000			03381nam a22003017a 4500
003			OSt
005			20250718175910.0
008			250718b |||||||| |||| 00| 0 eng d
040			_aTUPM _bEnglish _cTUPM _dTUPM _erda
050			_aBTH TX 145 _bA35 2025
100			_aAjijul, Marian G. _eauthor
245			_aEmployment demand and the readiness among 4th year home economics students of tup cuenca extension program/ _cMarian G. Ajijul, Hanna G. Concepcion, and Bernadette J. Rodelas.--
260			_aManila: _bTechnological University of the Philippines, _c2025.
300			_axiv, 89apges: _c29cm.
336			_2rdacontent
337			_2rdamedia
338			_2rdacarrier
500			_aBachelor's thesis
502			_aCollege Of Industrial Education.-- _bBachelor of science in industrial education: _cTechnological University of the Philippines, _d2025.
504			_aIncludes bibliographic references and index.
520			_aThis study centered on how the demands of the job market conform to the career preparedness of 4th-year Home Economics (HE) students under the TVL track in Cuenca Municipality. The results revealed that the HE curriculum imparts certain skill sets such as food safety, creativity, and communication, while industry stakeholders identified some gaps, like stress management, public speaking, and decision-making. Employers from the restaurant world, beauty salons, and the academe also regarded technical skills and soft skills, but gave weight to interpersonal skills and job-specific skills. Students showed moderate skills in these areas, indicating a need for improving the curriculum and training. In the food industry, food safety and sanitation training, rated at 3.90 on average, most followed on the highest priority for this department's graduates' employment. In Beauty Salons, communication, customer service, and creativity were rated high (mean 3.90), thus emphasizing the value of soft skills in user experiences. In Academe, the skills most strongly emphasized are communication, adaptability, and collaboration, which are part of the requirements for having an inclusive and effective learning environment. Managerial Skills result-oriented behavior scored highest with an average of 3.45, indicating some level of direction. Communication Skills, openness to feedback was highest (mean score 3.55), indicating willingness to improve. Problem-Solving Skills, seeking help, collaboration scored high on the scale, 3.50, reflecting good self-awareness. Professional Skills, maintaining positive relationships scored highest (mean 3.45), indicating strong interpersonal abilities. The Home Economics strand has glaring pluses in preparing students for contemporary careers. An enhancement in the curriculum should allow for the teaching to be more aligned with current market expectations, provide more real- world exposure, and support both students and teachers through training and resources. Properly delivered Home Economics education would bridge the gap between school and the workforce, equipping learners with skills crucial for their 21st-century success.
650			_aHome economics
650			_aCareer readiness
650			_a Technical-vocational education
700			_aConcepcion, Hanna G. _eauthor
700			_aRodelas, Bernadette J. _eauthor
942			_2lcc _cBTH CIE _n0
999			_c30486 _d30486