INEQUALITIES EXPERIENCED BY THE RESPONDENTS IN GETTING EMPLOYMENT IN

ETHER PUBLIC OR PRIVATE ENTERPRISES: THUS, HIRING OF APPLICANTS SHOULD IT BE

BASED ON EDCATIONAL ATTAINMENT VIRSUS LENGTH OF EXPERIENCE

A Research

Presented to the

Faculty of the College of Social Work

Abra Valley Colleges Inc.

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Science in Social Work

 CHAPTER 1

The Problem and Its Background

Introduction

Employment is a cornerstone of individual and family well-being, serving as a primary source of

financial stability and social resources. Access to employment, particularly high-quality jobs, is crucial for

improving the quality of life and overall economic security. However, achieving equitable access to these

opportunities remains a challenge, as job prospects and career advancement are often unevenly distributed

across different demographic groups and geographical areas.

Among the key determinants of employment outcomes, educational attainment and length of experience

frequently emerge as central factors. Educational attainment is widely recognized as a gateway to better job

prospects and career growth. Higher educational qualifications, such as degrees and certifications, signal to

employers that candidates possess specialized knowledge, technical skills, and a commitment to their chosen

fields. For many professions—especially those requiring specific expertise, such as in medicine, engineering, or

academia—educational credentials are essential. Additionally, higher levels of education are generally

associated with increased earning potential and job stability. Education can also offer access to valuable

professional networks and resources, which are crucial for career development and advancement.

Conversely, practical experience gained through employment plays a critical role in the job market.

Length of experience reflects an individual’s hands-on skills, problem-solving abilities, and adaptability in real-

world scenarios. For numerous roles, particularly those requiring industry-specific knowledge or the capacity to

manage complex tasks, relevant work experience can be as valuable, if not more so, than formal education.

Experience highlights an individual's job readiness, reliability, and practical competence—qualities essential for

success in various positions. Furthermore, experienced professionals often benefit from established professional

networks and mentorship opportunities that can enhance career progression.

 The debate between the relative importance of educational attainment versus work experience is further

complicated by intersecting factors such as race, gender, and socioeconomic status. Individuals from

marginalized communities may encounter additional barriers to accessing high-quality education or acquiring

relevant work experience, which can exacerbate existing inequalities and impact employment outcomes in

complex ways. Understanding the interplay between education and experience, and how these factors intersect

with other sources of inequality, is crucial for developing more equitable employment practices and policies.

According to Balestra and Fleischer (2018) suggests that many organizations prioritize either formal

education or practical experience, leading to disparities in hiring practices. This prioritization has fueled a

debate on whether hiring should be based predominantly on educational qualifications or the length of

experience. Advocates for educational attainment argue that formal education provides essential theoretical

knowledge, critical thinking skills, and formal qualifications crucial for specific roles. Conversely, Dobbin and

Kalev (2018) contend that practical, hands-on experience leads to a deeper understanding of job requirements,

adaptability, and problem-solving skills in real-world contexts. Stone and Deadrick (2015) highlight that an

imbalance in valuing one over the other can result in a workforce that may be well-educated but lacks practical

skills, or highly experienced but lacking the theoretical foundation needed for innovation and growth. This

debate underscores the potential benefits of a more balanced approach that considers both education and

experience in hiring practices, which could foster a more diverse and competent workforce.

Further empirical studies provide additional context. In the Philippines, research on the Business Process

Outsourcing (BPO) industry in Metro Manila has shown that while educational attainment correlates with job

performance, this relationship is weak and varies across different industry sectors. This finding suggests that

higher education alone does not always guarantee superior job performance, and practical experience in the

field may be equally or more significant. A broader study of the Filipino labor market reveals that although

education is often viewed as a key determinant of income, it does not fully account for disparities in job

opportunities and wage differences. Factors such as work experience, training, and industry-specific skills play

crucial roles, often having a greater impact on employability than formal educational qualifications.
 Research by Arriola and Mendoza (2019) demonstrates that socioeconomic disparities often limit access

to quality education and professional development, which in turn affects employment prospects. Their study

suggests that while educational qualifications are essential for entering many professional roles, practical

experience becomes increasingly crucial for career advancement, particularly in private enterprises where

hands-on skills are highly valued.

These insights highlight the need for hiring practices to balance educational attainment with work

experience. By evaluating both factors, employers can better assess a candidate’s full range of qualifications,

potentially reducing hiring inequalities and enhancing overall job performance. This research aims to explore

these dynamics further, providing valuable insights for job seekers, educators, and policymakers to improve

employment practices and promote a more equitable labor market.

Conceptual Framework

The model in this study proposes that respondents’ profiles and educational attainment contribute to shaping the

experience in work. Specifically:

Respondents’ Profiles provide context and background, potentially influencing educational choices and

career paths.

Educational Attainment reflects the level and relevance of education and training, which may impact the

respondents’ abilities to perform and grow in their work roles.

Experience in Work is viewed as an outcome that reflects the cumulative impact of profile and education

factors, highlighting how respondents apply their skills and knowledge in the workplace.
 RESPONDENTS PROFILE
 Gender
 Age
 Ethnicity
 Marital Status

EDUCATIONAL ATTAINMENT EXPERIENCE IN WORK

 School  Nature of Work
 Bachelor’s Degree  Length of Experience
 Years Completed  Learning Experience
 Credits Earned
 Special level of skilled learned
 Training undergone related to
one’s work.

Figure 1. Research Paradigm of the Study

Statement of the Problem

This study aims to examine the inequalities faced by individuals in securing employment within

public and private enterprises, focusing on whether hiring practices should emphasize educational attainment or

work experience. The objective is to understand how these criteria impact employment opportunities and

contribute to inequality in hiring practices. Specifically, this research seeks to answer the following questions:

1.What is the demographic profile of the respondents along:

• a. Educational attainment

• b. Length of experience in work?

2.Is there a significant difference in the opinions of the respondents relative to the proposition that

the basis of hiring applicants should be based on educational attainment?

 3.Is there a significant divergence in the opinions of the respondents relative to the proposition that

the basis of hiring applicants should be based on the length of experience in work?

4.What action plan can be introduced to lessen the existence of inequalities in getting

employment?

Hypothesis

There is no significant difference in employment opportunities within public and private

enterprises based on whether hiring is based on educational attainment or the length of work experience6

Certainly! Here’s an alternative “Significance of the Study” section:

Significance of the Study

This study is significant in shedding light on the potential inequalities in hiring practices within

public and private enterprises, specifically examining whether employment opportunities are influenced more

by educational attainment or by work experience. By understanding these dynamics, this research aims to

identify factors that may contribute to unequal access to job opportunities.

The results of this study will benefit the following groups:

Employers and Human Resource Departments – The study’s findings can help these groups

design hiring policies that minimize biases and promote fairness in candidate selection, potentially leading to a

more diverse and skilled workforce.

Government and Policy Makers – Insights from this research may aid in the formulation of

employment policies that support equal opportunity, addressing systemic issues in hiring practices that could

hinder socioeconomic mobility.

Educational and Training Institutions – By understanding the value placed on education versus

experience in hiring, these institutions can better tailor their programs to meet industry expectations, preparing

students and trainees for more competitive job prospects.

 Job Seekers – This study can empower individuals with knowledge about what employers may

prioritize in hiring decisions, enabling them to make informed choices about their own educational and

professional development.

Future Researchers – This study can serve as a foundation for further research into the dynamics

of hiring practices and employment inequalities, encouraging additional studies on effective ways to create

equitable job opportunities

Definition of Terms

For better clarification and understanding of this research the following terms were defined

operationally and conceptually:

Employment Inequalities refers to the unequal opportunities and treatment that individuals

experience in gaining employment, often due to factors such as educational background, work experience,

gender, ethnicity, or socioeconomic status. In this study, it specifically relates to disparities in hiring practices

within public and private enterprises.

Public Enterprises refers to an organizations or agencies that are owned, operated, or funded by

the government. They often provide essential services to the public and may have different hiring standards or

practices compared to private enterprises.

Private Enterprises refers to a businesses or organizations that are owned by individuals or

groups in the private sector, independent of government control. These entities operate for profit and may

prioritize different qualifications in their hiring practices.

Educational Attainment refers to the highest level of education that an individual has completed,

such as a high school diploma, bachelor’s degree, or higher qualifications. In this study, educational attainment

is considered as a factor in determining employment opportunities.

 Work Experience refers to the amount of time or practical experience an individual has spent

working in a specific field or industry. This term is evaluated as an alternative criterion to educational

attainment in hiring decisions.

Hiring Practices refers to the methods, standards, and processes used by organizations to evaluate

and select candidates for employment. This study examines whether hiring practices prioritize educational

qualifications or work experience, potentially leading to inequalities.

Of course! Here are a few additional terms that may be relevant to the study:

Equal Opportunity Employment refers to the principle or policy of ensuring that all individuals

have a fair chance to compete for jobs, without discrimination based on race, gender, age, education, or other

factors. This concept is central to discussions about employment inequalities.

Job Market refers to the demand and supply environment where employers seek to fill positions

and individuals seek employment. The study may consider how hiring criteria, such as educational attainment

or work experience, influence an individual’s competitiveness in the job market.

Capacity Building refers to the programs or initiatives aimed at improving individuals’ skills,

knowledge, and competencies to enhance their employability. This term is relevant to discussions about

potential solutions for reducing employment inequalities.

Bias in Hiring refers to the presence of unfair preferences or prejudices in the hiring process that

can disadvantage certain candidates. Bias may occur based on factors such as educational background or work

experience and is a significant factor in employment inequality.

 Chapter II

Review of Related Literature and Studies

Foreign literature

Overqualification and Job Satisfaction: The Impact of Education and Experience on Career Success" by

Duncan Gallie (2017). Gallie, a sociologist, explores how overqualification impacts workers' job satisfaction,

career growth, and overall employability. This work investigates situations where employees have high

educational credentials but lack specific job experience, often leading to dissatisfaction and limited career

advancement. Gallie examines how overqualification creates a paradox where education is valued but can be a

disadvantage if it isn't paired with relevant experience.

Luis M. Ortiz (2010) study focuses on how educational attainment and job markets matches contribute to

employment inequality. It explores the phenomenon of over education, where employees possess higher

qualifications than required, and how this mismatch affects career advancement and employment stability. The

research argues that over-reliance on educational credentials can lead to inequality in hiring, especially for those

with extensive work experience but lower formal education levels.

According to Joseph Stiglitz (2015), economic inequality in America and discusses how barriers such as

educational and experiential requirements prevent equal access to job opportunities. He suggests that these

structural inequalities are responsible for deepening the wealth gap.Stiglitz explores how economic inequality in

the U.S. has grown dramatically and suggests that structural forces, such as the labor market’s reliance on

educational attainment, are to blame. He argues that requiring higher education and experience for jobs creates

significant barriers for less-privileged individuals, deepening social and economic inequality. He advocates for

policies that would level the playing field, such as better access to education and training for all.

According to the book “Skills and Inequality: Partisan Politics and the Political Economy of Education

Reforms in Western Welfare States" by Marius R. Busemeyer (2015). Busemeyer examines the political

economy of education in Europe, focusing on how different welfare states address inequality through their
educational systems and workforce policies. He discusses how some European countries emphasize skills-based

learning, while others rely on formal credentials, which affects employment opportunities. Busemeyer analyzes

how mismatches between educational credentials and job skills can create labor market inequalities, especially

when experience is undervalued.

Suzanne Mettler (2014) explores the role of higher education in reinforcing social and economic inequalities

in the U.S. She argues that while higher education is often seen as the key to employment and economic

advancement, it is increasingly becoming a barrier for many applicants. The focus on degrees in hiring

practices, often at the expense of valuing work experience, creates inequalities for those who cannot access

higher education due to financial or social constraints. This book addresses how the requirement for educational

attainment in hiring can create inequalities, particularly in public and private sectors that prioritize degrees over

practical experience

Local Literature

The paper "Work Experience vs. Educational Attainment: The Philippine Labor Market" by Maria

C. Magaril (2015) sheds light on an important aspect of the labor market in the Philippines. It highlights the

dilemma faced by many workers where the emphasis on educational qualifications can sometimes overshadow

the value of work experience.

By exploring the trade-off between work experience and educational attainment, the paper brings attention to

how certain job requirements may inadvertently limit opportunities for experienced workers who may not have

the same level of formal education. This issue can contribute to inequality in the labor market by disadvantaging

individuals who have valuable on-the-job experience but lack the specific educational credentials sought by

employers.

Understanding this dynamic is crucial for policymakers, employers, and job seekers alike. It calls for a more

nuanced approach to hiring practices that considers both work experience and educational background to ensure

a fair and inclusive labor market where individuals are judged based on their skills and capabilities rather than

just their formal qualifications.

Overall, this paper provides valuable insights into the challenges faced by workers in navigating the job market

in the Philippines and underscores the importance of addressing the balance between work experience and

educational attainment to promote a more equitable and efficient labor market.

Local Study

The pursuit of employment is a universal human experience, yet the pathways to securing a job can

differ dramatically based on individual circumstances and societal structures. In the realm of local employment,

a persistent debate emerges: should hiring decisions prioritize educational attainment or length of experience?

This essay will delve into the complexities of this dilemma, examining the arguments for both sides and

ultimately advocating for a nuanced approach that considers both factors in tandem.

Advocates for educational attainment argue that formal qualifications serve as a reliable indicator

of an applicant's knowledge, skills, and potential. A degree or certificate signifies a structured learning process,

equipping individuals with theoretical frameworks, critical thinking abilities, and specialized knowledge. In a

competitive job market, employers often seek candidates with specific qualifications to ensure they possess the

necessary tools to contribute effectively. This is particularly relevant in fields like healthcare, engineering, and

education, where specialized knowledge is crucial for safe and efficient practice.

However, proponents of experience emphasize the practical value of hands-on knowledge and

real-world application. Individuals with extensive experience have honed their skills through practical

application, developed problem-solving abilities, and gained valuable insights into industry practices. This

practical knowledge can be invaluable in roles that require immediate action, adaptability, and a deep

understanding of specific industry nuances. Moreover, experience often translates into a strong work ethic, a

proven track record, and valuable networks within the industry.

The debate, however, is not simply a binary choice between education and experience. A nuanced

approach recognizes the inherent value of both. Employers should strive for a balanced perspective, considering

the specific requirements of each role and the unique strengths of individual candidates. For instance, entry-
level positions may prioritize educational attainment to ensure a solid foundation in theoretical knowledge,

while senior roles might favor experience to ensure the successful application of skills and expertise.

Furthermore, the issue of access and opportunity needs to be considered. Individuals from

disadvantaged backgrounds may face barriers to obtaining formal education, making experience a crucial

pathway to employment. Recognizing this disparity, employers can implement programs that value experience

alongside education, providing opportunities for individuals to gain valuable skills and knowledge through

apprenticeships, internships, and mentorship programs.

In conclusion, the hiring dilemma of educational attainment versus experience is not a simple

choice. Both factors play a crucial role in determining an individual's suitability for a job. A balanced approach

that considers the specific requirements of the role, the unique strengths of each candidate, and the broader

context of access and opportunity is essential for fostering a fair and equitable hiring process. By embracing a

holistic perspective, employers can create a more inclusive and dynamic workforce that values both the promise

of education and the wisdom of experience.

References:

Arriola, R. S., & Mendoza, A. M. (2019). Socioeconomic Disparities in Employment Access: An Analysis of

Job Market Inequalities in the Philippines. Philippine Journal of Labor Economics, 12(2), 45-67.

Balestra, C., & Fleischer, L. (2018). Diversity in the Workplace: Strengths and Challenges. OECD Social,

Employment and Migration Working Papers, No. 221.

Dobbin, F., & Kalev, A. (2018). Why Doesn’t Diversity Training Work? The Challenge for Industry and

Academia. Anthropology Now, 10(2), 48-55.

Stone, D. L., & Deadrick, D. L. (2015). Challenges and Opportunities Affecting the Future of Human Resource

Management. Human Resource Management Review, 25(2), 139-145.

Gan, K. O., Miravite, A. K., Mu, S., & Tan, A. L. (2012). A Study on the relationship of educational attainment

and job performance of workers among the six sectors of the business process outsourcing industry in Metro

Manila. De La Salle University.

UNESCO (2023). Employment and career opportunities after graduation: a study on the transition from college

to work in the Philippines.

Gallie, D. (2017). Overqualification and Job Satisfaction: The Impact of Education and Experience on Career

Success. Oxford University Press

Ortiz, L. M. (2010). Over education and mismatch in the labor market: A cross-national analysis of educational

attainment and employment outcomes.

Stiglitz, J. E. (2015). The great divide: Unequal societies and what we can do about them. W.W. Norton &

Company.

Busemeyer, M. R. (2015). Skills and Inequality: Partisan Politics and the Political Economy of Education

Reforms in Western Welfare States. Cambridge University Press

Suzanne Mettler (2014). Degrees of Inequality: How the Politics of Higher Education Sabotaged the American

Dream”