A ROADMAP TO THE

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13 Δεκ 2013 (πριν από 3 χρόνια και 7 μήνες)

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A ROADMAP TO THE
PHILIPPINES’ FUTURE:
TOWARDS A KNOWLEDGE
-
BASED ECONOMY

“We are entering a new age, an age of
knowledge, in which the key strategic
resource necessary for prosperity has
become knowledge itself


educated
people, their ideas and innovation, and
their entrepreneurial spirit.”

(Bloch, 1988)


Regions must create
and sustain a highly
educated and
innovative workforce
and the capacity to
generate and apply new
knowledge, supported
through policies and
investments in
developing human
capital, technological
innovation and
entrepreneurial skills.

PILLARS OF KBE


Knowledge becomes the
key engine of economic
growth.


Knowledge economy is
one where knowledge is
acquired, created,
disseminated and applied

to enhance economic
development.


KNOWLEDGE
-

DRIVEN DEV’T
PROCESS


(World Bank)

1.
An educated and skilled labor
force

2.
A modern and adequate
information infrastructure

3.
An effective innovation
system

4.
Country’s overall business and
governance framework which
determine the flow of
investment in the first three
factors.

PURSUING THE FOUR PILLARS OF KBE

1.
Primary to building a KBE is the need to
strengthen education to produce a skilled
workforce.

2.
National Science and Technology Plan (NSTP)
2002
-
2020


Action Plans on Science and Technology (S&T) and
Research and Development (R&D)

3.
Establishment of Networks, including ICT
infrastructure and social networks.

4.
Implementation of policies and regulatory
frameworks towards a KBE.

Transforming the
Philippines Into KBE

A STRATEGIC ROADMAPPING

Transformation Into KBE


Started 2 decades ago when the country
experienced chronic foreign exchange
and debt crisis


Road to KBE is not an easy task. Pushing
for this might be an answer to the long
-
running problems of the country of
issues on poverty.


The Philippines marches towards the
realization of a developed economy
hinged on the critical interface among
the 4 pillars of the knowledge economy
framework:


Education for a skilled workforce


S&T Innovation


ICT infrastructure


Policy and Regulatory Environment

THE PHILIPPINE
EDUCATION
SYSTEM


Education System includes
formal and
non
-
formal education


English

is the primary medium of
instruction in all levels, both in private
and public learning institutions


Formal education is a sequential
progression of academic schooling at
3 levels:
elementary, secondary and
tertiary/ higher education
.


1
st

Level/ Elementary or Primary
Education
(compulsory six grades

Grades 1
-
6) age group 6
-
12


Secondary Education
(2
nd

level of the
system) age group 13
-
17, prerequisite
elementary education


Tertiary or Higher Education
(3
rd

level)
Collegiate, Master’s and Doctorate
degree/ post secondary schooling leading
to 1, 2, or 3
rd

year non degree technical
or vocational course


is an organized learning
activity aimed at attaining a
set of objectives outside the
established formal system
intended for a particular
clientele, especially the out
of school youth or adult
illiterates who cannot avail
themselves of the formal
education.



Courses are skills
-
oriented
and range from 6
-
10
months.

Alternative
Learning System
(ALS) or Non
Formal Education
(NFE)


Administration of the education system in the
country is
trifocalized

(3 different agencies man
the 3 education levels of the system)

Commission on Higher Education (CHED)




responsible for higher education

Technical Education and Skills Development

(TESDA)



mandated to administer the post
secondary middle
-
level manpower training and
development

Department of Education (DepEd)


-

mandated to focus on basic education (covers
elementary, secondary and non
-
formal basic
education)



MANAGEMENT OF A
TRIFOCALIZED
EDUCATION SYSTEM



HIGHER EDUCATION
SYSTEM

Commission on Higher Education


The governing body of both public and private
higher education institutions.


Higher education system in the Philippines
consists of
1,726

colleges and universities (AY
2007
-
2008)


1,222 private non
-
sectarian HEIs


301 private sectarian


203 public HEIs (110 SUCs / 77 LCUs/ 16 special
government schools

PMA and Local Government
Academy)
-

12% private HEIs

88% private

HEIs

Commission on Higher Education

Universities: 186 HEIs
(11%)


Public*


64 (46 SU/ 18 LU)
(34%)


Private


122 (89 Non Secretarian/ 13 Secretarian)
(
66%)


Colleges: 1,540 HEIs
(89%)


Public*


139 (64 SC/ 59 LC/ 16 OGS)
(9%)


Private


1401 (1,133 Non Secretarian/ 268
Secretarian)
( 91%)


Note: * satellite campuses not included (total no. of satellite campuses:
334


(SU satellite campuses: 226 and SC satellite campuses 108)


Enrolments in tertiary continuously increase
each year.


SY 2007
-
2008


enrolment reached
2,565,534

while for SY 2006
-
2007


enrolment reached
2,541,405

registering a slight increase over the
previous years enrolment of 2,451,238 (SY
2005
-
2006)



Of this,
34%

of the students enrolled are at
public higher education institutions (PHEIs)
while
66%

are enlisted with private HEIs.



SY 2007
-
2008 projection of 491,320
graduates, SY 2006
-
2007 (projection) of
473,613 graduates. For SY 2005
-
2006,
there were
419,000 graduates
produced by
the higher education system


67%

are in Business Administration and
related disciplines, education and teacher
training, engineering and technology,
medical and allied disciplines.


Highest is in the Medicine and Health
-
related programs followed by Teacher
Education and Engineering and Technology

Student Financial
Assistance
Programs


Faculty Qualification, current proportion of
faculty members with graduate degrees is 31%
with Masters and 9% with PhD degrees


In comparison, the proportion of faculty
members in HEIs with Masters degree in 2000
was 26%, while proportion of those with PhD
degrees was 8%.

Student Financial
Assistance Programs


SY 2006
-
2007, CHED funding support of
P411,204,500 (41,704 beneficiaries
nationwide under the 16 student financial
assistance programs (Scholarship, Grant
-
in
-
Aid and Student Loan Programs)

Expanded Tertiary Education
Equivalency Accreditation
Program (ETEEAP)


ETEEAP provides accreditation and equivalency of
learning and competencies acquired outside the
formal education system.


The number of graduates from ETEEAP has increased
to 1012 in SY 2006
-
2007 from 656 in SY 2005
-
2006.

MTDPHE Strategic
Framework

POVERTY REDUCTION

HIGHER EDUCATION SUBSECTORAL VISION

HIGHER EDUCATION DEVELOPMENT THRUSTS


Quality and Excellence


Relevance and Responsiveness


Access and Equity


Efficiency and Effectiveness

HIGHER EDUCATION FUNCTIONS

Human Resource Development through



Education and Training



Research and Extension



Effective and Efficient Management of

Higher Education

Anti
-
Corruption,

Peace,

Bureaucractic Reform,

Fiscal Strengthening

Mobilizing

Knowledge to

Enhance Productivity

HRD Priority Disciplines:

Basic Service Provision

Market Responsive for


Key Employment Generators

Investment in Education


Government is responding through the 3
E
s
-

E
conomy,
E
nvironment and
E
ducation.


Education occupies the front seat, having been
allocated PhP200 billion (16% of the overall
budget, removing the automatic appropriations
for debt services


then it will come up to
34%
)

Progression & Drop
-
out Rates

Grade 1 pupils

100

finish Grade 6

34

dropout

66

enroll in 1
st

year HS


8

OSY

58

finish high school

15

dropout

43

23 , 10

enroll in HE, TVET

10

OSY

33

14 , 7

graduate in HE, TVET

12

dropout

21

KEY CHALLENGES
IN HIGHER
EDUCATION:

Anchored on the
3 Functions of HE


Human

Resource

Development



the

urgent

task

to

respond

critically

and

strategically

from

both

the

domestic

and

international

arenas

(role

of

HE

in

HRD

and

priority

disciplines

in

HE
:

teacher

education,

health
-
related,

cyberservices,

engineering,

agriculture

and

entrepreneurship

and

maritime)


Research


to

be

more

proactive

in

mobilizing

knowledge

to

directly

contribute

to

productivity

by

re
-
orienting

university
-
based

research

and

development

towards

systematic

and

purposive

utilization

of

research

outputs

to

generate

employment

and

support

poverty

reduction


Extension

Services


Seize

the

current

opportunity

to

assist

national

government

to

effect

social,

bureaucratic

and

fiscal

reforms

through

HRD

and

effective

and

efficient

management

KEY CHALLENGES IN HIGHER EDUCATION:

Within the Key Development Thrusts


Quality

and

Excellence


Higher

education

and

regulatory

framework


Unified

national

qualifications

framework


Role

of

accreditation


Faculty

development


Relevance

and

Responsiveness


Values

formation


Graduate

education


Access

and

Equity


The

UNQF,

Ladderization

and

ETEEAP


Financial

assistance

programs


Efficiency

and

Effectiveness


Regional

state

university

system


Typology


Direct

channeling

of

government

subsidy

for

students


Normative

financing

DEVELOPMENT
INTERVENTIONS IN
HIGHER EDUCATION:

Policies, Strategies,
Programs and
Activities


Improve

contribution

to

poverty

reduction

through

HRD


Broaden

access


Address

quantitative

mismatch


Address

qualitative

mismatch


Improve

contribution

to

knowledge

mobilization

to

enhance

productivity

through

HRD,

research

and

extension


Promote

higher

education

research

for

regional

government


Strengthen

graduate

education


Promote

and

support

research

output

utilization


Promote,

facilitate

and

sustain

partnership

between

HEIs

and

industrial

entities

for

research

and

extension

projects

DEVELOPMENT INTERVENTIONS IN HIGHER EDUCATION:

Policies, Strategies, Programs and Activities


Support

and

contribute

to

anti
-
corruption,

peace

process,

bureaucratic

reform

and

fiscal

strengthening


Integrate

values

formation



Promote

integration

of

indigenous

communities


Support

integration

of

Madaris

into

mainstream

HE


Strengthen

income
-
generating

capacities

of

SUCs


Rationalize

the

structure,

programs

and

fees

in

HEIs


Rationalize

public

HEIs

through

the

implementation

of

normative

financing

formula


Improve

HE

policy

framework

and

governance

system


Rationalize

the

utilization

of

the

HE

development

fund

REFERENCE:


THE PHILIPPINE MAIN EDUCATION HIGHWAY:
TOWARDS A KNOWLEDGE
-
BASED ECONOMY (2008)


Published by the Presidential Task Force for Education and
the Office of the Presidential Assistant for Education


A ROADMAP TO QUALITY HIGHER EDUCATION: A NEW
PHILIPPINE EDUCATION HIGHWAY (2009)


MEDIUM
-
TERM DEVELOPMENT PLAN FOR HIGHER
EDUCATION 2005
-
2010


Maraming Salamat Po!!!