Ajijul, Marian G.  <br/><br/>
Employment demand and the readiness among 4th year home economics students of tup cuenca extension program/ 
Marian G. Ajijul, Hanna G. Concepcion, and Bernadette J. Rodelas.-- 
 - Manila:	  Technological University of the Philippines,	  2025. 
 - xiv, 89apges:  29cm. 
<br/><br/> Bachelor's thesis<br/> 
<br/><br/>College Of Industrial Education.--<br/> 
<br/><br/>Includes bibliographic references and index. 
<br/><br/> This study centered on how the demands of the job market conform<br/>to the career preparedness of 4th-year Home Economics (HE) students under the<br/>TVL track in Cuenca Municipality. The results revealed that the HE curriculum<br/>imparts certain skill sets such as food safety, creativity, and communication, while<br/>industry stakeholders identified some gaps, like stress management, public<br/>speaking, and decision-making. Employers from the restaurant world, beauty<br/>salons, and the academe also regarded technical skills and soft skills, but gave<br/>weight to interpersonal skills and job-specific skills. Students showed moderate<br/>skills in these areas, indicating a need for improving the curriculum and training.<br/>In the food industry, food safety and sanitation training, rated at 3.90 on<br/>average, most followed on the highest priority for this department's graduates'<br/>employment. In Beauty Salons, communication, customer service, and creativity<br/>were rated high (mean 3.90), thus emphasizing the value of soft skills in user<br/>experiences. In Academe, the skills most strongly emphasized are communication,<br/>adaptability, and collaboration, which are part of the requirements for having an<br/>inclusive and effective learning environment. Managerial Skills result-oriented<br/>behavior scored highest with an average of 3.45, indicating some level of direction.<br/>Communication Skills, openness to feedback was highest (mean score 3.55),<br/>indicating willingness to improve. Problem-Solving Skills, seeking help,<br/>collaboration scored high on the scale, 3.50, reflecting good self-awareness.<br/>Professional Skills, maintaining positive relationships scored highest (mean 3.45),<br/>indicating strong interpersonal abilities.<br/>The Home Economics strand has glaring pluses in preparing students for<br/>contemporary careers. An enhancement in the curriculum should allow for the<br/>teaching to be more aligned with current market expectations, provide more real-<br/>world exposure, and support both students and teachers through training and<br/>resources. Properly delivered Home Economics education would bridge the gap<br/>between school and the workforce, equipping learners with skills crucial for their<br/>21st-century success. 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Home economics<br/>Career readiness<br/> Technical-vocational education
<br/><br/><label>LC Class. No.: </label>BTH TX 145  / A35 2025