Problems and Issues in Tertiary Level
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The document discusses the state of higher education in the Philippines, highlighting its historical significance and the challenges it faces, such as a lack of alignment between education and job market needs, low quality of education, and limited access for students. It details the classifications of educational institutions and outlines problems like declining performance in licensure exams and inadequate facilities. Furthermore, it proposes objectives and activities aimed at improving education quality, increasing student employability, and providing more scholarships for underprivileged students.
Problems and Issues in Tertiary Level
- 1. Tertiary Level/ Higher Education in the Philippines
- 2. The advancements in education in Asia have been pioneered in the Philippines. In fact, the Philippines was home to the first modern public schooling system in Asia and also home to the oldest universities, colleges, and vocational schools.
- 3. During the 1970′s and 1980′s President Marcos decentralized the office that oversaw education in the Philippines, and it eventually became the Ministry of Education and Culture.
- 4. Today Philippines welcomes students from abroad, with the vast majority of foreign students coming from the America, Korea, and Taiwan. With more than 1500 institutions to choose from.
- 5. The Philippines offers enough universities have to foreign exchange student can find the kind of program that they want and take advantage of many of the benefits of studying abroad.
- 6. • Records from CHED showed that the country had 1,573 private institutions and 607 state-run colleges and universities, a total of 2,080 HEIs as of August 2010. • Generally classified as public or private.
- 7. • Public universities are all non-sectarian entities, and are further classified as State University and College (SUC) or Local College and University (LCU). • SUCs are fully funded by the national government as determined by the Philippine Congress. • LCUs, on the other hand, are run by local government units.
- 8. SUC Schools: University of the Philippines 1904 Sta. Mesa, Manila 1908 Diliman, Quezon City Polytechnic University of the Philippines
- 9. 1901 Ermita, Manila Technological University of the Philippines Philippines Normal University 1901 Ermita, Manila
- 10. • Private colleges and universities may either be "sectarian" or "non-sectarian" entities. Sectarian (Catholic) Schools: Christian Brothers De La Salle University
- 11. Jesuit Ateneo De Manila University Dominican University of Santo Tomas
- 12. Sectarian (Non-Catholic) Schools: Iglesia Ni Cristo New Era University Methodist Philippines Christian University
- 13. Non-sectarian Private Schools Centro Escolar University Far Eastern University
- 15. PROBLEMS AND ISSUES 1. Lack of overall Vision, Frame - work, Plan for Higher Education There is indeed a large proportion of mismatch between training in schools and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed.
- 16. According to the labor sector, the skills needed by the industry but not adequately provided by the academe are the following: Communication skills, Technical skills, and Numerical skills. According to studies undertaken by CHED, the following programs have been considered over - subscribed as evidenced by the huge enrolment recorded: Business Administration, Nursing, Teacher Education, Information Technology, and Hotel and Restaurant Management. While the undersubscribed programs are: Science and Technology, and Agriculture and Fisheries
- 17. 2. Deteriorating Quality of Higher Education Low Performance in licensure exams across all disciplines from 38.6 % in 2008 to 36.2 % in 2009 • Lack of accreditation of HEIs and programs Out of the 2,180 HEIs in the country, only about less than 500 HEIs have accreditation in AY 2008-2010.
- 18. • Inadequacy of facilities and equipment Among the 1,792 HEIs (excluding SUC campuses), only 100 or 5.6 % HEIs can be assumed to have adequate facilities. • Quality of Education has also been a decline in our country’s global competitiveness. Based on Quacquarelli Symonds (QS) World University Rankings - Top 500 2006 - 4 Philippine Universities 2010 - 3 Philippine Universities 2013 – 1 Philippine Universities
- 19. 3. Limited Access to Quality Higher Education Out of 100 pupils who enrolled in Grade 1, only 14 will graduate in higher education. As evidenced by the low participation rate and low completion rate caused by increasing costs and limited student assistance programs.
- 22. Objectives Persons/Agen cies Involve Activities 1. To prevent huge enrolees into different courses. 2. To avoid increasing of unemployme nt 3. To maintain good quality of education. 1. CHED (Commission on Higher Education) 2. Government / President / LGU’s 3. Parents 4. Students 5. TESDA 6. PRC 1. Conduct seminars (to be conducted by CHED and TESDA) for the upcoming freshmen of what will be the course that is suited for them. Also on that seminar all courses should be included and what are schools are offering those specific courses. 2. Every school should have communication skills, technical skills and numerical skills that are included in entrance exam and minor subjects in every year level. 3. Board exam for Information Technology and Hotel and Restaurant Management.
- 23. Time Frame Estimated Expenses Expected Output 4 – 8 years ₱ 3 – 4 Million 1. The skills of the students in Communication skills, Technical skills and Numerical Skills are excellent. 2. The graduate of Business Ad., Nursing, Teacher, IT and HRM will lessen. 3. The graduate of Science and Tech. and Agriculture and Fisheries will increase.
- 24. Objective Person/Agencies Involve Activities 1. To increase the passing percentage of every board exams. 2. To rise the global competitiveness of our education. 3. To improve more HEIs to be officially accredited. 1. CHED (Commission on Higher Education) 2. Government / President / LGU’s 3. Parents 4. Students 5. TESDA 6. PRC 1. Every Colleges and Universities should collaborate with review centers and give the graduating students a discount for the review sessions. If the students don’t want to review, the review centers should provide materials for them and the students will pay. 2. PRC, CHED, TESDA and Review Centers should collaborate to the questions that will be given in every board exams.
- 25. 4. To give and support HEIs to improve their facilities and equipment. 3. CHED, TESDA and the government should provide a lot of budget for the improvement of HEIs in the country. 4. The government, CHED and TESDA should monitor every colleges and universities in the Philippines and build CHED and TESDA offices in every regions and provinces, so that every school can be easily monitored.
- 26. Time Frame Estimated Expenses Expected Output 4 – 6 years ₱ 4 – 5 million 1. There will be an increase in passing rate in a various degree of board exams. 2. The accredited HEIs will increase and there will be a lot of leading schools in the country. 3. The quality of education in the Philippines will be globally competitive.
- 27. Objectives Person/Agencies Involve Activities 1. To give different kinds of scholarships for unprivileged students. 2. To promote cheaper but good quality of education. 3. To be a competitive country in terms of a good quality of education. 1. CHED (Commission on Higher Education) 2. Government / President / LGU’s 3. Parents 4. Students 5. TESDA 6. Private Companies 7. An individual who are willing to help 1. CHED and different private companies/individual will build organizations for those unprivileged students. They will open for donations and scholarships. 2. Aside from scholarships the government, CHED and TESDA should promote cheap tuition fees for the public universities and colleges.
- 28. Time Frame Estimated Expenses Expected Output 6 – 10 years ₱ 2 – 3 million 1. The students who are unprivileged will give the opportunity to study until college. 2. There is an increase of educated person in the Philippines. 3. Lessen the deprived Filipino families.
- 29. Reported by: Yonese Giselle F. Gonzales Jean F. Villones (MAED – Educational Management)