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Adult Education in Philippine Higher Education: Don Mariano Marcos Memorial State University La Union, Philippines

The document discusses adult education in Philippine higher education. It outlines several action areas and objectives for participating higher education institutions to help expand educational opportunities for adult learners through programs like continuing education. The goals are to increase post-secondary participation, provide universal access to higher education through various learning modes, and offer courses that can help learners pursue personal and professional enrichment, skills upgrading, and credentials. This would help break cycles of poverty and promote lifelong learning.

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Nereo Reoliquio
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101 views25 pages

Adult Education in Philippine Higher Education: Don Mariano Marcos Memorial State University La Union, Philippines

The document discusses adult education in Philippine higher education. It outlines several action areas and objectives for participating higher education institutions to help expand educational opportunities for adult learners through programs like continuing education. The goals are to increase post-secondary participation, provide universal access to higher education through various learning modes, and offer courses that can help learners pursue personal and professional enrichment, skills upgrading, and credentials. This would help break cycles of poverty and promote lifelong learning.

Uploaded by

Nereo Reoliquio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Don Mariano Marcos Memorial State University

La Union, Philippines

ADULT EDUCATION IN PHILIPPINE


HIGHER EDUCATION
Adult Education Training Program
WALKTHROUGH

Commission on Higher Education Canadian Bureau for International Education

Scholarship for Graduate Second Career / Adult


Studies in Canada for Education Training Program
HEI faculty/staff

Internationalization of Community College Best


HEI training Program Practices Training Program
P a r t i c i p a t i n g H E I s a r e e x p e c t e d to:

C R E AT E / D E V E L O P Nat io n a l Fra m e wo r k o n AE
O c to b e r 3 - 5 , 2 0 1 8

F O R M U L AT E National Policy / Policy Recommendations on AE


October 24 -26, 2018

DESIGN Nat ion a l Ad u lt E d u c a t i o n Toolkit


November 13-15, 2018 / January 9-11, 2019

Nat ional Tr aining of Tr ainer s on AE


IMPLEMENT
Febr uar y 4- 6, 2019

Inst it ut ional Act ion P r oject P lan


DEVELOP

A P P LY Institutional D e v e l o p m e n t
a n d I n n o vat io n G ra nt s
I. THE 2030 AGENDA

15 Years 17 Goals 169 Targets 230 Indicators


5
An overwhelming majority of
3.9%
Filipinos aspire for a simple and Life of the rich
comfortable life…
16.9%
Affluent life

The Life We Want 79.2%


Simple &
comfortable life

6
What is a simple & comfortable life?

73%
Earning enough

62% 30%
Own one car
73% Business
owner
All children are
college-educated

61% 30%
Have enough money Relax with family
for day-to-day needs and friends

61% 21%
Own a medium-sized Able to take occasional
home trips around the country

5
Desired Occupation

47% 22% 20% 20% 18% 13%


Employer in own Self-employed Work for private Work for government Work with pay in Work for private
family-operated farm without any paid establishment or government own family-operated household
or business employee corporation farm or business

Preferred Work Location

79% 14% 7%
want to live within want to work in a want to work
the same city that big city but go and live outside
they work in home outside the
city
the city 88%
want to work in the
country
EDUCATION: Most preferred field of study
(among those who have not finished college)

16.5% 12.7% 11.6% 10.5%


Education science Business administration IT related Tourism and
and teacher training and related fields hospitality

10% 10% 6.9% 6.7% 4.8%


Engineering Law and Medical Trade, craft Maritime
and technology jurisprudence and allied and industrial
Who gets hired in better paying jobs?

Data has shown that those with at least a


high school education earn 1.8 times
more, and those with a college degree earn
4.5 times more than those without.

The average wage for workers without any


schooling is P115 compared to P506 for those
who finished college.

Source: World Bank (2018) Making Growth Work for the Poor
There are enough potential “returning” learners to serve

Enrollment Status of those 17-24 years old by household per capita income

Per Capita Not enrolled, No. of Not enrolled, No. of Total


Income did non finish Learners finished HS but Learners (headcount)
HS not completed
post secondary
or college
1 (Poorest) 50% 1,609,081 29% 933,267 3,218,162
2 35% 1,138,851 34% 1,106,313 3,253,861
3 23% 706,192 35% 1,074,639 3,070,398
4 13% 408,285 34% 1,067,822 3,140,652
5 (Richest) 4% 98,286 16% 393,143 2,457,142
Total 26% 3,936,456 30% 4,542,065 15,140,216

Source: Who Serves the Poor in Higher Education?, 2018


Region 1 Demographics
CONTEXT

(a) Population: 5,026,128


(b) Poverty Incidence (2015) 8.6%
(c) Unemployment Rate (2018) 6.7%
(d) Laborers and Unskilled 38.6%
workers
(e) Ageing index 28.5%
(f) Adult illiteracy 8.7 %

October 2018 Unemployment


Age 15-24 years 44.6%
Age 25 – 34 years 30.3%

By Educational Attainment
College Graduates 24%
College Undergraduates 16%
Completed Junior HS 27.5%
State of Adult Education in the Phils.:
A SNAPSHOT

• No single definition or model that is existing (at the moment) to


support the implementation of Adult Education Program in Higher
Education
• No legislation that mandates the role of AE and lifelong learning.
• Delivery of AE services and programs are imbedded in extension
programs of HEIs
• The role of NGOs & Private Sector in the development, delivery and
management of AE programs is not well -defined.
• The most pronounced program in AE is the Alternative Learning
Systems of DepEd and the Certificate programs towards technical
education and skills development by TESDA
W h e r e w e w a n t to b e

PHEI as a LIFELONG LEARNING


INSTITUTION

THROUGH….

ADULT EDUCATION PROGRAM

CONTINUING PROFESSIONAL
EDUCATION AND DEVELOPMENT
PROGRAM
TAKE ACTION TO BREAK THE
CYCLE OF POVERTY
AE PHEI FOUNDATION

Break cycles of inter-generational poverty and social exclusion

Higher education can transform lives and contribute to social


cohesion, social stability, and civic society

HEIs to expand educational opportunities and build educational


capacities through continuing education programs

GOAL: to increase post secondary participation by young people


(SHS completers) and adults
HEI ACTION: Provide universal access to Higher Education
for lifelong learners.
Modes of Learning
Formal
Informal
Non-Formal

Modes of Recognition
Prior Learnings
Equivalency
Certification
AE PHEI ACTION AREAS

ENABLING PEOPLE – Capacitate Adult Learners for personal


growth and professional development

EXPANDING OPPORTUNITIES– Improve the skills of Adult by


upskilling, reskilling, and cross-skilling

ENHANCING EMPLOYMENT AND EMPLOYABILITY – Provide adult


learners relevant job skills

ENSURING SUSTAINABLE COMMUNITY– Provide relevant


programs that are responsive to the needs of the community.

ENCOURAGING ENTREPRENEURSHIP– Promote self-reliance and


creation of jobs
AE PHEI OBJECTIVES

Offer personal, professional, and academic enrichment courses


that provide valuable training for higher education mainstreaming

Provide credits or equivalency towards a diploma or certificate

Design new and innovative certificate and diploma programs

Develop pedagogical platforms (online or distance learning,) to


ensure the success of adults in completing their education or
certification
AE PHEI TYPOLOGY

ACADEMIC AND PROFESSIONAL– includes Continuing


Professional Education/ Certificate/Diploma Programs FOR
GRADUATE AND POST GRADUATE DEGREES
PERSONAL DEVELOPMENT– Non-degree, non NC Program that seeks to
enhance skills and entrepreneurial competency of the learner. This
program covers the following areas: a) art and design; b) Business and
finance; c) Home Maintenance; d) Health and Well-Being; e) technology
for daily life; f) foreign languages;

COMMUNITY DEVELOPMENT - This includes a) livelihood skills training;


b) barangay development; c) literacy and numeracy skills; d) values
formation and re-orientation; e) food security; f) disaster risk reduction
awareness; g) third age learning; and h) social re-integration program
AE PHEI TYPOLOGY 2
PERSONAL DEVELOPMENT
ART AND DESIGN COURSES: Creative Writing, Photography
Studies, Digital Art Production, Painting, Crafting, Graphic Design,
Music Lessons, Landscape Design, etc.

BUSINESS AND FINANCE COURSES: Basic Accounting, Financial


Planning, Strategic Marketing, Business Communication, Business
Management, Social Media Marketing, etc

HEALTH AND WELL-BEING COURSES- Health Service Management,


Mental Health and Addiction, Swimming Lessons, Dance Lessons, Early
Childhood Mental Health, and other health-related courses

TECHNOLOGY FOR DAILY LIFE COURSES 3D Printing, visualization and


Agile Product Prototyping, Computer Programming for Game Developer,
Computer Programming Applications / Remote Sensing Applications
Developer, etc.
AE PHEI TYPOLOGY 3
COMMUNITY DEVELOPMENT
LIVELIHOOD SKILLS TRAINING

BARANGAY /MUNICIPAL DEVELOPMENT TRAINING

FOOD SECURITY

DISASTER RISK REDUCTION AWARENESS

THIRD AGE LEARNING

SOCIAL REINTEGRATION / VALUES REORIENTATION PROGRAM

COURSES: Entrepreneurship and Small Business, Food Security, Occupational


Health, Psychology, Public Relations, Social Work, Public Administration and
Governance, Disaster Risk Management, Hospitality and Tourism, Gerontology,
etc.
AE PHEI SUSTAINABILITY INDICATORS

strong commitment of university officials and a sound


management system to implement and monitor the program

aggressive research and extension unit that can help in the conduct of
labor market research

adequate faculty line-up or pool of experts in every academic program

functional and available school facilities

strong linkages with the industries, private sector, NGOs, LGUs, and HEIs

Presence of QA Office that provides monitoring and evaluation of the


various aspects of the program to ensure that standards of quality in the
implementation of the program is met.
HEIs COMMITMENT IN ADULT EDUCATION

As a lifelong learning institute, we have to inspire,


engage, and enable our adult learners to achieve
their goals and provide the skills to enhance
personal development, social inclusion, active
citizenship, and employability.

Ayessa Marie Velasquez


Coordinator, Ateneo De Davao Academy of Lifelong learning
Leave
No
Filipino
Behind.

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