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College of Business & Economics CHED Center of Development in Business & Management Education

Continuing Professional/ Technical Education

in the Philippines

SERIES 1999-05

Dr. Divina M. Edralin De La Salle University, Philippines

The CBERD Working Paper Series constitutes studies that are preliminary and subject to further revisions. They are being circulated in a limited number of copies only for purposes of soliciting comments and suggestions for further refinements. The studies under the Series are unedited and unreviewed. The views and opinions expressed are those of the author(s) and do not necessarily reflect those of the Center. Not for quotation without permission from the author(s) and the Center. For comments, suggestions or further inquiries please contact: Center for Business and Economics Research and Development (CBERD) 2nd Floor, Medrano Hall, La Salle Bldg., 2401 Taft Avenue, Manila, Philippines Tel Nos: (632) 3030869 and (632) 5244611 loc. 149; Fax No: (632) 3030869; Email: austriam@dlsu.edu.ph or pajol@dlsu.edu.ph Or visit our website at http://www.dlsu.edu.ph

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About the Author

Dr. Divina M. Edralin is a Full Professor at the Business Management Department of the College of Business and Economics (CBE) of De La Salle University-Manila. She is also the Director of the Center for Business and Economics Research and Development (CBERD). She also holds the Don Antonio L. Tambunting SR., Professorial Chair in Business Administration. She earned her Doctor in Management from De La Salle University-Manila, and her MA Industrial Relations from the Institute of Industrial Relations of the University of the Philippines. Her areas of expertise and research interest include human resource management, entrepreneurship, collective bargaining, and labor issues.

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Abstract

Dr. Divina M. Edralin

At this stage of its economic development, the Philippines is struggling to uplift the conditions of the poor which still constitutes a big bulk of the population. With this in mind, the government has chosen to trek the path of liberalization, realizing that only by tapping the virtually unlimited growth potentials of the global markets can the country provide adequate jobs to its rapidly growing labor force. To become more productive and globally competitive, however, Philippine companies need human resources that do not only have basic workplace competencies but also higher-level professional and technical skills. This is where continuing education comes in. Continuing education is the aggregate principles and practices encompassing education of individuals after they have left the formal system. It is closely linked to the notion of lifelong learning, which exposes that education and learning occurs as a continuing process throughout a lifetime. In the Philippines, continuing education encompasses both continuing professional education, which is primarily the responsibility of the Professional Regulation Commission (PRC) and of the Commission on Higher Education (CHED), and Technical-Vocational Education (TVET), which is the main responsibility of the Technical Education (TESDA). Anticipating the stiff competition in the global professional labor market as a result of the General Agreement on Trade in Services (GATS), the government has required all Filipino professionals to undergo continuing education programs. Since the law took effect, the PRC has accredited at least 1,611 CPE providers, including colleges and universities, professional associations and private companies. Several issues and concerns must be addressed before an attempt to formulate a comprehensive continuing education program for the country. Among which are: the level of education/skills of the labor force, motivation of employees to avail of continuing education, limited participation in CPE programs, relevance of continuing education programs, financing, and the roles of government, the private sector, labor unions, and higher education institution. Among the recommendations to improve the adaptability of professionals workers to the flexible labor market adjustments, and to be able to restore and protect their employment prospects, of the following: (1) formulation of unifying HRD framework, (2) review of matrix of continuing education, (3) adoption of graduated/ progressive model of CPE programs, (4) greater access to education, training, and retraining, (5) incentives for professionals and technical workers, (6) tax incentive to firms, (7) needs identification and assessment, (8) effective integration of education and employment, (9) active tripartite cooperation, (10) alternative financing schemes, (11) aggressive marketing campaign, (12) closer cooperation between academe and other providers of continuing education, (13) restructuring of schools and HEIs, and (14) review of the law and guidelines concerning CPE.

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Continuing Professional / Technical Education in the Philippines

Economic Policy Agenda for the Estrada Administration

Trade and Investment Policy Analysis and Advocacy Support (TAPS) Project

Dr. Divina M. Edralin*

There is no such thing as sufficient initial education: learning is endless--Michael Howard, U.K. Secretary of State for Employment

1. Introduction

A learning society is one in which all citizens acquire a high quality general education, appropriate vocational training and a job (or series of jobs) worthy of a human being while continuing to participate in education and training throughout their lives. A learning society would combine excellence with equity and would equip all its citizens with the knowledge, understanding and skills to ensure national economic prosperity and much more besides.... Citizens of a learning society would, by means of their continuing education and training, be able to engage in critical dialogue and action to improve the quality of life for the whole community and to ensure social integration as well as economic success. (ESRC, 1994).

Seen as a set of practices, at least three interpretations have been placed on the

concept of a learning society: (1) the learning society as an educated society, committed to active citizenship, liberal democracy and equal opportunities; (2) the learning society as a learning market, enabling institutions to provide services for individuals as a condition for supporting the competitiveness of the economy; (3) the learning society as learning networks, in which learners adopt a learning approach to life, drawing up on a wide range of resources to enable them to develop their interests and identities (Edwards, 1995).

At this stage of its economic development, the Philippines is struggling to uplift the

conditions of the poor, which still constitutes a big bulk of the population. Of paramount concern is spurring economic activity to create more jobs for the increasing number of Filipinos. With this in mind, the government has chosen to trek the path of liberalization by taking an active part in the ASEAN Free Trade Area (AFTA), the Asia-Pacific Economic Cooperation (APEC), and the World Trade Organization (WTO). The intent is to open up the economy by liberalizing trade and investment policies in order to attract new job-generating enterprises and to foster competition among the different industries in the country. This is an

* This study was made possible through a research grant from Philippine Exporters Confederation Inc.-TAPS. Research assistance provided by Mr. Raymund Habaradas is acknowledged and deeply appreciated.

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acknowledgement that only by tapping the virtually unlimited growth potentials of the global markets can the country provide adequate jobs to its rapidly growing labor force.

With the onset of globalization, however, the goal of achieving higher levels of

employment, in an effort to combat poverty, becomes even more difficult to reach because of the glaring mismatch between the skills of graduates provided by higher education institutions (HEIs) and those required by employers. With the liberalization of markets, whole industries could shrink or expand, shifting the demand for skills and the availability of job opportunities. To become more productive and globally competitive, Philippine companies need human resources that do not only have basic workplace competencies but also higher-level professional and technical skills.

Moreover, the trend towards the liberalization of services, and the rapid development

and application of new technologies, are forcing local professionals to upgrade their skills to keep themselves competitive compared to professionals the world over. There is a need, so they say, “to level the playing field.” This is where continuing education comes in, through which the country moves closer to fully becoming a learning society.

Continuing education is the aggregate principles and practices encompassing

education of individuals after they have left the formal system. Continuing education includes continuing professional education and further non-formal and informal education and training. For purposes of this paper, continuing education must be understood in consonance with the UNESCO’s definition of adult education, which:

denotes the entire body of organised educational processes, whatever the content, level, and method, whether formal or otherwise, whether they prolong or replace initial education in schools, colleges, and universities, as well as in apprenticeship, whereby persons regarded as adult by the society to which they belong develop their abilities, enrich their knowledge, improve their technical or professional qualifications, or turn them in a new direction and bring about changes in their attitudes and behavior in the two-fold perspective of full personal development and participation in balanced and independent social, economic and cultural development (UNESCO, as quoted in Kidd and Titmus, 1989).

Continuing education is closely linked to the notion of lifelong learning, which is the

body of theories and principles espousing that education and learning occurs as a continuing process throughout a lifetime. Lifelong learning, therefore, encompasses the following: initial education, which is the period of continuous formal study (and ‘youth training’) completed before entry into main employment (Parry, 1993); further education, which refers to education oriented toward more specific occupational or life skills, rather than academic degrees (Carnegie Commission on Higher Education, 1973); and recurrent education, which is the distribution of education over the lifespan of an individual in a recurring way. Recurrent education implies the alternation of education with other activities, of which the

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principal would be work, but which might also include leisure and retirement (Council of Europe, 1973).

Today, continuing education has emerged as the preferred category to describe the

education of adults (Jarvis, 1983), and has been extended in recent years to encompass parts of initial education as well as the core territory of post-initial education and training.

The literature on continuing education reveals that it aims to achieve any or a

combination of the following objectives: 1. Improve the adaptability of the labor force to technological change. 2. Invigorate educational institutions. 3. Facilitate more flexible labor market adjustments to changing requirements. 4. Enable a better interplay between educational and other social sectors, including a

better contribution to the potential necessary for economic growth. 5. Enhance continuing personal development, motivation and learning behavior of

adults. 6. Enhance individual freedom of choice and opportunities for self-development. 7. Provide better opportunities for individual development. 8. Restore and protect the employment prospects of particular individuals and

groups.

Given this background, and taking into consideration the information gathered from interviews and various secondary sources, this paper aims to review the status of, and identify issues concerning, continuing education in the Philippines, to review the experiences of other countries that could be useful to the Philippines, and to present a set of recommendations concerning continuing education in the country.

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2. Relevant Country Experiences

The experience of other countries regarding continuing education could provide useful insights for the Philippines as it attempts to improve its own continuing education programs. Hereunder is a review of the experiences of selected countries.

Worth mentioning is the fact that continuing education has a long history dating as far

back as the French Revolution, during which the concept of lifelong education was first formulated within the framework of the Condorcet Education Plan. Since then, adult education has developed into a complex system, and has contributed to the transformation of the French economy and society. In the 1960s, for example, adult education played a major role in facilitating the transition of the traditional labor force (agriculture and crafts) to new industries.

In Japan, the role of school education was emphasized during the Meiji era (1868-

1912) with the promulgation of the Education Order in 1872 in an attempt to catch up with the advances made by the USA and Western countries. While both school education and social education (first referred to as ‘popular education’) have been considered as complementary educational activities, school education has been regarded as the main stream, with social education fulfilling a secondary role. From the latter half of the Meiji era, however, especially after the Russo-Japanese War (1905), the development of social education, which was directed towards youth and adults who had insufficient school education, was undertaken in real earnest. As a result, even before the start of World War II (1941), social education, a precursor of adult education, was already practiced on a wide scale throughout the nation.

Combating unemployment. Faced with the structural problem of unemployment,

including long-term unemployment, most industrialized countries are developing schemes to train and retrain the growing number of unemployed people. Such courses usually encompass preparation for work, basic skills, and specialized programs for specific occupational tasks (Atchoarena, 1993).

In Europe, the magnitude of and the increase in unemployment figures tend to focus

lifelong education on labor market issues. The aim is to assist in finding employment through training for the unemployed and in the prevention of marginalization of the long-term unemployed. In France, for example, the 1990s saw the growth of continuing education as government allocated more resources to training programs for the out-of-work in an effort to curb the rising unemployment level (Atchoarena, 1993).

In the United Kingdom, the persistence of skills shortages alongside high levels of

youth and adult unemployment have encouraged central government to give emphasis on skills development and employment-related education, and to shift resources in this direction (Parry, 1993).

The unification of Germany, on the other hand, has resulted in radical changes in individual life patterns (including loss of jobs), bringing forth the need for retraining and skill

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adjustment. In the eastern states of Germany alone, roughly 400,000 men and women are currently enrolled in programs of further education and retraining. Although the development of strategies for lifelong learning has come under the influence of new political priorities, the overall emphasis on labor-related premises and objectives has been even further strengthened (Kunzel, 1993). In the former Soviet Union, higher and lifelong education need to deliver economic and managerial knowledge and skills required in the transition to a market economy. Because of the mismatch between higher and lifelong education and the labor market, a higher education diploma is no longer a guarantee of employment or adequate remuneration (Kitaev, 1993).

In Singapore, there are plans to hold an annual manpower meeting where government

officials, employers and unions could discuss with foreign experts how to improve training. This comes amid warnings from some trade union leaders that unemployment could rise to as much as 7 per cent of the work force in 1999. As Singapore was hit hard by the regional slump, growth in gross domestic product fell sharply to 1.5 per cent in 1998 from 7.8 per cent in 1997, with the manufacturing sector declining by 0.5 per cent. This resulted in 19,000 manufacturing workers losing their jobs.

In response to the rising unemployment and to the competition posed by the cheaper

work force of neighboring countries, the Singaporean government has taken steps to increase the productivity and upgrade the capabilities of its work force. According to Prime Minister Goh Chok Tong, there is a need “to restore and widen the competitive gap between ourselves and our neighbors.” Among these efforts is the establishment of the School of Lifelong Learning, which is meant to help workers learn continuously to enhance their employment prospects.

Financing of continuing education. In France, the government imposed a payroll

tax for all companies of 10 workers or more, because it was felt that the government budget was not sufficient to sustain the level of investment required to finance the level of training necessary for economic growth. Companies can avoid paying the tax if they provide training for their workers. As a result of this policy, employers have become a significant source of funding for training in France. In 1991 alone, 42 percent of total financial resources spent for training came from companies.

There are 96 fund-collecting organizations authorized by the state to collect funds and

finance educational activity in France. They covered 82,000 companies employing some 4,490,000 individuals and they collected 2.95 billion francs in 1989. They also took control of educational expenses totalling 3.6 billion francs in accord with agreed educational plans or individual measures for education. Furthermore, employers are liable to pay 0.15 per cent of their total wage bill to one of the 67 organizations authorized to organize individual paid educational leave, which is the right of every individual by law. In 1989, this contribution amounted to 1.17 billion francs. During that year, there were 21,725 individual applications for study leave, with an average of 800 hours each. Finally companies are expected to pay a continuing education contribution of 0.3 per cent of their wage bill to OMA (Organisme de

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Mutualisations Agrees), which are responsible for planning alternative professional training for young people. In 1989, approximately 6.9 billion francs were contributed to these funds.

In Sweden, Parliament decided to create renewal funds by cutting 10 percent off the

profit of bigger enterprises. The total sum was used for corporate learning strategies over a period of five years starting from 1986. This policy had a strong impact on work-oriented learning strategies. Even though employers were very skeptical about this method of using their profits, it is obvious that the interest in employer-sponsored adult education increased strongly during the late 1980s (Abrahamsson, 1993).

Role of government. In France, the state plays a principal role in continuing

education. It determines policy on an inter-ministerial level, manages the funds for further education and social promotion, and engages in educational activity with specific priority groups in the population. In addition, the Delegation of Further Education constitutes the central organization on a national level, and is involved in planning and sub-contracting education to the regions. It also plays a major role in the negotiations between trade unions and employers’ organizations.

In 1989, the state organized further educational programs for 1.25 million people,

provided about 350 million training hours and spent 18.8 billion francs. In addition, it donated 2.4 billion francs to the regions for continuing professional education and apprenticeship training, allowed 4.1 billion francs in tax exemption to companies employing young people and offering apprenticeships to the long-term unemployed, and spent 14.8 billion francs on paying trainees and the continuing professional education of its own staff.

In Germany, the federal government seeks to promote and develop the economic

welfare of the nation partly through vocational training and continuing vocational education. The federal administration takes control, by way of legislation, financing and curricular licensing of that part of Weiterbildung (adult continuing education) which is labor-market oriented, including the approbation of professional qualifications.

In the USA, professionals are required by their licensing bodies to attend a minimum

number of educational events each year. Of the 30 million professionals in the United States, as estimated by Cervero (1988, 1989), 75 per cent of those surveyed were already found to be participating in continuing education at levels exceeding the minimum requirements (Phillips, 1987).

In Japan, the policy for lifelong learning is being developed at three different levels of

the state, the prefecture, and the municipality, with the Ministry of Education, Science and Culture (MOESC) taking the leadership. While respecting the autonomy and free development of private educational entrepreneurs, the central government and the local public bodies give indirect support.

In the United Kingdom, the role of the state in post-school education and training was

to be deliberately detached, with interventions into the training market limited to supporting

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disadvantaged groups (the disabled and long-term unemployed), pump-priming new ventures, and urging employers to invest in vocational education and training (Parry, 1993).

Role of the private sector. Throughout Europe, as well as in Japan and the USA,

employers, whether or not supported by the state, are increasingly providing adult education opportunities for their workforce.

There is a great variety of co-operation arrangements and modes of delivery developed by industries. These delivery systems include: in-house company-training, programs organized in companies’ training centers, courses organized by a training institution to meet the company’s training needs, mixed schemes including on-the-site training, self-imposed individual study, and distance education programs.

In France, businesses are a major player in the education of adults, spending

approximately 2.97 per cent of their total wage bill on training—both in-house and external (Caspar, 1993).

In the United Kingdom, employers have been given the prime responsibility for

investment in training and for meeting targets set by the Confederation of British Industry. Much of this training has been sub-contracted to local providers of further and higher education, although non-profit groups (such as group training associations, chambers of commerce, and industry training organizations) also provide training, particularly short courses or continuing provisions for adults.

More significantly, many of the largest companies in the UK have had long-

established and effective training programs. Worth mentioning is the Employment Development and Assistance Programme launched by Ford Motor Company in 1989 across its 22 major sites in Britain and available to over 40,000 employees. In this initiative, employees were offered funding for non-job-related educational and training opportunities and by 1990 over 20,000 applications had been received for more than 500 courses. The program was planned in cooperation with the trade unions and with educational providers.

In Japan, there is a considerable range of lifelong educational activities conducted by

the private sector. Private providers of learning opportunities for adult learners in Japan include company and vocational education institutions, social education centers, and private educational institutions such as Culture Centers. Furthermore, other conventional program providers in the private sector such as temples, churches, YMCAs, and YWCAs have begun to embrace the concept of lifelong learning.

In Germany, other private sector establishments, outside of business enterprises, are

involved in providing continuing education. These include church organizations (nine per cent of enrolments), institutes of distance learning, welfare organizations, trade union offsprings, party-political foundations, societies for technical and commercial education, and, having emerged from various ‘social movements’ in the early eighties, alternative adult education organizations (Atchoarena, 1993).

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In the USA, providing agencies (outside of higher education institutions) involving adult learning include: community organizations, corporations and businesses, free universities, labor unions, the Armed Forces, parents’ groups, professional organizations, public (state) schools, self-help groups, voluntary organizations, community development agencies, cooperative extension, cultural institutions, hospitals, mass media, non-profit agencies, prisons, proprietary schools, and religious institutions. (Brookfield, 1993).

Role of higher education institutions. There seems to be a general trend towards an

increasing involvement of higher education institutions in providing lifelong education. This common pattern takes place within a context of great change in higher education systems. Such changes include: the continuing expansion of the number of students enrolled in higher education, change in the structure of higher education, closer cooperation between industries and universities, the search for stronger links between the higher education institutions and the regions they serve, the introduction of market mechanisms into higher education provisions, and pressures for greater accountability (Atchoarena, 1993).

In France, the need for higher education institutions to be involved in continuing

education was only officially recognized in 1984, when an Act was passed extending the mission of tertiary education institutions to include adult education and inviting them to establish ad hoc delivery and administrative structures. This legal framework, together with growing pressures from the economic environment, has given an increasingly important role to universities in continuing education. In 1989, higher education institutions trained 5 per cent of the total number of adults who had benefited from continuing education. The same year, 19,740 university degrees were granted by higher education institutions within the framework of continuing education, corresponding to 8 per cent of all degrees awarded. In 1991, 412,000 adults benefited from continuing education services provided by tertiary education institutions, mainly universities.

In the United Kingdom, higher education as a sector had played an important part in

highlighting the strategic role of continuing and higher education, not just in relation to advanced learning but as a phase in a wider and articulated system of post-compulsory education and training (Parry, 1993). Among the providers of continuing education, colleges of further education account for the majority of people engaged in formal learning in the post-school system. Typically, colleges of further education offer a broad mix of programs and qualifications matched to the needs of the local communities they attempt to serve. Across all colleges, only about one in five students follow full-time courses, the majority participating on a part-time basis, through short courses, or through regular or occasional day or evening attendance.

In Japan, the number of adults entering higher education institutions amounted to

3,448 in university departments (1989), 1,623 at junior colleges (1989), and 1,827 at graduate schools (1990). Special training schools, known as Special Training Colleges, which offer advanced courses, have played a definite role among the further education institutions in conferring specified technical skills and knowledge to the 59,515 adult students (specifically, employed people) who were enrolled as of 1988. Higher education institutions also offer

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extension courses, and figures for 1989 show that out of 499 universities, there were 395 universities (79 per cent) offering 3,147 courses to a total of 415,198 participants.

In Singapore, the government recently set up the School of Lifelong Learning, which

uses modern communication technologies to link businesses and individuals to affordable training opportunities. This is part of a comprehensive learning system that encourages workers to acquire skills throughout their careers so they can adapt better to rapid changes in the workplace (Richardson, 1999).

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3. Continuing Education in the Philippines In the Philippines, continuing education encompasses both continuing professional

education, which is primarily the responsibility of the Professional Regulation Commission (PRC) and of the Commission on Higher Education (CHED), and technical-vocational education and training (TVET), which is the main responsibility of the Technical Education and Skills Development Authority (TESDA).

Continuing professional education. The Professional Regulation Commission

(PRC) recognizes the following as part of continuing professional education (CPE): seminars, conventions, academic studies, distance learning, authorship, inventions, preparation of teaching materials, on-the-job training, study and observation tours, professorial chair lectures, and other activities pre-approved by the CPE councils. Currently, CPE programs are basically meant to update the professionals about the latest developments in their respective fields, and serve as a requirement for the renewal of their license to practice.

Anticipating the stiff competition in the global professional labor market as a result of

the General Agreement on Trade in Services (GATS), the Philippine government has required all Filipino professionals to undergo continuing education programs. The standardized implementing guidelines and procedures for CPE programs as contained in PRC Resolution No. 381, took effect on November 13, 1995 in compliance with Executive Order No. 266 signed by President Ramos on July 25, 1995. Under the law, 40 different professions being regulated by the PRC are required to undergo CPE programs to be administered by various accredited CPE providers. These programs are meant to ensure that licensed professionals maintain minimum skills, are exposed to advances in their field of practice, and get additional training.

The law requires registered professionals with baccalaureate degrees to earn a total of

60 units in CPE credits for three years, while those with non-baccalaureate degrees need 30 CPE credit units before they can renew their respective licenses. Those who fail to comply with the law would not be permitted to renew their professional licenses and would be ‘delisted’ from the roster of professionals authorized to practice in the Philippines. As of May 26, 1999, there are 1,175,386 registered professionals across 35 categories of PRC. In the top of the list are the nurses, midwives, and accountants (Refer to Appendix 1).

Since the law took effect, the PRC has accredited at least 1,611 CPE providers,

including colleges and universities, professional associations, and private companies. The professions with the most number of accredited providers are nursing, which has 360; medicine, 230; dentistry, 121; professional teachers, 116; medical technology, 77; accountancy, 67; and midwifery, 63 (Refer to Appendix 2).

The extent of participation of professionals in the various CPE programs can be gleaned from the records of the PRC, which show that a total of 43,153 certificates of compliance, 29,278 certificates of exemption, and 48,929 certificates of undertaking had been issued in 1998 (refer to Appendix 3). However, figures for some professions like

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architecture, civil engineering, geodetic engineering, interior design, landscape architecture, medical technology, and social work are unavailable.

The number of accredited programs as shown in Appendix 4 have also progressively

increased over the past three years with the medical, nursing, midwifery, and accountancy professions accounting for the most number of approved programs.

Tullao (1998) cited the different positive characteristics of the CPE program

implemented by the PRC, particularly the variety of CPE methods, the varying weights of CPE points professionals undergoing training could earn to renew their license to practice, and the requirement for documents to prove attendance in training programs. Tullao, however, suggested a review of the current Matrix of CPE Programs, Activities and Sources (refer to Appendix 5) in response to the need to enhance the international competitiveness of local professionals. He further noted that international benchmarking requires giving more weight to research papers, publications in professional journals, and graduate studies, which are not the preferred forms of continuing education in the country.

Dr. Andres Oreta, a member of the Philippine Institute of Civil Engineers (PICE) and

a former reviewer of CPE programs for civil engineers, would rate the general quality of CPE programs for civil engineering, particularly those provided by the PICE Chapters, as “average” based on the feedback of the participants. This rating is reflected in the reports submitted by accredited CPE providers after they have conducted a CPE program.

He acknowledged that PICE needs to augment its pool of speakers to expand the

scope, and to improve the quality, of the content of various CPE programs for civil engineers. He bewailed the fact that some CPE providers give very short notice (sometimes just a week before a seminar) to invited resource persons, preventing the speakers from preparing well for a particular topic or from coming up with a fresh topic that would be of interest to the participants.

Dr. Oreta observed that, in many one-day or two-day seminars, topics are “very

diverse” with several speakers often tackling remotely related topics. This could lead to limited learning among participants, who could have benefited from a more focused seminar featuring a module of related topics. He likewise expressed concern over the ‘diverse’ composition of participants in CPE programs, forcing speakers to adjust their topics to an “average level” to accommodate older participants who “find it difficult to understand advanced topics.”

He pointed out that some seminars have too many participants, sometimes exceeding

200 at a time, obviously an attempt “to maximize profits” and to recoup the expenses of the CPE providers. To compound this situation, some participants just have their attendance recorded in seminars and conferences without actually attending the sessions.

Dr. Oreta, however, revealed some steps being taken by PICE to improve its CPE

programs. The PICE, for example, is examining the possibility of having specialty groups

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(structural engineers, construction engineers, hydraulics engineers, geo-technical engineers) within the association and its various chapters. By designing CPE programs towards specialty groups, the problem of having remotely unrelated topics in one seminar or conference would be addressed because CPE modules would necessarily contain topics connected to the specialization of the participants.

Mrs. Anesia Dionisio, President of the Philippine Nurses Association (PNA), would rate the quality of CPE programs for nursing as “excellent” based on the feedback of takers, but does not yet clearly see the impact of the CPE programs on the quality of service provided by nurses to their patients. She expressed confidence in the capability of accredited CPE providers for the nursing profession, which include PNA’s different chapters and reputable hospitals. She pointed out, however, that the CPE programs offered to nurses have not yet been standardized, meaning that the content of a seminar on the care of diabetic patients, for example, would differ depending on who is teaching it. She laments the commercialization of the CPE programs and the lack of consistency in giving credit units of some CPE providers.

Like PICE, the PNA is moving towards the direction of specializing within the

nursing profession with the adoption of a voluntary ‘credentialing’ process leading to a specialization in psychiatry nursing, maternal and child nursing, community health nursing, or medical surgeon nursing. Mrs. Dionisio envisions a system through which nurses could take up CPE programs leading towards a specific specialization, after which an accumulated number of credit units could earn for the nurse a master’s degree in his/her specialization, one that could be granted by an accredited university. This system, she believes, will make the CPE programs meaningful to nurses and really lead them towards an improvement in their skills in health care delivery.

Continuing vocational training. Another component of continuing education in the

country would be technical-vocational education and training (TVET), which is the primary concern of TESDA. Established in 1994, TESDA aims to mobilize the full participation of industry, labor, local government units and technical-vocational institutions in the country’s skilled manpower development programs. The creation of TESDA was meant to reduce overlapping in skills-development activities initiated by various public and private sector agencies, and to provide national directions in the varied programs of the different educational and training institutions that comprise the country’s TVET system.

Under the law, TESDA is mandated to: integrate, coordinate and monitor skills development programs, restructure efforts to promote and develop middle-level manpower, approve skills standards and tests, develop an accreditation system for institutions involved in middle-level manpower development, fund programs and projects for technical education and skills development, and assist trainers training programs.

TESDA is also expected to devolve training functions to local governments, reform

the apprenticeship program, involve industry/employers in skills training, formulate a skills development plan, develop and administer training incentives, organize skills competitions, and manage skills development funds.

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In particular, TESDA has the TESDA Occupation Qualification and Certification

System (TOQCS), which is designed to enhance the existing qualification and certification system particularly with regards to expanded clientele and qualification requirements under TESDA. It integrates the formal, non-formal and informal modes under one system, which calls for modularized and competency-based learning such that each level has a set of qualification requirements. The qualification requirements will correspond to competencies stipulated in the existing occupational skills standards for each specific trade (See Figure V.S TOQCS, page 21, in TESDA: Installing a Quality Assured TESD System, June 1998, Appendix 6). This could be a model that the different professions can adopt in their CPE programs.

TESDA also has the Training Contract Scheme (TCS), an industry capability build-up

program (ICBP), wherein subsidies for training in essential training competency areas are given to firms. In 1995, some 48 regional/sectoral ICBPs were implemented, with 6,849 participants trained in various levels of competencies. In 1996, some 42 regional and sectoral training capability programs were approved, with 2,758 participants trained.

While some programs of TESDA were quite successful in improving the

development of technical skills in the country, it has been criticized for its inability to provide skilled workers to industry, and for its failure to attract enrolees in its various programs. Former Labor Secretary Leonardo Quisumbing (1996), for instance, observed that “TESDA failed to turn out enough skilled workers to meet basic demands of booming industries here and abroad.” Consistent with this claim is the decline of enrolment in TVET schools. TESDA figures revealed that total enrolment dipped from 297,146 in SY 1995-1996 to only 253,748 in SY 1996-1997. Quisumbing (1996) recommended an intensified human resource development program in order to entice job seekers to undergo TESDA training.

There are other initiatives that would fall under the purview of continuing education

in the Philippines, among which are the following: Support for government employees. The Civil Service Commission (CSC) is

currently pursuing various programs to address the need of government employees for continuing education. Its Local Scholarship Program assists government employees pursue masteral and doctoral studies to enhance the capability of government personnel. Other government agencies have also established their own educational support programs to assist employees seeking to complete their bachelor’s degree and those pursuing their masteral or doctoral studies (Conferido, 1998)

Equivalency program. Also worth mentioning is the Expanded Tertiary Education

Equivalency and Accreditation Program (ETEEAP) which opens the doors of formal academic institutions to accreditation of learning obtained outside their own systems. Implemented by CHED and TESDA by virtue of Executive Order 330, ETEEAP is an alternative mode of obtaining post-secondary and higher education credits. Through a

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compendium of creative competency-based assessment processes, students could gain tertiary education certificates, including a college degree. The equivalency system is based on the assignment of equivalent academic credits to competencies obtained outside the formal school system as demonstrated by knowledge, skills, attitudes and values (Valisno, 1997). The program then gives formal recognition to prior learning and competencies gained by individuals from other channels beyond the classroom. Such formal recognition, in the form of a certificate or diploma, will enable them to pursue higher learning, further career development, and improve their professional qualifications (Conferido, 1998). This program closely establishes the relationship of the higher education system with the labor market in an effort to advance the ability of the Filipino labor force to compete globally.

Under this program, government encourages the participation of learners who find it

difficult to enrol in residency programs of colleges and universities. Individuals with different interests, cultural backgrounds, and value systems participate in ongoing learning programs in their respective companies/milieu, and are later on certified for those relevant aspects of the education in which they participated. Workers in factories, for example, can earn credits for their contributions to innovation and technology development. Women who need to stay at home and care for family members will have a chance to be accredited for knowledge obtained in home management and technology, early childhood or adult care and development, self-development, and other pursuits.

Distance education. Distance education programs use a mode of instructional

delivery that brings down the walls of classrooms to create borderless learning environments. This opens opportunities for individuals who want to avail of continuing education, but could not afford to leave their place of work.

Educational technologies offered by computers, video tapes, satellites and various audio-visual equipment form an important aspect of the borderless learning environment, offering innovative, creative and alternative approaches to learning by complementing, supplementing, and strengthening the use of print-based learning materials (CHED, 1997:3-4).

In the area of borderless (open) learning, the country’s most significant accomplishment was the establishment of the UP Open University in February 1995. It was established for the purpose of democratizing access to knowledge through distance education programs aided by strides in information technology. The delivery system at the UPOU does have the essence of a distance learning environment, providing a student support system, which promotes self-study.

Significant progress has been made since its establishment, including: (1) an increase in the number of programs offered from one to ten in the last school year; (2) an increase in enrolment from 181 to 1,395 in the first trimester of SY 1996-1997; (3) an increase in the number of learning centers from 5 to 20. (Quiason and Quiason 1997 in Pablo 1997)

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4. Issues Concerning Continuing Education

Several issues and concerns must be addressed before an attempt to formulate a comprehensive continuing education program for the country. The following issues will be discussed not only in the context of the Philippine educational system, economy and society, but also based on the experiences of other countries, particularly those which have succeeded in certain areas of continuing education.

Level of education / skills of the labor force. The levels of educational attainment

of the Philippine labor force signals the critical need for continuing education among Filipinos, especially in the light of the demands of globalization. In 1997, only 11% of the total employed were tertiary level graduates, while another 11% were tertiary level undergraduates. High school graduates accounted for 20%, while 13% were able to finish only one or two years of high school. The remaining 40% reached only the primary level, and 3% had no schooling at all (Conferido, 1998).

Motivation of employees to avail of continuing education. National surveys

indicate that the majority of adults are not involved in education, primarily because they lack support, interest or motivation (Sargant, 1991). Those that are, and are responding to the opportunities and challenges which lifelong learning presents, still readily come up with lists of financial, situational, institutional and attitudinal barriers to their effective and continuing participation. Individuals would only avail of formal continuing education programs if they perceive the benefits to outweigh the costs in terms of money, time, and effort.

A particular concern would be the ‘learning divide’ at work. In the workplace, there

are individuals who are already well-qualified and who continue to be learners throughout their lives, and there are those who either leave education largely unqualified or who neither engage in learning as adults nor intend to do so in the future. This is what is known as the ‘learning divide.’ According to Conferido (1998), those who have fewer skills and are at the lower ends of hierarchies of authority, autonomy, and pay at work also enjoy fewer formal opportunities for learning through work. The same groups of people who miss out on education in and after school are also likely to miss out on training opportunities at work. The key factors affecting participation of adults are early school leaving, poverty, lack of qualifications or skills, low status, lack of self-esteem and powerlessness.

Limited participation in CPE programs. By comparing the number of certificates

of compliance, exemptions, and undertaking issued in 1998 to the total number of professionals registered in the PRC, the initial conclusion would be that relatively few have actually undergone CPE programs since PRC Resolution No. 381 took effect. In the nursing profession, for example, there are 69,390 delisted nurses (those who have failed to renew their licenses) from the list of registered nurses of the PRC, an indicator that a significant number of nurses failed to comply with the requirements of the law. Possible reasons for the limited participation include the lack of adequate information provided by PRC and of the different professional associations, and the cost involved in undergoing CPE programs. This question of affordability, coupled with the low compliance rate, has, in fact, spawned

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concerns among certain lawmakers who now question the wisdom of requiring CPE programs for the renewal of professional licenses, given the fact that many people cannot afford to pay for CPE programs.

Relevance of continuing education programs. Many professionals, particularly

those belonging to the professions regulated by the PRC, avail of continuing education through seminars, conferences, and conventions because of government requirements towards the renewal of their license to practice their profession, but relatively few have chosen the path of graduate studies.

The issue raised is whether the continuing education programs availed of by local

professionals have really raised their level of competence and competitiveness. While the variety of continuing education programs approved by the PRC is such that the individual has a lot of choices, oftentimes, the tendency is to accumulate CPE points rather than to enrich knowledge and to upgrade skills. This has led to a reexamination of the relevance and/or quality of certain types of CPE topics covered and the method used in relation to other programs.

Financing. Funding continuing education is a very important issue, and is probably

one of the most critical. Government taxation has proven to be inadequate, even in developed countries, to cover the increasing diversified learning needs within modern societies. This is especially pronounced in developing countries like the Philippines, where government has limited financial resources, and could therefore allocate limited funds for continuing education programs.

To supplement government resources meant for training, employer contributions have

been looked at as additional sources of funding. Whether requiring employer contributions through payroll taxes is viable in the Philippines is a question that needs to be answered given the economic condition of the country. Many companies are likely to be more concerned with immediate business pressures, and are less likely to commit resources for human resource development, particularly during economic crises.

Role of government. The government has already defined the roles of several

agencies (i.e. PRC, CHED, TESDA, DOLE) tasked with implementing or coordinating continuing education programs in the country. It has also set up a mechanism to ensure that professionals under the regulation of the PRC avail of CPE programs. Despite all these, the government has yet to formulate, and agree on, a unifying framework on human resource development, which could serve as basis for future sectoral plans, executive policies, legislation, and other programs and projects (Conferido, 1998).

Among the issues that need to be addressed are the following: Should government

allocate more funds for continuing education? Which sectors should be given priority in terms of government funding for continuing education? Should government pass new laws to promote continuing education, or should it concentrate its efforts on implementing existing

21

laws and on improving the effectiveness of concerned agencies? The presence of a unifying framework would help answer these questions.

Role of the private sector. The role of the private sector in providing continuing

education will become increasingly important because of several reasons. First, employers would be looked upon as a source of funds for human resources development activities because limited government funds would likely result in correspondingly limited budgetary allocations for continuing education programs. Second, employers are the direct and visible beneficiaries of well-trained and highly-skilled human resources.

The question, however, is whether Philippine companies are willing and able to set

aside a portion of their profits for the continuing education of their employees, or whether they have the capability to embark on a sustained training program. The case of Japan, for example, shows that while major companies are able to conduct education independently, many of the medium and small companies do not have the ability to conduct education for their employees by themselves and find it necessary to enlist the support of the public sector (Research Department of Lifelong Learning, 1993).

Role of labor unions. Ma. Teresa Soriano, Officer-in-Charge-Executive Director of

the Institute of Labor Studies of the Department of Labor and Employment (DOLE), revealed that DOLE is encouraging labor unions to include continuing education as a major component of their collective bargaining agreements (CBAs). Soriano said that very few CBAs actually have provisions concerning the education and training of workers because labor unions normally concentrate their efforts towards improvements on wages and fringe benefits.

DOLE is also advocating ‘employment security’ through continuous training and

retraining of workers. As opposed to job security, which means keeping one’s job, employment security means remaining employable and easily getting another job even after losing a job due to retrenchments or downsizing of companies. Most unions find it difficult to accept the concept, choosing to focus on job security. The ‘more progressive’ unions, however, have already accepted employment security, and are, in fact, providing training to their members towards this end.

A major issue, of course, is whether labor unions are prepared and willing to adopt a

paradigm shift with regards to their role given both the positive and negative effects of liberalization and globalization on the labor sector. Are they prepared to cooperate closely with management to ensure that their members remain employable through continuous training and retraining efforts?

Role of higher education institutions. While higher education institutions (HEIs) in

other countries have taken a more active role in the provision of continuing education, HEIs in the Philippines have so far a limited role. Tapping the extensive network of public and private colleges and universities throughout the country could serve to make continuing education more accessible to a greater number of people.

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A major issue concerning HEIs is their capability to provide continuing education to the general public, particularly to adults desiring to avail of it. One concern is the lack of experts who can design the CPE curriculum and prepare modules exclusively meant for CPE. This is a likely result of the weak link of HEIs with industry, which could serve as a source of experts for continuing education. Consequently, the lack of experts means that there is a limited pool of resource persons to conduct training programs.

The situation is rooted to the fact that most colleges and universities in the Philippines

have structures intended mainly to provide initial education, particularly to the 16-20-year old age group. Very few institutions, in fact, have realigned their objectives or have structured themselves to provide continuing education. The large demand for traditional college education in the country is such that HEIs have largely ignored the market consisting of adults willing to avail of continuing education programs.

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5. Recommendations On the assumption that continuing education is an alternative education strategy for

professionals and technical workers to improve their adaptability to the flexible labor market adjustments and to be able to restore and protect their employment prospects as individuals or as a group in the global market, the following suggestions are hereby proposed:

1. Formulation of a Unifying HRD Framework. The government is currently

working on a unifying framework on human resource development. This will enable government to determine priority areas in the implementation of continuing education programs, and to develop plans accordingly. It is also expected to provide a better perspective in dealing with issues on globalization and technological developments as they affect the level of competitiveness of the country’s labor force. It must also address issues concerning employment security, as well as access and equity issues including the upliftment of the conditions of the poor and other disadvantaged groups through education and training.

2. Review of matrix of continuing education. Consider variations in the Matrix of

CPE Programs, Activities and Sources according to the needs and characteristics of the profession, and according to international benchmarking. Give different levels of accreditation to CPE providers, and then allow institutions with higher levels of accreditation to reward correspondingly higher CPE credits. For example, the credit units to be earned in completing the graduate program of the UP College of Nursing should be more than what could be earned in completing an ordinary graduate program with a lower accreditation level. The body granting accreditation should establish standards based on internationally competitive levels.

3. Adoption of graduated / progressive model of CPE programs. CPE programs

should be designed to include several certification levels (e.g. basic, intermediate, advanced, and expert levels) which could be achieved by satisfying certain qualification standards determined by the different professional associations, using international benchmarks. This will make CPE programs more relevant, promote constant improvement in the skills of professionals, and minimize the occurrence of attendance in seminars and conferences for the sake of accumulating credit units.

4. Improve the Monitoring of CPEs. If the CPE will continue to be the primary

responsibility of PRC and CHED, it is imperative that an improved monitoring system be implemented to ensure that the primary objectives of the CPE is achieved, that there is consistency in granting equivalent credit units across professions, and that commercialization of trainings does not occur. This could be done in close coordination with the recognized professional associations.

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5. Greater access to education, training, and retraining. As part of government policy toward technological change, education, training, and retraining must be available to all during any period of significant technological change (Myers, 1980). Given the scarcity of resources, priority should be given to individuals without skills or with lower-level skills to enable them to escape low-pay, poor working conditions, and lack of growth prospects. This can be done through TESDA’s network of TVET schools, and through the formal educational system, whether private or public.

6. Incentives for professionals and technical workers. Encourage professionals

and technical workers to return to formal education and training programs to update or hone their skills. This can be done by firms through incentives such as scholarships, promotion, reduction in the hours of work, time-off to study (study leaves) and opportunities to share their learning to others.

7. Tax incentives to firms. The government can provide tax deduction as incentive

to firms that will actually provide continuing education through training and retraining of their professionals and technical employees.

8. Needs identification and assessment. It is important to identify the needs of

professionals and technical workers based on technological developments, labor market trends, and other economic factors. These will be used as inputs for the types of programs and institutions, which will implement the programs. This needs assessment can be done through regular surveys, interviews, and data of firms on the performance level of their professional and technical employees. Data can also come from professional agencies or organizations on national or local levels.

9. Effective integration of education and employment. Emphasis should be given

by the education provider on the quality of learning, which is basically measured in terms of applying the theories and skills learned in the actual workplace or responding to the needs of the industry. This also necessitates that proper needs assessment of the firms in the industry and the individuals level of competency must be done by the education provider before any curricular or training design will be developed for implementation. This also requires the conduct of training evaluation based on the feedback of the participants and the firms which sent the trainees to determine if there are positive contributions afforded to the companies such as higher productivity.

10. Active tripartite cooperation. Employers and unions, with the support of government, must work together in the spirit of mutual interest to achieve their respective goals. Labor and management should agree to integrate provisions on continuing education in their collective bargaining agreements to promote greater employment security and labor productivity.

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11. Financing schemes. The following options can be considered in financing continuing education programs: 11.1. Government subsidy – allocation of financial grants directly to educational

institutions and accredited training organizations; the provision of education assistance either through scholarships or loans directly to those disadvantaged groups (the disabled, unemployed, and youth) who had minimal income but are very interested to avail of continuing education programs; and financing government priority training programs for which no industry is responsible, which can be done through TESDA and DOLE.

11.2. Employers support – allocation of budget for training and retooling; allowing employees to go on study leave without losing career opportunities when they come back; giving scholarships or educational loans; allowing employees on a flexitime schedule when they are on training; and requiring employers to contribute a certain percentage of their profits into a fund to finance continuing education of their employees and those who are interested to acquire vocational education and training particularly the unemployed.

11.3. Private sector funding – donations through corporate foundations which can be accredited as CPE providers.

12. Aggressive marketing campaign. Government agencies, such as TESDA and

DOLE, must actively promote their training programs (and their costs) meant for professionals and technical workers. These agencies must coordinate closely with firms, especially small and medium enterprises, which have less resource for continuing education. Their information system must take into consideration the different situations of the various industries where these professionals and technical workers are employed all over the country.

13. Closer Cooperation between academe and other providers of continuing

education. Higher education institutions (HEIs) must streamline and improve their methods and forms of cooperation with different agencies and organizations involved in continuing education. This should include a clear definition of functions, rights and responsibilities, extent of support and incentives, and the development of a mechanism responsible for continuing education inside the institution of higher learning, in accordance with the whole system of higher education. A possible cooperative arrangement would be for accredited HEIs to grant a master’s degree to professionals who have accumulated a certain number of credit units from CPE programs leading to a certain specialization.

14. Restructuring of schools and HEIs. Major reforms in higher education

institutions will have to be done to promote continuing education among adults. This will involve the realignment of institutional objectives, as well as changes in the organizational structure, curricula, academic services, faculty hiring policies, faculty development programs, and the budget. Curricula should embrace and reflect social, economic, technological, and cultural issues. Alternative methods

26

of delivery, such as distance learning, must be made considered to provide more education and skills training opportunities for more people.

15. Review of the law and guidelines concerning CPE. Certain sectors are

lobbying for the removal of the CPE requirement from the law even as others caution against such a move. While the intent of E.O. No. 266 is laudable, the experience of the PRC concerning continuing education during the past three years ought to be evaluated to determine whether the intent of the law has been realized.

16. Areas for further research. To gain a deeper understanding of the phenomenon

of continuing education in the country, more in-depth studies could be undertaken in the following areas: (a) the level of education/skills of the local labor force vis-à-vis the emerging demands for levels of education/skills by the globalizing labor markets; (b) the individual and institutional motivations to pursue continuing education; (c) the differing orientations of providers and receivers of continuing education. Further inquiry could also be undertaken on the following: (d) the specific profession and its unique requirements in terms of individual competencies and proficiency levels in each of the competency areas and how these change and are affected by the obtaining developments brought about by globalization; (e) the professional himself or herself and his/he professional practice, and how these practices affect his/her interests and motivations as a practicing professional; and (f) the institution where the professional is allowed to practice his/her profession and the institution’s particular level of competitiveness (Rivera, 1999).

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6. Conclusion Relevance and excellence are the two most over-used words in the jargon of this

globalization era. However, the primary goal of continuing professional/ technical education in the Philippines is to develop meaningful and satisfying learning experiences that produce the desired level of professional proficiency which emphasizes high levels of competence, adeptness, and confident control, based on expertise, skill, and knowledge. A proficient professional or technical worker must, therefore, have the capability and potential power to perform well in a specific situation and to meet the demands or requirements of a situation or work demand in the local or global markets.

This goal can only be achieved if major reforms in the school and university systems

will be done, if all resources both in the public and private sectors will be properly allocated and utilized, if needs assessment of target beneficiaries of these programs will be properly done, and, more importantly, if the government, in close coordination with the private sector, through their association and industry representatives, will have the political will to implement the proposed multi-pronged suggestions to ensure the viability and effectiveness of continuing education programs in the country.

Education and training are very potent tools in the development of the country’s

human resources. Aside from ensuring the employability of Filipino professional and technical workers, continuing education addresses the mismatch between the knowledge and skills of the labor force and the expectations of industry. More importantly, continuing education ultimately leads to the upliftment of the country’s overall quality of life, providing impetus for a sustained effort towards becoming a learning society.

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Appendix 1

Number of Registrants Per Year Across Professions

Number of Registrants Per Year (1994 to 1998)

Profession

1994 1995 1996 1997 1998

Total Number of Registrants as of May 26,

1999 1. Accountancy 2,026 1,256 1,573 1,726 2,104 98,388 2. Aeronautical Engineer 11 57 23 17 23 481 3. Agricultural Engineer 184 72 90 210 219 4,481 4. Architect 442 557 604 668 808 15,124 Interior Designer 102 54 30 24 49 673 Landscape Architect 9 9 6 6 8 119 5. Chemical Engineer 459 639 441 412 437 22,019 6. Chemist 77 211 166 179 172 8,069 Chemical Technician 3 7 0 0 0 589 7. Civil Engineering 3,066 3,066 3,334 2,959 2,549 84,117 8. Criminologist 633 712 827 1,057 909 6,638 9. Customer Broker 106 137 124 167 104 3,084 10. Dentist 1,077 1,104 1,224 1,571 1,391 40,030 Dental Hygienist 0 0 0 0 0 0 11. Professional Electrical Engineer

64 134 14 9 29 3,115

Associate Electrical Engineer 0 0 0 0 0 3,653 Assistant Electrical Engineer 1,405 2,008 449 103 26 31,698 Master Electrician 648 945 178 53 0 17,591 Registered Electrical Engr.(REE)

0 624 4,212 9,646 5,155 21,458

Registered Master Elec.(RME) 0 166 564 798 1,345 21,605 12. Electronics Communication Engr.

1,609 2,426 1,728 1,785 2,042 19,328

13. Environmental Planner 3 253 119 21 16 414 14. Forester 443 449 333 379 450 6,772 15. Geodetic Engineer 218 169 186 168 204 5,009 Junior Geodetic Engineer 626 501 371 362 168 5,754 Geodetic Engineer Aide 0 0 0 0 0 0 16. Geologist 10 16 20 26 28 1,383 Geologic Aide 0 0 0 0 0 66 17. Librarian 415 374 435 268 377 2,223 18. Master Plumber 40 35 55 60 104 2,467 19. Professional Mechanical Engr. 40 41 91 101 187 3,508 Air Condition & Refrigeration

Spec. 0 0 0 0 0 0

Mechanical Plant Engineer 0 0 0 0 0 0 Mechanical Engineer 612 2,612 1,866 1,543 1,724 54,907 Certified Plant Mechanic 100 146 59 66 103 9,340 20. Medical Technologist 2,135 2,169 1,344 1,463 1,686 38,018 Medical Laboratory Technologist

103 73 68 30 68 3,183

21. Metallurgical Engineer 12 22 27 22 24 428 Metallurgical Plan Foreman 7 7 0 0 0 0 22. Midwife 8,022 8,833 6,292 4,017 3,503 126,569

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Number of Registrants Per Year (1994 to 1998)

Profession

1994 1995 1996 1997 1998

Total Number of Registrants as of May 26,

1999 23. Mining Engineer 43 3 11 11 32 2,608 Certified Mine Foreman 0 2 0 0 0 0 Certified Mill Foreman 0 0 0 0 0 0 Certified Quarry Foreman 0 0 0 0 0 0 24. Naval Architect 17 5 5 8 7 402 25. Nurse 29,445 27,272 15,697 11,697 9,441 328,374 26. Nutritionist-Dietitian 431 326 467 396 393 10,198 Dietitian 0 0 0 0 0 0 27. Optometrist 413 316 305 274 111 8,999 28. Pharmacist 1,621 1,498 1,296 1,477 1,702 41,582 Chinese Druggist 0 0 0 0 0 0 29. Physician 2,558 2,177 2,207 1,876 1,812 83,102 30. Physical Therapist 522 666 777 969 1,433 7,662 Occupational Therapist 35 35 36 124 167 743 Physical Therapist Technician 0 0 0 0 0 0 Occupational Therapist Technician

0 0 0 0 0 119

31. Radiologic Therapist 556 466 597 470 461 3,160 X-Ray Technologist 2,736 1,698 897 479 385 7,690 32. Sanitary Engineer 67 63 43 37 51 2,056 33. Social Worker 444 436 567 554 571 11,153 34. Sugar Technologist 0 0 0 0 0 183 35. Veterinarian 280 124 187 182 203 5,178

TOTAL 63,875 64,971 50,045 48,470 42,781 1,175,386 Source: Professional Regulatory Commission

Prepared by: Linda D. Macorol, OIC, Registration Division

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Appendix 2. Number of accredited CPE providers Regulated profession No. of accredited providers Accountancy 67 Aeronautical engineering 1 Agricultural engineering 13 Architecture 21 Chemical engineering 16 Chemistry 30 Civil engineering 17 Custom broker 17 Criminology 10 Dentistry 121 Electronics and communication engineering 9 (and 50 other multidisciplinary

providers) Electrical engineering

22 (and 4 other multidisciplinary providers)

Environmental planning 5 Foresters 5 Geodetic engineering 8 Geology 4 Interior design 5 Landscape architecture Not available Librarian 30 Marine deck officer 53 Marine engine officer 53 Master plumbing 3 Mechanical engineering 28 Medicine 230 Metallurgical engineering 7 Midwifery 63 Mining engineering 19 Naval architecture and marine engineering 6 Nursing 360 Nutrition and dietetics 26 Optometry 8 Pharmacy 34 Physical therapy / Occupational therapy 52 Professional teachers 116 Medical technology 77 Radiologic and x-ray technology 25 Sanitary engineering 2 Social work 33 Veterinary medicine 15 TOTAL 1611 Source: Aggregated based on the raw data provided by the Continuing Professional Education Office, Professional Regulation Commission (as of April 1999)

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Appendix 3. Summary of certificates of compliance, exemption, and undertaking issued (January-December 1998)*

Regulated profession Compliance Exemption Undertaking Total Accountancy 1,226 371 5,163 6,760 Aeronautical engineering 36 5 37 78 Agricultural engineering 76 6 162 244 Architecture NA NA NA NA Chemical engineering 346 104 722 1,172 Chemistry 127 9 123 259 Civil engineering NA NA NA NA Custom broker 169 12 332 513 Criminology 122 7 480 609 Dentistry 1,217 489 3,640 5,346 Electronics and communication eng’g

570 255 984 1,809

235 161 283 679 550 16 409 975 6 8 0 14

258 810 575 1643 16 72 116 204

Electrical engineering Prof. EE Reg. EE Reg. Master electrician Master electrician Associate EE Assistant EE

311 736 954 2001 Environmental planning 60 13 84 157 Foresters 424 16 300 740 Geodetic engineering NA NA NA NA Geology 66 12 26 104 Interior design NA NA NA NA Landscape architecture NA NA NA NA Librarian 216 8 69 293 Marine deck officer 2,483 5,248 1,005 8,736 Marine engine officer 1,880 6,437 1,339 9,656 Master plumbing 73 27 111 211

80 52 11 143

1,018 941 2,517 4,476 15 2 26 43 21 53 126 200 0 2 2 4

Mechanical engineering Prof. ME ME Reg. ME Cert. plant mechanic ACRE Mech. Plant engineer

0 4 0 4 Medicine 6,045 1,039 2,965 10,049 Metallurgical engineering 10 6 13 29 Midwifery 6,728 1,478 5,041 13,247 Mining engineering 44 14 89 147 Naval architecture and marine engineering

15 10 29 54

Nursing 14,313 9,467 17,376 41,156

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Nutrition and dietetics 343 53 234 630 Optometry 366 101 300 767 Pharmacy 2,664 596 1,916 5,176 Physical therapy / Occupational therapy

125 140 199 464

Professional teachers 0 0 0 0 Medical technology NA NA NA NA

147 77 190 414

Radiologic / x-ray tech. Radiologic technologist X-ray technologist 439 208 598 1,245

Sanitary engineering 67 34 149 250 Social work NA NA NA NA Veterinary medicine 246 179 234 659 TOTAL 43,153 29,278 48,929 121,360 Source: Aggregated based on the raw data provided by the Continuing Professional Education Office, Professional Regulation Commission * Certificates of compliance are issued to those who have earned the required credit units. Registered professionals who have reached the age of 65 years are given permanent exemption, while registered professionals while working or practicing their professions, or furthering their studies abroad are given temporary exemption. Certificates of undertaking are given to those who are in the process of earning their credit units.

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Appendix 4. Number of approved accredited programs (1996-1998)

Regulated profession 1996 1997 1998 Total Accountancy - - - 531 Aeronautical engineering 4 2 1 7 Agricultural engineering - - - 55 Architecture - - - 115 Chemical engineering - - - 150 Chemistry - - - 29 Civil engineering - - 99 349 Custom broker - - 25 25 Criminology 3 - 9 12 Dentistry 8 88 256 352 ECE 34 60 120 214 Electrical engineering 57 63 102 222 Environmental planning 4 9 15 28 Foresters 2 4 12 18 Geodetic engineering 14 13 30 57 Geology - - 5 5 Interior design - - - 41 Landscape architecture - - - 28 Librarian 23 31 38 92 Marine deck officer - - 168 168 Marine engine officer - - 247 247 Master plumbing 4 16 5 25 Mechanical engineering 43 136 191 370 Medicine 840 3,828 1,201 5,869 Metallurgical engineering 18 10 42 70 Midwifery 176 165 249 590 Mining engineering 7 16 NA 23 Naval architecture and marine engineering

1 2 2 5

Nursing 818 785 1,026 2,629 Nutrition and dietetics 2 67 72 141 Optometry 33 26 28 87 Pharmacy 123 102 225 Physical / Occup. therapy 18 47 77 142 Professional teachers 3 6 - 9 Medical technology - - - 339 Radiologic and x-ray tech. 19 26 39 84 Sanitary engineering 21 2 7 30 Social work 36 56 123 215 Veterinary medicine 2 29 43 74

1. Source: Aggregated based on the raw data provided by the Continuing Professional Education Office, Professional Regulation Commission

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Appendix 5

PROGRAMS CREDITS UNITS SUPPORTING DOCUMENTS

1. SEMINARS/ CONVENTIONS

1.1 Participant 1 CU Per Hour CERTIFICATE OF ATTENDANCE with number of hours, seminar program & certified list of participants

1.2 Resource Speaker 5 CU Per Hour PHOTOCOPY OF PLAQUE OR CERTIFICATION & COPY OF PAPER, PROGRAM INVITATION

1.3 Panelist/Reactor 3 CU Per Hour CERTIFICATION FROM SPONSORING ORG. & COPY OF PROGRAM

1.4 Facilitator/ Moderator

2 CU Per Hour CERTIFICATION FROM SPONSORING ORG. & COPY OF PROGRAM

2. ACADEMIC PREPARATION (Residential & Distance Mode)

2.1 Master’s Degree 1 CU Per Academic Unit 30 CU Additional Upon Completion of Degree

UNIVERSITY CERTIFICATION DIPLOMA & TRANSCRIPT OF RECORDS

2.2 Doctoral Degree 2 CU Per Academic Unit 450 CU Additional Upon Completion of Degree

UNIVERSITY CERTIFICATION DIPLOMA & TRANSCRIPT OF RECORDS

2.3 Residency/ Externship 10 CU Per Year HOSPITAL CERTIFICATION CERTIFICATE OF COMPLETION

2.4 Fellowship 15 CU Per Year CERTIFICATION FROM THE GRANTING INSTITUTION, CERTIFICATE OF FELLOWSHIP

3. SELF-DIRECTED LEARNING PACKAGE

3.1 Module 10 CU Per Complete Set of Module

COPY OF DULY-ACCOMPLISHED MODULE AND EVALUATION

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3.2 Technical Paper/

Professional Journal Article

1 CU/Professional/ Technical Article

COPY OF DULY ACCOMPLISHED ARTICLE AND EVALUATION

4. AUTHORSHIP 4.1 Research/ Innovative

Programs/ Creative Projects

10 Credit Units DULY CERTIFIED/ PUBLISHED ARTICLE AND EVALUATION

4.2 Book/Monograph Single Author

2 Authors 3 or More

[25-50Pp.] [51-100Pp.] [101 or more Pp.] 20 CU 30 CU 40 CU 10 CU 20 CU 30 CU 5 CU 10 CU 20 CU

PUBLISHED BOOK WITH PROOF OF COPYRIGHT

4.3 Editor ½ OF THE CU OF AUTHORSHIP CATEGORY

PUBLISHED BOOK WITH PROOF OF AUTHORSHIP

4.4 Article Single Author 2 Authors 3 or More

[1-3 Pp.] [ 4-6Pp.] [7 or more Pp.] 4 CU 6 CU 8 CU 3 CU 4 CU 6 CU 2 CU 3 CU 4 CU

PROOF OF PUBLICATION OF ARTICLE

4.5 Professional Journal Editor

5 CU Per Issue COPY OF PUBLISHED JOURNAL

4.6 Peer Reviewer 2 CU/Article DULY CERTIFIED COPY OF PUBLISHED ARTICLE/ BOOK

5. INVENTIONS 10-30 Credit Units per Invention

CERTIFIED COPY OF PATENT CERTIFICATE

6. POSTGRADUATE/ IN-SERVICE TRAINING

0.25 CU Per Hour (Maximum of 40 CU/Training)

CERTIFIED OF TRAINING & TRAINING DESCRIPTION

7. STUDY/OBSERVATION TOUR

2 CU/Day (Maximum of 30 CU/Tour?

CERTIFIED FROM SPONSORING INSTITUTION

8. PROFESSIONAL CHAIR 10 CU PER/CHAIR CERTIFIED OF GRANT OR APPOINTMENT PAPER

9. SUCH OTHER ACTIVITIES PRE-APPROVED BY THE COUNCIL WHICH ARE IN COMPLIANCE WITH THE OBJECTIVES AS EMBODIED IN E.O. 266.

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Appendix 6 TESDA OCCUPATION QUALIFICATION AND CERTIFICATION SYSTEM

Qualifications Standards Qualifications Assessment Certification Level**

Set of Competencies* Technician/Master Craftsman

Set of Competencies*

Set of Competencies*

National License Master Craftsmen/Technician

Certificate of Competencies (COSs)

1st Class Certificate

Certificate of Competencies (COSs)

2nd Class Certificate

Certificate of Competencies (COSs)

Set of Competencies* 3rd Class Certificate

Certificate of Competencies (COSs)

INSTITUTION-BASED LEARNING, WORK/EXPERIENCE-BASED LEARNING * Each level has several competencies. A Certificate of Competency (COC) will be issued upon completion/passing of test.

** Completion of all the competencies within a level will entitle a Statement Competency. *** Certification will have a validity period which will be recommended by the sector through TAP.

National Certificate III Operator III/Craftsman III

National Certificate II Operator II/Craftsman II

National Certificate I Operator I/Craftsman I