THE LIFELONG LEARNER TRACK

The Current Situation and Policy Recommendations

INTRODUCTION
Lifelong learning, as a concept, espouses a shift from the
common but erroneous belief that individuals stop learning
after having gone through the basic education cycle.
On the contrary, lifelong learning stands for a continuously
lifelong learning stands for
supportive process which empowers individuals to acquire a continuously supportive
all the knowledge, values, and skills they will require
throughout their lifetimes (Watson 2003). Therefore, process which empowers
individuals who are constantly motivated to acquire new
knowledge and skills are called lifelong learners. Borrowing
individuals to acquire all the
from this definition, students under the Lifelong Learner knowledge, values, and skills
Track during the K to 12 Transition Period are referred to
as Lifelong Learners because of their willingness to pursue they will require throughout
higher education despite previously being unable to do so. their lifetimes
In 2010, the Philippine Statistics Authority (PSA) estimated
the number of Filipino high school graduates who do not
have a college degree at 10.2 million. The Commission, Simultaneously, the Commission also conducted a survey
earlier this year, initiated a study to determine the share among HEIs in order to gauge the capacity of the higher
of Lifelong Learners among this group as well as an education system to accommodate this special cohort.
underserved group that the sector can not cater to. Following the completion of both studies, this report shall
As a whole, they represent a potentially huge untapped broadly discuss their findings as well as outline policy
market for higher education institutions (HEIs) during the recommendations for the consideration of the Commission
transition period. and higher education institutions.

THE PROFILE OF THE LIFELONG LEARNER

Based on the results of the Lifelong Learner Survey1, Figure 1: Almost half of high school graduates intend to go to college
31.8% of the respondents signified willingness to return Distribution of sample, by level of education they wish to achieve (%)
to college. Meanwhile, 11.5% indicated that they would
consider enrolling in college after knowing that the next two
school years will be their best chance to go back to college

43.3%
before the new general education (GE) curriculum and
revised college curriculum is implemented by June 2018.
This brings the total potential participants of the Lifelong 31.8% COLLEGE
Learner Track to 43.3% of high school graduates without a POTENTIAL 11.5% COLLEGE
college diploma (Figure 1). PARTICIPANTS after hearing about last
of the Lifelong chance to go to college
Learner track
Top programs preferred by respondents planning to go to
college are: Information Technology Education, Teacher
4.0% SENIOR HIGH SCHOOL

Education, Business Administration, Engineering and 18.8% VOCATIONAL

Technology, and service trades (e.g. Tourism, Hotel and
Restaurant Management). The same demand for these
programs is seen across regions, with the addition of Law
and Jurisprudence as well as Medical and Allied Services in
the Visayas region (See Annex 2 for top preferred programs
by region).
33.9% NONE OF THE ABOVE
Source: Authors’ estimates based on the Lifelong Learner Survey
Note: The 31.8% will not necessarily go to college in SY 2016-2017 and SY 2017-2018,
some will go to college beyond 2018. The 11.5% are from the sample of those that
originally answered that they will pursue vocational, senior high school, or none at all.

1 The Lifelong Learner Survey involved the interviews of 1,000 high school graduates without a college degree, aged 15 to 50 years old, coming from
socioeconomic classes C2, D, and E in key urban cities of the Philippines. Respondents were randomly selected following a multistage area probability
sampling method using Philippine census data. See Annex 1 for a more detailed description of the methodology.
THE PROFILE OF THE LIFELONG LEARNER
THE GENERAL PROFILE OF LIFELONG LEARNERS Figure 2: Lifelong learners are mostly
young and unemployed
Lifelong learners in this study refer to the 43.3% of respondents that have Key characteristics of those interested to go to college (%)
expressed willingness to pursue higher education. They are mostly characterized
as young (between 15 and 29 years of age) and not working. Almost half of these
lifelong learners attended school in the last 5 years, and around 40 percent have EMPLOYMENT STATUS
taken some years in college (Figure 2).
57 WORKING
Given the characteristics of these lifelong learners, the chances of them 43 NOT WORKING
actually going back to college and availing the lifelong learner track are high.
Specifically, those unemployed could be encouraged more easily to continue
education, as having a job usually competes with schooling time. Younger age
groups, meanwhile, are more likely to return to education. This is expected as
their foregone earnings are relatively low due to lack of work experience (Mincer HIGHEST EDUCATION
1974)2. There is also a good proportion of these lifelong learners that have been
able to take some years in college (40 percent). They can be convinced much 40 SOME/FINISHED TECHVOC
easily to take on the lifelong learner track and enrol during the transition period,
OR SOME COLLEGE
especially as the K to 12 implementation would mean that some of the units they 60
HIGHSCHOOL ONLY
took previously will no longer be credited at the university level.

NUANCES IN THE NEEDS OF POTENTIAL
LIFELONG LEARNERS
Groups among Lifelong Learners have
different needs. The most distinct
difference would be between the
unemployed3 and the employed—
allocation of time would be the
crucial consideration, followed by
other characteristics related to their
employment status.
A huge portion (almost 50%) of the
working group of Lifelong Learners
are 30 and above, more than 50%
have their own families (either married
or with common-law partners), and
57% have children. Based on the
sample, most of them are employed
in a company, with the rest either
working part-time or working in their
respective family businesses. Thus,
it is not surprising that their main
concerns are age (too old to go to
school), the need to support the family,
and no time to go to school. Indeed,
schooling time will compete with
their jobs. And since they are most
likely to be the breadwinner of the
family, school will not be the priority.
Despite this, 70 percent of these
employed Lifelong Learners remain
dissatisfied or not fully satisfied with
their current status. Looking into how
they perceive education and its value,
the oft-cited reasons are related to
employment. They saw education as
helpful in attaining decent jobs, higher
income salary, and stability in terms of
employment. Scholarships, guaranteed
employment after college, and
sufficient budget for education-related
expenses were cited as top incentives
that could encourage them to return to
college. On top of financial assistance,
they can also benefit from programs
that are flexible and can be taken
part-time so they need not choose
between studying and working. Adult
learners, too, would need additional
support considering the difference in
their psychosocial needs and learning
motivations, among other things
(Knowles 1973).
The unemployed Lifelong Learners,
meanwhile, have different
characteristics and therefore have
different concerns. Roughly 70% are
below 30 years of age and more than
half are single. Interestingly, there are
more non-working females (68%) as
compared to non-working males (32%).
Looking closely at this difference,
majority (70%) of these non-working
females are mothers—having children
would demand time from them to
stay at home, which will compete
with schooling and even formal jobs.
True enough, the top concerns of
non-working Lifelong Learners are
difference in priorities, lack of budget,
and even the need to work to support
LAST GRADUATED
55 1970 TO 2009
45 2010 TO 2015
AGE
37 30 TO 50 YEARS OLD
53 15 TO 29 YEARS OLD
Source: Authors’ estimates based on the Lifelong Learner Survey
Note: The numbers do not add up to 100%. The group that is
interested to continue to college (43.3% of the total survey sample) is
further divided by characteristic (e.g., age, last graduated, etc). Hence,
the sub-groups under a particular characteristic will sum up to 100%.
their families. It appears that even
if currently unemployed, some are
looking for work or are planning to
go to work. The triggers to get them
to return to school are the same with
the employed, however. Scholarships,
guaranteed employment after college,
and sufficient budget for education-
related expenses were cited as top
incentives that could encourage them
to return to college.
These nuances should be taken
into consideration in crafting the
necessary policies and support
programs, especially in encouraging
these Lifelong Learners to pursue and
complete their respective degrees.

2 It is not the age, per se, which has a significant effect on wages, but also work experience, which is related to age. The Mincerian wage equation pioneered
by Jacob Mincer shows that experience is a powerful determinant of wages, even more so when interacted with schooling.
3 The unemployed are those that answered that they were not working at the time of the survey.
THE PROFILE OF THE LIFELONG LEARNER
On the whole, the reasons for not
continuing to college and the triggers
are consistent across groups of the
sampled Lifelong Learners, and the
theme that cuts across is financial
resources or the lack thereof. This
is expected given that the sample
belongs to the classes C2, D and
E. This points to the effectiveness
of scholarships and other types of
financial support in enticing Lifelong
Learners belonging to this class to
continue higher education studies.
The relatively new graduates should
be encouraged most because based
on sample response, the higher the
age group, the less motivated they are
to return to college. However, there
are still varying needs that should be
considered, and thus addressed by
specific support programs.
While we see a huge share of high
school graduates aspiring for higher
education, there is still an even bigger
share of those having no plans of
returning to college (56.5%). Based
on the response of this group, the top
reasons why they opt not to return to
college is that they were too old, have
different priorities, lack of financial
resources and time, and they need to
work to support family. On the other
hand, they cite scholarship grants,
budgetary support for day-to-day
school expenses, and assurance of
employment opportunities as triggers
that could persuade them to go back.
Making such incentives available
through the Lifelong Learner Track
could encourage them to reconsider
and return to school.
It is important to articulate and
emphasize the benefits of education,
especially in the context of human
capital development (Becker 1993),
and as evidenced by returns to
education in the Philippines (Gerochi
2002). Considering the opportunity
costs of studying instead of working,
these high school graduates should
be enticed to forgo working now
in exchange for more stable and
decent jobs in the future. This would
require tangible and high productive
employment opportunities available
to them after obtaining their
respective degrees.
HEIs are therefore challenged to link
their course offerings to prospective
jobs and employers, and to make
the same relevant and useful in the
job market. There should also be a
conscious effort on the part of HEIs
to align their course offerings based
on current demand or hard to fill
jobs based on drivers of growth
and emerging industries in their
respective regions (See Annex 2).

CHALLENGES TO THE HEI

Meanwhile, results from the HEI survey4 reveal that a
significant number of institutions expressed willingness
to cater to the said group of students. the majority of
respondents also cited potential challenges and the
need for various types of institutional support from the
Commission. Figure 3 summarizes these challenges
and needs.
bridging and refresher courses that will aid Lifelong
Learners transition to academic life. Finally, HEIs stressed
the need for Lifelong Learners to be supported holistically
in order to increase their chances of finishing their
studies. These include, but are not limited to, scholarships,
student mentoring programs, and counselling sessions.
counselling sessions.

Lifelong Learners, though believed to be large in number,

are scattered across the country. This makes it difficult for
institutions to forecast demand. Thus, HEIs identified the Figure 3: Challenges and Needs Faced by HEIs in
financial viability of opening classes to an unpredictable Accommodating Lifelong Learners
and potentially limited number of students as the primary
challenge. A related issue stems from the lack of available CHALLENGES SUPPORT NEEDED
teaching personnel given that a good number of them are demand forecasting/ subsidies for operating
expected to begin or resume further studies during the feasibility of opening undersized classes
transition period. Some HEIs also cited the lack of trained classes to a limited
faculty who can cater to the needs of this heterogeneous number of students
group of learners. Lastly, respondents expressed doubts
as to whether Lifelong Learners can commit to finishing the • lack of available equipping faculty with the skills to
degrees that they will set out to pursue under the program. teaching personnel handle adult learners
• lack of trained
In relation to the abovementioned challenges, financial teaching personnel
assistance and subsidies for operating undersized classes
was cited as the top support needed by HEIs. This is reliability of Lifelong • designing bridging and
closely followed by support in relation to training of faculty. Learners in completing refresher programs
The Lifelong Learner cohort, as found in the study, are their degrees
• providing financial and psychosocial
comprised mostly of adults from varying backgrounds. support to Lifelong Learners
Hence, this group will have particular needs which would (scholarships, counselling, etc.)
require the expertise of specially trained faculty. The third
type of support requested by HEIs has to do with designing

4 The HEI survey, which was administered online, received approximately 500 unique responses from colleges and universities across the country.
POLICY RECOMMENDATIONS
A successful program for Lifelong Learners must be able
to address the constraints faced both by students and the
higher education institutions that will be accommodating
them. This section outlines policy recommendations and
action points for the Commission and HEIs in line with
improving access to the Lifelong Learner Track.
Access to higher education, while significantly expanded
in recent years, remains an issue for disadvantaged
groups, including most of Lifelong Learner Track cohort. A
combination of activities aimed at disseminating information
and maximising existing systems meant to widen access to
higher education may lead to the increased participation of
Lifelong Learners and their success in the program. These
initiatives must be undertaken in close coordination with
CHED regional offices and local HEIs.
Lifelong Learners and their parents must be given all the
information needed to make an informed skill investment
decision. These include information on the returns to
education, educational quality, scholarships, and career
prospects. Information on the returns to higher education
is particularly essential as over- or underestimation of costs
and returns is a problem prevalent among disadvantaged
groups. For instance, overestimation of returns can lead to
individuals and families incurring significant expenditures
on education that provides little improved labor-market
returns (ADB 2015). Meanwhile, information on scholarships
awarded by the Commission and private organisations
may encourage potential Lifelong Learners to seize the
opportunity to pursue college education. Finally, providing
information on jobs especially those with high demand
from industry or considered hard-to-fill will not only
increase employability but also help address gaps in the
labor market.
Therefore, targeted information that is credible, clear, and
concise are valuable in helping those that have more limited
social and financial resources to make better skill investment
decisions. The information should help individuals make
sound decisions on making additional educational
investments given their interests, educational options, and
career prospects.
Concurrently, HEIs, with assistance from the Commission,
should maximise the use of existing programs designed
to lower the barriers of entry to tertiary education. These
programs include:
1. DISTANCE LEARNING (CMO NO. 27 S. 2005)
which offer an alternative method of instruction for
students that are hindered by the limitations of traditional
classroom instruction;
2. CREDIT TRANSFER AND LADDERIZED PROGRAMS
(CMO NOS. 35 AND 38 S. 2006)
which grant equivalent higher education units to technical
vocational education and training (TVET) graduates and
allow them to proceed to higher education, and
3. the EXPANDED TERTIARY EDUCATION EQUIVALENCY
AND ACCREDITATION PROGRAM OR ETEEAP
(CMO NO. 28 S. 2013)
which awards academic credits for work experience and
non-traditional means of education thereby not only
shortening the time it takes to complete a program of
study but also decreasing the overall cost of tuition.
Savings in time and financial resources from the
abovementioned programs are likely to increase the uptake
of tertiary education among potential Lifelong Learners.
Thus, it is highly recommended that qualified HEIs apply
for the authority to administer these programs. It is further
recommended that the Commission simplify and expedite the
application process for HEIs during the years where graduates
of the old high school curriculum will still be accepted to
college without needing to pass through senior high school.
Finally, HEIs are encouraged to invest in the training of their
faculty in order that the latter may be able to respond to
the special needs of Lifelong Learners (i.e. accommodating
different learning styles, maximising use of technology for
instruction, etc).
Figure 4 provides as summary of activities that the
Commission, CHED regional offices, and HEIs may undertake
in view of widening participation to Higher education among
the Lifelong Learner cohort.

Figure 4: Recommended courses of action for the Commission on Higher Education, its regional offices and higher education institutions

CHED CENTRAL OFFICE

K TO 12 PROJECT MANAGEMENT UNIT
PROVIDING conduct traditional and social media
INFORMATION campaigns to notify the general public
of the Lifelong Learner Track providing
information on returns to college
education, scholarships, in-demand jobs,
and schools accepting Lifelong Learners
STRENGTHENING review and consider simplifying the
FACULTY AND application process for HEIs to be given
MAXIMISING authority to administer distance learning
EXISTING and credit transfer programs, and ETEEAP
SYSTEMS AND
PROGRAMS
CHED REGIONAL OFFICES
inform Lifelong Learners of scholarships
(StuFAPs) offered by the Commission
prioritize and facilitate the application
of Lifelong Learners to said scholarships
coordinate with local chief executives,
barangay leaders, and other community
volunteers to identify and reach out to
potential Lifelong Learners
identify and invite qualified HEIs
to apply for authority to administer
distance learning and credit transfer
programs, and ETEEAP
facilitate the application of HEIs
HEIs
launch TV and radio advertisements announcing
the acceptance of Lifelong Learners
HEIs with non-teaching staff who have not
finished their degrees may convince them to go
back to college
HEIs with established partnerships with
nearby companies and organizations may
tap employees that have not finished
college education
apply for authority to administer distance
learning and credit transfer programs, and
ETEEAP
providing training and support systems to faculty
to cater to the special needs of Lifelong Learners
REFERENCES
Asian Development Bank. 2015. Part I - A Smarter Future: Skills, Education, and Growth in Asia. in Key Indicators for Asia and
the Pacific 2015. Mandaluyong City: ADB
Becker, Gary S. 1993. Human Capital : a theoretical and empirical analysis, with special reference to education / Gary S.
Becker.—3rd ed. The University of Chicago Press.
Gerochi, Hope. 2002. “Returns to Education in the Philippines”. The Philippine Review of Economics. Volume XXXIX No.2 :
December 2002.
Mincer, J. 1974. Schooling, Experience and Earnings. New York: National Bureau of Economic Research. Columbia
University Press.
Philippines Bureau of Local Employment. 2013. Jobsfit Labor Market Information Report 2013-2020. Manila.
Watson, L. 2003. Lifelong Learning in Australia. Department of Education, Science and Training, Canberra

ANNEX 1: Methodology
The Commission on Higher
Education commissioned
a survey to achieve the
following objectives:
1. Map out Lifelong Learner
candidates in the different
parts of the country
2. Provide relevant
socioeconomic profiles
such as income status,
age, gender, civil status,
employment status, etc
3. Identify key reasons for
not pursuing/completing
college
4. Identify potential
participants of the Lifelong
Learner Track and their
plans/preferred programs
5. Determine the incentives
that will encourage them to
continue their studies
Given time and budgetary constraints, the scope of the survey was limited to key
urban areas, targeting a particular group: 15-50 years old, from C2DE income class
(based on inspection of house and other assets found in their homes), high school
graduates who do not hold a College degree, and have graduated high school
before March 2016. Also included in the sample are College drop-outs before March
2016 and have some or completed post-secondary education (TVET).
MULTISTAGE AREA PROBABILITY SAMPLING WAS EMPLOYED AS FOLLOWS:
STAGE 1: The Philippines is divided into STAGE 2: Each specific broad
5 broad geographical regions i.e., NCR, region is then represented by cities
North and Central Luzon, South Luzon which are selected from the list of
and Bicol, Visayas, and Mindanao. Using highly urbanized cities, independent
the 2010 Census of Population projected component cities and CCs as defined
to 2016, the sample size was distributed by the Department of Education
proportionately across these broad (and as categorized by COMELEC).
regions to ensure a well-represented Proportionate sampling will also be
sample that reflects nationwide employed to all representatives for a
proportions of all key urban areas. more accurate coverage.
A total of 1,000 interviews were completed, with a margin of error of +/- 3.1%.
The sampling frame was based on the National Statistics Office 2010 Census of
Population data, projected to 2016. Area selection was based on Key Urban Cities
defined by the Department of Education (and as categorized by COMELEC).
ANNEX 2: Top Programs Preferred by Lifelong Learners
vis-a-vis Growth-driving and Emerging Industries per Region
HEIs are encouraged to not only link their course offerings to the preferred programs of Lifelong Learners but also to make
the same relevant and useful in the job market. There should also be a conscious effort on the part of HEIs to align their
course offerings based on growth-driving industries and emerging industries in their respective regions.

REGION Preferred Programs Projected Industries with highest Key Industries Emerging Industries
of Lifelong Learners increment in employment
(in order of preference) (2013-2020)
NORTH/ IT related Electronics Electronics IT/Business Process
CENTRAL Information and Communication Outsourcing
LUZON Technology/Business Process Outsourcing
Business Administration Agriculture/ Agribusiness Agribusiness
Education Science and
Teacher Training
Mining Metals
Tourism
Infrastructure
NCR IT related Information Technology/
Business Process Management
Services Trades Hotels and Restaurants Hotel, Restaurant and Tourism
Health and Wellness
Business Administration Trade (Wholesale and Retail) and Repair Wholesale, Retail and Trade Real and Retirement
Real Estate and Renting Estates
Construction Construction
Aviation Transport and Logistics
Public Administration, Defense,
Compulsory Social Security
SOUTH Engineering and Infrastructure Construction
LUZON/ BICOL Technology
IT related Information and Communication Information and Communication
Technology/Business Process Outsourcing Technology/Business Process Outsourcing
Education Science and
Teacher Training
Tourism Tourism
Agribusiness
Wholesale and Retail Trade
VISAYAS Education Science and
Teacher Training
Engineering and Construction Manufacturing Mining
Technology Power
IT related Information and Communication
Technology/Business Process Outsourcing
Law and Jurisprudence
Medical and Allied Health and Wellness Services
Tourism
Agriculture
MINDANAO Education Science and
Teacher Training
Engineering and Construction
Technology Mining
Manufacturing
Service Trades Health and Other Community Hotel and Restaurant
Development Services Wholesale and Retail
Information and Communication
Technology/Business Process Outsourcing
Agriculture Plantations
Farming
Government

Source: Authors’ estimates on the Lifelong Learner Survey and the Jobsfit Labor Market Information Report 2013-2020 by Bureau of Local Employment