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Educational Leadership for Global Competitiveness and Sustainability: Responding to the Challenges of ASEAN 2015
December 2-3, 2013 / SMX Convention Center, Pasay City
Enhancing Competencies for the Professions
PHILIPPINE EDUCATION CONFERENCE 2013
Reynaldo B. Vea, Ph.D.
Interests of national governments in a single ASEAN Community: • One big market and production base; competitive country-based
industry & commercial companies; corporate income taxes • Best professionals to man these firms (merit-based hiring); earn income
taxes from professionals whatever their nationality
• However, it is committed also to the pursuit of happiness and prosperity of its people;
• Must support the development of regionally competitive professionals; earn taxes, too, even on income earned overseas (as in the case of boxers); remittances
• Support for its schools to get best of both worlds: Filipino professional running competitive Philippine-based industries; if possible also foreign-based ASEAN companies
Enhancing the Competencies of the Filipino Professional
Enhancing the Competencies of the Filipino Professional
Interests of industry and commerce in a single ASEAN Community: • Mobility and higher competencies of professionals is
good for firms; enhances global competitiveness; location less of an issue
• They will hire with an eye for the bottom line, not nationality
• They will locate with an eye for the bottom line, not nationality
• If they do not do it, someone else among the competition will
Interests of schools in a single ASEAN Community in 2015: • Opportunity or threat? student recruitment; faculty
recruitment; research funds; consultancy projects • Need to compete regionally for students (maybe not
immediately)
• Need to compete for employment of graduates regionally (now starting to happen); feeds back into student recruitment
What is the regional competition? How to produce regionally competitive professionals? Feeds back into eventually regional enrolment
Enhancing the Competencies of the Filipino Professional
How to produce regionally competitive professionals?
Enhancing the Competencies of the Filipino Professional
First look at the mechanisms for encouraging mobility of professionals
APEC
Engineer
Coordinating
Committee
(1999)
FEANI (1951) EUR-ACE (2006)
EMF (2001)
4 ACCORDS &
3 REGISTERS
WASHINGTON ACCORD
(1989)
DUBLIN ACCORD
(2002)
SYDNEY ACCORD
(2001)
FEANI REGISTER
(EUR-ING TITLE)
APEC
ENGINEERS’
REGISTER
INTERNATIONAL
PROFESSIONAL
ENGINEERS (IntPE)
REGISTER
ACCREDITATION
AGREEMENTS
INTERNATIONAL REGISTRIES
OF ENGINEERS
ENAEE (2006)
EDUCATION PRACTICE
[INTERNATIONAL
ENGINEERING
ALLIANCE (IEA)]
FEANI is a member &
permanent secretariat
(“EURopean ACcredited Engineer”)
SEOUL ACCORD
(2008)
REGISTER FOR
ENGINEERING
TECHNOLOGISTS ETMF (2003)
THE GLOBALIZATION OF ENGINEERING
&
In ASEAN:
An Asian Accord, patterned after the Washington Accord is being considered by the NABEEA and the FEIAP. MRAs – engg, architecture, nursing, medicine, dentistry, (ACPER) AQRF - PQF
Note: Unity in the use of outcomes-based accreditation in Washington Accord and EUR-ACE. Competitiveness comes in the degree of attainment of outcomes or graduate attributes. Ease in translation of outcomes into entry-level professional competencies as viewed by the registers of engineers; thus making accreditation under WA terms as an academic eligibilty requirement for individual membership in registers. Outcomes-based education and accreditation go hand-in-hand
Outcomes-Based Education • Philosophical reasons for adopting it
• Logical and convenient framework for establishing
substantial equivalency of educational programs
• Robust and sustainable means for a CQI system in schools especially for professional programs
PBEd, PCS, PTC helping with outcomes definition; now must be tightly ASEAN-keyed as well Outcomes-Based, Learner-Centered Education
Enhancing the Competencies of the Filipino Professional
K12 necessary; not sufficient but may also lead to too much Language is “years of professional formation” and “short basic education cycle.”
Enhancing the Competencies of the Filipino Professional
To maximize the gains under k12:
With additional 2 years of formation of the we can aim to produce more competitive professionals and much better college graduates. IN FACT WE CAN HAVE BETTER MASTER’S AND PhD DEGREE HOLDERS. To do this we have to view the reform as a reform of the curriculum from K to PhD. We have to view it as a continuum. Otherwise, we run the rsik of dissipating the additional years.
For college track:
Enhancing the Competencies of the Filipino Professional
To maximize the gains under k12:
With the wholesale revision of the curriculum comes a chance to recast with less constraint. We should be able to do the ladders and the streams better. We should be able harmonize with regional and international standards better.
Enhancing the Competencies of the Filipino Professional
OUTCOMES
NO. OF TERTIARY YEARS
CURRICULUM (WORK BACKWARDS)
FRESHMEN ENTRY QUALIFICATIONS = DESIRED OUTCOMES FOR SENIOR HIGH SCHOOL
2 YEARS
ENTRY QUALIFICATIONS TO SENIOR HIGH = DESIRED OUTCOMES FOR HIGH SCHOOL
CURRICULUM (WORK BACKWARDS)
THE CONTINUUM (INTERNATIONAL STDS)
Engineer Engineering Technologist Engineering Technician
Complex problems Broadly defined problems Well-defined problems
No obvious solution; abstract thinking; originality in analysis and model-making
Well-proven analysis techniques Standardized ways
Outside standards and codes of practice
Partially outside standards and codes of practice
Encompassed by standards codes of practice
Create, select and apply appropriate techniques, resources, and modern engineering and IT tools
Select and apply appropriate techniques, resources, and modern engineering and IT tools
Apply appropriate techniques, resources and modern engineering and IT tools
Fundamentals-based, first principles approach
Detailed knowledge of principles and applied procedures and methodologies
Limited theoretical knowledge; extensive practical knowledge
Research-based knowledge; Research literature
Application of developed technology; Technological literature
Systematic, theory-based understanding of the natural sciences
Systematic, theory-based understanding of the natural sciences
Descriptive, formula-based understanding of the natural sciences
Conceptually-based mathematics Conceptually-based mathematics Procedural mathematics
Section 13 of RA 7722 states: “Guarantee of Academic Freedom. - Nothing in this Act shall be construed as limiting the academic freedom of universities and colleges. In particular, no abridgment of curricular freedom of the individual educational institutions by the Commission shall be made except for; (a) minimum unit requirements for specific academic programs, (b) general education distribution requirements as may be determined by the Commission; and (c) specific professional subjects as may be stipulated by the various licensing entities....”
Further, this law states that it is the CHED’s function “to set minimum standards for programs and institutions of higher learning recommended by panels of experts in the field and, subject to hearing, enforce the same....”
Based on these provisions of RA 7722, the Technical Panels and Committees to determine a required minimum set of learning outcomes for each program, as the expression of minimum standards, and thereafter determine and prescribe the minimum unit requirements that will lead to the attainment of such program outcomes. For this purpose a curriculum map is used as the basic means to derive the courses and credit units from the required set of program outcomes.
The PSGs shall allow space for innovation by HEIs. They shall be allowed to design curricula suited to their own contexts and missions and argue that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route or strategy. Furthermore, in their submission the HEIs shall have latitude in designing and specifying the various aspects of outcomes-based education such as performance indicators, syllabi, means of curriculum delivery, resources deployed, student assessment, program assessment and evaluation and continuous quality improvement system.
Required Minimum Set of Program Outcomes 1. Common to all programs in all types of schools • The ability to engage in life-long learning and an understanding of the
need to keep abreast of the developments in the specific field of practice. (PQF level 6 descriptor)
• the ability to effectively communicate orally and in writing using both English and Filipino
• The ability to work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
• A recognition of professional, social, and ethical responsibility
• An appreciation of “Filipino historical and cultural heritage” (based on RA 7722) Now in SHS?
2. Common to a discipline (such as Engineering, Business, Health Sciences, etc.) Example, engineering (from ABET): • An ability to apply knowledge of mathematics, physical, life, and
information sciences, engineering sciences appropriate to the field of practice.
• An ability to design and conduct experiments, as well as to analyze and interpret data.
• An ability to design a system, component, or process to meet desired needs within identified constraints.
• An ability to recognize, formulate, and solve engineering problems. • An understanding of the effects of engineering solutions in a
comprehensive context. • An ability to use the techniques, skills, and engineering tools necessary for
engineering and business practice.
“For disciplines with internationally agreed-upon frameworks and mechanisms (e.g., engineering, information technology and computing; maritime education; accounting; nursing), learning outcomes or learning competency standards shall be aligned with international frameworks and mechanisms.
3. Specific to a sub-discipline and a major (such as mechanical engineering, entrepreneurship, nursing, etc.) 4. Common to a horizontal type as defined in CMO 46 s 2012.
For professional institutions: a service orientation in one’s profession For colleges: an ability to participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves For universities: an ability to participate in the generation of new knowledge or in research and development projects
The above four categories constitute the required minimum set of program outcomes. In addition, based on RA 7722, for State Universities and Colleges, graduates must have the competencies to support “national, regional and local development plans.”
Optional Program Outcomes The PSGs shall allow a HEI, at its option, to have mission-related program outcomes that are not included in the minimum set.