Beruflich Dokumente
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Wake-Up Call
A decade after the issuance of the decree, of the 1.3 million tertiary-level enrollment,
84% were concentrated in some 140 degree programs offered by about 1,131 colleges
1
and universities. Earlier, a high school diploma was sufficient to land one on higher
paying white-collar jobs, but as more college graduates entered the work force, the desire
for the college diploma became stronger for one to be competitive. With competition
tough in the local job market, Filipino technicians and skilled workers gravitated to the
foreign job market which, in 1982 employed about 800,000 Filipino overseas contract
workers in more than 100 countries. The continuing large-scale production of college
graduates resulted in the phenomenon of the educated unemployed and under employed
in the Philippines.
2.
to train the nations manpower in the skills required for national development;
3.
to develop the profession that will provide leadership for the nation;
4.
to advance knowledge through research work and apply new knowledge for
improving the quality of human life and responding effectively to changing
societal needs and conditions.
Vision
The higher education system of the Philippines is a key player in the education and
integral formation of professionally competent, service-oriented, principled, and
productive citizens. Through its tri-fold function of teaching, research and extension
services, it becomes a prime-mover of the nations socioeconomic growth and sustainable
development.
Mission
Guided by this vision and under the leadership of CHED, a dynamic and facilitative
organization staffed by qualified and service-oriented personnel, higher education
institutions that comprise the system shall:
a. offer programs and services that meet the demands of an industrializing economy
within the context of sustainable development and a culture of peace, as well as
the challenges of a diverse and globalized society;
b. nurture an academic environment that fosters integrated learning, creative and
critical thinking, appreciation of cultural diversity and national identity, and
inculcates moral values;
c. conduct research to support instruction, create new knowledge, and enhance the
quality of life in society; and
Strategic Direction
CHED identified four (4) major goals and the strategies to achieve them.
b.
c.
b.
b.
Year
Sector/Institutional Type
1994
1995
1996
1997
1998
1999
2000
PUBLIC
235
272
271
260
265
233
164
PRIVATE
950
1014
1045
1114
1118
1172
1189
Non-Sectarian
701
747
764
828
830
876
890
Sectarian
249
267
281
286
288
296
299
1185
1286
1316
1374
1383
1405
1353
TOTAL
Figure 1 shows the distribution of higher education institutions as of May 2003. The
total number of higher education institutions is 1,478 of which 1,305 are private while
174 are public. Of the private HEIs, 980 (66.30%) are non-sectarian while 325 (21.99%)
are sectarian. State universities and colleges (SUCs) are 111 (7.51%). 44 (2.97%) local
universities/colleges (LUCs) and 18 (1.22%) other HEIs.
LUCs
2.97%
Other
HEIs
1.22%
SUCs
7.51%
PSs
21.99%
PNs
66.31%
Legend:
SUCs State Universities and Colleges
LUCs Local Universities and Colleges
PNSs Private Non-sectarians
PSs - Private Sectarians
Other HEIs include twelve (12) other government institutions, five (5) special
HEIs and one (1) CHED supervised institutions
their graduates through formal or informal agreements with business and industry in the
last semester or school year of the degree program through partial or full immersion in
practicum or internship. Lately, more and more companies realize the value of agreeing
to be cooperators in the practicum/internship of senior college students.
Workplace orientation and opportunity to apply their skills, knowledge and proper
work attitude.
Enhanced employability
For companies:
For schools:
The private non-sectarian HEIs which enjoy Levels 2 and 3 accreditation status are
able to incorporate their industry cooperators recommendations in their respective
curricula. Technology providers, training hospitals, manufacturing firms, and companies
in the service industry have started to lend their experts to serve as consultants in selected
private colleges and universities. A few universities have already explored linkage with
foreign-based companies for their senior students practicum. With this development we
are optimistic that CHED may be able to reach its target of academe industry linkages
for 30% of HEIs in 2005 and 60% of HEIs in 2010, the end of the plan period.
Reference
Arcelo, Adriano, Waldo Perfecto, Bikas Sanyal. Higher Education and the Labor Market
in the Philippines. Paris: UNESCO, 1982.
Education and Manpower Development Programs. Quezon City: Congressional
Oversight Committee on Education, 1993.
Harbison, Frederick H. Human Resources as the Wealth of Nations. New York: Oxford
University Press, 1973.
Harbison, Frederick and Charles Myers. Education, Manpower and Economic Growth.
New York: McGraw-Hill Book Co., 1964.
----. Manpower and Education. New York: McGraw-Hill Book Co., 1965.
Higher Education and the Labor Market: The Southeast Asian Experience. Manila:
ASAIHL Philippine Council, 1984.
Higher Education Research Papers. Pasig City: Commission on Higher Education
(CHED), 2001.
Long-Term Higher Education Development Plan: 2001-2010. Pasig City: CHED, 2001.
Philippine Higher Education in the Twenty-First Century. Pasig City: The Task Force
on Higher Education, CHED, 1995.
Valisno, Mona D. (ed.). The Reform and Development of Higher Education in the
Philippines. Pasig City: CHED, 2000.