LEVERAGING PHILIPPINE HUMAN RESOURCES FOR NATIONAL DEVELOPMENT AND INTERNATIONAL COMPETITIVENESS

Transcription

1 LEVERAGING PHILIPPINE HUMAN RESOURCES FOR NATIONAL DEVELOPMENT AND INTERNATIONAL COMPETITIVENESS QUALITY ASSURANCE AND PHILIPPINE HIGHER EDUCATION REFORM 11 FEBRUARY 2014

2 PRESENTATION OUTLINE THE CONTEXT: QA IN THE PHILIPPINE HIGHER EDUCATION REFORM AGENDA QA-RELATED REFORMS: SHIFT TO LEARNING COMPETENCY-BASED STANDARDS LEARNER OUTCOMES-BASED QA TYPOLOGY-BASED QA

3 The Context: Philippine Higher Education Landscape Distribution of Higher Education Institutions (HEIs) Public = 219 (12%) Private (excluding = = 442 1,652 satellite (88%) (88%) campuses) Total = 1,871 (excluding 442 SUCs satellite campuses) Distribution of Students Public Public = = 1.42M 1.42M (43%) (43%) Private = 1.89M (57%) Total = 3.3M

4 SOME ISSUES IN HIGHER EDUCATION Proliferation of higher education institutions (HEIs) of highly uneven quality (1871 excluding satellites as of 2012; 2313 w/satellites) Thailand: about 169 HEIs Malaysia: about 435 HEIs Indonesia: about 3130 (population: 238 million) Philippines: about 1871 (population: 90M) Weak research even in better universities. Lack of linkages with knowledge hubs and multiple stakeholders in the Philippine technology innovation system; Uneven playing field of public and private HEIs

5 SOME ISSUES IN HIGHER EDUCATION Proliferation of higher education institutions (HEIs) of highly uneven quality (1871 excluding satellites as of 2012; 2313 w/satellites) Thailand: about 169 HEIs Malaysia: about 435 HEIs Indonesia: about 3130 (population: 238 million) Philippines: about 1871 (population: 90M) Weak research even in better universities. Lack of linkages with knowledge hubs and multiple stakeholders in the Philippine technology innovation system; Uneven playing field of public and private HEIs

6 Some Issues in Higher Education Co Deteriorating quality in some higher education institutions; ---Cultural penchant for diplomas and credentialing; ---Institutional and cultural obstacles to the effective regulation of diploma mills; Mismatch between needed qualifications and the competencies of Filipino graduates; Lack of access to quality higher education due to adearth in scholarships, student loans, and other means to finance college education, especially for poor students

7 How Philippine higher education slipped without our knowing Erosion of education leadership in the ASEAN A center of graduate education and learning in the 1960s and 1970s; Perceived to have lagged behind in terms of o Relevance to solving pressing provlems; o Propelling the local, regional and national economies; o Standards vis-à-vis regional and global developments;

8 LAGGING BEHIND: INNOVATION AND KNOWLEDGE INDICES INDEX PHILIPPINES RANKING MALAYSIA RANKING THAILAND RANKING INDONESIA RANKING GLOBAL INNOVATION INDEX (2013) KNOWLEDGE ECONOMY INDEX (2012) KNOWLEDGE INDEX (2012) GLOBAL COMPETITIVEN ESS INDEX

9

10

11 Economic Growth and Education Attainment (PIDS, 2012) SITUATION WITH RESPECT TO EDUCATION ATTAINMENT SITUATION LOSING MOMENTUM SITUATION WITH RESPECT TO PER CAPITA GDP GROWTH (2005 PPP$) LOSING MOVING FALLING CATCHING MOMENTUM AHEAD FURTHER UP United States New Zealand Canada Australia BEHIND Philippines MOVING AHEAD Japan Korea Taiwan FALLING FURTHER BEHIND CATCHING UP Singapore Hong Kong Mexico China Indonesia Malaysia Thailand Vietnam

12 HERA OUTCOMES 12 Filipinos with Competencies and High-level Skills for National Development and Global Competitiveness Ethical and Innovative Governance

13 OUTCOME 1: Filipinos with Competencies and Highlevel Skills for National Development and Global Competitiveness STRATEGY 1: Expand access to quality education and training STRATEGY 2: Develop competencies required for inclusive growth particularly in key employment generating sectors Strategy 3: Develop globally competitive HEIs and programs

14 QA-Related Reforms SHIFT TO LEARNING COMPETENCY-BASED STANDARDS LEARNER OUTCOMES-BASED QA TYPOLOGY-BASED QA

15 Why competency-based education?: Changing realities spurred by globalization: Profound reorganization of work and social life in the 21 st century; Goal of education: to enable individuals to cope with these changes by developing needed competencies (e.g. generic thinking and life skills); Demands of democracy and living together in a complex world; transversal of universal and multicultural values Goal of education: to integrate the values reflecting a humanist orientation (e.g. moral/ethical/spiritual moorings, fundamental respect for others as human beings with intrinsic rights, cultural rootedness, an avocation to serve, and imaginative sympathy )

16 Paradigm Shift: From Education to Lifelong Learning

17 Lifelong Learning : the key for individuals in the 21 st century TO HELP individuals adapt to the evolving requirements of the labor market and better master the changing time-frames and rhythms of individual existence.

18 Shift from to learning competencybased learning Develop competency-based learning standards that comply with existing international standards when applicable Approach is learner outcomes-based. Within a learner-centered paradigm, outcomes are the set of learning competencies that enable learners to perform complex tasks/functions/roles.

19 Paradigm Shift In Education From teacher/expert-centered to learnercentered education; From knowledge as input to learning competencies as outcomes; From institutional inputs to institutional outcomes (e.g., efficiency; effectiveness) From inputs- to outcomes-based evaluation

20 The Philippine Qualifications Framework (PQF) Defining Competencies to Raise the Bar at Different Levels and for Global Comparability

21 THE PHILIPPINE QUALIFICATIONS FRAMEWORK LEVEL BASIC EDUCATION TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION L8 DOCTORAL AND POST DOCTORAL L7 POST BACCALAUREATE L6 BACCALAUREATE L5 DIPLOMA L4 NC IV L3 NC III L2 GRADE 12 NC II L1 GRADE 10 NC I

22 THE INTERNATIONAL QUALIFICATIONS LANDSCAPE International Classification of Education (e.g. ISCED 11) Regional Frameworks (e.g. European Qualifications Framework for Lifelong Learning; Bologna Framework for Higher Education Sectoral Qualifications Frameworks (e.g Indian National Skills Qualifications Framework) Qualifications (e.g. school learning certificates Standards (e.g. occupational standards, teaching standards)

23 Learner Outcomes-based QA Inputs are still important to promote and maintain quality in HEIs. However, in an outcomes-based QA paradigm, inputs may be considered as part of the strategies in achieving the goals of the institution. The inputs, the approaches, the means or vehicles of implementation are all aspects of strategies that should lead to the goals of the HEI. The level of attainment of outcomes reflect how much of the goals have been met.

24 Two Approaches to Outcomes-based QA Program assessment: evaluation of individual programs that lead to learning outcomes (based on PSGs). An audit of the quality systems of an institution Are internal QA systems in place?

25 QA BODIES GOVERNMENT: GRANTING OF PERMITS VOLUNTARY ACCREDITATION BODIES: PRIVATE ORGANIZATIONS UNDER TWO NETWORKS FAAP NNQA

26 Why Typology-based QA? Prevailing perception: university as apex of Philippine higher education, reinforced by CHED Memo Results in: A crisis of purpose in higher education; blurring of missions by believing themselves to be what they are not... institutions fall short of being what they could be, and, in the process, not only deprive society of substantial intellectual services, but also diminish the vitality of higher learning (Boyer, 1990:55). Education inflation: university degree as screen for competencies better provided by other types of HEIs

27 Why Typology-based QA? One-size-fits all QA for all HEIs, with research increasingly eclipsing teaching and academic productivity measured by publications Results in: Inefficiencies (e.g. CHED support for research development in HEIs with very little prospects for research of the discovery type because it has a different mission) Lack of focus on research and graduate education in a few universities for technological innovation

28 Why Typology-based QA? Lack of appreciation of the niches of institutions nor to the quality outcomes that are niche-specific. Results in: The system preventing individual HEIs from creating and pursuing more relevant programs with appropriate QA outcomes that are responsive to local and/or regional conditions.

29 Why Typology-based QA? Uneven playing field for private and public HEIs; proliferation of SUCs and LUCs that are more easily converted into universities and violate CHED Omnibus CMO. Disincentives for quality assurance : State subsidy regardless of SUC/LUC mission and quality performance Autonomy and deregulation of SUCs/LUCs regardless of institutional quality performance demoralizing private HEIs

30 Why Typology-based? RATIONALE FOR A DIFFERENTIATED HIGHER EDUCATION for CHED Provision of a more rational monitoring and evaluation system for QAs; Rationalization of support and incentives for HEIs based on mandate; Opening up of spaces for a more intensive intervention and development programs for priority areas; and Rationalization of the number and distribution of different types of HEIs for the entire country, region, province etc.; thus improving the relevance and

31 Background Notes on Typology The idea is not new in CHED. (From EDCOM to the Bernardo proposal to CMO 46); Typologies are developed to serve specific functions (e.g. US Carnegie classification for research; Task Force classification for QA). Hence, they are contextspecific. Considerations in developing a typology: a priori (e.g. Germany) and a posteriori (US Carnegie) Other countries do not have typologies; why classify now?

32 Horizontal Typology

33 Professional Institutes Focus: To develop technical knowledge and skills at the undergraduat and/or graduate levels that lead to professional practice (e.g., Engineering, Medicine, Law*, IT, Management, Teacher Education, Maritime) Programs/competencies of graduates: specialized professional field/s and skills Faculty: full-time faculty members who have the required degrees and professional licenses and/or professional experience Learning resources and support structures: appropriate for the HEI s professional programs Nature of linkages and outreach activities Links with relevant industries, professional bodies and organizations Outreach that develop service orientation in the profession *Law is regulated by the Legal Education Board

34 Universities Focus: To provide highly specialized, trained experts in various technical and disciplinal areas To develop new knowledge and skills through R&D Programs/competencies of graduates: comprehensive fields; from basic post-secondary through doctoral programs Faculty: grad degrees in pertinent fields; research Learning resources and support structures: to explore basic, advanced, and cutting edge knowledge in a wide range of disciplines or professions Nature of linkages and outreach activities: Links with international research institutions Outreach programs that allow application of new knowledge to address specific social development problems

35 Colleges Colleges contribute to nation building by providing educational experiences to develop adults who have the thinking, problem solving, decision-making, communication, technical and social skills to participate in various types of employment, development activities and public discourses, particularly in response to the needs of the communities they serve.

36 Horizontal Typology Common Guidelines All HEIs may offer either undergraduate or graduate programs or a combination of both programs subject to compliance with relevant CHED policies; All HEIs may offer a combination of professional and liberal arts programs subject to compliance with relevant CHED policies; All HEIs are expected to develop programs that are relevant to their respective local, regional or national communities/publics (e.g. extension programs). However, the relative weight of these programs in the horizontal

37 Horizontal Typology Common Guidelines There should be sufficient appropriate learning resources and support structures for the HEI s programs. All HEIs are expected to develop competencies that develop higher order thinking, problem solving, decisionmaking, communication, technical, and social skills; At the program level, all HEIs are expected to develop the same core competencies stipulated in the Revised PSGs across HEI types. Differences in the quality of graduates in the same field should reflect variations in program quality rather than differences in HEI type.

38 Horizontal Typology Common Guidelines All HEIs are expected to undertake scholarly work that reflects at the very least the scholarship appropriate to their type (either one or a combination of scholarship of discovery, scholarship of integration, scholarship of application and scholarship of teaching).

39 Horizontal Typology Common Guidelines The guidelines for operationalization of horizontal typology also do not mean that they are mutually exclusive to the HEI type, e.g., colleges and universities may offer professional programs, professional institutions and universities may have their own core curricula, professional institutions and colleges may conduct research associated with the scholarship of discovery.

40 Criteria for Vertical Classification Commitment to Excellence (70%) Institutional Sustainability and Enhancement (30%)

41 MARAMING SALAMAT PO!!!