A TRACER STUDY OF TERTIARY EDUCATION SUBSIDY (TES) GRANTEES OF SAINT MICHAEL COLLEGE OF CARAGA

Abstract

This study traced the graduates who were Tertiary Education Subsidy (TES) grantees of Saint Michael College of Caraga (SMCC) from School Year 2019 to 2024 to assess their demographic profile, employability outcomes, and experiences with institutional support services. Anchored on Human Capital Theory, the research examined whether investments in education through TES translated into employment, income generation, and skill development. A multi-method research design was employed, integrating quantitative and qualitative approaches. Survey data were collected from 306 TES graduates using a modified CHED Graduate Tracer Study (GTS) instrument, while 12 participants underwent semi-structured interviews. Descriptive statistics (frequency and percentage) were used for quantitative analysis, and thematic analysis was applied to qualitative data. Findings revealed that most graduates were young (20–25 years old), single, and early in their careers. While 76.47% were employed, primarily in the education sector, the majority held entry-level positions and earned below ₱15,000 in their first job. A significant proportion secured employment within six months after graduation, indicating favorable employability outcomes. However, only 21.5% of total TES grantees during the period graduated, revealing retention concerns. Qualitative findings showed that both technical (IT/computer) and non-technical ./(communication, problem-solving, human relations) skills acquired during college positively contributed to workplace performance, though gaps in advanced digital competencies, particularly in Excel functions, were identified. The study affirms the contribution of TES and institutional support services to graduate employability while highlighting the need to strengthen retention mechanisms, industry linkages, digital skill integration, and graduate tracking systems. These findings provide empirical evidence for policy enhancement, curriculum responsiveness, and strategic improvement of student support services to ensure sustained alignment with labor market demands.