International Competitiveness Through Higher Education Reform

INTERNATIONAL
COMPETITIVENESS
THROUGH
HIGHER EDUCATION REFORM
The changing realities
spurred by globalization
underscore the shift in
contemporary
international education
From education as
transmission of expert
knowledge , to education
as building learner’s
competencies, including
learning how to learn.
These are realities that
Philippine Higher
Education institutions
(HEIs) have to face or
already facing.

Our integration with
ASEAN SUMMIT in 2015
would mean a
competitive advantage of
Philippine HEIs or their
survival.
For the Philippines,
this means more
opportunities for the
Filipinos to study or to
work abroad,
As well as more
foreign students and
workers coming to
our country
But we have to be globally
competitive FIRST.
Our HEIs must have the ability to
offer quality programs that meet
world class standards
And HEIs must be able to produce
graduates with LIFELONG
LEARNING
The ASEAN
SUMMIT can be
both an opportunity
or a threat to us
 In view of the ASEAN Summit
2015, we need to assess and
reassess the role and impact of
the education sector in nation
building, especially in the social
and economic sectors of the
country.
An institution that cannot
compete against the best
in the world would have
difficulties competing in
the global arena
Today, it is not simply for
improving the quality of
learning and research in
tertiary education, but also
more important for developing
the capacity to compete in the
global tertiary education
marketplace.
ASEAN QA Quality Assurance Principles
Institution has the primary

responsibility for ensuring its
institutional and programmatic
quality;
Quality is a social responsibility and
institutions must promote a balance
between institutional autonomy and
public accountability
As such, CHED supports
the development of HEIs
into mature institutions by
engaging them in the
process of promoting a
culture of quality
CHED encourages
institutional flexibility of
HEIs in translating
policies into programs
and systems that lead to
quality outcomes.
The CHED Memorandum Order (CMO
No. 46, series of 2012 entitled “Policy
–Standard to Enhance Quality
Assurance (QA) in Philippine Higher
Education through an Outcomes-
Based and Typology-Based Quality
Assurance “ discussed the role of
CHED in providing quality education to
its people.
The concepts of Typology of
HEIs, Institutional
Sustainability Assessment of
HEIs (ISA) and Outcomes-
Based Education (OBE)
have been explained in CMO
46, series 2012.
On Typology of HEIs, there
is a recognition that higher
education institutions are
different from each other,
and thus, a typology or
classification of HEIs was
developed .
For purposes of quality
assurance, CHED adopts a
horizontal typology based on
the functional differentiation
of HEIs and its service and
contribution to nation
building.
 At this juncture, there are three
classification or typology of HEIs in the
Philippines:
 They are differentiated through features in
terms of the desired competencies of their
graduates, the kind of academic programs
they offered, their learning resources and
support structures, faculty qualifications,
their linkages, nature of community
extension and outreach activities.
This classification was
developed to guide HEIs to
have an alignment among their
vision, mission, goals in their
desired graduate attributes in
their impact in the society and
their educational programs.
This horizontal Typology will provide
focus for the HEIs in the use of their
resources
To help HEIs be more efficient by
focusing on their mission and yet
achieve excellence.
To provide clear focus of each HEIs
role in the context of national
development
 The typology is meant to elevate HEIs to the
same level of quality standards regardless of
whether they are universities are not;
 HEIs will be differentiated by the quality of their

programs and their institutional quality rather than
by whether they have university or not
 The typology can potentially enhance the mission

of an HEI , whether it be religious or a secular
mission
 The Three Horizontal
 Typology
 1. Professional Institute
 2. College
 3. Universities

 Also, a major key that will
enable HEIs to achieve their
VMGs is their institutional
quality assurance systems
which they could establish
following CHED Institutional
Sustanabilty Assessment
Framework. (ISA)
The overall quality
of the HEI is
reflected in Vertical
Typology
Vertical Classification is
based on the assessment
of the HEIs Commitment
to Excellence and
Institutional Sustainability
and Enhancement
Commitment to excellence
mainly considers program
excellence while Institutional
Sustainability and
Enhancement is largely
based on institutional
quality .
 VERTICAL TYPOLOGY
 1. Autonomous HEIs
 2. Deregulated HEIs
 3. Regulated HEIs
 In 2013, CHED will maximize its developmental
role by helping HEIs put QA systems in place
using the ISA tool through workshops where HEIs
will review their systems with the help of
nominated and trained “reviewers/assessors”
from autonomous/deregulated HEIs;
CHED is also committed to
developing competency-
based learning standards
that comply with existing
international standards when
applicable.
Outcomes-based QA
CHED strongly advocates a paradigm shift from
inputs-based to outcomes-based quality assurance.
Inputs are still important to promote and maintain
quality in HEIs. However, in an outcomes-based
QA paradigm, inputs may be considered as part
of the strategies in achieving the goals of the
institution. The inputs, the approaches, the
means or vehicles of implementation are all
aspects of strategies that should lead to the
goals of the HEI. The level of attainment of
outcomes reflect how much of the goals have
been met.
 Learner-centred education within a lifelong
learning framework enables individuals to cope
with the life and work demands of the 21st
century;
 Apart from its inherent value, the ASEAN

qualifications framework and the framework for
the recognition of programs for student and labor
mobility of UNESCO, APEC, ASEM and ASEAN
will be competency-based
 While the Filipino public is still unable to process
published lists and information on the quality of
HEIs, sub-standard programs and HEIs will
continue to proliferate in the market until the
level of public consciousness is raised
through a system of lists in the CHED website
and Information center;
 The graduates of substandard programs may still
enjoy labor mobility in ASEAN BUT BY NOT
INTERVENING AT THIS POINT, CHED WILL BE
PARTLY RESPONSIBLE FOR rendering them
vulnerable to exploitation/sub-optimal work
conditions.
Quality and quality assurance have been
prioritized in the strategic plans for the
higher education system of different countries
1)To ensure their economic development and
international competitiveness through quality
research that translate into technological
innovations;
2)To ensure the competitiveness of their higher
education institutions and graduates
Learning Outcomes Approach in a
Nutshell
 The best way to learn is to first determine what
needs to be achieved;
 Once the desired results or exit outcomes have
been determined, the strategies, processes,
techniques and means are put in place to achieve
the predetermined goals;
 In essence, a working backwards with students
as the center of the teacher-learning milieu
This means HEIs will describe
the attributes of their ideal
graduates based on their
visions and missions as part of
their institutional goals or
outcomes and using these as
bases for specific program
outcomes
CHED strongly advocates a shift from
a teaching-centered to a learner-
centered paradigm within a lifelong
learning framework.
Teachers remain important

catalysts and facilitators of learning
but the focus shifts to learners
Why Focus on Learning Competencies?
Learning Outcomes in Quality Assurance
 to help learners cope with a rapidly changing

and reorganized world of life and work in the 21st
century;
 To enable and enhance lifelong learning;
 To facilitate comparability of programs across
borders and enhance student and labor mobility;
 To increase the quality, efficiency, and
effectiveness of higher education. Mature
evaluation systems are based upon outcomes
41
The poor quality graduates that that

we produce are neither ready for
work nor for lifelong learning is a
sad reality that confront us for the
longest time.
The Philippine schools failed
generally to deliver overall
excellence in all levels of education
QUALITY Reform
is imperative.
43
IMPERATIVES
IN PHILIPPINE
HIGHER EDUCATION
44
To adopt approaches that will

resonate with national needs and
international practice.
45
To remain in step with ASEAN in

adapting and substantiating a
National Qualification Framework
46
To get HEIs to contribute

vigorously to national development
47
In the Philippine Qualification

Framework and ASEAN
Qualification Reference
Framework , learning outcomes
serve as the bases for the
recognition and credit transfer
of learners and workers,
48
This means emphasizing

on the results of learning,
or the outcomes of
learning , rather than on
the inputs and the length
of study.
49
Today, OUTCOMES serve as the

common language across sectors
of education and training in the
Philippines and among ASEAN
member communities which help
educational systems to be more
coherent.
50
Our ultimate goal must be to

promote the competitiveness
among professionals ,
workers, and learners in the
domestic and global market.
It also emphasizes quality
assurance in education, skills,
and specialization
In this age of globalization and
rapid advances in technology
development, the principal
goal of the higher education
system is to produce globally
competitive graduates.

 We need to demonstrate that our education
systems match the world-class standards.
 One measure of the international standing
of our higher education systems is the
ability of our students and graduates to
secure employment or to progress their
postgraduate studies to other countries
because our curriculum and standards are
similar with other countries.
CHED is committed to developing
competency-based learning
standards that comply with existing
international standards to enable an
effective integration of our
individual programs with ASEAN
SUMMIT 2015
Outcomes-based Standards in Higher
Education
 For disciplines with internationally agreed-
upon frameworks and mechanisms must
align competency standards with such
frameworks;
 In addition , the core learning
competencies of the discipline, include
learning outcomes must be appropriate
to the mission of the program.
Outcomes-based Standards in Higher
Education
For disciplines without internationally agreed
frameworks and mechanisms such as some
programs in the humanities and the social
sciences, learning outcomes or learning
competency standards as determined by the
Technical Committees and Technical Panels
shall nevertheless be comparable (not
necessarily equivalent) to similar programs in
the Asia-Pacific region and other regions of the
world.
Next Steps
• Review and revision of the Policies,
Standards and Guidelines (PSGs) to
transform the current PSGs into an
outcomes-based format;
• The Technical Panels/Committees for each
discipline will prescribe the competencies
required for each program;
Next Steps
 Harmonization of the pertinent K to 12
curriculum with the new descriptors;
 Alignment of licensure examinations
 Continuing consultations with industry; and
 Advocacy and public hearings to be conducted
at the regional levels
THE GOAL:
“Every Filipino: the best for

fellow Filipinos; the choice of
the rest of the world.”
MARAMING SALAMAT PO!

International Competitiveness Through Higher Education Reform

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INTERNATIONAL

Institution has the primary

 HEIs will be differentiated by the quality of their

 The typology can potentially enhance the mission

 Apart from its inherent value, the ASEAN

Teachers remain important

 to help learners cope with a rapidly changing

The poor quality graduates that that

To adopt approaches that will

To remain in step with ASEAN in

To get HEIs to contribute

In the Philippine Qualification

This means emphasizing

Today, OUTCOMES serve as the

Our ultimate goal must be to

“Every Filipino: the best for

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