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BRANDING IN PHILIPPINE HIGHER EDUCATION: ROOTS AND MODELS
Dr. Ethel Agnes P. Valenzuela SEAMEO INNOTECH (Philippines) and Member of the Technical Panel of Transnational Education, Commission on Higher Education
Who’s giving the Quality Brand?
• The Philippine Government is clear on getting a “ quality brand” for its higher education institutions.
• Quality brand is a national aspiration and embodied in several legislation
Why support “quality brands”?
Over 1, 700 private higher education institutions under the supervision of CHED and 200 public HEIs and local colleges Almost 3 million higher education students enrolled yearly Over 1,000 academic programs in the undergraduate and graduate levels.
Context of Branding Philippine Higher Education
What do Filipino students and parents look for? Quality and accessible HEIs
Distribution of Philippine HEIs
SECTOR INSTITUTIONAL TYPE WITH/WITHOUT SATELLITE CAMPUSES
SUCs Main Satellite Public LGUCs CHED-supervised schools Other government-funded schools Special schools
Total number of public schools
Without satellite campuses With satellite campuses
Private Sectarian Nonsectarian
Total Number of Private Schools
WITHOUT SATELLITE CAMPUSES GRAND TOTAL WITH SATELLITE CAMPUSES TOTAL
111 260 65 1 9 5
191 451
358 1,134
1,492
1,683 1,943
Top Academic Disciplines
PRIVATE RANK DISCIPLINE GROUP
1 2 3 4 5
PUBLIC Medicine and allied courses
43,899
BA and related courses Education and Teacher Training Engineering and Technology related courses Mathematics and Computer Science
160,736 205,030 172,101 83,674 505,844 374,596 151,516 154,652 166,886
TOTAL
549,743 535,332 356,546 326,753 250,560
Rationale for Government Branding of Quality Philippine Higher Education Institutions (PHEIs)
Education Commission Survey (EDCOM) Report Philippine Commission on Education Reform (PCER) Trifocalization of Philippine Higher Education
Paradigm for Branding
Branding for Accountability
The Commission on Higher Education’s brand:
Center of Excellence COEs
Center of Development CODs
Center of Excellence (COEs) and Centers of Development (CODs) • COEs are public of private HEIs that demonstrate the highest degree and levels of standard in instruction, research, extension, external linkages in providing HE professionals • COD s are HEIS, public and private that have potentials to become COEs in the future
COEs …
1. Act as a role model/leader in local, regional and national arena in the delivery of the academic programs 2. Strong in research 3. Provide assistance to agencies and institutions within its geographical area 4. Develop pioneering instructional programs 5. Undertake basic and applied research
COEs …
• Have massive national and international linkages • Develop quality programs which are within the strategic development plans of the government
CODs
1. Act as a role model/leader in local, regional and national arena in the delivery of the academic programs 2. Strong in research 3. Provide assistance to agencies and institutions within its geographical area 4. Establish linkage with COEs to further program development.
COEs/CODs Examples
Branding for Accountability Qualifying for Application to Centers of Excellence Brand Must have 3 programs with level III accreditation (FAAP) At least 100 students each in the academic level Has current and on-going research which leads to knowledge development
Criteria for selecting COEs
• Institutional Quality – 45% (admin/faculty qualifications, laboratory facilities, high performance in licensure examination for the last 3 years • Research and Publication – 35% of researchers, on-going research (profile programs, papers published in journals, papers published in full conference proceedings, collaborative research projects with local and international bodies
Criteria for COE
• Institutional Qualifications- 10% mission and goals, institutional vision, development plans, comprehensive student services (guidance, dormitory, admission, publication, student organization, counseling services, social action activities and student leadership programs)
Criteria for COE
• Extension and Community Development 10% extension training over the last 5 years, fairs and demonstrations, information, education and advocacy, impact of community projects to the people, international and local partnership, institutional consultancies
Branding for AUTONOMY
Autonomous Institutions
Deregulated
Institutions
CRITERIA FOR SELECTION of Autonomous and Deregulated Status
1. Established as Centers of Excellence or Centers of Development and or private higher education institutions with FAAP Level III Accredited programs 2. Outstanding overall performance of graduates in the licensure examinations under the Professional Regulation Commission.
3. Long tradition of integrity and untarnished reputation
Benefits of HEIs with Autonomous Status
1. Exemption from the issuance of Special Order (S.O.).
2. Free from monitoring and evaluation activities of the CHED. However, identified PHEIs shall submit requested data as part of the data gathering activity of CHED for its MIS.
3. Entitlement to grant of subsidies and other financial incentives/assistance from the Commission on Higher Education, whenever funds are available.
4. Privilege to determine and prescribe their curricular programs to achieve global competence.
Benefits of HEIs with Autonomous status
5
. Privilege to offer a new course/program in the undergraduate/ graduate level/s without securing permit/authority from the CHED. However, the higher education institution must inform the CHED Regional Office concerned of the new course/program to be offered.
6. Privilege to establish branch/es or satellite campus/es without the prior approval of the CHED, but with information to the CHED-Regional Office where the new branch/campus is to be located.
7. Privilege to offer extension classes and distance education course/program to expand access to higher education, and to establish affiliation with recognized foreign higher education institution/s in pursuit of international standard of education 8. Authority to grant Honoris Causa to those deserving, per pertinent provisions of existing CHED issuance on conferment of honorary degrees.
Quality Branding for FUNDING The Commission on Higher Education’s provides subsidy and financial incentives to HEIs with Autonomous Deregulated Center of Excellence Center of Development Higher Accreditation Levels
Other Incentives for Branded Institutions
• Exemption on Monitoring and Evaluation by the govt • Curricular deregulation • Freedom to link outside of the country for academic partnership and curricular enrichment • Faculty and student scholarship • Other research grants
New Trends in Branding
Increased marketization and competition- Trend of small players having a different brand/tune more to recruit the masses- those who are in mid to low income status for increase enrolment
Trends in Branding of Phil Higher Education
Criteria and Guidelines for quality assurance in branding and using quality brands for international recognition of degrees (e.g. APEC and ASEAN MRAs)
Issues and Challenges
Criteria and Guidelines for quality assurance in branding- comparability across regions, countries Presence of national information centers to disseminate quality brands Harmonization of brands with the ASEAN Brands
Issues and Challenges
Professionalism and credibility of the board of reviewers- how to sustain and maintain Link between funding and quality assurance – for how long will CHED sustain incentives???