INTRODUCTION

As I was looking for possible reading material for legislative gaps and issues, I
came across with the blog of Senator Edgardo Angara who talked about this report from
World Bank related to skills and research in higher education in the Philippines. I read
about this in a broadsheet already so I decided to check on the book. The book is named,
Putting Higher Education to Work, Skills and Research for Growth in East Asia a World
Bank East Asia and Pacific Regional Report, an Overview. It diagnoses higher education
in East Asia which also includes all public and private formal institutions of learning
beyond upper secondary education.

HISTORY
In the book that I am referring to, the author pointed out that to understand the
need for an improved higher education system, it is important to understand the economic
context in East Asia. These economies can be divided into three income groups on the
basis of their gross domestic product (GDP) and into three technology clusters on the
basis of the skill and technological intensity of their products and exports.

The

technology cluster approach can gauge science and technology development and
innovation as a driver of productivity. The table below summarizes the income groups
and technology clusters.

MIDDLE

Upper

China
Malaysia, Thailand

Korea,
Taiwan,
Singapore,
Japan, Hong

Middle
Lower

LOW

TECHNOLOGY
CLUSTERS

TOP

Figure 1. Income groups and technology clusters in East Asia, 2009

Cambodia, Vietnam,
Lao PDR
Low income
economies

Philippines,
Indonesia
Mongolia

Middle income
economies

High income
economies

The Philippines is in the middle income economies and also in the middle in
terms of technology clusters. Accordingly, countries that belong to the middle income
group are becoming more open and follow their upper income counterparts by promoting
industrialization and infrastructure development through high levels of investment.
To reach the top technology cluster, their primary challenge is to move from being
countries of assemblers and processors to countries of innovators with high technological
capability in manufacturing and to introduce new technologies in their service and
agriculture sectors.
RATIONALE
Knowing the background of the Philippines in terms of technology and income
cluster, I would like to summarize some points presented in the book in which I would
like to create my analysis, recommendations, and draw my conclusions.
The World Bank Report on skills and research for growth in East Asia noted that
in the Philippines, it is observed that higher education graduates have
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1. Poor quality in terms of skills

In the book Philippines Skills Report by World Bank, the World Bank pointed out
that the Philippines has a strong needs for critical skills with focus on a
combination of job specific and generic skills (critical skills include the capacity
to work independently and communicating effectively, as well as practical
knowledge of the job, problem solving and leadership for managers/professionals;
teamwork, time management and better grounding in theory for skilled production
and sales staff), higher level skills applicable to the service sector (high level
academic and behavioral skills) and skills supporting a more competitive
manufacturing sector (includes problem solving and creative thinking)
There is an emerging skills gap or mismatches that are documented through
difficulties to find the right skills to fill skilled vacancies.
2. In terms of research and development, very limited research outputs due to
widespread skill and R & D disconnects.
ANALYSIS
1.

Poor quality in terms of skills

In my analysis, poor quality in terms of skills and emerging skill gaps/mismatches

is a combination of poor quality basic and secondary education including poor facilities,
poor quality faculty and poor university-industry linkage.
We have to start from the basic.
As we all know, our basic education emphasized the 3 Rsreading, writing, and
arithmeticwhich are not wrong because these skills are important and basic.
I have been a part of several schools teaching Technology and Livelihood
Education. In terms of basic skills, students are universal. There are those who are really
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good and diligentteachers pet. In a class which is really heterogeneous, a teachers

skills and experience will be put to test.
I am teaching bookkeeping. The subject is not mathematics per se but one needs
to be good in understanding concepts which are embedded in the problems. Of course,
my classes need to have several sessions on terminologies but I noticed that if a student is
given a combination of word problems and some figures, they find it difficult to answer.
As a teacher, I noticed that several of my students have difficulty analyzing information
when it is problem solving or when the skills require combination of recall,
comprehension, and application. If they encounter some difficulty, it will be good luck to
you and good bye to your evaluation.
Moreover, students with difficulty understanding concepts do not mind because
what they are thinking of is they will not use it in college anyway--not realizing that there
are core skills which are necessary for college or university work which will later drive a
person to have good ground of his work.
I remember as a child, in school, we are required to read everyday selections of
reading materials in books which were given by the governmentreally old but I must
say, I appreciate reading because of all those worn out books.
What kind of elementary and secondary students do we have right now? Do they
read a lot or are they good in surfing the net, copying and pasting? The quality of our
higher education graduates are products of basic education both in public and private.
How much skills do we put in our basic education graduatesdo they have the skills to
do university work?
Poor facilities

In our classroom discussion, there are more than 2000 HEIs (higher education
institutions) in the Philippines. Not more than fifty (50) institutions have been granted
accreditation. I heard that cities and municipalities backed up by their representatives or
congressman want to put up state colleges and universities.
I came to realize that our country does not need too many state colleges and
universities. We need to place our money or spending in building good facilities for
institutions that are in placed already in the communitymaking it center of excellence
be it in higher or basic education.
Good facilities provide a good environment for learning in which a student is able
to explore more, interact with his classmates in an environment that simulates what is
real, and provide a safe place for further exploration of knowledge.
In the study which I conducted in 2007, The Capabilities of Manuel A. Roxas
High School to Offer Technology and Livelihood Education Component of
MAKABAYAN, the following were some of my findings: The facilities of Manuel A.
Roxas High School specifically those of the classrooms are perceived by the studentsrespondents as adequate. However, the same respondents perceived the practice
room/laboratory for Technology and Livelihood Education as inadequate. The learning
materials as perceived by the students respondents are inadequate.
The teachers and administrators respondents viewed the facilities specifically that
of the classrooms as adequate.

The same respondents perceived the practice

room/laboratory room for Technology and Livelihood Education as inadequate. The

administrative support as perceived by the teachers and administrators -respondents is
inadequate.
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This is a sad reality--inadequate facilities for a very skill rich subject

Technology and Livelihood Education in a school of 209 graduating students in Quezon
City.
In Batasan High School alone, seventy (70) students have to be in a classroom at
the same time. In the class of my nephew in a public school in Montalban, there are 60
students in a classroom.
This is reality in our public school system. In private schools, facilities are not so
much a concern since quality is always equated with the price.
In our class discussion on higher education institutions, according to Dr.
Castaeda, not less than 50 colleges and universities are accredited. Accreditation, of
course, is one way of assuring quality in education. Since we have only very limited
schools in the Philippines that are accredited, I am sure that poor facilities will always be
a concern of higher education institutions in the Philippines.
Poor Quality of Faculty
For me, faculty members as the students direct contact to the world of learning
and facilitators of learning as well, play a very vital role in the execution of what is going
to be learned and experienced by the students. A good faculty member does not know
only how to smile and make friends with students. He does not know only how to teach
but looks at himself as an avenue where students can learn what is new, related and
relevant.
Some schools provide learning experiences for the students and its the
responsibility of the teacher to enhance it with his experience and profound knowledge.
However, there are cases in which teachers are curriculum makers as well. Hence, it is an

opportunity to effect changes also in the system and provide what is needed, related and
relevant.
However, I observed that there are faculty members who are satisfied with
mediocrity and do not want to go out of the box.

These faculty members have

succumbed to being average and do not want to get tired.

There are those who kept on studying and upgrading to keep up with the needs.
Just recently, I was able to meet a fresh graduate from my school, Grace Christian
College, who studied from University of the Philippines. The graduate is taking up units
in the same school. The said person is hired as a part time faculty of the same school
also. I am sure that the student graduated on top of her class but if UP is allowing faculty
members without a minimum of graduate study qualification, how much more are the
other schools in the Philippines today.
In one of my readings in The Manila Bulletin Newspaper Online, Dr. Nilo
Colinares wrote that accredited schools have a higher percentage of passing in board
exams compared with those who do not have.
Obviously, good faculty members produce good graduates.
Poor University-Industry Linkage
According to my husband, Mr. Emmanuel Gonzales, who used to be a faculty
member of Asian College of Science and Technology, university-industry linkage refers
to an agreement between two institutions. The school for its part benefits from the
agreement in the sense that training is a part of curriculum particularly industry exposure
including facilities. The students are able to actualize their training in an real work
environment. On the other hand, the industry benefits from the training in the sense that

it is a source of manpower pooling. Trainees are trained already, no need for training;
therefore, minimizing the possibility of equipment damages because the trainees are
familiar already with the equipment and facilities. It is not only a source of manpower
but out of it, industries can get the best manpower.
In the ACSAT experience with Bell Company, the industry provides a prototype
of the equipment used and provides the training for the faculty member who will in return
train the students. The main reason why the linkage was cut was because the company
changed management and that the company downsized. The Bell Company was adjacent
to the school. Since then, according to Mr. Gonzales, the company does not have any
linkages anymore.
I used to be a faculty member of Samson College of Science and Technology. We
do not have any industry linkage but we send our students for training in companies they
wish to have their training.
In my analysis, higher education institutions in the Philippines continue to expose
their students in trainings particularly OJT as part of the school curricula. In the DEM
739 class of Dr. Castaeda, one of our classmates mentioned about OJT as an in issue
since most students do not achieve the intended trainingstudents become more of
errand runner. To deal with this, close monitoring of the coordinating university or
school is needed and that responsibilities or functions must be clear from the very start as
suggested or mentioned by one of our classmates also.
However, on my analysis, schools should not only be sending their students for
training but an industry linkage would be stronger because students are trained for a

particular purpose and at the end, there is a possibility of being hired. It also provides the
needed manpower for the industry.
2. In terms of research and development, very limited research outputs due to
widespread skill and R & D disconnects.
We discussed in the classroom that PUPians are basically good students but are
not too much into research. One of the reasons probably is that PUP is basically an
institution which is not really known for research. The school did not start as an
institution for research but a school for office personnel. With its visionary leaders, PUP
has become an institution which is known for what it is today.
Research skills should not only be presented in high school but as early as Grade
4, it should be part and parcel of school lifewhen one has started to become aware of
his environment, elementary students should learn how to write his observations not only
in English or Science.
In our discussion earlier, for the Philippines to be included in the top performing
countries in East Asia, we need to be innovators. Innovators are good in research.
When I took my bachelor course in PUP, I do not even have Statistics for
Research; moreover, any research related paper work.

Although I find research

interesting, I find research skills as killing as well.

3. Constraints include the following incomplete autonomy and accountability, quality
and quantity trade off in private higher education, under spending in science and
technology, engineering, and mathematics, spending inefficiencies, and low spending.
I would like to be more specific in the area of autonomy and accountability. As
World Bank sees HEIs in the Philippines, it has incomplete autonomy and accountability.

In our classroom discussion, I gleaned that prior to recognition of a certain

program, facilities, faculty, and curriculum are supposed to be within the minimum
requirements as set by CHED. However, some schools cannot keep up with the needs of
the present time which includes new and better facilities. CHED has the mandate to
regulate such institutions. Hence for me, autonomy is good but it is always coupled with
responsibilitynot only to the stockholders or owners but moreover with the
stakeholders.

Many higher institutions are like that in the Philippines.

Complete

autonomy should only be given to those who are deserving but strict implementation of
the rules/laws should be imposed to those who fail to meet minimum requirements.
CONCLUSION
Legislation policies then must be geared towards or should include increase
public funds for STEM (science, technology, engineering, mathematics), equity, and R &
D, increase spending and move to PBA (performance based allocation), complete
academic and procedural autonomy and accountability to boards, and support stronger
incentives to quality private higher education and selected university-industry linkages.
RECOMMENDATIONS
Poor Facilities
a. Local community representatives and political leaders to stop putting up local
school colleges and instead put their budget on facilities of higher or basic
education institutions that are existing already in their community making it a
center of excellence.
b. Educational leaders should ask for more participation from their graduates and
industries that are located within their vicinity or civil society group within the
locality to encourage graduates and industries to partner with them in building
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good facilities which will in turn provide happy community and good
graduates for manpower pooling in the future.
Poor Quality of Faculty
a. In the Philippine setting, only secondary education teachers have the relevant
specialization.

Elementary teachers do not have specialization but are

assigned to teach particular subjects.

If I will be Department Education

Secretary, teachers in elementary should have specialization also so that

students can get the best out of a good faculty.
b. Require secondary education teachers to have a minimum of 18 units of
graduate study work as entry requirement for work.
c. Faculty members in HEIs should have a relevant industry experience as part
of their entry and as a minimum requirement for faculty members not only
with relevant Master education.
d. That CHED would look into the qualification of faculty members even to
those schools who passed regulated status.

Autonomy is good but

accountability also is necessary.

Poor university-industry linkage
a. Provide incentives to industry which will provide linkage not just on the job
trainings for higher education institutions.
b. Foster university-industry linkages by institutionalizing and accrediting Onthe-Job Trainings (OJTs).
OJTs, practica, or internships vary in quality and participation. CHED could
work with national accreditation agencies to develop minimum standards for
OJT experiences and foster better linkages with the nations industry including
the Department of Labor and Employment as well.

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c. CHED before approving a program should include industry linkage as part of

requirement not just a part of curriculum.
d. CHED to have more budget to hire competent staff that could run after
schools that need to meet requirements hence allowing CHED to have more
than one visitation annually per institution.
Limited research outputs to limited research skills and R and D disconnect
a. Awareness of research needs and skills including a culture of innovation
should become part of school life not only in higher education institutions but
should start from basic education.
b. For CHED and TESDA to require all HEIs and technical schools to submit
action research relevant to the needs of the institution as part of yearly report.
DepEd should encourage both private and public schools to submit also action
research as part of the achievement of the school.
c. For government to provide more incentives to schools whether HEIs, TVET,
and basic education that will provide relevant research outputs.
d. For CHED to provide scholarships not only to students who are into science
and engineering but as well as teacher training.
REFERENCES
BOOKS
Philippines Skills Report Skills for the Labor Market in the Philippines Human
Development Department East Asia and Pacific Region A Document of the World Bank
March 2010
Putting Higher Education to Work Skills and Research for Growth in East Asia World
Bank East Asia and Pacific Regional Report Overview by the World Bank c 2011
Philippine Institute for Development Studies Policy Notes ISSN 1656-5266 No. 2009-12
(December 2009)
Nilo E. Colinares, March 4, 2012, Educators Speak on Accredited Programs (Conclusion)
Manila Bulletin Newspaper On line, Mania Bulletin Publishing Corporation
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THESIS
Gonzales, Joena V. (2007). Capabilities of Manuel Roxas High School to Offer
Technology and Livelihood Education Component of MAKABAYANcan.
INTERVIEW
Emmanuel G. Gonzales, experienced technical courses trainer, Electronics and
Computer Technology and Engineering curriculum developer, and co-author of the
TESDAs Consumer Electronic Servicing National Certification(NC) Level II.
Instrumental in the curriculum development of microcontroller and robotics in Asian
College of Science and Technology (ACSAT). Currently, administrator, Alexan School
of Technology, TESDA Trainor for Electronics

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