A Roadmap to the Philippines' Future: Towards a Knowledge-based Economy

7/28/2019 A Roadmap to the Philippines' Future: Towards a Knowledge-based Economy

http://slidepdf.com/reader/full/a-roadmap-to-the-philippines-future-towards-a-knowledge-based-economy 1/32

A ROADMAP TO THE

PHILIPPINES’ FUTURE:

TOWARDS A KNOWLEDGE-

BASED 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.



KNOWLEDGE-

DRIVEN DEV’T

PROCESS

(World Bank)

1. An educated and skilled labor

force

2. A modern and adequate

information infrastructure

3. An effective innovationsystem

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 tostrengthen education to produce a skilledworkforce.

2. National Science and Technology Plan (NSTP)2002-2020

– Action Plans on Science and Technology (S&T) andResearch and Development (R&D)

3. Establishment of Networks, including ICTinfrastructure and social networks.

4. Implementation of policies and regulatoryframeworks towards a KBE.



Transforming thePhilippines 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 long-

running problems of the country of issues on poverty.



• The Philippines marches towards the

realization of a developed economyhinged 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 andnon-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 andtertiary/ higher education.



• 1st Level/ Elementary or PrimaryEducation (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 leadingto 1, 2, or 3rd year non degree technicalor vocational course



– is an organized learningactivity aimed at attaining a

set of objectives outside theestablished formal systemintended for a particularclientele, especially the out

of school youth or adultilliterates who cannot availthemselves of the formaleducation.

– Courses are skills-orientedand range from 6-10months.

AlternativeLearning System

(ALS) or NonFormal Education(NFE)



• Administration of the education system in thecountry is trifocalized (3 different agencies manthe 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 postsecondary middle-level manpower training anddevelopment

Department of Education (DepEd)- mandated to focus on basic education (covers

elementary, secondary and non-formal basiceducation)



MANAGEMENT OF A

TRIFOCALIZEDEDUCATION SYSTEM



HIGHER EDUCATIONSYSTEM



Commission on Higher Education

•

The governing body of both public and privatehigher education institutions.

• Higher education system in the Philippines

consists of 1,726 colleges and universities (AY

2007-2008)

– 1,222 private non-sectarian HEIs

– 301 private sectarian

– 203 public HEIs (110 SUCs / 77 LCUs/ 16 special

government schools –PMA and Local Government

Academy) - 12% private HEIs

88% 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 (SY2005-2006)

• 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 bythe 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 Health-

related programs followed by TeacherEducation 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 2000was 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 beneficiariesnationwide under the 16 student financial

assistance programs (Scholarship, Grant-in-

Aid and Student Loan Programs)



Expanded Tertiary Education

Equivalency AccreditationProgram (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.

H S i



MTDPHE Strategic

Framework POVERTY REDUCTION

HIGHER EDUCATION SUBSECTORAL VISION

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

Mobilizing

Knowledge to

Enhance Productivity

HRD Priority Disciplines:

Basic Service Provision

Market Responsive for

Key Employment Generators



Investment in Education

• Government is responding through the 3 Es-

Economy, Environment and Education.

• Education occupies the front seat, having been

allocated PhP200 billion (16% of the overallbudget, removing the automatic appropriations

for debt services – then it will come up to 34%)

i &



Progression & Drop-out Rates

Grade 1 pupils100

finish Grade 634dropout

66

enroll in 1st

year HS

8OSY

58

finish high school15dropout

43

23 , 10

enroll in HE, TVET

10OSY

33

14 , 7

graduate in HE, TVET12

dropout

21



KEY CHALLENGES

IN HIGHEREDUCATION:

Anchored on the

3 Functions of HE

• Human Resource Development

– the urgent task to respond critically and strategicallyfrom 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 andmaritime)

• Research

– to be more proactive in mobilizing knowledge to

directly contribute to productivity by re-orientinguniversity-based research and developmenttowards systematic and purposive utilization of research outputs to generate employment andsupport poverty reduction

• Extension Services

– Seize the current opportunity to assist nationalgovernment to effect social, bureaucratic and fiscalreforms through HRD and effective and efficientmanagement

KEY CHALLENGES IN HIGHER EDUCATION



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:

Policies, Strategies,Programs and

Activities

• Improve contribution to poverty

reduction through HRD – Broaden access

– Address quantitative mismatch

– Address qualitative mismatch

• Improve contribution to knowledge

mobilization to enhance productivitythrough HRD, research and extension – Promote higher education research for

regional government

– Strengthen graduate education

– Promote and support research outpututilization

– Promote, facilitate and sustain partnershipbetween HEIs and industrial entities forresearch 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 andthe Office of the Presidential Assistant for Education

•

A ROADMAP TO QUALITY HIGHER EDUCATION: A NEWPHILIPPINE EDUCATION HIGHWAY (2009)

• MEDIUM-TERM DEVELOPMENT PLAN FOR HIGHEREDUCATION 2005-2010



Maraming Salamat Po!!!

Documents

A Roadmap to the Philippines' Future: Towards a Knowledge-based Economy