VIRGINIA A. TEODOSIO - iskwiki.upd.edu.phiskwiki.upd.edu.ph/archives/MeaningOfUPEducation/The...

VIRGINIA A. TEODOSIO

The Meaning of UP Education KA VS Monograph Series

Volume 1 Main Research Report 2 College of Public Administration Unit Report 3 College of Home Economics Unit Report 4 School of Labor and Industrial Relations Unit Report 5 UP Integrated School Unit Report 6 College of Social Sciences and Philosophy Unit Report 7 College of Business Administration Unit Report 8 Asian Center Unit Report 9 College of Arts and Letters Unit Report

10 College of Education Unit Report

Copyright 1994 UP Education Research Program University Center for Integrative and Development Studies University of the Philippines Press Diliman, Quezon City

All righL<; reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means including information stomge and retrieval systems without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review.

Book Editor Jeanette P. Uy Cover Design Vincent Angelo C. Doronila

Vol. 4: ISBN971-8797-19-X 10-vol. set: ISBN 971-8797-21-1

ii

The Meaning of UP Education A Preliminary Evaluation of Knowledge Management, Attitude and Value Formation in UP Diliman Degree Programs

School of Labor and Industrial Relations Unit Report

Volume Four KA VS Monograph Series

Virginia Teodosio Study Team Leader

iii

For Jose V. Abueva

iv

President of the University of the Philippines, 1987-1993 who initiated and fully supported this critical self-evaluation of the University.

The Meaning of /•

UP Education A Preliminary Evaluation of Knowledge Management, Attitude and Value Formation in UP Diliman Degree Programs

School of Labor and Industrial Relations Unit Report Volume Four KA VS Monograph Series

Virginia Teodosio Study Team Leader

Maria Luisa C. Doronila and Ledivina V. Carifio Series Editors

UP EDUCATION RESEARCH PROGRAM University Center for Integrative and

Development Studies and

UNIVERSITY OF THE PHILIPPINES PRESS 1994

Diliman, Quezon City

v

CONTENTS

List of Tables Figures Abbreviations

Project Staff

Panicipants

Acknowledgment

Foreword

Dean's Preface

Inlroduction

PART ONE

Chapter I

The Research Problem Theoretical Framework Study Questions

Chapter 2

Survey Objectives Survey Inslruments Sampling Frame

RESEARCH DESIGN

The KA VS Studies

Research Procedures

Qualitative Procedures and Objectives Roundtable Discussion Focused Group Discussion Documentary Analyses

Limitations of the Study Major Assumptions

vi

IX

X

xi

XII

XV

xvi

XVIII

XX

6

7

14

PART TWO QUANTITATIVE ANALYSES

Chapter 3 Survey Results

Description of the SO LAIR Student Description of the SO LAIR Faculty Description of the School of Labor and Industrial Relations Summary

PART THREE QUALITATIVE ANALYSES

Chapter 4 The Roundtable Discussions

The Socio-Economic Context of Industrial Relations Recommendations for the Advancement of Industrial

Relations as a Profession Distinguishing: Characteristics of a UP SO LAIR Student and Graduate Summary

Chapter 5 The Focused Group Discussions

Vision-Mission and Goals of SOLAIR Programs and Extent of Implementation: A Five-Year Review Planning Framework Inputs Strategic Plan for 1993-1995 SOLAIR-Wide Action Plans Summary

Chapter 6

A Brief History of SOLAIR Linkages Curriculum Development Faculty Evaluation Problems Facing SOLAIR

PART FOUR

Documentary Analyses

DISCUSSION OF FINDINGS

World Views and Attitude Complexes Developed Systemic Relations and Processes

23

24

35

36

39

58

71

72 72

vii

PART FIVE POLICY IMPLICATIONS AND RECOMMENDATIONS FOR SO LAIR

On the Academic Program On General Administration

EPILOGUE

Annex A List of Participants in the Roundtable Discussion

AnnexB UP-SOLAIR Planning Workshop List of Participants

References

viii

74

75 78

80

83

83

84

TABLES

1 Pretest and Final Questionnaires

2 Samples for the Final Survey

3 Sample by Sex and Respondent Groups

4 Qualities of SOLAIR Students

5 Typical SOLAlR Students

6 Areas of Concern

7 Important Values that SOLAlR Students Should Develop

8 Qualities of SOLAIR Faculty

9 Most Important Priorities of Faculty

10 Attributes of SO LAIR

11 Objectives that a SOLAIR Education Should Develop

12 No. of Graduates by Level and Graduation Rates (AY 1976-1977 to AY 1992-1993)

13 An Evaluation of the Extension Programs by the Labor Unions

14 List of FES-funded SO LAIR Projects, 1986-1992

15 The Strategic Plan, 1993-1995

16 SOLAIR's Partners and Linkages, 1992

17 List of Teaching Methodologies as Suggested by Students

ix

FIGURES

General Framework of UP-ERP

2 Distribution of Respondents by Unit

3 Distribution of Respondents by Sex

X

ABBREVIATIONS

AC BOR CAL CE/Ceduc CHE CPA cs CSSP UP-ERP FGD GE IS:MED ISSI KAVS

LAW NIUFE RTD SO LAIR STFAP UPCAT UCIDS UPIS UPD UPLB UPM UPS UPV usc

Asian Center Board of Regents College of Arts and Letters College of Education College of Home Economics College of Public Administration College of Science College of Social Sciences and Philosophy UP Education Research Program Focused Group Discussion General Education Institute of Science and Math Education Institute of Small Scale Industries Continuing Assessment of Knowledge Management. Attitude and Value Formation in UP Degree Programs College of Law National Inter-University Forum on Education Roundtable Discussion School of Labor and Industrial Relations Socialized Tuition and Financial Assistance Program University of the Philippines College Admission Test University Center for Integrative and Development Studies University of the Philippines Integrated School University of the Philippines Diliman University of the Philippines Los Banos University of the Philippines Manila University of the Philippines System University of the Philippines Visayas University Student Council

xi

PROJECT STAFF

Maria Luisa C. Doronila, Project Director UP Education Research Program College of Education and UP Integrated School

Ledivina V. Carino, Associate Project Director Vice President, Public Affairs, UP College of Public Administration

Josefina R. Cortes Director, UP Education Research Program College of Education

Emeteria P. Lee UP Education Research Program College of Education

Jasmin E. Acufia Institute of Science and Math Education

AnnaDaisy J. Carlota College of Social Sciences and Philosophy

MAIN COORDINATING TEAM

STUDY TEAM LEADERS

Jasmin Acufia, Institute of Science and Math Education (ISMED)

Josetina Agravante, College of Arts and Letters (CAL)

Wilhelmina Cabo, College of Public Administration (CPA)

Nestor Balmores, College of Education (Educ)

xii

Erlinda Camara, College of Education (Educ)

Virginia Carino, College of Science (CS)

Margarita de Ia Paz, College of Home Economics (CHE)

Sylvia Guerrero, University Center for Women Studies (UCWS)

Eleanor Erne Hermosa, UP Integrated School (UPIS)

Marvic Leonen, College of Law (Law)

Adela Santiano, Institute of Small Scale Industries (ISSI)

Carolyn Sobritchea, Asian Center (AC)

Juan Francio;co, Asian Center (AC)

Lynna-Marie SyCip, College of Social Science and Philosophy (CSSP)

Virginia Teodosio, School of Labor and Industrial Relations (SOLAIR)

Elvira Zamora, College of Business Administration (CBA)

EDITORS

Maybelle K. Guzman Emeteria P. Lee Maria Luisa C. Doronila

RESEARCH ASSIST ANTS

Joel Hugo Flordeliza Tablante Judith del Rosario Mercedes Maata

STUDY TEAM MEMBERS

Leonor E. Diaz Diana L. Ferrer Lerma S. Matta, UPIS Miriam Alcantara Adclaida Mayo Myrna Zamora MaluLim AI Purugganan, CHE

xiii

STUDENT ASSIST ANTS

Nora Vianzon Lorelei Regilme Claro de Viterbo Jinky Jay Mendoza Cynthia Villafranca Conrado Flores, Jr. Mena Ojeda Benilda Sumaray Vicente Antonio Garcia II Amanda Garcia

GRADUATE ASSISTANTS

Christopher Raymond Tan Ma. Fabiola Ortiz Visitacion Caldez Daniel Talde

xh

Maria Leonora Brucelas Hiyasmin Lcdi Carino Grace Delilah Magtolis

SECRETARY

Ester C. Perez

PARTICIPANTS

Chancellors of the UP Constituent Universities Emerlinda Roman UP Diliman Ruben Aspiras UP Los Banos Emesto Domingo UP Manila Francisco Nemenzo UP Visayas

Deans and Directors of Participating Units Pacifico Agabin College of Law Petronila Goseco Acting Dean, College of Education Lily Rosqueta-Rosales College of Education Roger Posadas College of Science Artemio Palongpalong Asian Center Rogelio Sicat College of Arts and Letters Consuelo Paz College of Social Sciences and Philosophy Melito Salazar Institute of Smale Scale Industries Fortunato de Ia Pcna Gerardo Agulto Rafael Rodriguez Cecilia Florencio Romeo Ocampo Proserfina Tapales Rene Ofreneo Marie Aganon Judith Pambid Sylvia Guerrero Porfirio Jesuitas

Institute of Small Scale Industries College of Business Administration College of Business Administration College of Home Economics College of Public Administration College of Public Administration School of Labor and Industrial Relations School of Labor and Industrial Relations UP Integrated School University Center for Women Studies Institute of Science and Math Education

Deans of Participating Units in the 3 other Campuses (for Pretest of Survey Instruments only)

UP Manila Alfredo T. Ramirez Angela Sarilc

College of Medicine College of Arts and Letters

FUNDING SOURCES Office of the President UP Foundation, Inc. UPCIDS

UP Los Banos Ruben Villareal Carl ito Barril

UP Visayas Elnora Cabal fin

College of Agriculture College of Arts and Sciences

College of Arts and Sciences

Contributions from the Participating Unit<>

TIME FRAME August 1991 -June 1993

XV

ACKNOWLEDGMENT

A pioneering work of some magnitude involving various units and constituent universities of the University of the Philippines must of necessity be a collaborative effort.

We wish to take this opportunity to express our profound thanks to the following:

Dr. Jose V. Abueva President of the University of the Philippines, 1987 - 1993

Members of the Main Coordinating Team of the Project and Study Team Leaders of the Participating Units

Chancellors Emerlinda Roman, Ruben Aspiras, Francisco Nemenzo, and Emesto Domingo of Diliman, Los Banos, Visayas and Manila

Deans and Directors of the Participating Units in Diliman, and of the Colleges of Agriculture and Arts and Sciences in Los Bafios; the Colleges of Medicine and Arts and Sciences in UP Manila; and the College of Arts and Sciences in UP Visayas

Dr. Priscila S. Manalang, who read the manuscript, wrote the introduction to this volume and made valuable suggestions on its presentation.

UP Foundation, Inc.

Center for Integrative and Development Studies (CIDS)

UP Budget Office

Research and Student Assistant<> of the Project

Faculty and Students who participated in the Survey.

xvi

ACKNOWLEDG l\1ENT

A number of individuals were instrumen~l in undertaking the different phases of this study. Appreciation is extended to Lito de Viterbo and Cynthia Villafranca, who provided research assistance for the survey proper, data processing and documentary analyses. Special thanks are due Del Hapil and Didi Agustin for their organizational efficiency and support. I also gratefully acknowledge SOLAIR's faculty, lecturers and sectoral partners, who contributed to the understanding of the many unceasing and urgent issues concerning the institution. The results of the study dramatize how a state university system, as mirrored in the larger society, must confront the need for change. My thanks to Dr. Marie K. Aganon for simply being the Dean of SOLAIR. Finally, I dedicate this report to our SOLAIR students who are quite a formidable force.

VIRGINIA A. TEODOSIO Study Team Leader

xvii

FOREWORD

A university seeks to serve society by pursuing its traditional function of advancing knowledge and human welfare. It educates and trains large numbers of students in various fields of endeavor, preparing them to hold responsible positions in society. Through the trained manpower it produces and by the quality of its services, the University plays its role in improving the social structures in sociey.

Every now and then, a university must subject itself to a critical assessment of how effective it has been in carrying out its mission. Necessarily, such assessment must take a close look at three important factors that affect a university's ability to be relevant and effective: 1) the faculty, 2) the student body, and 3) the academic programs.

Over the past several years, the University of the Philippines has undertaken assessment'\ of different kinds. The preparation of annual reports is an exercise that allows every unit to take stock of what it has done and what it intends to do, at least in the short term. Apart from this annual review, units have engaged in academic program reviews, external reviews, internal reviews, management reviews. In 1991, UP President Jose V. Abueva felt that UP must go beyond these reviews and focus on the faculty, the students and UP education in general. He challenged UP to do a more systematic assessment of the quality and impact of its teaching.

The UP Education Research Program (UP-ERP), in accepting the President's challenge, did an evaluative study of UP programs and UP education, and came out with this Monograph Series on "Knowledge Management, Attitude and Value Formation in UP Programs"(KA VS), with the participation of fourteen units from UP Diliman.

The study yielded very interesting findings about the faculty and students, their perceptions, values, priorities, expectations. It also assessed UP as an institution in terms of how it has pursued its social mission and vision over the years.

The KA VS has accomplished many things: 1) it has validated a number of hypotheses that have long been held about the University's faculty, students and academic programs; 2) it has also awakened us to the reality that we have fallen short of expectations in some aspects of a UP education and; 3) it has shown that much more needs to be done if UP is to become an effective and relevant force in society. KA VS is one of the most significant and useful studies the University has undertaken,

xviii

for it allowed us to take a serious and honest look at ourselves, indicating to us the areas of our work which we can really be proud of, and alerting us to our inadequacies and shortcomings.

Now that we know ourselves better, the greater challenge is determining the course of action to take to keep UP true to its purpose and character. Determined and creative leadership is needed to get the faculty to face the challenge head on and immediately, for there is nothing more unfortunate than knowing where we have fallen short and yet not doing anything about it.

I extend my congratulations to all those who participated in this project - the faculty and student respondents, the research teams, the deans, and the ERP project team for responding to the challenge posed by President Jose V. Abueva. Their enthusiastic participation indicates their deep concern for this University we all love.

EMERLINDA R. ROMAN Chancellor of UP Diliman, (1991-1993)

PREFACE

The results of the project of the University of the Philippines Education Research Program (UP-ERP) on the knowledge, attitude and value formation among faculty and students of the University of the Philippines are more than revealing. They mirror the strengths and weaknesses of practically everything concerning a UP education-- the curriculum, teaching methodologies and the kind of faculty and students the UP has had in recent years. Role perceptions as well as motivation systems have likewise been expressed. These are reflected in this Project.

Inevitably, further sor1l-scarching will have to be done and the following issues or questions further investigated:

First, what values or valued outcomes is the UP with its constituent units advocating? Is everybody aware of these? Is there a consensus in this regard?

Obviously, many of the University's faculty members arc not cognizant of the fact that there are sets of values and valued outcomes which a particular unit is supposed to inculcate among its students. Division into ideological lines often muddles the transmission process because students arc confused.

Further questions: Should the University interfere in this regard? Docs interference hamper academic freedom? Or is value-free education more desirable?

Second, and as a corollary, what kind of graduates arc we producing? Do they reflect our distinct competence?

Now and then we hear of preferences for graduates of other schools over UP gntduatcs. Is this a manifestation of our limitations (e.g., in resources, incentive systems, curricula)'? Or the type of studcnL<; we get?

With respect to the first set of issues raised, it is obvious that the first thing the University can do is to examine again its mission mandate and sec whcthc1 it is relevant to the times. If not, it should initiate significant modifications through formulation of legislative measures, if necessary.

The second set of questions requires more than the examination of the compamtivc advantage of the various uniL<; in their course offerings (which should have as a relevant measure its responsiveness to valued outcomes in society). The unit must

XX

also assess its recruitment system and its priorities; that is, the quality or quantity of its graduates (which are sometimes dictated by cost-benefit oriented university administrators) and the commitment and dedication of its faculty.

Given the vast implications for opportunities to improve UP education, this project is indeed a commendable undertaking. However, this must be followed by the planning and implementation of action points, if the University is to remain at the vanguard of education in the country.

MARIE E. AGANON Dcan,SchoolofLaborand Industrial Relations

xxi

INTRODUCTION

The Meaning ofU.P. Education 1

Priscila S. Manalang Maria Luisa C. Doronila

This study is a preliminary evaluation of UP Diliman education: its goals and objectives. its academic programs. its faculty and students. The UP has been called variously a national treasure. a bastion of academic freedom. the think-tank of the nation. a community of scholars. We suspect that each exuberant labeling has had one ill-effect: an institutional ego of considerable size.

This study is an effort to reduce that ego to realistic dimensions. Since it is selfevaluative. this exploratory inquiry is replete with self-criticism and self-congratulation. It is an honest attempt to a<>scss the University. to examine its successes and failures and to help suggest plans for its future. That future is as challenging as it is difficult. for the Univcrsity•s primary commitment is to serve the Filipino people who are today enmeshed in grave problems of national survival.

The UP presidents in their own ways have been eloquent in describing the mission of the University. All of them proclaim academic excellence and service to the nation. All of them emphasize the urgent need for science and technology even as they hasten to add that the humanities and social sciences provide human and moral perspective to the quest for progress.

Sometimes service to the people has been equated with national development, a phrase that becomes suspect when the questions "whose development and who benefirs?" arc raised.

It may be fortuitous that this goal has been recently and largely replaced by a less confusing but equally exciting purpose: social transformation. This, however, may be threatening to those who fear ideological conspiracy.

Actually social transformation simply means empowering the people and improving the human condition of the poor majority. Through their knowledge and skills, the faculty, students and graduates can and should help transform Philippine society. The goal of a people who live and labor in peace and justice is unarguable, but it will take much doing.

2 Introduction

Randy David states the relation of the University to society:

"The University is not a neutral institution in society. It should explicitly place itself on the side of the poor and powerless, the exploited and the victims of social injustice ... "

But this study has unearthed a trend that seems counterproductive and disturbing. Social responsibility, social commitment and activism among the present crop of students and faculty seem to have declined.

Why? Has concern with individual and family welfare prevailed over national interest? Is this due to societal problems of great magnitude and complexity? Is it a failure of national and university leadership? Have economic policies which include bondage to the IMF and the World Bank thrust us into a bottomless pit of poverty and despair? Have the faculty and the students deviated from a course of thought and action that faithfully serves the Filipino people?

Hopefully, as it enters the twenty-first century, the University will continue and intensify its pursuit of our people's liberation through the principled search for truth, freedom, and sovereignty.

The KA VS Studies

The UP Education Research Program (UP-ERP), established in 1991 under the Office of the President, is expected to be the nucleus of a major inter-disciplinary undertaking to assess aspects of the total educational effort of the country, and to propose reforms and policies towards its improvement. One of its primary tasks is to critically examine important aspects of the education that UP itself offers to its students.

The establishment of the UP-ERP has been a collective effort of faculty members from many units of the University. UP-ERP is now a program under the University Center for Integrative and Developmental Studies (UCIDS).

In July 1991, UP President Jose V. Abueva called upon interested faculty members to propose possible research projects to be undertaken by UP-ERP. One of these projects originally proposed by Dr. Maria Luisa C. Doronila of UP-ERP and eventually approved by the Office of the President, is the present study entitled, "Continuing Assessment of Knowledge Management, Attitude and Value Formation in UP Degree Programs (Graduate, Undergraduate and Short Term)" or KA VS. Drs. Ledivina V. Carino and AnnaDaisy J. Carlota who expressed interest in the proposal were asked by President Abueva to coordinate with Dr. Doronila in refining the KAVS proposal.

Two meetings were subsequently called by President Abueva inviting the participation of faculty members from various units in research studies proposed

The Meaning of U.P. Education 3

by UP-ERP, the KA VS study among them. The considerable interest generated by the KA VS proposal among those present at these meetings indicated that the idea of assessing UP academic programs and UP education in general with respect to the knowledge, attitude and value complexes it imparts was worth pursuing. Majority of the faculty members who attended these meetings signed up to participate in this project. These faculty members were then requested to discuss this project with their respective deans and directors.

On August 6, 1991, President Abueva called a meeting of the deans and directors of those units to which the interested faculty members belonged in order to 1) discuss the proposal, 2) indicate the willingness of their units to participate in the pilot phase of this KA VS project, and 3) officially designate faculty members who would eventually become leaders of the unit study teams for these participating colleges or units. UP Diliman Chancellor Emerlinda R. Roman endorsed this project for interested UP Diliman colleges and units.

The main objectives of the KA VS studies are:

1. To develop and refine a methodology for the assessment of knowledge management, attitude and value formation in UP academic programs (graduate, undergraduate and short term) which could be used in all the constituent UP universities as a supplement to existing evaluation programs;

2. To generate quantitative and qualitative data from participating UP units using this methodology as a basis for conclusions and recommendations by and for the participating units, and for UP in general;

3. To contribute to the continuing and periodic review and assessment of UP academic programs and of UP education in general, in order to help determine its orientation, emphasis and direction.

KA VS hoped to attain these objectives through a two-pronged strategy:

1, A general review of what the University wants its students to be, based on the Constitution and major educational policies, the UP Charter and Code, policy pronouncements of its presidents, decisions and deliberations of the University Council and of the Board of Regents, its curricular programs and offerings, in the context of national educational and social realities of the Filipino nation. It also incorporates the unit studies (described below) to determine distinctive characteristics of the UP graduate and of UP education, in whatever field of specialization.

2. Critical self-studies of different units of the University to evaluate their respective missions and objectives, and to determine how closely a unit is able to work towards the formation of their graduates and the generation of research outputs in research and extension.

4 Introduction

As such and with UP's proud tradition of academic freedom, it was believed that this task is best undertaken by the unit itself. Comparison between a unit's performance and its goals is done by each unit each time it makes curriculum changes or undertakes similar activities.

However, the critical self-study of the participating units done in this present project is believed to be a more conscious and systematic self-examination which extends and intensifies the periodic academic reviews. Furthermore, it has the added advantages of comparability across units and generalizability with respect to UP education as a whole.

Voluntary participation of the units makes the assessment a non-threatening exercise, a very important consideration for studies of this nature.

On August 26, 1991, the research team was formally organized with six faculty members forming the main coordinating team and 16 members serving as team leaders for 14 participating units. Their first task was to formulate and agree on a research methodology appropriate to the objectives of the project yet sensitive to the diversities among the participating units.

The multi-disciplinal composition of the project team which from the very start worked as a collegial body enabled the project team to profit from diverse approaches to the research problem and from the wealth of research experience of the team leaders and coordinators. The deans and directors of the participating units have been supportive, seeing in this study a fresh approach to academic program assessment. However, it must be conceded that there was some unevenness in the pacing of the study because of differences in the priorities of the participating units. Some units participated in the survey portion but were unable to do the three other research procedures.

The research report given in these pages is the product of what may be considered a pioneering effort of collaboration within the University, across several units and among faculty members from various disciplines and research persuasions for the purpose of assessing UP education in general and its various academic programs.

This volume is organized into five parts. Part One gives the general research design which includes the theoretical considerations, the research problems and questions formulated within this framework, and the research procedures.

Part Two gives the research fmdings in two main sections: those from the quantitative (survey) and qualitative research procedures. The quantitative analyses details the demographic data on the SO LAIR students and faculty, as well as the data and analyses of students and faculty responses on three survey instruments delineating the meanings of the concepts: the SO LAIR student, the SO LAIR Faculty, and the School of Labor and Industrial Relation.

The Meaning of U.P. Education S

The qualitative analyses in Part Three summarizes the results of the roundtable and focused group discussion done by SOLAIR as well as the analysis of relevant documents from this Unit.

Part Four includes a discussion and interpretation of the research fmdings and Part Five raises some important policy implications of this study and recommendations on the unit's academic programs and general administration.

If the results of this study and continued practice lead to a vigorous renewal of University spirit, activism, and commitment to serve the Filipino people, it will be invaluable in shaping a major outcome of education: the building of a just, productive and humane society.

PART ONE

RESEARCH DESIGN

Main Coordinating Team

CHAPTER 1 The KA VS Studies


The general framework for the UP Education Research Program focuses on the key factors to consider in rationalizing Philippine education towards the attainment of quality, equity and efficiency. The general assumptions are:

A. The delivery of education as an organized activity occurs in a social context;

B. The nation's main delivery system for education is its formal school system assisted by non-formal education programs; and

C. The nature and quality of education are determined by the quantity and quality of the resources made available to it by the larger society, its educational needs and expectations, and the manner by which these resources are managed and used by the educational system.

The interrelationships of the components of such a framework are set forth in Figure 1 on the next page.

Within this framework, a general question may be raised on systemic relations among Components 1-4 (Figure 1) towards the development of educational outcomes (Figure 1, #5) consisting of: 1) ways of perceiving and thinking about the world (world views) as these are crystallized into patterns of learning and thinking (intellectual styles), and sets of values, goals and norms; and 2) skills necessary for the adequate performance of roles and tasks, such as those required by the occupational structure and professions.

Such a general question has great relevance for the definition and promotion of quality and efficiency in education which, in the general framework are expected to be inputted into the larger society towards the improvement of socioeconomic, political, cultural and scientific technological conditions,_ in terms, for example, of improvements in productivity, efficiency and committed service to the nation.

Groundwork along these lines begins in schools through emphasis, among others, on basic reasoning, critical thinking, skills training, communication, quantitative and scientific thinking, as well a<; value formation towards professionalism, personal discipline, greater identification with and loyal service to the nation, as well as morality and ethical behaviour.

8 The KA VS Studies

Figure I. General framework of UP-ERP

2

Educational policie~ which influence

institutional goals, inputs & programs

1

Socio-economic political, cultural

scientifictechnological

conditions

Educational System (inputs and processes)

4

Perceptions of educational

problems and processes

+---1 I I I I I I I I

........

T 5

Educational Outcomes

I I I I I I I I I I I I +-----


This descriptive-evaluative study within the sociology of education begins with the tertiary education level because of its direct relation to the occupational structure and because it is here where technical and professional training for specific occupations is carried out. Inputs from the basic education levels are included in this study with the participation of UP Integrated School.

The Research Problem

The following research problems arc addressed by the study:

A. What world views and value-attitude complexes arc developed within and across academic programs in the University?

1. In what contexts (historical and social structural) arc these learned? 2. What is the order of emphasis and sequencing? 3. What is the nature of the integration in terms of value systems? In terms

of balance between potentially conflicting values (e.g. nationalism and internationalism, efficiency and equity)?

B. In terms of the general framework (Figure 1), what are the systemic relations and processes among Components 1-4 which produce these world views and value systems?

C. What are the consequences of the relations, processes and outcomes (A & B above) to the status of relevant professions and to the general socio-economic, political, cultural and scientific-technological conditions in the larger Philippine society?

Theoretical Framework

An education system may be conceptualized as "a process of knowledge transmission which takes place within a structure of power relationships through which constraints operate." This characterization of an education system suggests three related foci of analysis: 1) the power structure, 2) the process of knowledge transmission or the instructional process, and 3) the structure of meaning and its specific patterns embodied in the knowledge transmission process itself (Smith, 1976). In educational terms, these refer to 1) the education bureaucracy, 2) pedagogy and 3) curriculum, respectively.

An education system may be further characterized in terms of the outcomes of the process described above. Specifically, such outcomes may be described in two ways:

10 The KA VS Studies

1. With respect to the students, m terms of two related tasks confronting all societies:

a. the inculcation of ways of perceiving and thinking about the world as these arc crystallized into patterns of thinking, learning, and sets of values, goals and norms;

b. the process of equipping people with the skills necessary for the adequate performance of adult roles and tasks, such as those required by the occupational structure.

2. With respect to the larger society, in terms of the maintenance and changes in socio-economic, political, cultural and scientific-technological conditions, which in the first place constitute the matrix from which stems the education system itself.

Thus, what is seen in the combination of these two conceptualizations of the education system is a cyclic process within which it is possible to identify aspects of cultural maintenance and change, and the explanation for both over a given time frame. The first characterization of the education system (1-4, Figure 1) becomes the basis of explanation or the independent variable; the second characterization (5 in Figure 1) becomes the basis for the description of the outcomes of the education process. This modality of analysis allows us to locate the research problem within the education process and outcomes without, however, losing sight of the larger societal processes and outcomes.

In a society where the school is a major vehicle for cultural transmission, it may be assumed that every individual owes to the type of schooling he has received a set of basic, internalized patterns by which his thought and his thinking about reality is organized. As Wharf has pointed out, "Thinking follows a network of tracks laid down in the given language, an organization which may concentrate upon certain phases of reality, certain aspects of intelligence, systematically discarding other features which may be found in other languages" (in Bourdieu, 1976).

Academic language and thought affect this organization, differentially at every educational level and by school type (elite or public) by gtvmg prominence to certain aspects of reality, providing the principles for such organization, and teaching the ways of applying such principles to learning, thinking about and doing specific tasks not only within professions or occupations but in everyday life as well.

What are these patterns and principles of orgamzmg reality specific to relevant professions? How· are these developed within the instructional and curricular programs of a given academic program? Who makes decisions about the nature and emphases of these programs? What groups are involved in this process of


decision-making? How are differences among groups resolved, if at all? What curricular and instructionai changes are made on account of these resolutions? In particular, when we speak about UP education what do we mean in terms of student outcomes? Is this the case for all degree programs?

Study Questions

Within this theoretical framework and the general UP-ERP framework, the following specific research questions arc identified, given that A, B, C, and D below correspond to Components 1-4 of the UP-ERP framework, to be construed as independent variables; and E corresponds to Component 5 of the UP-ERP framework, to be construed as the dependent variable. Each participating unit addressed these questions.

A. Socio-economic, political and scientific-technological conditions

1. What general and specific knowledge (related to a given occupation) and value-attitude complexes are

required by the labor market? emphasized by relevant professional associations? exemplified and articulated by acknowledged authorities and practitioners in the field? evaluated by professional regulation and licensing agencies?

2. What is the degree of consistency among these sources?

3. What emergent knowledge and values arc espoused by innovators within the profession? Why? Arc these being incorporated into or rejected by the majority? Why?

4. What social conditions and developments over a given period explain the stability or change of these knowledge and values?

B. Educational policies which influence educational goals, inputs, and programs

1. What general and specific knowledge and value attitude complexes arc mandated in official documents (the Constitution, Presidential Orders, congressional documents, DECS policy statements, inaugural addresses of UP Presidents, <md others)?

2. What is the degree of consistency among these sources? And with A, above?

12 The KA VS Studies

C. Educational System (inputs, processes, outcomes)

1. What general and specific knowledge and value-attitude complexes are emphasized by the institutions and within degree programs through statements of goals and objectives?

2. By what processes within the institutions are these arrived at?

3. Who are involved in these processes of knowledge and value selection?

4. How consistent are these knowledge and values with A and B above?

5. How are these translated into curricular programs and course syllabi?

6. What is the extent of consensus and diversity (in the context of academic freedom) among those involved in the instructional process? How are these differences resolved or managed?

7. To what extent are these knowledge and values evaluated within courses/ programs? Are there gaps between relevant institutional objectives and the evaluation criteria?

8. What new knowledge and values, if any, are generated within disciplines? What are the sources of these new knowledge and values? Are there mechanisms for the production of new knowledge? In what ways are these related to societal, disciplinal and occupational developments locally and abroad?

What is the relevance of this new knowledge and values to ex1stmg socio-economic, political, cultural and scientific-technological situations?

To what extent or in what ways does the academic program contribute to the growth of disciplinal knowledge?

Where new knowledge is generated or disseminated, does this require new values and the rethinking of existing organizational norms?

9. What normative situations within institutions influence all of the above?

Do they promote or inhibit the generation and dissemination of new knowledge and values?

Are there instances of conflict within these normative situations? Who are involved and what are the sources of these conflicts? How are they resolved?


D. Perceptions of Educational Processes and Problems

1. What perceptions of educational problems and processes related to existing knowledge and values arc inputted into the institution? From what sources within and outside the institution?

2. To what extent do these affect institutional processes such as curriculum change, instruction and evaluation?

3. Are there mechanisms within the institution which systematically obtain and deal with these perceptions?

E. Educational Outcomes

1. What are the institutional definitions of success or failure of students who go through a particular educational process? Is the system of selection (admission) consistent with these definitions?

2. In general, to what extent arc these definitions known and shared by students and their parents?

3. To what extent are these definitions applied systematically by the institution in the periodic assessment and evaluation of their students and finally of their graduates? In the assessment, if any, of the instructional process?

4. In general, what are the world views of the graduates, their views of the profession and their possible contributions to the improvement of the status of their profession, and their plans after graduation?

How similar or different are these from those of the general population? From those of the present practitioners in the profession?

5. What patterns of behavior relevant to the knowledge and value-complexes arc exhibited by graduates?

6. If behavior is perceived as "a medium of the constant interplay and mutual redefinition of individual entities and social institutions" (Davis, 1976), how do graduates in their workplaces resolve conflicts, if any, between knowledge and values acquired in school and existing in their workplaces?

7. What arc the consequences of these redefinitions, if any, on the status of the profession and in general on relevant aspects of the larger society?

1-' Research Pro(·edures

CHAPTER 2 Research Procedures

In a very real sense, the research procedures for this study evolved through a process of collegial consultation which has been very good for the project.

Four research procedures were agreed upon by the research team to generate both quantitative and qualitative data independent of one another. The four data sets were used to crosscheck, validate and confirm each other. In addition, the synergy generated among these data sets enabled the research team to view the units and the University in order to answer the three major research questions in a holistic manner. The four research prccedures were as follows:

1. Survey of Values and Attitudes on the Concepts: UP Student, UP Faculty, and the University of the Philippines

2. Roundtable Discussion

3. Focused Group Discussion

4. Documentary Analyses covering a 23-ycar time fmme (1970- 1993).

Survey Objectives

The main objectives of the survey were:

1. To generate from self-reports a profile of the UP Diliman student respondents (freshmen, seniors, graduate students) to include relevant demographic information, reasons for choice of UP and degree program, career and educational goals, values emphasized by their college/unit, and proposed alternative values;

2. To generate a profile of the UP Diliman faculty respondents to include relevant demographic information, reasons for teaching in UP, views about research and extension work, qualities consciously developed in students, values emphasized by their college/unit and proposed alternative values, perceptions of special characteristics of the UP graduates of the college/unit as distinguished from those of other schools;

The Meaning of U.P. Education IS

3. To generate the various meanings in terms of knowledge, attitudes and values of the three concepts: the UP student, the UP faculty and the University of the Philippines, through three semantic differential and Likentype survey instrumenL<> specifically developed for this study.

Survey Instruments

Description of Survey Instruments

1. Student and faculty information sheets to generate data related to Objectives 1 and 2 above.

2. Questionnaire A (on the meaning of UP student) in three parts: 42 semanticdifferential bi-polar items, 20 Likert-type items, and 12 values out of which respondents were asked to choose the five most important. A total of 74 items were included in Questionnaire A to be answered by both students and faculty.

3. Questionnaire B (on the meaning of UP faculty) in two parts: 46 semanticdifferential bi-polar items, and 11 priorities of the UP faculty out of which respondents were asked to choose the five most important. In all, 57 items wer_y included in Questionnaire B to be answered by both students and faculty.

·~

4. Questionnaire C (on the meaning of UP) in two parts: 37 Likert-type items and 25 objectives of the University out of which respondents were asked to choose the ten most important. In all, 62 items were included in Questionnaire C to be answered by both students and faculty.

Instrumentation

The semantic differential instruments were developed to describe students, faculty and the University in terms meaningful to the perceptions of the UP constituents. The semantic differential allows for comparisons across the different respondent groups that would enable the researchers to make quantitative comparisons regarding qualitative issues.

There was an attempt to make the response format of all the scales, (both semantic differential and Likert-type) comparable by using five-point scales when feasible. This allowed more direct comparisons across related items without the necessity of transforming the scales.

The ranked ordering of values, priorities and objectives validated what was obtained from the semantic differential and the open-ended questionnaires.

16 Research Procedures

Development of the Survey Instruments

The instruments were developed from responses to in-depth interviews of students and faculty as well as content analyses of UP presidents' inaugural addresses that set the direction for the programs of the University. This procedure enabled all sectors to qualitatively describe their studenl'>, faculty, their college or unit and the university as a whole.

Against these in-depth interviews we characterized the v1s1ons of University presidents from the establishment of the University to the present. We developed an idea of the role of the university in nation-building from the expressed visions of the University presidenL<> in their inaugural addresses and the Board of Regents' resolutions. These ideas were compared with those obtained from the interviews of the various sectors (students, faculty and administrators) to come up with the semantic differential scales and other items of the questionnaires.

In all, 225 protocols were collected from in-depth interviews of students and faculty randomly selected from all the participating units. All the inaugural addresses of the UP Presidents (Bartlett to Abueva) were analyzed.

The survey instruments were pre-tested on a sample of 1,100 students and faculty from all the participating uniL<;, as well as from the following units of the other autonomous campuses: the Colleges of Agriculture and Arts and Sciences in UP Los Banos, the Colleges of Medicine and Arts and Sciences in UP Manila and the College of Arts and Sciences in UP Visayas. The inclusion of the units from the three other campuses ensured the applicability of the survey instruments to all the UP campuses.

The usual basis for retention/revision of items was on the initial statistics. One item, sexist versus non-sexist, however, was not present in the pre-test instruments but was included in the refined instrument.

Rotation of the negative and positive ends of the semantic differential was improved for the refined questionnaires to make them more balanced in terms of positive and negative ends. There was an effort to remove awkwardly worded options and replace them with more appropriate characteristics of students, faculty and University.

The final questionnaires had, in general, fewer items for the semantic differential. The other parts of the questionnaires were relatively the same from the pretest to the refined versions.

Table 1 below shows the item distributions for the pretest and final instruments.


Table 1. Pretest and Final Questionnaires

Pretest Refined

Pretest Refined

Pretest Refined

Semantic Differential

63 42

Semantic Differential

53 46

Likert Scale Items

46 37

A: The UP Student

Observations Typical UP

Areas of Concern

9 16 6 14

B: The UP Faculty

Priorities

13 11

C: The University

Objectives

30 25

Values

11 12

Totals

99 74

Totals

66 57

Totals

76 62

Questionnaire Reliability Levels: A= .91, B = .90, C = .89

Sampling Frame

By agreement among the project team members, the participating units were grouped as follows:

Group 1:

Group 2:

Group 3:

Group 4:

Degree-granting colleges (9) Education College of Science CAL CBA SOLAIR CPA CHE CSSP Asian Center

Professional College (I) Law (Although students from this college arc comparable with graduate students from Group 1 colleges above, the College of Law has a different definition for freslunen and seniors.)

Units offering short-term courses only (2) ISMED ISSI

Pre-collegiate unit (I) UPIS


The University Center for Women's Studies (UCWS) which offers no academic programs participated in an advisory capacity with respect to gender and related issues.

Sampling instructions were as follows:

All respondent groups (Freshmen, Seniors, Graduate Students and Faculty) - 10% of total population per unit, straight random sampling.

The following table shows the actual survey samples.

Table 2. Samples for the Final Survey

GROUP 1 (9 colleges) Unit Freshman Senior Graduate Faculty Total

EDUCATION 18 27 53 16 114 CAL 25 11 8 15 59 SO LAIR 35 8 43 HE 24 52 11 11 98 ASIAN 50 12 62 cs 11 23 13 4 51 CBA 10 25 24 10 69 CPA 14 20 14 9 57 CSSP 49 90 10 20 169

Total 151 248 218 105 722

GROUPS 2 & 4 (UPIS and Law) Unit Freshman Senior Graduate Faculty Total

UPIS 22 16 8 46 LAW 39 18 57

Total 61 34 8 103

GROUP3 (Institutes) Unit Trainees Faculty Total

ISSI 8 10 18 ISM ED 100 10 110

Total 108 20 128

Grand Totaf 953


Figure 2. Distribution of Respondents by Unit

180 ~-------------------------------------------------------,

160 --------------------------~,.--1---------------1 140 l-------------------------------------rlt+ii------·------

120 1--,.----------------------------jl

100 -

80

--------==---------------11

···--------·-------jl

60 Hl:H:f--.---,-----1

- -m m SOLA IF CHE AC

B 11 12 35 11 50

Senior 27 11 0 62 0 0 24 0 Freshmen ~ ~ ~----'-----'---l____-'--_.L.___ __ .L.___ __ -'---__ -"----.

0 Facully ffiij Graduale [lllJ Senior

Table 3 shows the sex distribution of the sample.

Table 3. Sample by Sex and Respondent Group

Male Female

Freshmen 46 94 Seniors 67 160 Graduates 59 132 Faculty 32 60

Subtotal 204 446

----- .. --

0 Freshmen

Subtotal

140 227 191 92

650

The sample in the table above is grouped according to sex and respondent groups. There were more females than males. Two hundred four men and four hundred forty-six women participated in the survey. One hundred forty were freshmen, two hundred twenty seven were seniors, one hundred ninety one were graduate students and ninety two were faculty members. The totals for Tables 2 and 3 are different because some respondents failed or declined to fill out some items in the information sheet.

In all, 953 faculty and student respondents participated in the final survey.


Figure 3. Distribution of Respondents by Sex

180

160

140

120

100

80

60

40

20

0

Male 46 67 59 32

Female 94 160 132 60

-Male IIIII Female

Qualitative Procedures and Objectives

Roundtable Discussion (RTD)

The objectives of the roundtable discussion conducted by each participating unit were:

I. To establish the context of the profession by determining conditions/policies of employment and work, as well as licensing and regulation standards, perceptions of graduates' professional behavior, emergent trends in the profession, contributions of the profession to nation building and extent to which UP graduates contribute to this activity;

2. To identify emergent trends in the profession;

3. To formulate general recommendations towards the improvement of the profession and of relevant academic programs;

4. To identify distinguishing characteristics of UP graduates from those of other schools but in the same profession.

Participants of the RTD included policymakers, representatives from professional associations, acknowledged authorities in the field, members of licensing and regulatory boards, alumni, employers of UP graduates, faculty and student representatives.


At the RTD, survey results, as available, were disseminated for the purpose of generating comments, questions and insights on their relation to the ongoing discussion, and to confirm/validate survey findings.

In some units, documents already available such as minutes of conferences or wurhhnps with similar objectives were also utilizL·d as inputs to the RTD.

In general, the RTD was an invitation for alumni ami practitioners to take a critical lCXJk at the UP graduates and the knowledge outputs of the unit as they relate to t.P.e professions and to Philippine society in general.

Focused Group Discussion (FGD)

The objectives of the focused group discussion conducted by each participating unit were:

1. To examine the mission, objectives, programs and directions of the College;

2. To focus on internal processes and dynamics of the College (i.e. instruction, research, extension and other activities, conllicL-;/issues and how these are resolved);

3. To assess the utilization of manpower and material resources of the College;

4. To relate the results of the survey and roundtable discussion to the internal dynamics and processes of the College;

5. To identify emergent trends in the profession and how the College is re-sponding to these trends;

6. To map out future directions of the College.

Participants of the FGD included the faculty and administration of the College, and student representatives.

Documentary Analyses

The main objectives of the documentary analyses were:

1. To examine changes, if any, in the objectives, direction and emphasis of the units and of the University over a 23-year period (1970-1993), particularly with respect to value orientations, research outputs and organization of knowledge as shown in the curricular and instructional programs.

2. To describe the changes, if any, in the internal dynamics, structures and programs of the units and of the University over this given period.


Two sets of documcnlS were analyzed:

1. Documentary maL~rials at the University and College levels on what UP ought to be or what we say we arc (e.g. the UP Charter, UP Code, inaugural addresses of the prcsidcnL~. general information bulletins)

2. Documentary materials at the University and College levels on what we actually did (e.g. research outputs, annual reporlS, curricular programs, BOR records, the UP Gazelle, minutes of the University Council meetings).

Limitations of the Study

The major limitations of the study arc:

1. Sample sizes were small, involving less than 10% of the population of respondent groups. Although all samples were randomly drawn, the representation from all dcpartmcnlS in some colleges appeared to be uneven, such that for example, one or two departmcnL<> were oversamplcd and others were completely excluded.

2. While care was taken to observe uniform guidelines in carrying out the other research procedures (Roundtable Discussion, Focused Group Discussion and Documentary Analyses), the unit study teams had to exercise some flexibility in these procedures because of the diverse situations obtaining in the units (e.g. availability and completeness of college records for documentary analyses, availability of the faculty and guests for the discussions, and others).

However, where alternative sources of information and data were used in lieu of the agreed-upon procedures, the unit study leaders ensured that the research questions could be answered just as well.

Major Assumptions

1. Description of the typical UP student or faculty would essentially be a selfdescription.

2. In estimating net effects or changes in students after four or five years in the university using a cross-sectional sample, it was necessary to assume that the freshmen in the sample were similar to the freshmen who entered the university four years ago and were now the seniors included in the sample.

PART TWO

QUANTITATIVE ANALYSES

Virginia Teodosio Jasmin Espiritu Acuna

24 Survey Results

CHAPTER 3 Survey Results

There were 43 student and faculty respondents from SOLAIR, with ages ranging from 22 to 50 years old. Most of them were from the National Capital Region and Central Luzon. Their annual family incomes ranged from P40,000, to PlOO,OOO and over. Most of them said they were employed in private corporations.

Majority of the respondents studied in public schools, from grade school to college. Some studied in private sectarian or non-sectarian schools. A large number graduated from grade school before 1980. A number enrolled in the University before 1985, others in 1990 and still others in 1991.

Most of the respondents said that the UP was their first choice for their college education for a number of reasons: it is the best school, it has high standards, it is respected, it can lend them prestige and give theli1 a good education, it offers financial privileges and it has low tuition fees. Specifically, they chose to study in SO LAIR because of their career goals, interests and areas of specialization.

When asked where they intended to seck employment after graduation, most answered that they wanted to work in Metro Manila.

Description of the SO LAIR Student

Qualities

Responses on semantic differential scales obtained from SOLAIR students registered the ten highest means for the following items: confident, assertive, leadership abilities, active, resourceful, informed, articulate, independent, not afraid to speak up and inquiring (Table 4). The ten items with the lowest means were: maka-masa, sexist, moral, focused on academic works, comes from all walks of life, trustworthy, disciplined, respectful of teachers, honest and clear about student's roles.

On a scale of 1 to 5, with 5 being the highest positive rating, the highest mean obtained by any item was 4.55 and the lowest was 3.00, showing a scale difference of 1.55.

It should be noted that the item which obtained the lowest mean was maka-masa (3.00), implying that SO LAIR students arc moderate in terms of their "masa" orientation.


Table 4: QUALITIES OF SOLAIR STUDENTS

Item Number Mean Item Description

HIGHEST RANKING A24 4.55 confident Al5 4.39 assertive A29 4.38 leadership abilities A19 4.37 active Al 4.35 resourceful Al4 4.34 informed Al8 4.32 articulate A4 4.32 independent A28 4.29 not afraid to speak up A32 4.29 inquiring

LOWEST RANKING A25 3.00 maka-masa A31 3.45 sexist A34 3.46 moral A27 3.46 focused on academic work A37 3.48 come from all walks of life A26 3.63 trustworthy A9 3.68 disciplined A40 3.74 respectful of teachers A39 3.81 honest A41 3.83 clear about student's role

The Typical SOLAIR Student

The typical SOLAIR student was described as one who communicates better in English than in Filipino, whether written or spoken (Table 5 ).

He or she is also perceived to have no superiority complex, this attribute having received a mean of 3.79. The attribute that received the lowest rating was fights for rights, with a mean of 3.64.

Table 5: TYPICAL SOLAIR STUDENTS

Item Number Mean

A47 4.26 A48 4.24 A43 3.79 A45 3.76 A46 3.72 A44 3.64

Item Description

fluent in oral English fluent in written English no superiority complex fluent in oral Filipino fluent in written Filipino fights for rights

26 Survey Results

Areas of Concern

Fourteen items on studenLs' areas of concern were ranked from highest to lowest on a five-scale response format. These fourteen items ranged from individual values of success to national and social issues. The responses were classified into three groups, with the highest four as the high group, the lowest four the low group and the rest the middle group.

On the basis of their responses, SOLAIR may be said to be most concerned with self-improvement, promotion, individual success, and national issues (Table 6). The middle group of concerns included family well-being, academics, high grades by all means, love of country, peer acceptance antl marrying well. In the low group were the following concerns: spiritual life. extra-curricular activities, welfare of others and latest fashion, the last having the lowest mean of a slightly negative 2.88.

Table 6: AREAS OF CONCERN


A 57 4.67 self-improvement A61 4.40 promotion A49 4.40 individual success A62 4.19 national social issues A51 4.19 family well-being A 54 4.17 academics A 59 3.95 high grades by all means A 50 3.83 love of country A52 3.81 peer acceptance A58 3.76 marrying well A60 3.71 other's welfare A53 3.59 extra-curricular activities A 56 3.10 spiritual life A55 2.88 latest fashion

Important Values That SOLAIR Student<; Should Develop

When asked to choose five out of twelve important values that SOLAIR students should develop, both faculty and students answered that a student should have a sense ofjustice, integrity, self-reliance, love of country and be a responsible citizen (Table 7). The four values that received the lowest rating from both the faculty and students were love for the UP, equality between men and women, getting along with others and perseverance in work.


Table 7: IMPORTANT VALUES THAT SOLAIR STUDENTS SHOULD DEVELOP

Graduate Faculty Grand Item Description Students Total

According to Grand Total 22 3 25 sense of justice 21 3 24 integrity 18 4 22 self-reliance 15 6 21 love of country 17 3 20 responsible citizenship 14 5 19 love for learning 17 2 19 service for others 15 3 18 honor and dignity 13 3 16 perseverance in work 13 1 14 get along with others 10 2 12 equality between men and women 0 0 0 love for UP

According to Student Total

22 3 25 sense of justice 21 3 24 integrity 18 4 22 self-reliance 17 2 19 service for others 17 3 20 responsible citizenship 15 3 18 honor and dignity 15 6 21 love of country 14 5 19 love for learning 13 1 14 get along with others 13 3 16 perseverance in work 10 2 12 equality between men and women 0 0 0 love for UP

According to Faculty Total 15 6 21 love of country 14 5 19 love for learning 18 4 22 self-reliance 17 3 20 responsible citizenship 13 3 16 perseverance in work 21 3 24 integrity 15 3 18 honor and dignity 22 3 25 sense of justice 17 2 19 service for others 10 2 12 equality between men and women 13 1 14 get along with others 0 0 0 love for UP

28 Survey Results

SOLAIR students also included the following: a sense of justice, integrity, self-reliance, service for others and responsible citizenship. On the other hand, the facully said students' values should also include love for country, love for learning, selfreliance, responsible citizenship and perseverance in work.

SOLAIR students did not give much emphasis to the development of such values as love for U.P., equality between men and women, perseverance in work and getting along with others. SOLAIR faculty-respondents put less emphasis on the formation of such values as love for U.P., getting along with others, equality between men and women and service for others.

Table 8: QUALITIES OF SO LAIR FACULTY


HIGHEST RANKING B7 4.41 educated B11 4.20 graduated from a highly

respected university B1 4.17 intelligent B26 4.05 proficient B34 4.05 competent B13 4.05 expert B32 4.03 committed to excellence B37 4.03 encourage student's

initiative B4 3.98 updated B38 3.95 honest

LOWEST RANKING Bl4 3.08 humble B33 3.21 doesn't evoke fear B35 3.37 strict Bl6 3.40 compassionate B41 3.44 nonsexist B23 3.45 normal B39 3.82 practise academic freedom B9 3.50 moral B28 3.50 available during

consultation hours Bl8 3.53 has sense of humor


Description of the SO LAIR Faculty

Qualities

SOLAIR student-and faculty-respondents described the SOLAIR faculty in the following terms: educated, graduated from a highly respected university, intelligent, competent, expert, proficient, committed to excellence, encourage student initiative, updated and loyal to the UP (Table 8). Among the other qualities used to describe SOLAIR faculty, the following received the lowest ratings: humble, does not evoke fear, strict, compassionate, nonsexist, normal, practice academic freedom, moral, available during consultation hours and has a sense of humor.

Most Important Priorities of SOLAIR Faculty

Both faculty and student-respondents perceive the following to be the highest priorities of the SOLAIR faculty: classes, influencing students' values, student consultation and extension work related to area of specialization (Table 9). SOLAIR faculty were seen to give lower priority to order in classroom, engaging in business, administrative duties and care of instructional materials.

As a group, graduate students of SOLAIR considered the following as priorities of the faculty: student consultation, influencing students' values, classes and extension work related to area of specialization. On the other hand, the faculty-respondents, as a group, cited the following: consultancy outside the UP, classes, extension work related to specialization and engaging in business.

Table 9: MOST IMPORT ANT PRIORITIES OF FACULTY

Graduate Student

Faculty

According to Grand Total

26 5 26 3 27 1 23 5

22 0 12 2 9 5 11 2 9 I

4 3 2

Grand Total

31 29 28 28

22 14 14 13 10 5 5

Item Description

classes inOuence student values student consultation extension work related to specialization community service professional organization consultancy outside of UP care of instructional materials administrative duties engaging in business order in classroom

30 Survey Results


27 26 3 26 5 23 5

22 0 12 2 11 2 9 1 9 5 3 2

4

According to Faculty Total

9 26 23

1 26 3 12 11 27 9 22

5 5 5

4 3 2 2 2

1 0

28 student consultation 29 influence student values 31 classes 28 extension work related to

specialization 22 community service 14 professional organization 13 care of instructional materials 10 administrative duties 14 Consultancy out of UP 5 order in classroom 5 engaging in business

14 consultancy out of UP 31 classes 28 extension work related to

specialization 5 engaging in business

29 influence student values 5 order in classroom

14 professional organization 13 care of instructional materials 28 student consultation 10 administrative duties 22 community service

Description of The School of Labor and Industrial Relations (SO LAIR)

Attributes of UP as seen by SO LAIR students

SO LAIR students and faculty see SOLAIR as a premier unit in the University (Table 10). They also consider it a great privilege to study and teach in the school. In addition, UP was described as encouraging its students and faculty to strive for perfection, having a very democratic climate, promoting academic freedom, helping upgrade professors in the country, providing quality education, providing skills that are useful even after graduation, posing a big challenge because the great minds are here, and combining theory and practice in its curriculum.

The following attributes received the lowest ratings: adequate facilities and equipment, orientation towards countryside development, importance given to religion, quality of education offered (i.e., "it is a myth that it offers the best education"),


emphasis on entrepreneurial attitudes, creation of new knowledge important for survival, emphasis on Filipino culture; upgrading of professors internationally, and camaraderie.

Table 10: A TIRIBUTES OF SO LAIR

Item No. Mean

HIGHEST RANKING Cl 4.44

C28 4.33 C8 4.30

Cl4 4.24 C20 4.24

CIS 4.21 C32 4.17

C7 4.17

C2 4.15

LOWEST RANKING C30 2.78 C26 2.90

Cl6 2.95 C4 3.22

C29 3.46

C35 3.53

C33 3.54 C34 3.59

Cl2 3.59 Cll 3.66

Item Description

UP is the premier institution in the Philippines It is a great privilege to be in UP UP encourages its faculty and students to strive for perfection UP has a very democratic climate UP helps upgrade professors in the country UP provides high quality education UP education provides skills useful even years after graduation It is a big challenge to be at UP because the best minds are here UP curriculum combines theory with application

UP has adequate facilities and equipment UP education is oriented towards countryside development Religion is important in UP It is a myth that UP offers the best education in the Philippines UP emphasizes entrepreneurial attitudes in its ifferent programs UP docs not create new know ledge important for our survival UP curriculum emphasizes the Filipino cullure UP helps upgrade professors internationally There is a lot of camaraderie at UP The curriculum in UP is up-to-date

32 Survey Results

Objectives of UP as seen by SO LAIR students

Both students and faculty believe that SO LAIR should aim to help build a just, humane and democratic society; develop students who can think, judge and plan for themselves; train students to become leaders; seek the answers to social and moral problems; keep the critical spirit without being biller and cynical; develop a sense and understanding of truth; create new knowledge crucial to our people's survival and well being; provide learning and leadership for social transformation; develop students who face problems squarely and fearlessly; and be vigilant in safeguarding freedom (Table 11 ).

Table 11: OBJECTIVES THAT A SOLAIR EDUCATION SHOULD EMPHASIZE

Graduate Faculty Grand Item De~cription Total

According to Grand Total

26 5 31 to help build a just, humane and democratic society

26 4 30 to develop students who can think, judge and plan for themselves

23 2 25 to train students to become leaders

19 3 22 to seck the answers to social and moral problems

15 4 19 to keep the critical spirit without being bitter and cynical

16 3 19 to develop a sense and understanding of truth

13 6 19 to create new knowledge crucial to our people's survival and weii-being

14 5 19 to provide learning and leadership for social transformation

15 3 18 to develop students who can face problems squarely and fearlessly

11 4 15 to be vigilant in safeguarding freedom




26 5 31 to he~p build a just, humane and democratic society

23 2 25 to train students to become leaders 19 3 22 to seek the answers to social

and moral problems 16 3 19 to develop a sense and

understanding of truth 15 4 19 to keep the critical spirit

without being bitter and cynical 15 3 18 to develop students who can

face problems squarely and fearlessly 14 5 19 to provide learning and

leadership for social transformation 13 2 15 to promote the general

welfare of and progress of our people 13 14 to provide educational

opportunities for everybody

According to Faculty Total

13 6 19 to create new knowledge 26 5 31 to help build a just, humane

and democratic society 14 5 19 to provide learning and leadership

for social transformation 15 4 19 to keep the critical spirit

without being bitter and cynical 9 4 13 to promote love for learning


7 4 11 to prepare the youth for citizenship 11 4 15 to be vigilant in safeguarding

freedom 16 3 19 to develop a sense and

understanding of truth 15 3 18 to develop students who can face

problems squarely and fearlessly 8 3 11 to develop a community of scholars

19 3 22 to seek answers to social and moral problems

34 Survey Results

Summary

The values and attitudes of both faculty and students of SOLAIR clearly play a role, in shaping Lhcir approach to a UP education. The survey resulLS describe specific dimensions of individualistic concerns as compared to those of the community and society at large. Interestingly, the responses suggest that both faculty members and studenLS tend to focus on such concerns as leadership competence, expertise, proficiency and freedom. Less concern is shown for collective social interests, such as love for country and the UP, equality between men and women, countryside development and Filipino culture. These resulLS arc not surprising because in many ways, despite the political and intellectual traditions of the UP, Lhc patterns of responses simply reflect Lhc deeper and ., idcr problems of surviving in a country plagued by low wages, unemployment and poverty. lL is Lhis combination of factors that underpins the steady erosion of commitment and vitality in matters affecting Lhe community rather Lhan Lhe individual.

PART THREE

QUALITATIVE ANALYSES

Virginia Teodosio

36 The Roundtable Discussion

CHAPTER 4 The Roundtable Discussion

On 23 August 1992, a roundtable discussion was held at UP SOLAIR with the following as specific objectives: 1) to establish the context of the profession by (a) determining conditions and or policies of employment and work, as well as (b) licensing and regulation standards, (c) perceptions of graduates' professional behavior, (d) emergent trends in the profession, (e) contributions of the profession to nation building and (f) the extent to which UP graduates contribute to this activity; 2) to formulate general recommendations towards the practice of the profession and the implementation of relevant academic programs; and 3) to identify characteristics which distinguish UP graduates from those of other schools who are in the same profession.

In sum, the basic objective of the roundtable discussion was to bring together faculty, policy-makers and alumni so that they may evaluate the role in nation-building of industrial relations as an academic discipline and to suggest the specific and general knowledge and values that should be emphasized in the profession. A total of 19 participants attended the discussion (Annex A).

The Socio-Economic Context of Industrial Relations

In the 1990s, the Philippines will have to rely more on its internal dynamics in the context of intense regional and global competition. Structural change will have to take place to develop human resource potentials and effective industrial relations programs.

The world market presents opportunities for innovative, creative and indigenous ways of managing workplace relations, including such areas as the informal sector, the increasing participation of women in the labor force, the role of technology and the prospects of unionism.

Generating growth entails a policy framework specifically for the urban poor, the peasantry, the fisherfolk and women workers. Implementing such a framework entails popular participation in all regional labor markets to approximate concrete socio-political realities and possibilities.

Industrial relations has complex and far-reaching consequences. A democraticallymanaged economy implies the allocation of decisions to the people as a whole. Innovations within the profession have encouraged pluralism in stimulating ideas


and approaches. Culture-based organizations, people's organizations and public services all require efficiency, productivity, as well as democratic responsibilities of the rank and file. Industrial relations has to keep pace with these aspirations. Organizational behavior and development are basically rooted in the nature of managementworker relations. A workplace where all employees have roles to play in the management process could set the stage for job enrichment and autonomous work teams. The values of a society are shaped in many ways by the manner in which people adapt themselves to the organization. In a democracy, the experience should better equip workers to participate in the larger political system.

The students of SOLAIR have been identified as an important source of innovation in democratizing the workplace. A holistic, integrated view of the workplace has taught them the significance of participatory knowledge, skills and attitudes. A number of SOLAIR students apply what they have learned in their respective organizations. For instance, one student who encountered strong opposition [in his organization] was forced to resign after twenty years of service to the company. Democratic working arrangements that are favorable to a culture-based value system should generate a highly motivated ~md committed labor force.

Recommendations for the Advancement of Industrial Relations as a Profession

The following recommendations were made to advance industrial relations as a profession:

The creation of on-site extension classes;

The provision of forum-type continuing education for alumni and practitioners (initiated by UP SOLAIR, PIRS, UP IRRA);

The creation of a continuing education program for the accreditation of faculty as arbitrators;

The review and popularization of the UP SOLAIR mission and the concretization of its action plan;

The strengthening of SOLAIR's extension services and involvement of faculty, alumni and students in these services;

The strengthening of the School's research programs and the market dissemination of these programs; and

The inclusion of SOLAIR's faculty and staff, its students and alumni, and practitioners (PIRS, PMAP, NGOs, government professionals) as implementors.

38 The Roundtable Discussion

Distinguishing Characteristics of a UP SOLAIR Student and Graduate

The SOLAIR student and the SOLAIR graduate can be distinguished from those of other units and schools by their knowledge and understanding of (a) the inter-disciplinary dynamics of industrial relations; (b) human resources development systems, from recruitment to post-employment; (c) labor laws and social legislation; and (d) industrial relations ecology and general management systems.

They are likewise distinguished by their leadership and communication skills, as well as skills in (a) facilitating and coaching, (b) negotiating and (c) mediating.

They are humane (maka-tao) and just (makatarungan) and value meaningful relationships based on dignity and mutual respect (pakikipagkapwa). They are also proactive and future-oriented and put a premium on integrity.

Summary

Industrial relations inhabit a range of social, economic, cultural and political environments that are constantly reworking and producing occupational roles and dynamic patterns of interaction and relations in the workplace. The modernization of contemporary forms of work relations requires the involvement and participation of actors at all levels in the decision-making process.

By and large, knowledge and skills are potent forces that affect the values of industrial relations practitioners. Their behavior is largely determined by perceptions and attitudes which have evolved in the discipline through the years. While attitudes may be difficult to change, there is still a need for a reorientation of norms if the field of industrial relations in the country is to be professionalized and ultimately humanized. Democracy can lead to growth and development only in a culture in which full participation is given.


CHAPTER 5 The Focused Group Discussion

On 2-4 November 1992, U.P. SOLAIR conducted a strategic planning workshop in Tagaytay City whose main purpose was to reach out to SOLAIR's partners in the labor, employment and government sectors in order to make its course offerings more responsive to the needs of national development. The specific objectives of the workshop were:

To assess the vision-mission of SO LAIR and the extent to which this has been implemented through its existing programs;

To elicit from representatives of trade unions, government and management their expectations of SO LAIR as an academic, research and extension-service institution;

To review existing linkages of SOLAIR with other institutions and find ways of making these more responsive to the various sectors which the School is serving ; and

To prepare a two-year (1993-1995) strategic plan for SOLAIR, by setting up priorities, key result areas, responsible units and managementinformation teaching systems.

The faculty decided that the workshop should also serve as the focused group discussion for the KA V project, considering that their objectives were substantially the same.

The objectives of the focused group discussion were:

To examine SOLAIR'S mission, objectives and programs and directions;

To focus on the School's internal processes and dynamics (instruction, research, extension and other activities) including conflicts and the resolution of these conflicts;

To assess the utilization of manpower and material resources by the College;

To relate the results of the survey and the roundtable discussion to the School's processes and internal dynamics;

40 The Focused Group Discussion

To identify emergent trends in the profession and the School's response to these trends; and

To map out future directions for the School.

Workshop participants consisted of SOLAIR faculty and staff, student representatives and sectoral partners (Annex B).

Vision-Mission and Goals of SO LAIR

The following vision-mission of SOLAIR was reiterated in the focused group discussion:

The School of Labor and Industrial Relations, committed to the empowerment of labor, enlightened industrial relations, and social justice, should for this purpose provide the highest quality of instruction, research and extension services. The school works for the enlightenment of workers and the strengthening of their organizations, and the democratization and humanization of industrial relations as a profession.

The group also agreed to adopt the following parameters with respect to where SO LAIR should be in three to five years:

A school that offers world-class education in labor and industrial relations, putting to use the expertise accumulated in a period of more than three decades.

A school that leads in theoretical expositions in the field and helps in the development of a discipline which is still struggling for recognition.

A school that pioneers in the search for new techniques and approaches in labor and industrial relations which will put the country at par with its developed counterparts.

A school that initiates new courses in both academic and extension programs, instead of following trends set by competitors, while keeping abreast of worldwide developments.

A school where dedicated experts and staff are motivated to do their best to achieve the mission of the School; a school where students and faculty would be proud to belong.

As an initial activity, the group formulated the following definition of industrial relations to focus on SOLAIR's specific concern: Industrial relations is the study ofhumane,just and productive work relations among workers, managers and the state.

To achieve the targets set for SO LAIR in the next five years, the workshop participants agreed:


To make industrial relations a viable, distinct and relevant field of academic study.

In response to the changing nature of the labor force, to expand SO LAIR's network and extend its programs to the organized and unorganized, as well as the formal and informal sectors;

To initiate, in consultation with concerned sectors, a certificate program for trade union groups and others who cannot qualify for the School's graduate program;

Programs and Extent oflmplementation: A Five-Year Review

In five years, the various programs of SOLAIR came up with a number of accomplishments in the following areas:

The Academic Program

Established in 1975, SOLAIR's graduate program has attracted an average of 208 students a year. The School has graduated 317 at the diploma level (Dip. IR) and 201 at the master's level (MIR and MAIR), ten (4.76percent) of whom obtained their degrees under the thesis (MAIR) program. Table 12 shows the graduation rates, indicating years 1977, 1981, 1986 and 1987 as peak periods.

Table 12: UP SCHOOL OF LABOR AND INDUSTRIAL RELATIONS NO. OF GRADUATES BY LEVEL & GRADUATION RATES A Y 1976-77 TO A Y 1992-93

GRADUATION RATES* YEAR DIP. IR MIR MAIR TOTAL AVERAGE MASTERS MASTERS

ONLY & DIP. IR

76 11 0 0 11 75.5 0.0% 14.6% 77 20 8 0 28 113.5 7.0% 27.7% 78 15 11 2 28 251.0 5.2% 11.2% 79 13 11 3 27 201.0 7.0% 13.4% 80 14 14 1 29 225.0 6.7% 12.9% 81 36 15 2 53 230.0 7.4% 23.0% 82 22 10 33 197.0 5.6% 16.8% 83 13 16 30 212.0 8.0% 14.2% 84 15 12 0 27 168.0 7.1% 16.1% 85 15 8 24 224.0 4.0% 10.7% 86 28 18 0 46 195.0 9.2% 23.6% 87 34 19 0 53 205.0 9.3% 25.9% 88 19 13 0 32 228.0 5.7% 14.0% 89 20 8 0 28 207.0 3.9% 13.5% 90 26 7 0 33 202.0 3.5% 16.3% 91 16 13 0 29 187.0 7.0% 15.5% 92 22 8 0 30 135.0 5.9% 22.2%

*(Total Graduates/Ave. Emollmcnt) x 100 (for 1st and 2nd Scm.)


The Labor Education and Extension Program

The following is a summary of accomplishments of SO LAIR'S extension program:

For 1987 40 Training Programs 6 National Conferences

2,444 participants 590 participants

- Labor's Vision of Economic Recovery - Labor's Legislative Agenda - National Conference of Labor Educators - Labor's Legislative Dialogue - National Conference of Labor Educators - Labor's Legislative Dialogue - National Conference on Government Unionism - Collective Bargaining and Dispute Settlements - National Conference on Agrarian Reform and

Agrarian Development

LMC Training with DTI-CLARA WILL Revitalized

For 1988 RLLI

28 9 5

3

For 1989 2 2 4

24

For 1990 4 3

20

For 1991 3

14 12 35

Public Sector Unionism LMC with DTI CLARA Basic Trade Unionism Courses Advance Trade Unionism Courses National Conferences and Various invitations WILL Programs (95, 85, 64)

National Conferences (PSU, Transport) Regional Conferences (Agrarian) WILL Programs Staff Coordinated Programs

WILL Programs National Conference Staff Coordinated Programs

WILL Programs National Conference/Symposia Coordinated Programs Invitations

FES

FES

FES FES

FES

1 *" r I .' , ,. t.~. :,_ L ~ r r: .'.I~ \"il rn Jrr;J:.~;A j·:,,·l\ ~ECTION TheMeaningofU.P.Education 43

The Research and Publications Program

An account of the RPP's achievements over the past five years includes some varied areas of research in industrial relations. The three main sources of funding for these research activities are identified as Freidrich Ebert Stiftung (FES), International Labor Organization (ILO), and UP-National Science and Technology Authority (UP-NST A).

For 1987

Informal Sector Profit-Sharing

Research

Freedom of Association/Collective Bargaining in ASEAN Institutional Variables Associated with Productivity

Publications

PES ILO ILO NSTA-UP

Nature, Consequences, Prospects and Underground Employment Employment Crisis and Adjustment Programs Deregulation and the Agrarian Crisis Labor's Legislative Agenda Philippine Journal of Labor and Industrial Relations

For 1988 Research

Living Wage Standards State of Trade Union Movement Institutional Variables Associated with Productivity Case Studies on Privatization Agrarian Reform and Regulation Realities

Publications

Privatization and Labor Relations in the Philippines Labor and the Mass Media Philippine Journal of Labor and Industrial Relations

For 1989 Research

Industrial Restructuring and Industrial Relations Living Wage (Public Service Workers) Subcontracting and IR Agricultural/Non-Agricultural Employment Women Workers in the Philippines Evaluation of Netherlands Industrial Education

Publications

PES PES NSTA-UP ILO PES

'PES PES

ILO UP-CIDS ILO ILO ILO CESO

Labor and the Transport Industry PES Philippine Journal of Labor and Industrial Relations


For 1990 Research

Working Conditions in the Textile Industry ILO Employment Sector and Labor-Management Flexibility ILO

Publications

Case Studies in Organizational Behavior Construction Industry in the Philippines Industrial Adjustment, Employment, and Industrial Relations Subcontracting, Employment and IR Linkage between Agriculture/Non-Agriculture Employment Workers liB on TU and 1/R Living Wage Survey in the Public Sector Typology of IR in the Philippines LMCs as Organizational Com. Mechanisms

For 1991 Research

Evaluation of Employment Facilitation of DOLE Labor Institution and Economic Development Problems/Prospects of Agrarian Reform Implementation at the Village Level FES

Publications

BBC Sikap Gawa

Perceptions/ Assessment of Past Programs/ Activities by SOLAIR'S Partners


The workshop participants made the following observations:

Maayo FES rr.o rr.o rr.o

Aganon Gatchalian

rr.o rr.o

MFI

1. Trade union leaders and ordinary workers cannot afford the tuition fees charged by the School.

2. Rules on acceptance to the academic program are too rigid; most labor leaders and workers have not gone beyond high school and therefore cannot qualify for entrance to the GSP.

3. The curriculum is too academic, too high-level and too theoretical.

4. Because of the reasons cited above, most of those who enter the GSP program come from the management sector; trade union participants have nevertheless expressed their desire to enter the GSP program, given the opportunity.


The following suggestions were made to make SOLAIR's academic program more relevant to the needs of workers/trade union leaders:

1. The aspect of enculturation should be made an important component of the curriculum.

2. SOLAIR should offer diploma/certificate degrees or courses for workers, considering their formal academic limitations.

3. The School's academic program should be designed in such a way as to make SOLAIR's participation in policy-formulation and policy- advocacy more effective. Cognizant of its crucial role in industrial relations, SO LAIR should continue to evolve new thinking in the field of labor and industrial relations. In this way, SOLAIR could be the major think-tank in industrial relations and other workrelated issues.

4. SOLAIR'S Labor Policy Studies Program should.be strengthened.

5. SO LAIR should spearhead the investigation and formulation ofmajorpolicy issues.

The Labor Extension Program

The workshop participants agreed that SO LAIR has significantly contributed to unifying labor's vision by (a) doing its part toward worker empowerment, (b) promoting productivity improvement and (c) providing an industrial climate conducive to national development and growth.

Suggestions coming from the labor sector converged on the following points (Table 13 ):

1. SOLAIR should concentrate on its worker-education efforts in areas where labor centers are relatively weak. These include both advance and specialized educational programs as well as non-traditional topics (e.g., cooperatives).

2. Impart the truth about the history of labor to organized labor. (Jparating sa organized labor ang tunay na kasaysayan ng labor.)

3. Include the following areas among SOLAIR's priorities:

genuine trade unionism and the world of work;

civil service laws and laws on public sector unionism and other technical issues, such as the dynamics of wages/wage- setting;

support for small and independent unions;

development issues which are national and international in scope; and

the process of enculturation concerning labor (i.e.,hanaysapaggawa) and labor movements.


Table 13: AN EVALUATION OF THE EXTENSION PROGRAM BY THE UNIONS

KOOPERASYON- EPEKTO PAANO DAPATNA KONGKRETONG 3TAON MAPAPAUNLAD PRAYORIDAD PROGRAMA/GAWAIN

Public

A. COURAGE- ------ Hindi pa- - Pagpapa- - Edukasyon sa walapa milyar sa unlad ng mga hindi pa

mga pro- kaalaman sa organisadong grama ng tunay na manggagawa SO LAIR unyonismo Public Sector

at iba pang kaalaman sa paggawa

B. CIU-a) pagdalo sa Exposure; - Patuloy na - Pag-aaraV - Policy Research

mga kome- Pagpapa- konsultas- pagtuturo; - Curriculum rensiya/ litan ng yon a) Batas- Development konsultasyon karanasan - Paghaham- Civil Service -Networking

bing/pag- Rules/Public tutulungan Sector sa paggawa b)Teknikal ng educa- na kaalaman, tion pro- wage, etc .. gram

- sesyon upang mapalalirn/ mapatibay ang inter-personal relations

Private

A. TUCP- Mahusay - Jpagpatuloy/ - Programang - Edukasyon, Training/ pero hindi palakasin ang naaayon sa pagsusuri/joint Fellowships/ sap at mgakasaluku- pangangai- programs research yangprograma Iangan ng financial I tech-

sektor nikal na koope-paggawa rasyon

B. Independent- - Pakikibahagi/ - Lalong - W ala pang nai-(AJU Common- partisipasyon/ suporta sa isip dahil naka-wealth)- bilang training/ mga inde- tuon ang aten-arbitrator/[ acuity Hindi sapat workshops/ pendiyente/ syon sa Col-

seminars maliliitna lective Bargain-unyon ing negosasyon

C. FFW- Wala - Magbigay ng -Avoid Tra- - Kaalamarig ang paanyaya kursong hindi ditional pangteknikal sa training ay naibibigay ng Trade Union hindi pangu- mga labor Concern nahing kai- institusyon/ -Develop-lang an pederasyon mentLabor

(hindi pang- Relations on karaniwan) Nat'l./Int'l

Scope


KOOPERASYON • EPEKTO PAANO DAPATNA KONGKRETONG 3TAON MAPAPAUNLAD PRAYORIDAD PROGRAMAIGAWAIN

D. LACC- Exposure- - Ayusin ang - Magsilbi sa -Research National Palitan ng komunikasyon proreso ng conferences Conferences; karanasan network sa "encultura--Legislative hinggil sa Iebel ng tion" sa

Agenda karanasan ng sentro/ pede- hanayng mangga- rasyon at kilusang gawa maging sa paggawa

lokal na unyon (pro-scso ng trans· parcncy ng bawat insti-tusyon)

- Patakarang llabas ang - Pagsasanay sa pangkabu- "adycnda" lider at rank-and-hay an ng kilusang file members

paggawa - Isyu ng - Convenor ng

wages mga iba't ibang sentro/instis/

-Productivity pederasyon dahil sa paggiging neutral at kredibilidad bilang isang pangakademiko, pananaliksik pagsasanay

The Research and Publications Program

It was noted that SOLAIR has not really popularized its research outputs; that is, by presenting research reports in readable form (e.g., in Filipino), particularly for people in labor. The SOLAIR staff replied that its research efforts were usually hampered by lack of resources, but that it hoped to respond more effectively to this concern in the future.

Another issue brought up was the need to concentrate on indigenous research methods in the study of social realities in the field of labor and industrial relations.

A Review of SO LAIR-Friedrich Ebert Stiftung (FES) Projects, 1986-1992

Table 14 summarizes FES-funded projects in SOLA JR. In the past three years, SO LAIR has been acting as convenor of conferences, symposia, and workshops. It has also been a source of information and research outputs on issues relevant to the labor movement.


Table 14: List of FES-Funded SO LAIR Projects, 1986 - 1992

1986 -1988

Legislative agenda

Economic policies

Privatization

Public Sector unionism:

labor relations union organizing joint education

Industry conference

mass media

construction

transport

1988 - 1990

Overseas workers

Agrarian reform

Living wage

1991- 1992

Labor and ideology of Unity

Productivity

LMCs

OUTPUT

Book on labor's legislative agenda given to legislators/ government

Book

Labor's Initiative Against Privatization (LIAP): publication

Birth of KAMMPI; publication

Birth of construction workers' cooperative: publication

Publication

Center for the Protection of Overseas Workers (SOLAIR later withdrew from the Center because of the presence of recruiters in the Center)

Network with peasants, farmers, agri-based trade unions all over the country; publication

Research report

Signing ofLACC's Covenant


Following are some questions that were raised with respect to the impact of these projects:

1. Does SOLAIR duplicate the activities and initiatives of trade unions and other groups? On this issue, the consensus was that SO LAIR does not duplicate; instead, it complements their efforts.

2. How are the outputs of these activities actualized or operationalized at the local level of the trade union movement? Are there mechanisms for monitoring them?

3. Are the outputs of these activities sustained by the beneficiaries?

4. How far should SO LAIR involve itself in follow-up activities?

It would be difficult to gauge the extent to which outputs are actualized, given the lack of formal monitoring mechanisms. However, informal feedback reflects attempts of trade unions at the local level to incorporate new learnings. It is acknowledged that sustaining these efforts may be difficult because of more pressing concerns that interfere from time to time.

Planning Framework Inputs

Three main questions have to be addressed in setting up a framework for planning: 1) What makes SOLAIR unique? 2) What is SOLAIR'S main concern? 3) What is its constituency? In answer to the third, the consensus among the workshop participants was to expand SOLAIR's constituency to include the twenty-two million labor force components.

It was also agrccd(a) that SOLAIR's objectives must be consistent with its mission since they represent a step from mission to reality; (b) that a time-frame is important in setting objectives; and that (c) clear, visible results must be reflected.

The actual plan has the following components: (a) the definition of a strategy; (b) a change in nomenclature (e.g., of course offerings: from a non-forffial to a certificate program) and (c) the strengths and limitations of SOLAIR.

Planning should likewise consider the following organizational processes: (a) workflow, which must be clearly understood; (b) authority, to include a set of policies governing relationships and mechanics; (c) rewards and penalties, motivation being a part which should not be overlooked; (d) the perpetuation process, which relates to funding and interacting with the university officials on matters of funding; (e) communication, including manuals of procedure; (f) evaluation, especially as the basis for rewards and penalties and (g) identification with the organization in order to instill a sense of pride in belonging to UP SOLAIR.

SO The Focused Group Discussion

SOLAIR's constituencies identified a number of trends in the labor movement:

1. Organizational transformation in the labor movement. This can be seen in (a) the trend toward social-movement unionism, (b) the moves linking management and labor, (c) the decline/retreat of labor unions and (d) the call for labor unions to offer broader services (beyond collective bargaining).

2. Tripartism as an approach. This can be gauged through (a) the establishment of Tripartite Industrial Peace Councils in the country, (b) other tripartite sessions and (c) formal proactive talks.

3. The validity of the current approach. Validation is usually done through research and conferences which result in the formulation of action plans or advocacies for certain issues.

Non-SOLAIR participants stressed a number of areas which they felt SO LAIR should address:

1. They felt that SO LAIR should elevate the "client/constituent" label to a "partnerorganization" level. Henceforth, SO LAIR must think of its clientele groups as its partners. SOLAIR should likewise develop the alumni concept "to facilitate the attachment of its former trainees and students."

2. They were of the opinion that the academic program of SO LAIR cannot reach out to the laboring class because of rigid academic requirements. They therefore strongly recommended that SOLAIR offer a special (certificate) course for labor and trade unionism. They believe that SOLAIR is a component of the academe which forms part of the community at large. It has a responsibility towards a bigger group and must therefore go beyond its present student constituency. As it is, the labor group is still a minority group among its students. They also believe that SO LAIR is part of the new social movement and should therefore spearhead the theorizing and praxis functions [of industrial relations].

3. They stressed that research must be participatory, popularized and widely disseminated and that it must be needs-based and related to policy issues. SOLAIR should join hands with its partners to undertake relevant research.

A number of areas of research were suggested. Among these were: (a) causes of unity/ disunity in the labor movement; (b) value assessment (labor aristocracy, trade union culture, and trade union structural issues); (c) wage issues, including a follow-up of the living wage study and an investigation into the contention of employers that the economy will fall apart with the constant demand for increased wages, and a study of productivity in relation to wages; (d) social issues, including other forms of workers' organizations and their impact on labor and trade unions (e.g., whetherornotcooperatives supplant trade unions; (e) characteristics of the labor market, in order to identify the type/s of organizing strategies needed; and (f) agency hiring (why are trade unions so powerless in our country?)


4. They felt that extension programs must work to enlighten labor, particularly the workers, on relevant issues. In addition, they believe that SOLAIR educational pro1:,rrams should reach out to include management and government (including military) personnel.

It was noted during the workshop that SOLAIR conforms to the requirements set forth in Memorandum No. 27 with respect to the requirements for the prioritization of programs, particularly Section 3.3, which reads:

Those that arc directly involved in the social, economic and political empowerment of the people; or promote private sector ini tiati vcs; or those that contribute to the creation oflivelihood or employment opportunity and an environment conducive to investment, entrepreneurship and productivity.

SOLAIR, through its three programs (academic, research and publications, and extension), is directly involved in people empowerment. It enjoins private sector initiatives among the workers by promoting livelihood programs through trade union cooperativism and other alternative economic ventures.

By acting as convenor of the three groups- labor, management and governmentSO LAIR paves the way toward unifying these groups in a common framework. This unification contributes to an industrial relations climate conducive to investment, entrepreneurship and productivity. SO LAIR docs not duplicate any government function or program and is relevant to the needs of a developing country.

Strategic Plan for 1993-1995


The faculty plans to vigorously push the writing and publication of a book of readings in industrial relations to be launched in March 1993. The faculty have been enjoined to write scholarly articles and cases as their contribution to the advancement of IR as an academic discipline.

SO LAIR will also pursue an extensive institution-building program by networking with both external and internal agencies for program integration and resource generation.

Furthermore, to raise the level of graduate school performance, two sets of activities are being planned. First, the improvement of faculty performance by continuously reviewing course contents to ensure updated readings. And second, the introduction of innovative teaching-learning methodologies.

Industrial relations is an applied field of study. As an academic discipline, however, it should teach both theory and practice to its students. Graduate students have noted that some faculty members tend to stress only one aspect or the other. One reason advanced


for this bias is the individualist orientation of faculty members. To deal with this issue, tandem-teaching in courses such as Job Evaluation (IR 212) and Collective Bargaining (IR 211) will be introduced.

In addition, an expanded marketing program will be instituted to include (a) careerorientation for prospective IR enrollees, (b) the preparation of brochures and (c) the expansion of the constituency group to labor force components.

In response to the desire of trade union groups to participate in SOLAIR's academic offerings, SOLAIR plans to initiate new courses modeled after the Institute of Social Studies (ISS) Certificate Courses in the Netherlands. Target students for the first three years arc local trade unionists. Later, SOLAIR will attempt to market this course internationally.

Activities to better motivate students to complete the graduate courses will be undertaken. These will include (a) the phasing out of the Diploma in Industrial Relations courses so that students will aspire for a Master's degree and (b) the monitoring of student progress by faculty advisers who will each have 40 student advisees.

Table 15 shows the specific action plans for SOLAIR's academic program.

Table 15: Strategic Plan (1993-1995)

Key Result Programs/ Indicators/ Agencies/ Problems Time Areas Activities and Targets Units/ Encoun- Frame

Objectives Individuals tered Involved

ACADEMIC

1. Advancement - Curriculum - Annual - Student None Continu-ofiR as an Development Review of body, facul- ing academic dis- Curriculum ty, public cipline

- Book of - 4 books; - Faculty/ Time/ - do -Readings; 4Drs.: Practition- Commit-articles, Articles, ers, students ment cases publications

- Staff deve- - 70% facul- - Faculty 5 years lopment ty members funding formaVnon- Ph.D. (in 5 agencies formal yrs.) foundation

50% Ph.D. u/post docs. All faculty members to attend at least one confer-ence/year.

'




Knowledge - Networking - CBAadm., - SOLAIR AN attitudes/ • Internal College of Leaders values networking Law, CPA,

within UP cssw • External -DOLE, DTI, Continu-networking DJ/other ing • Faculty universities Exchange Programs

- Program In- - All faculty/ Commit- - do -tegration students ment

- Resource Generation

2. Improvement - Improve - Revised/up- - Faculty - Attitude Continu-GSP Perform- faculty per- dated course of faculty ing ance formance content and

reading in-novative

- Follow-up -Method- - OCS, GSP - Where- - do -AWOL stu- ology; Coordinator a bouts dents TANDEM -All SOLAIR - Skills, - do -

- Marketing teaching staff lead; budget OCS,GSP

• Career orientation in College and Univer-sity • Brochures

- Motivation - retention - SOLAIR w/in of studenL~ rates Curriculum; 1993

- Abolish dip - MIR grad, Faculty course rates Com. mem-

bers - restructure (30.30.40%) - Initiation of - ISS Certif-

new courses icate model -VAT, JCG w/in (GSSP • local 1 sl 1993 level) (in 3 yrs.)

- Faculty ad- - 40 student/ - Faculty -Commit- w/in vising faculty ment 1993

RESEARCH

1. Policy- - Represcnta-oriented tive in PM

researches bodies

- Conduct - 2 yrs. - All academic -Budget & Policy (WOM, 10: staff and staff None (Evaluation 92) studenL~ capacity Res.) - Priority • Income area~ of Policy Pro- funding ductivity agency

• No computers




• IR • Employ-ment • Formal/ informal sector

2. Initiative and - Set-up Data - RPP undertake Bank sustained (secondary

data)

Studies for - Surveys - RPP & GSP& WEP (from part- LEEP Needs ners)

• LE needs • GSP Market Sur-vey • Material - RPP, studies (Profile), ideology, strategies) • Labor - Maayo and -None history Aganon

3. More innova- - Participative/ - RPP& tive and indi- pakapa-kapa Faculty genous re-search

methods - Discussssion -Concerned

4. More user- Paper Researchers friendly (a) Pilipinize with Elison

- Simplify pre- and Sibal

Research Re- sentation ports - Publication/ - Press release - End-users dissemina- Book/ andre-tion of mimeograph searchers results funding

agencies

EXTENSION

Develop a - LLI (3 days) - 4/year-200 - SOLAIR - over sub- - quar-quality local TU scription terly workers officers education program - RLLI - 2/year-80 - SOLAIR, - state of -semestral responsive and (1 week) seniorTU Unions/ donn relevant to officials DOLE, etc. LEER's clientele (LLI

graduates)


Key Result Programs/ Indicators/ Agencies/ Problems Time I Areas Activities and Target<; Units/ Encoun- Frame


- Special courses

a. WILL - 3/year-150 - Public & - over sub- - 1st 3 participants Private scription quarters from tri- sectors partite sector

b. Fora on - 1-2/year - Labor sector, - to bear-current TU and FES/ ranged issues, e.o. ILO prefer-public sector ably unionism Nov. 1-

7 (labor relations week)

SOLAIR-WIDE

1. Fund-raising 1. Alumni - 2 for 1993 - OCS, GSP, Jan. '93 Homecoming ·GSP Agustin, Dinner with • Extension/ Hapil raffle LEEP

- PI 00.00 net - RPP assist- April '93 ance for both

2.Book May '93 launching April'93

(Grad. 3. Ball Room Ball)

Dancing (Costume: 60's)

2. Professorial - Gatchalian Chairs

3. Scholarship - Teodosio/ for Labor Aganon

4. Law to - Formation of -H. Dunlao, - w/in strengthen Bill F. B/faculty next3 SO LAIR Law passed mos.

- Bill formu-!at ion

-


Labor Education and Extension Program

The extension program's main result area is the development of a quality workers' education program that is responsive and relevant to SOLAIR's clientele.

In this regard, quarterly offerings of the Labor Leadership Institute (LLI) have been planned. These will be focused on needs identified in the training analysis surveys to be undertaken by extension specialists of the School. Special courses, such as the Workers' Institute on Labor Laws (WILL), and different fora on current issues will continue.

Details of agencies invol vcd, the time frame and problems envisioned are given in Table 15.

Research and Publication Program

The key result areas of this program arc (a) policy-oriented research, (b) studies on graduate program needs and those in support of the workers' education program, (c) innovative and indigenous research methods and (d) more user-friendly research reports (Table 15).

Participative and phenomenological approaches will be stressed while not entirely forsaking quantitative research techniques. To be more "user friendly", SOLAIR plans to Filipinize its research reports and to present them in discussion-paper form for wider dissemination, particularly to the end-users. In addition, SOLAIR will make greater use of media to publicize its policy related research findings.

SOLAIR-Wide Action Plans

Mindful of the fact that SOLAIR cannot rely on additional resources from its mother unit, the staff affirmed its commitment to self-reliance in the raising of funds to improve SOLAIR facilities. The following key result areas have been identified (Table 15):

1. Fund-raising. Two alumni homecomings in 1993 are seen as the main sources of these funds: the Graduate Program Alumni Homecoming and the Extension Program Alumni Homecoming. The net amount targeted per activity is PlOO,OOO.

The projected launching of the book of readings by the faculty is expected to bring in more funds. Ballroom dancing on graduation day, to be spearheaded by the GSP and the SOLAIR Student Council, likewise planned to raise funds.

2. Professorial chairs, to encourage intellectual activity among the faculty.

3. Scholarships for labor and unionists, to encourage deserving students to enroll in the academic program of SOLAIR.

4. Legislation to strengthen SOLAIR, to be patterned after the Law Center concept.

The Meaning of' U.P. Education 57

There will be continuous follow-up of each of these program areas. Managementinformation-system and tracking-system requirements will also be set up and monitored. An MIS expert from the Department of Labor and Employment who represented the Department at the workshop, will be requested to help design the tracking system. It was agreed that all plans will be implemented regardless of the fact that there is budgetary appropriation for the purpose.

Summary

SO LAIR's objectives arc implemented through its three programs: 1) graduate studies, 2) research and publications, and 3) labor and extension. As the decade of the 1980s created drastic changes in the nature of the labor market and industrial relations, SO LAIR's research and extension programs assisted in providing a general framework in which to situate a range of contexts and differing perspectives and topics such as the following: {a) industrial restructuring and sub-contracting, (b) the unorganized labor and the informal sector, (c) labor market flexibility, (d) labor's legislative agenda, (e) the living wage, (t) labor empowerment through industrial democracy, (g) people's agrarian reform initiatives and (h) the conditions of women workers.

With the cooperation of its main sectoral partners, SO LAIR struggled with the pressing issues of the day which opened up new areas for discussion and analysis. Such a collective approach has contributed in defining the broad terms of reference and direction of the academic and research and extension programs of the School. Together, SO LAIR and its sectoral partners have reaffirmed the immediate need for program and resource integration in SO LAIR. The findings also raised questions about the commitment of the faculty to the institution, their styles of work and their organizational expectations.

58 Documentary Analyses

CHAPTER 6 Documentary Analyses

Overview of the Discipline

Industrial relations is a unique and distinct discipline independent of any field of study. It uses various social science tools as heuristic modes of inquiry. Fundamental to the discipline is the usc of the systems concept, which, according to experts, "provides those of us who are centrally interested in relations between labour, management and the state with a common framework for ordering our observations." Therefore, it "need not depend upon the theoretical apparatus of nco-classical economics, nor of Marxist political economy, managerial science, law, sociology or psychology to conceptualize empirical employment relations."

National development plans and specific thrusts recognize the importance of industrial relations in national development. The agenda for social justice formulated for 1993-1998 include, among other things, the operationalization of a viable industrial peace program and the promotion of harmonious and equitable employment relations that assure equal protection of the rights of all parties.

SOLAIR's role in helping forge an industrial relations climate conducive to national development has been specifically mentioned in the Philippines' Medium Term Philippine Development Plan of 1987 to 1992 (page 117); that is,

. . . [the] promotion of industrial harmony through the conceptualization and implementation of proactive (preventive) efforts such as organization of labor-management councils and other such activities that will enhance mutual trust and cooperation between labor and management.

In the promotion of Labor Management Committees (LMCs) which is being undertaken by some faculty members (Gatchalian, Palafox, Aganon and Ofreneo), SOLAIR has been helping in the enforcement of the Constitutional provision enjoining "shared responsibility between workers and employers" and the participation of workers "in policy and decision-making processes affecting their rights and benefits" (Art; XIII, Sec. 3). In essence, the Unit has proved itself useful in effecting industrial democracy in the workplace.

A number of active (Gatchalian, Ofreneo and Aganon), as well as retired (Calica and Gonzales) faculty members of SOLAIR are government-accredited voluntary arbitrators who are chosen voluntarily by labor and management to conciliate, mediate and arbitrate disputes between them. Again, their participation contributes to the


fulfillment of our fundamental law's call for the use of voluntary modes in settling disputes. Voluntary arbitration has, according to DOLE officials, helped significantly in the reduction of strikes and prolonged labor disputes which are inimical to productivity.

In recognition of SO LAIR's expertise in the field of industrial relations, the National Conciliation and Mediation Board is undertaking a joint program with the School to offer pre-accreditation and skills-upgrading courses for voluntary arbitrators nationwide.

Gatchalian was instrumental in reformulating Article XIII, Sec. 3 (Par. 2) of the 1987 Philippine Constitution to include collective "negotiations" in the list of rights that the State guarantees the worker.

SOLAIR faculty members arc very much involved in national undertakings, such as tripartite conferences, hearings on important bills in congressional bodies and deliberations by the national and regional wage boards. A slot in the Tripartite Voluntary Arbitration Commission is reserved for the SOLAIR dean.

Five faculty members (Aganon, Tcodosio, Palafox, Maayo and Gatchalian) chair important committees in the Bishop-Businessmen's Conference (BBC), a national organization of church leaders and businessmen, and in the Sikap Gawa Award for Industrial Peace.

Aganon is actively involved in mainstream gender concerns in Philippine bureaucracy and is evaluating policies and programs on women migrant workers for the Philippine government. Ofrcnco, on the other hand, is currently assessing the DOLE's program on youth employment and has been designated twice to head the Laguna Council for Industrial Peace, and is the Philippine collaborator in the ILO-lcd international research project on the role of labor institutions in economic development. Palafox spearheads the evaluation of DOLE's employment facilitation program.

To date, pioneering research done by SOLAIR faculty and staff have also been constantly mentioned in national policy deliberations. These include the following:

Living Wage Study by Amante et al. This is still cited in the debates on wage deliberations by the Congress of the Philippines, by the TUCP, DOLE/NWPC and other labor groups.

A Study on the Informal Sector by Gatchalian. This work, which includes studies and case presentations on LMCs and the informal sector, has made an impact in Japan and Peru.

A Study of Factors Associated with Productivity and A Study on Productivity Gainsharing by Aganon et al. The findings and proposals set forth in these studies have been used extensively by the Development Academy of the Philippines (DAP) and other organizations.


Studies on Agrarian Reform by Ofreneo have elicited varied reactions from different sectors.

Teodosio has pioneered in the establishment of the UP Employees Housing Cooperative and is often cited by groups outside the UP for the effort. She is currently doing a study on the extent of industrial democracy in the country.

SOLAIR offers, as a university-level program, a graduate degree in Industrial Relations similar to degrees offered by the University of Illinois, Cornell University and other Midwest universities in the United States, as well as those in Sydney, Melbourne, Brisbane and Perth.

SOLAIR may even claim to have a leading role in, if not a monopoly of, the development of industrial relations field in the ASEAN region. Students from Thailand, Nepal, Indonesia, and from as far as Nigeria, come to SOLAIR for higher studies in industrial relations. Based on letters of inquiries received, one can see great interest among professionals and trade union leaders from Malaysia, Singapore, China and Vietnam in SOLAIR'S graduate courses. Their admission into the graduate program could provide the School and the nation in general with a rich source of expertise in the social sciences and in management.

That industrial relations is a recognized field of study with a distinct body of knowledge c.an be gleaned from articles published in such international journals as the following:

- British Journal of Industrial Relations - International Industrial Relations Journal - Annual Proceedings of the International Industrial Relations Association - Industrial and Labor Relations Review (New York) - Industrial Relations Journal (New York) - European Industrial Relations Review (London) - Economic and Industrial Democracy - Industrial Relations: Journal of Economy and Society

(University of Berkley) - Industrial Relations (Quebec) - Journal of Industrial Relations (Sydney) - Indian Journal of Industrial Relations - The Philippine Journal of Labor and Industrial Relations (SOLAIR,

circulated internationally)

In addition to these, there are IR-related journals published in Japanese, German and French.

The works of experts like Dunlop (1958), Hyman (1975), Margerison (1969), Fox, Adams (1989) and Flanders (1989) and the dissertations of SO LAIR faculty members (Gatchalian, 1990; Aganon, 1990; and Teodosio, 1990) have also contributed to this body of knowledge.


A Brief History of SO LAIR

The growth of SOLAIR (formerly the Asian Labor Education Center) has been explained in terms of the growing scale and complexity of the needs of organized labor in the country. In the 1950s and 1960s, in particular, a continuing reference point was that of providing a workers' education program that would promote free, responsible and democratic trade unionism. The approaches to this program included the following:

1. Holding of seminars and conferences in cooperation with local and international entities;

2. Provision of assistance to trade unions in setting up and developing their own workers • education and research departments;

3. Provision by the faculty of their services as arbitrators in labor disputes; and

4. Establishment of dialogues with concerned sectors on matters affecting industrial relations policy in the country.

In the process of developing thinking on labor and industrial relations in the 1970s, certain concepts began to attract calls for scholarly training from practitioners themselves. In 1975, a graduate program at the Institute of Industrial Relations was approved. The rationale for an interdisciplinary academic program in this area can be divided into three aspects:

1. Since 1950, the expansion of employment in agriculture, industry and other sectors of the economy has inevitably created multiple problems related to (a) the maximization of human capital, (b) the efficient utilization and allocation of manpower and (c) the general preparation of the labor force for gainful employment.

2. An inter-disciplinary and integrative program of studies can provide an in-depth understanding of the formal machinery of labor-management relations and other changes, as defined by the New Labor Code of the Philippines, and the over-all development policy, as enunciated by public policies and the Ranis Report.

3. Fundamental problems concomitant with the expansion of employment and attendant problems of workers in the workplace had not been given due cognizance or had been simply taken for granted. These problems include the Filipino workers' (a) adjustment to industrial work, (b) commitment to routinization, (c) motivation to work, (d) encounters with modernization and urbanization, (e) response to supervision and division of labor, and other problems related to the impacts of technology alienation and workers' frustration and protests.


Apart from aiming to contribute to the profcssionalization of industrial relations, the Institute of Industrial Relations would continue to serve as a forum for the exchange and dissemination of pertinent information and research for the purposes of policy formulation and review of labor concerns.

Between 1982 and 1986, the Institute faced the threat of either dissolution or diminution of status from a full-fledged unit of the University to a mere department/section of another unit. Institution-building efforts, such as improving the academic program and networking more aggressively with functional organizations here and abroad, helped overcome these threats.

There are four areas of specialization in SOLAIR: Labor-Management Relations (LMR), Human Resources Development (HRD), Comparative Industrial Relations (CIR) and Labor Policy and Administration (LPAA). HRD has remained to be the more popular among students. However, because of increasing interest in labor relations and the upsurge of government unionism, more and more students have been specializing in labor-management relations. In 1988, the Institute was elevated to a School of Labor and Industrial Relations (SOLAIR).

The unit's elevation from an Institute of Industrial Relations (IIR) to a School of Labor and Industrial Relations (SOLAIR) in February 1988, enhanced its twin objectives of labor empowerment and the promotion of a progressive industrial relations system.

Through its Graduate Studies (GSP), Research and Publications (RPP) and Labor Education and Extension (LEEP) programs, SOLAIR pursues four objectives:

1. To provide an academic program in the field of industrial relations;

2. To assist in the overall development of free and democratic trade unions, rural workers' organizations and other forms of workers' associations and to promote a more active participation of workers and workers' organizations in establishing a progressive and reproductive industrial relations system;

3. To provide extension and consultancy services to labor, management, government and other actors in the industrial relations system; and

4. To undertake and encourage research in labor and industrial relations which will serve as a sound basis for policy formulation and for clarification and re-examination of general as well as specific labor issues.

Following the vision of University of the Philippines President Jose V. Abueva's vision, it has been the consensus that the School, as an agent of social transformation, should help empower labor in the context of the people's striving for justice, democracy and social progress.


Linkages

Table 16: SOLAIR's Partners and Linkages, 1992

A. Linkages with Philippine Partners

1. Government a. Department of Labor and Employment

1. Bureau of Labor Relations 11. National Conciliation and Mediation Board

111. Bureau of Local Employment 1v. Bureau of Women and Young Workers v. Institute of Labor and Manpower Studies

v1. National Productivity and Wages Commission v11. Bureau of Rural Workers

viii. Institute of Labor and Manpower Studies 1x. Regional offices (particularly NCR and Region IV) x. Philippine Overseas Employment Administration

and Overseas Workers Welfare Administration

b. Department of Trade and Industry (particularly DTI-CLARA) c. Civil Service Commission (particularly Office of Personnel Relations) d. Congress

i. Senate (Committees on Labor, Civil Service) n. House (Committees on Labor, Civil Service)

e. Others (DAR, BFAR, etc.)

2. Employer/Management/Professional Personnel Groups a. Employers Confederation of the Philippines b. Personnel Management Association of the Philippines c. Bishops-Businessmen Conference d. Philippine Industrial Relations Society

3. Labor/Peasant Groups a. Trade Union Congress of the Philippines and individual federations b. Labor Advisory Consultative Council and affiliate centers

(KMU, WFTU groups, FFW, LMLC, ILA W) and federations c. Pambansang Diwa ng Manggagawang Pilipino d. Labor Educators Association of the Philippines e. Filipino Labor Advocates for Safety and Health f. Independent federations/unions g. Congress for a People's Agrarian Reform and affiliate

peasant organizations (KMP, AMA, PAKIKISAMA, LMP, etc.) h. Federation of Free Farmers i. Sanduguan ng Magsasakang Pilipino j. Government unions (COURAGE, CIU, PGEA, MPSTA, etc.)


4. NGOs and non-traditional groups

a. Labor and peasant desks of NASSA, NCCP, Apostolic Center b. Philippine Rural Reconstruction Movement c. PHILDDRA d. Freedom from Debt Coalition (FDC) e. Others

5. Academe

a. Institute for Labor and Industrial Relations (PUP) b. Ateneo's Workers College, Center for Social Policy c. MSU South Cotabato d. De Ia Salle's Research Center (Bacolod) e. Others

B. Membership in International and Regional Associations/Networks

1. International Industrial Relations Association (based in Geneva) 2. Asia HRD Network of ILO-ARTEP

c. Regular External Partners

1. International Labor Office a. ILO Manila b. ILO Regional Office (Bangkok)

i. Workers Education ii. Industrial Relations

c. ILO's Asian Regional Team for Employment Promotion (Delhi) d. ILO Geneva

i. International Institute for Labor Studies ii. Workers Education Branch

e. ILO Turin Center

2. Friedrich Ebert Stiftung 3. Public Sector International 4. Japan Institute of Labor 5. International Social Studies, The Hague, Netherlands 6. Institute for Labor and Industrial Relations, University of Illinois

D. New External Partners

1. Institute for International Studies of Simon Fraser University 2. Keio University (Business and Commerce) 3. Osaka University of Economics and Law 4. Arbetslivcentrum (Center for the Quality of Working Life), Sweden


The rich and varied research and extension activities in the late 1980s could not have been realized without the appropriate linkages established between the School and its partners and clientele (Table 16). In the first place, its policy of pluralism has enabled the School to maintain relations with all segments of the trade union movement (from the Kilusang Mayo Uno to the Trade Union Congress of the Philippines) and the peasant movement (from the Congress for a People's Agrarian Reform to the National Farmers Supreme Council and Sanduguan). The School is also in touch with the Bishops-Businessmen's Conference, the Employers' Confederation of the Philippines and the Philippine Industrial Relations Society. And, of course, SOLAIR has linkages with various units under the Department of Labor, the Civil Service Commission, the Commission on Human Rights, the Department of Trade and Industry and the two chambers of Congress.

The School has also broadened its linkage-development program, which covers its relations with labor-oriented non-governmental organizations, cause-oriented groups and academic institutions in other regions, such as Mindanao State University and Silliman University.

Lastly, the School has maintained productive relations with the Friedrich Ebert Stiftung, the International Labor Organization (various ILO units), the Institute of Social Studies, the Center for the Study of Education in Developing Countries, the Japan Institute of Labor and such other international labor centers as the Public Sector International. To date, the School is in the process of consolidating new contacts abroad.

Curriculum Development

SOLAIR offers a ladder-type gmduate degree program whereby students first go through a Diploma in IR course (an academic load of 19 units) and then progress toward a Master's Degree (plan A or B), provided they maintain a weighted grade average of at least 1.75 and pass the qualifying comprehensive examination. There is a plan to offer a Ph. D. program in response to demands from professionals in the field, including the School's alumni. The faculty, however, recognizing the limited resources of the School and of the University at the moment, have put the proposal on hold. As far as graduate studies are concerned, the SOLAIR is at present the only national institution for leaders in this field with the capacity to serve the Asian region as well.

The faculty, in cooperation with students and alumni, have upgraded the curriculum a number of times to keep abreast of the trends in the field and to respond to the demands of industry. These curricular revisions were implemented in 1977, 1980, 1982, 1987 and 1989 - an average of a revision every three years. Moreover, the School encourages faculty members to handle special-problems courses as means of introducing new courses in the curriculum.


Efforts are being constantly being undertaken (a) to improve the School's graduate studies program and (b) to ensure the high quality of entrants through stricter enrollment procedures. In 1989, the School administered an entrance examination plus an intensive interview to assess applicants' readiness for graduate work and their commitment to completing their studies. There have also been efforts to attract full-time students into the program, as they are more likely to earn their degree in a shorter time.

To encourage research in the field of industrial relations, students have been urged to take the thesis option. At the same time, steps have been taken to "demystify" the comprehensive examination, without sacrificing quality.

To further improve the program, the School conducts exit interviews with its graduating students, the results of which are fed back to the faculty. As a result, the graduate curriculum has been undergoing changes at least every two years to keep in step with the needs of the profession.

Faculty Evaluation

SOLAIR has an average enrollment of 100 students per semester and had a fulltime faculty-student ratio of 1:21 for the second semester of 1992-1993. Lecturers included, the faculty-student would stand at 1:11.

The SOLAIR administration is taking steps to further increase this efficiency indicator. In 1992, SOLAIR surrendered one faculty item to the University pool. It plans to maintain the nine regular faculty items plus one part-time faculty position, even as enrollment in the next five years is expected to rise, to maintain a higher ratio. During its latest workshop, the faculty expressed their commitment to take a six-tonine course load. This will increase the average teaching load to 4.5 units per faculty member, in addition to their research and extension responsibilities.

Furthermore, the SO LAIR faculty recognize the importance of attracting more students. IR students are practitioners who need to reinforce practice with theory. Hence, most IR students are part-time students. They carry a maximum credit load of eight (8) units, which satisfies their desired balance of work and class load. In 1992, SOLAIR focused its attention on attracting full-time students, as these have been observed to stay on and complete their studies more than working students would.

Like other units offering graduate programs, SOLAIR encounters problems related to the uneven distribution of students in their classes. Enrollment in upper division and/or specialization courses is particularly low (less than ten) while introductory subjects have up to more than 20 students. The process of attrition, which is nom tal in a graduate program, likewise affects enrollment in the higher-level courses. There is also the factor of popular teachers, who tend to attract more students. In light of


all these, efforts are being directed toward a more equitable distribution of students per class.

Lately, there has been a discernibly changing pattern in the institutional affiliation of students enrolling in the graduate students program. In the past, the students have come mainly from the management sector, government service and trade unions. In the late 1980s, a significant number of students came from non-governmental organizations engaged in grassroots and developmental undertakings.

Table 17 lists a number of specific comments students have made about teaching methodologies in SO LAIR. The observations clearly reaffirm the need for curricular modifications and upgrading of reference materials and teaching strategies.

Table 17: LIST OF TEACHING METHODOLOGIES AS SUGGESTED BY STUDENTS

1. I think the professor should give students freedom as to what style of reporting he would adopt.

2. More actual case studies discussion.

3. More participation among the students.

4. More time for discussions of topics.

5. Why not make IR 204 a 6-unit subject? (e.g. IR 204 Part I and IR 204 Part II). There are too many relevant topics to be discussed in the course which are just taken in passing because of lack of time.

6. More inputs from the professor and adopt a more interesting methodology.

7. Lessen reporting; teacher should discuss more.

8. A summary input at the end of each report will help tic up loose ends. More exercises to deepen concepts learned.

9. We need fresh insights from current and up to date teaching methodologies. We need more reflection on current/authentic research methods - going beyond text books.

10. Reporters (students) arc requested to provide their classmates their analysis of reports for wider comparison of our perceptions on the topics.

11. I think IR 201 is too broad that we end up confused. Even though I learned a lot, I still believe if there would be a deeper discussion of the subject matter, there would be a lot to be learned.


12. More in-depth discussion, a meaningful introduction of theories before analysis.

13. We learned more when the professor does the talking than when the assigned reporters discuss the subject.

14. Instructor should give guide questions before reading an article to assist students who have no background at all since this is a theory class.

15. Most of the handouts are quite difficult to understand; maybe a summary of the theories will help to better understand some of the readings.

16. Too many readings.

17. I suggest a field orientation to enliven and update us on economic situation.

18. The course is interesting and nationalistic since it focuses on economic development. However, the role of labor should be given special emphasis for the course to be more descriptive of its title.

19. Visual aids.

20. Continue relating the topics to the Philippine economy.

21. How about case studies?

22. I hope that 1 or 2 sessions will be used for ca~e studies. Moreover, the project requirement which is a 15-year HRD plan may be a tall order for the students. Hence, it might help (especially for non IR students) that one session may be used on the "how to do it".

23. A lot of data are too old.

24. Actual case studies could be assigned as field visits to "successful" HRD frrms.

25. Please include organizational development.

26. Use regular exercises in the process of formulating a research proposal.

27. Partly because the professor is too informal. I don't think the professor explains the subject matter in a more satisfactory way.

28. More activities for group participation. After each topic an exercise should be done to apply principles learned.

29. More effective when after each report, actual cases were discussed.


30. There should be other innovative techniques in teaching.

31. Less reporting, more discussion.

32. Discussion of professor should compliment inputs of students.

Problems Facing SOLAIR

While the accomplishments of the School have been quite substantial, it nevertheless faces a number of problems in the 1990s as it tries to maintain the momentum of growth posted in the 1980s. Following are seen to be the most important of these problems:

I. The limited number of personnel. The School has only eight regular faculty members, two members of the research staff, three of the training staff, six of the clerical/administrative staff, four of the utility/ messengerial staff, one audio-visual technician, one artist-illustrator, one property officer, one mimeographer and one library aide.

Thirteen academic personnel and fifteen administrative staff members are clearly inadequate for the requirements of a growing extension program that reaches some 4,000-5,000 people annually, a continuously expanding research and publication program which is trying to respond to the challenging issues of a dynamic industrial relations system, and an academic program which now consists of a graduate studies program with a rising enrollment. Currently, the size of the School's faculty has been reduced, as two arc on study leave to complete their doctoral studies within the maximum residence rule and one is on leave without pay.

2. Low faculty salaries. The current salary range for specialists in labor and industrial relations outside the University is five to ten times higher than the faculty rates in the University. This disparity has resulted in the uneven commitment among the faculty to the mission of the School.

3. Lack of due recognition in terms of assigning equivalent credit units extension work done by the faculty. To solve this problem, the School has recommended to the UP Administration the adoption of SOLAIR's system of assigning these units.

4. The poor state of the SOLAIR building and dormitory complex. The complex is more than three decades old. The dormitory is ill-secured and in a state of disrepair, with some of its parts in an advanced stage of decay.


5 The absence of any vehicle for official usc by the School. SOLAIR's Dean and academic staff have been traveling to meetings, conferences, etc. in various parts of Metro Manila and the surrounding provinces as part of the School's extensive linkages, labor education activities and research undertakings in their own cars or in vehicles borrowed from personal friends.

6. A theme running through much of the problems concerning SOLAIR is that of the proper delineation of the personal, as opposed to the institutional undertakings of its faculty. It appears that institutional priorities have conflicted, rather than coincided, with personal interests. Realistic attempts to develop programs that cut across the interests of the individual and the institution have to necessarily address the issue of material needs of the staff, without compromising institutional priorities.

-

PART FOUR

DISCUSSION OF FINDINGS

Virginia Teodosio

72 World Views and Value Attitude Complexes Developed

WORLD VIEWS AND VALUE ATTITUDE COMPLEXES DEVELOPED

People have always differed in their interpretation of society. In like manner, differences between the faculty and students of industrial relations have, by and large, remained with their fragmented, individualistic set of ideologies, interests and commitments. However, there has been much interest of late in the sociology of work which is concerned with structure, relationships and democratization. This interest may be due to the fact that the study of industrial relations has become more urgent and socially relevant, particularly to those whose objective is to contribute to the industrialization of the Philippines. Corilbined with a desire to develop new paradigms of industrial relations is the search for a culture-based indigenous system that is selfadjusting and autonomous.

There is a need to explain the role of the state in the industrial relations process and how it affects conditions in the work place. Increasingly, students of industrial relations are setting their sights on the scope, structures and strategies of the relation of state and society to both employees and employers. Indeed, while values remain individualistic and narrow, they also tend to venture into an industrial relations system that is integrated into the larger society and culture.

SYSTEMIC RELATIONS AND PROCESSES

The focus and boundaries of industrial relations have become broader, given developments taking place in its allied disciplines, including economics, sociology, law, psychology, history, and politics. Labor market flexibility and the increasing casualization of labor have stimulated debate on the limits of collective bargaining -the primary mode of negotiation for organized labor.

By the end of the 1980s, it was clear that the interface between organized and unorganized labor should be encouraged and greater attention provided schemes for worker participation in management, in the operation of the informal economy and in labor conditions of women as home workers.

The psychological effects of long-term unemployment have yet to be analyzed with groups which created work in the context of self-direction and initiatives such as the organization of cooperatives. The general picture that emerges is that of industrial relations receiving considerable interest both from the private and public sectors, to the extent that this may help resolve existing problems.


Consequences and Outcomes

Societies develop multiple goals which vary and which are often difficult to achieve simultaneously. Industrial relations decisions and national economic objectives usually produce contradictory results, considering variations in conceptual context, ideologies and social values and attitudes. The ideological perspectives dominating industrial relations -and, necessarily, values and attitudes in the profession -are of three types: a) the pluralist-institutionalist, b) class analysis and c) the indigenous, pragmatic approach.

The pluralist-institutionalist perspective gives emphasis to procedures and institutional rules in problem solving in industrial relations. Conflict between labor and management is considered simply a procedural matter. A number of industrial relations professionals who hold this view see conflict in industrial relations as a web of rules rather than as a matter of power allocation.

On the other hand, class analysis calls attention to the disparity between the powers of labor and management and concentrates on challenging such a structure with worker protests and collective political action. Conflict is an enduring feature within this perspective because of the private ownership of the means of production.

The indigenous, pragmatic perspective adheres to the view that decisions should be specific to work situations and social arrangements. This approach should result in a diversity of practices appropriate to the needs of both members and management in the enterprise and the larger society.

In all of these perspectives, the state has an important role to play in the industrial relations system because it mediates in the relationship between the main social groups and interest factions in society. Relations between representative groups and the state are never static, but subject to a number of influences and changes in prevailing cultural beliefs regarding authority, democracy and the nature of work.

PART FIVE

POLICY IMPLICATIONS AND RECOMMENDATIONS FOR SOLAIR

Virginia Teodosio


ONTHEACADEMICPROGRAM

On Curriculum Review ,

Relevance of content relevance and methodology should be looked into. Courses should not only answer the needs of client groups, but should work toward social transformation and national development Course outlines and reading lists should be regularly reviewed to sec that they arc updated,

On the Strict Monitoring of Faculty Evaluation Results

These must be used, not only to improve teaching performance, but also to form part of the criteria for promotion and the offering of productivity incentives. Faculty evaluation results should likewise be the mechanism for motivating the faculty to excel in teaching. Since they indicate the strengths and weaknesses of the faculty, evaluation results should also form the basis for upgrading faculty competencies.

On the Appointment of Faculty Department Chairs for the Four Different Fields of Specialization

Chairs should be appointed for (1) Labor-Management Relations, (2) Human Resources Development, (3) Labor Policy and Administration and (4) Comparative Industrial Relations. The graduate program would then be composed of departmental sub-structures headed by Department Chairs, to be supervised by the Graduate Program Coordinator. The Chairs would then look after the growth and development of their particular areas of specialization, to include such aspects as (a) building up reference materials and educational equipment needed in the field, (b) marketing the field to potential enrollees and (c) identifying problems and needs which must be addressed.

The Department Chair can also represent the Dean in networking with institutions to establish collaborative arrangements for faculty exchanges or scholarships and scholarly research in their respective spheres.

On Exit Interviews with Students

These should be used to further improve the graduate program.

76 On The Academic Program

On Closer Links with Alumni

There is the need to establish an Alumni foundation which can help improve and promote the CPA's graduate program. A continuing education program can be instituted in collaboration with the alumni group, to keep the graduates and the staff of SOLAIR abreast of latest trends and approaches in the field. This group can be the most viable group for this undertaking because alumni are often sent for further training by their home organizations. The continuing education program can be an income-generating project for SO LAIR as well.

On Faculty-Exchange Arrangements with Universities and Colleges Offering Similar Courses

These would keep the faculty in touch with developments in other parts of the world. To further enrich the program, all SOLAIR faculty members should be enjoined to undertake research in their areas of specialization and to write scholarly expositions (articles or books) which would contribute to the development of the field of labor and industrial relations. Along with performance evaluation by students, these should form another criterion for faculty promotion.

On the Monitoring of Student Progress and Student Feedback

This is particularly important in the graduate program to make it more responsive to students' needs. This will also eventually help improve graduation rates. It has been observed that, as soon as students have completed key courses needed in their organizations, they get promoted or take on new responsibilities. As they go on leave to adjust to their new assignments, their chances of returning to complete graduate school requirements become slim. Experience has shown, however, that many of these students respond to follow-up letters. The Office of the College Secretary should therefore spearhead this undertaking to facilitate the reentry of students into the program.

On the Research and Publication and Labor Education Programs

These programs should be consolidated and their work made complementary. Their merger would result in greater efficiency in the delivery of services to client groups. The new program would now be known as the Research and Labor Education (RELE) Program, to be headed preferably by a faculty member or a qualified member of the group. The unit can take charge of the data bank which would be established to facilitate information retrieval in the area of labor and industrial relations.


The Research and Labor Education Program would continue providing support services to the academic program of the School.

The WILL (Workers' Institute on Labor Laws) should fall under the jurisdiction of theRELE.

SOLAIR will continue to service the labor education requirement of unions. Despite the fact that big labor federations have their own research and labor education units, a significant number of requests for SOLAIR lecturers come from this group. Big federations also often choose to cite SOLAIR research findings in their position papers, indicating that SOLAIR research has remained relevant to its clientele.

In addition, SOLAIR would be of greater help to the big bulk of small, independent labor unions which look up to it for labor education and research assistance. The proposed program could also be of assistance in a number of other ways:

By taking the lead in developing workers' education programs which would improve labor union competencies in non-traditional areas. For instance, it could develop a computer proficiency training program for labor researchers, educators and negotiators since at present there is no institute for computer training for unions.

By undertaking more policy-oriented research. The faculty should take the lead, with the proposed Research and Labor Education Services Program providing assistance.

By spearheading the development of more innovative or indigenous research and workers' education methodologies.

To be able to cope with its broader responsibilities, the RELE staff should undergo training in research techniques and in the latest training methodologies. They should also pursue graduate courses in IR or related fields.

As an added incentive, the University should recognize the extension work done by faculty members through the Labor Education Program in terms of load credits.

78 On General Administration

ON GENERAL ADMINISTRATION

On Alleged Negligence of Personnel

In response to feedback coming from various sectors concerning the performance of certain SOLAIR personnel, an initial assessment of role perceptions of each job occupant should be made, starting from the head of unit down to the utility personnel. Together with the job occupant, job descriptions should then be examined and matched with the role perceptions of the person concerned. Gaps between the expected and the perceived duties and responsibilities should then be pointed out by the proper authorities.

It is possible that the occupant is not aware of the job expectations. Therefore, corrective measures should be instituted immediately.

On Responsibility-Setting

A system of accountability should be instituted to put plans and programs into effect. In the past, there has been little effort to follow up assigned responsibilities, resulting in the lack of motivation to perform. It is recommended that the Dean should now enforce a "personal commitment system".

This means that personnel will be asked to sign Personnel Commitment Forms, on which they will state that they guarantee that targets set (with their participation) are met on time. (This procedure has been successfully instituted in certain government agencies.) So that the arrangement does not appear too restrictive, agreed upon sanctions will be stated, or, more positively, incentives offered (scholarship grants or participation in training programs or even promotions) to those who surpass the expected targets.

On Personnel Committees (Academic and Non-Academic)

The present composition of the committees should be examined and reconstituted strictly in accordance with the rules set by the University.

On the Promotions System

There is still a great deal of controversy over the criteria for promotions. These criteria, which have been set by the University, should be strictly followed and those who deserve to be promoted should be recommended for promotion.

The Meaning of U.P. Education 79 ----------------------------------~

On Transparency in the Conduct of Financial Affairs

Books of accounts should be open and accessible to the staff to avoid suspicion. This recommendation is of particular importance with respect to financial accounting of the WILL and other activities.

On the whole, it is recommended that management style will be participative. However, the Dean should reserve the right to make final decisions on vital matters.

80 Epilogue

EPILOGUE

Jose V. Abueva President

University of the Philippines 1987-1993

As academic leaders, in collaboration with fellow faculty members, we set goals and objectives, define problems, indicate courses of action, allocate resources, build consensus on the major issues we face, and find the people to help us realize our academic vision. All these are important tasks that fill our days sometimes with doubt and uncertainty, at other times with joy and fulfillment, but always, I hope, with challenge and a sense of purpose and mission.

Periodically, we need to pause and assess our work, submitting our visions and aspirations to the test of our constituencies' perceptions and opinions. We understand this to be a necessary part of our work. For we view research and reflection as tools for explaining to ourselves and to others the quality and results of our work, and for making decisions about future directions and alternatives.

It was for this reason that I established the UP Education Research Program (UPERP) in late 1990 as the nucleus of a multi-disciplinary undertaking to help assess and improve education in general and, particularly, the education that UP itself offers to its students, as well as our research, training, extension and public service.

As President of UP, I felt responsible that the University should know in valid and reliable ways how well our faculty are teaching or imparting the knowledge, values and attitudes we profess or assume to be inculcating in our students. I became more aware and worried that actually we had no systematic assessment of the quality and impact of our teaching.

Thus I shared my concern with our UP-ERP colleagues. In response, in 1991, they proposed a project entitled "Continuing Assessment of Knowledge Management, Attitude and Value Formation in UP Programs." Its objectives are: 1) to develop and refine a methodology for the assessment of knowledge management, attitude and value formation in UP academic programs (graduate, undergraduate, and short-term) which could be used in all the constituent UP universities as a supplement to existing evaluation programs; 2) to generate quantitative and qualitative data from participating UP units using this methodology; and 3) to contribute to the periodic review and assessment of UP academic programs and UP education in general, in order to determine its orientation, emphasis and direction.


This evaluation study, which we call by its acronym KAVS, seeks to attain its objectives through a two-pronged strategy: 1) a general review of what the University wants its students to be, ir. the context of its social mission, its role as the national university, and the educational and social realities of the Filipino nation; and 2) critical self-studies of various units and the University to evaluate their respective mission and objectives, and to determine how closely each unit is able to work towards the formation of its graduates and other outputs in research and extension.

The research problems posed by this study are concerned with the central questions of education:

ln what image are we reproducing the generations of students and future leaders who come to us for their education?

For what reason are we doing so and with what effects on our institutions, on our public life, and on the building of our nation?

In the spirit of critical self-examination, 14 academic units of UP Diliman, through their deans and directors, and with the enthusiastic endorsement of UP Diliman Chancellor Emerlinda Roman, volunteered to participate in this collaborative study. These are: the College of Law, Asian Center, School for Labor and Industrial Relations, the Colleges of Arts and Letters, Business Administration, Education, Home Economics, Public Administration, Science, Social Sciences and Philosophy, the Institutes of Science and Mathematics Education and for Small-Scale Industries, the UP Integrated School, and the University Center for Women Studies. A team of researchers representing the UP-ERP and the participating units undertook the study. The three other constituent universities, through Chancellors Ruben Aspiras of UP Los Banos, Emesto Domingo of UP Manila and Francisco Nemenzo of UP Visayas participated in the pretest administration of the survey instruments.

I wish to congratulate and thank all those who have participated in, and supported, this study. I hope that this mode of self-assessment will become part of our periodic review of UP education.

The KA VS presents challenges as we approach the second-half of the decade before the next century. These are:

How to balance and develop the qualities of mind and heart -- rationality and compassion -- among all the components of the university.

How to view learning and leadership as total concepts and processes, transcending the boundaries of specialized disciplines and levels of organization;

How to operationalize and actualize the goals which both the nation and the University are striving for, e.g., empowerment, sustainable development, environmental protection, unification, and others;

82 Epilogue

How to teach or imp~1rt the meaning of freedom, community, respect and loyalty, and the corresponding rights and responsibilities, duties, and obligations which go with them;

How to define and assess commitment to our tasks of teaching, research, and extension in the University, and teamwork as a community of scholars working together to achieve our goals; and

!low to regain our leadership role in setting st<mdJrds of academic excellence and civic responsibility as the country's national university and premier state university.

As we ret1cct upon the findings of this study, let us humbly consider our successes and weaknesses in order to chart more clearly our way to the future of the University of the Philippines as a center of learning for ieadership and social transformation.


ANNEX A: LIST OF PARTICIPANTS AT THE ROUNDTABLE DISCUSSIONS

1. 2. 3. 4. 5. 6. 7. 8. 9.

10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

Dr. Marie E. Aganon Dr. Jose C. Gatchalian Dr. Virginia A. Teodosio Dr. Geraldine C. Maayo Dr. Beulah Nuval Prof. Fe B. Marzan Prof. Cesario Azucena Prof. Jorge V. Sibal Prof. Teodorico P. Calica Prof. Juan Amor F. Palafox Dr. Malou Doronila Prof. Margarita deJa Paz Ms. Emma V. Cruz Atty. Benito Claudio Ms. Brenda Ramos Mr. Arturo Florentin Mr. Reynaldo Flores Mr. Geodicio Sison Dr. Carlo Magno

UPSOLAIR

UPERP UP-CHE UP SO LAIR Alumni

ANNEX B: UP-SOLAIR PLANNING WORKSHOP LIST OF PARTICIPANTS 2-4 NOVEMBER 1992

Group 1: 1. Aganon, Marie - faculty 2. Elison, Adela - WEP 3. Serrano, Melisa -RPP 4. Teodosio, Benjie -faculty 5. Geronimo, Carina

Group 2: 1. Gatchalian, Jose- Faculty 2. Ibanez, Tony- WEP 3. Sibal, George- faculty 4. Grapilon, Jose - SOLAIR

Student Council 5. Robosa, Mars -DOLE 6. Guiguio, Rene - Consultant

Group 3: 1. Maayo, Ging- faculty 2. Paren, Lita -WEP 3. Basa, Cecilia -WEP 4. Aboyme, Emedia -TUCP

Group 4: 1. Fernando, Nenita- RPP 2. Agustin, Lourdes - Admin. 3. Hapil, Adelaida - Admin. 4. Mendigo, Naty- Library

Group 5: 1. Cruz, Leonardo - COURAGE 2. Sison, Ed - SOLAIR Alumnus 3. Anonuevo, Tos -FES 4. Tuazon, Ronnie -CIU 5. Sy, Boyet- LMLC 6. Segundo, Felix - FFW

Group 6: 1. Manapat, Jun - Commonwealth 2. Palafox, Bobot- faculty 3. Rivera, Nestor- ECOP 4. Cruz, Val- TUCP 5. Tupaz, Vladimir- TUPAS 6. Beltran, Crispin - LACC 7. Arellano, Ernie- KMU

84 References

REFERENCES

Apple, Michael. 1974. Educational Evaluation: Analysis and Responsibility. California: McCutcheon Press.

Bernstein, Basil. 1976. "On the Classification and Framing of Educational Knowledge." in Earl Hopper, ed. Readings in the Theory of Educational Systems. London: Hutchinson University Press.

Bowles, S. and Gintis, H. 1976. Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life. New York: Basic Books.

Bourdieu, Pierre. 1976. "Systems of Education and Systems of Thought." in Earl Hopper, ed. Readings in the Theory of Educational Systems. London: Hutchinson University Press.

Dahrendorf, Ralf. 1976. Cited in Rolland G. Paulston. Conflicting Theories of Social and Educational Change. University of Pittssburgh.

Etzioni, Amitai. 1968. The Active Society. New York: Free Press.

Karabel, Jerome and Halsey, A.H., eds. 1977. Power and Ideology in Education. New York: Oxford University Press.

Smith, Dennis .. 1976. "A Typology for the Analysis of Educational Systems." London: Hutchinson University Press.

THE MEANING OF U.P. EDUCATION is a 10-volume .series representing a pioneering effort to evaluate knowlcdg management. attitude and value formation in the academic programs of the University of the Philippmes, Diliman. Tills critical self"evaluation is a significant contribution to the continuing and periodic review of U.P. academic programs and U.P. education in general in order to help determine their orientation, emphasis and direction. ;·

The SOLAIR Unit Report, Volume 4 of the series entitled The Meaning of UP Education presents the findings and evaluation of a SOLAIR education: its goals and objectives, its plans and activities as a unit. and its faculty and students. IL raises some important policy implications and recommendations on SOLAIR's academic programs and general administration. As with the rest of the unit reports in this Series, this volume is the result of a critical self-study in the context of academic freedom by the faculty, alumni, siUdents and other constituencies of the School of Labor and Industrial Relations (SOLAIR) in the University of the Philippines, Diliman. •

· VIRGINIA A. TEODOSIO is professor, College Secretary and Chairperson of the Graduate Studies Program at the U.P. School of Labor and Industrial Relations.

VIRGINIA A. TEODOSIO - iskwiki.upd.edu.phiskwiki.upd.edu.ph/archives/MeaningOfUPEducation/The...

Documents

Transcript of VIRGINIA A. TEODOSIO - iskwiki.upd.edu.phiskwiki.upd.edu.ph/archives/MeaningOfUPEducation/The...