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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.
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
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.
LAST GRADUATED
NUANCES IN THE NEEDS OF POTENTIAL
LIFELONG LEARNERS 55 1970 TO 2009
45 2010 TO 2015
Groups among Lifelong Learners have income salary, and stability in terms of
different needs. The most distinct employment. Scholarships, guaranteed
difference would be between the employment after college, and
unemployed3 and the employed— sufficient budget for education-related
allocation of time would be the expenses were cited as top incentives AGE
crucial consideration, followed by that could encourage them to return to 37 30 TO 50 YEARS OLD
other characteristics related to their college. On top of financial assistance,
employment status. they can also benefit from programs
53 15 TO 29 YEARS OLD
that are flexible and can be taken
A huge portion (almost 50%) of the part-time so they need not choose
working group of Lifelong Learners between studying and working. Adult Source: Authors’ estimates based on the Lifelong Learner Survey
are 30 and above, more than 50% learners, too, would need additional Note: The numbers do not add up to 100%. The group that is
have their own families (either married support considering the difference in interested to continue to college (43.3% of the total survey sample) is
or with common-law partners), and further divided by characteristic (e.g., age, last graduated, etc). Hence,
their psychosocial needs and learning the sub-groups under a particular characteristic will sum up to 100%.
57% have children. Based on the motivations, among other things
sample, most of them are employed (Knowles 1973).
in a company, with the rest either
working part-time or working in their The unemployed Lifelong Learners, their families. It appears that even
respective family businesses. Thus, meanwhile, have different if currently unemployed, some are
it is not surprising that their main characteristics and therefore have looking for work or are planning to
concerns are age (too old to go to different concerns. Roughly 70% are go to work. The triggers to get them
school), the need to support the family, below 30 years of age and more than to return to school are the same with
and no time to go to school. Indeed, half are single. Interestingly, there are the employed, however. Scholarships,
schooling time will compete with more non-working females (68%) as guaranteed employment after college,
their jobs. And since they are most compared to non-working males (32%). and sufficient budget for education-
likely to be the breadwinner of the Looking closely at this difference, related expenses were cited as top
family, school will not be the priority. majority (70%) of these non-working incentives that could encourage them
Despite this, 70 percent of these females are mothers—having children to return to college.
employed Lifelong Learners remain would demand time from them to
dissatisfied or not fully satisfied with stay at home, which will compete These nuances should be taken
their current status. Looking into how with schooling and even formal jobs. into consideration in crafting the
they perceive education and its value, True enough, the top concerns of necessary policies and support
the oft-cited reasons are related to non-working Lifelong Learners are programs, especially in encouraging
employment. They saw education as difference in priorities, lack of budget, these Lifelong Learners to pursue and
helpful in attaining decent jobs, higher and even the need to work to support 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 education, there is still an even bigger education in the Philippines (Gerochi
continuing to college and the triggers share of those having no plans of 2002). Considering the opportunity
are consistent across groups of the returning to college (56.5%). Based costs of studying instead of working,
sampled Lifelong Learners, and the on the response of this group, the top these high school graduates should
theme that cuts across is financial reasons why they opt not to return to be enticed to forgo working now
resources or the lack thereof. This college is that they were too old, have in exchange for more stable and
is expected given that the sample different priorities, lack of financial decent jobs in the future. This would
belongs to the classes C2, D and resources and time, and they need to require tangible and high productive
E. This points to the effectiveness work to support family. On the other employment opportunities available
of scholarships and other types of hand, they cite scholarship grants, to them after obtaining their
financial support in enticing Lifelong budgetary support for day-to-day respective degrees.
Learners belonging to this class to school expenses, and assurance of
continue higher education studies. employment opportunities as triggers HEIs are therefore challenged to link
The relatively new graduates should that could persuade them to go back. their course offerings to prospective
be encouraged most because based Making such incentives available jobs and employers, and to make
on sample response, the higher the through the Lifelong Learner Track the same relevant and useful in the
age group, the less motivated they are could encourage them to reconsider job market. There should also be a
to return to college. However, there and return to school. conscious effort on the part of HEIs
are still varying needs that should be to align their course offerings based
considered, and thus addressed by It is important to articulate and on current demand or hard to fill
specific support programs. emphasize the benefits of education, jobs based on drivers of growth
especially in the context of human and emerging industries in their
While we see a huge share of high capital development (Becker 1993), respective regions (See Annex 2).
school graduates aspiring for higher and as evidenced by returns to
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 Concurrently, HEIs, with assistance from the Commission,
to address the constraints faced both by students and the should maximise the use of existing programs designed
higher education institutions that will be accommodating to lower the barriers of entry to tertiary education. These
them. This section outlines policy recommendations and programs include:
action points for the Commission and HEIs in line with
improving access to the Lifelong Learner Track. 1. DISTANCE LEARNING (CMO NO. 27 S. 2005)
which offer an alternative method of instruction for
Access to higher education, while significantly expanded students that are hindered by the limitations of traditional
in recent years, remains an issue for disadvantaged classroom instruction;
groups, including most of Lifelong Learner Track cohort. A
2. CREDIT TRANSFER AND LADDERIZED PROGRAMS
combination of activities aimed at disseminating information
(CMO NOS. 35 AND 38 S. 2006)
and maximising existing systems meant to widen access to
which grant equivalent higher education units to technical
higher education may lead to the increased participation of
vocational education and training (TVET) graduates and
Lifelong Learners and their success in the program. These
allow them to proceed to higher education, and
initiatives must be undertaken in close coordination with
CHED regional offices and local HEIs. 3. the EXPANDED TERTIARY EDUCATION EQUIVALENCY
AND ACCREDITATION PROGRAM OR ETEEAP
Lifelong Learners and their parents must be given all the (CMO NO. 28 S. 2013)
information needed to make an informed skill investment which awards academic credits for work experience and
decision. These include information on the returns to non-traditional means of education thereby not only
education, educational quality, scholarships, and career shortening the time it takes to complete a program of
prospects. Information on the returns to higher education study but also decreasing the overall cost of tuition.
is particularly essential as over- or underestimation of costs
and returns is a problem prevalent among disadvantaged Savings in time and financial resources from the
groups. For instance, overestimation of returns can lead to abovementioned programs are likely to increase the uptake
individuals and families incurring significant expenditures of tertiary education among potential Lifelong Learners.
on education that provides little improved labor-market Thus, it is highly recommended that qualified HEIs apply
returns (ADB 2015). Meanwhile, information on scholarships for the authority to administer these programs. It is further
awarded by the Commission and private organisations recommended that the Commission simplify and expedite the
may encourage potential Lifelong Learners to seize the application process for HEIs during the years where graduates
opportunity to pursue college education. Finally, providing of the old high school curriculum will still be accepted to
information on jobs especially those with high demand college without needing to pass through senior high school.
from industry or considered hard-to-fill will not only
increase employability but also help address gaps in the Finally, HEIs are encouraged to invest in the training of their
labor market. faculty in order that the latter may be able to respond to
the special needs of Lifelong Learners (i.e. accommodating
Therefore, targeted information that is credible, clear, and different learning styles, maximising use of technology for
concise are valuable in helping those that have more limited instruction, etc).
social and financial resources to make better skill investment
decisions. The information should help individuals make Figure 4 provides as summary of activities that the
sound decisions on making additional educational Commission, CHED regional offices, and HEIs may undertake
investments given their interests, educational options, and in view of widening participation to Higher education among
career prospects. the Lifelong Learner cohort.
Figure 4: Recommended courses of action for the Commission on Higher Education, its regional offices and higher education institutions
ANNEX 1: Methodology
The Commission on Higher Given time and budgetary constraints, the scope of the survey was limited to key
Education commissioned urban areas, targeting a particular group: 15-50 years old, from C2DE income class
a survey to achieve the (based on inspection of house and other assets found in their homes), high school
following objectives: graduates who do not hold a College degree, and have graduated high school
1. Map out Lifelong Learner before March 2016. Also included in the sample are College drop-outs before March
candidates in the different 2016 and have some or completed post-secondary education (TVET).
parts of the country
MULTISTAGE AREA PROBABILITY SAMPLING WAS EMPLOYED AS FOLLOWS:
2. Provide relevant
socioeconomic profiles STAGE 1: The Philippines is divided into STAGE 2: Each specific broad
such as income status, 5 broad geographical regions i.e., NCR, region is then represented by cities
age, gender, civil status, North and Central Luzon, South Luzon which are selected from the list of
employment status, etc and Bicol, Visayas, and Mindanao. Using highly urbanized cities, independent
3. Identify key reasons for the 2010 Census of Population projected component cities and CCs as defined
not pursuing/completing to 2016, the sample size was distributed by the Department of Education
college proportionately across these broad (and as categorized by COMELEC).
regions to ensure a well-represented Proportionate sampling will also be
4. Identify potential sample that reflects nationwide employed to all representatives for a
participants of the Lifelong proportions of all key urban areas. more accurate coverage.
Learner Track and their
plans/preferred programs A total of 1,000 interviews were completed, with a margin of error of +/- 3.1%.
5. Determine the incentives The sampling frame was based on the National Statistics Office 2010 Census of
that will encourage them to Population data, projected to 2016. Area selection was based on Key Urban Cities
continue their studies 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