Philippine Private
Education:
Towards a New Paradigm
E-3 Seminar
Antipolo, Rizal
Victor Ordonez
May, 2002
Towards a New Paradigm
The
Puzzle
The
Pieces
The
Picture
Towards a New Paradigm
The
Puzzle
-beyond
management
The
Pieces
The
Picture
Considerations beyond
Management
Efficiency vs effectiveness
 Doing things right vs doing the right thing
 Serving students vs serving society
 Needs analysis: identifying society’s
learning needs

Towards a New Paradigm
The Puzzle:
-beyond
management
The
Pieces:
The
Picture:
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
The
Pieces:
The
Picture:
COLLEGES
HIGH
SCHOOLS
YOUTH
PRIMARY
SCHOOLS
STRUCTURED
FUNCTIONAL
SOCIETY
COLLEGES
HIGH
SCHOOLS
YOUTH
PRIMARY
SCHOOLS
===
SOCIETY
SEGREGATED
BY CLASSES
=========
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
The
Pieces:
The
Picture:
Towards a New Paradigm
The Puzzle:
The
-beyond
Pieces:
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
Picture:
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
The
Pieces:
Picture:
-education
century 21
The Delors Commission
Education in the 21st Century

Balancing the tensions in a global society:
The Delors Commission
Education in the 21st Century

Balancing the tensions in a global society:
-individual development vs. social cohesion
The Delors Commission
Education in the 21st Century

Balancing the tensions in a global society:
-individual development vs. social cohesion
-internationalism vs. community identities
The Delors Commission
Education in the 21st Century

Balancing the tensions in a global society:
-individual development vs. social cohesion
-internationalism vs. community identities
-industrialized modernity vs. local cultures
The Delors Commission
Education in the 21st Century

Balancing the tensions in a global society:
-individual development vs. social cohesion
-internationalism vs. community identities
-industrialized modernity vs. local cultures
-long-term (reason) vs. short-term (emotion)
The Delors Commission
Education in the 21st Century

Balancing the tensions in a global society:
-individual development vs. social cohesion
-internationalism vs. community identities
-industrialized modernity vs. local cultures
-long-term (reason) vs. short-term (emotion)
-material values vs. moral values
-marketplace competition vs. social equity
-knowledge explosion vs. human absorption
The Delors Commission
Education in the 21st Century

Balancing the tensions in a global society:
The Delors Commission
Education in the 21st Century
Balancing the tensions in a global society
 Four pillars: learning to know, learning to
do, learning to be, learning to live together

The Delors Commission
Education in the 21st Century
Balancing the tensions in a global society
 Four pillars: learning to know, learning to
do, learning to be, learning to live together
 A response to changing lifestyles and
cycles: lifelong learning

The Delors Commission
Education in the 21st Century
Balancing the tensions in a global society
 Four pillars: learning to know, learning to
do, learning to be, learning to live together
 A response to changing lifestyles and
cycles: lifelong learning
 Researched impact on economic and social
indices

Female literacy rates and fertility rates, 1995
(15+ years)
Female
literacy
Number of children
per woman
Less than 20%
6.0 children
21%- 40%
5.7 children
41%- 60%
5.6 children
61%- 80%
4.3 children
More than 80%
2.7 children
The Delors Commission
Education in the 21st Century
Balancing the tensions in a global society
 Four pillars: learning to know, learning to
do, learning to be, learning to live together
 A response to changing lifestyles and
cycles: lifelong learning
 Researched impact on economic and social
indices

Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
The
Pieces:
Picture:
-education
century 21
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
The
Pieces:
Picture:
-education
century 21
-higher ed
in Asia
Detour: Surveying Trends in
Basic Education Worldwide
World Declaration on Education for All
- Equity: reaching the unreached
- Emphasis on learning and learning needs
- Expanded vision and modalities
- Enlarged partnerships
 The UNESCO-led E.F.A. Campaign

Estimated total and literate population
in the world
5000
4293.6
4000
(million)
3580.7
3000
2841.4
3358.2
2632.6
2311.5
1937.2
20001880.4
1421.4
1004.9
1000
Total
0
1960
EFA
1970
Literate
1980
1990
2000
Enrolment trends in the number
of children aged (6-11)
Developing Countries
700
649
601
600
567
546
500
497
(in million)
425
400373
395
492
418
442
468
300
200
Population (6-11 years)
100
Actual trends of net enrolment
Trend 1980-90 extrapolated
0
1980
1985
1990
1995
2000
Estimated number of adult illiterates in nine
populous developing countries in 1990
India 281
(30%)
182
China 224
(23%)
(19%)
Rest of the World 261
(28%)
Estimated number of adult illiterates in nine
populous developing countries in 1990
Pakistan 43
India 281
(30%)
China 224
(23%)
Rest of the World 261
(28%)
182
(19%)
Bangladesh 42
Nigeria 29
Indonesia 27
Br azil 18
Egy pt 16
Mexic o 7
SIGNIFICANT
SIGNIFICANT BUDGET
BUDGET INCREASE
INCREASE
FOR
FOR BASIC
BASIC EDUCATION
EDUCATION
INCREASE
(
MEXICO
MEXICO
1989
1993
1990
INDONESIA
INDONESIA
5.5% GNP
CHINA
CHINA
101 B Rupiah
INDIA
INDIA
9.9 B Yuan
1991
PAKISTAN
PAKISTAN
110 B Rupee
1991-92
1992-93
5.7% GNP
97%
13.8 B Rupee
64%
3.5+0.6 B Pnd.
73%
8.4 B Rupee
1993
(
233%
2.9% GNP
1993
1990
90%
33 B Rupee
8th Plan
BANGLADESH
BANGLADESH
181%
5.3 B Yuan
1989
7th Plan
57%
36 B Rupiah
1993
1985
EGYPT
EGYPT
3.5% GNP
2.2+0.17 B Pnd.
Estimated
Estimated number
number of
of total
total school
school age
age population
population
and
and children
children enrolled
enrolled 1970-2000
1970-2000
385
385
400
320
320
358
358
302
302
MILLIONS
300
27
85
56
251
251
200
100
0
1970
1980
1990
2000
Source: UNESCO
Statistical Yearbooks,
and Country Papers
Estimated number of total school age population
and children enrolled 1960-2000
CHINA
INDIA
120
120
100
100
80
80
60
60
40
40
20
20
0
0
1960
1970
1980
1990
2000
1960
1970
1980
SUB-SAHARAN AFRICA
120
100
80
60
40
Source: Estimated from "Status and
20
Trends" Educatioin for All, UNESCO,
0
1960
1970
1980
1990
2000
Paris, 1993
1990
2000
Estimated number of total school age population
and children enrolled 1960-2000
LIBERIA
PAKISTAN
600
25000
500
20000
400
15000
300
10000
200
5000
100
0
0
1960
1970
1980
1990
2000
1960
1970
1980
1990
2000
1990
2000
BANGLADESH
ETHIOPIA
20000
10000
8000
15000
6000
10000
4000
5000
2000
0
0
1960
1970
1980
1990
2000
1960
1970
1980
South Asia
Survival rates to Grade 4, 1980, latest year
100
1980
latest year
pe rcent
80
60
40
20
0
Bangladesh
India
Iran
Pakistan
Afghanistan
Bhutan
Sri
Survival rates in primary education
(percentage of pupils reaching succesive grades)
1989
East Asia / Oceania
100
81
93
78
100
71
67
63
100
98
94
91
100
79
74
67
100
74
63
South Asia
Arab States
Sub-Saharan Africa
Latin America/Caribbean
Grade 1
Grade 2
Grade 3
55
Grade 4
Survival rates in primary education
(percentage of pupils reaching succesive grades)
1989
East Asia / Oceania
South Asia
Arab States
Sub-Saharan Africa
Latin America/Caribbean
1992
100
81
95
93
89
78
100
71
79
67 70
63
100
98
96
94
89
91
100
79
84
74
73
67
100
74
87
63
Grade 1
Grade 2
75
Grade 3
55
Grade 4
Repetition rates in the first grades
of primary education ( 1994 )
Final grade
Grade 2
Grade1
23.2
25.0
17.5
10.9
10.1
20.7
20.0
per cent
5.0
15.0
10.0
5.0
7.3
7.7
11.7
7.5
2
7.1
4
9
4
0.0
Arab States
Asia/Pacific
OECD
Sub-Saharan Africa
Latin America/Caribbean
Estimated Illiterate Rates by Sex 1990-2000
(Percentage of Illiterate Adults)
80
68
70
64
50
50
30
20
10
0
62
59
60
40
Male 1990
Male 2000
Female 1990
Female 2000
41
49
41
34
30
36
34
27
34
28
25
14
14
10
19
17
10
15
13
3 1 4 2
South Asia
East Asia/Oceania
OECD/Europe
Sub-Saharan Africa
Arab States Latin America/Caribbean
WORLD
Reaching the unreached
Girls and women
Street children
Those with special needs
Refugees
Migrants, minorities
Remote geographic areas
GNP per capita and Pre-primary gross
enrolment ratio
28190
%
Hong Kong
100
90
70
14000
Sri Lanka
60
Japan
50
Thailand
40 Vietnam
China
30
20
16000
Korea. Rep.
GNP per capita
20000
18000
Pre-primary Gross enrolment ratio
80
US$
12000
10000
8000
Indonesia
6000
Philippines
4000
Turkey
10
0
2000
0
Distribution of Aid to Primary Education
% of world
% received of aid
population
for primary educ.
32
1
0
11
0
12
57
56
32
0
1
s
t
Q
t
r
2
n
d
Q
t
r
TRENDS IN MILITARY EXPENDITURE AND ECONOMIC AID BY
DEVELOPED COUNTRIES, 1960-1994 (1987 US$ IN BILLIONS)
600
500
400
MILITARY EXPENDITURE
300
200
ECONOMIC AID GIVEN
100
2000
1999
1998
1997
1996
1995
1994
1993
1992
1990
1980
1970
1960
0
STATE OF INTERNATIONAL SOLIDARITY
Global
wealth:
Total aid:
12% of population has 85% of income and
uses 70% of energy
World target: 0.7% of GNP
Actual:
$ 299 B
$ 61 B
BILATERIAL DONOR SUPPORT
1.16
Norway
1.03
Denmark
1.03
Sweden
0.86
Netherlands
0.63
France
0.62
Finland
0.46
Canada
0.46
Switzerland
0.3
Germany
0.38
Belgium
0.37
Australia
0.3
Portugal
0.3
Italy
0.3
United Kingdom
0.3
Japan
0.29
Austria
0.29
Luxembourg
0.28
Spain
0.26
New Zealand
United States 0.2
% of GNP
Ireland 0.16
0 0.2 0.4 0.6 0.8 1
11.66
United States
11.15
Japan
8.29
France
7.57
Germany
3.78
Italy
3.25
United Kingdom
2.75
Netherlands
2.52
Canada
2.46
Sweden
1.62
Spain
Denmark 1.41
Norway 1.27
Switzerland 1.14
Australia 1.02
Belgium 0.84
Finalnd 0.64
Austria 0.52
Portugal 0.27
New Zealand 0.1
Ireland 0.07
$ billion
Luxembourg0.04
0 2 4 6 8 10 12
STATE OF INTERNATIONAL SOLIDARITY
Global
wealth:
Total aid:
Distribution:
12% of population has 85% of income and
uses 70% of energy
World target: 0.7% of GNP
Actual:
Top 40% gets twice as much as bottom 40%
South Asia $ 5/Head; Middle East
$ 55/Head
Human development
aid:
Basic education
requirements:
$ 299 B
$ 61 B
7% of bilateral aid
10% of multilateral aid
130-150 M. places = $ 6-8 B/Year
Aid component
$ 2-3 B/Year
Detour: Surveying Trends in
Basic Education Worldwide
World Declaration on Education for All
- Equity: reaching the unreached
- Emphasis on learning and learning needs
- Expanded vision and modalities
- Enlarged partnerships
 The UNESCO-led E.F.A. Campaign

Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
The
Pieces:
Picture:
-education
century 21
-higher ed
in Asia
Higher Education in Asia
Shifting Trends



The NUMBERS we teach:
rapid demand-driven growth
The WAY we teach:
the onslaught of information technology
The PURPOSE for which we teach:
the demands of changing lifestyles/workplaces
Demand Driven Growth
Increased numbers from E.F.A. efforts
 Higher employment requirements
 Lobbies from ruling elite

Enrollment in higher education in Asia and the
Pacific Region 1970-1990
10
8
6
4
Former USSR
2
Southern Asia
Eastern Asia
South eastern Asia
1990
1985
1980
1975
1970
0
Oceania
Enrollment Ratio by Age-Group
18 - 23
Oceania
South Asia
South East Asia
1980
2000
East Asia
Asia
0
5
10
15
20
25
Female Participation (Third Level)
50
45
40
35
30
25
20
15
10
5
0
1980
2000
East Asia
South East South Asia
Asia
Oceania
Students in higher education per 100,000
inhabitants 1980 and 1992
China
Vietnam
Pakistan
Bangladesh
Indonesia
1992
1980
Myanmar
India
Nepal
Malaysia
Thailand
Japan
Phillipine
Australia
New Zealand
Korea. Rep of
0
1000
2000
3000
4000
5000
Demand Driven Growth
Increased numbers from E.F.A. efforts
 Higher employment requirements
 Lobbies from ruling elite

Demand Driven Growth
Increased numbers from E.F.A. efforts
 Higher employment requirements
 Lobbies from ruling elite
 HOW FAR SHOULD WE
DEMOCRATIZE?
- purpose of higher education
- absorptive capacity of economy
- meritocracy; standards; entrance exams

Response to Demands
Privatization--as alternative, or as
supplementary
 New Modalities:
- open schooling
- distance education
- Dualtech
- etc..
 Entrepreneurship by institutions

Share of enrollment in private higher
education
Philippines
Korea, Rep of
Japan
Indonesia
India
Bangladesh
Thailand
Malaysia
Pakistan
0
10
20
30
40
Percent
50
60
70
80
90
Privatization
Dangers to equity from fee-driven
institutions:
- economic class inequities
- geographical inequities
- discipline inequities
- quality inequities
 Meeting demand vs. creating demand
 An alternative: public-private partnerships

Academic and
Administrative Innovations
Optimizing the use of information
technology
 Watchtowers for pedagogical innovations
 Partnerships with industry, other academic
institutions
 Internationalization of clientele

Students Abroad: Developing
and Industrialized Countries
39%
Dev-ind
Dev-dev
Ind-dev
Ind-ind
1%
6%
54%
Asian Students Abroad
23%
40%
1%
36%
Asia
N. America
Europe
Other regions
Academic and
Administrative Innovations
Optimizing the use of information
technology
 Watchtowers for pedagogical innovations
 Partnerships with industry, other academic
institutions
 Internationalization of clientele

In Pursuit of Relevance
Policy reform; institutional reform
 Responding to:
- national development priorities
- market demand
 Redistributing discipline mix

Percentage of students by field of study
(Third Level)- 1992
Central Asia
Oceania
East Asia
South Asia
South East Asia
0%
Education
Natural Sciences
20%
40%
60%
Humanities
Medical Sciences
80%
100%
Law & Soc Sciencs
Student in higher education by major field of study
1992
Turkey
Thailand
Sri Lanka
Philippines
New Zealand
Nepal
Malaysia
Lao P. D. R
Korea, Rep of
Ex-USSR
Japan
Iran, Islamic Rep. of
Indonesia
India
Hong Kong
Fiji
China
Bangladesh
Australia
Afghanistan
0%
Education
20%
Humanities
40%
Law and Soc Sci
60%
Natural Sci, eng, agri
80%
100%
Med Sci
Percentage of students by field of study by
gender (South East Asia)- 1992
Female
Medical Sciences
Male
Natural Sciences
Law & Soc. Sciences
Humanities
Education
0
20
40
60
%
80
100
Percentage of students by field of study by gender
(South Asia)- 1992
Female
Medical Sciences
Male
Natural Sciences
Law & Soc. Sciences
Humanities
Education
0
20
40
60
%
80
100
Percentage of students by field of study by gender
(East Asia)- 1992
Female
Medical Sciences
Male
Natural Sciences
Law & Soc. Sciences
Humanities
Education
0
20
40
60
%
80
100
In Pursuit of Relevance





Policy reform; institutional reform
Responding to:
- national development priorities
- market demand
Redistributing discipline mix
New, non-credentialed modalities for meeting
learning needs
Off campus venues, virtual campuses
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
The
Pieces:
Picture:
-education
century 21
-higher ed
in Asia
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
The
Pieces:
Picture:
-education
century 21
-higher ed
in Asia
-RP policy
The Philippine Policy
Environment




Role of the State, Constitutional basis
Administration vs. governance
Resource allocation
Dimensions of democratization:
- Assistance to private education
- Rationalization of state higher education
- Tuition deregulation
- Entrance requirements
Students in Public and Private
Higher Education
(by economic status)
Bottom 40%
Top 60%
Private
S.U.C.s
0
500
1000
1500
2000
The Philippine Policy
Environment





Role of the State, Constitutional basis
Administration vs. governance
Resource allocation
Dimensions of democratization:
- Assistance to private education
- Rationalization of state higher education
- Tuition deregulation
- Entrance requirements
Teacher development, curriculum reform, etc.
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
The
Pieces:
Picture:
-education
century 21
-higher ed
in Asia
-RP policy
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
Pieces:
-education
century 21
-higher ed
in Asia
-RP policy
The
Picture:
-specific
implications
Specific Reform Implications






Revisiting institutional environment, and
policy environment
Alternative learning channels
Reorganization vs. reform
Targeted reform vs. comprehensive reform
Mandated reform vs. inevitable reform
Administrative reform vs. academic reform
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
Pieces:
-education
century 21
-higher ed
in Asia
-RP policy
The
Picture:
-specific
implications
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
Pieces:
-education
century 21
-higher ed
in Asia
-RP policy
The
Picture:
-specific
implications
-practical
steps
Practical Steps





Needs analysis, goal setting
Strategic positioning
Identifying key performance indicators, critical
competencies
Planning and managing change: timing, ensuring
wider ownership of change, etc.
Institutionalizing innovations and needs analysis
watchtowers, systemic and institutional
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goals
-ladder/filter:
Dore, Freire
The
Pieces:
-education
century 21
-higher ed
in Asia
-RP policy
The
Picture:
-specific
implications
-practical
steps
Towards a New Paradigm
The Puzzle:
-beyond
management
-redefining
output, goal
-ladder/filter:
Dore, Freire
The
Pieces:
-education
century 21
-higher ed
in Asia
-RP policy
The
Picture:
-specific
implications
-practical
steps
-challenge
Philippine Private
Education:
Towards a New Paradigm
Philippine Private
Education:
Towards a New Paradigm
Philippine Private
Education:
Towards a New Paradigm
Philippine Private
Education:
Towards a New Paradigm
E-3 Seminar
Antipolo, Rizal
Victor Ordonez
May, 2002