MAEID 211: Technological Trends & Problems in Philippine IndustriesProf. NORMA BELDIA

Course Facilitator

DIELYN P. HIJOSAReporter

EDSA REVOLUTION TO

THE PRESENT

• In education and other social infrastructure sectors, the year of 1986 was a transition period. It was the marked by reorganization , strengthening, planning, improving, revising or changing the system developed during the past regime.

Educational Thrust of Administration

More importantly, it was a year of planning and changes of development under newly restored democratic environment.

Objectives of Education and Manpower Development

Sectorto improved the quality and increase the

relevance of education and training;To increase access of disadvantage

groups in all educational areas;To accelerate the development of

middle-and high level manpower toward economic recovery and sustainable growth, as well as to enhance their employability, productivity and self -reliance

to inculcate values needed in social transformation and renewal.

to raise the level of awareness, interest and participation in sports and cultural activities;

to maintain and educational system that is truly Filipino in orientation, open to constructive ideas from everywhere, but alert to influences inimical to national dignity.

POLICIES AND STRATEGIES ON

TECHNOLOGY EDUCATIONSecondary Education1. Barangay high school shall

be review to determine those to be retained and/ or upgraded and provided with massive vocational education inputs.

2. Secondary vocational schools shall either be upgraded into post-secondary technical institute or to continue as secondary vocational school with additional role as area vocational centers for students from neighboring general high schools.

3. Development of vocational placement test for students entering vocational schools.

Post Secondary Technical and Vocational Education

1. Technical and vocational shall be directed to provide:

a. Skills required by a labor-intensive agriculture and rural-based development strategy;

b. Skills for self employment and entrepreneurship; and

c. Skills required by current and emerging technologies and industries.

2. Priority in skills development shall be given to the following areas;

a. Crop and livestock productionb. Post harvest and processingc. Farm managementd. Farm mechanizatione. Electrical/electronicsf. Mechanical/electronicsg. Welding fabrication and computer

programming

3. Upgrading of existing vocational/technical schools shall have priority over the establishment of new ones. Physical facilities and instructional materials development shall receive attention and support.

4. Curriculum testing and standards shall be reviewed and strengthened. Skills developed program shall be enriched with values education emphasizing work ethic, discipline, productivity and nationalism.

5. The system of training and re-training technical/vocational teachers and administrators shall be improved.

6. A national and vocational aptitude test will be developed and institutionalized to assist students in their vocational planning.

• 7. A more rational system for the allocation of funds to support technical and vocational schools shall be instituted. Non-traditional- generating projects shall be encouraged to augment funds for their operation.

8. Linkages with the private sectors shall be encouraged and strengthened to improved the sectors participation in planning and implementation of technology education and ensure absorption of graduates.

9. A system of voluntary accreditation of technical and vocational education shall instituted.

10. The management of technical and vocational education shall be continually improved to achieved and maintain economical, efficient, and effective delivery system.

Non- Formal Education• Non-Formal education shall focus

on functional literacy, numeracy and citizenship, and vocational training to meet the skills requirement of the economy. Extension program of state colleges and universities shall be accelerated to expand the provision for non-Formal education.

ORGANIZATION AND DEVELOPMENT

Responsibilities for Technical and Vocational Education

DECS Order No. 36, s, 1987 was promulgated to define the function of the following bureaus with respect to technical and vocational education. The order defines the following:

Bureau of Higher Education. This Bureau is responsible for degree programs, associate programs, as well as midwifery, radiology, physical therapy and other sciences.

The Bureau of Technical and Vocational Education: This Bureau is responsible for post-secondary certificates of at least five months, diploma courses and board courses whose duration is not more than three years. It is also covers computer hardware courses

The Bureau of Non-Formal Education. This Bureau is responsible for extension services or outreach programs, such as livelihood courses which do not require a high school diploma for admission.

Creation of Regional Offices for Technology Education• Ad-hoc Committee on Technical and

Vocational Education were created upon the promulgation of MECS Memorandum No. 62, dated June 6, 1986. Each committee operates under Office of MECS Regional Director. Its responsibility is to oversee the program of TVE in the region. It is consisted of regional supervisors who have adequate educational background and experience in the field of agriculture, fishery, trades and crafts, and home economics

Formation of the Technical Education Network• The (TVED) Technical and Vocational

Education Project, funded by a loan from Asian Development Bank was operationalized in 1982. Its objectives is to institutionalized the benefits derived from the project. For this purpose 21 Technical Institutes (TIEs) were established to constitute a network known as Technical Education Network (TEN)

Establishment of the National Agricultural

Education System• DECS Order No. 96,s.1987

established National Agricultural Education System (NAES). For the purpose of this Order, “agricultural includes courses related to professional, scientific, technological, technical, and vocational developments in fields of animal science, medicine, crop science, agricultural engineering, fisheries and forestry

• The creation of NAES is anchored on the belief that the development of countryside and rural sector is best attained with support of agricultural education and research and extension system.

The Fishery Education Project as Program Thrust

• DECS Order No. 454, s, 1987 promulgated to install the Fishery Education and Training Project as a program and thrust in the mainstream of the Philippine rational system. This aimed to strengthen fishery education training by upgrading the seven fishery education institutions designated as Regional Institute of Fisheries Technology(RIFT). Order installed the RIFT to form part of the network of technician institutes coordinated by the Bureau of TVE

CURRICULUM DEVELOPMENT: POLICIE

AND STANDARDS• Standards doe industrial

Technician Education• Some policies and

minimum standards for technology courses

STRENGTHENING THE TECHNICAL PANELS

• Technical Panel for Agricultural Education (TPAE)

• Technical Panel for Technical and Vocational Education (TPVE)

FOREIGN-ASSISTED TECHNOLOGY EDUCATION

PROJECTS• Agricultural Technology

Education Project• Philippine Australia

Technical Vocational Education Project

QUALITY ASSURANCE IN TECHNICAL AND

VOCATIONAL EDUCATION• Accreditation in Technical and

Vocational Education• Evaluation of Technical and

Vocational Schools• The technician Competency Skills

Test

LINKAGES IN SECTORAL PARTICIPATION• Creation of Technical

Coordinating Committee• Creation of Technical

Advisory Committees• Guidelines for

Supervised Industrial Training

LATEST DEVELOPMENTS• Competency Based Instruction (CBI)• Technology Education in the New

Secondary Curriculum• Entrepreneurship Program• Technical and Vocational Education

Project as Program Thrust• Advisory Boards for the Centers for

Technical Education

Thank you for listening.

Merry Christmas & a Happy New

Year!!