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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


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


How to produce regionally competitive professionals?


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


K12 necessary; not sufficient but may also lead to too much Language is “years of professional formation” and “short basic education cycle.”


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:


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.


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.

PBEd, PCS, PTC helping with outcomes definition; now must be tightly ASEAN-keyed as well

THANK YOU !!

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