Competency Readiness of Public Administration Students in a State University for Government Service: A Basis for an Enhancement Program

Abstract

Competency readiness is a crucial indicator of how well students are prepared to transition from the classroom to the professional demands of public service. This study assessed the competency readiness of second-year Bachelor of Science in Public Administration students at Nueva Vizcaya State University- Bambang Campus as basis for an enhancement program. Using a descriptive-quantitative research design, a sample of 95 students was selected through Slovin’s formula with a 5% margin of error. A structured survey instrument was employed to measure three domains of competencies: cognitive and technical, interpersonal and communication, and personal and ethical. Findings revealed that students exhibited moderate overall readiness. They scored highest in personal and ethical competencies, particularly in integrity and motivation for public service, but obtained the lowest scores in cognitive and technical competencies, especially in digital literacy and research skills. Statistical analysis indicated no significant differences in readiness by gender; however, academic performance and leadership involvement emerged as significant factors. The results underscore the need for structured interventions to strengthen students’ technical and interpersonal skills while sustaining their ethical values. Consequently, an enhancement program was proposed to address the identified gaps, focusing on knowledge enrichment, skills development, digital literacy, and values integration. This study contributes to the growing discourse on competency-based education in public administration and offers practical insights for improving the preparedness of future public servants.