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Industry Analysis



Introduction� Philippines, One of the most highly educated developing countries*.

� Still, lagging behind Thailand, Malaysia and Vietnam*



The Education Ref orm Movement

Failed Recommendations of PESS and PCER

ensure adequate f inancing and improve the quality of basic education; slow and reverse the haphazard expansion of low-quality tertiary institutions;

provide equitable access at all levels so that deserving poor households and

communities can benef it f rom public education provision; and

improve overall sector management through greater local participation and

accountability.

Led to

Uneven Distribution of Schools across the Geography

Mushrooming of low quality schools across the country

Deteriorated Output of Skilled Labour and Workf orce

*PHILIPPINES -- EDUCATION POLICY REFORMS IN ACTION: A REVIEW OF PROGRESS SINCE PESS AND PCER, Human Development

Sector Unit East Asia and the Pacif ic Region, The World Bank, May 2004.



Higher Education Sub-sector under CHED

� Objectives Rationalisation of creation and conversion of new SUCs

Private Institutions to meet demand

Targeted programme of scholarships

Faculty Development

Self Financing of SUCs

� Gaps

The creation of new SUCS under political pressure

No change in the targeting of scholarships;

Little progress has been made on teacher development

Inability of SUCs to generate signif icant levels of self -f inancing



Relevant Macro Analysis f or

Higher Education System

Political Factors :

� Creation of Presidential Task Force

on Education

� De-regulation of tuition fees

� Autonomy of accrediting agencies

� Limited budget f or Education

� Misallocation of resources across

sectors of education

Economic Factors :

� Growing economy, with

slow pace

� Stable inflation rate

� Increased reliance in

remittances from OFWs

Technological Factors :

� Penetration of Internet and

Telephony

� Increased availability of alternative and cutting edge

learning methodologies because of

globalization

�Greater demand for IT-related

programs because of boom in BPO

sector

Social and Demographic Factors :

� Population concentration inurbanized areas

� Large families in C, D and E socio-

economic classes

� Lack of equitable access at all

levels of education

�E

ducation as the social status



HIGHER EDUCATION:

Philippine Accreditation Timeline



HIGHER EDUCATION: Bologna Accord

Bologna Accord

aims to f acilitate mobility by providing common tools to ensure

that periods of study abroad are recognized. This can be achieved by adopting the f ollowing measures:

1. Adoption of a system of easily readable and comparable degrees

2. Adoption of a system essentially based on two cycles

3. Establishment of a system of credits

4. Promotion of mobility



HIGHER EDUCATION: Washington Accord

Washington Accord

recognizes the substantial equivalency of programs accredited by

those bodies and recommends that graduates of programs

accredited by any of the signatory bodies be recognized by the

other bodies as having met the academic requirements f or entry

to the practice of engineering.

For our graduates to be globally competitive, our degrees must

comply with the Bologna and Washington Accord.



PTFE

CHED

FAAP

PAASCU PACUCOA ACSCU-AA

AACCUP

DEPED TESDA



Logic of the Higher Education Industry

� Program Demand

� Brand Equity

� Tuition Fee and its Relation to Family Income per Capita

� Location of the Institution

� Quality of Facilities

� Institutional Continuity

� Program/Institution Accreditation



Key Success Factors

� Established brand equity

� Completeness of f acilities catering to

programs offered� Aff ordability of fees

� Proximity of institution

� High level of program or institutionalaccreditation



PACUCOA Accrediting CEU,

TIP and UB� Strengths

± Accreditation adds to brand equity

± Ensures institutions continually upgrade the quality of education theyprovide to students

± Reinf orces stability of institutions

± Means of granting autonomous status to deserving institutions

� Weaknesses± Accreditation is input-based

± No substantial increase in # of institutions accredited

± Voluntary

± Existence of PACUCOA in the midst of two other accrediting bodies f orPUCs

± Slow process

± Lack of linkage with industry



� Opportunities± Increasing demand f or higher quality education by

stakeholders

± Only 20% of the higher education institutions are

undergoing accreditation� Threats

± Political inf luence

± No legislation enf orcing institutions to undergoaccreditation

± Lack of f inancial support

± Presence of other Quality Management Systems andspecialized professional associations

PACUCOA Accrediting CEU, TIP and UB



CONCLUSION

1. Accreditation does not help in inf luencing theoutput f rom HEIs.

2. Accreditation does not work at ultimatemeasure of quality education

3. Accreditation has resulted in increase of tuitionfees and not the quality of education

3. PACUCOA on its own can not improve the qualityof higher education, as it is only a complementof the regulatory system.



RECOMMENDATIONS

� Output-based Accreditation

� Institutional Accreditation

� Diss-incentivise non participation toaccreditation procedure

� Accreditation should be a less expensive aff air

f or the institute.

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