Transcript A ROADMAP TO THE PHILIPPINES’ FUTURE: TOWARDS A …

A ROADMAP TO THE
PHILIPPINES’ FUTURE:
TOWARDS A KNOWLEDGEBASED 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.
KNOWLEDGEDRIVEN 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 longrunning 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.
• 1st Level/ Elementary or Primary
Education (compulsory six grades –
Grades 1-6) age group 6-12
• Secondary Education (2nd level of the
system) age group 13-17, prerequisite
elementary education
• Tertiary or Higher Education (3rd level)
Collegiate, Master’s and Doctorate
degree/ post secondary schooling leading
to 1, 2, or 3rd year non degree technical
or vocational course
Alternative
Learning System
(ALS) or Non
Formal Education
(NFE)
– 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.
• 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
88% private
HEIs
– 301 private sectarian
– 203 public HEIs (110 SUCs / 77 LCUs/ 16 special
government schools –PMA and Local Government
Academy) - 12% 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 Healthrelated 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-inAid 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
HRD Priority Disciplines:
Basic Service Provision
Market Responsive for
Key Employment Generators
Mobilizing
Knowledge to
Enhance Productivity
Anti-Corruption,
Peace,
Bureaucractic Reform,
Fiscal Strengthening
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
Investment in Education
• Government is responding through the 3 EsEconomy, Environment and Education.
• 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
100
34
Grade 1 pupils
66
finish Grade 6
dropout
8
58
enroll in 1st year HS
OSY
15
43
finish high school
dropout
10
33
OSY
12
dropout
21
23 , 10
enroll in HE, TVET
14 , 7
graduate in HE, TVET
• 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:
Anchored on the
3 Functions of HE
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: • Improve
contribution
to
Policies, Strategies,
reduction through HRD
– Broaden access
Programs and
– Address quantitative mismatch
Activities
poverty
– 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!!!