IFE Country Presentation
September 15, 2010
PHILIPPINES
HEI Statistics
• Private Higher Education Institutions: 1573
• Public Higher Education Institutions: 607
– State Universities & Colleges (SUC’s)
• 109 Main Campuses
• 389 Satellite Campuses
– Local Universities & Colleges (LUC’s): 93
– Other Government Schools: 16
SUMMARY
CATEGORY
NUMBER
PERCENTAGE
PUBLIC HEIS
607
27.84%
PRIVATE HEIS
1,573
72.15%
TOTAL
2,180
100.00%
Enrollment
• In 2008, HEI enrollment totaled 2,565,534
students.
• Increasing trend has been recorded since 1998 with
the lowest increase at about 10,000 and the
highest at about 90,000 students.
• Using these data, the 2010 HEI enrollment is
projected between 2,585,000 – 2,745,000 students
• Traditional distribution:
– 34% - Public; 66% - Private
Graduates
SCHOOL YEAR
GRADUATES
SY 2003 – 2004 386,920
SY 2005 – 2006 419,000
SY 2007 – 2008 491,320 (as projected in 2008
Country Report)
SY 2010 – 2011 413,000 – 439,200 (computed as
16% of projected total enrollment)
Structure of Philippine Education
PRE-SCHOOL/EARLY CHILDHOOD EDUCATION
Mandatory ELEMENTARY – 6 years (Grade 1 to 6)
(Department of Education)
Mandatory SECONDARY/HIGH SCHOOL – 4 years
(Department of Education)
Technical – Vocational School
College – Graduate Studies
(Technical Education & Skills
(Commission on Higher
Development Authority)
Education)
Regulatory System/Framework
• Pre-School/Early Childhood Education
– Local Government Unit/Department of Social
Welfare & Development/Department of Education
• Basic Education (Elementary & High School)
– Department of Education: prescribed curricula
with some differentiation among private schools
arising from accreditation and/or special thrusts
(e.g. science oriented, arts oriented, etc.)
• Technical – Vocational: curriculum/training
program design is approved by TESDA
• Higher Education (College & Graduate
Studies): regulated by the Commission on
Higher Education through policies, standards
and guidelines (PSG’s) that it issues by way of
memorandum orders (CMO’s), usually given
per discipline
• “Program Hybridization Experiments”:
– linking Technical – Vocational and College
programs: ladderized programs
– Ladderized master’s degree programs (faculty
retooling)
Process of Offering Higher Education
Programs
• Government Permit Phase
– HEI wishing to offer a new program must file an
application in June prior to the school year when
such a program is planned to start.
– CHED sends a Regional Quality Assessment Team
(RQAT) to the school to check compliance with
(minimum) requirements
– Full compliance results to the issuance of Permit
to Operate the first two years (Level I-II)
– School applies for permit renewal for succeeding
school year(s) until the time when the first batch
of students would be expected to graduate. Then
it should apply instead for Government
Recognition of the Program.
– Every time, CHED sends an RQAT to monitor
compliance with requirements. In some cases,
technical panels are involved
Curriculum Structure
• College Programs
– General Education
– Professional Education
• This could have sub-strata.
– Teacher Education: Area of Specialization (e.g. General
Science) and Professional Education Subjects (foundation of
education, teaching methodology, practicum, etc)
– Business Administration: Business Core + Specialization
– 1 lecture unit = at 17-18 contact hours
– 1 laboratory unit = 50 hours
• Graduate Programs
– Foundation/Core Courses
– Major Courses
– Cognates Electives
– Integrating Courses (Thesis/Practicum/Special
Project, etc.)
– Total units:
• Master’s – 36 units (minimum)
• Doctorate: about 60 units
Quality Assurance
• The permit to government recognition
process, while mandatory, is at best a
minimum quality assurance mechanism. This
is because compliance is only measured
against minimum standards.
• Program Accreditation
– Voluntary
– Private
– Goes generally beyond the minimum standards
Accreditation
• While accreditation is private and voluntary,
the outcomes/results are given due
recognition by CHED
– Used to rationalize progressive deregulation, i.e.,
privileges are given to accredited programs
• Exemption from Special Order requirements
• Exemption from regular monitoring/evaluation
• Privilege to offer new programs aligned with Level III
accredited programs without prior approval (i.e.,
permit)
• Factored in selecting Centers of
Development/Excellence
– Accreditation Outcomes are also used for
deregulation at the institutional level.
• Deregulated Schools
• Autonomous Schools
• Recent Development: Institutional
Accreditation (2009)
– Builds on program accreditation
• Liberal Arts/Education/Commerce programs must be
Level III Accredited
• 75% of accreditation eligible programs must have at
least Level I accredited status
– Factors enrollment: at least 50% of population
must be enrolled in accredited programs
– Factors quality assurance mechanisms in place
Accreditation Agencies
• Federation of Accrediting Agencies of the
Philippines (FAAP)
– Association of Christian Schools, Colleges and
Universities Accrediting Agency Inc. (ACSCU – AAI)
– Philippine Accrediting Association of Schools,
Colleges and Universities (PAASCU)
– Philippine Association of Colleges & Universities –
Commission on Accreditation (PACU – COA)
• National Network of Quality Accrediting
Agencies
– Accrediting Agency of Chartered Colleges &
Universities of the Philippines (AACCUP)
– Association of Local Colleges and Universities –
Commission on Accreditation (ALCU-COA)
Accreditation Areas
•
•
•
•
•
•
•
•
•
Institutional/Program Goals & Objectives
Community Involvement
Faculty
Curriculum & Instruction
Laboratories
Library
Physical Plant/Facilities
Student Services
Administration
Accreditation Process/Levels
Status/Level
Period
Preliminary Survey
Candidate Status
1-2 years
Formal Survey
Level I (Initial Accredited
Status)
3 years
Re-survey
Level II Re-accredited
Status
- “clean” result +
compliance with additional
requirements = Level III
5 years
Re-survey
Level II or Level III Reaccredited
- “clean” Level III result +
additional requirements =
Level IV
5 years
IQuAME
• IQuAME – Institutional Quality Assurance
Monitoring & Evaluation
– Administered by CHED through a team of
assessors
– Areas and process are akin to those in
accreditation, but the areas are clustered
differently (for example, faculty profile would be
under Resources).
– Viewed by private schools as a duplication of
voluntary accreditation.
Higher Education Issues
• Quality Assurance Initiatives
– Private & Voluntary Accreditation vis-à-vis
IQuAME
• Peers v/s Regulator
• Because IQuAME is administered by the regulator
(CHED), it could in fact be encouraging HEIs to
“modulate” the process, thereby putting the outcomes
into question.
• Sustainability & Stability
• Dilemma: conflicting recommendations
– Role of professional organizations in the
accreditation system
– Comparability of standards and accreditation
process across the agencies
• Matching international benchmark
– Total 14 years of formal education is short by 2
years
– Disadvantage leading to problems: further studies
abroad, recognition of degrees, employment
related to degree, etc
• Bologna accord
• Washington accord
– Where to add the two years?
• 1 in elementary + 1 in high school
– Cost will mostly be shouldered by government since basic
education is mandatory
– Already there is a shortage in classrooms and teachers
– Transitional problem for private higher education since this
would mean no viable enrollment intake for 1-2 years
• 1 in basic education (either elementary or secondary) +
1 in college
– Cost will be shouldered partly by government but families will
have additional financial burden since higher education is
mostly private
– Less transitional problem for private higher education
– Re-engineering the General Education Curriculum
• At present, it is already viewed partly as addressing
humanistic education and formation of good citizens
and partly as filling the gaps in the basic education
• With additional two years of formal school, the GEC will
have to be reviewed and revised. Should it be common
for all degree programs or should there be some
differentiation?
• There are implications:
– Lesser units. Currently, the minimum is 63 units and HEIs,
especially the private sectarian schools, have more (usually in
Philosophy and Theology).
– Opportunity to be effectively creative: address globalization
concerns, among others
• Retooling/retraining of faculty (those largely teaching
GEC)
• Re-engineering the professional courses to take
advantage of enhanced student preparation
– This in turn will have further faculty retraining implications
» Scope and sequence of courses
» Pedagogy
» Student Evaluation
– Implementation issues:
• The changes will affect two interrelated portions of the
education sector regulated by different agencies
– Basic Education by Department of Education
– Higher Education by the Commission on Higher Education
• Faculty Development [slides from the power
point presentation of Fr. Ben Nebres,
Chairman of the Technical Working Group –
Faculty Development Program]
• However, in view of the expected
developments, some details of the FDP will
have to be reviewed, to provide for retooling.
Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Development Program
Faculty Development Program
(HEDP-FDP)
(2004-2010)
Table 1: per Component:
Component
No. of Scholars
% Distribution
1,213
70.08%
Thesis
282
16.29%
PhD Local
236
13.63%
1,731
100.00%
Non-Thesis
Grand Total
As of June 2010
Table 2: Status per Discipline
Discipline
No. of Scholars
Information Technology
353
Natural Sciences
324
Social Sciences
278
English
272
Engineering
247
Mathematics
155
Others
102
Grand Total
1,731
As of June 2010
% Distribution
20.39%
18.72%
16.06%
15.71%
14.27%
8.95%
5.89%
100.00%
HEDP-FDP
Accomplishment
Actual
Beneficiaries
NCR
Outside NCR

Number
Percentage
86
5%
1,645
95%
Target: Not more than 30% should come from NCR.
Rationale


Previous studies like EDCOM, PCER, and lately
the PTFE, underscore Faculty Development as
a priority concern
Need to continue the efforts towards building
the critical mass of faculty experts in higher
education to train and equip students for
significant and promising careers in the global
market
Faculty Development from 2001-2009:
(HEDP-FDP, PGMASEGS,CFDF, MAEP)
No. of Grantees: 3,128
Total cost: Php1,164,222,000
Indicator
Faculty w Graduate Degrees
Faculty w/o Graduate Degrees
Total No. of Tertiary Faculty
No. of
Faculty
57,826
72,153
129,979
• Academic Year 2008-2009 Data
%
45%
55%
100%
Presidential Task Force on
Education (PTFE)
Goals for post-secondary education:
Increase international competitiveness of Philippine
education and industry by benchmarking towards
international recognition of Philippine professionals and
academic degrees and technical qualifications.
Improve the match and linkage between post-secondary
education and training (technical and academic) and the
needs of industry and entrepreneurship by building stable
structures to link post-secondary institutions and industry
and entrepreneurship

FDP II: Objectives


To upgrade the academic qualifications of
higher education faculty to masters and
doctorate degree levels; and
To enhance faculty performance through
continuing professional education.
Targets
% Increase in the
No. of Faculty with
graduate degrees
10,000 Faculty Scholars
52%
20,000 Faculty Scholars
60%
Current Status on the percentage of Faculty with graduate degrees: 45%.
• Commitment of SHEIs to provide
counterpart funding/scholarhips
• Consortium Programs
• Off-shore Programs
Modes of Delivery
On-campus
Distance Education
Modes of Delivery
Consortium Program
 allows a network or consortium of DHEIs to deliver a common
program
 allows faculty scholars to cross-enroll among consortium
member HEIs
 allows scholars to take courses that are considered expertise of
the consortium school
Off-shore program
 learners are located outside or other than the institution that
will award the degree
 Selected faculty members may be brought in to the regions
from outside.
Thank you.