Such requirements
as education, residential background, farm experiences,
and continuing education necessary for advancement were
also determined.
To provide data as bases for analysis and comparison, as to how each occupational family, job title, and level of employment relate to one another, data were computed on the percentage basis and were ranked.
To determine the extent of competencies required of each employee in the agricultural subjects for each level of employment by occupational family, a rating scale was d e v e lo p e d .
Each subject matter area was checked as to necessary, desirable or not necessary. In calculating the competency scale the number three was given to the competency checked necessary, two was given when checked desirable, and one was given when checked not necessary. Using the infor mation recorded as listed above the mean competency rating was calculated by occupational family. It was determined that the following scale would be used to rate the com petencies as to high, medium and low:
High 1.800 - 3.000
Medium 1 .4 0 0 - 1.7 9 9
Low 1.000 - 1.399 Chapter 2
REVIEW OF RELATED LITERATURE
To attain a clear perspective of the relevance of vocational agriculture in the educational system, its contributions to the improvement and training of the youth to enable him to be self-sufficient in his way of life; the writer thought of plunging into the field of related literature relative events that could bring forth varied dimensions and clear concepts of the various complicated changes in vocational agriculture that transpired in the past but had contributed to improve the present and pro ject what must be done in the future.
Thi: chapter discusses the following:
1. Agricultural Education in the Philippines
2. The related studies in the United States and in
the Philippines
Agriculture Education in the Philippines
A. The Spanish Period
The Philippines was under the Spanish sovereignity for almost three hundred years. At first glance it seems odd to classify the three centuries of the Spanish rule as only one unified period from the standpoint of agricultural education. Undoubtedly, these three centuries represented a period of vast social, political, and religious develop ments .
20 The Spanish colonizers did not establish a system of education that was available to the natives until the
last few decades of the nineteenth century. Whatever formal education passed to the natives consisted mainly of catechismal instructions undertaken by religious mission aries who arrived in great number during the seventeenth century. (10:1) Higher institutions of learning were available exclusively to the Spanish "peninsularea" and the Spanish ''creoles” . The subjects taught in these schools were the Christian doctrine, reading, writing, music and
S p a n ish .
But there was undoubtedly a number of significant attempts to improve agriculture during the period. The early missionaries brought into the country no less than fourteen new crops from Europe and the Americas, They in cluded corn, tomato, casava,cacao, squash, papaya, pine apple, peanuts, indigo, maguey, lima beans, guava, chico and camachili. (1:92)
The missionaries utilized the converts in agriculture, taught them farming methods and irrigation. They supplied the converts with cattle and plows and supervised the tilling of the soil (3:42). They also introduced improve ments in rice culture and were responsible for developing cultivation of sugar cane, indigo and coffee.
In 1781 Governor Jose Basco y Vargas founded the
Economic Society of the country to undertake the promotion 22
of indigo, cotton, cinnamon, paper and silk cultivation.
For this purpose, he ordered the planting of more than
four million mulberry trees in Camarines and circulated
instructions for the cultivation of silk. (1:88)
In 1821 a Royal Decree authorized the position of professor of agriculture in one of the schools in Manila.
This was the earliest attempt to introduce formal agri cultural education in the country. A botanical garden, together with a school of agriculture, was established in
Manila by a Royal Decree of 1863. The aim of the school was to provide farmers and overseers with theoretical and practical education, and to undertake research and experi ments, The school was financed by the government, but the administration was left in the hands of the priests.
Ateneo Municipal, now known as Ateneo University of
Manila, started offering agricultural courses in 1885 and the University of Santo Tomas in 1889.
Most schools were closed from 1896 to 1898 because of conflict between the Spaniards and the Filipinos. (1:124)
The American Period
General MacArthur who was then the M ilitary Governor of the Philippines requested Dr. Fred W. Atkinson, Super intendent of Public Instruction, to prepare an educational bill for legislative action. The bill was passed in 1901 and came to be known as the Educational Act of 1901. This act provided the framework of the present public school 23
system. Section 19 of this educational act provided for the establishment of a school of agriculture in the island of Negros, and section 24 of the same act provided an appropriation of $15,000 for the maintenance and organiza tion of the school for the year 1901. (3:317)
On November 10, 1902, Act No. 512 was passed and it provided for the transfer of establishing an agricultural college from the Bureau of Public Instruction to the Bureau of Agriculture. It also provided for the extension of the secondary curriculum beyond the ordinary courses of the high sc hool.
Settlement farm schools were established in many places in Luzon and Mindanao during that time. These schools were later converted into provincial agricultural or rural high schools. The Central Luzon Agricultural School (now Central
Luzon State University) was the first school to be converted into a secondary agricultural school in 1920.
In 1909, the College of Agriculture in Los Banos,
Laguna, was founded. For many years it admitted graduates of elementary schools who were made to pass a preparatory course of two years before they could be admitted into the regular four-year course leading to the degree of Bachelor of Agriculture.
In 1927, following the recommendation of the Monroe
Commission, The Philippine Legislature passed Act No. 3377, commonly known as the Vocational Act of 1927. This act had 2
been patterned after the Smith-Hughes Act of 1917 on Voca
tional Education of the United States * It appropriated
funds to help the province and municipalities establish
agricultural schools, train teachers, and pay salaries of teachers and administrators of agricultural schools. It created the Division of Vocational Education in the Bureau of Education and a Department of Agricultural Education at the University of the Philippines, College of Agriculture.
The earliest effort of extension work during the
American regime was undertaken by the Bureau of Agriculture which was established on April 30, 1920, under the Depart ment of Interior. (12:120) The organizational units of the Bureau were patterned after those of the United States
Department of Agriculture.
In 1923 home extension work was started in the Division of Organic Chemistry of the Bureau of Science. In the same year Miss Maria Orosa founded the Home Extension Service.
Food preservation was the main objective of the home ex tension work at that time.
Philippine Commonwealth
Commonwealth Acts that further boosted vocational education in agriculture: Commonwealth Act No. 313 on
June 9, 1938 provided for the establishment of the Bukidnon
National Agricultural School (Musuan), now the Central
Mindano State University, and the Baybay National 25
Agricultural School, Baybay, Leyte, nov the Vissyan Agri cultural College. Several provincial secondary schools were converted into regional agricultural schools of the
"Central Luzon Agricultural School” type.
The progress of agricultural education slowed down during the Japanese occupation. Some schools had some semblance to maintenance and operation; but due to the resistance movement against the Japanese Imperial Govern ment in the Philippines, the program did not succeed as e x p e c t e d .
1945 to the Present
After the war, the program of agricultural education was revived. Existing pre-war schools were reopend and new ones were established. It, however, took some time for the totally destroyed agricultural and farm schools and the settlement farm schools to resume normal operation.
Many more bills presented in the legislative body were subsequently enacted into laws. Some of the laws provided for additional appropriation to help improve and develop existing agricultural and rural high schools and to establish new ones. Eighty-nine agricultural and rural schools and colleges were then in operation. This number excludes several state colleges of agriculture and univers it ie s .
In order to strengthen, promote, coordinate, and expand the programs in vocational education, the Bureau of 26
Vocational Education was created on June 22, 1963. Agri
cultural education offered in all levels of the program
sought to train boys to become intelligent and efficient producers and agricultural leaders and the girls to be
future model homemakers, thus enabling then to perform their roles in a democratic society.
Related Research Studies
United States
The most comprehensive training program in vocational agriculture which embraces both the training in nonfarm agricultural occupations and production farming which the
Department of Education of the State of Louisiana now im plements and which results have been found to be very prag matic, considering the effective assistance extended to the high school agricultural students who could find employment after their graduation, could be attributed to
the series of research studies conducted in this area by dynamic educators which started almost three decades ago.
The earliest group of researchers could be recognized and acknowledged for their work having contributed in pav ing a way for knowing and projecting what are the nonfarm agricultural occupations available, thus providing infor mation to curriculum planners so an appropriate and fitting curriculum program could be developed.
The following were the group of researchers who con ducted studies on nonfarm agricultural occupational 27
opportunities in the latter part of the 1940's. Although
this study or problem was conducted in different areas,
their findings were almost identical. Gridley, (19:108-112)
Atherton, (15:108-110), and Guillory, (20:148-152) revealed
the following findings: That the farmers they interviewed
did not engage s o le l y in farm ing. The number o f opportune
ities for employment in related agricultural occupations
was f a ir ly high.
Employers have signified that they preferred employees
who had high school education with some courses in vocational
agriculture and later agriculture college.
In 1950, C. C. Welborn conducted a similar study on
determining occupational opportunities and related agricul
tural occupations for young men in Beauregard Parish. The
results of his research were almost similar to the findings
of the first group of researchers. He revealed that the
opportunities were greater for young men with a high school
education or better to become farm owners. (30:109)
The employers preferred employees to have a high
school education. It was advisable for students to complete
their high school education. In order to become eligible
for employment in those businesses, prospective employees
should have pursued the agriculture curriculum.
Openings existed mostly for high school graduates who
pursued an agricultural curriculum,indicating that voca
tional agriculture should be taught in every high school. 28
Since opportunities existed both in farming and occupations related to farming, it seemed that many opportunities awaited farm boys who sought employment in the field of agriculture or farm related occupations.
Polopolos, in 1962, made a study covering the economic developments in agriculture in the state of Louisiana.
This study pointed out some of the trends in agriculture which rendered an enlightenment to further investigation.
He wrote that those working on nonfarm jobs received wages based upon their training, mechanical skills and experiences.
In general wages increase as the mechanical skill require ments advance. (26:12)
Fairbanks and Traylor surveyed agri-business in
Shreveport and Bossier City to determine the economic im portance of farming and agri-business to this particular area. Their findings were interesting in that they showed how increased farming in the area would also increase the agri-business in the metropolitan area of Shreveport and
Bossier City. Part of their findings are as follows:
(17:31)
The rapid development of trade and other business industries in Shreveport and Bossier City enhanced their economic development and led to more occupational oppor tunities especially new manufacturing jobs. That the in crease in trade and industry in the metropolitan areas of
Shreveport and Bossier City stimulated the economic 29
development around the neighboring segments, which meant more job opportunities for everybody.
Similar potentials existed for increasing farming in the Shreveport-Bossier City agricultural trade area; thus, similar possibilities for increasing business in different areas of the Shreveport and Bossier City economy could be r e a l i z e d .
E. T. Harmon, in 1964, (2 1 :9 3 ) made a stu d y on occupational opportunities in rice farming and farm-based businesses in Acadia Parish with the purpose of providing the teachers of vocational agriculture information which could be used in counseling students interested in an agricultural occupation as a career. In part, the findings were as follows:
Evidenced in this study were that there were career opportunities for young men interested in farming as an oper ator in the classification of renter and owner-renter of a rice farm, and that occupational opportunities existed for the employment of young men who were capable, skilled and willing to assume responsibilities delegated to the full time rice farm employees. These employees were classified under twelve job occupations such as manager, herdsman, operator, welder, repairman, hired hand, laborer, handyman, overseer, bookkeeper, assistant manager, and carpenter.
It was also indicated that the employment that existed in the farm-based businesses related to rice farming 30
showed a preference for young men with a high school education having agricultural and mechanical training.
A very comprehensive study concerning off-farm agricultural occupations in the selected area of Louisiana was conducted by Morrison in 1964. (24:400)
This study was conducted purposely to find out the types of agri-business in the selected areas of Louisiana, the number and types of job titles and their characteristics under each occupational family.
It was noted that there were seven major occupational families in the total agri-business complex; poultry and
livestock; ornamental horticulture; farm machinery sales and service; crops, forestry, and soil conservation; farm supplies and equipment; farm service; and wildlife and recreation occupations with the nine levels of employment all represented. Animal science training was necessary for job entry in livestock and poultry businesses, partic ularly for the managerial and supervisory personnel.
Results of the study also indicated that knowledge in animal science and plant science was very desirable and in order to obtain employment in the livestock and poultry businesses, a high school education was necessary.
In 1965, Charles W. Smith conducted a study on occupational opportunities in farming and off-farm agri culture in East Feliciana and West Feliciana Parishes.
He collected data with the use of questionnaires from 240 31
farm operators purposely to determine the occupational opportunities in farming and off-farm agriculture that existed in these areas in order to counsel senior students
having vocat ional object ives as to those exist ing job opportunities, and to assure that sufficient guidance materials would be available to do a meaningful and accurate job of counseling. (28:88)
The following represents his findings:
That there were limited numbers of opportunities for youth with agricultural training to work on a farm; only a lim ite d number o f o p p o r tu n itie s for a stu d en t to begin farming as ful1-owner operator; there would be a g r e a te r number o f o p p o r tu n itie s to farm as a p a rt-tim e farmer and to work away from the farm rath er than to be full-time farmer.
There were jobs in farm-based businesses that showed permanency and adequate financial compensation; however, the youth needed the desired qualifications, preferably with farm background, who were high school graduates, and who possessed agricultural and mechanical skills.
The latest study that is significantly related to the w r it e r 's research study was one conducted by Dr. C. L.
Mondart and Dr. Charlie Curtis about "Occupational
Opportunities and Training Needs for Nonfarm Agricultural
Jobs in the Metropolitan Areas of Louisiana" in 1965.
(2 3 :5 4 ) 32
Their findings are as follows:
Occupations available in nonfarm agriculture were in businesses and agencies having a greatly diversified func tion. Firms in sizeable numbers were engaged in processing, wholesaling, agricultural services, and recreation, but the greatest concentration was in retail sales. Employment in nonfarm agricultural concerns was extended first to those having a farm residential background, supported by farm experience; however, farm experience was not a rigid re quirement for employment. Emphasis was placed upon educa tion and training. Prospective workers in nonfarm agri culture, without required pre-job education and training, must quali fy by working at ot her occupat ions involving a period of time approximating five years. Those with proper qualifications acquired in school can move directly into nonfarm agricultural jobs following high school or college graduation. Such findings stimulated the adminis trative educators to formulate training programs to meet such demands.
There was a need for continuous training, regardless of employee rank in all occupational families. Over three- fourths of the employers have their workers acquire train ing on-the-job and at a firm or industry school or college in order to advance in rank and salary. An effective, well-planned training program in the secondary schools or colleges could suffice to render greater service. 33
William Sanford Hyde, in 1966 performed a similar study on "Agricultural Opportunities and Training Needs of
Vocational Agricultural Students in Tangipahoa Parish".
His findings indicated that those employees needing agricultural competencies which could be attained by on- the-job training were preferred by the employers.
A sound vocational agricultural training program was necessary to prepare the youth for job entry, especially in poultry production, dairying, truck crops, and those businesses associated with servicing, processing and dis tributing the products. (22:66-67)
Related Research Studies in the Philippines
Studies on opportunities in farming and related agri cultural occupations have not been extensive and numerous in the Philippines. Those that have been made served as a valuable guide in developing data for this study.
The conclusions of other studies are presented in this section in order to serve as a guideline for comparison of conclusions reached in this study.
Nicomedes Alipit of Baguio Colleges, Baguio City, conducted a study about "An Analysis of the Problems and
Role of the Mountain National Agricultural School in the
Progress of Mountain Province." His respondents were graduates of said institution from 1924 to 1957. Ques tionnaires, school records and publications were refer ences used to gather information. (14:230) 34
His findings on occupational distribution of the graduates were submitted as follows:
1. Of the 636 agriculture course graduates only 6 percent were engaged in agricultural occupations, 58 per cent were engaged in nonfarm agricultural occupations and
36 percent were unknown.
2. Thirty-eight percent of the 214 home economics graduates were employed in horaemaking o c c u p a tio n s, 44 p er cent were engaged in non-homemaking jobs, and 18 percent were unknown.
3. Fifty-eight percent of the 402 special normal courses graduates were employed in the teaching profession while 35 percent were unknown.
4. Fifty-nine percent of the 58 farm mechanics course graduates were engaged in mechanical occupations, 5 percent were employed in non-mechanical jobs and 36 percent were unknown.
5. Sixty-four percent of the 55 special vocational course graduates were engaged in special vocational occupa tions, 25 percent were engaged in business while 11 percent were unknown.
The facts assembled pointed out that agriculturally, the Mountain National Ag ricultural School had contributed but little to the economic development of Mountain Province, but the school had made positive contribution to its educational progress. 35
The most important reasons why the agriculture graduates of the school did not engage in farming after their gradua tion were: 1) lack of capital, 2) preparation for college,
3) lack of roads, 4) preparation for non-agricultural Jobs.
To help solve the problem of placing the graduates in occupational jobs for which they were being trained it was recommended th a t: 1) It be made a p o lic y to have stu d e n ts sign a contract to undertake farming or continue their studies in vocational agricultural colleges and that gradua tion certificates be issued to those who fulfilled the terms of the contract. 2) Improvement of the standard of the
Special Secondary Normal Course by granting degrees to those whose general average is 2.75 or better and certifi cates of completion to those whose general average falls below 2.75. 3) Addition of the following courses to the curricular offerings of the school: woodworking, ceramics, blacksmithing, secretarial, hair science, practical electricity and practical chemistry, 4) An effective place ment program and an agricultural research program be under taken .
Tito Contado, in 1964 conducted a study about some factors associated with the occupational choice of the
Philippine Vocational Agriculture Seniors. The results of his study were as follows: (16:125) 36
One-third of the vo-ag seniors decided on their own to enroll in the agricultural school while almost one-half decided jointly with their parents. The rest of the re spondents enrolled in the agricultural school because their parents and others told them to do so. Almost one-half of the seniors perceived that their parents wanted them to study in college, while only one-seventh perceived that their parents wanted them to engage in farming after gradua tion. One-half of the vo-ag seniors choose to go on to college while only slightly over one-fourth choose to engage in farming. The rest choose to seek wage employment. Of the eight phases of vo-ag programs studied, five were per ceived to be geared more toward farming than toward college studies or wage employment. No phase was perceived to have prepared the vo-ag seniors more for college studies and wage employment than for farming. Four variables were found to be associated significantly with the senior's choice of college studies, and nine variables were found to be significantly related to occupational choice.
Data resulting from this study could be usable to the guidance counselor in guiding the senior students and also to curriculum planners. The training program provided to the agriculture students will be utilized to its optimum if the students are properly directed and guided.
To identify the type of skills to be provided to those engaged in poultry projects, Ciriao N. Divinagracia, in 37
1969 conducted a study about the training needs of back
yard and commercial poultry raisers in Camarines Sur.
A part of his findings are presented here. He found
that some managerial and manipulative skills were rated by
75 backyard poultry raisers and 42 commercial poultry raisers. Thirty-eight skills were considered very necessary
for inclusion in a training program for poultry raisers
by the backyard poultry raisers, while 57 skills were like wise claimed very necessary by the commercial group. Both groups considered almost the same number of skills as neces sary. The response on the managerial and manipulative skills of the backyard and the commercial poultry raisers showed great differences of their training needs in these skills.
A four-week training program for backyard poultry raisers,
a six-week program for the commercial group, and a 10- to 12-month training for both groups was recommended, complete with the jobs and skills needed for each type of program .
If the training program needed by these groups of poultry raisers would be provided and implemented this occupational family would be developed as expected and new occupational jobs would be opened or created for youth especially those who had training in this particular occupational family.
Rodolfo C. Nayga, made a study on the relationship of certain aspects of the vo-ag program to the number of graduates engaged in farming in 1969. (25:132) 38
These are his findings:
On the average, each of the 68 secondary agricultural
sc h o o ls had 38 male s e n io r stu d e n ts, tw o -th ir d s had an
al lotment of f*541.00 per student; each student had a net pro
duct ion income of P96.95 per hectare of land. An average of
10 students in agricultural school engaged in farming after
graduation. About one-third of the schools had no graduates
going to farming. In general, only about 30 to 35 percent of the graduates returned to their home farms. Of the selected aspects considered, only production income per
hectare was positively correlated to the number of graduates
going to farming. Appropriations per student resulted in a
significant negative correlation with the number of graduates going to farming.
The information provided by this study is very stimulat
ing to educators, particularly those teaching agricultural courses, as they would be able to open their minds to think of better ways of making the agricultural courses attractive
to the young generation.
Florecita R. Sandoval, in 1970 conducted a study about
the characteristics of young farmers and their choice of
level and type of vocational agricultural training program
in two barrios of Pagbilao, Quezon, Philippines.
Results indicated that the majority of the respondent’s parents were also farmers and had finished their primary education. Most of the respondents went into farming 39
because there were no other jobs available in the country.
Their sources of information about fanning were their parents or other farmers. The majority of the respondents were dropouts who could not afford to study and were not interested in study, but would like to participate in out- of-school vocational agriculture training program. The most preferred type of out-of-school vocational agriculture training program was classroom instruction conducted in the evening in a place accessible to all participants of the training program. The level of intensive in-school voca tional agriculture training program should start in either
Grade 4 or 5.
This study tends to show that the present curriculum in our elementary school, which provides only for gardening as the vocational agriculture training, does not adequately prepare its graduates, much less pupils who drop out in the early years of school for actual farm work.
Rodolfo E. Ulep, in 1970 made a study about the concept of administrators, teachers, students and parents about the objectives of the vocational agricultural education in agricultural schools in the Philippins.
(29:135)
A part of his findings are presented as related literature in this study.
Ten objectives of vo-ag education based on memoranda, bulletins, and other pertinent materials were presented to 40
four groups of respondents for consideration. As viewed by all the respondents the agricultural high schools were pursuing and attaining in equal degrees these 10 objectives.
These differences however were based on the degree of im portance of the objectives they wanted their schools to pursue. The administrators wanted their schools to give more emphasis on the productive dimensions of the students.
The teachers desired their schools to place emphasis on preparing students for college education in agriculture aside from the productive interests of the students. The students and parents wanted their schools not only to offer vocational education in agriculture but also to pre pare the students for college education in agriculture or any field of higher education.
The various concepts about the objectives of vocational agricultural education advocated by these four groups of respondents could help improve to a certain extent the objectives in vocational agricultural education when the curriculum program based on this study would be developed. Chapter 3
PRESENTATION AND ANALYSIS OF DATA
The data gathered in this study were organized to show the nonfarm agricultural jobs which require agricul tural competencies for job entry found in the agriculturally oriented businesses and agencies located in the metropolitan, semi-urban and rural areas in Naga City, and in Rinconada
District, Camarines Sur Province, Philippines. Specific objectives were as follows:
1. To identify present and emerging agricultural occupations other than farming for which a knowledge and skill in agriculture is required or desirable for job e n t r y ;
2. To identify the agricultural competencies needed for inclusion in training programs;
3. To classify nonfarm agricultural jobs by occupa tional family and by level of employment;
4. To develop job title descriptions for titles found in all nonfarm agricultural occupational families.
The presentation of data collected in this research was made in an attem pt to communicate w ith th o se ed u ca to rs who are primarily concerned with the education of the rural youth who are faced with problems of gaining entrance into the labor force; to provide the educators with infor mation about the agricultural knowledge needed by these
41 4 2
youth and the emerging agricultural opportunities which
may be used for the purpose of developing a curriculum and
training programs that may realistically meet the student's
n e e d s.
Occupational Families
Nonfarm agricultural businesses and agencies lend
themselves to groupings called families which are appropriate to the nature of service performed. Each grouping offers a wide ranpj of occupations according to variations in businesses making up a particular family. (18.8) Each family or grouping offers a wide range of occupations.
Specific jobs contained within a family grouping may re quire similar and yet different skills and abilities de pending upon the le v e l o f employment and work to be p er- f ormed.
There was a total of 557 agriculturally oriented firms and agencies surveyed. Each family or grouping offered a wide range of occupations. Job titles contained within each family cluster might require similar or different competencies depending upon the level of employment and the jobs to be done. It was noted that of the eight family clusters, Farm Supplies and Equipment had the greatest number o f e sta b lish m e n ts follow ed by L iv esto ck and P ou ltry; and Crops, Forestry and Soil Conservation. 43
A complete list of the firms in each occupational family may be found in Appendix B,
Number of Nonfarm Agricultural Firms
The number o f a g r ic u ltu r a l b u sin e sse s and a g en cies categorized according to occupational family and arranged in rank order is revealed in Table 1.
TABLE I
AGRICULTURAL BUSINESSES, INDUSTRIES, AND AGENCIES BY OCCUPATIONAL FAMILY
Occupational Family Number Percent Rank
Farm Supplies and Equipment 121 2 1 .7 1
Livestock and Poultry 117 2 1 .0 2
Crops, Forestry, and Soil Conservat ion 99 17.8 3
Farm Service 87 15.6 4
Agricultural Service 53 9 .5 5
Farm Machinery Sales and S erv ice 36 6 .5 6
W ildlife and Recreation 23 4 .1 7
Ornamental Horticulture 21 3 .8 8 T otal 557 1 0 0 .0 A total of 557 businesses and agencies were surveyed.
Seventy-six percent of these firms were In Farm Supplies and Equipment; Livestock and Poultry; Crops, Forestry, and
S o il C onservation and Farm S e r v ic e . The g r e a te s t concen tration was in Farm Supplies and Equipment. Firms in Agri cultural Service, Farms Machinery Sales and Service, Wild life and Recreation, and Ornamental Horticulture made up
24 percent.
The importance of service is indicated by 53.3 percent of the t o t a l number o f b u sin e sse s engaged in s e r v ic in g pro duction agriculture. Farm Supplies and Equipment catalogued the highest number of jobs. This is further evidenced by the fact that areas surveyed were primarily agricultural.
Actual processing of farm products into consumable commodities was limited largely to two occupational families
Livestock and Poultry; and Crops, Forestry, and Soil Conser vat ion which comprised 38.8 percent of the entire businesses surveyed. However, these fields also contained a large variety of occupations and specific jobs relating to the servicing of farm needs.
The different kinds of agricultural establishments were well distributed in the area surveyed; but heavy con centration of farm machinery, sales and services were situated in the metropolitan cities; Naga City and Iriga
City, a situation in line with the dimension of the agri cultural section served by the cities. 45
The rank o f o ccu p a tio n a l fa m ilie s according to number o f e sta b lish m e n ts was as fo llo w s :
Farm S u p p lies and Equipment Livestock and Poultry Crops, Forestry and Soil Conservation Farm S erv ice Agricultural Service Farm Machinery Sales and Service W ildlife and Recreation Ornamental Horticulture
Firms in Ornamental Horticulture and Wildlife and
Recreation were the fewest number. It was found that more opportunities in tnese two families existed in the metro politan areas than in tne rural and semi-urban areas. A graphic illustration of the employment in agricultural firms and preferred employment is shown in Figure 2.
Employment in Occupational Family
The number o f workers employed in the 557 firm s and agencies surveyed together with those having competencies in agriculture is presented by occupational family in
Table II.
A total of 8,749 employees were employed in tne 557 agriculturally oriented businesses and agencies surveyed.
Of these 6,584 or 75.3 percent indicated that it was neces sary to have competencies in agriculture as job require ments with an expected increase to 7,425 in the next five years for an overall rise of 12.8 percent. UIESS IDSRE, N AECE GROUPED BY AGRICULTURAL AGENCIES OF PERCENTAGE AND INDUSTRIES, AND BUSINESSES, RANK 2. FIGURE PERCENT 100 0h S-Arclua Service AS-Agricultural 40 h 80 50 50 60 30 ( 30 201- 10 0 _ RWllf ad Recreation and WR-Wildlife i_ CS-rp, oety n Soil and Conservation Forestry CFSC-Crops, " 2t.O m 7 1 2 S L CS F A FMSS AS FS CFSC LP FSE M
CUAINL FAMILY OCCUPATIONAL Ilia 7 156 179 95 r j S-am upis n Equiptment and Supplies FSE-Farm H - raetl Horticulture OH Ornamental - MSFr Mciey ae n Service Sales and Machinery FMSS-Farm S-Fr Service FS- Farm P ietc ad Poultry and Livestock LP- WR 3.8 1 4 OH
TABLE I I
PERSONS EMPLOYED IN AGRICULTURAL BUSINESS, INDUSTRIES AND AGENCIES, AND NUMBER HAVING AGRICULTURAL COMPETENCIES BY OCCUPATIONAL FAMILY
Employees Having Agricultural Competencies Total Current Expected Employment Percent Occupational Family Employees Number Percent Five Years Hence Increase
Farm Machinery Sales and Service 1252 1038 82.9 1097 5.7
Farm Supplies and Equipment 920 584 63.5 757 29.6
Livestock & Poultry 649 363 55.9 483 33.1
Crops, Forestry and S o il Conservation 894 664 74.3 747 12.5
Ornamental Horticulture 197 79 40.1 141 78.5
Wildlife & Recreation 356 214 60.1 272 27.1
Farm Service 1264 941 74.4 1070 13.7
Agricultural Service 3217 2701 83.9 2858 5.8
T otal 8749 6584 75.3 7425 1 2 .8
& 48
Data in Table II, Indicating total employment In non farm agricultural firms not only pointed out the economic importance of agriculture in the area surveyed, but also identified occupational possibilities other than farming where a general knowledge of agriculture was a preferred for job entry.
When the occupational families were ranked according to the number of employees and presumable economic importance in relation to the numbers employed, the occupational families placed as follows:
Total Number Employed
Agricultural Service 3217 Farm Service 1264 Farm Machinery Sales & Service 1252 Farm Supplies St Equipment 920 Crops, Forestry & Soil Conservation 894 Livestock & Poultry 649 Wildlife & Recreation 356 Ornamental Horticulture 197
Nearly 5,733 workers or 65.5 percent of the total number of employees interviewed were employed in Agricultural
Service, Farm Service and Farm Machinery Sales and Service, and these occupational families also contained the largest number of employees 4,680 or 71.0 percent using knowledge and skills in agricultural subjects.
The number o f workers s e r v ic in g farmers r e f l e c t s not only the economic status of farmers, but also the oppor tunities available in service occupations.
Occupat io n a l fa m ilie s ranked accord in g to number of employees having agricultural competencies and increase 4 9
in percent of the expected jobs five years hence were as
f o l l o w s :
Current Increase Percent Occupational Family Workers F ive Years
Agricultural Service 2701 5 .8 Farm M achinery S a le s & S e r v ic e 1038 5 .7 Farm Service 941 13 .7 Crops, Forestry & Soil Conservation 664 1 2 .5 Farm S u p p lie s & Equipment 584 2 9 .6 Livestock & Poultry 363 3 3 .1 Wildlife & Recreation 214 27.1 Ornamental Horticulture 79 7 8 .5
Figure 3 is a graphic illustration of numbers of
employees having agricultural competencies in businesses
and agencies by occupational family and increase in percent
of expected employment five years hence. It could be noted
that anticipated growth in number of employees needing skill
in agriculture subjects was significant in all the occupa
tional families. All of them indicated an increase in
percent of workers five years hence. However, Agricultural
Service and Farm Machinery Sales and Service which ranked
first and second respectively in the number of employees
using knowledge and skills in agriculture expect the least
growth; 5.8 and 5.7 percent respectively; while Livestock
and Poultry and Ornamental Horticulture which had the least
number of workers having agricultural competencies pro
jected an increase of workers five years hence, of 78.5 and 33.1 percent respectively. This indicated the rapid 100 Current Employee □ Increase in Five Years 90 82.9 833 785 80
70
•" 60 - Z UJ O 50 oc S 4 0
30
20
10
0 FHSS
FIGURE 3. EMPLOYEES HAVING AGRICULTURAL COMPETENCIES IN BUSINESS, INDUSTRIES, AND AGENCIES BY OCCUPATIONAL FAMILY AND INCREASE IN EXPECTED EMPLOYMENT 5 YRS HENCE 51
development o f the H o rtic u ltu re in d u stry and the demand for trained workers to meet the mushrooming needs of knowledgeable persons for professional advice and assistance in their landscaping problems especially In the beautifica tion projects which are sponsored today by the government.
Every family in the rural, semi-urban and urban areas is covered by this project. nence, everyone is involved in landscaping and beautifying his own surroundings.
Job Titles By Occupational Family
The 6,584 workers having agricultural competencies in
557 businesses and agencies held 1,755 job titles. These job titles ranged from the unskilled laborers to the pro fessional employees as indicated in Table III.
The number o f job t i t l e s f iv e years hence i s exp ected to increase by 838 or 47.8 percent which implied additional occupational opportunities for the youth in an expanding agricultural complex,
A detailed list of the eight occupational families, to g eth er with the t o t a l number o f workers in each job t i t l e is found in Appendix C.
The job titles ranged from laborers to persons with professional status. These were not necessarily different job titles except as they apply to a particular firm in volving work peculiar to it. Job titles appeared in sufficient quantity in all the eight families to challenge TABLE I I I
NUMBER OF JOB TITLES IN AGRICULTURAL OCCUPATIONS OTHER THAN FARMING, BY OCCUPATIONAL FAMILY
Job T itle s Current Number Five Percent Occupational Family Number Years Hence Increase
Farm Machinery Sales and Service 185 250 35.1
Farm Supplies & Equipment 352 488 38.6
Livestock & Poultry 247 369 49.4
Crops, Forestry, and Soil Conservation 285 405 42.1
Wildlife and Recreation 81 143 76.5
Ornamental H orticulture 54 128 137.0
Farm Service 251 364 45.0
Agricultural Service 300 446 48.7
Total 1755 2593 47.8
w to 53
the occupational interest of the youth. A ranking of families according the number of job titles appears below:
Job T itle s
Farm Supplies and Equipment 352 Agricultural Service 300 Crops, Forestry & Soil Conservation 285 Farm S erv ice 251 Livestock and Poultry 247 Farm Machinery Sales and Service 185 Wildlife and Recreation 81 Ornamental Horticulture 54
Farm Supplies and Equipment; Agricultural Service;
Crops, Forestry and Soil Conservation and Farm Service contained approximately 67.7 percent of all the job titles.
Figure 4 is an illustrative graph showing anticipated increase of job titles in each occupational family five years hence. The greatest increase was in Ornamental
Horticulture with 74 titles or 137 percent. Ranked second was Wildlife and Recreation with 62 titles or 77 percent.
Level of Employment
A classification of all workers employed in the non- farm establishments is illustrated in Table IV. The level of employment in each occupational family was arranged as follows: (1) skilled, (2) semi-skilled, (3) office,
(4) sales, (5) unskilled, (6) managerial, (7) professional,
(8) technical, (9) supervisory.
A listing of those employed at the various job levels illustrates the levels of employment offering the most 4 0 137,0
30 ■
* / tJ 90
80 ■
70 ■
60 ■
50
40 ■
30
20
10 ■
0 ■ FMSS
4. INCREASE IN JOB TITLES OF OCCUPATIONAL IN AGRICULTURAL OCCUPATIONS 5 YRS. HENCE
lb TABLE IV
LEVELS OF EMPLOYMENT OF EMPLOYEES WITH AGRICULTURAL TRAINING BY OCCUPATIONAL FAMILY
Occupational Levels of Employment Fam ilies Semi- Un Prof. Techn. Manag. Superv . Sales Office Skilled S k illed s k ille d Total Farm Machinery S ales and Service 27 36 32 16 69 79 432 299 48 1,038
Farm Supplies and Equipment 14 3 99 7 200 66 43 94 58 584
L ivestock and Poultry 2 3 56 0 116 24 43 40 79 363
Crops, Forestry, & Soil Conservation 1 0 76 1 53 34 288 118 93 664
Ornamental Horticulture 2 0 13 7 18 0 15 8 16 79
W ild life and Recreation 2 15 31 2 0 21 25 42 76 214
Farm Service 21 35 99 3 16 66 562 56 83 941
Agricultural Service 864 321 31 97 0 341 293 700 54 2,701 T otal 933 413 437 133 472 631 1701 1357 507 6,584 54
opportunity to young people. The following is a ranking of the employment level in all occupational families.
L evel o f Employment Number Rank
Skilled 1701 1 Semi-skilled 1357 2 Professional 933 3 Office 631 4 Unskilled 507 5 Sales 472 6 Managerial 437 7 Technical 413 8 Supervisory 133 9
A total of 3,058 workers or 46 percent of the total workers needing agricultural competencies were found in the skilled and semi-skilled levels of employment. Only
507 or 7.7 percent of the total workers were classified unskilled, although all of those reported were required to have some working knowledge of agricultural subjects.
The professional level of employment was found largely in
Lhe agricultural service family. More than 92 percent of the total workers at the professional level were in this family as well as 77.7 percent of those in the technical
level, 73 percent in supervisory and office 54 percent.
The agricultural service required a higher broad field of agricultural knowledge and preferrably college graduates.
The technical level necessitates a basic knowledge in agri cultural science to enable the individual to perform the expected jobs efficiently and satisfyingly. Technical worker-level is a relatively recent discovery in the 5
field of agriculture and offers new multiple opportunities
for agriculturally trained youth. It is a general belief substantiated by the study(17:67) that more technical
workers will be needed in the future, since one or more
jobs of the technical level were needed for each profes
sional worker employed.
Managerial level of employment was distributed among
the eight occupational families, but greater numbers were
found in Farm Supplies and Equipment and Farm Service by
45 percent; almost 30 percent were confined in Livestock
and Poultry and Crops, Forestry and Soil Conservation.
Sales level of employment was represented by approxi mately 67 percent in Farm Supplies and Equipment and in
Livestock and Poultry.
In any business venture the salesman is indispensable.
He is considered the key to the success of the business.
Hence, a good salesman needs a pleasing personality. He must be conversant and be able to speak the language of
his customer so that he can impart knowledge and attract
the consumer to patronize the goods of his company. He
must be exemplary in his public relations and be able to
provide the buyer much information about the articles he
is selling. A buyer may not have the intention of pur
chasing as he enters the commercial firm, but later through
the good ’’sales talk" of the potent salesman providing
information about the various articles of the customer's
interest, the sale was completed and the buyer satisfied. 58
Office personnel is another level of employment that needs agricultural competencies. In many instances office personnel are required to communicate with farmers and
agriculturally trained persons.
Employees who may go into the professional and mana gerial level of employment usually require training beyond the high school, typically a college degree. Many of the
.job titles in the sales, technical and supervisory levels require higher education and training, some even require college degrees in agriculture with some specialization in the field of forestry, veterinary science, or agricultural engineering.
Figure 5, is a graphic illustration of the total employees with agricultural training by occupational family.
Figure 6 is a graphic illustration in percent of total employees by leveIs of employment with agricultural train ing .
Job Entry Age For Nonfarm Agricultural Employees
The mean age for a l l em ployees was computed by occupa tional family and for each level 'f emplo. ment. Considera tion was given to the present, minimum and maximum age for job en try .
Table V provides the information on ages by level of employment in the nonfarm occupational family clusters.
It was interesting to note that the average minimum job entry age in all occupational families at all levels Y EES F MLYET N AH OCCUPATIONAL EACH IN TRAINING EMPLOYMENT AGRICULTURAL OF WITH LEVELS BY EMPLOYEES 5. FIGURE PERCENT lOOr 40 50 60 80 30 90 70 20 10 0 FMSS 1 15.8 ■ i ■ FSE 101 S 5 9 8 LP FAMILY CFSC OH 1.2 m WR
/ I FS 4.3 4/.0 AS
(O w IUE . OA EPOES Y EES F EMPLOYMENT OF LEVELS BY EMPLOYEES TOTAL 6. FIGURE PERCENT 100 40 80 - 90 60 50 30 h 30 70 20 0 ■ ■ S S ■ ■ 10k
______
kle Sm- rts Ofc Usild oe Mngra Tc- Super Tech- Managerial Soles Unskilled Office Protes- Semi- Skilled 8 5 2
kle soa ncl visory nical sional skilled 0 2
6 IH GIUTRL TRAINING AGRICULTURAL WITH I 14
2 ______. 66 63 6.6 7.Z ” f I I ______■ ______8 ______1 ______■ 2.0 o a TABLE V
AVERAGE PRESENT AGE AVERAGE MINIMUM AND AVERAGE MAXIMUM AGE OF ENTRY INTO OFF-THE-FARM AGRICULTURE OCCUPATIONS BY LEVEL OF EMPLOYMENT
Level of Employment Present Minimum Maximum
Professional 31 23 50
Technical 32 23 47
Managerial 30 22 46
Supervisory 30 22 48
Sales 27 21 46
C le ric a l 31 22 50
S k ille d 33 23 47
Semi-Skilled 38 27 45
U nskilled 30 29 45 62
of employment was 23.5 years. Breaking down the average minimum job entry age for each level of employment, the results were as follows:
Level of Employment Minimum Age
Profess ional 23 T ech n ica l 23 M anagerial 22 Supervisory 22 S a les 21 C le r ic a l 22 S k ille d 23 Semi-skilled 27 U n sk illed 29
The average age of all the present employees was 31 and the average entry. Breaking down the average maximum entry age and the present average age of all the employees for each level of employment, the results were as follows:
Average maximum entry age chronologically arranged by level of employment, the lowest maximum entry age was 45 years for semi-skilled and unskilled, followed by 46 years for managerial and sales, 47 years for technical and skilled,
48 years for supervisory and 50 years for professional and clerical.
The average present age of all employees chronologically arranged were: 27 years for sales, 30 years for managerial, supervisory, and unskilled, 31 years for professional and clerical, 32 years for Technical, 33 years for skilled and
38 years for semi-skilled. 6 3
High school graduates who were less than 23 years of age would meet difficulty entering the higher levels of employment. Big business departments, firms, and other agencies preferrably would employ workers who have de veloped maturity and have acquired previous agricultural training beyond high school, preferrably a college graduate.
However, to enhance the younger individuals for earlier employment on these levels, they must be willing to under go training on the job or apprenticeship training. Owners of big business firms and other business agencies believe that high school graduates do not have sufficient usable skills to enable them to perform their jobs efficiently.
The National Defense Act #1, which obligates all males at the age of 21 to undergo military training, except those who had ROTC tr a in in g , could be a reason why the minimum age level for job entry is 23 years.
Tables VI-1 through VI-8 portray information on ages by level of employment and by occupational family.
Table VI-1 presents the average present age, average minimum and maximum age of entry into level of employment for the Farm Machinery Sales and Service occupational family.
The minimum employment e n try age ranged from 18 to 25 years, giving an average for all levels of employment of approximately 21 years while the maximum average entry was
42 years and the average age of the present employees was
28 y e a r s . 6 4
TABLE VI -1
AVERAGE PRESENT AGE — AVERAGE MINIMUM AND AVERAGE MAXIMUM AGE OF ENTRY INTO OFF-FARM AGRICULTURE OCCUPATIONS BY OCCUPATIONAL FAMILY AND LEVEL OF EMPLOYMENT
FARM MACHINERY SALES AND SERVICE
Level of Employment P r esen t Minimum M ax imvun
Profess ional 23 19 38
Tec hn ica l 28 21 44
M anagerial 30 21 44
Supervisory 28 18 43
S a le s 27 2 0 38
Of f ic e 33 25 40
S k ille d 28 2 0 44
Semi-skilled 30 24 48
U n sk ille d 26 23 40
High school students who took automotive courses as well as those who took post-secondary courses in automotive would be able to find jobs easily in this occupational
fam ily . 6 5
TABLE V I -2
AVERAGE PRESENT AGE — AVERAGE MINIMUM AND AVERAGE MAXIMUM AGE OF ENTRY INTO OFF-FARM AGRICULTURE OCCUPATIONS BY OCCUPATIONAL FAMILY AND LEVEL OF EMPLOYMENT
FARM SUPPLIES AND EQUIPMENT
Level of Employment P resen t Minimum Maximum
Profess ional 28 24 43
T ech n ica l 35 24 36
M anagerial 32 22 46
Supervisory 28 22 49
S a le s 30 21 46
O ffic e 31 22 35
S k ille d 30 21 45
Semi-skilled 25 21 41
U n sk ille d 28 2 2 42
In this occupational family, Farm Supplies and Equip ment, th e average minimum age fo r jo b e n tr y in a l l l e v e l s of employment was 22 years and the maximum was 43 years; while the average age of the present employees was 30 years.
The average entry in this occupational family was higher with a slight difference of one year compared to
Farm Machinery Sales and Service. TABLE V I -3
AVERAGE PRESENT AGE — AVERAGE MINIMUM AND AVERAGE MAXIMUM AGE OF ENTRY INTO OFF-FARM AGRICULTURE OCCUPATIONS BY OCCUPATIONAL FAMILY AND LEVEL OF EMPLOYMENT
LIVESTOCK AND POULTRY
L evel o f Employment P resen t Minimum Maximum
Professional 28 18 40
Tec h n ic a l 37 21 46
M anagerial 29 23 46
Supervisory 0 0 0
S a le s 27 19 43
Of f ic e 28 18 44
S k ille d 30 2 0 45
Semi-skilled 28 2 0 50
U n sk ille d 28 2 0 45
The minimum average age fo r job e n tr y in L iv e sto c k and
Poultry in all occupational levels was 20 years; while the maximum average age was 45 years and the average present
age was 29 y e a r s .
Most high school graduates would find excellent occupa
tional opportunities in this family cluster especially those
youths who were adequately trained in the art of poultry and
livestock raising which may be provided in their vocational courses in the high school. The average age for job entry
for livestock and poultry was much lower compared to the
first two occupational families. 6 7
TABLE V I- 4
AVERAGE PRESENT AGE — AVERAGE MINIMUM AND AVERAGE MAXIMUM AGE OF ENTRY INTO OFF-FARM AGRICULTURE OCCUPATIONS BY OCCUPATIONAL FAMILY AND LEVEL OF EMPLOYMENT
CROPS, FORESTRY, & SOIL CONSERVATION
Level of Employment Present Minimum Maximum
Profess ional 37 21 50
T echn ical 0 0 0
M anagerial 30 23 48
Supervisory 28 18 40
S a les 29 20 49
O ffic e 32 21 49
S k ille d 27 2 0 46
U n sk illed 27 21 44
The minimum age for job en try in Crops, F o restry and
Soil Conservation ranged from 18 to 23, giving an average for all levels of employment of approximately 20 years; while the average maximum age was 46 and the average pre sent age of all employees required to have agricultural competencies in the different levels of employment was
30 y ea rs.
Most of those youths who could not land a job in other areas could enter into this occupational family easily. They could help their parents in disposing of the farm products the family raised. 6 8
TABLE V I- 5
AVERAGE PRESENT AGE — AVERAGE MINIMUM AND AVERAGE MAXIMUM AGE OF ENTRY INTO OFF-FARM AGRICULTURE OCCUPATIONS BY OCCUPATIONAL FAMILY AND LEVEL OF EMPLOYMENT
ORNAMENTAL HORTICULTURE
Level of Employment Present Minimum Maximum
Professional 27 22 47
T echnical 0 0 0
M anagerial 30 22 45
Supervisory 37 22 52
S a le s 28 25 43
O ffic e 0 0 0
S k ille d 32 24 46
Semi-skilled 30 22 44
Unski lie d 30 22 44
The average age of the present employment at all occupa tional levels in Ornamental Horticulture was 31 years. The minimum average age for job en try was 23 years; w h ile the maximum average age for entering was 46 years.
The need for plant science competencies as a require ment for job entry in Ornamental Horticultue could contri bute to the lack of younger people who could qualify for the job . 6 9
TABLE VI- 6
AVERAGE PRESENT AGE — AVERAGE MINIMUM AND AVERAGE MAXIMUM AGE OF ENTRY INTO OFF-FARM AGRICULTURE OCCUPATIONS BY OCCUPATIONAL FAMILY AND LEVEL OF EMPLOYMENT
WILDLIFE AND RECREATION
Level of Employment Present Minimum Maximum
Profess ional 28 22 40
T echn ical 28 18 56
M angerial 29 22 46
Supervisory 25 19 40
S a les 26 22 45
O ffic e 27 19 49
S k ille d 28 22 44
Semi-sk illed 25 19 44
Unskilled 26 2 0 43
The minimum average age and maximum average age fo r job entry in W ildlife and Recreation were 20 years and 45 years respectively; while the present age for all the levels of employment ranged from 25 to 29, giving an average age of approximately 27 years.
The requirement of animal science and plant science competencies for job entry in Wildlife and Recreation made it impossible for youth without training to enter into the occupational opportunities offered in this family cluster. 7 (
TABLE V I - 7
AVERAGE PRESENT AGE — AVERAGE MINIMUM AND AVERAGE MAXIMUM AGE OF ENTRY INTO OFF-FARM AGRICULTURAL OCCUPATIONS OF OCCUPATIONAL FAMILY AND LEVEL OF EMPLOYMENT
FARM SERVICE
Level of Employment Present Minimum Maximum
Profess ional 33 2 0 50
T ec h n ica l 30 22 44
Managerial 39 22 48
Supervisory 37 26 52
S a le s 28 25 47
O ffic e 30 24 46
S k ille d 32 22 47
Semi-skilled 35 22 41
U n sk ille d 40 21 43
The minimum average age *.nd the maximum average age of job entry in Farm Service occupational levels were 23 years and 46 years respectively; while the average present age of employees at all levels of employment ranged from 28 to 40 years giving an average of approximately 34 years.
The nature of the jobs in Farm Service needed diversi fied knowledge in almost all of the agricultural competencies to qualify the youth for the various occupational opportuni ties this family cluster offers. The youth will need long training; hence, the youth upon graduation from high school has to pursue his studies to obtain at least a college d e g r e e . 71
TABLE V I- 8
AVERAGE PRESENT AGE — AVERAGE MINIMUM AND AVERAGE MAXIMUM AGE OF ENTRY INTO OFF-FARM AGRICULTURAL OCCUPATIONS BY OCCUPATIONAL FAMILY AND LEVEL OF EMPLOYMENT AGRICULTURAL SERVICE
Level of Employment Present Minimum Max imum
Profess ional 32 23 49
T echn ical 33 23 47
Managerial 35 25 49
Supervisory 32 22 49
S ales 0 0 0
O ffic e 35 25 53
S k ille d 32 23 47
Semi-skilled 31 23 54
Unski 1led 40 27 52
Very little variation was found among the ages of all employees in Agricultural Service family cluster at the different levels of employment. From 31 to 40 was the range in age of the present employees, with an overall average approximately 33 years. Managerial, office and un skilled levels of employment required more mature individuals than did the others.
The average minimum age for job entry in this family ranged from 22 to 27 years with an average of 24 years of all job levels. Managerial and clerical positions were occupied by older persons thereby supporting the statements 72
by employers that considerable experiences and training
were necessary before individuals would be hired for these
levels. The average of 24 years for job entry brings into
focus a critical time lag between high school graduation and employment and places emphasis on the readiness of the high school youth for job placement. Each level of employ ment required prior training and experience before job e nt ry .
The maximum age for employment in Agricultural Ser vice ranged from 47 to 54 giving an average for all level of employment of approximately 51 years of age. Most of the employers felt that an employee should serve at least
15 to 20 years before retirement.
Entry into professional and managerial levels in this family cluster requires education and training beyond high school, typically a college degree. In some cases gradua tion from a professional school was involved such as veterinary science, engineering, biology, botany and chemist ry.
Differences in age were not significant inasmuch as all families had a working force averaging about 33 years of age, with 23 being the minimum age for first entry and
54 years as the maximum. 7
Salaries of Workers Employed Id Nonfarm Agriculture
Salaries for all occupational families were obtained on a monthly basis for all levels of employment, recording entrance and maximum salaries reached with tenure.
Data gathered in this study indicated that the employees were paid in accordance to their educational attainment, background, training and experience, starting with an initial low salary, but gradually increasing based on the efficiency performance of the employee and according to t e n u r e .
The occupational families varied in salary scales for the several levels with the professional level of employ ment at the top scale in all the occupational families.
Median monthly salaries or wages were estimated for all occupational families for each level of employment.
An analysis of the salaries of employees in the dif ferent levels of employment is telescoped in Table VII.
The professional employees were at the top in monthly salaries followed by the supervisory, technical, managerial, office, skilled, sales, semi-skilled and the unskilled a r e a s .
Compensating the professionals with higher salary was reasonable, considering the long years spent Just to be educationally equipped, more money expended, more energy spent and greater diligence dedicated in the attainment of a degree. The unskilled workers received the lowest pay, 74
perhaps due to lack of adequate educational qualifications which result in the individual worker being assigned to a job in which he can perform within his limitations.
Professional, technical, managerial, supervisory, and the clerical levels of employment accounted for 38.7 percent of the employees. Their starting median salary ranged from 1*202.63 to P404.20 per month with maximum median salary that ranged from P252.99 to P559.71 a month.
TABLE VII
MEDIAN MONTHLY SALARY OF OCCUPATION BY LEVEL OF EMPLOYMENT
Median Monthly S alary Level of Employment B eginning Maximum
Professional P 404.20 P 559.71
Technical 340.91 436.85
M anagerial 3 0 7 ,3 9 4 5 2 .2 6
Supervisory 374.61 490.66
S a le s 132.63 1 6 5.92
Of f ic e 2 0 2 ,6 3 2 5 2 .9 9
S k ille d 158.33 2 1 5 .7 8
Semi-ski 1led 124.07 159.41
Unski 1led 92 .66 122.94
Sales, skilled, semi-skilled and unskilled accounted for 61.3 percent of the employees. Their beginning median salaries ranged from P92.66 to P158.33 with maximum median salaries 75
o f P122.94 to P215.78 per month. The salaries received by these employees were below the provision of the minimum wage law that is P8.00 a day or P180.00 a month.
TABLE VIII
MEDIAN MONTHLY SALARY OF FARM MACHINERY SALES AND SERVICE EMPLOYEES BY LEVEL OF EMPLOYMENT
Median Monthly Salary Level of Employment Beginning Maximum
Professional P295.00 P365.00
T echn ical 290.21 325.00
M anagerial 315.59 452.23
Supervisory 233.50 300.03
S a le s 137.61 187.54
O ffic e 256.65 320.00
S k ille d 165.71 243.63
Semi-skilled 116.26 159.55
Unsk i 1led 120.00 160.00
In Farm Machinery Sales and Service, the median begin- ning monthly sa la r y and median maximum monthly sa la r y in the different le v e ls of employment indicated that the hlgh- est paid employees were those in the managerial level, fol- lowed by professional,technical, clerical and supervisory.
(Table VIII) They composed 25 percent of the total employ ees in this family cluster. Their beginning median salaries ranged from P233.50 to P315.59 with maximum median salary of P300.03 to P452.23. Managerial positions received the 7 6
highest salary because most of those assigned to manage the farm machinery sales agencies were in highly responsible positions. Skilled, semi-skilled and unskilled levels of employment accounted for 75 percent of the employees. Their beginning median salary ranged from P116.26 to F165.71, with maximum median salaries of F159.55 to 1*243.63. Their beginning median salary was much lower than the law requires.
TABLE IX
MEDIAN MONTHLY SALARY OF FARM SUPPLIES AND EQUIPMENT EMPLOYEES BY LEVEL OF EMPLOYMENT
______Median Monthly Salary Level of Employment Beginning Maximum
Professional 1*291.25 1*341.39
Technical 250.00 3 7 0 .0 0
M anagerial 2 9 6 .8 1 4 6 2 .4 1
Supervisory 276.00 3 5 5 .0 0
Sales 154.01 1 9 1 .6 7
O ffic e 2 0 2 .9 7 2 4 3 .9 5
S k ille d 164.67 191.36
Semi-skilled 1 0 8 .1 9 1 5 2 .8 9
U n sk ille d 101.44 122.37
In the Farm Supplies and Equipment occupational family the managerial level of employees were the highest paid among the different levels of employment. (Table IX) 77
The trend of the beginning median salary in the dif
ferent levels of employment in Farm Supplies and Equipment compared with the beginning median salary of the levels of employment in Farm Machinery Sales and Service was quite low and seemingly unattractive.
TABLE X
MEDIAN MONTHLY SALARY OF LIVESTOCK AND POULTRY EMPLOYEES BY LEVEL OF EMPLOYMENT
Median Monthly Salary Level of Employment B eginning Maximum
Profess ional P230.00 P290.00
Tec hnical 3 3 4.00 600.00
M anageria1 287.25 401.71
Supervisory 0 0 0 .0 0 0 0 0 .0 0
S ales 159.63 202.70
Office 134.90 170.67
Skilled 122.29 173.43
Semi-ski 1 led 90.03 126.12
Unski 1led 65.68 99.08
Livestock and Poultry composed 5.5 percent of the total employees of the eight family clusters. The technical level of employment received the topmost salary with significant in crea ses as tenure and ex p erien ce was acq u ired . The very few employees in the technical positions which represented
0 .tt percent could be a reason in making the salary attrac- t iv e . The le a st number o f em ployees was the p r o fe ss io n a l 78
with 2 or 0.6 percent. However, the beginning salary is
not as high as the technical offering. (Table X)
The greatest number of employees in Livestock and
Poultry were found in the sales level of employment-----
32.0 percent. The beginning median salary was Pi59.63 with maximum salary extending to P202.70. The beginning salary was not very attractive therefore a lack of interest in pursuing training in this area can probably be expected.
TABLE XI
MEDIAN MONTHLY SALARY OF CROPS, FORESTRY, AND SOIL CONSERVATION EMPLOYEES BY LEVEL OF EMPLOYMENT
Median Monthly S alary Level of Employment B eginning Maximum
Profess iona1 P500.00 P800.00
Tec hn ic a 1 000.00 000.00
Manager ia l 2 9 3 .5 4 4 1 6 .9 0
Supervisory 240.00 350.00
S a le s 157.24 2 0 1 .1 1
Of f ic e 174.56 213.29
S k ille d 158.64 205.62
Semi-sk i1 led 106.97 143.86
Unsk i1 led 96.17 130.01
In Crops, Forestry and Soil Conservation, the beginning median salary ranged from P96.17 to P500.00. (Table XI)
It had the highest salary offerings of the nine occupational 79
families. The highest paid level of employment was the professional represented by one or0.1 percent. He was th e
District Forest Superintendent. His beginning salary was
P500.00 w ith a maximum o f P800.00 monthly. Managerial positions were the next highest paid with a beginning median salary per month of P293.54 and a maximum s a la r y o f
P416.90 monthly. The supervisory level with one or0.1 pei’cent was the Assistant District Forester. He received a beginning monthly median salary of P240.00 w ith a m onthly median maximum salary of P 350.00. Sales, office, skilled, semi-skilled, and unskilled levels of employment were re presented by 88.4 percent. Their beginning median monthly salary ranged from P96.17 to P174.56 w ith maximum median monthly salary ofP130.01 to P 213.29. Analyzing the range of the beginning salary in these levels of employment, not one of them met the requirements of the provision of the
Minimum Wage Law. Yet the youth accepted the positions.
They preferred working with a meager salary rather than to stay idle at home and expect nothing. 8 0
TABLE X II
MEDIAN MONTHLY SALARY OF ORNAMENTAL HORTICULTURE EMPLOYEES BY LEVEL OF EMPLOYMENT
Median Monthly Salary Level of Employment Beginning Max imura
Profess ional P360.00 P500.00
T echn ical 0 0 0 .0 0 0 0 0 .0 0
M anagerial 266.43 330.00
Superv isory 263.67 366.67
S a les 160.57 170.00
Of f ice 0 0 0 .0 0 0 0 0 .0 0
S k ille d 138.33 195.83
Semi-skilled 114.00 152.00
U n sk illed 56.25 96.25
Employment in Ornamental Horticulture consisted of 1.2 percent of the eight family clusters. The skilled, semi skilled and the unskilled represented 49.3 percent of the
79 total employees. Their beginning median monthly salary ranged from F56.25 to F138.33, which was quite inadequate.
Their maximum median month salary ranged from 1*96.25 to
P195.83. Although the beginning salary was quite low, the increase in salary offered was attractive. (Table XII).
Professional employment remained the highest paid positions which was represented by 2 or 2.5 percent of the t o t a l . The m anagerial and su p er v iso ry le v e l s of 81
employment were the next higher paid positions consisting of 24.6 percent of the total. Their beginning median monthly salary ranged from J*263.67 and P266.43 respectively and would climb to a maximum range of #366.67 and #330.00.
The N a tio n a l D ecree Number 27, known as th e "Green
Revolution Program" provided emphasis to the economic pro gress for every Filipino by involving them in planting vegetables and ornamental plants around each abode. This program developed new avenues in the heart and mind of every citizen which led them to appreciate the beauty and value of these plants. The demand for plants increased and led to the establishment of small nurseries. Thus small agri cultural businesses in this area were the result.
TABLE X III
MEDIAN MONTHLY SALARY OF WILDLIFE AND RECREATION EMPLOYEES BY LEVEL OF EMPLOYMENT
Median Monthly S a la ry Level of Employment B eginning Max imum
Professional # 3 4 6 .6 7 P 583.33
T ech n ica l 2 4 1 .0 5 3 0 9 .0 3
Manage r ia l 2 6 5 .0 0 3 2 7 .5 0
Supervisory 2 4 0 .0 0 3 1 0 .0 0
S a le s 0 0 0 .0 0 0 0 0 .0 0
O ffic e 2 1 5 .0 5 2 4 9 .0 0
Ski lie d 174 .75 2 3 9 .0 0
Semi-skilled 130.71 163.44 U n sk ille d 106.52 140.24 82
In Wildlife and Recreation, the employees who were in the top brackets in terms of salary were those in the pro fessional level with a beginning median monthly salary of
P346.67 and a maximum median salary of 1*583.33. (Table XIII)
The increase in salary was quite attractive, considering that there were but 2, or 0.9 percent, that were employed.
Managerial with 14.5 percent of the employees was the next in rank with a median monthly salary of P265.00 and a maxi mum of 1*327.50.
TABLE XIV
MEDIAN MONTHLY SALARY OF FARM SERVICE EMPLOYEES BY LEVEL OF EMPLOYMENT
Median Monthly S alary Level of Employment Beginning Maximum
Pro fess ional J*275.00 1*581.67
Technical 286.07 411 .90
M anagerial 329.87 468.59
Supervisory 2 0 0 .0 0 4 8 0 .0 0
S a les 183.75 236.25
Of f ice 204.79 263.14
Sk i1led 191.13 224.57
Semi-ski 1led 121.98 169.71
U n sk illed 102.52 140.26 f
In this family professional employees remained con sistent as the highest paid of all the levels of employment.
(Table XIV) The beginning median monthly salary was P275.00 with the maximum median monthly salary of P581.67. The in crease was around 55 percent which was quite significant.
Managerial and technical workers were the next in rank as to its beginning median salary which ranged from P329.87 and P286.07 respectively. Maximum salaries ranged from
P411.9Q for the technical level to P468.59 for the mana gerial leve1.
Clerical and supervisory levels of employment had a beginning median monthly salary that ranged from P200.00 to P204.79 with maximum medium salary of P263.14 and
P480.00. The supervisory position had an increase of 140.0 percent which is very significant. However data indicate that growth in this level of employment will be small because the businesses are small and many of these job functions are performed by the manager. The clerical positions had a rate of 28.5 percent increase.
Beginning median monthly salaries of P191.13 and
P183.75 were received by skilled and sales workers respec tively with maximum median monthly salaries of P224.57 and P236.25. Sales had a rate increase of approximately
28.6 percent and for the skilled workers the increase was 1 7 .5 p e r c e n t. The least paid workers were the semi-skilled and un
skilled levels having a salary range of F121.98 and P102.52,
with a maximum monthly salary of 1*169.71 and P140.26 respec
tively. These levels of employment, even if they were paid
by the maximum rate, remain underpaid as the rate allocated
did not meet th e minimum wage as p rovid ed by law.
TABLE XV
MEDIAN MONTHLY SALARY OF AGRICULTURAL SERVICE EMPLOYEES BY LEVEL OF EMPLOYMENT
Median Monthly S alary Level of Employment B eginning Maximum
Profess iona1 P402.22 P 6 2 2 .40
T ec h n ica l 332.46 428.66
Managerial 470.15 6 1 5 .1 5
Supe rvisory 455.41 571.14
S a le s 0 0 0 .0 0 0 0 0 .0 0
Office 196.63 2 4 9 .0 4
S k ille d 192.99 242.54
S em i-sk i 1led 166.42 2 0 1 .1 8
Unsk i 1 led 1 1 4 .2 9 140.93
The levels of employment in Agricultural Service varied
in salary scales; yet managerial and supervisory levels
were the recipients of the highest beginning median monthly
salary; while the semi-skilled and unskilled workers were
the least paid. (Table XV) The professional and technical 85
levels of employment with 44 percent of the employees were
the next group receiving higher beginning median salaries.
Their advancement in salaries indicated 55 percent increase
for the professionals and 29 percent increase for the tech
nical workers which was significant and attractive. This served as great encouragement and incentive for those employees who met the qualifications to perform their jobs with dedication and efficiency.
Educational Level Desired of Workers In Nonfarm Agriculture
The educational level desired for workers entering
in the nonfarm Agricultural Occupations is depicted in
Table XVI).
Data reveal that most of the firms and agencies were
interested in employing workers who had completed college
for 2,383, or 36.2 percent of the jobs; high school grad uates were signified by 1.873 or 28.4 percent; less than
high school were shown by 1,206 or 18,3 percent; some college education 607 or 9.2 percent; post high school technical education 325 or 4.9 percent, and the last was no preference for 190 or 2.9 percent.
These data indicate that education and occupational training were deemed imperative in all nonfarm agricultural occupations to ensure high quality performance of individual workers in all the occupational families. Thus, it con
firmed the belief that youths who planned career choices TABLE XVI
EDUCATIONAL LEVEL DESIRED FOR PERSONS ENTERING AGRICULTURAL OCCUPATIONS OTHER THAN FARMING
Occupat ional Number of Employees Family Post H.S. Less Than H.S. Technical Some College No Number H.S. Graduate Educat ion College Completion Preference No. % No. % No. Cf No. % No. % No. %
Farm Machinery Sales & Service 1038 236 22.7 317 30.5 86 8.3 249 24.0 117 11.3 33 3.2
Farm Supplies & Equipment 584 112 19.2 252 43.2 37 6.3 87 14.9 75 1 2 .8 21 3.6
Livestock and Poultry 363 115 42.7 105 28.9 3 .8 31 8.5 26 7.2 43 11.9
Crops, Forestry,& S o il Conservation 664 198 29.8 292 44.0 55 8.3 46 6.9 16 2.4 57 8 .6
Ornamental Hort icu ltu re 79 34 43.0 17 21.5 2 2.5 8 1 0 .2 10 1 2 .6 8 1 0 .2
W ild life & Recreat ion 214 69 32.2 81 37,8 20 9.4 7 3.3 27 1 2 .6 10 4 .7
Farm Service 941 47 5.0 470 49,9 77 8 .2 50 5.3 281 29.9 16 1.7
Agricultural Service 2701 355 13.1 339 12.5 45 1.7 129 4.8 1831 67.8 2 .1 T otal 6584 1206 . 1,§.3 , 1873 ?§.* 325 4.9 607 9.2 2383 36^2 190 2.9 87
in nonfarm agriculture occupations should finish high school for assurance of employment.
Analyzing the educational competencies required by occupational families in this study, the educational quali fications mostly needed in Farm Machinery Sales and Service were high school graduate by 30.5 percent; 24 percent some college units; 22.7 percent needed less than a high school education; 11.3 percent college completion; 8.3 percent post high school technical education and 3.2 percent with no preference.
In Farm Supplies and Equipment, the educational levels desired for the workers were indicated in this order; 43.2 percent of the workers must be high school graduates; 19.2 percent with less than a high school education; 14.9 per cent some college units; 12.8 percent college completion; post high school technical education 6.3 percent and 3.6 percent no preference.
The Livestock and Poultry family needed workers with educational levels in this order: less than high school education by 42.7 percent; high school completion 28.9 per cent; no preference 11.9 percent; some college units 8.5 percent; college completion 7,2 percent and post high school technical education 0.8 percent.
The educational requirements for employees in Crops,
Forestry and Soil Conservation were as follows: 44 per cent must have completed high school; less than 8 8
high school education 29.8 percent; no preference 8.6 percent; 8.3 percent was represented by post high school technical education; some college units 6.9 percent and
2.4 percent must have college degrees.
Ornamental Horticultureindicated the most needed workers were those with less than high school education by
43.0 percent; 21.5 percent must be high school graduates;
1 2 ,6 percent college completion; some college units by 10.2 percent as well as no preference and the least was post high school technical education with 2.5 percent.
The greater percent of workers in Wildlife and Recrea tion were those who had completed high school by 37.8 per cent; 32.2 percent with less than high school education; college completion by 12.6; post high school technical education by 9.4 percent; no preference by 4.7 percent; and some college units by 3.3 percent.
In the Farm Service family workers who were high school graduates accounted for 49.9 percent of the employees, followed by college degree holders by 29.9 percent, post high school technical education by 8.2 percent, some college units by 5.3 percent, less than high school education in
5 percent of the cases and no preference accounted for 1.7 p e r c e n t.
Of all the occupational families Agriculture Service desired that most of their employees hold college degrees,
This group accounted for 67,8 percent of the total, followed 89
by workers who had less than high school education as well as high school completion by 25.6 percent, and the least preferred were post high school technical education and no preference by 1.7 percent.
Employers concerned over the lack of qualified youth applying for jobs in their organizations were insistent that these youths needed formal education or prevocational training as requirement for job entry. Graphic illustra tion in percent about the educational level desired for persons entering agricultural occupations is presented in
Figure 7.
Residential Background Preferred For New Employees
The residential background preferred for new employees in nonfarm agricultural occupations by occupational families is presented in Table XVII and a graphic illustration in
Figure 8.
It could be assumed that employers in nonfarm- occupational jobs would prefer to employ workers who were reared or grown up in rural nonfarm or farm areas; but analysis of these data showed that the employers were enthusiastic to employ the urban reared workers as depeicted by 51.0 percent, the farm reared was shown by 24.0 percent, non-rural farm by 11.6 percent and the no preference by
13.4 percent.
Analyzing these data by occupational family, Farm
Machinery Sales and Service employers preferred the urban College High Sch. Less Some Post H.S. No Pref* Completion Grad High Sch College Tech, Edu. erence
FIGURE 7. EDUCATIONAL LEVEL DESIRE FOR PERSONS ENTERING AGRICULTURAL OCCUPATIONS TABLE XVII
RESIDENTIAL BACKGROUND PREFERRED FOR NEW EMPLOYEES
Occupat ional Rural No Farm Nonfarm Urban Preference Family Per Per Per Per Number No. cent No. cent No. cent No. cent Farm Machinery Sales & Service 1038 31 2.9 61 5.9 854 82 ,3 92 8.9
Farm Supplies & Equipment 584 74 12.7 53 9.1 273 46.7 184 31.5
Livestock and Poultry 363 48 13.2 99 27.3 156 43.0 60 16.5
Crops, Forestry, & Soil Conservation 664 64 9.6 135 20.3 331 49.9 134 20.2 Ornamental Horticulture 79 39 49.4 8 10.1 22 27.8 10 12.7
Wildlife and Recreation 21 33 15.4 16 7.5 119 55.6 46 21.5
Farm Service 941 48 5.1 32 3.4 665 70.7 196 20.8
Agricultural Service 2701 1242 46,0 361 13.4 941 34.8 157 5.8 Total 6534 1579 24.0 765 11.5 3361 51.0 873 13.4 100
9 0 -
8 0
7 0 -
I - 6 0 Z 5 /.0 UJ < J 5 0 a :
S 4 0 -
3 0 - 2 4 .0
20 - 13.4 11.6
10 -
0 1 I Urban Farm No Pref Rural erence Nonfarm
FIGURE 8. RESIDENTIAL BACKGROUND PREFERED FOR NEW EMPLOYEES
to 93
resident workers as indicated by 82.3 percent, 8.9 percent was accounted with no preference, 5.9 percent of the rural nonfarm residents and those with farm background were pre ferred by 2.9 percent.
Farm Supplies and Equipment showed that 46.7 percent of the employees were urban reared, 31,5 percent with no preference, 12,7 percent had farm background 9.1 percent were rural nonfarm employees.
Livestock and Poultry also indicated that the greatest percent of employees had an urban background by 43.0 per cent, 27.3 percent were from the rural nonfarm; 16.5 per cent were with no preference and 13.2 percent had farm residential background.
Employers in Crops, Forestry and Soil Conservation indicated that they preferred employees with urban resi dential background by 49,9 percent, 20.3 percent with a rural nonfarm background, 20.2 percent indicated no prefer- rence, and 9.6 percent of the employees should have a farm residential background.
Employers of Ornamental Horticulture family were more concerned to employ those with farm background as indicated by 49.4 percent, 27.8 percent of the employees were urban reared; with no preference by 12.7 percent and 10.1 percent had ru ral nonfarm background.
It would be expected in the W ildlife and Recreation family that job preference would go to the youth with rural 94
nonfarm background; but data in this study show that 55.6
percent of the employees were of urban residential back ground, no preference accounted for 21.5 percent, 15.4
percent had farm residential background the smallest
number 7 .5 percent had rural nonfarm background. The
location of recreational parks which are near the urban
areas could attribute to this circumstance.
The employers in the Farm Service occupational family
would supposedly employ workers who had farm or rural nonfarm background; but they were more willing to employ workers who had an urban residential background as shown
by 70,7 percent. Employers indicated no preference in the case of 20.8 percent of the employees while a farm residen
tial background was preferred for 5.1 percent. Preference
was indicated for nonfarm youth in 3,4 percent of the c a s e s .
The location of the different businesses, firms and
agencies in the urban areas as well as the largest percent of the population being found in urban areas could explain
why employers preferred to employ the youths who resided
in the urban area.
Agricultural Service employers employed workers they
r e a 1ly needed. The la r g e s t number o f the em ployees were
those who had farm residential background 46.0 percent,
followed by workers who had urban resident ial background
34.8 percent, rural nonfarm background 13.4 percent with
no preference last by 5.8 percent. 9 5
Farm Experience Preferred of the New Employees
Farm experience preferred for new employees whether commercial or non-commerical is shown in Table XVIII. No preference is also shown. These data are presented in graphic form in Figure 9.
Findings gathered in this study showed that 5,751 or
87.3 percent of the workers in nonfarm agricultural jobs, using knowledge and skills in agriculture were required to have farm experience.
Commercial farm experience took precedence over that obtained on a non-commerical farm by 44.0 percent to 43.3 percent. No preference as to the type of farm experience was expressed for 12.7 percent of the employees.
Analyzing the farm experiences preferred by occupational families, it was significant to note that in Farm Machinery
Sales and Service, the farm experience preferred for 43.1 percent of the employees was commercial farm experiences.
Similar preference was indicated for the following occupa tional families: 46,0 percent expressed in Farm Supplies and Equipment, Livestock and Poultry 48.5 percent, Crops,
Forestry and Soil Conservation 51.2 percent, 35.4 percent in Ornamental Horticulture and Wildlife and Recreation
53.3 percent.
Employers in Farm Service and Agriculture Service have determined that non-commercial farm experiences could assist their employees to perform their jobs better as TABLE XVIII
FARM EXPERIENCE PREFERRED FOR NEW EMPLOYEES
Farm No. Commerical Non-Commercial No Preference Occupational Family Employees No. Percent No, Percent No. Percent
Farm Machinery Sales and Service 1038 448 43.1 396 38.2 194 18.7
Farm Supplies and Equipment 584 269 46.0 185 31.7 130 22.3
L ivestock and Poultry 363 176 48.5 165 45.5 22 6 .0
Crops, Forestry & Soil Conservation 664 340 51.2 184 27.7 140 2 1 .1
Ornamental Horticulture 79 28 35.4 27 34.2 24 30.4
Wildlife and Recreat ion 214 114 53.3 85 39.7 15 7.0
Farm Service 941 381 40.5 492 52.3 68 7.2
Agricultural Service 2701 1145 42.4 1316 48.7 240 8.9
Total 6584 2901 44.0 2850 43.3 833 12.7
O i IUE , AM XEINE PREFERED EXPERIENCE FARM 9, FIGURE PE RCENT 100 20|- 90 30 40 50 60 70 80 10
Commercial 44,0 O NW EMPLOYEES NEW FOR commercial 43.3 Non Preference 12.7 No to 9 8
expressed by 52.3 percent and 48.7 percent respectively.
However, most employers felt that a farm-oriented back
ground was obviously relevant for most employees—at least
for those dealing directly with farmers.
Agricultural Subjects in Which Workers Must Have Competencies
One of the major objectives of this research dealt with
obtaining data relative to job requirements, in terms of knowledge and skills in agricultural subjects required for job entry in nonfarm agricultural occupations. These re quirements along with educational level is the core of this s tu d y .
In order to obtain descriptive information of the competencies needed for each job title, agricultural sub jects were categorized into four general broad areas, namely: (1) Animal Science, (2) Plant Science, (3) Agri cultural Business Management and Marketing, and (4) Agri cultural Mechanization and Automation. Each of the sub ject areas was further divided into competency areas and were checked as very necessary, necessary or not necessary.
In estimating the competency scale, a numerical value of
three was given to the competency check very necessary,
two was given to n e c e s s a r y , and one was g iv en when checked not necessary. To determine the mean competency rating by occupational family and levels of employment, the weight
for each job title was computed and categorized according
to the competency scale rating adopted. This rating scale 9 9
was used to determine the degree of competency for each job title. Thus data may provide information to educators or curriculum planners as to what, how, and where to place emphasis on agricultural subject matter training in terms of job entry requirement as indicated by the firms employ ing nonfarm agricultural workers.
Data in Tables XIX through XXVI indicate the rank employees assigned to the various competency groups in terms of the need for these competencies to be developed in future employees. In order to realistically report the results of this section of the study, the following competency rat ing scale was developed: high (1.800-3.000), medium (1.400-
1.799), low (1.000-1.399). This ranking will enable educa tors to place emphasis on subject matter in terms of job entry requirements as indicated by employees. Definite trends as to agricultural training needed were in evidence in all occupational families:
1 . Data show that a rather broad coverage of all subject
matter areas in agriculture was required of all nonfarm
agricultural workers.
2. An examination of data in all tables dealing with com
petencies indicate that the particular product processed
or sold and the service for sale within an agricultural
family determined the subject matter areas for which
tr a in in g was needed. TABLE XIX
AGRICULTURAL AREAS WITH WHICH EMPLOYEES MUST HE FAMILIAR IN FARM MACHINERY SALES AND SERVICE
Average Competency Ratings Animal Plant Agri. Bus. Agri, Mech. Level of Employment Number Science Science Mangt. & Mkt. & Automation Professional 27 2.148 2.074 2.333 2.555
Technical 36 1.722 1.750 2 .2 2 2 2.250
Managerial 32 1,718 1,750 2.500 2.562
Supervisory 16 1.437 1.563 2.438 2.563
Sales 69 1.507 1.594 2.203 2.536
O ffice 79 1.684 1.671 2.240 2.468
S k illed 432 1.553 1.567 2.243 2.394
Semi-skilled 299 1.482 1.508 2.194 2.552
U nskilled 48 1.646 1.521 2.146 2.333
High (1 .8 0 0 -3 .0 0 0 ) Medium (1.400-1,799) Low (1,000-1,399) TABLE XX
AGRICULTURAL AREAS WITH WHICH EMPLOYEES MUST BE FAMILIAR IN FARM SUPPLIES AND EQUIPMENT
______Average Competency Rat ings______Animal Plant Agri. Bus. Agri. Mech. Level of Employment Number Science Science Mangt. & Mkt. Sc Automation
Professional 14 2.214 2.214 2,429 2.571
Technical 3 1.333 1.333 2,667 2.667
Managerial 99 1.596 2 .0 0 0 2.204 2.388
Supervisory 7 2 .0 0 0 2.286 2.286 2.429
Sales 200 2.270 2.295 2.445 2.500
O ffice 66 2.015 1.879 2.409 2.530
S k ille d 43 1 .8 6 0 2.186 2.465 2.628
Semi-skilled 94 1.479 1.628 2 .0 2 1 2.128
Unskilled 58 1.672 1.845 2.448 2.586
Competency Rating Scale: High (1.800-3.000) Medium (1.400-1.799) Low (1.000-1.399) TABLE XXI
AGRICULTURAL AREAS WITH WHICH EMPLOYEES SHOULD HE FAMILIAR IN LIVESTOCK AND POULTRY
Average Competency Ratings Animal Plant Agri. Bus. Agri. Mech. Level of Employment Number Science Science Mangt, & Mkt. & Automation
Professional 2 3.000 2.500 1.500 1.500
Technical 3 2.667 2.333 2 .000 1.667
Managerial 56 2.089 2.179 1.904 1.786
Supervisory 0 0 .0 0 0 0 .0 0 0 0 .0 0 0 0 ,0 0 0
Sales 116 2.595 2.250 1 .8 8 8 1.922
Of f ice 24 2.542 2.458 2.167 2.083
S k ille d 43 2.581 2.628 2.070 2.093
Semi-skilled 40 2.625 2.600 1.975 1.775
U nskilled 79 2.203 2.380 1.823 1.835
Competency Rating Scale High (1.800-3.000) Medium (1.400-1.799) Low (1.000-1.399)
o TABLE X XII
AGRICULTURAL AREAS WITH WHICH EMPLOYEES SHOULD BE FAMILIAR IN CROPS, FORESTRY AND SOIL CONSERVATION
Average Competency Ratings Animal Plant Agri. Bus, Agri. Mech. Level o f Employment Number Science Science Mangt. Si Mkt. & Automation
Professional 1 2 .0 0 0 3.000 2 .0 0 0 2 .0 0 0
Technical 0 0 ,0 0 0 0 .0 0 0 0 .0 0 0 0 .0 0 0
Managerial 76 2.118 1.989 2.105 2.197
Supervisory 1 2.990 2.990 2.499 2.499
Sales 53 2.396 2.811 2.680 2.415
O ffice 34 2.176 2.382 2.500 2.382
S k ille d 288 2.215 2.337 2.389 2.438
Semi-skilled 118 2.246 2 .797 2.695 2.585
Unskilled 93 2.473 2,355 2.452 2.548
Competency Rating Scale: High (1 .8 0 0 -3 .0 0 0 ) Medium (1.400-1.799) Low (1.000-1.399) TABLE X X III
AGRICULTURAL AREAS WITH WHICH EMPLOYEES SHOULD BE FAMILIAR IN ORNAMENTAL HORTICULTURE
Average Competency Ratings Animal Plant A g ri. Bus. Agri. Mech. Level of Employment Number Science Science Mangt. & Mkt. St Automation
Professional 2 2.500 3.000 2.500 2 .0 0 0
Technical 0 0.000 0.000 0.000 0 .0 0 0
Managerial 13 2.846 2.769 2.615 2.615
Supervisory 7 2.714 2.857 2.571 2.429
Sales 18 2.556 2.778 2.667 2.833
O ffice 0 0.000 0.000 0.000 0 ,0 0 0
S k illed 15 2.467 2.600 2.600 2.800
Semi-skilled 8 2.500 2.875 2.625 2.750
U nskilled 16 2.500 2 .6 8 8 2.875 2.813
Competency Rating Scale: High (1 .8 0 0 -3 .0 0 0 ) Medium (1.400-1.799) Low (1.000-1.399) TABLE XXIV
AGRICULTURAL AREAS WITH WHICH EMPLOYEES SHOULD BE FAMILIAR IN WILDLIFE AND RECREATION
Average Competency Ratings Animal Plant Agri. Bus. Agri. Mech. Level of Employment Number Science Science Mangt. & Mkt. & Automation
Professional 2 3.000 2.750 2 .500 2.500
Technical 15 2.533 2.733 2.667 2 .6 0 0
Managerial 31 2.839 2.774 2.742 2,742
Supervisory 2 3 .000 2.750 2 .500 2.500
S ales 0 0.000 0.000 0.000 0 .0 0 0
O ffice 21 2.905 2.810 2.714 2.667
S k ille d 25 2.720 2.680 2.640 2.600
Semi-skilled 42 2.810 2.690 2.667 1.857
U nskilled 76 2.513 2.500 2.526 2.539
Competency Rating Scale: High (1.800-3.000) Medium (1.400-1.799) Low (1.000-1.399) TABLE XXV
AGRICULTURAL AREAS WITH WHICH EMPLOYEES SHOULD BE FAMILIAR IN FARM SERVICE
Average Competency Ratings Animal Plant A gri. Bus. Agri. Mech. Level of Employment Number Science Sc ience Mangt. & Mkt. & Automation
Professional 21 2,667 2 .905 2.952 2.905
Technical 35 2.714 2.571 2.829 2.914
Managerial 99 2.414 2.404 2.566 2.606
Supervisory 3 2.667 2.333 3.000 2.667
S ales 16 2.500 2.625 2.813 2.875
O ffice 66 2.470 2 .1 2 1 2.590 2.773
S k ille d 562 2.429 2.507 2.680 2.703
Semi-skilled 56 2.268 2.411 2.786 2.821
U nskilled 83 2.422 2.470 2.518 2.542
Competency Rating Scale: High (1.800-3.000) Medium (1.400-1.799) Low (1.000-1.399) TABLE XXVI
AGRICULTURAL AREAS WITH WHICH EMPLOYEES SHOULD BE FAMILIAR IN AGRICULTURAL SERVICE
Average Competency Ratings Animal Plant A gri. Bus. Agri. Mech. Level of Employment Number Science Science Mangt. & Mkt. 8t Automation
Professional 864 2 .690 2.713 2.719 2.726
T echnical 321 2.561 2.651 2,682 2.682
Managerial 30 2.581 2.613 2.677 2.742
Supervisory 97 2.299 2.495 2.588 2 .6 0 8
S ales 0 0 .0 0 0 0.000 0.000 0.000
O ffice 342 2.516 2.499 2.660 2.664
S k ille d 293 2.744 2.795 2.819 2.792
Semi-skilled 700 2.706 2.709 2.693 2.704
U n skilled 54 2.630 2.643 2.630 2.667
Competency Rating Scale: High (1.800-3.000) Medium (1.400-1.799) Low (1,000-1.399) 3. Workers in the managerial and supervisory levels were
required to have a broad knowledge and training in
agricultural subject matter areas with rather intensive
knowledge and training in the areas directly related to
the particular business represented.
4. It was clearly evident that all professional employees
were expected to have training at the high competency
level in all agricultural areas as well as have in
tensive training in their speciality area.
5. Technical workers did not appear in all occupational
families, however, it was evident that this level of
employment was becoming more important to firms in
most of the occupational families. In all cases the
training for these workers varied according to the
particular phase making up the subject matter pertinent
to job performance activities of the employee.
6 . The employment levels of sales, office, skilled, semi
skilled and unskilled were required to have intensive
training in the agricultural area directly related to
job performance. However, it is interesting to note
that in the majority of the agricultural families these
workers must have a high competency rating in all of the
subject matter areas.
A further analysis of these data indicates that a pre mium was placed on education and occupational training. A need was indicated for more adequately trained workers to enter the nonfarm agricultural businesses. 1 0 9
These data show that each occupational family reflects a "cluster" of jobs at the various employment levels which may be utilized by educators as a basis for developing instructional programs. This seems to be especially true where job titles combine a number of skills or have a common core of subject matter.
One relevant and significant phase of this study that could furnish much information in curriculum programming is the determination of the kind of continuing education re quired of employees if they aspire to advance in the job they are specializing in, the type of educational facility used for training, and the degree of participation expected of the employees.
A vast majority of agencies, firms, and businesses surveyed, nearly 97 percent, indicated that continuing ed ucation was a requirement for advancement either within the firm after job entry or by post education courses.
Employers have indicated the type of in-service train ing needed by employees to advance in the job, and to provide them the necessary skills, knowledge and techniques to develop self-proficiency. This information is presented in Table
XXVII by occupational family and graphic illustration in
F igu re 10.
An interesting pattern revealed by the employer was the recognition of the importance of continuing education to upgrade the employees' ability to perform their jobs TABLE XXVII
CONTINUING EDUCATION REQUIRED OF EMPLOYEES TO ADVANCE IN EDUCATION
Number of Employees (Frequency) Firm or On-the- Pub. Sch. Industry Job Adult Vocational Agri. Number School Training Educat ion School C ollege None No. % No. % No. % No. % No. % No. % Farm Machinery Sales & Service 1038 88 8 .5 541 52.1 27 2 .6 328 31.6 15 1.4 39 3.8
Farm Supplies and Equipment 584 116 19.8 318 54.5 15 2 .6 80 13.7 51 8.7 4 .7
L ivestock and Poultry 363 55 15.1 175 48.2 17 4 .7 32 8 .8 25 6.9 59 16.3
Crops, Forestry,& Soil Conservation 664 79 11.9 416 62.7 18 2.7 121 18.2 28 4.2 2 .3
Ornamental Horticulture 79 14 17.7 31 39.2 10 12 .7 15 19.0 7 8.9 2 2.5
Wildlife and Recreat ion 214 23 10.7 125 58.4 6 2 .8 39 18.2 16 7.5 5 2.4
Farm Service 941 114 1 2 .1 641 6 8 .1 23 2 .5 133 14.1 26 2 .8 4 .4
Agricultural S ervice 2701 254 9.4 943 34.9 85 3.1 358 13.3 1055 39.1 6 .2
Total 6584 743 11.3 3190 48.4 201 3.1 1106 1 6 .8 1223 18.6 121 1 .8 MLYE B FRS O DAC I EDUCATION IN OF REQUIRED ADVANCE TO EDUCATION FIRMS BY EMPLOYEES CONTINUING 10. FIGURE PERCENT lOOr 40 60 90 50 70 80 20 30 10 Job TrainingJob On the the On .4 8 4 College Agri. 18.6 col nuty c. dl Edu. Adult Sch. Industry School 16.8 E K o . im r u. Sch. Pub. or Firm Voc. m
H3 3.1 None 18
111 with excellence. On-the-job training was recommended for
3,190 or 48.4 percent of the employees, to pursue education in agriculture college was approved for 1,223 or 18.6 per cent. Continuing education in Vocational School was in dicated for 1,106 or 16.8 percent. The use of Public
School Adult Education was negligible, as manifested by
201 or 3.1 percent. Firms or industry school for upgrading employees' quality of performances was desired for 743 or
11.3 percent. No educational training nor on-the-job training for improving workers' skills and proficiency on their jobs was revealed by 121 or 1.8 percent.
Based on the data furnished by employers in this study, it could be viewed that high school graduation was not terminal. Continuing education is basically relevant if the youth desires to attain success in his job and make his way of life rewarding and enjoyable.
The data gathered confirmed some of the hypothesis and disproved others.
The data show that all the eight occupational families were identified and represented in the different agencies and firms surveyed.
The occupational family "Agricultural Service" with the "skilled" occupational level had the largest numbers of em ployees in s te a d o f "Farm S u p p lie s and Equipment" as s ta t e d
in the hypothesis. However, "Farm Supplies and Equipment" had the greatest numbers of establishments surveyed. 1 1 3
Other hypotheses that were proven to be true were:
More employment opportunities in nonfarm occupations await the youth after high school graduation which is the educa tional level needed for job entry. However, they needed educational knowledge and training in agriculture subjects to develop their occupational competencies to qualify them for job entry. Hence, developing training p ograms in vocational agriculture at the high school will be necessary to meet the demands of these nonfarm jobs. Chapter 4
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
Technology and Science in a modern and progressive society emphasizes an increasing need for the development of more salable vocational skills. Youth attempting to enter the .job market without competencies in keeping with employment demands are at a growing disadvantage and will eventually find that they have been excluded from the labor market.
This research emphasizes that there exists a broad complex of nonfarm agricultural businesses and services with the main function of facilitating the work of the production farmer. It is a complex involving hundreds of professional, technical and vocational occupations requir ing extensive knowledge and skills in agriculture for successful job performance. Trends indicate that agri culture will continue to respond to the demands of tech nology and automat ion and wi11 become more specialized in the future. Thus, individuals expecting to enter agri cultural occupations should become knowledgeable concern ing the types of jobs available and their characteristics.
This report is arranged to reveal the following information:
(1) Numbers of people em ployed, numbers needing
agricultural competencies, expected numbers of
114 1 1 5
persons to be hired in the next five years,
and numbers of job titles.
(2) Characteristics such as age, education, background
and salary.
(3) Agricultural competencies needed to effect job
entry and additional education required for
continuation and advancement in the business.
Briefly, the task of this research has been to accumu
late facts concerning nonfarm agricultural occupations within the area of the Philippines studied, and to inform educators, employers, parents, and high school youth of the array of agricultural occupational opportunities existing in this area — for those who are prepared.
Findings are summarized as follows:
1. There were 557 agriculturally oriented firms surveyed.
These establishments employed 8,749 workers — of
which 6,584 were required to have agricultural com
petencies. Within five years the number of workers
with knowledge and skill in agricultural subjects will
rise to 7,425.
2. Workers wore employed under 1,755 job titles. Five
years hence, the number of job titles will rise to
2,593, an increase of 47.8 percent.
3. Of the eight occupational families, Farm Supplies and
Equipment recorded the largest numbers of establish
ments, followed by Livestock and Poultry; Crop,
Forestry and Soil Conservation; and Farm Service. U 6
Firms in these families constituted 76 percent of the
businesses surveyed and supplied most of the jobs
for the area.
4. The la r g e st number o f job t i t l e s was in d ic a te d in Farm
Supplies and Equipment, followed by Agricultural Ser
vice; Crops, Forestry and Soil Conservation; and Farm
Service -- 67.7 percent.
5. According to all levels of employment 54 percent of
the total workers needing agricultural competencies
were the skilled, semi-skilled and unskilled levels.
The professional level of employment was found to be
the highest in Agricultural Service and the least
number was in Crops, F o restry and S o il C on servation .
Managerial level of workers were distributed through
out the eight occupational families, but the largest
number was found in Farm S u p p lies and Equipment and
Farm S e r v ic e .
6 . The sales level of employment dominated Farm Supplies
and Equipment and L iv esto ck and P oultry - - 67 p e r ce n t.
Technical level workers were almost non-existent but
indications were that growth would occur in this area.
Office and clerical workers ranked fourth in number of
employees that employers indicated a need for know
ledge and skill in agriculture as a job qualification.
7. The average minimum job entry age in all occupational
families at all levels of employment was 23 years, the 1 1 7
average age of all the present employees was 31 and
the maximum average age was 46,
8 . Scales of salaries for the different levels of employ
ment under each occupational family vary. The pro
fessional, technical, managerial and supervisory
levels received higher in itial and maximum salaries
ranging from 1*307.39 to J*404.20 monthly as compared to
the levels that needed lesser educational qualifications
such as the skilled, unskilled, and semi-skilled which
did not offer satisfactory salary.
9. Generally, a high school education or education beyond
this level was a pre-requisite for entry into the
nonfarm agricultural occupations.
10. Businesses and agencies indicated that an urban back
ground was a preferred requirement for job entry into
nonfarm occupational jobs by employers in 51.0 percent
of the cases, a second choice by employers was to
employ workers with farm experiences by 24.0 percent,
workers with rural nonfarm background was indicated
by 11.6 percent and 13.4 percent had signified that
they had no preference.
1 1 . Commercial type farm experience was preferred by employ
ers as manifested by 44 percent of the cases. Occupa
tional families indicating the highest preference was
Wildlife and Recreation as indicated by 53 percent,
followed by Crops, Forestry and Soil Conservation by 1 1 8
51 percent. Results also revealed that the employers
would employ workers with non-commerical farm type
experience by 43 percent and no preference was in
dicated by 13 percent.
12. An almost unanimous response was received from employ
ers regarding continuing education as a job require
ment after entry. On-the-job training was the pre
ference indicated first with agricultural college,
vocational schools, firm or industry schools and public
school adult education following in order.
13. The degree of competency in agricultural subjects re
quired of employees varied according to the work per
formed in each job title and each occupational family.
However, sim ilarities existed:
(1) Generally a broad coverage of subject matter
in agriculture was required of all workers
regardless of level of employment;
(2) The Farm Machinery S a le s and S e r v ic e , and
Farm Supplies and Equipment Families placed
a high priority on a broad knowledge of Agri
business management and marketing, plant
science and animal science;
(3) The professional, managerial and supervisory
levels indicated a very broad knowledge in
Agriculture as well as intensive training
in their speciality area was desired. 119
14. Considerable growth in terms of job titles and number
of employees was reported by all firms and agencies,
this was especially true in businesses supplying
farmers with the items necessary for production.
15. It was significant to note the emphasis placed on
education and training -- particularly occupational
e d u c a t io n .
Conclus ions
This research is one phase of an effort to make vocational agriculture meaningful to the youth in relation to job preparation. It is felt that the evidence presented in this study will assist teachers and educational cur riculum planners to develop change or innovations so that they may provide appropriately broadened programs of voca tional agriculture in keeping with the occupational inter ests and needs of the youth as well as the community.
The information gathered in this study may pave a way to better understanding the practical and true meaning of agriculture. It may open the eyes and minds of the youth so that they may visualize the various allied jobs that agriculture offers them. The problem of getting youth employed after high school graduation may be more inspiring and stimulating because of the various occupational oppor tunities that await them. Job placement may be more of a certainty . 120
Other conclusions drawn from this study were:
1. Since nonfarm agricultural occupations in Iriga
City, Naga City, and Rinconada District offer the youth a wide range of occupational opportunities they should re ceive training and experiences for job entry through school ing or on the job training in the various Jobs.
2. Off-farm agricultural occupations were confined to businesses and services with diverse functions, and most of them were found in the Farm Supplies and Equipment;
Agricultural Service; Crops, Forestry, and Soil Conservation; and Farm Service families. Major emphasis in training for off-farm employment could be given properly in these f ie l d s .
3. Since the average minimum age for job en try was
23 years, this could be an encouragment for youth to continue schooling instead of being a school-leaver, considering the certainty that they could be employed after acquiring the agricultural competencies needed for job entry.
4. Since each family and each level of employment required prior training and experience for job entry, there was a need for providing a solution or means to this problem .
5. Salaries scheduled at all levels in all occupa tional families were found to be in terms of training and work performed. Persons aspiring to jobs at the profess ional , technical, and managerial levels which pay higher salaries must be prepared for these positions by complet ing levels of training above that offered in the high schools. 121
6 . School dropouts will find it difficult to receive employment in nonfarm agricultural since high school educa tion or education beyond high school was required for job entry at all levels of employment in all occupational f a m i l i e s .
7. Continuous education or training, regardless of employee rank, was expected in all occupational families.
On-the-job training, firm or industry schools, and programs offered at the secondary school or college levels are means of effecting such training.
8 . Workers need varying degrees of advanced training to meet the job requirements and advance in their work.
Reconunedat ion s
The following recommendations are made after analysis of data collected:
1. The high school has been concerned with the pre paration of youth for proficiency in farming occupations.
Due to changing conditions on the farm, together with the rising need for nonfarm agricultural occupations, the
high school is obligated to add new dimensions to its offerings for accomplishing more than one level of attain ment in vocational agriculture.
2. A more effective instructional program must be provided for ocational agriculture to deal with individual
i n t e r e s t s and < a p a b i1i t i e s . 122
3. Secondary school programs in vocational agr i-
culture must be vastly expanded with a definite overhaul
of training and purpose if the demands of the workers in
production and nonfarm agriculture are to be filled with
agriculturally trained individuals.
4. Vocational agricultural training must be expanded
to include more training opportunities.
5. Programs must be developed that will assist the
individual student make proper choice of vocational career.
6. Developing curriculum programs for the youth must
include all agriculture subject matter: Plant Science,
Animal Science, Agricultural Management and Marketing, and
Agricultural Mechanization and Automation.
7. A functional program in Vocational Agricultural must provide for students1 experiences involving the agri
culture science areas, including aspects of production
and p r o c e ssin g .
8. Employers emphasized that industry today demands
a well-educated worker, making it of paramount importance
that vocational agriculture not be regarded as a separate
segment from the rest of the school program. It must
supplement a well-planned program of general education for
those preparing for entry into agricultural jobs.
9. General objectives in developing the instructional
programs for this particular subject area must be well-
defined, and within the comprehension of those who will
implement the program so as to facilitate its achievement. 123
10. Teachers designated to carry out this instruc tional program must have been previously oriented through in-service training.
11. A list of job titles with levels of employment, and occupational opportunities in the area under each occupational family must be developed. Job title should be written so as to serve as guidelines in directing and assisting the students in their vocational choice of a c a r e e r . BIBLIOGRAPHY
BOOKS
1. Agoncillo, and 0. Alfonso, History of the Filipino People, Quezon City; Malaya Books, 11964, pi 52.
2 . Aldana, Benigno, The Educational System of the Philippines, University Publishing Company, Inc., Manila, 1949, p. 92.
3. Blair, E. H. and J. A. Robertson, The Philippine Islands, Vol. 1, p. 42, Vol. XlX , p. 15, Vol. LII, pp. 39, 312-347, p. 53, Vol. XLV, pp. 315-317.
4. Cook, Glen C., A Handbook on Teaching Vocational Agriculture"! Fifth Edition, Danville: The Interstate Printers and Publishers, 1947, p. 14.
5 . Fartharee, A. P. et a l. Extending Instruction in Vocational and Technical Education in Agriculture to Off-Farm Agricultural Occupations, SfTssTssTppT State University, 1966.
6 . Good, Carter V., Dictionary of Education, New York: McGraw Hill Book Company, Inc., 1966, pp. 440, 590, 349, 506, 575, 105, 536, 526.
7. Hughes, Everett, Men and Their Work, Illinois: Glencoe, The Free Press, 1958, pi 43.
8 . Nosow, S. and W. F. Form, eds. Man.Work, and Society. New York: Basic Book Inc., 19o2, pp. 11-23, 18-27.
9. Stimson, Rufus, Vocational Agricultural Education, New York: MacMillan Company, Inc., 1919 , pi 15.
BULLETINS
10. Snowden, O. L. "Adjusting Program on Vocational Ag riculture to Meet Social, Economic, Agricultural, and Educational Needs," Mississippi State University, Department of Agricultural Education, 1963.
124 125
GOVERNMENT PUBLICATIONS
11. Abella, Domingo. "State Higher Education In the Philippines to 1863 — A Historical Appraisal," The Philippine Historical Review, Vo1. 1, No. 1.
12. Swanson, Corpus, et al, Presidential Commission on Philippine Education"] Manila: Philippine P r in t ing Press , 1971, p~] 83.
13. "Agricultural Education in Some Asian Countries", Department of Agricultural Education, University of the Philippines, College, Laguna, Philippines, 1970, pp. 120-124.
MANUALS
14. Louisiana State University, Department of Vocational Agricultural Education, "Interview Manual," 1966.
UNPUBLISHED AND PUBLISHED MATERIALS
15. Alipit, Nicomedes, "An Analysis of the Problems and Role of the Mountain National Agricultural School in the Progress of Mountain Province," Unpublish ed Master's Thesis, Baguio College, Baguio City. 1958, p. 230.
16. Atherton, James C. "A Study of Opportunities in Farming and Related Occupations for Young Men in Tangipahoa Parish," Unpublished Master's Thesis, Louisiana State University, Baton Rouge, 1947, pp. 108-110.
17. Contado, Tito E., "Some Factors Associated With the Occupational Choice of the Philippine Vocational Agriculture Seniors," Unpublished Master's Thesis, College of Agriculture, University of the Philippines, College, Los Banos, Laguna, Philippines, 1964, p. 125.
18. Fairbanks, Nelson, and Harlon D. Traylor, "Agri- Business in Shreveport and Bossier City, Louisiana, (Agricultural Experiment Station, Circular 319), Louisiana State University, Baton Rouge, January, 1963, p. 1. 126
19. Gagni, Arsenio O. and Manolo Abe11a, "Asian Compara tive Study of Agricultural Education,” The Philippine Research Work prepared for the ICJNESCO, National Commission of the £nilippines, November, 1971.
20. Gridley, Robert J. "Occupational Opportunities in Farming and Related Occupations and Services in Two High School Areas in New York State," New York: Cornell University, 1947, pp. 108-112.
21. Guillory, Louis Eugene, "Determining Occupational Opportunities in Farming in Calcasieu," Unpublished Master's Thesis, Louisiana State University, Baton Rouge, 1949, pp. 148-152.
22. Harmon, Erwin Tounley, "A Study of Occupational Opportunities in Rice Farming and Farm-Based Businesses in Acadia Parish," Unpublished Master's Thesis, Louisiana State University, Baton Rouge, 1964, p. 93.
23. Hyde, William Sanford, "Agricultural Opportunities and Training Needs of Vocational Agricultural Students in Tangipahoa Parish," Unpublished Master's Thesis, Louisiana State University, Baton Rouge, 1966, pp. 66-67.
24. Mondart, C. and Charlie Curtis, "Occupation Opportuni ties and Training Needs for Nonfarm Agricultural Jobs in the Metropolitan Areas of Louisiana," Published Master's Thesis, Department of Vocational Agricultural Education, College of Agriculture, Louisiana State University, Baton Rouge, 1966, pp. 3-4, 15, 19, 54.
25. Morrison, Richard, "Pre-Employment and Continuing Educational Needs and Persons Engaged in Off-the- Farm Agricultural Occupations in Selected Areas of Louisiana," Louisiana State University, Baton Rouge, 1964, pp. 400-406, p. 54.
26. Nayga, R od olfo C. "The R e la tio n s h ip o f C erta in A sp ects o f th e Vo-Ag Program to the Number o f Graduates Engaged in Farming," College of Agriculture, University of the Philippines, College, Los Banos, Laguna, Philippines, 1969, p. 132. 2 7 . Polopolus, Leo, "Louisiana Agriculture Economic Trends and Current Status," Agricultural Experiment Station, January, 1962, pp. 1, 12-14.
28. Sandoval, Florecita R. "Characteristics of Young Farmers and Their Choice of Level and Type of Vocational Agriculture Training Program in Two Barrios of Pagbllao, Quezon, Philippines, p. 133. College of Agriculture, U.P. Los Banos Laguna, Philippines,
29. Smith, Charles, "Occupational Opportunities in Farm ing and Off-Farm Agriculture in East Feliciana and West Feliciana Parishes," Unpublished Master's Thesis, Louisiana State University, Baton Rouge, 1965, pp. 87-89.
30. Ulep, Rodolfo E. "Concept of Administrators, Teachers, Students, and Parents on the Objectives of the Vocational Agriculture Education in Agricultural Schools in the Philippines," Unpublished Master's Thesis, College of Agriculture, University of the Philippines, College, Los Banos, Laguna, Philippines, 1970, p. 135.
31 . Welborn, Conrad Carl. "Determining Occupational Opportunities and Related Agricultural Occupations for Young Men in Beauregard Parish," Unpublished Master's Thesis, Louisiana State University, Baton Rouge, 1950. APPENDIX A
128 APPENDIX A
SURVEY FORM
INTERVIEWER
DATE
CONFIDENTIAL (Form I)
Employment Opportunities and Possible Training Centers in Agricultural Occupations Other Than Farming
I. Company, Firms, Organization, or Agency
A. Name o f Firm
Occupational Family______
B. Address (B arrio or S t r e e t ) (Town or C ity )
C. Name of Person Interviewed
D. Position of Person Interviewed (Please check one):
______Owner ______Sales manager Owner-manager ______Office manager Manager (hired) Supervisor Personnel director Other
Main functions of company, firm, organization or agency
Sales (retailing) Processing Services Wholesaling ~~ Purchasing Transportat ion Manufacturing Finance, Insurance, Government (National, etc. Provincial, Local) ______Other
Major products, services, etc. (specify) 13C
G. Percentage of business agriculturally oriented
H. Year this business or service was established in
this locality______
I . Is there a labor union in the firm?______
I I . EMPLOYEES
A. Total number of employees (including owners)______
B. Present job titles of employees
Employees in each job title______~ Full-time Part-time'' No. Employment NoV ~ Employment M F l e v e l ______M F______le v e l
I . ((______2 . ______
3. ______
4 . ______
5 . ______
6 . ______
7. ______
8. ______
9. ______
1 0 . 131
C. What new job titles are foreseen in this firm in the next five years?
______Job T i t l e s______Number______Employment Level
1 . ______
2 . ______
3. ______
4. ______
5. ______
D. In reference to company policy, can this firm hire high school age personnel? ______Do you have a minimum wage?______If so, how much?______
♦Level of employment code
1. Professional 4. Technical 2. Supervisors and foremen 5. S a le s 3. Proprietors and manager 6. Clerical
7. S k ille d 8. Semi-skilled 9. Unskilled
E. Who makes the decisions as to the training needs?
III. Procedure for hiring employees
A. _____ Use government employment service
B. ______Use College or School Placement Service
C. ______Use high sc h o o l p r in c ip a ls or c o u n se lo r s
D. ______Advertise vacancies
E. O thers 132
Educational level desired for job title (check only one)
______Less than high school graduate
______High school graduate
_____ Post high school technical education
Some college
______College degree
______Other
V. Residential background (check only one)
______Farm
______Rural, nonfarm
______Urban
______No preference
VI . Farm Experience
On a commercial farm
______On a noncommercial farm
______No p referen ce
VII . Experience desired to enter in this job title:______
VIII . Limitations on entering this job title A. Licensing or certification (professional, industrial, e tc . )
B. Labor Law restrictions ______
C. Labor Union restrictions______
D. Others (spec ify) ______13
IX. Education desired to advance In this Job title or to
a r e la t e d p o s i t i o n : ______
A. Technical short courses or other training provided by:
A short course by your business or the in d u str y as a whole
______On-the-job training in your business
An adult education program
An agricultural college or technical i n s t i t u t e
______Other types of education desired (specify) X . Competencies associated with this job title:
A. Agricultural Competencies
Check degree of competency needed To enter this as To advance in this a beginning job title or to employee related position None Some High] |None Some High
1. Plant Science
Plant propagation, seed production,. Plant growth, fertilization ...... Control of insects, disease, weeds.. S o il, types and co n serv a tio n...... Performing production practices...... Management ...... Landscaping ...... Warehousing...... Processing (food, seed, grain, etc.) M arketing ...... Forestry a. Establishing a stand ...... b. Hardwood c o n tr o...... l c . Fire c o n tr o l...... d. Estim ating and grad in g ...... e. Harvesting ...... f. Manufacturing ...... g. Pulpwood...... Check degree of competency needed To enter this as To advance inthis a beginning job title or to
None Some High None Some High
2 . Animal Science
Animal breeding, selection ...... Animal growth, feeding ...... Health and sanitation ...... Housing and equipment...... Management ...... Dairy manufacturing industry...... Processing a. Packing plants ...... b. Creameries ...... c. Poultry processing...... d. Butchering...... Marketing a. Packing plants ...... b. Poultry processing plants...... c. Livestock auctions......
3. A gricu ltu ral Business Management and Marketing (Farming and Agri-business)
Budgeting, records and a n a ly s is...... Farm financing (credit, taxes, etc.).... Labor management ...... Market practices ...... Agricultural policy......
Agricultural and related price analysis. i
Cooperatives and business organizations. » Check degree of competency needed To enter this as To advance inthis a beginning job title or to
None Some High Hone Some High
4. A gricu ltural Mechanics and Automation
Farm power and machinery...... Farm building and conveniences ...... Rural electrification and processing., Soil structures (ditches, ponds)...... Farm co n stru ctio n and maintenance. S o il and water c o n se r v a tio n ...... Farm shop welding and plumbing ......
List other agricultural competencies that are needed for this job title:
B. Business and D istr ib u tiv e Competencies
1. Occupational Information and Regulations
Job opportunities and trends...... Job applications, interviews...... Personal qualifications, references ...... Worker's welfare (insurance, retirement)., Local requirements of the job...... Check degree o f competency needed To enter this as To advance inthis a beginning job title or to
None Some High None Some High
2. Duties of Employees
Receiving, marketing, shipping . Window and sto re d is p la y...... Salesmanship and customer r e la tio n s Business mathematics ...... Bookkeeping, office machines......
3. Business Organizations and Supervision
Employees1 relation with supervisor.... Employee relations with fellow-workers.... Buying and m erchandising...... Inventory, stock control, warehousing.. Internal business organizations ......
4. Management and Economics o f B usiness
Capital management, financing. Accounting , t a x e s ...... Trade relationships, promotion, Government regulations...... Buying and m erchandising .
List other business and distributive competencies that are needed for this job title Louisiana State University INTERVIEWER______College of Agriculture Department of Agricultural Education Baton Rouge, Louisiana DATE______
CONFIDENTIAL (Form II)
Pre-Employment and Continuing Educational Needs of Persons Engaged in Off-the-Farm Agricultural Occupations in Selected Areas in Iriga City
F i rm N o.______
Occupational Family______
Level of Employment______
I. Name and address of Firm ______
II. .Job Title______
I I I . Number o f Workers in t h i s Job T i t l e
F u ll-T im e______P art-T im e ______
IV. A n tic ip a te d Number o f Workers F ive Years Hence
F u ll-T im e______Part-T im e ______
V. Average Age ______Minimumfo r Entry______
Maximum fo r Entry______
VI. Wages or S a la ry Per Month:
Beginning Present Maximum
VII. Activities and Duties of Persons with this Job
Title (Detail) APPENDIX B
139 APPENDIX B
List of Firms, Industries and Business Agencies Surveyed
I-Farm Machinery Sales and Services
Nabua Hardware and Farm Supply Soreta Transit Canet Transit Farm Implement Manufacturer Fishing Implement Manufacturer Buhi Jeep Service Yago Jeep Service E s t a n is la o Farm S e r v ic e Decena Farm Implement Manufacturer Gutierrez Fishing and Farm Manufacturer Sumayao Automotive Service Badong Automobile Trans Service Fernando Transit Jeep Farm S e r v ic e Temporal Farm Service Machinery Pantranco South Express Jocom Gasoline and Service Station M agistrado T rading Company G a so lin e and Farm M achinery S e r v ic e S. M. Industries Genston Marketing Farmers Center M, C. Electromart Inc. Madeco Agricultural Trading Inc. Panadeco Agricultural Machinery Magno Machinery for Agriculture and General Industry Myla Auto Supply Vancober Marketing Corporation Schmid Overly Electrical and Mechanical Supply Cel Marketing Bicol Supply Center Bicol Traders Marketing Co. Pantranco Naga Terminal Leelin Marketing and Sales Service Young’s Auto Supply and Hardware Luzonian Machine Shop Company
II-Farm Supplies and Equipment
Pioneer Agricultural Supply Flying A Service Station Almar Trading Nabua, Bato FACOMA Farmacia Inocencio Tony General Merchandise 141
Alimagno's Agricultural and Chemical Dealer Botica Teresa Farmacia Sta. Cruz Ocampo S to re Ju ly S tore Nabua Drug Store Sari-Sari Store Area Sari-Sari Store Antang Sari-Sari Store Anton Agricultural Supply Landong Lumber Saar Enterprises Farmacia Seapno Farmacia Sta. Elena Buhi Procomo Inc. Sari-Sari Lakeside Store Iriga Edson Trading Jorge Ong Hardware Esplana's Enterprises Nolasco Feed Mills Luzon Feed Mill Bacsain General Merchandise and Hardware Store Bedural General Merchandise Bolalin Department Store Ciony’s Qaulity Store Esplana's Store Mendoza's Store Dora S tore Badilla Sari-Sari Store Baao Mini Mart Fertilizer Dealer Baao Parish Consumers Cooperative Kalan-Karvan Lumber Farmacia Remedios Andes Drug Store Farmers Cooperative Marketing Association, Inc. Drug S to re L, Yu Chang S tore Isarog Consumer's Cooperative Sacred Heart Drug Store Lumber D ealer Department Store Yorobe's Masagana Chemical Supply Bicol Seeds Inc. Faustino Rocha Hardware Pimentel Hardware House of Ramie and Seed Distributor Vel Mas Department Store Garcia Dry Good Store Rabano's Department Store Parisian Modes S. Q. Department Store Naga Center Hardware Rolands Glassware and General Merchandiseng Capitol Bazaar A. A. M ariscal Dry Good S tore U. N. Commercial Shilds Department Store P r i c i l a s Dry Good S to re Irmas Dry Good Store C harles Dry Good S to re Hindustan Novelty Bazar San F r a n c isc o Lumber & Hardware D ealer New Bicol Store Delys Dry Good Store J. N. Commercial Zenco Sales Inc. International Hardware Naga Fortune Hardware B ic o l Woodwork Bicol Auto Supply and Hardware Nehrus Department Store Bonings Trading Naga United Hardware Columbia Hardware and Electrical Supply Getty Oil Service Station Bicol Shell Station D. L. C a ltex S ta tio n Yu Kew Motor Service Station San Jose Shell Service Station Esso Service Station Mobile Service Station Flying A Service Center Benman M arketing Growers Service Center Feed and Seed Supply Planters Dealers Product Progresso Agriculture and Chemical Supply Mayon P est C ontrol Botica Lexar Botica Plaza Rizal Pacific Star Inc. Guinsox Motor Supply and Spare Parts Bicol Times Supply Bicol United Pharmacal Botica Virginia Nadals Agricultural Supply New Agro and Poultry Supply Planters Product Agricultural Products and Chemicals Lee Uy Bazaar Magistrado Quality Store Francy Emporium Standard Bazar R ich Store Framacis Catalina Farmacia Ceres Dozen Marketing Bronzens Store Jomar Arnante Marketing Radiowealth Benito Ong Marketing Vicente Commercial Alan Marketing
II-Livestock and Poultry
Slaughter House Butcher Shop Meat D ealer Meat Supply D ealer W holesale Meat D istr ib u to r Baao Poultry Farm Besinos Poultry Farm Veras Grocery Store Varieties Grocery Store Besinios Grocery Store Brucas Grocery Store Bulalacao Grocery Store Buenas Grocery Store Barbieras Grocery Store Corazons Store Bancaso Store Nunez Grocery Store Rogitas Store Grocery Store Estrellas Grocery Store Glorys Grocery Store Sergio Poultry Raising .J. M, Gay and Lolas Store Lucing Store Ramos S u p erette Awa P ou ltry Farm Ablan Egg D istr ib u to r Ventura Poultry Raising Backyard Poultry Raising P. R. Saez Comprador Buhi Trading Ponciano Grocery Store Dasmarinas Sar-Sari Store Elgario Grocery Store Regala Poultry Farm Genio Poultry Farm Papas Poultry By-Product Store Vega P oultry and Egg Store Regala Poultry and Egg Store Lominario Poultry Farm Slaughter and Butcher Shop Gomez Grocery Store Sonias Grocery Store Antonio Meat D ealer Adriano Poultry Farm Meat Dealer and Butchery Magistrado Meat Dealer F e lix Meat D ea ler Olea Meat Dealer C arn eceria Virgies Meat Stall Azon Carneceria Fresh Meat Dealer D * Mart Lim Ho S to re Ong To G rocery S to re Yel Trading Lucky Grocery Store Cia Grocery Store Otis Grocery Store Rillos Grocery Store Iriga Super Market Nadals Poultry Nunez Hog and Poultry Trinidad Poultry Farm Salud Store F. T. R. S tore Honey Trading Grocery Vebmart Grocery Agnas Sales Grovery Bicolana Store M, C. Commercial Naga Goodwill Trading Elenas Store De Jesus Store Carne Baboy Mendoza Grocery Arrow Poultry Supply M. B. Livestock and Poultry Supply Penas Livestock and Poultry Family Store Caragay Store Arrow Supply Filipino Store C. S. V ariety S to re Anciano Store Villars Store Naga Farmers Chocolate House L. de la Cruz Meat Market Naga Poultry Supply Vicenas Meat Store Meat and Dressed Chicken Stand L, R. Lulos S to re De la Cruz Meat S to re S. A notnio Carne Baboy y Vaca Pork Meat Dealer B riz Carne Baboy at Vaca Niebres Grocery Store De los Santos Grocery Store 145
Sabarla Fish Vendor Del Mundo Fish Vendor Orcinis Fish Vendor Maria Fish Vendor Orina Fish Vendor Juan’s Fish Vendor Ronquillio Livestock and Poultry Oliva Dried Fish Dealer Nacion Dried Fish Dealer Socorro Fish Dealer Cea Grocery Store Belinda Fish and Egg Dealer Bergantin Fish Vendor Agaas Grocery Store P. Capis Dealer in Livestock and Poultry Orchid Grocery Store Teodoro Nepomucono Livestock and Poultry Store Ja Poultry Farm Gaite Poultry and Livestock Farm
IV-Crops, Forestry, And Soil Conservation
Bogtong Store and Palay Dealer Sabularse Rice Mill Bacsain Rice Mill Botor's Rice Mill Batan's Rice Mill Benosa Rice Mill Batay Rice Mill Doro Rice Mill Bedural Rice Mill Burgos Fruit Store Burgos Store Baao Bakery Marislinda Sari-Sari Store Bernas Coffee and Carenderia Estrella Furniture Shop Lumber D ea ler D'Best Bakery Cuartos Bakery Juliana Rice Mill Tanay Food Store Our S to re Tindahan Natin Lana Fruit Store Maning Store Josie Store Melay Store Solares Store Sacueza Rice Mill Renolayan Rice Mill Sentillas Rice Mill Nick Mar Rice Mill Sanchez Rice Mill 14(
Bucad Rice Mill Nachor Rice Mill Q u a lity Lumber Our Lumber Canet Rice Mill Jardinel Rice Mill Llagas Rice Mill Soreta Rice Mill Delgado Rice By Product Store Decena Rice Mill Lucky Corner Luncheon Store Refugio Bakery and Grocery Sales Rice Mill P h ilip p in e Lumber Taburnal Rice Mill Beltran de Cono Rice Mill Coralde Rice Mill Fortuno Rice Mill Saldo Rice Mill Nillo Rice Mill Lloren Bakery and Restaurant Crescini Bakery Panales Luncheonette Martinez Bakery Jos ie Bakery Bayanihan Hotel and Restaurant New City Kitchenette Vegetable Store Monte Rice Mill Vargas Rice Mill Layland Trading Construction Supply Id eal Lumber Cottage Industry Quimpo Woodwork Wood Crop Sawmill and Furniture Shop Flores Furniture Shop Arandia Door and Sash Contractor Andalis Rice Mill Dy Kitchenette Mabolo Rice Mill England Bakery and Kitchenette Naga P a c if ic Bakery Bicolana Rice Mill Naga Restaurant Garden Restaurant P. Hernandez Store Rendezvous Store Moderna Bakery Felix Kitchenette Moderna Kitchenette Pansit Malabon Restaurant New England Restaurant 147
Romero R estaurant and Bakery Social LBR and Hardware Isarog Hardware and Lumber Taboco Lumber New Camarines Lumber Tony Ric Kitchenette Agricultural Products New Allied Bakery Republic Bakery Native Agricultural Products Sawpaguita Bakery and Restaurant Mendoza Furniture Layosa Furniture Fernandez By Forest Product Dealer
V-Ornamental Horticulture
Imperial Florist Store Vasmayor Garden Center Citrus Propagation Nursery Center La Roca Ailes Resort Buhi Citrus Progagation Juliet Garden Center Plant Progagation Llorin Citrus Progagation Capital H ills Ornamental Nursery P ili Garden Center Majorie Nursery Rempola Store Lozano Gift Shop Corporal Nursery Vargas Nursery D'Roy Florist and Gift Shop Rose Garden Center Erson Ornamental Plant and G ift Shop G. B. R. Garden Center Orchids Garden and G ift Shop
Vl-W ildlife and Recreation
Baao Gallery A pollo Zoo Baao Playground Park Balatan Forest Nursery Extension & W ildlife Conservation Children Playground Park Buhi Forest and W ildlife Conservation Elgar Taxiderm Store Nabua W ild life C onservation Nabua C hildren Playground Park Forest Nursery Extension & W ildlife Conservation 148
P ill Children Playground Iriga City Children Playground Iriga City Park Forest Extension and W ildlife Conservation UNEP Taxiderm Service New Metro Theatre Victor Bichara & Sons Inc. Naga Bowling Lanes Bachelors' Billiard Hall Fishery Floating House Landong Gallery Bato Playgound Bato W ildlife Conservation
V II-Farm S e r v ic e
Badong Welding Shop Big 4 Marketing Baao Parish Cooperative & Credit Union Blacksmith Shop Getty Oil & Gas Station Villareal Store Welding 8c Repair Shop Hollow Black Manufacturing Ocampo G a so lin e D ealer Bato Welding Shop Bato Furniture Shop Bato Blacksmith Shop National Power Corporation of the Bicol Region Lake Buhi-Barit River Hydro Electrical Plant St. Francis of Assisi Parish Coop & Credit Union Inc. Sabinorio Welding Shop Buhi Hollow Block Manufacturer Electric Power Supplies Guavez Furniture Shop Brinas Cabinet 8c Furniture Shop Corral Blacksmith Shop Yorobe Iron Work & Welding Shop Building Contractor Brinas Auto Repair Shop Brinas Welding Shop P i l i Welding Shop 8c Iron Works Vulcanizing & Repair Shop Auto Repair Shop Farm Machine Repair Shop Farm Welding Shop, Plumbing Emila Farm Service Iron Works 8t Farm Implements Electrical Repair Shop Romy Repair Shop Belmonte Furniture Shop Layosa 8c Sons Furniture Iriga City Cement Sales Store Moondust Concrete Products 14
S t. Peter Life Plan Insular Life Assurance Co. Inc. People’s Commercial Trading Celestial Memorial Plan Philippine Telegraph & Telephone Corporation Bureau of Telecom Welding Sc Iron Works Blacksmith Shop UNEP Welding Shop Joe Welding Shop Gonzaga Welding Shop Welding & Machine Shop Consumers Service Kanlaon Broadcasting System Lamsco & Welding Shop Auto Repair & Welding Shop Farm Equipment R epair Shop B ic o l E l e c t r ic Company Tinsmith Shop O r ie n ta l Iron Works Caning Engineering Shop Auto Welding Shop A, G. Malineza Enterprise Or 1 ins Battery Shop Dodong Battery Electrical Shop Premier Upholstery G ripm aster Temporo Dy Insurance Company B e lfa s t Insurance Company Northern Broadcasting Company, Inc. Radio Broadcasting System Quick Loan & Credit Corporation The P h ilip p in e L ife American Insurance Company Workmen Insurance Company Pioneer Electrical Sales Sc Repair S^r/ice M. G. B a ttery Shop Insular Life Company, Inc. Hi-Power Machine Shop Motor Cycle Parts, & Welding Shop Parro Machine Shop Bicol Furniture Sc Sales Service Emar Furniture Sc Sales Service Baza Marketing Corporation Hollow Blocks, Sand & Gravel Contractor Hollow Blocks Sc Tiles Factory Upholstery Furniture & House Equipment Vulcanizing Service Welding Shop Lifeman S e r v ic e Insurance Company II-Agrlcultural Service
Baao Rural Health Vocational Agricultural Extension Service Market Consumers Cooperative Baao Public School Credit Union Baao Vegetable Vendor Association Baao Rural Bank Inc. Cottage Industry Meat Vendors A s s o c ia tio n Balatan Bureau of Forestry Extension Balatan Bureau of Fishery Extension Bureau of Agricultural Extension Bato Public School Credit Union Bato Treasurer's Office Bato R ural Bank Fishery Empounding Pin Rural Health Unit Holy Trinity Academy Bureau of Plant Industry Loloogon Community Development Buhi Irrigation Development Service Buhi Municipal Treasurer's Office Market Collector Bula Municipal Treasurer's Office Nabua Bureau of Agricultural Extension Barit River Irrigation System Bureau o f Land S ib d iv is io n Health Center of Nabua Nabua Rural Bank Uvero Irrigation System Bureau of Plant Industry, Region 5 Camarines Sur Agricultural College Mayon P est C ontrol F e a ti Bank Rural Bank o f Rlnconada Philippine National Bank, Iriga City Branch Quick Loan & Credit Corporation Bureau of Animal Husbandry Bureau of Animal Industry, Naga City Philippine Fisheries Commission Bureau of Forest Development PCI Bank Bureau of Plant Industry National Irrigation Administration Philippine National Bank, Naga City Branch Philippine Veterans Bank Bureau of Agricultural Extension Bicol Savings & Loan Association Commerical Banking Naga City Treasurer's Office 151
P h ilip p in e Developm ent Bank Nueva C aceres Rural Bank P ili Rural Bank Fatima Credit Union Inc. APPENDIX C
152 153
APPENDIX C
The following is a list of the job titles in each of the eight nonfarm agricultural occupational families, including the number of workers found in each job title.
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY______AND JOB TITLES WORKERS Farm Machinery S a le s and Professional S e r v ic e Irrigation Engineers 4 Assistant Engineers 5 Designing Engineer 1 Assistant Designing Engineer 2 Research Engineers 3 Plant Research Engineer 2 Research Draftsman 4 Assistant Research Draftsman 6
T o ta l 27
T ec h n ica l Mechanical Engineer 6 Assistant Mechanical Engineer 9 Electrical Engineer 10 Assistant Electrical Engineer 11
T o ta l 36
M anagerial General Manager 3 Sales Manager 14 Business Manager 5 Shop Manager 3 Owner Manager 2 Parts Manager 4 Branch Manager 1
T o ta l 32
Supervisory Shop Foreman 3 Parts Foreman 7 Shop Supervisor 4 Demonstrator of Car Equip. 2
T o t a l 16 154
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY______AND JOB TITLES WORKERS Farm Machinery S a le s and S a le s S erv ice Salesman 23 Sales clerk 4 Farm Equipment Salesman 25 Parts Salesman 8 Truck Salesman 9
T otal 55
O ffic e Clerk 18 Bookkeeper 25 Posting Clerk 5 Office Secretary 10 Accountant 6 O ffic e Helper 15 Total 75
S k ille d Mechanics 164 Service man 25 Truck Mechanics 43 Partsman 26 Shop Worker 89 Welder 19 P ain ter 8 Small engine repair man 15 T ractor m echanics 24 Farm Equipment Mechanic 19
T otal 432
Semi-skilled Truck D river 58 Mechanic Helper 31 Warehouseman 12 Welder Helper 13 Delivery man 43 Laborer 123 T ractor D river 19
T o ta l 299 155
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB TITLES______WORKERS F^arm Machinery U n sk illed S a les and P orter 6 S erv ice Common Laborer 42
T otal
Total Farm Machinery Sales and Service 1,038
Farm S u p p lies and Equipment Professional Pharmacist 5 Agronomist 6 Nutritionist 2 F o rester 1
T otal IT"
T eehn ical Field Technician 2 Chemist 1
T otal T
M anagerial Manager 17 Genera] Manager 8 Sales Manager 6 Farm Store Manager 12 Parts Manager 3 Market Manager 5 Grocery Manager 10 Office Manager 7 Treasurer 2 Shop Manager 3 Mill Manager 5 Farm Store Manager 6 Personnel Manager 3 Firm Manager 3 Parts Manager 4 Produce Manager 5
T o t a l 156
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB TITLES WORKERS
Supervisory General Foreman 2 Plant Superintendent 2 Fertilizer Superintendent 1 Mill Superintendent 2
T otal 7
S a les Salesman 51 S a le s c le r k 21 Store clerk 28 Farm Store Saleman 12 Sales Lady 23 Sales Girl 19 Feed Buyer 6 Field Salesman 5 Sales Correspondent 3 Sales Representative 4 Clerk Delivery man 6 Gas Salesman 5 Farm Pharmaceutical Buyer 4 Livestock Salesman 4 Commission Agent 4 Pure has i ng Agent 5
T otal 200
O ffic e Chief accountant 5 Bookkeeper 16 S ecreta ry 17 Assistant Secretary 8 Receiving Clerk 6 C ashier 5 General Clerk 5 Office employees 4
T o ta l 55”
S k ille d Mechanics 9 Tire recapman 6 M ille r 6 Farm S erv ice man 8 Butcher 14
T o t a l 43 157
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB TITLES WORKERS
Semi-skilled Maintenance man 19 Poultry Service Man 6 Truck driver 19 Assembly Man 36 Egg Grader 12 Seed Dryer 2
T otal 9T
U n sk illed Laborer 34 Truck Helper 12 P orter 6 Driver's Helper 6
T otal 53T
Farm Supplies and Equipment,Total 584
Lives*uok and Poultry Professional Hog & Swine Specialist 2
T echn ical Inspector Grader 1 Cattle Buyer 2 Total 3"
M anagerial Owner Manager 3 Egg Dept, Manager 2 Retail Sale Manager 6 Milk Production Manager 1 Personnel Manager 4 Merchandise Manager 2 Dairy & Poultry Manager 1 Farm Manager 2 Office Manager 4 Field Manager 3 Manager & Cattle Buyer 2 Management 16 Wholesale Manager 2 Merchandise Manager 8 T o ta l 56 15
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY______AND JOB TITLES WORKERS Livestock and P o u ltry Supervisory 0
S a le s Salesman 37 Route Salesm an 12 Sales Lady 8 Buyer 15 Hotel Restaurant & Inst, Salesm an 3 Merchandising Man 19 Purchasing Agent 9 Livestock Buyer 10 Market Clerk 3
T o ta l 116
O ffic e Bookkeeper 4 C ashier 5 C lerk 5 Office Worker 3 We ightmaster 2 Receiving Clerk 3 Clerical Help 2 Total 2T
S k ille d Slaughter, Butcher 9 Meat Cutter 11 Pasteurizer Operator 2 Raw Milk Pick-up Man 4 Electrician 3 Milk Purification Operator 3 Processor (poultry) 8 Short Time Operator 3
T o ta l
Semi-skilled Slaughter 4 Butc her He1pe r 9 Grader 8 Truck Driver 6 Routeman's Helper 4 Maintenance Man 4 Processor 3 Meat wrapper 2 T o t a l 4 0 159
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB TITLES WORKERS Livestock and ... Poultry Unskilled Common la b o r e r 79
Livestock and Poultry Total...... 363
Crops, Forestry Professional and Soil District Forest Superintendent 1 Conservat ion Technical 0
M anagerial Manager Agri - Dept 2 General Sugar Mill Manager 1 President 1 Executive Vice-President 1 O ffic e Manager 29 Forestry Manager 2 Land Manager 1 Forest By-Product Manager 1 Farm Manager 1 Owner Manager 8 Truck Manager 1 S a le s Manager 19 Plant Manager 3 Store Manager 4 Market Manager 2 Total 7?>
Supervisory Assistant Forest Superintendent 1
Sa le s Rice Buyer 8 Rice Buyer Grader 3 Timber Buyer 5 Merchant 9 Salesm an 12 Buyer 7 Cane Buyer 8 Dairy clerk 1
T o ta l 53 160
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB TITLES WORKERS C rops, F o restry Office “ ~~ and S o il C ashier 8 Conservation Clerk Typist 6 Cane Weigher 4 Bookkeeper 5 Accountant 3 Administrative Officer 2 Timekeeper 2 Secretary 1 Recorder Clerk 1 Secretary-Treasurer 1 Payroll-Clerk 1
T otal 33
S k ille d Forest Ranger 59 Mechanic 12 Forest Foreman 16 Radio Operator 5 Heavy Equipment Operator 3 Lumber r.rnHor 25 Welder 3 Carpenter 2 Electrician 3 Craf tsmr.n 4 Truck Driver 27 Sawyer 40 Maintenance Man 4 Weigher 21 Loader Operator 25 Lumber Checker 7 Rice Dryer Operator 12 Grain Inspector 6 F ie ld Man 14
T o ta l 288
Semi-skilled Maintenance Helper 4 Log S ca ler 5 We 1 de r He 1 pe r 4 Mill Employees 17 Truck D rivers 12 Utility Man 4 Delivery Man 6 Mill laborer 18 Sawman 6 Miller Maintenance 7 161
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB TITLES WORKERS Crops , Forestry Semi-skilled (conT t ) and Soil Tractor Operator and Driver 24 Conservation Forester Aid 9 Resaw Operator 2
T o ta l TlS
U n sk ille d Field Workers 65 P o rter 3 Warehouse Man 4 Laborer 21
T o ta l 5T
Total Crops, Forestry and Soil Conservation 664
Ornamental Professional Horticulture Landscape Architect 1 Landscape Specialist 1
T o ta l T
Technical 0
M anagerial Nursery Manager 4 Small House Plant Manager 6 Manager Retail Sales 3
T o ta l n r
Supervisory Foreman 3 Nursery Foreman 2 Plant Supervisors 2
T o ta l T
S a le s Sales Clerk 9 Designer Sales Man 2 Dispatcher 4 Landscape Sales Man 3
T o ta l TST 162
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY ______AND JOB TITLES______WORKERS Ornamental Horticulture Office 0
S k ille d Floral Designer 4 D esig n er 3 Propagator 2 Mechanic 1 Flower Arrangers 3 Budder Cutter 2 Total 13
Semi-Skilled Nursery Man 2 P o tte r 1 Grower 1 Forest Helper 2 Truck Driver 1 Landscape Gardener 1
Total 5
Unsk i 1 led D e liv e r y Boy 2 Gardener 3 Landscape Laborer 2 Nursery Helper 3 Greenhouse Attendant 2 Laborer 4
T o ta l T3
Ornamental Horticulture Total ...... 79
Wildlife and Professional Recreation Biologist 1 Horticulturist 1
T o ta l IT
T e c h n ic a l Biologist-Aid 11 Waste Disposal Inspector 4
T o t a l T 3 16
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB TITLES WORKERS W ildlife and M anageria1 Recreat ion Park Superintendent 1 Assistant Park Superintendent 1 Wildlife Manager 3 Refuge Manager 4 Manager 8 Assistant Manager 4 Owner Manager 3 Assistant Manager & Salesman 3 General Manager 4
T o ta l 51
Supervisory Park Ranger 1 Recreation Area Supervisor 1 Total 2 Sales 0
O ffic e Refuse Clerk 8 Clerk 7 C ash ier 4 Bookkeeper 2
Total 51
S k ille d Taxidermist 3 Buldoozer Operator 5 Mechanic 6 Chief Greenkeeper 7 Heavy Equipment Operator 4
T o ta l 2 5
Semi-skilled Grasskeeper 5 Gardener 10 M aintenance Man 16 Truck Driver 4 Assistant Greenkeeper 3 F ish Farm H elper 2 Equipment Operator 2
T o t a l 164
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB TITLES______WORKERS W ildlife aril Unskilled ~ ' R e crea tio n Park Attendant 10 Groundkeeper 21 Assistant Greenskeeper 22 Caretaker 5 Laborer 14 Golf Course Employee 4 Total 75
Wildlife and Recreation Total ...... 214
Farm S e r v ic e Professional Mechanical Engineer 2 Chemist Bacteriologist 1 Regional Agricultural Director 1 Assistant Regional Director 1 Agricultural Engineer 4 Home Economics Demonstrators 4 Agricultural Supervisor 4 Administration Officer 4
T o ta l 21
Tec h n ica l Service Technician 9 Inspector 8 Breeding Technician 7 Artificial Inseminator 5 Draftsman 3 Sanitarian 1 Pest Control Technician 2
T o ta l H5
M anagerial Manager 17 Sales Manager 27 Pest Control Division Manager 4 President 2 Vice-President 2 District Manager 6 Termite Division Manager 3 Farm Loan Manager 7 Treasurer-Office Manager 7 Manager-Accountant 5 Agency Manager 8 Credit Manager 4 General Manager 7
T o t a l 9 9 OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB TITLES______WORKERS Farm S e r v ic e "Supervisory Line Superintendent 1 S u p erv iso r 1 F ie ld Man 1
T o ta l 7
S a le s S a le s Man 6 Service Agent 4 Purchasing Agent 3 Advertising Salesman 2 Public Relations Man 1
T o ta l TS
Of f ic e Bookkeeper 14 C lerk 12 T reasu rer 8 C ash ier 9 Accountant 3 S e c r e ta r y 8 D isp a tch er 5 Office Worker 7
T o ta l
S k ille d M echanics 138 B lack sm ith 16 Service Man 112 Welder 12 Lineman 23 Heavy Equipment Operator 65 C arpenter 37 Machine Operator 31 Buldoozer Operator 18 Plumbers 23 Sheet Metal Mechanic 39 Appliance Mechanic 37 Cement Batch Operator 11
T o ta l 166
OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB TITLES WORKERS Farm Service SemT-S’kilTe T o ta l 55 U n sk ille d Warehouse H elper 13 Delivery Man 15 Electrician Helper 6 Laborer 24 Sheet Metal Helper 5 Truck Driver's Helpers 8 G eneral H elper 12 T o ta l 83 Farm S e r v ic e T o t a l ...... 941 Agricultural Professional S e r v ic e Research Agronomist 8 Vocational Agricultural Teacher 361 Vocational Agri-Specialist 11 Regional Director, Dept of A gri. 1 Assistant Regional Director 1 Veterinarian 5 Pathologist 3 Plant Entymologist 2 Pest Control Superintendent 1 Superintendent Nat'1. Agr, C o lle g e 1 P r o fe sso r o f Agonomy 3 Professor Animal Science 4 Professor of Agri. Engineering 3 Chemical Engineer 2 Research Forester 3 F o r e ste r 6 C ounselor 15 Home Demonstration Agent 41 Agronomist 12 Ass. Prof. of Horticulture 3 Ass. Prof. Poultry Science 2 Ag1". E n gin eer 6 16 : OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY______AND JOB TITLES ______WORKERS Agricultural Professional (con *t ) S e r v ic e Biologist 6 Voc. Agr. Supervisor 17 Soil Scientist 2 Geologist 3 Instructor 96 Assistant Home Demonstration Agent 49 Animal Husbandry Men 21 Forestry Consultant 14 C iv il E ngineer 12 R ice Breeder 17 Prof. In Agriculture 3 Soil Conservationist 7 Forester Administrator 4 Land Administrator 13 Livestock Director 2 Construction Engineer 10 Supervisors 22 Agri. Marketing Service S u p erv iso r 13 Agr. Commodity Grader 9 Hydraulic Engineer 3 Chemist 15 Entomologist 2 Pathologist 1 Agri Economist 2 Forester Adm. (Range) 3 Animal Husbandry 12 Forestry Consultant 11 Station Superintendent 1 T o ta l T e c h n ic a l Milk Technician 2 Livestock Inspector 13 Marketing Specialist 4 Soil Conservation Technician 5 Warehouse Examiner 6 Field Representative 78 Poultry Product Inspector 4 Fresh Fruit( Vegetable Inspector 12 Pest Control Inspector 8 Draftsman 7 Soil Conservation Aid 11 Inspector 15 Poultry Grader 6 Horticulture Inspector 31 168 OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY AND JOB T I T L E S ______WORKERS Ag r i c u 11 u r a 1 'Technical (Con ’ t ) S e r v ic e Conservation Technician 12 Agri. Engineering Aid 8 District Supervisor Aid 48 Asst. Forester 15 Seed Technician 13 Grain Inspector 6 Credit Examiner 8 Agr. Research Technician 5 Farm P lanner 4 Total ” 3 7 1 M anagerial President 1 Manager 5 Office Manager 4 Vice-President 2 District Manager 3 Executive Vice-President 2 Owner Manager 5 Administrative Officer 6 Loan Department 2 T o ta l 3T5 Supervisory Supervisors 7 Area Supervisors 15 Field Superintendent 1 Horticulture Foreman 6 Farm Supervisors 13 Horticulture Supervisor 17 Performance Supervisdr 19 District Supervisor 5 Farm Loan Supervisor 14 T o ta l 97 S a le s 0 O ffic e Clerk Typist 132 Secretary 46 Program c le r k 21 Chief Clerk 3 Bookkeeper 7 C ashier 8 General Clerk 18 169 OCCUPATIONAL LEVEL OF DEVELOPMENT NUMBER OF FAMILY______AND JOB TITLES______WORKERS Agricultural Office (Con’t) Service Assistant Cashier 6 Performance Clerk 23 T e lle r 18 Collector 23 Investigator 25 Receptionist 12 T o ta l ~ 3T 2 S k ille d Surveyor 20 Asst. to Engineering Aid 27 Farm M echanics 45 Asst. Farm Mechanics 38 Heavy Mechanic Operator 22 Auto Mechanics 18 Field Reporter 42 Equipment Operator 26 Industrial Service Operator 55 T o ta l 293 Semi-skilled Veterinarian 48 Veterinarian asst. 36 Farm Laborers 156 Fire and Control Workers 49 Plant Pest Control Worker 85 Dairy Laborer 15 Student Farm Laborer 122 Research Helper 33 District Aid 30 Grader 32 Pest Control Assistant 76 Plumbers Helpers 18 T otal 707) U n sk ille d Gardener 13 Veterinarian HospitalHelper 4 J a n ito r 17 Laborer 10 G rain Sampler 10 T o ta l 5T Agricultural Service Total 2 ,701 APPENDIX D 170 171 APPENDIX D Louisiana State University Baton Rouge, Louisiana 70803 U. S. A. December 21, 1974 Dear Sir/Madam: In connection with my research study at Louisiana State University entitled, "Nonfarm Agricultural Employment in Iriga City with Implications for Developing Training Programs," I have selected your firm as one of those that can provide me the data I need in this study. I am enclos ing herewith two forms which contain the hind of information I need. I shall send one of my interns in your office to explain to you some of those items in the questionnaire which you may not understand and at the same time to inter view some of your employees, on Saturday, January 3, 1975. I shall appreciate your kind attention and cooperation you can extend on this matter. Very respectfully, Remedios R. A lf e lo r CURRICULUM VITA The writer was born on December 30, 1915, in the small town of Oas, Albay, Philippines. She has four sisters anti four brothers. She married Felix 0. Alfelor, Sr., a lawyer, educator, politician, and businessman, on March 31, 1937. They have eight living children, most of whom are now professionals. Two of them are lawyers, one a physician, one a nurse and a dietician, three have finished Business Administration and the youngest is now a first year student in the College of Medicine. She obtained her elementary education in Iriga City in 1929. Through an entrance examination, she qualified to take the normal course which she finished in 1933. She started as a classroom teacher immediately after her graduation. In 1935, a Civil Service Examination was given by the government for which she qualified. In 1936 she was given a permanent position as a teacher. She continued teaching in the public school from 1933 to 1947. She experienced teaching all the elementary grades: eight years in Grade I, three years in Grade II, two years in Grade III, one year in Grade IV, three years in the Intermediate grades. Principal teacher was the last position she had in the public school. After World War II, there was a need for more schools all over the country which the government could not cope 172 173 with. Her husband with some other close relatives formed a c o r p o r a tio n and s t a r t e d a p r iv a te sc h o o l named Mabini Memorial School in Iriga. The Bureau of Private School approved the application of the corporation. The school started to function in 1948 with a population of 1,000 students, comprising the elementary, secondary,(general course) and college level with Education, Liberal Arts and Commerce being the courses offered. This private institution is now called the University of Northeastern Philippines, which has a population of more than 7,000 students. In 1951 she finished her Bachelor of Science in Education, major in English, minor in History. She started teaching English in the high school department of the Mabini Memorial College from 1952 to 1964. In 1964 she finished her Master of Arts in Education, major in Guidance and Counseling at the Philippine Women’s University, Manila. In 1974, in the same University she obtained her degree of Dr. of Education, major in Adminis tration and Supervision of the Secondary Schools. She started teaching in the college department at the Mabini Memorial Colleges and handled most of the education sub jects in 1974. It was also in this year that the college designated her as the Dean of the College of Education. In 1973-1974, before she came to the United States, she was designated as the Dean of the Graduate School of the Mabini Memorial College which is now the University of Northeastern Philippines. 174 She is affiliated with the following national educa tional organizations, namely: Philippine Society for Curriculum Development Philippine Guidance and Personnel Association Philippine Graduate School Association Philippine Association of Colleges and Universities Philippine Registrars' Association of Schools, Colleges and Universities Philippine Association of University Women She is affiliated with the following civic organizations, name1y : Girl Scouts of the Philippines Soroptimist Club of the Philippines Daughters of Isabela P h ilip p in e C a th o lic Women's League P h ilip p in e Women's Ciub P h ilip p in e Women's V oters A s so c ia tio n On May 1974 she enrolled at the Louisiana State University, Baton Rouge, under a fellowship program. On December 1975 she graduated with a Ph.D. Degree, major in Vocational Agricultural Education, minor in Industrial Education, at Louisiana State University, Baton Rouge. EXAMINATION ANIJ THESIS REPORT Candidate: Reined ios R. Alfelor M.t |t)i Held: Vocational Agricultural Education I it It- ut I hcsis Nonfarm Agricultural Occupations in Rinconada D istrict and in Naga City, Camarines Sur Province with Implications for Developing Training Programs Appt-nrd: Mititif Prnlf'ssiir ;mi! Chairman EXAMINING COMMITTEE - - t I t e <>t I' x.miinat ion: October 28, 1975