PANTAO - TRENDS, ISSUES & CHALLENGES CONFRONTING ORGANIZATION & MANAGEMENT OF IE INSTITUTIONS.pptx

Trends, Issues, and Challenges Confronting the Organization and Management of Industrial Education Institutions

1. Week 5: Trends, Issues, and Challenges Confronting the Organization and Management of Industrial Education Institutions LYNDY G. PANTAO EdD-IEM Student

2. Topic Outline Introduction Trends Article 1: Virtual University by Nona S. Ricafort Article 2: Total Quality Management (TQM) in Graduate Teacher Education by Rosita L. Navarro Article 3: Institutional Accreditation by Cynthia A. Villar 3. Issues Article 4: Challenges and Issues in RP Higher Education by Nenalyn P. Defensor Article 5: Education Reform in the Philippines by Isagani R. Cruz 4. Synthesis

3. Virtual University – When Higher Education goes to Cyber Space - Commissioner Nona S. Ricafort A sage once said, “Whether we are conscious or not, education is the force that will, more than any other, shape the worlds future”. This new millennium has brought many challenging changes by leaps and bounds, most especially in the field of education.

4. There has been an incessant bombardment of new terminology, like internet ware, group ware, body neta , hyper organizers, digital libraries, virtual classrooms, chat rooms, automated tutors, cookies, portals, cyber cafes, e-commerce and cyber schools.

5. This goes to show that the world we know it today, came about because of the advances and innovation in sciences and technology, the fast changing requirements of communications technology, the advances in computer, internet highway and virtual campuses.

6. They are all important products of the century that you and I belong to and it would be hard to deliver quality and relevant education without them.

7. The great challenge to mankind, who are sharing one globe, critical for its survival and prosperity, is to think and work globally, as we are facing a global world where people are interdependent and where individuals of various origins, societies and culture are bound to meet, to mix and to compete.

8. It is not sufficient for future leader to be well prepared only in the academic and technical fields but to be prepared also to think and act global leadership qualities.

9. The 21 st century is called the age of 3C’s – Competition, Change, and Customer. To survive educational institutions must implement changes geared toward this future society, continuously ad rapidly so that customers of education, the students may compete in the world stage.

10. And the paradigm shift requires fundamental changes in 3P’s – Persons, Processes, and Products. The bigger challenge now aside from building ICT awareness among the populace, is the issue of not really the demand for skill but the supply of skills.

11. It is in this critical period that the government’s education agenda must be aligned with this challenges. Education institutions aside from creating awareness of ICT, must also be encouraged to focus on the potential of technology, in designing and providing education based on the new learning needs of tomorrow’s world citizens.

12. It is noteworthy to acknowledge that our Philippine president Gloria Macapagal Arroyo, in her 10-point government agenda declared, all public high schools to, at least have computer laboratories and all state universities and colleges to have internet cafes to have it accessible to the community they are serving and for call centers to be accessible in the regions. This will enhance communications facilities. lt is the universities and colleges that are expected to meet this challenge head on.

13. ln summary, education now and in the future, should strive to produce people who have all the principles and values that will empower them to be themselves, to design their own destiny, to make their choices, to safeguard diversity and to live in harmony altogether.

14. The challenge is ours, the work too is ours but let us remember, we are not alone in the pursuit of what is offered in the world. Together let us all move on and make the difference.

15. TOTAL OUALITY MANAGEMENT IN GRADUATE TEACHER EDUCATION – ROSITA L. NAVARRO 1. Total Quality Management (TQM) in the Context of T eacher Education Total is a word. used to refer to the whole, the absolute, including everything and everyone. TQM therefore refers to a set of concepts, principles and activities of the highest degree of excellence actually practiced and consistently implemented in an organization from the highest officials cascading down the line of staff, faculty, students, alumni, parents, employers and agencies with which the institution relates.

16. The British Higher Education Council admitted that quality is difficult to define but concluded that “quality is the central mystery of British Higher Education – a mystery in all variants of meaning and nuance of which the world is capable”.

17. CHED Executive Director Dr. Roger Perez offers a pragmatic definition: “Quality is not perfection. It is improving your previous best and showing that you are at the leading edge in most aspects”.

18. According to Rosita L. Navarro, quality is degree of excellence or relative goodness: so quality is not excellence per se but refers to the ascending degree of excellence – perhaps low quality, moderate quality, high quality. Even among items or objects with “high quality” one can have higher quality and another one may possess the highest quality. Management is getting things done through the efforts of others.

19. The co ncept of Tota l Quality Management (TQ M) is best applied in the teacher education continuum starting with the baccalaureate program in secondary or elementary education and continuing to the graduate programs. This principle is implicit in CHED Memorandum Order No. 36, series of 1998, otherwise known as the Policies and Standards for Gradu ate Education. Section 2, Structure of Graduate Education, states: “ Philippine graduate education shall, if feasible, be vertically articulated by discipline.

20. Graduate programs shall emanate from strong undergraduate programs across all the higher education disciplines”. Consistent with this provisions are the requirement in section 3 that Level III accreditation of undergraduate programs shall be a major consideration in granting permit to open new graduate programs.

21. 2. Total Quality Manage ment (TQM) in Graduate Teacher Education Three Issues Discussed a. Global Perspective In 1992. two internationally famous surveys of graduate education were conducted: Survey of the Masters Programs in the United States and Survey of the Doctoral programs in four English-speaking c ountries : Australia, Great Britain, Canada and the United States.

22. Results: The highest concentration of enrollment and graduates was in teacher education. An overwhelming opinion is the need to improve the faculty advising, directing or supervising of thesis/dissertation writing. Two common types of Master’s program were the traditional or ancillary also called the gatekeeper for the Ph.D. (M.A./M.S.) because those who enrolled saw them as good preparation for the Ph.D. programs; and the second were the career advancement Master’s programs’ client-centered and career oriented (M.B.A., M.Ed., and M.P.A.).

23. Doctoral research should add to knowledge but mat include applied and practical research. Graduate students should be required to acquire writing skills before they write thesis/dissertation. Graduate students should be assisted financially in thesis/dissertation writing.

24. Graduate teacher education includes a one-year, non degree post bachelor’s program for non-education graduates o qualify them for elementary and secondary school teaching. The graduate teacher education degree program from Master’s to doctorate include three divisions: curriculum and instruction for teacher career advancement (M.Ed., M.S. in College Teaching, M.A. in Teaching); educational leadership and policy studies to prepare professionals to fill administrative, supervisory and policy-making roles; and psychology in Education which prepares graduate students for leadership roles as educators, researchers, clinicians, counselors, and practitioners.

25. b. Andragogical Principles in adult learning Admittedly, pedagogy applies to child and adolescent learning and is the concern in the undergraduate teacher education. Adult learning, however requires a totally different set of principles. Applied to graduate teacher education, the following four (4) andragogical principles were found effective:

26. Adult learners prefer to be involved rather than just passively listening for extended periods of time. Adult learners need to be more self-directing. Adult learners expect that their previous experiences and knowledge will be respected. Adult learners tend to be present, rather than future-oriented.

27. c. Lifelong Learning for Professional Teacher ln 1992, Feseler and Christensen concluded from empirical studies over a twenty-year period that a teacher's professional career passes through six stages:

28. Stage 1. Preservice Stage 2. lnduction Stage 3. Competency Building Stage 4. Growth and Enthusiasm Dissastisfaction Stage 5. Career Stability/Career Frustration Stage 6. Car eer Wind-down/Bitter Exit

29. Huberman, Thompson, and Weiland in their article “P erspective on the Teaching Career”. (in Biddle et. al, p.52) proposed a chart of lifelong career for professional teachers. An adaptation of a lifelong career model is presented that can serve as guide in the development and continuing improvement of graduate teacher education.

30. In conclusion, may I reiterate: “becoming a professional teacher is not a destination; rather, it is a journey, a long journey; in fact, a lifelong journey”.

31. INSTITUTIONAL ACCREDITATION: ENHANCING THE OUALITY OF INSTITUTIONS – REPRESENTATIVE CYNTHIA A. VILLAR Our state colleges and universities are the people's educational instltutions . lt is through our SUCs that our young people hope to gain access to good education at affordable costs. This makes it even more imperative for SUCs to maintain their quality of education. Accrediting Agency of Chartered Colleges and Universities in the Philipplnes helps ensure that our institutions for higher learning are able to deliver the quality of education needed by our graduates to make them competitive within our national boundaries and beyond.

32. The AACCUP's role in ensuring that our SUCs remain competitive and relevant is very important in the light of increasing global competitiveness. Thls is imperative because no country can succeed without educating its people; education is key to sustaining growth and reducing poverty.

33. To provide an overview'bills that have been filed in this 14h Congress cove several subject matter which I shall mention, not necessarily in order of importance. Some that may be more relevant to the AACCUP: 1. Open or Distance Learning 2. Ladderized Education 3. Continuing Teacher Education

34. 4. Amending the UP Charter, which is considered priority legislation. 5. Student assistance or loans 6. English as medium of instruction 7. Revision of CHED Charter; and 8. Promotion of Science and Technology

35. Open or Distance Learning and Ladderized Education Reality still shows that geography is destiny and where you are born determines what your opportunities are. Education is a key investment to break the cycle of poverty and provide people with opportunities.

36. Thus the need for distance learning and an efficient and effective ladderized education which will provide more Filipinos the opportunity to access higher levels of education and skills not initially available to them due to limited opportunities.

37. Continuing Education of College Teachers Teachers bear the responsibility of educating our youth. We therefore have to equip them with the necessary knowledge and skills to keep them abreast with global trends and let them stay way ahead of their students.

38. Amending the Charter of the University of the Philippines ln brief, the bill emphasizes the values of academic freedom, academic excellence, social responsibility, democratic participation and access, ethics and autonomy as guiding principles in the life of the University of the Philippines. lt provides for better competitive pay teachers and income opportunities for the university through lease but no sale of its real properties.

39. Student Assistance/Loans HB 716 - Student Financial Assistance for students of Economically Disadvantages Families HB 492 - Student Loan Program Act HB 2903 – Reformed Study-Now-Pay-Later Plan Act of 2007

40. Use of English as Medium of Instruction The bills propose that we regain the mastery of the English language and improve the total learning process in our schools, especially in our public schools, to ensure better education for the Filipino students and enhance their competitiveness in the global arena.

41. The medium of instruction in all subjects taught shall be as follows: English, Filipino or the regional/native language maybe used as medium of instruction in all subjects from pre-school until Grade II. English and Filipino shall be taught as separate subjects in all levels in the elementary and secondary. In all academic subjects in the elementary grades from Grade III to Grade VI and in all levels in the secondary, the medium of instruction shall be English

42. In the tertiary level, the current language policy as prescribed by CHED shall be maintained. ln addition to formal instruction, the use of Eriglish shall be encouraged as a language of of interaction in school. The organization of English clubs, such as book oratorical, debating, writing and related associations shall be encouraged. ln school publications, the use of English shall be given priority, as far as practicable.

43. Promotion of Math, Science and Technology The leaps in information, science and technology have been enormous in the past decades. 1n order for the Philippines to attain global competitiveness, it is imperative that we provide greater focus and incentives to the study of math, science and technology. With this in view, the following bills have been filed. HB No. 442 or the Act Establishing and Providing for Free College Education in Information and Communications Technology and other Purpose HB No. 553 or an Act providing for the establishment of a National Scholarship Program for College Students in Science and Technology Courses in every Municipality of every province of the Country

44. Amendment of RA7722 or The Act creating CHED CHED is the agency responsible for and have jurisdiction over both public and private higher-education institutions of learning as well as degree-granting programs in the post-secondary educational institutions. Over the past years, CHED has experienced difficulties in the execution of its functions due to its limitations. Thus, there is a need to rationalize the authority of the Commission considering the various challenges that it faces today.

45. CHALLENGES AND ISSUES IN RP HIGHER EDUCATION – NONALYN DEFENSOR Republic act no. 7722 or Higher Education A ct Responsible in formulating and recommending development plan, policies, priorities, and programs on higher education and research, set standards, monitor and evaluate the performance of the programs for incentives as well as imposing sanctions in order to achieve the development of world-class scholarship, nation building and national development.

46. Basic features of Philippine higher education There two types of institution (HEIs) operating in the country: (a.) public -11% (b.) private-89% Public HEIs- established by law and financially supported by the national government. Private HEIs- either sectarian or non- sectarian. Sectarian- non- stock, non- profit institutions owned by religious orders. Non- sectarian- owned by corporations which are not affiliated with any religious organizations.

47. Quality assurance framework Three governing bodies in education: Commission on Higher education(CHED)- undergraduate and graduate education. Department of Education (DepEd)- basic education. Technical Education and skills Development Authority (TESDA)- for non-degree

48. FIRST ISSUE Only a small proportion of the HEIs can be considered as offering a very high quality program. Many HEIs programs operate at a minimum standards only and in some cases even below the standards. CHALLENGE A need to develop a very good policy environment in giving incentives they must encourage many HEIs to pursue vigorous efforts towards instituting quality assurance institutions.

49. SECOND ISSUE Performance of graduates in the licensure examinations has been declining (the percentage of those who fail in the licensure examinations is larger than those who pass) CHALLENGE New curriculum for teacher education has been devised and intensive training of student teachers has been instituted.

50. THIRD ISSUE Quality assurance mechanism should be viewed in a holistic rather than piece meal basis to bring out the best in Philippine higher education. CHALLENGE The Commission must double its effort in updating policies and standards for each program. Uniform systems and processes and comparable standards in granting accreditation status to the programs of HEIs.

51. FOURTH ISSUE Many HEIs have poor research capability. CHALLENGE Research- related rituals, practices and tradition including team research and mentorship. Existing organizational structure for research.

52. FIFTH ISSUE There is a mismatch between the knowledge and skills acquired by the graduates and what industry needs. CHALLENGE Planning of human resources summit between the Commission and the Department of Labor to determine the programs with the highest potential of job marketability

53. CONCLUSION The Commission has undertaken major initiatives in quality assurance. the Commission has undertaken major initiatives in quality assurance that have an overarching goal which is to develop the Philippines as a regional knowledge center in the Asia Pacific region especially in disciplines where Philippine HEIs have a distinctive competitive edge.

54. Education Reform in the Philippines – ISAGANI R. CRUZ Why CHED is rushing “By 2015,” says Emmanuel Y. Angeles, who now chairs the Commission on Higher Education (CHED), “the 10 ASEAN countries will open their borders, and by 2020, the Philippines will join the APEC Trade Regime. Before these two events happen, we have to prepare our graduates to be globally competitive. There are no other alternatives but to align our degree programs with those of other countries.”

55. What are we learning? Just as important as the number of years we spend in school is what we are learning. How does the typical undergraduate course taken in the Philippines compare with those of the best schools in the world?

56. Not Grade 7 Since what we learn in school is just as important as how long we take to learn it, then lengthening the education cycle means changing the curriculum. Clearly, the solution cannot be mechanical. We cannot just extend 4-year college into 5-year college or compress 4-year college into 3-year college, without doing many other things first.

57. In short, changing the time it takes to teach a subject changes the content of the subject. If the same principle is now extended to the whole education cycle, changing the length of the education cycle changes what can be taught during that cycle. It is, therefore, not just a matter of saying that there should be a Grade 7 or a Fifth or Sixth Year High School or a Pre-University Year in college. Just as important as the decision on when to add the missing year or years is the decision on how to change the entire curriculum to make it rational and effective.

58. To add or subtract? The burning issue of the day for tertiary-level educators and government officials is, of course, whether or not to add or subtract years from college education. It may make us feel better to know that this is a problem not only for us, but also for educators in other countries.

59. What we have in the Philippines, then, is a mongrel: students choose their majors when they apply for admission to college (the British model), but we still have general education in college (the American model). Here is the key to the issue of general education: the first two years of college, if we are going to have them at all, should not have any required subjects, should not have any skills courses, and should not include any major courses.

60. High school in college? It is clear that we have no choice but to add at least one more year to our 14-year education cycle. It is also clear that we cannot add the missing year to elementary school. Unfortunately, we cannot add the missing year to high school. This is the root of the misunderstanding about CHED’s proposal to increase the number of years needed to obtain an undergraduate degree.

61. We must remember, however, that it is not just quantity but also quality that is at issue here. We better make sure that the extra year is not wasted.

62. College not for all When we talk about the mismatch between education and industry, here is a clear mismatch: we think we need college education to get jobs, when industry itself does not require college degrees for most of its available jobs. The PTFE recommends that high school graduates be streamed into either college or technical-vocational (tech- voc ) programs.

63. Here is the PTFE recommendation: Everybody goes through six years of elementary school and four years of high school (plus preschool and kindergarten, where feasible). After high school, everybody takes an exam. Those that pass the exam may go to the university stream.

64. For those degrees that need international accreditation through the Bologna Accord (which requires 15 years from Grade 1), students will have to have three years after Junior College. This means that Accountancy, Pharmacy, Physical Therapy, and some other majors will have a total of five post-secondary years (this is not what we have today for some of these majors).

65. For those degrees that need international accreditation through the Washington Accord or the APEC Registry (minimum: 16 years), students will have to have four years after Junior College. This means that Engineering and Architecture will need six post-secondary years (this is not what we have today).

66. Education reform The Final Report of the Presidential Task Force for Education (PTFE) contains several recommendations. For basic education, the PTFE (echoing EDCOM, PCER, and DepEd itself) recommends, among other things, the use of vernacular languages.

67. All (and I mean all without exception) studies of language and learning, both here and abroad, show that young students learn more quickly and more effectively if taught in their mother tongue. The PTFE also recommends that teachers should visit homes.

68. references Ricafort , N. S. (2002). Virtual University: Where higher education goes to cyberspace. Journal of Philippine Higher Education Quality Assurance, 1(1), 45-52. Navarro, R. L. (2004). Total quality management in graduate teacher education. Education Quarterly, 62(3), 10-19. Villar, C. A. (2005). Institutional accreditation: Enhancing the quality of institutions. Philippine Journal of Education, 84(2), 33-41. Defensor, N. P. (2006). Challenges and issues in RP higher education. Journal of Educational Administration, 44(4), 377- 390. Cruz, I. R. (2003). Education reform in the Philippines. Education Today, 53(2), 17-22.

69. Resources List the resources you used for your research: Source #1 Source #2 Source #3

70. Thank you for listening!