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 DEVT PROCESS (World Bank)

1. An educated and skilled labor force 2. A modern and adequate information infrastructure 3. An effective innovation system 4. Countrys 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, Masters 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

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

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

Grade 1 pupils finish Grade 6 enroll in 1st year HS finish high school
23 , 10

34
dropout

66

8
OSY

58

15
dropout

43

10
OSY

33

enroll in HE, TVET

14 , 7

12
dropout

21

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
Address qualitative mismatch

poverty

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!!!