K to 12 and Higher Education - ceap.org.phceap.org.ph/upload/download/20132/19114634614_1.pdf · CHED’s K to 12 efforts Implications of the K to 12 Program for higher education

K to 12 and Higher Education

Patricia B. Licuanan, Ph.D. Chairperson

Commission on Higher Education

Perspectives on Philippine higher education Higher education landscape Critical areas of concern Key Result Areas Basic education graduates and their impact on higher education CHED’s K to 12 efforts Implications of the K to 12 Program for higher education

OUTLINE OF PRESENTATION

Perspectives on Philippine Higher Education

PHILIPPINE HIGHER EDUCATION

Thrusts

Expanded and enhanced career and life chances and choices for students Higher education and higher education institutions in the full service of national development

PHILIPPINE HIGHER EDUCATION

Strategic roles in national development

Instrument for poverty alleviation Vehicle for technologically-driven national development and global competitiveness

PHILIPPINE HIGHER EDUCATION

Contribution to poverty alleviation

instruction research extension

capacity opportunity

POOR

PHILIPPINE HIGHER EDUCATION

Contribution to economic development

Human capital formation

Services sector

Business processing outsourcing

Technologically-driven national competitiveness

High-level scientific and technologically-oriented professionals

Human resource for research, development and innovation

Higher Education Landscape

Number of Higher Education Institutions by Type

Institutional Type/AY 2007/08 2008/09 2009/10

2010/11

Total HEIs (excluding SUCs campuses) 1,701 1,741 1,792 1,823

Total HEIs (including SUCs campuses) 2,034 2,074 2,180 2,247

Public 201 205 219 219

State Universities and Colleges (SUCs) 110 110 110 110

SUCs Campuses 333 333 388 424

Local Universities and Colleges (LUCs) 75 79 93 93

Others (include OGS, CSI, Special HEI) 16 16 16 16

Private 1,500 1,536 1,573 1,604

Sectarian 300 302 322 334

Non-Sectarian 1,200 1,234 1,251 1, 270

LUZON

VISAYAS

MINDANAO

Distribution of Higher Education Institutions (HEIs)

• Public = 643 (29%) • Private = 1,604 (71%)

Total = 2,247 (including satellite campuses)

Distribution of students

Public = 1.19M (40%) Private = 1.74M (60%) Total = 2.9M

MAPPING OF HEIs

Critical Areas of Concern

LACK OF OVERALL VISION, FRAMEWORK, PLAN FOR HIGHER EDUCATION

DETERIORATING QUALITY OF HIGHER EDUCATION

LIMITED ACCESS TO QUALITY HIGHER EDUCATION

Proliferation of HEIs and programs Skills and Jobs Mismatch Oversubscribed and Undersubscribed Programs

LACK OF OVERALL VISION, FRAMEWORK AND PLAN

Declining Performance of Graduates Inadequate Faculty Credentials and Facilities Lack of Accreditation of HEIs and Programs Unplanned Expansion Declining Global Competitiveness

DETERIORATING QUALITY

Low Participation and Completion Rate Increasing Costs Limited Student Assistance Programs

LIMITED ACCESS

Key Result Areas

KEY RESULT AREAS

Rationalization of Higher Education

Improving Quality and Standards

Rapid, equitable and sustained economic growth

Increasing Access to Quality HE

Transparency and Accountability

Organizational Development

Poverty reduction and empowerment of the poor

Anti-corruption/transparent,

accountable and participatory governance

Developing typology of HEIs Amalgamation of HEIs Moratorium on new HEIs and programs Harmonization of public and private HEIs K to 12

RATIONALIZATION OF HIGHER EDUCATION INSTITUTIONS

Quality Assurance Phase-out/ Closure of substandard programs Compliance with international standards Faculty Development/ HEIs Management Development Programs

IMPROVING QUALITY AND STANDARDS

Centers of Excellence (COEs) / Centers of Development (CODs)

Zonal and Regional Research Centers established

and supported National Universities and Colleges for Agriculture and Fisheries (NUCAFs)/ Provincial Institutes of Agriculture and Fisheries (PIAFs)

IMPROVING QUALITY AND STANDARDS

Student Financial Assistance Program (STUFAP) Comprehensive study on all publicly funded student financial assistance

INCREASING ACCESS TO QUALITY HIGHER EDUCATION

Basic Education Graduates and Their Impact on Higher Education

Low completion rate in higher education

BASIC EDUCATION GRADUATES AND THEIR IMPACT ON HIGHER EDUCATION

Grade 1 pupils 100

finish Grade 6 34 dropout

66

enroll in 1st year HS 8 OSY

58

finish high school 15 dropout

43

23 enroll in HE, 10 TVET 10 OSY

33

14 graduate in HE, 7 TVET 12 dropout

21

Graduates who are ill-prepared for higher

education and employment

Human development issues

Filipino graduates not recognized abroad

Misperception of basic education

BASIC EDUCATION GRADUATES AND THEIR IMPACT ON HIGHER EDUCATION

CHED’s K to 12 Efforts

Development of College Readiness Standards Curriculum Review and Enhancement Teacher Training

CHED’S K TO 12 EFFORTS

Creation of K to 12 Coordinating Committee, Task Forces, etc.

Stakeholder Consultations

K to 12 Information, Education and

Communication

CHED’S K TO 12 EFFORTS

Implications of the K to 12 Program for Higher Education

High school graduates better prepared for higher education

Better mastery of basics

Remedial courses no longer necessary

High school graduates better prepared for

work

More graduates will go directly to work Development of a National Qualifications

Framework

IMPLICATIONS FOR HIGHER EDUCATION

Development of a Revised General Education Curriculum

Possible shortening of college curriculum Teacher Education

IMPLICATIONS FOR HIGHER EDUCATION

Some Issues

Enrollment gap during transition years

Schedule for implementation Readiness of system Political implications

IMPLICATIONS FOR HIGHER EDUCATION

Conclusion

THANK YOU!