Buendia Examining Phil Educ System
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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
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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
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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
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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.
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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
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PHILIPPINE HIGHEREDUCATION
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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.
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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
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SUC Budget Allocation Per Expense Item (in billionpesos)
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14
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
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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
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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
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Faculty Profile
Baccalaureate
70,446
54%
Master's46,346
36%
Doctorate
12,532
10%
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Performance of Graduates in Licensure Exams
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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.
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Research Limited to Leading Universities
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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
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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
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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
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Establishment of academic linkages andbilateral agreements with other
countries
Promotion of quality assurance
International Linkages &
Regional Cooperation
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Advancement of the educational system
Inequalityand access
Sharpening education as a tool againstpoverty
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Balanced approach to education sector
K+12 challenge
Limiting effect of technical-vocationaleducation and training
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RECOMMENDATIONS
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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
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Sustained program in building capacities ofleaders
Programmatic assistance to education sub-sectors
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