ABSTRACT
This study used a descriptive-qualitative research design under phenomenology to formulate policy recommendations on the career paths of Science, Technology, Engineering, and Mathematics (STEM)graduates. Twenty-five (25) participants, who graduated from 2017-2018 to 2021-2022, were selected through purposive sampling. An interview guide, validated by experts, was used to gather data. The data collected were analyzed using thematic analysis. The study found that most STEM graduates pursued college degrees, often based on family and friends' suggestions. Fifteen (15) took courses aligned with their STEM strand, while nine (9) pursued unrelated fields, and one (1) chose to stop after graduation. The findings suggest a need to reassess senior high school program objectives and implement proper orientation to ensure career path alignment.
Keywords: Career Path, STEM Graduates, Policy Recommendation
INTRODUCTION
The Philippine educational system underwent a major reform in 2012 with the K–12 Basic Education Program, later institutionalized by Republic Act No. 10533. This transition added two years of Senior High School (SHS) to better prepare students for higher education, employment, and entrepreneurship. While designed to bridge the gap between secondary school and professional life, the early implementation was often met with confusion regarding the program's long-term utility.
Compared to neighboring Southeast Asian nations, the Philippines' K–12 system is a recent development. It requires students to complete both Junior and Senior High School for university eligibility. A core feature of SHS is the "tracking" system, which requires students to choose a specific strand—such as STEM—based on their interests and career goals (Enderun, 2025).
This specialized structure aims to foster more informed academic and professional decision-making (Cueva, 2022). The STEM strand specifically serves as a primary pathway for careers in medicine, engineering, and technology (Rin et al., 2021). Beyond individual success, these pathways are intended to drive national social and economic progress (DepEd, as cited in Rin et al., 2021).
The shift toward a strand-based curriculum was also intended to reduce the skills mismatch that has long plagued the Philippine labor market. By allowing students to specialize early, the Department of Education aimed to create a more seamless transition from the classroom to high-value technical sectors. This alignment is crucial not only for the global competitiveness of Filipino graduates but also for the internal stability of the country's developing economy, which increasingly relies on innovation and scientific expertise.
However, a disconnect often exists between the program’s design and graduate outcomes. While the STEM curriculum focuses on science and technology, many graduates eventually pursue non-aligned degrees, enter the workforce immediately, or face educational delays due to financial or personal constraints. These non-linear paths suggest a significant gap in the efficacy of the current system, indicating that academic preparation alone may not be sufficient to overcome external socio-economic pressures or shifting personal priorities during the transition to adulthood.
Moreover, external factors like family expectations and peer pressure often complicate career choices, sometimes overriding the specialized training received in Senior High School. Such deviations challenge the sustainability of the K–12 tracking system and the adequacy of existing career guidance. Analyzing these shifts is therefore vital to determine if mismatches stem from systemic gaps or naturally evolving student interests.
This study investigated the 2017–2022 career trajectories of STEM graduates in Iloilo to bridge the gap between policy and practice. By analyzing academic choices and work experiences, the research aimed to provide data-driven recommendations for improving career guidance and support systems for future graduates.
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