Bong Report

8/9/2019 Bong Report

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TRENDS PROBLEMS

AND ISSUES IN

EDUCATION

ABOU MOHAMMAD

ASMAWIL


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VISION

The Basilan State College will be the

Educational training center as well as

the center for research and extensionin agriculture and industrial

technology directed toward socio-

economic stability in Basilan in

particular and in region IX in general


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Mission

The Basilan State College shall

provide quality personnel equipped

with adequate knowledge and skill intechnological professional and

vocational fields instruction, research,

extension and production in agro-

industrial discipline to improve thequality of life of under privileged and

productive clientele.


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CHED mandate Pursuant to

R.A.7722 to undertake the following

tasks:Promote quality Education

Take appropriate steps to ensure that

education shall be accessible to all

Ensure and protect academic freedom for

the continuing intellectual growth, the

advancement of learning and research, the

development of responsible and effectiveleadership, the education of high level

professionals, and the enrichment of

historical and cultural heritage.


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Administration

The SUCs have their own charters. The board ofregents for state universities and a board oftrustees for state colleges maintain the formulationand approval of policies, rules and standards inSUCs. The Chairman of the CHED heads these

boards. However, CHED Order No. 31 series of2001 of the Commission en banc has alsoauthorized the CHED Commissioners to head theboard of trustees or board of regents of SUCs.Implementation of policies and management are

vested on the president, staff, and support units ofthe public higher education institutions.


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Faculty

Education CMO 41, s. 1997Implementing Guidelines for the

Faculty Scholarship Program in the

Centers of Excellence (COEs )/

Centers of Development (CODs) for

Teacher Education CMO

Faculty Development1.000BModernizing higher education: FundingRequirements for FY 2010


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Project Years Grantees Amount(P'000)

HEDF-Faculty

Development

Program

2004-20091,737

(21 foreign)763,000

PGMA-Science &

Engineering Graduate

Scholarship

2007-2009264

(2 foreign)295,000

College Faculty

Development Fund 2001-2003 1,064 75,455

Mindanao Advanced

Education Program2001 63 30,767

TOTAL 3,128 1,164,222

Faculty Development Programs


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Indicator No. of aculty

aculty w/ MA/MS degrees 44,042 (35%)

aculty w/ Ph.D degrees 12,583 (10%)

Total w/ MS & Ph.D. 56,625 (45%)

Total aculty all levels 125,834

Faculty in higher education by highest

attainment

Current situation:

AY 2008/09 data


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FACULTY DEVELOPMENT

Higher education must scale up teacher

education, both pre-service and in-service,

with curricula that equip teachers to

provide individuals with the knowledge

and skills they need in the 21st century.

This will require new approaches,

including open and distance learning(ODL) and information and

communications technologies (ICTs).


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Curriculum must focus:

advance understanding on multifacetedissues which involve social, economic,

scientific and cultural dimensions

lead in generating global knowledge toaddress global challenges , inter alia food

security, climate change, water

management, intercultural dialogue,renewable energy and public health

+


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11

Inadequate preparedness of basic educationgraduates entering higher education

Low performance of graduates in PRC

examinations (38% national passing in 2008) Faculty with graduate degree is only 45%

(57,826 out of 129,979)

Support to poor but bright students is only 3%(76,613 over 2.63M) of higher educationenrolment

Higher education concerns


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12

Only 3 % (50 of 1,741 HEIs ) have goodfacilities

Only 19% (392 of 1,741 HEIs) have accreditedprograms

20% of new graduates unemployed*

Philippine scientist and engineers engaged inR&D is 125** per million population. UNESCO

metrics for developing countries is 380 permillion population

Higher education concerns

* PTFE report (Sept. 8, 2009)

** DOST data


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ORGANIZING AND ADMINISTRATIONFOR EDUCATION


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Policy. For Schools which desire to meet

standards of quality over and above theminimum required for governmentrecognition and in aid of its regulatoryfunction, the Department encourages the

use of the mechanism of voluntaryaccreditation. Towards this end, it shall:

1. maintain a policy environment, which enhancesthe private and voluntary nature of accreditation

and protects its integrity

2. establish a scheme for progressive deregulation ofqualified schools or specific programs or coursesof study in such schools.


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For the school to be eligible for thevoluntary accreditation it must complywith the following requirements:

Government recognition of each program orcourse of study of school for a period of at least

five years.

Compliance with the government-approved set ofcriteria or standards over and above the

prescribed requirements for governmentrecognition.

Accredited status with a government approvedaccreditation agency.


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Level IV Accredited Status: Institutions,which have distinguished themselves in abroad area of academic disciplines andenjoy prestige and authority comparable

to that of international universities. Theseinstitutions must have net the followingguidelines:

y At least 75% of its programs must have

attained Level III status for a minimum periodof ten (10) years, i.e. two (2) consecutiveterms for five (5) years each.


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Accreditation Levels:Level applicant status: for programs whichundergone a preliminary survey visit and arecertified by the FAAP as being capable of

acquiring an accredited status within two (2)years.

Level II Accredited Status: for programs which

have been granted accredited status by anymember agencies of the FAAP and whose statusis certified by the later.


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Level III Accredited Status: for programs

which have been re-accredited, and have metthe following additional criteria/guidelines setby the FAAP for this level. Accredited programsmust satisfy the first two (2) criteria and two(2) of the succeeding one.

A reasonable high standard of instruction asmanifested by the quality of its teachers.

A high visible research tradition


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Benefits for the different accreditationlevels:y Level 1

- Partial Administrative Deregulation

y Level II- Full Administrative Deregulation

- Financial Deregulation

- Partial Curricular Autonomy

- Authority to graduate students without priorapproval of CHED and without need for SpecialOrders


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Benefits for the different accreditation levels:

(cont.)

y Level II

- Priority in terms of available funding assistance for

scholarship- Priority for government subsidy for facultydevelopment

- Right to use in its publication of advertisements

word Accredited

- Limited visitation, inspection and/or supervision byCHED


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y Excellent outcomes in:

Research as seen in the number, scope and impact ofscholarly publications in referred national andinternational journals;

Teaching and learning as proven in the

performance of its graduates and alumniand continuing assessment of students

achievement;

Community service and the impact of its contributions

to the economic and social upliftment, both regional andnational levels;

Evidence of international linkages and consortia;

Well-developed planning process which support quality

assurance mechanisms.


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Benefits for the different accreditation levels:(cont.)

y Level III

- All the benefits ofLevel II

- Full curricular deregulation

y Level IV

- All the benefits ofLevel II and Level III

- Awards of grants/subsidies from the HigherEducation Development Fund

Bong Report

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