scholarly journals Universal Access to Quality Tertiary Education in the Philippines

2018 ◽  
Vol 94 ◽  
pp. 19
Author(s):  
Miguel Antonio Lim ◽  
Sylvie Lomer ◽  
Christopher Millora
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Universal Access ◽  
The Philippines ◽  
Access To Higher Education ◽  
Tuition Fees ◽  
Heated Debate

The Philippines has recently introduced a subsidy for tuition fees to enable universal access to higher education. There has been a heated debate about the Act’s sustainability and its implications for equity. We examine these issues and argue that, despite concerns, this move is a strategic long-term investment for the country.

scholarly journals Universal Access to Quality Tertiary Education in the Philippines

2018 ◽  
Vol 94 ◽  
pp. 19-21
Author(s):  
Miguel Antonio Lim ◽  
Sylvie Lomer ◽  
Christopher Millora
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Universal Access ◽  
The Philippines ◽  
Access To Higher Education ◽  
Tuition Fees ◽  
Heated Debate

The Philippines has recently introduced a subsidy for tuition fees to enable universal access to higher education. There has been a heated debate about the Act’s sustainability and its implications for equity. We examine these issues and argue that, despite concerns, this move is a strategic long-term investment for the country.

scholarly journals Over Education as a Problem of Higher Education Curriculum

2020 ◽  
pp. 98-101
Author(s):  
Burhan Akpunar ◽  
◽  
Ender Ozeren ◽  
F. Selim Erdamar
Keyword(s):  
Higher Education ◽  
Significant Problem ◽  
Access To Higher Education ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Documentary Analysis ◽  
Education Model

In recent years, the rate of access to higher education has increased dramatically in Turkey. Although this case provides many advantages in the medium and long term, it is also a source of a significant problem. This problem is ”over education“ problem. This study addresses the over education problem in the dimension of education and particularly in the context of higher education curricula. As a result of the documentary analysis, we argue that Turkey can alleviate over education problem by adopting a market-oriented higher education model.

A Report of a Mentoring Program in Western Australia

1997 ◽  
Vol 6 (2) ◽  
pp. 6-8
Author(s):  
Gerri Box ◽  
Val House
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Western Australia ◽  
Tertiary Education ◽  
Teaching Staff ◽  
Mentoring Program ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Tertiary Study

Most staff at universities in Australia could cite a number of high schools within their catchments with identified low rates of tertiary entry. In turn, teaching staff at those high schools have a reasonable idea and view of the percentage of students from their final year who will go on to higher education. What may develop from this identification is “opportunity blindness”, with many students not considering tertiary study as an option for post-school education. This paper is the report of a project initiative by Murdoch University and Hamilton Senior High School in Western Australia that hopes to have as its long-term outcome the increased enrolment of Year 12 students into tertiary education.

scholarly journals A Benchmark on the Alternative Education System for Engineering Courses

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Raiza Dimapilis Borreo
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Alternative Education ◽  
Continuous Improvement ◽  
Tertiary Education ◽  
The Philippines ◽  
Degree Programs ◽  
College Degree ◽  
Engineering Programs ◽  
The Republic

Offered by the Commission on Higher Education (CHED) under the Republic of the Philippines, the Expanded Tertiary Education Equivalency and Accreditation (ETEEAP) is an alternative method of earning a college degree. There are 96 Higher Education Institutions (HEIs) that offer ETEEAP in the country, 21 of which offer engineering programs. The study aimed to obtain the best practices being implemented by deputized HEIs offering college degree programs under ETEEAP, particularly, in the field of engineering and check its correlation to the number of graduates. Visitations, observations, and interviews were performed in two selected universities. Information about the enrolled and graduated students were collected. Data gathered were analyzed and tabulated. As an analysis, the policies of the two universities are in accordance of the CHED and, therefore, are similar. A significant increase in the number of engineering graduates under ETEEAP has been recorded. However, some students were not able to finish a program on time. The results of the study can be used as a guiding tool for schools aiming to offer ETEEAP or a reference for continuous improvement of the ETEEAP programs in sustaining the educational needs of the student-clienteles.

Toward greater access and impact: Directions for a sociological understanding of Philippine higher education

2020 ◽  
pp. 095042222095406
Author(s):  
Jose Eos Trinidad ◽  
Enrique Niño P. Leviste
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
National Development ◽  
The Philippines ◽  
Access To Higher Education ◽  
Industry Growth ◽  
Higher Education And Society ◽  
Conceptual Study ◽  
Impact Of Higher Education ◽  
Education And Society

In the Philippines and many other developing countries higher education has a special function, not only with regard to educating students for jobs but also with regard to partnerships for industry growth, research for national development and the formation of critical leaders in society. However, these aims are impeded by issues of access and the unclear impact of higher education and society on each other. In this conceptual study, the authors highlight four directions for a sociological analysis of Philippine higher education: students’ access to higher education, its organization and whether it promotes or impedes access, institutions’ responses to social, economic and technological changes, and their active influence on society. By reviewing and organizing different frameworks and empirical studies, the authors suggest ways of understanding higher education in the Philippines and how a sociological perspective can clarify postsecondary institutions’ role in promoting access for students and having a greater impact on society. Having this sociological consciousness can help administrators, instructors, students and industry leaders to be aware of how higher education in developing contexts can be leveraged for societal development.

Organizational structure and procedure barriers to obedizing Philippine higher education: Implications to policies and practice

2020 ◽  
Vol 10 (1) ◽  
pp. 27-44
Author(s):  
Januard Denola Dagdag
Keyword(s):  
Higher Education ◽  
Organizational Structure ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
The Philippines ◽  
Learning Performance ◽  
Regular Classroom ◽  
Licensure Examination ◽  
Learning Time ◽  
Outcome Based Education

The claim that higher education institutions are outcome-based education-aligned or obedized necessitates evidence in practice. This policy perspectives article discusses the implications of the following prevailing inputs-based structures and procedures to the implementation of outcome-based education in Philippine higher education: (1) segmenting learning time and prescheduling examination; (2) covering curriculum contents over achieving desired outcomes; (3) imposing regular classroom meetings; (4) quantifying inputs targets; (5) quantifying learning performance using a mark; (6) aligning assessments with the licensure examination; (7) and screening and clustering students through a test. The paper offers insights necessary for strengthening policies and practice to obedizing tertiary education in the Philippines and beyond.

Quo Vadis?

2021 ◽  
Vol 9 (6) ◽  
pp. 381-384
Author(s):  
ROCKY NINO MANIRE ◽  
Emily B. Tan
Keyword(s):  
Higher Education ◽  
High School ◽  
Basic Education ◽  
Tertiary Education ◽  
The Philippines ◽  
Educational Institutions ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Quo Vadis ◽  
Made In

The continuity of education must be seamless. Hence, adjustments in the basic education curriculum also calls for adjustments in the higher education curriculum to ensure the continuity of the learning process after transitioning from senior high school to tertiary education. Philippine Higher Educational Institutions is challenged everyday with the series of developments happening in the country. As such, adapting to these developments must be captured though curricular reforms in the PHEI curriculum. This short reflection deals with the adjustments made by the higher education in the Philippines in order to align themselves with the curricular reforms made in the basic education.

scholarly journals Gender and Access to Higher Education among Refugees in Dadaab and Kakuma Kenya: Challenges and Possible Interventions

2021 ◽  
Vol 4 (1) ◽  
pp. 18-28
Author(s):  
Teresa Mwoma ◽  
Fatuma Chege
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Basic Education ◽  
Tertiary Education ◽  
Critical Role ◽  
Gender Disparity ◽  
Refugee Camps ◽  
Access To Higher Education ◽  
Male Youth ◽  
Political Differences

Education plays a critical role in rebuilding societies torn apart by conflicts and violence that are often driven by socio-economic injustices and political differences. This makes people both young and old flee their homes and countries to seek refuge in other places ending up in refugee camps. While children in refugee camps are able to access some form of education at lower levels of learning, more male youth than their female counterparts tend to seek post-basic education outside the confines of refugee camps. Statistics show an increase of youth attending secondary school from 4% in 2011 to 10% in 2017. However, there were fewer young women than men accessing higher education in 2016, thus creating a gender disparity in favour of men with thirteen out of 91 students enrolled in tertiary education being female while 78 were males. This article, therefore, explores the challenges experienced in accessing higher education by both female and male refugees, as well as provides suggestions on enhancing gender equity in participating in higher education. The article is informed by findings from a desk review on the implementation of the Borderless Higher Education for Refugees (BHER) in Dadaab and the Quality Secondary Education in Emergencies (QSEE) in Kakuma. The article further utilises findings from responses to an unstructured questionnaire that was administered to students undertaking the two programmes to explore their perceptions on challenges experienced in accessing higher education by refugees. Findings indicated that refugees face a myriad of challenges that compromise their ability to access higher education including, early marriages for girls, lack of scholarships to enable them to access education, limitation of movement which hinder them from joining other students in universities where they are enrolled for open learning.

The Paradox of Equal Access

2009 ◽  
pp. 470-481
Author(s):  
Kathleen V. Schmidt
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Universal Access ◽  
College Education ◽  
Poor Quality ◽  
Equal Access ◽  
Full Time ◽  
Geographical Distance ◽  
Access To Higher Education ◽  
Prior Learning

Distance education is defined as a system that can provide access to people who – because of work commitments, personal and/or social circumstances, geographical distance or poor quality or inadequate prior learning experiences – do not have the opportunity to study full time (Badat, 2004). It is seen as a way to correct inequalities, improving access to higher education for poorer or disadvantaged students. However, though distance education is seen as a feasible approach to achieve universal access for populations that might not otherwise receive a college education this chapter argues instead that universal access is just a form of rhetoric by which cultural social class and inequities are reinforced and reproduced (Bourdieu & Passeron, 1990).

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