Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 45 no. 10 (2025)

Contextualizing Skills Training Effectiveness: A Profile-Based Evaluation of the ASK Livelihood Project in Barangay Talipapa, Philippines

Rosebell Tungol | Rene Boy Abiva | Frederick Manalastas | Edison Diego

Discipline: Education

 

Abstract:

Persistent socio-economic inequalities continue to hinder inclusive development in the Philippines, particularly among urban poor communities. The Alalay sa Kabuhayan (ASK) Project in Barangay Talipapa was implemented to address these disparities by equipping marginalized adults with livelihood skills to enhance employability and self-sufficiency. This study aimed to examine how participant profiles influenced the delivery and learning outcomes of the ASK Project. Utilizing a convergent parallel mixed-methods design, quantitative data were gathered through pretest-posttest surveys and training evaluation questionnaires from 120 participants, while qualitative data were collected via semistructured interviews with 15 purposively selected participants and observations during training sessions. Quantitative analysis revealed that participant age, educational attainment, and income levels significantly affected their engagement and perception of training relevance and delivery (p < .05). Qualitative thematic analysis identified major themes, including empowerment through skill acquisition, perceived relevance to daily livelihood needs, and suggestions for longer, more interactive sessions with improved instructional materials. Integration of quantitative and qualitative strands demonstrated that while training delivery was generally effective, variations in learning outcomes were linked to demographic factors, emphasizing the need for tailored training approaches. Overall, participants reported cognitive gains in livelihood knowledge, attitudinal shifts towards self-reliance, and behavioral intentions to apply skills learned for income generation. The study concluded that customizing modules to diverse learner profiles, enhancing facilitation strategies, providing continuous post-training support, and institutionalizing feedback mechanisms can optimize the impact and sustainability of community-based livelihood programs. These findings contribute to strengthening adult education practices and advancing inclusive local development efforts.



References:

  1. Acosta, P. A., & Avalos, J. (2018). Do training programs generate local spillovers? Evidence from the Philippines. World Bank.
  2. Boonying, W. (2017). Development of training evaluation model based on the CIPP and Kirkpatrick’s Four Levels Evaluation Model. International Journal of Research in Education and Science, 3(2), 295–300. https://doi.org/10.21890/ijres.327901
  3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  4. Chua, N. H. M., & Yunus, M. M. (2020). Roll dice: An effective method to improve writing skills among Year 3 pupils in constructing SVOA sentences. Universal Journal of Educational Research, 8(10), 4741–4749. https://doi.org/10.13189/ujer.2020.081038
  5. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
  6. Creswell, J. W., & Plano Clark, V. L. (2021). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
  7. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
  8. De Guzman, M. T., & Martinez, R. L. (2021). Adult education and skills training among urban poor communities in the Philippines: Challenges and prospects. Philippine Journal of Community Development, 47(2), 45–60.
  9. Dejene, Y. (2015). Women’s empowerment and livelihood development: Best practices from Ethiopia. UN Women.
  10. Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
  11. Ito, H., Subol, M., & Pascual, D. (2023). The Padayon Model: Integrating graduation approaches for sustainable livelihoods in Western Visayas. Journal of Social Development Research, 29(2), 34–52.
  12. Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels (2nd ed.). Berrett-Koehler Publishers.
  13. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler Publishers.
  14. Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
  15. Mendoza, E. N., Apa-ap, M. J., & Amoroso, V. B. (2024). Sustaining livelihoods in protected areas: Lessons from state-initiated projects in Mt. Hamiguitan Range Wildlife Sanctuary, Southern Philippines. International Journal of Rural Management, 20(3), 295–312. https://doi.org/10.1177/09730052241231087
  16. Merriam, S. B., & Baumgartner, L. L. (2021). Adult learning: Linking theory and practice. Jossey-Bass.
  17. National Economic and Development Authority. (2016). AmBisyon Natin 2040: A long-term vision for the Philippines. https://2040.neda.gov.ph
  18. National Economic and Development Authority. (2023). Philippine Development Plan 2023–2028. https://pdp.neda.gov.ph
  19. Phillips, J. J., & Phillips, P. P. (2016). Handbook of training evaluation and measurement methods (4th ed.). Routledge.
  20. Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497. https://doi.org/10.1002/nur.20147
  21. Quijano, C. R. (2019). Towards inclusive livelihood education: Case studies from Philippine urban poor communities. Journal of Non-Formal Education, 15(2), 89–103.
  22. Reyes, C. M., Tabuga, A. D., & Asis, R. D. (2020). Understanding employment patterns in poor communities: Evidence from selected urban barangays in the Philippines. Philippine Institute for Development Studies. https://pidswebs.pids.gov.ph
  23. Tuazon, J. M. (2020). Barangay-based livelihood projects: Assessing training gaps and success stories. Philippine Journal of Social Development, 30(1), 55–72.
  24. Tungol, R. V., & Abiva, R. B. E. (2025). Development and validation of a training evaluation instrument for community extension programs at MVGFC. MVGFC Research Journal, 3–5.
  25. UNESCO. (2016). Global report on adult learning and education (GRALE III). UNESCO Institute for Lifelong Learning.
  26. UNDP (2021). Transforming our world: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda
  27. Villanueva, J., Sarmiento, R., & De Castro, C. (2021). Livelihood development in Bacolod: A case of community-based skills training. Philippine Journal of Development Studies, 43(1), 21–39.
  28. Villanueva, M. M., Sigaya, S. S., Maricon, E., & Pedrosa, E. A. (2021). Sustainable Livelihood Program for Purok Arao, Barangay Vista Alegre, Bacolod City, Negros Occidental, Philippines. Kalamboan (STI West Negros University), 1, 43–57. https://doi.org/10.61864/kalamboan.v1i1.6.
  29. World Bank. (2023). Skills development in the Philippines: Trends, constraints, and policy responses. World Bank.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic