Employability Readiness of Senior High School Learners: Proposed Skills Integration Plan

This study assessed the employability readiness of senior high school learners at Compostela National High School (Day Class), Poblacion, Compostela, Cebu, in 2025, as the basis for a proposed Skills Integration Plan. Anchored in Experiential Learning Theory, the Employability Skills Framework, Career Development Theory, Human Capital Theory, and Social Cognitive Career Theory, the study employed a descriptive-correlational research design involving 64 senior high school learners selected through random sampling. Data were gathered using an adapted structured questionnaire assessing respondents’ profiles, employability competencies, exposure to skills development opportunities, and challenges encountered in employment preparation. Percentages, weighted means, and Pearson’s product-moment correlation coefficient were used for statistical analysis. Findings revealed that respondents demonstrated generally good competencies in communication, problem-solving, numeracy, information and communication technology, teamwork, independent study, innovation, planning and organizing, time management, and self-management. However, exposure to skills development opportunities was rated as sometimes (3.04), while employment preparation challenges were also encountered sometimes (2.87), particularly difficulties involving numerical problem-solving. A significant strong positive relationship was established between skills competence and opportunity exposure (r = 0.669), resulting in the rejection of the null hypothesis at the 0.05 significance level. The study concluded that greater exposure to skills development opportunities was associated with higher employability competence. It recommended strengthening practical learning, industry partnerships, teacher development, and competency-based instruction through the proposed Skills Integration Plan. The study aligns with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 17 (Partnerships for the Goals). Its potential sustainability contribution lies in supporting continuous educational improvement, workforce preparation, and institutional collaboration through evidence-based skills development initiatives.