feasibility of opening an ict course in tablon, cagayan de oro city
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Feasibility of Opening
A Four-Year Ladderized
ICT Course for the
Out-of-School Youths and
Adults in Barangay Tablon,
Cagayan de Oro City
Submitted to
DR. RICARDO E. ROTORAS For DEM 611 – Quantitative Approaches to Management
Mindanao University of Science and Technology
Submitted by
RAY BUTCH D. MAHINAY Ph.D. in Educational Planning and Management 1
School Year 2010-2011
2
I N T R O D U C T I O N
The advent of Information and Communications Technology (ICT) and the global
village has made it imperative for children, youth and adults today to gain access to
information through various means. This requires learners to develop skills in ICT to
keep in step with the rest of the world. The changes brought about by shifting national
development goals as well as emerging needs and demands of a high-wired society,
technological advances and various forms of transformation requires that everyone
strive for a well-rounded and relevant education.
In the National Statistics Office-Region X website, it has been recorded in 2008
that the majority (or 38%) of the TVET enrollees are with the ICT-related courses. It must
sound good for a country aiming for technological advancement that many has the
interest to ICT. Apparently though, the mushrooming of computer schools is not a
guarantee that everybody has the access to ICT training considering its high tuition
costs.
It is in the Philippine Education for All (EFA) 2015 National Action Plan that there
should be universal coverage of out-of-school youths and adults (OSYAs) in the provision
of learning needs. Acknowledging that ICT skills are basic nowadays, this calls for an
action to bring these people back to the classroom setting where they will experience
fundamental computer training.
If the 41,945 barangays in our country will work for this cause, the EFA National
Action Plan is attainable. RA 7160 or the Local Government Code of 1991 can give a legal
ground as it states that “subject to availability of funds and to existing laws, rules and
regulations the LGU shall establish and provide for the operation of vocational and
technological schools and similar post-secondary institutions…” It is seen that if every
Filipino is skilled, it provides the formula for economic success as a nation.
Hence, it is proposed that there will be an offering of a four-year ladderized ICT course
for the OSYAs in Barangay Tablon, Cagayan de Oro City through its local government. Capsule
details of its system and feasibility are presented herein.
3
The main objective of this study is to determine the technical and financial
feasibility of offering a four-year ladderized ICT course for OSYAs in Barangay Tablon,
Cagayan de Oro City.
Specifically, this study aims the following:
1. To assess the technical considerations of the course offering which includes the
(a) possible enrollment; (b) training site and facilities; (c) administration and
management; (d) curriculum; and (e) trainors.
2. To evaluate the financial aspects of the project such that it will be affordable to
the OSYAs and self-sustaining in its long-term implementation.
Figure 1. Schema for the feasibility study showing the collaboration of LGU-Tablon and Tablon
NHS in offering a 4-year ladderized ICT course in the barangay.
O B J E C T I V E S O F T H E S T U D Y
C O N C E P T U A L D E S I G N
LOCAL GOVERNMENT
UNIT OF BARANGAY
TABLON
(RA 7160)
TABLON NATIONAL HIGH
SCHOOL
(TRAINING CENTER)
COURSE OFFERING ON 4-
YEAR LADDERIZED ICT
COURSE
PC OPERATIONS NC II
COMPUTER HARDWARE
SERVICING NC II
4
This feasibility study employed qualitative and quantitative methods. The
qualitative method dwelt on the unstructured interaction of the researcher to the
different offices (i.e. Tablon-LGU, DepEd, TESDA) which establishes the concept and
legal frameworks.
The quantitative part was used to gather and analyze necessary data such as
enrollment possibility and the financial viability of the project.
Tablon is located 10.8 km east of Cagayan de Oro City. It is the largest barangay
of the city consisting of 15 puroks. The barangay has a land area of 43,810, 130 sq.m.
which represents 8% of the total land area of Cagayan de Oro City.
As of 2003 SRA-MBN census, there are 3,502 households in the barangay.
Tablon has 11 learning institutions for early child development, 9 of which are
public and 2 are private. It also has 3 public schools which offer complete elementary
education, namely: Tablon ES, Linangohan ES and Palalan ES, and 1 high school, Tablon
NHS.
Tablon NHS will serve as the training center of the 4-year ladderized ICT course.
First step taken by the researcher was interviewing different officials to ask for
the possibility of the project with keen consideration to its legalities.
With a go-signal from these officials, the next move was conducting a survey
within the barangay premises. The survey form consists of mere five items only. The
survey forms were distributed to the academic institutions, LGU-Tablon, NGOs, and
other local stakeholders.
R E S E A R C H D E S I G N
L O C A L E O F T H E P R O J E C T
D A T A G A T H E R I N G P R O C E D U R E
5
With the retrieval of the survey forms, financial analyses were initiated. Based
on the responses, a possible number of enrollees were calculated. Knowing the
enrolment in turns determines the expected cost and expected income of the project.
Moreover in the financial analysis, the following must be found out:
1. Unit cost per trainee
2. Variable cost per trainee
3. Breakeven quantity and revenue
4. Net present value as an investment evaluation
5. Payback period
On the Interaction with Officials
1. The Barangay Captain in the person of Honorable Romeo R. Bacarro is supportive
to the noble aims of the project.
2. LGU-Tablon is willing to cover initial costs when the findings of this feasibility
study is good and with the understanding that the project in the long run will be
self-sustaining.
3. The principal of Tablon NHS is likewise eager to cooperate with the project.
4. Tablon NHS has an ICT Lab and two ICT coordinators, Mr. Ray Butch D. Mahinay
and Mrs. Christine D. Babida. With the recommendation of the school principal,
these coordinators will be the trainers for this project’s 4-year ladderized ICT
course.
5. The curriculum to use will be drafted by the ICT coordinators and will be
approved by the LGU-Tablon and TESDA.
6. Coordination to TESDA will be done by the ICT coordinators for the NC issuance
matters.
K E Y A S S U M P T I O N S A N D F I N D I N G S
6
On the Survey
7. More than 100 survey forms were distributed and the percentage of retrieval is
75%.
8. The results of the survey are summed up on Table 1.
Table 1. Summary of Survey Results
Item Yes No
f % f %
Do you have plans of taking up
computer course?
57 76% 18 24%
Would you enroll to a computer
course if it is partly sponsored by the
Barangay Tablon Council?
62 83% 13 17%
Would you enroll if the training center
will be at Tablon NHS-ICT laboratory?
52 69% 23 31%
What are your chances to enroll on
the course if it will be offered on SY
2011-2012?
- 100% that I will enroll
- 75% that I will enroll
- 50% that I will enroll
- 25% that I will enroll
31 15 10 6
50% 24% 16% 10%
Would you recommend this to your
neighborhood as an opportunity of
learning?
72 96% 3 4%
7
Computer Facilities
Tablon NHS has 11 functional computers acquired through the project of
Department of Trade and Industry (DTI) which is the Personal Computers for Public
Schools - Phase 3. Some of the specifications of the computers include: operating
system is Windows XP, has CD-ROM component and complete accessories like
keyboard, mouse and speakers.
The computers are four years old already from the time it was properly received.
Computer maintenance is limited due to the school’s budgetary constraints so the ICT
coordinators shared that prior to the implementation of the project, the computers’
defective parts must be fixed.
Internet Connection
Through DepEd Order No. 50, the DepEd Internet Connectivity Project (DICP)
made almost all public secondary schools wired to the internet. Tablon NHS has Globe
Telecom as its internet service provider (ISP). There are area in the campus that are wi-fi
spots such as the ICT Lab, TLE Lab, Faculty Office and Principal’s Office.
ICT Trainers’ Profile
The following are the trainers of the 4-year ladderized ICT course:
1. Ray Butch D. Mahinay, MASE
Doctor of Philosophy in Educational Planning and Management (PhD EPM) –
currently pursuing, Mindanao University of Science and Technology
Master of Arts in Science Education (MASE), Bukidnon State University-Main
Campus
With ICT training in the national, regional and divisional levels
School Rank: Teacher III
T E C H N I C A L O U T L I N E
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2. Christine D. Babida
Master of Technician Teacher Education (MTTE) – currently pursuing, Mindanao
University of Science and Technology
With ICT training in the national, regional and divisional levels
School Rank: Teacher I
3. Sidney D. Badiang, CoE
Bachelor of Science in Computer Engineering, Mindanao University of Science
and Technology
Affiliated with UCBP as head computer engineer
Has wide exposure in computer programming and computer hardware
maintenance
Organization
The organization of the project is headed by the LGU-Tablon which will have
direct connection with Tablon NHS as its project implementer. These two offices will
coordinate with DepEd, CHED and TESDA. Figure 2 shows the organization chart of the
project.
Figure 2. The organizational chart showing the hierarchy of responsibilities and flow of
coordination and affairs.
LGU-Tablon
Tablon NHS
ICT Coordinators / Trainers
OSYAs / Trainees
CHED
DepEd TESDA
9
Curriculum
The curriculum to be used is patterned after the DepEd’s TLE-Career Pathways
structure. For every year, there are corresponding skills to be developed. Within four
years, there will be a total of 12 skills acquired that includes entrepreneurship
development. After years 1 and 3, the trainee is qualified to take two exams for him to
get two national certificates (level II) respectively. In Figure 3, the curriculum is
presented with the methodical arrangement of the skills and their equivalent career
being ladderized in nature.
Figure 3. The structure of the curriculum with the skills and their equivalent career that
a trainee can opt to do after series of ICT courses is shown systematically. This is to
show the benefit of ladderized training.
10
Class Schedule
Since the project is collaborated with Tablon NHS which has its own class
program, the ICT training schedule will fall on schedules where there are no classes for
the high school students. There can only be three options: (1) every 5-6 PM of Monday
to Friday; (2) 7 AM-12 NN of Saturdays; and (3) 1-6 PM of Saturdays.
Course Fees
Since this is a barangay project, there is subsidy in the fees so the trainees are
not so burdened financially. Also, the subsidy in the course fees can ensure
sustainability to the trainee’s end. For every skill, the rate per student will be Php
1000.00. Twenty-five percent (or Php 250.00) will be subsidized by the LGU-Tablon.
Table 2. Course fees in the 4 year levels per trainee.
Year Level Skill Rate per Skill Subsidy from
the LGU-Tablon
Rate to be paid by the trainees
First Year
●PC Operations Php 1000 Php 250 Php 750 ●Word Processing Php 1000 Php 250 Php 750 ●Spreadsheet Php 1000 Php 250 Php 750 ●Presentation Php 1000 Php 250 Php 750
Total, Year 1 Php 4000 Php 1000 Php 3000
Second Year
●Photo Editing Php 1000 Php 250 Php 750 ●Desktop Publishing
Php 1000 Php 250 Php 750
●Internet and Email
Php 1000 Php 250 Php 750
Total, Year 2 Php 3000 Php 750 Php 2250
Third Year
●Basic Webpage Design
Php 1000 Php 250 Php 750
●Basic Programming
Php 1000 Php 250 Php 750
●Basic Data Management
Php 1000 Php 250 Php 750
●Computer Assembly, Maintenance and
Php 1000 Php 250 Php 750
F I N A N C I A L A N A L Y S I S
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Troubleshooting
Total, Year 3 Php 4000 Php 1000 Php 3000
Fourth Year ●Entrepreneurship Development
Php 1000 Php 250 Php 750
Total, Year 4 Php 1000 Php 250 Php 750 Grand Total Php 12000 Php 3000 Php 9000
Number of Enrollees
Uniform probability distribution was used to assign corresponding weight in
every question. There will be 35 OSYAs who are certain to sign up on June 2011.
Contribution Income Statement
The following is the contribution income statement which will show that costs
are classified according to behavior as variable or fixed, and the contribution margin
that goes toward covering fixed costs and providing a profit is emphasized.
Revenues per skill (Php 1,000 x 35 trainees)
Php 35,000 Less variable costs
Trainers’ Honoraria (Php 5000 x 2) Php 10,000
Instructional Materials (Php 250 x 35) Php 8,750
Incidental Expenses Php 2,500 (Php 21,250)
Contribution Margin Php 13,750 Less Fixed Costs
Project’s Counterpart to the School Bills (Electricity + Internet Bills) Php 5,000
Tablon NHS Honoraria Php 3,000 (Php 8,000)
Total Costs Php 29,250
Profit Php 5,750
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Measures Using Contribution Margin
The following will present the unit and variable costs per trainee and the
relevance of the contribution margin, to wit:
Table 3. Total and Per Unit Revenues, Contribution Margin and Costs
Total Per Unit Ratio to Sales
Revenues Php 35,000 Php 1000 1
Variable Costs (Php 21,250) (Php 607.14) (0.61)
Contribution Margin Php 13,750 Php 392.86 0.39
Fixed Costs (Php 8,000)
Overhead (VC+FC) Costs (Php 29,250) Php 835.71
Profit (R-OC) Php 5,750
The contribution margin per unit can be helpful to determine if there will be additional
enrollee. If, for example, there will be an additional 15 enrollees, the increase in profit is
readily determined by multiplying the enrolment increase by the contribution margin
per unit as follows:
15 (additional enrollees) x Php 392.86 = Php 5,892.90 (profit increase)
Break-even Analysis
The break-even point (BEP) occurs at the unit sales volume when total revenues
equal total costs. Beyond this point, increasing levels of profits are achieved. The
formula is as follows:
Therefore, the break-even unit sales volume for this project will be 20 trainees. With a Php
392.86 unit contribution margin and fixed costs of Php 8,000, the project’s break-even point is
20 trainees per skill course. Stated another way, at a Php 392.86 per-unit contribution margin,
20 trainees are required to cover Php 8,000 of fixed costs.
13
Net Present Value
The net present value (NPV) measures the actualized net revenue and indicates
the attractiveness of the project. It is finding the market value of assets or benefits by
taking the present value of future cash flows. The higher the NPV, the more viable is the
plan. For this project, the NPV is shown in Table 4.
Table 4. The Net Present Value for the First 4 Years of Operation
Year Operating Cost Income Net Cash Flow Annual PV
1 29,250 35,000 5,750 5,476.19
2 58,500 70,000 11,500 10,430.84
3 87,750 105,000 17,250 14,901.20
4 117,500 140,000 22,500 18,510.81
∑ = 57,000 NPV = 19,319.03
Assuming that the initial cost is set at Php 30,000 and the interest rate is 5%, the NPV
can be computed. Using the standard NPV formula, the NPV of this project in its four
years of operation is Php 19,319.03. Therefore, it can be said that the project of offering
a 4-year ladderized ICT course is feasible.
Payback Period
The payback period (PBP) is a measure of time required for an initial investment
to be recovered, neglecting the time value of money. Using the standard PBP formula,
the PBP of this project is 5.51 or 5 years and 5 months.
14
Table 5 below shows the program of activities that the researcher had set
towards the realization of this project.
Table 5. Program of Activities and Implementation
Activities Months to Implement
J F M A M J J A S O N D
Feasibility Study (Planning stage)
Feasibility Study (Implementation stage)
Feasibility Study (Communicate results)
Agreement of the Project’s Implementation
Training and Preparation
Public Information Drive
Project Implementation
Monitoring and Evaluation
P R O G R A M O F A C T I V I T I E S
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In this feasibility study, it has covered qualitative and quantitative research methods to
meet the set objectives.
For the first objective, the technical part of offering a 4-year ladderized ICT course is
manageable. The training site which is the Tablon NHS is ready and conducive. The ICT
trainers are agreeable to the set-up. All the offices concerned are affirmative and
supportive.
For the second objective, financial analysis presents that the project is feasible
and it only takes 5 years for the initial investment to be recovered.
It is important to note though that the project of offering a 4-year ladderized ICT
course is not a business nor an income-generating project of the barangay. The
proceeds of the revenues that will be collected has to be decided by the offices
concerned.
Having that said, it is recommended that if things can be ironed out, a
memorandum of agreement (MOA) can be met between the LGU-Tablon and Tablon
NHS.
C O N C L U S I O N A N D R E C O M M E N D A T I O N S
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