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A ROADMAP TO THE PHILIPPINES’ FUTURE: TOWARDS A KNOWLEDGE-BASED ECONOMY

A ROADMAP TO THE PHILIPPINES’ FUTURE: TOWARDS A KNOWLEDGE-BASED ECONOMY. “We are entering a new age, an age of knowledge, in which the key strategic resource necessary for prosperity has become knowledge itself – educated people, their ideas and innovation, and their entrepreneurial spirit.”

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A ROADMAP TO THE PHILIPPINES’ FUTURE: TOWARDS A KNOWLEDGE-BASED ECONOMY

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  1. A ROADMAP TO THE PHILIPPINES’ FUTURE: TOWARDS A KNOWLEDGE-BASED ECONOMY

  2. “We are entering a new age, an age of knowledge, in which the key strategic resource necessary for prosperity has become knowledge itself – educated people, their ideas and innovation, and their entrepreneurial spirit.” (Bloch, 1988)

  3. Regions must create and sustain a highly educated and innovative workforce and the capacity to generate and apply new knowledge, supported through policies and investments in developing human capital, technological innovation and entrepreneurial skills.

  4. PILLARS OF KBE • Knowledge becomes the key engine of economic growth. • Knowledge economy is one where knowledge is acquired, created, disseminated and appliedto enhance economic development.

  5. KNOWLEDGE- DRIVEN DEV’T PROCESS(World Bank) • An educated and skilled labor force • A modern and adequate information infrastructure • An effective innovation system • Country’s overall business and governance framework which determine the flow of investment in the first three factors.

  6. PURSUING THE FOUR PILLARS OF KBE • Primary to building a KBE is the need to strengthen education to produce a skilled workforce. • National Science and Technology Plan (NSTP) 2002-2020 • Action Plans on Science and Technology (S&T) and Research and Development (R&D) • Establishment of Networks, including ICT infrastructure and social networks. • Implementation of policies and regulatory frameworks towards a KBE.

  7. Transforming the Philippines Into KBE A STRATEGIC ROADMAPPING

  8. Transformation Into KBE • Started 2 decades ago when the country experienced chronic foreign exchange and debt crisis • Road to KBE is not an easy task. Pushing for this might be an answer to the long-running problems of the country of issues on poverty.

  9. The Philippines marches towards the realization of a developed economy hinged on the critical interface among the 4 pillars of the knowledge economy framework: • Education for a skilled workforce • S&T Innovation • ICT infrastructure • Policy and Regulatory Environment

  10. THE PHILIPPINE EDUCATION SYSTEM

  11. Education System includes formal and non-formal education • English is the primary medium of instruction in all levels, both in private and public learning institutions • Formal education is a sequential progression of academic schooling at 3 levels: elementary, secondary and tertiary/ higher education.

  12. 1st Level/ Elementary or Primary Education (compulsory six grades –Grades 1-6) age group 6-12 • Secondary Education (2nd level of the system) age group 13-17, prerequisite elementary education • Tertiary or Higher Education (3rd level) Collegiate, Master’s and Doctorate degree/ post secondary schooling leading to 1, 2, or 3rd year non degree technical or vocational course

  13. Alternative Learning System (ALS) or Non Formal Education (NFE) • is an organized learning activity aimed at attaining a set of objectives outside the established formal system intended for a particular clientele, especially the out of school youth or adult illiterates who cannot avail themselves of the formal education. • Courses are skills-oriented and range from 6-10 months.

  14. Administration of the education system in the country is trifocalized (3 different agencies man the 3 education levels of the system) Commission on Higher Education (CHED) – responsible for higher education Technical Education and Skills Development(TESDA) – mandated to administer the post secondary middle-level manpower training and development Department of Education (DepEd) - mandated to focus on basic education (covers elementary, secondary and non-formal basic education)

  15. MANAGEMENT OF A TRIFOCALIZED EDUCATION SYSTEM

  16. HIGHER EDUCATION SYSTEM

  17. Commission on Higher Education • The governing body of both public and private higher education institutions. • Higher education system in the Philippines consists of 1,726colleges and universities (AY 2007-2008) • 1,222 private non-sectarian HEIs • 301 private sectarian • 203 public HEIs (110 SUCs / 77 LCUs/ 16 special government schools –PMA and Local Government Academy) - 12% private HEIs 88% private HEIs

  18. Commission on Higher Education Universities: 186 HEIs (11%) • Public* – 64 (46 SU/ 18 LU) (34%) • Private – 122 (89 Non Secretarian/ 13 Secretarian) ( 66%) Colleges: 1,540 HEIs (89%) • Public*– 139 (64 SC/ 59 LC/ 16 OGS) (9%) • Private – 1401 (1,133 Non Secretarian/ 268 Secretarian) ( 91%) Note: * satellite campuses not included (total no. of satellite campuses: 334 (SU satellite campuses: 226 and SC satellite campuses 108)

  19. Enrolments in tertiary continuously increase each year. • SY 2007-2008 – enrolment reached 2,565,534 while for SY 2006-2007 – enrolment reached 2,541,405 registering a slight increase over the previous years enrolment of 2,451,238 (SY 2005-2006) • Of this, 34% of the students enrolled are at public higher education institutions (PHEIs) while 66% are enlisted with private HEIs.

  20. SY 2007-2008 projection of 491,320 graduates, SY 2006-2007 (projection) of 473,613 graduates. For SY 2005-2006, there were 419,000 graduates produced by the higher education system • 67% are in Business Administration and related disciplines, education and teacher training, engineering and technology, medical and allied disciplines. • Highest is in the Medicine and Health-related programs followed by Teacher Education and Engineering and Technology

  21. Student Financial Assistance Programs Faculty Qualification, current proportion of faculty members with graduate degrees is 31% with Masters and 9% with PhD degrees In comparison, the proportion of faculty members in HEIs with Masters degree in 2000 was 26%, while proportion of those with PhD degrees was 8%.

  22. Student Financial Assistance Programs SY 2006-2007, CHED funding support of P411,204,500 (41,704 beneficiaries nationwide under the 16 student financial assistance programs (Scholarship, Grant-in-Aid and Student Loan Programs)

  23. Expanded Tertiary Education Equivalency Accreditation Program (ETEEAP) ETEEAP provides accreditation and equivalency of learning and competencies acquired outside the formal education system. The number of graduates from ETEEAP has increased to 1012 in SY 2006-2007 from 656 in SY 2005-2006.

  24. MTDPHE Strategic Framework POVERTY REDUCTION HIGHER EDUCATION SUBSECTORAL VISION HRD Priority Disciplines: Basic Service Provision Market Responsive for Key Employment Generators • HIGHER EDUCATION DEVELOPMENT THRUSTS • Quality and Excellence • Relevance and Responsiveness • Access and Equity • Efficiency and Effectiveness Mobilizing Knowledge to Enhance Productivity • HIGHER EDUCATION FUNCTIONS • Human Resource Development through • Education and Training • Research and Extension • Effective and Efficient Management of • Higher Education Anti-Corruption, Peace, Bureaucractic Reform, Fiscal Strengthening

  25. Investment in Education • Government is responding through the 3 Es- Economy, Environment and Education. • Education occupies the front seat, having been allocated PhP200 billion (16% of the overall budget, removing the automatic appropriations for debt services – then it will come up to 34%)

  26. 100 Grade 1 pupils 34 dropout 66 finish Grade 6 8 OSY 58 enroll in 1st year HS 15 dropout 43 finish high school 10 OSY 23 , 10 enroll in HE, TVET 33 12 dropout 14 , 7 graduate in HE, TVET 21 Progression & Drop-out Rates

  27. KEY CHALLENGES IN HIGHER EDUCATION:Anchored on the 3 Functions of HE • Human Resource Development • the urgent task to respond critically and strategically from both the domestic and international arenas (role of HE in HRD and priority disciplines in HE: teacher education, health-related, cyberservices, engineering, agriculture and entrepreneurship and maritime) • Research • to be more proactive in mobilizing knowledge to directly contribute to productivity by re-orienting university-based research and development towards systematic and purposive utilization of research outputs to generate employment and support poverty reduction • Extension Services • Seize the current opportunity to assist national government to effect social, bureaucratic and fiscal reforms through HRD and effective and efficient management

  28. KEY CHALLENGES IN HIGHER EDUCATION:Within the Key Development Thrusts • Quality and Excellence • Higher education and regulatory framework • Unified national qualifications framework • Role of accreditation • Faculty development • Relevance and Responsiveness • Values formation • Graduate education • Access and Equity • The UNQF, Ladderization and ETEEAP • Financial assistance programs • Efficiency and Effectiveness • Regional state university system • Typology • Direct channeling of government subsidy for students • Normative financing

  29. DEVELOPMENT INTERVENTIONS IN HIGHER EDUCATION: Policies, Strategies, Programs and Activities • Improve contribution to poverty reduction through HRD • Broaden access • Address quantitative mismatch • Address qualitative mismatch • Improve contribution to knowledge mobilization to enhance productivity through HRD, research and extension • Promote higher education research for regional government • Strengthen graduate education • Promote and support research output utilization • Promote, facilitate and sustain partnership between HEIs and industrial entities for research and extension projects

  30. DEVELOPMENT INTERVENTIONS IN HIGHER EDUCATION: Policies, Strategies, Programs and Activities • Support and contribute to anti-corruption, peace process, bureaucratic reform and fiscal strengthening • Integrate values formation • Promote integration of indigenous communities • Support integration of Madaris into mainstream HE • Strengthen income-generating capacities of SUCs • Rationalize the structure, programs and fees in HEIs • Rationalize public HEIs through the implementation of normative financing formula • Improve HE policy framework and governance system • Rationalize the utilization of the HE development fund

  31. REFERENCE: • THE PHILIPPINE MAIN EDUCATION HIGHWAY: TOWARDS A KNOWLEDGE-BASED ECONOMY (2008) • Published by the Presidential Task Force for Education and the Office of the Presidential Assistant for Education • A ROADMAP TO QUALITY HIGHER EDUCATION: A NEW PHILIPPINE EDUCATION HIGHWAY (2009) • MEDIUM-TERM DEVELOPMENT PLAN FOR HIGHER EDUCATION 2005-2010

  32. Maraming Salamat Po!!!

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