Job that fits for graduates in the Asean integration

Philippines now faces a big challenge with regards to the labor force. The ASEAN Economic Community was made to integrate the economies of the member-countries. The Philippines before was behind academically because of the curriculum used. To address the problem, the Philippines uses the K-12 Program which is an international standard and what the other members of ASEAN use. So, it is important to know what jobs are in-demand so that the students will take the course for the specific job. This study is aimed to know the in-demand jobs of the Southeast Asian nations and to help the Filipinos what’s the best career path they should take for a bigger chance of getting employed in 2017. This study is only limited not beyond the year 2017. This study will help job-seekers to what jobs they have the best chance being employed. A quantitative approach was used in this study. Data were acquired from the 10 members of the Association of the Southeast Asian Nations. Those data are the employment, enrolment, and survival rate of the professionals in each country, in which the countries differ. The countries also differ in their supply, skills, wages, and productivity. From all the acquired information, the researchers found out that the Philippines is second in the highest number of unemployed youth and ranks fourth in the employment rate. The 10 countries also have different in-demand jobs. But all in all, the most in-demand job in Southeast Asia is engineering. This is followed by accounting, teaching, nursing, and IT.


Research Method
The study utilizes a combination of descriptive survey and data analysis method of research. A descriptive survey was used to describe and interpret the data gathered to answer the problems. Data will be generated from the internet; such that there will be no questionnaires to be distributed. The main source of the information is the data from the website of the agencies of the ASEAN members. It is so because the nature of the study requires that information should be retrieved through the website of the concerned agencies. As to problem number 4 of this study, the information are by the level of accreditation since instruments of the accreditation determines some aspects of preparedness of the higher institutions.

Research Subjects and Respondents
The subjects of the research are the ASEAN which is composed of ten members, namely: Indonesia, Malaysia, Philippines, Singapore, Thailand, Brunei, Laos, Myanmar, Vietnam, and Cambodia. The study focuses particularly the respective agencies or department of the countries involved which data are necessary to the study. Specifically, the researcher would look into the agency or department of countries in-charged in keeping the profile or information of the country. In the Philippines, the vital source of information important in this study is the NSO (National Statistics Office). Other agencies or departments may also be useful for other source of information. When information is not available by the subject country, or when the information is withheld by the subject country, third country which possesses the information may also be utilized. In the absence or when information which is important in this study cannot be availed by those processes aforementioned, interview with foreign delegates representing the country may be utilized.

Research Environment
This research utilizes the use of the internet to data mine information that can be retrieved in other countries. The researcher would look into the different agencies of the members of the ASEAN Nations and retrieve necessary information relevant to the study. ASEAN members are Indonesia, Malaysia, Philippines, Singapore, Thailand, Brunei, Laos, Myanmar, Vietnam, and Cambodia. This study will be conducted in the Philippines albeit its subjects are outside it. The reason behind this is the fact that it would be practical to access the information outside the country through the utilization of the internet. Besides, the information in the internet is similar and would render the same result and reliability than actually going to all countries which are members of the ASEAN.
The comparison of the profile of the country is also important to validate the hypotheses of the study. From the data it can be seen the status of the Philippines as compared to other ASEAN members.

Gathering Procedure
After the approval of the Research Design, the researcher will look into the possible and reliable source of information in the country subject of the study. Extracts information from the ten countries of the ASEAN to come up with a data set and transforms it into graphical representation to make it understandable. Aside from the graphs which clearly show the difference among member-states, a table which also shows the comparison in all aspects vital to Integration 2015 is also shown. From there, the next step to be done is to generate conclusion. The above process is in line with database and data management, data pre-processing, and inference considerations.

Statistical Treatment of Data
The results were tallied and tabulated. The researcher uses data mining technique in gathering information and applies correlation analyses through the use of MINITAB software. The research basically utilizes correlation to compare and contrast the countries of the ASEAN nations in the aspect of education and employability brought about by Economic Integration. Regression is also employed to various variables to see the difference between and among the variables.

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter includes the presentation, analysis and interpretation of data gathered by the researchers from the secondary data used. This chapter also contains the presentation of data in tabular and figure form along with its interpretation.

A. RESPONDENT PROFILES AND THEIR EDUCATION SYSTEM BRUNEI DARUSSALAM
Brunei Darussalam is the smallest ASEAN member state with a population of over 400,000. Its per capita GDP in 2011 was US$38,703, making it the second highest for any of the ASEAN member states. Brunei was considered by World Bank as 'high income'. With a view of securing the nation's future in global economy, Brunei Darussalam is now investing strongly in its education system. (ASEAN State Education Report, 2014) e-ISSN : 2620 3502 p-ISSN : 2615 3785 International Journal on Integrated Education The Education System of Brunei Darussalam has a 6-5-2 structure, that is, six years of primary, five years of secondary and two years of pre-university studies. Under the Compulsory Education Act of 2011, all children aged 6 to 15 years old must be educated of at least 9 years.
With the data retrieved from ASEAN State of Education Report 2013, Table 2 shows the Net enrolment rate  and Table 3  Cambodia is considered as one of the least developed ASEAN member state. It has a population of around 16,000,000.Its GDP per capita was only US$879 in 2011 despite the impressive economic rates since mid-1990s. It is a youthful nation with almost one-third of its population aged 0-14 years old.(ASEAN State Education Report, 2014) The Education System of Cambodia has a 6-3-3 pattern which consists of six years of primary, three years of lower secondary and three years of upper secondary studies. It is a must that children aged 6 to 15 attend school. About 3.1 million children were enrolled in primary schools, of who the majority are from rural areas.
The Ministry of Education, Youth and Sport along with stakeholders in the community established a community learning center in TbongKhmum village, Kong Pisey district, KongpongSpeu province on June 1, 2011. This is an example of sustainable operation. The community helped with repairing and furnishing additional equipment for study in occupational skills such as tailoring, traditional music and wedding planning.
It can be seen in the data, the number of female enrolled in the community learning centers increased from 1,438 in 2006 to 6,217 in 2013. The reason behind this increase is because of the skills offered were appealing to the females and responded to the labour market demands.
In Table 6, it show the number of students enrolled in Higher Education over time. It can be seen that the female students enrolled have increased which means that more female students have access in Higher Education.

INDONESIA
An archipelago of over 17,000 islands, Indonesia has a population of over 250,000,000. Being an archipelago, it is a challenge for Indonesia in delivering a well-integrated education system. Its level of GDP per capita was US$3,563 in 2011, and the World Bank classifies Indonesia as 'middle-income'.
In Indonesia, the Education System structure follows the pattern of 6-3-3, that is, six years of primary, three years of lower secondary and three years of upper secondary studies. Indonesia's school system is considered as the fourth largest in the world. It has over 50 million students with about three million teachers and more than 300,000 schools.
The Table 7  Lao People's Democratic (Lao PDR) was classified by World Bank as 'lower middle income' with its GDP per capita level of $1,279 in 2011. Lao PDR has a total population of almost 7,000,000. Laos has at least 49 different ethnic nationalities and some communities were remote, thus, challenging the government in delivering of education, following a curriculum that is relevant to the whole country.
In Laos, their Education System follows the 5-4-3 pattern which consists of five years of primary, four years of lower secondary and three years of upper secondary studies. Primary School for children is compulsory. Malaysia has a total population of about 31,000,000. Its economy is rapidly expanding and its level of GDP per capita in 2011 is US$9,941 which makes it a 'upper middle income' by World Bank.

MALAYSIA
The Education System of Malaysia has a pattern of 6-3-2. It consists of six years of primary schools, three years of lower secondary school and two years of upper secondary school.
Due to the commitment of the Government of Malaysia to education, Malaysia continues to expand the access to students to other levels of education, which in turn, a great majority of students now move on to secondary education with near universal lower secondary education. From 45 percent in the 1980's, the enrolment rate in the upper secondary education increases to 82 percent today. There are also an increasing number of students who pursues their post-secondary and tertiary education.
In Table 11, the number of enrolled students in different levels is shown while the Survival Rates of Students in Malaysia is shown in Table 12 With a total population of over 54,000,000, Myanmar is considered as the second largest in Southeast Asia. Its GDP per capita is only US$875 in 2011. It has 135 ethnic groups which is a distinct characteristic of Myanmar because of its ethnic diversity.
Myanmar follows the pattern 5-4-2 in their Education System, that is, five years of primary education, four years of lower secondary and two years of upper secondary. However, this structure is under review and to be replaced with a 5-4-3 structure. It can be seen that the survival rate of students in the university qualification has a decent value and is increasing over time.

PHILIPPINES
The Philippines is an archipelago with over 7,000 islands. It has a total population of over 103,000,000. Its GDP per capita in 2011 was US$2,341. It is a multi-linguistic country with thirteen common languages with Filipino as its national language.
Philippines' Education System has a pattern of 6-4-2, which recently switches from a ten-year curriculum to twelve-year curriculum. It consists of six years of elementary school, four years of junior high school and two years in senior high school. e-ISSN : 2620 3502 p-ISSN : 2615 3785 International Journal on Integrated Education The education system of Philippines is also called K to 12. Under this curriculum, a tech-voc track will be offered at the junior and senior high school levels. Graduates from this program are expected to be equipped and are employable when they exit the Grade 10 and 12 through National Certification I and II.

SINGAPORE
Singapore has a population of over 5,700,000 and has the highest GDP per capita level with US$50,130 in 2011 of any ASEAN member states. It is a very competitive nation and was ranked as second out of 144 on its global competitiveness index by the World Economic Forum.
The Education System of Singapore follows the pattern of 6-4-2, that is, six years of primary, four years of secondary and two years of pre-university studies. They also engage in the delivery of degree programs offered by foreign universities. It can be seen that Singapore has an impressive Net Enrolment rate in Primary level with a perfect score of 100 percent. The number of students is also increasing every year. The survival rates also reflect a positive image to Singapore. Thailand has a population of over 68,000,000 with a GDP per capita of US$5,116 in 2011. It ranked 38 th in the world in terms of global competitiveness and was considered by World Bank as 'upper middle income'. Its median age is 35.1 years which is older than other ASEAN member states.

THAILAND
In regards to their Education System, Thailand follows the pattern 6-3-3 which consists of six years of primary, three years of lower secondary and three years in upper secondary studies.
In Figure 4,

VIETNAM
With a population of almost 650,000,000, Vietnam had a GDP per capita in 2011 of US$1,403 and was classified by World Bank as a 'lower-middle-income'. With the combined efforts of the education sector, the local authorities, and other institutions, the overall quality of education in Vietnam has increased since 2000.
With a 5-4-3 pattern in education system, students in Vietnam undergoes five years in primary, four years in lower secondary and two years in upper secondary studies. In higher education, about 16% of their students enrolled in private universities or college. With the above information, it is showed that most of ASEAN member states has a 11-year curriculum or 12-year curriculum which is the reason for the Philippines to restructure their education system from 10-year curriculum to 12-year curriculum. Also, from the gathered secondary data, it can be seen that if all the students from each member states are combined, a big population of students would show how hard the competition from different ASEAN member states is when it comes to job-seeking.  Table 20, it can be seen that the ASEAN member states differ in terms of supply, skills, wages and productivity. Singapore, according to the data, has the highest money wage while Lao PDR has the lowest. In regards with the Labour productivity, Brunei is the highest, followed by Singapore and then Malaysia. It can be observed that Productivity varies greatly and correlates with the skills of the workers.

B. EMPLOYMENT RATE OF ASEAN MEMBER STATES
In Figure 5, the unemployment rate of each member states is shown.
SOURCE: ASEAN COMMUNITY 2015 Figure 5. Unemployment rate, total and youth, most recent year (per cent) It can be seen from the data that a lot of Indonesian youths are unemployed, followed by the Filipinos while the Lao PDR and Thailand has the lowest number of unemployed youths.
The employment rate is shown in Table 21.  In relation to the total population of each ASEAN member states, Indonesia has the largest population and also has the largest employment rate followed by Vietnam which has the third largest population. Philippines which has the second largest population falls fourth in the employment rate.
With the above information, it can be seen that even though the Philippines has the second largest population, it is still behind in regards to employment rate. This just implies that the unemployment rate of the Filipinos is high. With the ASEAN Integration, this is quite concerning.

C. IN-DEMAND JOBS IN THE ASEAN-MEMBER STATES
The researchers, to know the in-demand jobs in each ASEAN member states, have gathered information from trusted and reliable sources online and these are the secondary data they have gathered.
"Brunei needs more male youths to pursue a career in nursing," HjhSiti Mariam said, the Deputy Permanent Secretary of Health (Administration and Finance) in The Brunei Times. She also said that Brunei needs more male nurses to cater the male patients. (2015) Cambodian students, on the other hand, chose to study accounting, the second most popular area of focus after English according to statistics from the Ministry of Education, Youth and Sports. However, according to National Employment Agency, while those people who seeks accounting, audit and taxation jobs constitutes to 13.5 percent when such jobs only has 5.8 percent of employer needs. (2013) Chemistry, physics, biology, design, geography, sociology, psychology, fine arts and public administration, on the other hand, are less popular with less than 1,000 students enrolled which has the possibility to be in-demand because according to Kieng Rotana, vice president of Pannasastra University of Cambodia, "Students who choose subjects that few are interested in will easily get a high income since its demand in the market." Professor Som Chan Sovandra, the vice director of the psychology department at the Royal University, on the other hand, said, "In the Cambodian context, there are a lot of jobs available for psychology students." (Phearon and Sokunthea, 2013) Regarding Indonesia, a special professional recruitment firm Robert Walters' director Rob Bryson told The Jakarta Post that, "A good command of written and spoken English is a qualification job-seekers looking to join multinationals in Indonesia must possess. As more companies work toward increased cohesion among business units, professionals who understand the business partnering role of their function are highly sought after." Bryson also said that there is a high demand for skills among accounting and finance candidates, risk and compliance sector. There will also be more job opportunities for asset managers, investment bankers and insurance specialist. (2015) For Lao PDR, according to Labour Minister OnechanhThammavong, it needs to bring in 70,000 more foreign for the country has a shortage of skilled labour. She added that with the lack of trained domestic workforce, 90,000 foreign workers are required to be employed to meet the demands of business operating in the country. (Vandenbrink, 2013) A senior adviser to the Lao National Chamber of Commerce and Industry shared in the business forum in Vietiane that the country needs more than 31,000 workers in the garment, processing, tourism, steel, furniture, and construction industries. Out of these information, Table 23 shows the mentioned jobs in each ASEAN-member states.

COUNTRY IN-DEMAND JOBS Brunei
Nursing (  The researchers organized and classified the jobs according to the type of occupation as provided by the International Labour Organization (ILO) and the result is provided in Table 24.

Occupation
In  The researchers also combined and tallied the in-demand jobs according to the times it is mentioned in each ASEAN member states and the result is shown in Figure 6. In this chapter, the summary of the research and the conclusion are presented. Recommendations for upcoming researches are also offered by the researchers.

SUMMARY
As the ASEAN Community 2015 was implemented, the Southeast Asian region became a single market. This means that there is a free flow of goods, skilled workers and products between the ASEAN member states. With these, job-seekers from different ASEAN member states can now work in the Philippines while Filipinos can also work abroad. The ten-year curriculum of the Philippines was replaced by the K to 12 Program for the graduates of the old curriculum were still unequipped in the workplace.
In this study, the researchers used secondary data. The ten-member states are the respondents of this study, thus, information about these states were garnered by the researchers. The main aim of this study is to produce a list of in-demand jobs in each ASEAN member states to be a guide to Filipino job-seekers in their quest of finding jobs within the Philippines or abroad if they wish to in the year 2017. To come up with the list, the researchers first did an in-depth research about the ASEAN member states of their background profiles alongside their education system. The employment and unemployment rate were also gathered and analyzed by the researchers.
The review of related literature tackled about the reason behind why K to 12 was implemented and how important it is in the ASEAN Integration. The background of Association of Southeast Asian Nations is also given alongside its ten-member states. ASEAN Economic Community was also talked about. Opinions from different officials and infamous people about these topics were also compiled and provided.
With the help of the secondary data, the researchers found out that most of the education system of the ASEAN member states has either 11-year or 12-year curriculum. The Philippines also has a high unemployment rate although it has the second largest population in Southeast Asia. A list of in-demand jobs were also produced at the end of the study.

CONCLUSIONS
With the creation of ASEAN Economic Community, the member-states including the citizens will be able to join in the free flow of capital, labor, services, goods, and foreign investments. In this research, the researchers acquired data from the 10 member of the ASEAN to know the in-demand jobs in each ASEAN-member states and list the possible jobs the Filipinos can apply either locally or abroad in 2017.
The 10 countries have different enrolment rate, survival rate of students in primary, secondary, and tertiary level, employment rate, supply, skills, wages and productivity. Singapore has the highest money wage while Lao PDR has the lowest. With regards to the labor productivity, Brunei is the highest, followed by Singapore then Malaysia. Out of the 10 member-states of ASEAN, Indonesia has the highest number of unemployed youth and followed by the Philippines. But on the contrary, Indonesia, having the largest population, has the largest total of employment rate. The country which has the lowest number of unemployed number of youth is Thailand. Philippines which has the second largest population falls fourth in the employment rate. Despite having the second largest population of the ASEAN members, the Philippines still falls in fourth of the employment rate.

Nursing Accounting Engineering IT Teachers Managers Others
The reason for this may be because of the 10-year curriculum of the Philippines before. Being a competitive country and as a member of the ASEAN, the implementation of K-12 Program in the Philippines is a big help to the country in the competition in entering the labor force. Filipino professionals will be more prepared for work. The graduates of the new curriculum will have a bigger chance of being employed.
The 10 members of ASEAN have different in-demand jobs in their country. From all the in-demand jobs of the different ASEAN member-states, the most in-demand job in Southeast Asia is engineering followed by manager, accounting, teaching, nursing, and IT. Locally, in the Philippines, the in-demand jobs are Doctor, Engineering, Accounting, Computer Programming, Draftsman, Animating, Agriculturist, Electrician and Teaching.

RECOMMENDATIONS
The purpose of this study is to know the in-demand jobs in each ASEAN-member states and the possible jobs the Filipinos can apply in the year 2017. The researches recommended study on the in-demand jobs of the ASEAN countries beyond 2017. Also, a study to compare the number of graduates in 2017 and their courses taken of the 10 Southeast Asian countries is recommended. After acquiring the exact number of college students, their courses will be compared to know what course has the highest number of takers. From the data acquired, the researches will be able to know the course would have the biggest competition. The bigger number the students who take the course, the bigger the chance of being employed. The recommended study's purpose is to know what course is best to take and would have the bigger chance of getting employed in other Southeast Asian countries.