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“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,

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Presentation on theme: "“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,"— Presentation transcript:


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) Knowledge is inexhaustible – the more it is used, the more it multiplies and expands. But knowledge can be created, absorbed and applied only by the educated mind. Hence, educational institutions in general, and universities in particular, will play increasingly important roles as our societies enter this new age.

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. Economic prosperity and social well being in a global knowledge driven economy requires public investment in knowledge resources. Knowledge-based economy (KBE) came about as a result of the intensification of the globalization process, dramatic scientific advances and the development and spreading of Information and Communication Technologies It is this reality of the hyper-competitive, global, knowledge-driven economy of the 21st century that is stimulating the powerful forces that will reshape the nature of our society and that pose such a formidable challenge to the Philippines as a nation struggling to be a key player in the world’s flatness.

4 PILLARS OF KBE Knowledge becomes the key engine of economic growth.
Knowledge economy is one where knowledge is acquired, created, disseminated and applied to enhance economic development. Eradication of poverty for the greatest number of Filipinos is the ultimate goal of the Medium Term Philippine Development Plan (MTPDP). Development planners and sociologists have long recognized the role of education, particularly tertiary education, as the most important driver of social mobility. As such, tertiary education can enhance our country’s capacity to participate in the increasingly knowledge-based global economy.

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. 4 Inter-related factors that contribute to the evolution of a KBE where knowledge becomes the key engine of economic growth.

Primary to building a KBE is the need to strengthen education to produce a skilled workforce. National Science and Technology Plan (NSTP) 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. The Philippines has long been on track putting all systems into the KBE trail. Projects and programs of her excellency PGMA had been attuned to building an economy that utilizes knowledge as an engine for economic growth. Several acts of legislation and even departmental programs are being implemented to give way to the realization of the Philippine KBE.

7 Transforming the Philippines Into KBE

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. In the Phil., KBE started 2 decades ago. Globalization and the inevitable trade and finance liberalization policies pushed the Philippine industries into stern competition against imported products and foreign competitors. Thus, to survive the threat of competition, Philippines industries had to reinvent themselves from the second wave technologies (assembly-line) production) to the 3rd wave of knowledge based operations. The Phil was generally unprepared for the forthcoming KBE. Many industries, HEIs as well as the government had to reinvent themselves in order to survive the new economy. The Philippines had to make significant policy and regulatory developments to follow-suit the new policy regulations brought about by KBE.

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 The road to KBE will not be an easy task. Then in a perspective, pushing for this might well be the answer to the long-running problems of the country of issues on poverty.


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. Alternative Learning System (ALS) or Non Formal Education (NFE)

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)



17 Commission on Higher Education
The governing body of both public and private higher education institutions. Higher education system in the Philippines consists of 1,726 colleges and universities (AY ) 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) % private HEIs 88% private HEIs At the apex of the education system, tertiary education. At the helm of the tertiary or higher education sector is CHED.

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) Differentiate colleges from universities:

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

20 SY projection of 491,320 graduates, SY (projection) of 473,613 graduates. For SY , 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 , 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) New grant programs: Philippine National Policy Study Grant Program (PNP-SGP) with an initial allocation of P10 M, Study Grant Program for the Dependents of Tobacco Growers with an allocation of P550,000 and Emergency Financial Assistance for students of Efast with a funding of P190M

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 from 656 in SY For the past years, access to higher education was enhances through several innovative financial assistance programs which includes the Private Education Student Financial Assistance, State Scholarship Program, student study grants and loans.

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

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 KEY CHALLENGES IN HIGHER EDUCATION: Anchored on the 3 Functions of HE

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 Improve contribution to poverty reduction through HRD
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


32 Maraming Salamat Po!!!

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