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.
KNOWLEDGE- 1. An educated and skilled labor
DRIVEN DEV’T force
PROCESS 2. A modern and adequate
information infrastructure
(World Bank)
3. An effective innovation system
4. Country’s 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, Master’s and Doctorate degree/ post
secondary schooling leading to 1, 2, or 3rd year
non degree technical or vocational course
Alternative – is an organized learning
activity aimed at attaining a
Learning System set of objectives outside the
(ALS) or Non established formal system
Formal Education intended for a particular
(NFE) 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
– 203 public HEIs (110 SUCs / 77 LCUs/ 16 special
88% private
HEIs
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 Health-related
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 HIGHER EDUCATION DEVELOPMENT THRUSTS
Key Employment Generators
Mobilizing
Knowledge to
Enhance Productivity
Anti-Corruption,
Peace,
Bureaucractic Reform,
Fiscal Strengthening
•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 Rates
100 Grade 1 pupils

34 66 finish Grade 6
dropout

8 58
enroll in 1st year HS
OSY

15 43 finish high school

dropout

10 33
23 , 10
enroll in HE, TVET
OSY

12 21
14 , 7
dropout graduate in HE, TVET
• Human Resource Development
– the urgent task to respond critically and
strategically from both the domestic and KEY CHALLENGES
international arenas (role of HE in HRD and priority IN HIGHER
disciplines in HE: teacher education, health-related,
cyberservices, engineering, agriculture and EDUCATION:
entrepreneurship and maritime) Anchored on the
• Research
3 Functions of HE
– 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:
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, Strategies, reduction through HRD
Programs and – Broaden access
Activities – 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
 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!!!