Assessing the Basic Computational Skills for Livelihood Opportunities of the Out-of-School Youth

Abstract

Fostering fundamental computational skills is a global challenge, yet a significant "low awareness" gap persists among marginalized groups regarding the link between numeracy and economic agency. This study assessed the basic computational skills of Out-of-School Youth (OSY) in Tabogon, Cebu (N = 138), utilizing a quantitative descriptive-correlational design to identify skill gaps hindering sustainable livelihoods. Data collected via structured assessments of arithmetic and financial literacy were analyzed using Pearson’s r and weighted means. Findings reveal a "skills-mobility paradox": while 74.64% reached secondary education, 54.35% remain unemployed. Proficiency declined sharply from basic arithmetic (67.39% excellence) to strategic tasks like pricing and inventory management (M = 3.20). Crucially, educational attainment showed no significant correlation with skills, whereas age correlated significantly with mastery of fractions (r = .250, p = .003), suggesting that functional numeracy is driven more by experiential learning than by formal schooling. A stark "aspirational dissonance" exists, as 63.77% desire entrepreneurship despite minimal engagement. The study concludes that the secondary curriculum remains decoupled from rural economic demands, leaving OSY with survivalist arithmetic but lacking strategic numeracy. It is recommended that the Alternative Learning System (ALS) transition to a "Livelihood Lab" model that prioritizes socialized, hands-on learning. Interventions should integrate strategic numeracy—such as profit forecasting—directly into collaborative workshops to bridge the gap between educational attainment and productive economic participation.