Review & Assessment of Programs Offered by State Universities and Colleges (SUCs)

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1 Review & Assessment of Programs Offered by State Universities and Colleges (SUCs) Rosario G. Manasan and Danileen C. Parel Philippine Institute for Development Studies 2 September 214

2 Overview of presentation Objectives of the study Approach and methodology Findings Future steps

3 Objectives of the study Review and assess the different programs being offered by the major SUCs in regions not included in the earlier study vis-à-vis their mandates Program duplication (i.e., courses being offered by other SUCs and other SUCs in the same region) the quality of graduates produced Recommend courses of action as well as an action plan to pursue given the findings above to improve the relevance and quality of course offerings of the SUCs

4 Motivation of the study Why the concern about faithfulness to mandates? Offering programs outside mandate increases number of program offerings higher per student cost wastefulness Offering program outside mandate program duplication Why the concern about program duplication? Program duplication crowding out of private sector Why the concern about quality? Creation of SUCs typically attributed to the need for access, but access is only meaningful if one also gets quality

5 Approach & methodology Coverage all SUCs across all regions Desk review of program offerings, enrolment therein and passing rates in PBEs of individual SUCs Key informant interviews conducted with selected SUCs officials, and regional officials of the Commission on Higher Education (CHED) and the National Economic and Development Authority (NEDA)

6 Overview of presentation Objectives of the study Approach and methodology Findings SUC program offering vis-à-vis their mandates Program duplication Quality of instruction Future steps

7 SUCs program offering vis their mandates 5%-9% of programs offered by majority of SUCs are outside their core mandates Some 2 SUCs have limited mandates More than 5% of all SUCs allowed by their charters to offer programs outside of their core mandates at the discretion of the Board of Trustees 9%-1% of program offering of a small number of SUCs are within their core mandates Some 1 SUCs have remained faithful to their core mandate Some 1 SUCs have recently been converted in recent years from colleges to universities thereby expanding their mandates Mandate of some SUCs are broad and all encompassing to start with

8 Program duplication Given prevalence of SUCs with program offerings outside their core mandates, it is not surprising that there is duplication in their program offerings relative to those of other SUCs and PHEIs in the same region SUCs programs classified into o programs that are unique to the SUC under study o programs that are offered by the given SUC and any one of the other SUCs but are not offered by PHEIs in the same region o programs that are offered by the given SUC and any one of the PHEIs but are not offered by any one of the other SUCs in the same region o programs that are offered by the given SUC and any one of the other SUCs and any one of the PHEIs in the same region

9 Program duplication Programs offered ALL REGIONS 25/6 26/7 27/8 28/9 29/1 21/11 Programs unique to SUC Programs offerred by SUCs that are also offerred by any other SUC or PHEIs Programs common to SUC and PHEIs only Programs common to SUC and other SUCs only Programs common to SUC, other SUCs and PHEIs Enrollment Programs unique to SUC Programs offerred by SUCs that are also offerred by any other SUC or PHEIs Programs common to SUC and PHEIs only Programs common to SUC and other SUCs only Programs common to SUC, other SUCs and PHEIs Total Enrollment On the average, the program duplication rate varies from 73%-75% if computed based on total number of program offerings and 89%-92% if computed based on total enrollment

10 Program duplication Over 7% of all the SUCs covered under this study registered duplication rates (computed based on number of programs offered) that are upwards of 75% Highest Duplication rate: Region VII 86%-9% (total number of program offerings) 96%-99% (based on total enrollment) Lowest Duplication rate: ARMM 69%-71% (total number of programs offered) 82%-86% (based on total enrollment)

11 Program duplication High rates of program duplication appeared to be associated with an increase in the number of programs offered by SUCs during the period Around 8% of the SUCs covered have increased the number of programs they are offering in 25-21

12 Why is program duplication an issue? Results of Manasan (211) suggests number of programs offered tend to increase per student cost of SUCs FGDs with private higher education institutions (PHEIs) indicate that program duplication is a problem from their perspective Crowding out Uneven playing field

13 SUC are crowding out PHEIs PHEIs officials point out that when SUCs offer programs that PHEIs traditionally offer PHEIs find it difficult to compete against SUCs in attracting students because of the low tuition that SUCs charged Although CHED provide scholarships that allow students to enroll in school of their choice, the support value is low relative to tuition charged by PHEIs When enrollment in program declines continuously, faculty retrenchment cannot be avoided sometimes

14 Uneven playing field. Many PHEIs also decry what they perceived to be a double standard in regulation/ monitoring of SUCs and PHEIs by CHED Some CHED regional officials admit that CHED has difficulty applying the same standards on SUCs because of the so-called autonomy that their Charters vest on SUCs According to PHEIs, SUCs offer courses despite the fact SUCs do not have the needed facilities and qualified faculty while CHED strictly enforces the its Policies, Standards and Guidelines (PSG) on PHEIs (especially true of satellite campuses) o With detrimental impact on quality of instruction and PBE passing rates

15 Program duplication a non-issue? some SUC officials say that program duplication among SUCs and PHEIs is a nonissue An important goal of SUCs is providing access and equity o Need to consider geographical characteristic of region; duplication may be necessary when you have regions composed of island provinces

16 Program duplication when the shoe is on the other foot some SUC officials think that branches of national universities (e.g., UP, PUP, TUP, PNU) in the regions tend to give rise to undue competition to the SUCs in the said regions same is true with respect to the presence of a branch/ extension class of a regional SUC in a region that is outside of its original catchment area

17 Overview of presentation Objectives of the study Approach and methodology Findings SUC program offering vis-à-vis their mandates Program duplication Quality of instruction Future steps

18 Quality of instruction in HEIs Average Passing Rate- All HEIs Dental Medicine Environmental Planning Geology Mechanical Engg Medical Technology Medicine Mining Engg Nutrition and Dietetics Optometry Social Work Median passing rate for 38 PBEs ranged from 4% to 48% only 1 out of these 38 PBEs had average passing rates above 6% and only 6 have passing rates above 7%

19 Quality of instruction in HEIs On average, SUCs perform better than PHEIs in 84% of the PBEs from SUCs improve their advantage further during the period in about 31% of PBEs - criminology, customs administration, forestry, geology, elementary education, marine engineering, medical technology, midwifery, mining engineering and nursing However, edge that SUCs used to enjoy in the early part of the period has eroded in about 69% of the PBEs accountancy, aeronautical engineering, architecture, chemical engineering, chemistry, civil engineering, dental medicine, electrical engineering, electronics engineering, environmental planning, geodetic engineering, interior design, library science, marine transportation, mechanical engineering, medicine, nutrition and dietetics, occupational therapy, pharmacy, physical therapy, social work and veterinary medicine

20 Quality of instruction in HEIs Worrisome that there is a preponderance of SUCs/ PHEIs with zero passing rate in many PBEs i.e., when SUCs are ranked according to PBE passing rate and grouped, the largest number of SUCs fall in zero passing rate category True for agriculture, accountancy, criminology, electrical engineering, electronics engineering, geodetic engineering, social work, elementary education, secondary education, library science, forestry, and environmental planning This problem not much of a problem for SUCs in chemical engineering, civil engineering, and mechanical engineering, and marine transportation

21 Passing rate in Accountancy Board (-5) [5-1) [1-15) [15-2) [2-25) [25-3) [3-35) [35-4) [4-45) [45-5) [5-55) [55-6) [6-65) [65-7) [7-75) [75-8) [8-85) [85-9) [9-95) [95-1) 1 Percentage Passing rates 24 SUCs PHEIs (-5) [5-1) [1-15) [15-2) [2-25) [25-3) [3-35) [35-4) [4-45) [45-5) [5-55) [55-6) [6-65) [65-7) [7-75) [75-8) [8-85) [85-9) [9-95) [95-1) 1 Percentage Passing rates 25 SUCs PHEIs (-5) [5-1) [1-15) [15-2) [2-25) [25-3) [3-35) [35-4) [4-45) [45-5) [5-55) [55-6) [6-65) [65-7) [7-75) [75-8) [8-85) [85-9) [9-95) [95-1) 1 Percentage Passing rates 26 SUCs PHEIs (-5) [5-1) [1-15) [15-2) [2-25) [25-3) [3-35) [35-4) [4-45) [45-5) [5-55) [55-6) [6-65) [65-7) [7-75) [75-8) [8-85) [85-9) [9-95) [95-1) 1 Percentage Passing rates 27 SUCs PHEIs

22 Passing rate in Accountancy Board (-5) [5-1) [1-15) [15-2) [2-25) [25-3) [3-35) [35-4) [4-45) [45-5) [5-55) [55-6) [6-65) [65-7) [7-75) [75-8) [8-85) [85-9) [9-95) [95-1) 1 Percentage Passing rates 28 SUCs PHEIs (-5) [5-1) [1-15) [15-2) [2-25) [25-3) [3-35) [35-4) [4-45) [45-5) [5-55) [55-6) [6-65) [65-7) [7-75) [75-8) [8-85) [85-9) [9-95) [95-1) 1 Percentage Passing rates 29 SUCs PHEIs (-5) [5-1) [1-15) [15-2) [2-25) [25-3) [3-35) [35-4) [4-45) [45-5) [5-55) [55-6) [6-65) [65-7) [7-75) [75-8) [8-85) [85-9) [9-95) [95-1) 1 Percentage Passing rates 21 SUCs PHEIs (-5) [5-1) [1-15) [15-2) [2-25) [25-3) [3-35) [35-4) [4-45) [45-5) [5-55) [55-6) [6-65) [65-7) [7-75) [75-8) [8-85) [85-9) [9-95) [95-1) 1 Percentage Passing rates 211 SUCs PHEIs

23 Many SUCs have zero passing rate in PBEs in three years in List of SUCs with passing rates below national average is even longer PBE Zero passers, 3 consecutive years Zero passers, 3 non-consecutive years Accountancy Cotabato City State Polytechnic College Kalinga-Apayao State College Northwest Samar State University Technological University of the Philippines Occidental Mindoro State College Agricultural Engineering Ilocos Sur Polytechnic State College Capiz State University Laguna State Polytechnic University Mindoro State College of Agri and Tech Romblon State University University of Rizal System Western Philippines University Criminology Isabela State University Leyte Normal University Partido State University Pangasinan State University Surigao State College of Technology University of Southeastern Philippines University of Southern Mindanao Electrical Engineering Mountain Province State Polytechnic College University of Antique Electronics Engineering Agusan Del Sur State College of Agric and Tech Camiguin Polytechnic State College Caraga State University Jose Rizal Memorial State University Forestry Cotabato City State Polytechnic College Apayao State College Ilocos Sur Polytechnic State College Batangas State University Kalinga-Apayao State College Cotabato Foundation College of Science and Tech Mountain Province State Polytechnic College Pampanga Agricultural College Naval State University Siquijor State College Negros Oriental State University Surigao Del Sur State University Tawi-Tawi Regional Agricultural College University of Rizal System LET-Secondary Adiong Memorial Polytechnic State College Batanes State College Sulu State College Tawi-Tawi Regional Agricultural College LET-Elementary Rizal Technological University Marikina Polytechnic College Mindoro State College of Agri and Tech Misamis Oriental State College of Agri and Tech Southern Phils. Agri., Bus., Marine & Aquatic School of Tech. Tawi-Tawi Regional Agricultural College Library Science Bataan Peninsula State University Bicol University Batangas State University Eastern Samar State University Cavite State University Laguna State Polytechnic University Central Mindanao University University of Eastern Philippines Cotabato Foundation College of Sci and Tech West Visayas State University Leyte Normal University Mariano Marcos State University Negros Oriental State University Pangasinan State University Romblon State University University of Northern Philippines Marine Engineering Batangas State University University of the Philippines Palawan State University Surigao State College of Technology Mechanical Engineering Northern Iloilo Polytechnic State College Nursing University of Southern Mindanao Cebu Technological University

24 Quality of instruction in HEIs An average SUC passing rate that is above that national average does not guarantee that satellite campuses are performing as well There are cases where the main campus of the SUC does not perform as well as its satellite campuses

25 Overview of presentation Objectives of the study Approach and methodology Findings Future steps

26 Recommendations To help rationalize program offerings of SUCs and improve quality CHED to close existing programs where SUCs performance in PBEs is under par; CHED has CMO to this effect o Closer scrutiny of passing rates in PBEs show that many SUCs passing rates in PBEs are below national average year after year o Given persistent poor performance of some satellite campuses, consider applying rule to satellite campuses independently of main campus

27 Recommendations Improve CHED s ability to ensure that SUCs program offerings comply with its Policies, Standards and Guidelines (PSGs) for these programs CHED to strictly apply standards on SUCs proposing to open new programs Through CHED chairman in Board of Trustees but this does not happen all the time at present Through supervision of CHED regional offices but ability of CHED regional offices to do so patchy at present

28 Recommendations SUCs may be allowed to offer popular programs provided they meet CHED standards and provided they do not expect NG subsidy for enrollment in these programs One of the SUCs in the Visayas did this when it was pressured to offer Nursing Need to tweak normative financing formula to put this into effect

29 Recommendations Many of measures that SUCs put in place to improve quality of instruction (e.g., review classes, administration of pre-board exams where non-passers not given certification needed to take PBE) are illusory Manasan (211) indicates that qualification of faculty is key

30 Some Recommendations CHED should enforce more vigorously its policy of closing existing programs of SUCs and PHEIs alike where these HEIs performance is under par CHED should also consider applying this rule to satellite campuses independently of main campuses

31

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