Addressing Socio-economic Problem: Out-of-school Youth English Proficiency Assessment and Training

Abstract

The socio-economic issue involving the out-of-school youth necessitates paramount action. Using Tomlinson’s model, emphasizing the essential qualities of the learners, the study assesses the learning profile, learning interest, and learning readiness of the out-of-school youth. A convergent parallel mixed-methods research approach was employed, utilizing a survey with self-assessment checklists and semi-structured interviews. The respondent-informants demonstrated an intermediate level of proficiency in speaking and writing, as confirmed during the interview. Their communication skills were affected by their poor grammar, limited vocabulary, and low self-confidence. Seven of them were in senior high school, and one was a first-year college student. Seven of them got pregnant while studying, leading them to quit schooling, and one of them had to stop schooling to give financial help to his parents. They all shared their stories about the struggles they had faced in life. They sacrificed their studies to fulfil their motherhood roles and responsibilities. Despite their turmoil, they were assiduous in improving their stature. They demonstrated their interest and readiness to enhance their knowledge and skills in the English language as part of their preparation for returning to school or seeking employment. Their awareness of the practicality and indispensability of developing their English proficiency motivated them to seize any English learning opportunity. Their learning profile, interest, and readiness imply that they are in dire need of guidance and support. The learner assessment results indicate that the English proficiency training is a mitigating step in addressing the socio-economic problems faced by out-of-school youth.