Ched Memorandum Order 34 Series 2007

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Ched Memorandum Order 34 Series 2007 Powered By Docstoc
					               ICT IN PHILIPPINE HIGHER EDUCATION AND TRAINING∗


                                          I.      Prefatory Statement


    Towards the end of last century, we witnessed scientific breakthrough and technological
advances, particularly in information and communication technology (ICT). Such situation
created new business opportunities and brought about major changes in the way people live,
learn, think, work and do business, and in their relations with each other. ICTs have linked
communities around the world, broken down economic and cultural barriers between peoples
and made faster movement of people, goods, information and capital across nations. These are
leading us towards regional and global integration and the coming up of a “borderless economy”
or “global village.”
    ICTs have reshaped the educational landscape by transforming the content and modes of
delivery/acquisition of learning as well as how the educational institutions operate. The WWW
promises access to ginormous amount of information and new systems of communication,
management and learning. Libraries from other parts of the world can now be accessed, courses
are offered online, and distance education has become common. This technology provides new
ways of reaching out the underrepresented or marginalized populations, responding to diverse
learning styles and pace of individuals, addressing the need for continuous learning and
extending information and communication networks to isolated schools.


                                 II.      Background Information/Overview

A. Current Status of ICT in Higher Education

    Number of Higher Education Institutions

    The number of higher education institutions (HEIs) as of April 2007 has reached 1,675. Of
this number, 186 are public Universities and Colleges and 1,489 private HEIs.
    Table 1 shows the distribution of HEIs that offer IT programs as of Academic Year 2005-
2006. The National Capital Region (NCR), Calabarzon (IVA) and Central Luzon (III) have the
highest number of HEIs offering IT with 169 or 16.19 percent, 140 or 13.4 percent and 115 or 11
percent, respectively. The regions with the least number of HEIs offering IT programs are
Autonomous Region for Muslim Mindanao, Cordillera Administrative Region and Caraga.




∗
  Presented by Prof. Saturnino M. Ocampo, Jr. during the 15th SEAMEO-RIHED Governing Board Meeting and
back-to-back Seminar on ICT in University Teaching/Learning and Research in Southeast Asian Countries held at
the Millennium Sirih Hotel; Jakarta, Indonesia. August 23-24, 2007
                    Table 1. Distribution of HEIs Offering IT programs

                       Region            No. of HEIs              %
                           I                  68                6.51
                          II                  53                5.08
                         III                 115               11.02
                        IVA                  140                13.41
                        IVB                   27                 2.59
                         V                    60                 5.75
                         VI                   89                8.52
                         VII                  70                6.70
                        VIII                  48                4.60
                         IX                   40                3.83
                         X                    34                 3.26
                         XI                   26                2.49
                         XII                  36                3.45
                        NCR                  169                16.19
                        CAR                   24                 2.30
                       ARMM                   21                 2.01
                       Caraga                 24                2.30
                        Total               1044               100.00


   Enrollment and Graduates

        The proportion of enrollment and graduates of IT programs against the enrollment and
graduates of all programs is pegged at 10 percent.
        Table 2 shows the comparative enrollment and graduates of IT programs in contrast with
the total enrollment and graduates of all programs by academic year.


          Table 2. Enrollment and Graduates in IT Programs by Academic Year

  Enrollment     AY 2003-04      AY 2004-05      AY 2005-06     AY 2006-07*      AY 2007-08*
       IT          248,247         229,321         235,410        244,081          263,754
       All        2,420,856       2,402,315       2,451,124      2,541,405        2,557,904
    programs
  Graduates      AY 2002-03     AY 2003-04       AY 2004-05     AY 2005-06*      AY 2006-07*
       IT          34,205         33,613           37,638          42,968           41,057
       All        401,787        386,920          401,222         419,018          430,102
    programs
 * Projected

   In AY 2007-2008 enrollment, IT programs rank no. 5 with 263,754. The Medical and Health
Related programs have the most number with about 600,000 students contributed primarily by


                                                                                            2
nursing enrollees. Second highest is Business and Related programs with more than 500,000;
third is Teacher Education with 356,808 and fourth is Engineering and Technology with 316,091
enrollment. The Home Economics and Religion and Theology programs have the smallest size
of enrollment for the said AY.

   i. Infrastructure/Hardware/Software/Network

       Philippine Internet Penetration

    Internet Penetration Rate is defined as the ratio of population that uses Internet over the total
population. The Philippines has 31 Internet Service Providers (ISPs) located in the different
parts of the country.
    Table 3 shows the Asia Marketing Research, Internet Usage, Population Statistics and
Information (http://www.internetworldstats.com/asia.htm) the following statistics on Penetration
Rate of 35 Asian countries (Asia) and some of the ASEAN-member countries.

                     Table 3. Penetration Rate of 35 Asian Countries and
                             Selected ASEAN-Member Countries

Data Item          Asia       Philippines   Singapore    Thailand     Indonesia     Malaysia     Vietnam
Population    3,712,527,624   87,236,532    3,654,103   67,249,456   224,481,720   28,294,120   85,031,436
Internet
Users          418,007,015    14,000,000    2,421,800    8,420,000    20,000,000   13,528,200   15,760,702
Penetration
Rate                11.26%       16.05%      66.28%        12.52%         8.91%       47.81%       18.54%
Per Capita
in US$                             1,170      24,220        2,540          1,140       4,650            550

    The table shows Singapore, a new industrialized country to have the highest penetration rate
in the Asean region. Although Philippines has higher penetration rate (16%) in contrast with
Asia (11.26%), Vietnam is still higher even if the per capita income is low.
    In terms of mobile phone penetration, the Philippines at present has a 45 per cent penetration
rate compared with only 27 per cent in 2003.

       Indicator of IT preparedness of HEIs

    An indicator of how HEIs are electronically or technologically up-to-date, a survey in 2003
showed that 72 percent of HEIs have Internet connection, including 41 percent HEIs that have
websites. More than 85 percent have computers for academic purposes and for operations.
    In AY 2006-2007 data collection 1,725 or 86 per cent of the 2,005 HEIs in the country have
fixed telephone lines and Internet connection; 900 or 45 percent have websites and more than 87
percent have IT equipment for academic purposes and administrative functions.

   ii. Current number of leading colleges and universities using ICT or operating as ICT based
       learning




                                                                                                   3
    The CHED, through the Technical Panel for Information Technology Education (TPITE) has
identified nine (9) Centers of Excellence (COE) and 31 Centers of Development (COD) in IT.
COE/COD is a higher education institution that demonstrates the highest degree or level of
standards in a given field of instruction, research and extension. Table 4 enumerates the HEIs
identified as COEs/CODs in IT.

                         Table 4. Distribution of COEs/CODs in IT

    REGION                            INSTITUTION                               DESIGNATION
       I       COLEGIO DE DAGUPAN (formerly Computronix College)                    COD
               DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY-MID LA
               UNION                                                                 COD
               LORMA COLLEGES                                                        COD
        II     ST. MARY'S UNIVERSITY                                                 COD
               ST. PAUL UNIVERSITY                                                   COD
               UNIVERSITY OF LA SALETTE                                              COD
        II     ANGELES SYSTEM PLUS COMPUTER COLLEGE                                  COD
               ANGELES UNIVERSITY FOUNDATION                                         COE
               HOLY ANGEL UNIVERSITY                                                 COD
       IVA     DE LA SALLE UNIVERSITY-DASMARIÑAS                                     COD
               MANUEL S. ENVERGA UNIVERSITY FOUNDATION-LUCENA                        COD
               UNIVERSITY OF THE PHILIPPINES-LOS BAÑOS                               COE
       V       ATENEO DE NAGA UNIVERSITY                                             COD
       VI      UNIVERSITY OF NEGROS OCCIDENTAL-RECOLETOS                             COD
       VII     CEBU INSTITUTE OF TECHNOLOGY                                          COE
               SILLIMAN UNIVERSITY                                                   COD
               UNIVERSITY OF SAN JOSE-RECOLETOS                                      COD
               UNIVERSITY OF THE PHILIPPINES-COLLEGE OF CEBU                         COE
       VIII    ASIAN DEVELOPMENT FOUNDATION COLLEGE                                  COD
       IX      ATENEO DE ZAMBOANGA UNIVERSITY                                        COD
               DIPOLOG MEDICAL CENTER. COLLEGE FOUNDATION                            COD
               ST. VINCENT COLLEGE                                                   COD
        X      CAPITOL UNIVERSITY (formerly Cagayan Capitol College)                 COD
               MINDANAO STATE UNIVERSITY-ILIGAN INST. OF TECH.-ILIGAN
               CITY                                                                  COD
       XI      ATENEO DE DAVAO UNIVERSITY                                            COD
               UNIVERSITY OF THE IMMACULATE CONCEPTION                               COD
               UNIVERSITY OF THE PHILIPPINES-MINDANAO                                COD
               UNIVERSITY OF MINDANAO - DAVAO CITY                                   COD
      XII      NOTRE DAME OF MARBEL UNIVERSITY                                       COD
      NCR      ASIA PACIFIC COLLEGE                                                  COE
               ATENEO DE MANILA UNIVERSITY-QUEZON CITY                               COE
               DE LA SALLE UNIVERSITY                                                COE
               FAR EASTERN UNIVERSITY-EAST ASIA COLLEGE                              COD
               MAPUA INSTITUTE OF TECHNOLOGY                                         COD
               TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES-MANILA                     COD
               TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES-QUEZON CITY                COD
               UNIVERSITY OF THE EAST                                                COD



                                                                                            4
    REGION                           INSTITUTION                                 DESIGNATION
               UNIVERSITY OF THE PHILIPPINES-DILIMAN                                 COE
      CAR      SAINT LOUIS UNIVERSITY                                                COD
               UNIVERSITY OF THE CORDILLERAS (formerly Baguio Colleges
               Foundation)                                                             COE



       Accredited IT Programs


    Accreditation is a process of self-regulation which focuses on evaluation and the continuing
improvement of educational quality undertaken by authorized external entities. This process
results to a recognition which may be given by national, regional or international accrediting
agencies. Accredited programs are academic programs which were accredited by recognized
bodies.
    There are two accrediting entities that accredit programs of HEIs – the Accrediting Agency
of Chartered Colleges and Universities of the Philippines (AACCUP) for SUCs and the
Federation of Accrediting Agencies of the Philippines (FAAP) the umbrella agency with three
accrediting bodies for private HEIs.
    As of December 2006, AACCUP has accredited 42 IT programs out of 1,265 higher
education programs while FAAP has accredited 71 IT programs out of 1,153 programs for a total
of 113 accredited IT programs. The accredited IT programs includes Computer Engineering
program.

       Curricular Programs


    In response to the clamor of the IT industry and the 2006 NMS recommendation, the CHED,
through its Technical Panel for Information Technology Education (TPITE) reviewed the
baccalaureate degrees in IT and recommended the same for CHED approval after public hearing
and consultations with the stakeholders. The CHED Memorandum Order No. 53, series of 2007
provides the minimum policies, standards and guidelines of the following IT degrees:

   1. Bachelor of Science in Computer Science (BSCS) - the study of concepts and theories,
      algorithmic foundations, implementation and application of information and computing
      solutions.
      The BSCS program prepares students to be IT professionals and researchers, and to be
      proficient in designing and developing computing solutions.
   2. Bachelor of Science in Information Technology (BSIT) - the study of utilization of
      computers and computer software to plan, install, customize, operate, manage, administer
      and maintain information technology infrastructure.
      The BSIT program prepares students to be IT professionals, be well versed on application
      installation, operation, development, maintenance and administration, and familiar with
      hardware installation, operation, and maintenance.

   3. Bachelor of Science in Information Systems (BSIS) – the study of design and
      implementation of solutions that integrate information technology with business


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       processes. The BSIS shall replace the Bachelor of Science in Information Management
       (BSIM) program.
       The BSIS program prepares students to be IT professionals and be expert on design and
       implementation of IS for business processes.

   The review on graduate programs in IT such as MS/Master in Information Technology, MS
in Computer Science, PhD in Computer Science are ongoing. Likewise, the Associate in
Computer Technology is being reviewed to come up with a ladderized curriculum that would
meet both the CHED and Technical Education Skills Development Authority (TESDA)
requirements.

                                III.   ICT at National/Policy Level


A. Strategic Plan on ICT in Higher Education

   The strategic plan on ICT in higher education is anchored to the following national and
agency plans:
   1. The 2004-2010 Medium Term Philippine Development Plan (MTPDP)

           The MTPDP stipulates the 1) formulation and implementation of quality standards,
       accreditation and certification systems with local and international recognition focused on
       executive and managerial manpower, knowledge, and S&T workers as well as schools
       and training centers (e.g. quality assurance framework for ICT education); and 2)
       Promote the use of ICT in all sectors of the society, as a tool for people empowerment.
           The MTPDP reiterates that the real benefits of ICT lie not in the provision of
       technology per se, but rather in improving communication and information exchange
       through networks of people. ICT will be harnessed as a powerful enabler of capacity
       development. It will therefore be targeted directly towards specific development goals
       like ensuring basic education for all and lifelong learning, among others.

   2. The 2005-2010 Medium Term Development Plan for Higher Education

           The Medium Term Development Plan for Higher Education (MTDPHE) 2005-2010
       articulates how the higher education system could contribute to the attainment of the
       national development goals through its three main functions namely: human resource
       development (HRD); research; and extension.
           The thrusts of MTDPHE are based on the Medium Term Philippine Development
       Plan 2005-2010 and the Unifying Human Resources Development Framework of the
       Philippines. The MTPDP outlines the government’s development goals, strategies and
       action plans in the next six years to fight poverty and spread the fruits of economic
       prosperity to the greatest number of Filipinos. One goal is to improve access to and
       success in higher education through improved quality of higher education institutions,
       stronger research and extension, and rationalized governance and financing of higher
       education.




                                                                                                6
       The UHRDFP, on the other hand, defines the crucial mix played by the government
   and the private sector in the development of the country’s human resources. The
   MTDPHE draws upon the two elements of the UHRDFP: (a) the contribution of HRD to
   the process of development including alleviation of poverty, employment, universal
   access to education, and full participation in the fruits of economic growth; and (b). the
   impact of HRD on human development so that individuals may attain their potentials as
   human beings and become productive and versatile citizens.
       ICT-related disciplines are one of priorities in the MTDPHE due to the mismatch
   between IT graduates and industry requirements magnified by the following: (a)
   graduates’ poor foundation of English, Science and Math competencies; (b) curriculum
   not responsive to industry requirements (lack of national competency standards that
   would match global standards); (c) lack of competent teachers; and (d) lack of facilities
   and technology to develop skills (inadequate facilities and equipment to address current
   scientific trends, especially in the light of rapid developments in technology).

3. The 2002-2020 National Science and Technology Plan

       The target of the NSTP is to have a world-class capabilities in ICT by 2010 and
   world-class universities in S&T by 2020.
       ICT is an area in which the Philippines already has built some competitive advantage
   or edge; its further development is one of the top priorities under the MTPDP. The aim of
   S&T intervention is to further build the country’s capabilities in ICT and make the
   country a world-class provider of ICT services and products. The specific directions of
   ICT development under the Plan shall be in the following areas:
          a. E-governance: through access to facilities and on-line information, frontline
               services, information sharing/networking, and data banking.
          b. Teleservices: through databases and decision support for urban/rural
               development.
          c. Applications in health : tele-medicine, tele-radiology, virtual patient records,
               medical expert systems, ICT applications for the disabled and the elderly.
          d. Applications in education: intelligent tutoring systems, on-line training, digital
               satellite radio services, digital terrestrial television.
          e. Applications on the environment: geographic information systems, global
               positioning systems, remote sensing and telemetry.
          f. Applications in agriculture: expert systems for specific crops, land
               information systems, and marketing information systems.
          g. Applications in industry: e-commerce applications in sales and marketing,
               procurement, order management, and customer service and support.
          h. Embedded systems design

4. CHED 2007-2011 Information System Strategic Plan

       The Commission on Higher Education has recently formulated the CHED-ISSP 2007-
   2011, a 5-year information and communications technology plan. The plan describes the
   IT requirements of CHED at its central and regional offices. The requirements include
   hardware, software, human resource, HR capability building, information systems and



                                                                                             7
      communication infrastructure for productivity improvement and for communicating
      higher education developments and services to its clients. These agency requirements are
      anchored on the 2004-2009 Higher Education Development Project – Management
      Information System/Graduate Tracer Study subcomponent, the 2005-2010 Medium Term
      Development Plan for Higher Education, the 2006-2010 Philippine Statistical Plan and
      the 2006 Knowledge Management audit conducted by the Development Academy of the
      Philippines with CHED.
          The plan is focused on the development of client centric information systems such as
      the Electronic Verification and Certification System to cater to certification needs of
      higher education graduates for employment purposes; and Special Order Application &
      Issuance System for granting SO to the graduates which is also required by the
      Professional Regulation Commission for board programs. Emphasis is also given to
      CHED organizational learning through KM and the accumulation and application of
      knowledge for CHED officials and staff to achieve the organization’s vision and goals.

      Strategic Concerns for ICT Use

    The 2007-2011 CHED-ISSP shall adopt the information and communications technology
through the CHEDLINK project with the following strategic concerns:

      •   Improving public service - by developing and deploying client–centric information
          systems critical to client needs such as systems for the application and issuance
          Special Order and certificates to graduates of higher education institutions; and
          monitoring the issuance of financial assistance to the beneficiaries of the CHED
          administered student financial assistance programs.

      •   Office automation – to enhance the productivity of officials and staff by acquiring
          needed IT hardware and software, training them on IT use and developing and/or
          adapting information systems needed by the different functional offices of CHED to
          systematize their procedures and processes. Such automation includes provision of
          local area network for file and resource sharing, Internet access with web mail
          application, use of office productivity suite (word processing, spreadsheets,
          presentation software, relational database management system), adoption of the
          Electronic New Government Accounting System, customizing off-the-shelf
          attendance monitoring and payroll system, among others.

      •   Collection, processing and dissemination of higher education data and information in
          support to the agency’s planning, policy formulation and decision- making for human
          resource development, research and extension.

      •   Knowledge accumulation, sharing and application by providing mechanisms for
          accumulating and applying knowledge within and outside the agency and locations
          that enable extensive information exchange. This would help employee use his or her
          abilities to the utmost by creating systems that overcome restrictions of time and
          space and allow knowledge and expertise to be shared and used both inside and
          outside the agency.


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          Figure 3 depicts the aforementioned strategic concerns for ICT use.

   In terms of software, CHED shall use Free Open Source Software and to some extent,
proprietary which are deemed appropriate and advantageous to the government and in the
provision of efficient service to CHED clients.




    The total estimated investment for the plan period is P148.7 M for hardware and software
acquisition, application systems development and human resource support.
    With this ISSP, it is hoped that after the plan period, CHED shall have improved its
productivity by communicating/disseminating efficiently and effectively, higher education
policies, programs and services to its clients, toward development and delivery of relevant and
quality higher education.


B. Responsible body or committee on ICT at national level

  As provided in Executive Order No. 269, series of 2004, the Commission on Information and
Communications Technology (CICT) shall be the "primary policy, planning, coordinating,


                                                                                             9
implementing, regulating, and administrative entity of the executive branch of Government that
will promote, develop, and regulate integrated and strategic ICT systems and reliable and cost-
efficient communication facilities and services."

   The CICT shall be guided by the following policies:

       a. To ensure the provision of strategic, reliable and cost-efficient information and
          communications technology (ICT) infrastructure, systems and resources as
          instruments for nation-building and global competitiveness;

       "Information and Communications Technology" (ICT) is defined as the totality of
       electronic means to collect, store, process and present information to end-users in support
       of their activities. It consists, among others, of computer systems, office systems and
       consumer electronics, as well as networked information infrastructure, the components of
       which include the telephone system, the Internet, fax machines and computers.

       b. To ensure a policy and legal environment that will promote a level playing field,
          partnerships between the public and the private sectors, strategic alliances with
          foreign investors, balanced investments between high-growth and economically-
          depressed areas, and broader private sector participation in ICT development;
       c. To foster and accelerate convergence of ICT facilities such as but not limited to the
          development of networks;
       d. To ensure universal access and high-speed connectivity at fair and reasonable cost;
       e. To ensure the provision of information and communication services in areas not
          adequately served by the private sector;
       f. To foster the widespread use and application of emerging ICT;
       g. To establish a strong and effective regulatory system that will ensure consumer
          protection and welfare and foster a healthy competitive environment;
       h. To promote the development of ICT expertise in the country's human capital to
          enable Filipinos to compete in a fast-evolving information and communication age;
       i. To ensure the growth of the ICT industries;
       j. To preserve the rights of individuals to privacy and confidentiality of their personal
          information;
       k. To encourage the use of ICT in support of efforts for the development and promotion
          of the country's arts and culture, history, education, public health and safety, and
          other socio-civic purposes; and
       l. To sustain the development of the nationwide postal system as an integral component
          of the overall development of ICT in the country.

C. Quality assurance on ICT-based programs, e.g. policy development on QA for open and
   distance learning, transnational education and e-learning




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                IV.      Problems and Issues: ICT implementation in Higher Education


A. Description of issues, problems and proposed resolution of the use of ICT in higher education
     Improving access to and success in higher education remains a challenge, along with the
need to improve the quality of graduates in preparation for future work.
     The demand of local and multinational industries for qualified ICT workers drives the
continuous development of ICT human resource in the country.
     The ICT is identified in the MTPDP as the sector that will pole-vault the country in the
knowledge-based era. Hence, cyber services or services delivered over cyberspace such as
teleservices, e-services, IT outsourcing, ICT-enabled services and business process outsourcing
are often cited as a trend that will continue to grow. Industry players are expecting that from a
total revenue of US$1.3 billion in 2004, the industry is seen to grow to as much as US$11.7
billion revenues by 2010. In terms of employment, from only 100,000 workers in 2004,
employment in cyber-services will experience an uptrend to as much as 1.383 million workers by
2010. (2006 National Manpower Summit)
     However, industry skills shortages and surpluses tend to influence how the country and its
workers may fully avail of these employment opportunities. The Business Process Association of
the Philippines (BPAP) is conducting a study on outsourcing and off-shoring with a foreign
based consulting firm and confirmed that there are indeed shortages of about 400,000 workers
for the contact centers from 2007-2010. The BPAP in coordination with CHED, DepEd and
TESDA are working on strategies to supply the needed number of workers including the
shortages that will meet industry requirements.
     In the recently concluded 2007 National Human Resource Conference, the common
issues/gaps to all disciplines that surfaced during the said event were a) mismatch of graduates’
skills/knowledge against the needs of the industry or “square pegs in a round hole” and b) lack of
English proficiency. The table below shows the issues/gaps on education and training of Cyber
Services (software development, BPO, animation) and the corresponding plans/recommendations
to address these challenges.


                 Issues/Gaps                               Plans/ Recommendations


 SOFTWARE DEVELOPMENT

 Curriculum does not match with industry      CMO 53, s. 2007 – Revised IT Education Curriculum –
 needs                                        BSCS, BSIT and BS Information Systems ( formerly
                                              BS Information Management)
 No specific job description for workers in     • Develop competency map for software
 Software development application                   development application
                                                • Encourage industry to define the tasks of software
                                                    development application jobs
 Lack of qualified trainors                   CHED funding through PSITE to improve faculty
                                              teaching capabilities; HEDP-Faculty Development
                                              Program
 Lack of qualified software development       HEIs are encouraged to calibrate IT resources through



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                 Issues/Gaps                                  Plans/ Recommendations

application graduate                             COD projects
Insufficient funding, commitment from              • Strengthen the collaborative efforts of CHED,
industry and support from schools                     Industry and TVI’s to support the faculty
                                                      development program
                                                   • Source out foreign funding agencies
Lack of long-term view and incubation-type       Develop a model (framework of mechanics) of the
experience from the academe.                     incubation facilities program

BUSINESS PROCESS OUTSOURCING

Need for a curriculum                             •    Development of standards and curricula for
( specialized qualification)                           specific needs ( entry level, middle management,
                                                       bookkeeping, transaction-keeping & auditing)
                                                  • Review/refine current educational and training
                                                       programs of CHED and TESDA
                                                  • Review/refine Ladderized Education Programs of
                                                       CHED and TESDA vis-a-vis projected/current
                                                       industry needs
Lack of qualified applicants                      • Restructure CHED and TESDA training and
                                                       education to produce qualified and productive
                                                       graduate/workers in the shortest possible time (3-
                                                       6 months).
                                                  • Promote/advocate the value of competency
                                                       training as the vehicle for producing qualified and
                                                       productive workers/graduates.
Lack of qualified applicants (lack of             • Institutionalize the adoption of assessment and
experience in project management, no formal            certification to measure efficiency and
training, no certified project manager)                effectiveness of training providers and their
                                                       graduates
                                                  • Industry internships and OJTs (to include Project
                                                       Manager, Business Analyst, HR, Logistics/Supply
                                                       Chain, Marketing, Network, Security, and
                                                       Database design)
Lack of exposure to computerized accounting      Use of automated transaction system (e.g. ERP, HRIS)
system                                           with appropriate faculty retraining and industry-
Expensive software and lack in engineering       academe partnership
fundamentals; lack exposure in computer-
based design tools

ANIMATION

Very limited training providers especially for    •   Tracking of animation training centers and
highly specialized fields such as 3D Modeler,         schools
3D Artist, 3D Texturer/Lighter, Flash             •   Promote/advocate for more training provision in
animator, Designer, Programmer                        animation
                                                  •   Review of TR and curriculum



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                  Issues/Gaps                              Plans/ Recommendations

                                                •   Tracking of skills advancement within the
                                                    industry
 Lack of qualified trainers                     •   Database on Pool of Trainers for Animation in
                                                    different fields
                                                •   Trainer Development Program
 Lack of facilities for students                •   Work closely with established training centers and
 projects/simulations                               colleges/universities
                                                •   Capability building of in-house management skills
 Training not meeting skills requirements of    •   Benchmarking with international standards (e.g.
 employers                                          Shanghai, China)
                                                •   Review Animation TR and curriculum
                                                •   Constant dialogue between companies and
                                                    schools
 Expensive Software (example: Maya)             •   Encourage schools to invest
                                                •   Put up finishing school

    The concerted effort and support of government, industries, academe and non-government
organizations as shown in the above recommendations are positive steps towards narrowing
these gaps, which eventually will produce qualified graduates for immediate employment in the
ICT sector.



                V.      Future Direction of the Development of ICT in Higher Education


    The following goals for ICT and other programs in higher education are based on the 2005-
2010 MTDPHE policies, strategies, programs and activities geared towards improving the
human resource development, research and extension functions of higher education institutions
thereby enhance their contribution to national development. The corresponding programs and
targets are based on the development thrusts of access and equity, quality and excellence,
relevance and responsiveness and efficiency and effectiveness.

A. Improve higher education’s contribution to poverty reduction through human resource
    development:
    Address quality mismatches by improving quality of student inputs and by promoting IT-
enabled, market-driven and internationally-comparable programs through quality assurance
systems, upgraded faculty qualifications and establishment of international linkages.

Programs and activities:

 1.     Accreditation of HEIs offering quality distance education and open learning programs,
        and provision of support to curriculum and materials development, faculty development
        programs and facilities and other resources upgrading;


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2.    Development and offering of graduate and undergraduate programs via open learning and
      distance education;
3.    Monitoring and dissemination of information on transnational programs delivered online;
4.    Establishment of consortia of distance education programs delivery for Faculty
      Development for Distance Education;
5.    Strengthening of quality assurance system for distance education program delivery by
      local and cross-border providers;
6.    Articulation of policies and mechanisms among all levels of education based on the
      Unified National Qualifications Framework which lays down the basic groundwork for
      mutual recognition of credentials, competencies and skills;
7.    Provision of scholarships and other forms of assistance for undersubscribed priority
      programs.
8.    Provision of subsidy for equipment procurement, facilities improvement and faculty
      development;
9.    Reengineering curricula of priority programs to make them IT-enabled, market-
      driven/responsive and internationally comparable;
10.   Provision of access of faculty members and students to ICT resources;
11.   Integration of ICT into the instructional delivery of all program offerings of HEIs by
      ensuring the ICT readiness of faculty members, among others;
12.   Development of innovative programs in cutting edge disciplines such as nanotechnology,
      biotechnology and materials science;
13.   International Benchmarking of Higher Education Curricula;
14.   Establishment of a regulatory framework for various modes of delivering higher
      education such as distance education, cross border or transnational and franchising;
15.   Development of institutional quality assurance system and establishment of institutional
      monitoring and evaluation system;
16.   Strengthening accreditation and affiliation of local accrediting bodies with international
      accrediting bodies;
17.   Establishment of student exchange programs with HEIs in other countries (e.g. Asia-
      Pacific Student Exchange Program);
18.   Rationalization of regulatory and quality assurance policies and systems;
19.   Promotion of accreditation through incentives and financial assistance;
20.   Improvement of system of gathering and dissemination of HEIs data;
21.   Phasing out and closing of poor quality programs;
22.   Identification and development of Centers of Excellence and Centers of Developments;
23.   Improvement of the selection criteria for COEs/CODs;
24.   Development of an appropriate tracking system and further strengthening of COEs/CODs
      in priority disciplines;
25.   Provision of graduate study scholarships to college faculty in English, Math, Science and
      other priority disciplines;
26.   Provision of incentives for the development of various graduate programs and
      strengthening of graduate education and continuing education in all fields;
27.   Implementation of faculty exchange programs between local and foreign HEIs;
28.   Provision of support for upgrading of facilities such as laboratories, libraries and ICT to
      HEIs;




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  29.   Establishment of graduate school tie-ups with leading foreign universities in science and
        technical courses;
  30.   Expansion of national and international practicum programs;

  31.   Obtaining more bilateral academic agreements and securing international recognition of
        locally earned degrees;
  32.   Liberalization of twinning programs and networking arrangements with foreign
        universities;
  33.   Promotion of industry-academe partnership through program complementation and
        collaborative projects between the employers and HEIs;
  34.   Dissemination of information on the labor market, in coordination with DOLE, to assist
        students in making informed career and occupational choices;
  35.   Promotion and provision of support to HEIs’ research in aid of national-regional
        development through the Zonal Research Centers and Zonal Research Programs;
  36.   Implementation of the National Higher Education Research Agenda responsive to
        national and regional development;
  37.   Institutionalization and strengthening of national system for the dissemination and
        utilization of research outputs of HEIs;
  38.   Institutionalization of a national system of rewards and incentives for research outputs for
        faculty in public and private HEIs and instituting incentive programs for funded
        studies/research projects on the development of HEIs technologies and economic assets
        such as the REPUBLICA Awards and Best Practices Awards;
  39.   Encouragement of HEIs to produce relevant research outputs that create new knowledge,
        technologies and practices that can contribute to the generation of new wealth for the
        national economy through the provision of research capability building program that
        includes grant-in-aid, thesis and dissertation grants;
  40.   Provision of support to extension programs of HEIs in facilitating transfer of technology
        to end-users, particularly in agriculture, fisheries, veterinary medicine and support to
        micro, small and medium enterprises. These will serve as the pump-priming activities of
        HEIs;
  41.   Promote, facilitate and sustain partnership between HEIs and industrial entities for joint
        research and extension projects and for the application and commercialization of research
        outputs.

Research Agenda in Higher Education Institutions

     The Higher Education System is part of the National Innovation System and the network of
 research and development institutions that actively generate and mobilize knowledge for
 enhancing productivity and addressing the goals of national development. As such, the higher
 education institutions and CHED are expected not only to produce R & D manpower but also to
 actively participate in the implementation of the R & D Plans for Science and Technology,
 Health, Energy, Agriculture and other sectors identified as priority in the national development
 plan. Hence, the R & D Agenda in higher education supports and reflects the R & D component
 of the national S & T Plan and the R & D requirements of the priority development sectors.
     In addition, the agenda includes studies that would generate information needed inputs in the
formulations of policies, plans, projects and projects for enhancing/improving quality, relevance,



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access and equity, efficiency and effectiveness in higher education. Studies on the following
areas are particularly encouraged.


   QUALITY AND EXCELLENCE

       •   Comparison of program versus institution accreditation; international and local
           experiences;
       •   International benchmarking and study of policy, standards and guidelines in priority
           disciplines in Asia, Europe and the US;
       •   Regional and zonal ranking of universities and colleges based on a common criteria
           for evaluation;
       •   Benchmarking and comparative study of PSG on Student Affairs and Services in the
           Asia-Pacific region;
       •   Impact of Student Exchange Programs on quality and relevance of Student Services;
       •   Impact on higher education sub-sector and the legal imperatives of transnational
           education;
       •   Impact of COEs/CODs;
       •   Evaluation of Graduate education programs;
       •   Quality in OLDE programs;
       •   Research capacity and productivity of HEIs.

   RELEVANCE AND RESPONSIVENESS
     • Equivalent of PRC in Southeast Asian countries and review of selective Professional
        Licensure examinations;
     • Industry-academe linkages;
     • Impact of IPTP on employability of graduates;
     • Impact of Student Exchange Programs on quality and relevance of student services;
     • International competitiveness of Filipino professionals;
     • Demand supply studies;
     • Graduate Tracer Studies;
     • Overseas employment opportunities;
     • Utilization of research outputs in policy making, instruction and productivity
        enhancement.

   ACCESS AND EQUITY
     • Financial assistance programs of government and non-government agencies and
        private individuals;
     • Scholars/Grantees, Tracer Studies success/drop out rates among scholarship grantees;
     • Comparative Study on the Unique Features of Study-Now Pay-Later Program;
     • Student Loan Programs in the Philippines;
     • Impact of Overseas Study Development Program of CHED, 2003-2007;
     • Integration of Madaris and other education system into mainstream higher education;
     • Development and implementation of feasibility of socialized tuition fee schemes in
        state funded HEIs;


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   •   Ladderization and equivalency.

EFFICIENCY AND EFFECTIVENESS
   • Comprehensive review of the regulatory function affecting higher education sub-
      sector: public and private model building study for integrating state-funded colleges
      and universities;
   • Implementation of the Typology of HEIs in the Philippines;
   • Income Generating Projects of SUCs;
   • Institutional Performance of SUCs;
   • Analysis of the Higher Education Performance Indicators and Statistics;
   • Corporatization in SUCs;
   • Complementation and amalgamation of HEIs




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DOCUMENT INFO
Description: Ched Memorandum Order 34 Series 2007 document sample