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Buendia Examining Phil Educ System

Apr 04, 2018

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    EXAMINING PHILIPPINE HIGHER

    EDUCATION AND THE CHALLENGES OFGLOBALIZATION

    WHERE TO AND WHAT IS TO BE DONE?

    Rizal G. Buendia, PhDAssociate Professor

    Political Science Department

    De La Salle University-Philippines

    1ST INTERNATIONAL CONFERENCE ON EDUCATIONALMEASUREMENT AND EVALUATION

    Traders Hotel, Manila, Philippines9-11 August 20121

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    OUTLINE

    Introduction

    Regional context and initiatives

    State of Philippine Higher EducationSystem

    Challenges and opportunities

    Conclusion and recommendation

    2

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    INTRODUCTION

    The paper examines the state of the Philippine higher

    education (PHE) in the light of the current environment

    of increasing globalization and regional integration in

    Asia.

    Using qualitative methodological approach, the paper

    identifies key governance issues and concerns relevant

    to set off a comprehensive review and policy needed to

    improve higher education system and advance its role

    and performance in the promotion of internationalization

    of higher education in the region.

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    REGIONAL CONTEXT AND INITIATIVES

    GlobalizationGeneral Agreement on Trade and Services (GATS)

    2002 (Doha Round)

    Regionalization

    European Higher Education Area (EHEA) under theBologna Process

    Harmonization and competition

    ASEAN Vision 2020

    ASEAN Community 2015

    ASEAN Socio-Cultural Community Blueprint

    4

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    Organization Nature/General FunctionYear

    FormedMembership

    Association ofSoutheast AsianInstitutions ofHigher Learning(ASAIHL)

    Provides a forum of academic

    development and general universitydevelopment

    1956

    184 member

    univ, colleges,institutes of HL

    RegionalInstitute ofEducation andDevelopment(RIHED) under ,

    Southeast AsiaMinisters ofEducationOrganization(SEAMEO)

    Inter-governmental organizationengaged in the advancement of

    collaboration in education, science,

    and culture among HEIs in SEA.

    Sub-regional networking in

    Greater Mekong Sub-region(GMS)

    Brunei-Indonesia-Malaysia-

    Philippines East ASEAN Growth

    Area (BIMP-EAGA)

    Indonesia-Malaysia-ThailandGrowth Triangle (IMT-GT)

    1959, officially

    founded in

    1970 with 7

    ASEAN

    member

    states,reactivated in

    1985; under

    SEAMEO in

    1993

    IMT-GT- 23

    Universities

    5

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    Organization Nature/General FunctionYear

    FormedMembership

    ASEANUniversityNetwork (AUN)

    HE cooperation within ASEAN and

    dialogue partners (Japan, Korea,

    China, India, Russian Federation, and

    EU)

    1977, ASEAN

    Ministers of

    Education

    1992,launched in

    ASEAN

    Summit

    (ASEAN

    Subcommittee

    on Education[ASCOE])

    26 participating

    Univ in 10

    ASEAN

    countries (2010)

    UniversityMobility in theAsia and the

    Pacific (UMAP)

    Voluntary association of government,

    NGO, and institution that represents

    HEIs. Task to improve international

    understanding among countries and

    territories in the Asia and the Pacific

    region in cultural, economic, andsocial issues thorough increasedmobility of HE students and staff

    1993

    356 Universities

    in 34 countries

    and territories

    (2009)

    Association ofUniversities andthe Pacific

    (AUAP)

    Enlists universities in the Asia-Pacific

    region to engender regional

    cooperation through an improved

    educational system.

    1995210 member

    institutions in 19countries.

    6

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    Quality AssuranceRegional

    OrganizationGeneral Functions Initiatives

    YearFormed

    ASEAN University

    Network-QualityAssurance (AUN-QA)

    Focus on Internal QualityAssurance (IQA); Sub-regional

    network

    Manual for

    Implementation of AUN-

    QA (1998)- Harmonize

    IQA at the institutional

    level among memberstates

    1977

    Asia-Pacific QualityNetwork (APQN)

    Collaborates with the

    International Network for Quality

    Assurance Agencies in Higher

    Education (INQAHEE) to

    strengthen the work of qualityassurance agencies

    Brisbane Communique

    intended to strengthen

    the overall education

    structure and QA system

    in line with international

    standards to facilitate

    mobility of students and

    faculties.

    2003

    ASEAN QualityAssurance Network(AQAN)

    Created by the SEAMEO-

    RIHED, works closely with the

    Malaysian Qualifications Agency;

    tasked to share good practices in

    QA, facilitate cross-border

    mobility and ensure standard.

    Sub-regional external

    quality assurance (EQA)

    network. Enjoins

    countries with well-

    established QA systems

    to assist less developed

    QA of other countries.

    2008

    7

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    PHILIPPINE HIGHEREDUCATION

    8

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    GENERAL FINDINGS

    Tri-focalization of education has notresulted in a more focused attention onsub-sector concerns.

    Under a tri-focalized setting, no agency isengaged in the overall supervision of theentire education.

    There is less opportunity where intra-

    sectoral priorities are effectively discussedin a sustained manner.

    9

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    GOVERNANCE AND ADMINISTRATIONCommission on Higher Education (CHED)

    Delivery of HE

    Public HEIs

    State Universities and Colleges (SUCs)

    CHED-Supervised Institutions (CSIs)

    Local Universities and Colleges (LUCs)

    Special Higher Education Institutions (SHEIs)

    Other Government Schools (OGSs)

    Private HEIs

    Sectarian

    Non-Sectarian

    10

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    SUC Budget Allocation Per Expense Item (in billionpesos)

    12

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    Student Enrollment SY 2009/10

    SUCs

    34%

    LUCs

    5%

    Other Gov't

    Institutions

    0.2%

    Private HEIs

    61%

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    HE Indicators by Academic Year: 2000-2010

    Academic Year Gross Enrolment

    Ratio/Participation

    Rate(%)

    Gross Survival

    Rate/Cohort

    (%)

    Graduation

    Rate/Completion

    Rate(%)

    2000/01 21.63 67.72 46.48

    2001/02 21.94 65.18 60.73

    2002/03 19.82 67.66 58.87

    2003/04 21.87 68.36 61.11

    2004/05 21.62 66.45 58.9

    2005/06 23.74 59.43 52.09

    2006/07 24.55 62.94 52.00

    2007/08 24.28 58.62 52.93

    2008/09 23.51 63.02 54.782009/10 24.48 62.85 N/A

    Average 22.74 64.22 55.32

    15

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    Grade 1 pupils100

    finish Grade 634dropout

    66

    enroll in 1st year HS8OSY

    58

    finish high school15dropout

    43

    23 enroll in HE, 10 TVET10OSY

    33

    14 graduate in HE, 7 TVET12dropout

    21

    Limited AccessLow Completion Rate

    16

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    17

    HIGHER EDUCATION GRADUATES OF TOP FIVE DISCIPLINE GROUP

    AND ACADEMIC YEAR

    -

    50,000

    100,000

    150,000

    200,000

    250,000

    300,000

    350,000

    400,000

    450,000

    Medical and Allied 30,053 27,296 26,474 33,296 41,688 61,916 86,373 110,312 121,382 128,057 144,629

    Information Technology 31,014 31,621 35,103 34,205 33,613 38,567 38,435 35,901 39,037 45,830 43,328

    Engineering and Technology 40,764 42,378 45,950 51,276 48,507 47,003 48,951 49,617 48,462 48,448 50,255

    Education and Teacher Training 60,415 71,349 77,555 80,863 71,882 70,837 66,362 70,711 62,720 56,777 59,177

    Business Administration and

    Related

    104,555 106,559 109,486 110,870 101,119 102,628 94,819 95,646 93,720 106,746 95,458

    1999-

    2000

    2000-

    2001

    2001-

    2002

    2002-

    2003

    2003-

    2004

    2004-

    2005

    2005-

    2006

    2006-

    2007

    2007-

    2008

    2008-

    2009

    2009-

    2010

    17

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    Faculty Profile

    Baccalaureate

    70,446

    54%

    Master's46,346

    36%

    Doctorate

    12,532

    10%

    18

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    Performance of Graduates in Licensure Exams

    19

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    HEIs are not Bedrock of Researchand Development

    The Philippine higher education has

    deteriorated over the years. It ceases to

    be the bedrock of research and

    development; it offers programs lessresponsive to the emerging knowledge-

    based economy but more aligned with the

    demand of overseas employment.

    20

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    Research Limited to Leading Universities

    21

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    Number of Schools Classified as Centers of

    Development and Centers of Excellence by Type

    and Region

    0

    5

    10

    15

    20

    25

    30

    35

    40

    C OD-P ri C OD-SUC C OE-P ri C OE-SUC

    22

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    Research and Development

    ASEAN Nations Ranked By Total CitationsData provided by Thomson Reuters from its Essential Science Indicators

    database, January 2000-June 2010

    Country Papers CitationsHighly cited

    papers

    1 Singapore 58,842 524,999 716

    2 Thailand 27,751 200,555 182

    3 Malaysia 19,267 83,676 110

    4 Indonesia 5,857 45,916 65

    5 Philippines 5,282 43,759 53

    6 Vietnam 6,092 42,958 50

    7 Cambodia 605 4,811 10

    8 Laos 385 3,117 2

    9 Myanmar 322 2,633 0

    10 Brunei 372 2,523 0

    23

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    Accredited Programs

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    Skills needed by industry but not adequately

    provided by academe

    Communication

    Technical skills

    Numerical skills

    Skills and Jobs Mismatch

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    CHALLENGES, ISSUES, ANDOPPORTUNITIES

    28

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    Establishment of academic linkages andbilateral agreements with other

    countries

    Promotion of quality assurance

    International Linkages &

    Regional Cooperation

    29

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    Advancement of the educational system

    Inequalityand access

    Sharpening education as a tool againstpoverty

    30

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    Balanced approach to education sector

    K+12 challenge

    Limiting effect of technical-vocationaleducation and training

    31

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    RECOMMENDATIONS

    32

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    Contribute and support in the strategic reformprogram of the Philippine educational systemthrough policy research and development

    Support in upgrading human resources andcapital by enhancing the knowledge distributionpower of the economy through studentscholarship and faculty development programs

    33

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    Sustained program in building capacities ofleaders

    Programmatic assistance to education sub-sectors

    34

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