IFE Country Presentation September 15, 2010

IFE Country PresentationSeptember 15, 2010,PHILIPPINES,HEI Statistics,Private Higher Education Institutions: 1573Public Higher Education Institutions: 607State Universities & Colleges (SUCs)109 Main Campuses389 Satellite CampusesLocal Universities & Colleges (LUCs): 93Other Government Schools: 16,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 studentsTraditional distribution: 34% - Public; 66% - Private,Graduates,Structure of Philippine Education,Regulatory System/Framework,Pre-School/Early Childhood EducationLocal Government Unit/Department of Social Welfare & Development/Department of EducationBasic 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 TESDAHigher Education (College & Graduate Studies): regulated by the Commission on Higher Education through policies, standards and guidelines (PSGs) that it issues by way of memorandum orders (CMOs), usually given per discipline,“Program Hybridization Experiments”: linking Technical Vocational and College programs: ladderized programsLadderized masters 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) requirementsFull 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 ProgramsGeneral Education Professional EducationThis 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 + Specialization1 lecture unit = at 17-18 contact hours1 laboratory unit = 50 hours,Graduate ProgramsFoundation/Core CoursesMajor CoursesCognates ElectivesIntegrating Courses (Thesis/Practicum/Special Project, etc.)Total units: Masters 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 AccreditationVoluntaryPrivateGoes generally beyond the minimum standards,Accreditation,While accreditation is private and voluntary, the outcomes/results are given due recognition by CHEDUsed to rationalize progressive deregulation, i.e., privileges are given to accredited programsExemption from Special Order requirementsExemption from regular monitoring/evaluationPrivilege 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 SchoolsAutonomous Schools,Recent Development: Institutional Accreditation (2009)Builds on program accreditationLiberal Arts/Education/Commerce programs must be Level III Accredited75% of accreditation eligible programs must have at least Level I accredited statusFactors 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 AgenciesAccrediting 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 & ObjectivesCommunity InvolvementFacultyCurriculum & InstructionLaboratoriesLibraryPhysical Plant/FacilitiesStudent ServicesAdministration,Accreditation Process/Levels,IQuAME,IQuAME Institutional Quality Assurance Monitoring & EvaluationAdministered by CHED through a team of assessorsAreas 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 InitiativesPrivate & Voluntary Accreditation vis-vis IQuAMEPeers v/s RegulatorBecause 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 & StabilityDilemma: conflicting recommendations,Role of professional organizations in the accreditation systemComparability of standards and accreditation process across the agencies,Matching international benchmarkTotal 14 years of formal education is short by 2 yearsDisadvantage leading to problems: further studies abroad, recognition of degrees, employment related to degree, etcBologna accordWashington accord,Where to add the two years?1 in elementary + 1 in high schoolCost will mostly be shouldered by government since basic education is mandatoryAlready there is a shortage in classrooms and teachersTransitional problem for private higher education since this would mean no viable enrollment intake for 1-2 years1 in basic education (either elementary or secondary) + 1 in collegeCost will be shouldered partly by government but families will have additional financial burden since higher education is mostly privateLess transitional problem for private higher education,Re-engineering the General Education CurriculumAt present, it is already viewed partly as addressing humanistic education and formation of good citizens and partly as filling the gaps in the basic educationWith 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 othersRetooling/retraining of faculty (those largely teaching GEC),Re-engineering the professional courses to take advantage of enhanced student preparationThis in turn will have further faculty retraining implicationsScope and sequence of coursesPedagogyStudent Evaluation,Implementation issues:The changes will affect two interrelated portions of the education sector regulated by different agenciesBasic Education by Department of EducationHigher 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 ProgramHowever, in view of the expected developments, some details of the FDP will have to be reviewed, to provide for retooling.,Higher Education Development ProgramFaculty Development Program (HEDP-FDP)(2004-2010),Republic of the PhilippinesCOMMISSION ON HIGHER EDUCATION,HEDP-FDPAccomplishment,As of June 2010,HEDP-FDPAccomplishment,As of June 2010,HEDP-FDPAccomplishment,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 concernNeed 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,STATUS,Faculty Development from 2001-2009: (HEDP-FDP, PGMASEGS,CFDF, MAEP),No. of Grantees: 3,128 Total cost: Php1,164,222,000,Academic Year 2008-2009 Data,Status,Presidential Task Force on Education (PTFE),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 t