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.
(Bloch, 1988)

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.

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.

KNOWLEDG
E- DRIVEN
DEVT
PROCESS
(World Bank)

1. An educated and skilled labor

force
2. A modern and adequate
information infrastructure
3. An effective innovation system
4. Countrys overall business and
governance framework which
determine the flow of
investment in the first three
factors.

PURSUING THE FOUR PILLARS

OF KBE
1. Primary to building a KBE is the need to
strengthen education to produce a
skilled workforce.
2. National Science and Technology Plan
(NSTP) 2002-2020

Action Plans on Science and Technology

(S&T) and Research and Development (R&D)

3. Establishment of Networks, including ICT

infrastructure and social networks.
4. Implementation of policies and
regulatory frameworks towards a KBE.

Transforming the
Philippines Into
KBE
A STRATEGIC
ROADMAPPING

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.

 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 PHILIPPINE
EDUCATION
SYSTEM

 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.

 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, Masters and Doctorate
degree/ post secondary schooling leading
to 1, 2, or 3rd year non degree technical or
vocational course

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.

 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)

MANAGEMENT OF A
TRIFOCALIZED
EDUCATION SYSTEM

HIGHER EDUCATION
SYSTEM

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 2007-2008)
1,222 private non-sectarian HEIs
301 private sectarian
88% private
203 public HEIs (110 SUCs / 77 LCUs/HEIs
16
special government schools PMA and Local
Government Academy) - 12% private HEIs

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)

 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.

 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 Healthrelated programs followed by Teacher
Education and Engineering and Technology

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%.

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)

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.

MTDPHE
Strategic
Framework

POVERTY REDUCTION

HIGHER EDUCATION SUBSECTORAL VISION

HRD Priority Disciplines:
Basic Service Provision
Market Responsive for
Key Employment Generators

Mobilizing
Knowledge to
Enhance Productivity

Anti-Corruption,
Peace,
Bureaucractic Reform,
Fiscal Strengthening

HIGHER EDUCATION DEVELOPMENT THRUSTS

Quality and Excellence
Relevance and Responsiveness
Access and Equity
Efficiency and Effectiveness
HIGHER EDUCATION FUNCTIONS
Human Resource Development through
Education and Training
Research and Extension
Effective and Efficient Management of
Higher Education

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%)

Progression & Drop-out Rate

100

34

Grade 1 pupils

66

finish Grade 6

dropout

58

enroll in 1st year HS

OSY

15

43

finish high school

dropout

10

33

OSY

12
dropout

21

23 , 10

enroll in HE, TVET

14 , 7

graduate in HE, TVET

 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

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

DEVELOPMENT
INTERVENTIONS
IN HIGHER
EDUCATION:
Improve contribution to poverty
Policies,
reduction through HRD
Broaden access
Strategies,
Address quantitative mismatch
Programs and
Address qualitative mismatch
Activities
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

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

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

Maraming Salamat Po!!!