Enhancing Education Tourism with Participation of State Universities

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in partial fulfillment of the requirements for

MHTM 206 “Business Strategies Applied in Hospitality Management”


MHTM 207 “Seminar on Risks and Safety Management in Hospitality Industry”

Master in Business Administration Executive Program
Major in Hospitality and Tourism Management

Submitted to Prof. Dr. DiosdadoAmante

Eulogio “Amang” Rodriguez
Institute of Science and Technology
Nagtahan, Sampaloc, Manila

Phase I, AY 2010-2011




The Philippine Tourism Law (Republic Act 9593) underscores that “the State declares tourism as an indispensable element of the national economy and an industry of national interest and importance, which must be harnessed as an engine of socio-economic growth and cultural affirmation to generate investment, foreign exchange and employment, and to continue to mold an enhanced sense of national pride for all Filipinos.”

Among others, the State shall seek to a) Recognize sustainable tourism development as integral to the national socio- economic development efforts to improve the quality of life of the Filipino people, providing the appropriate attention and support for the growth of this industry; and b) Create a favorable image of the Philippines within the international community, thereby strengthening the country’s attraction as a tourism destination and eventually paving the way for other benefits that may result from a positive global view of the country”.

The recent enactment of R.A. 9593 is an effort of the Philippine government to strengthen the tourism and hospitality industry and articulate the role of the Department of Tourism in this development goal. However, the Tourism Department cannot accomplish the rapid development of the industry alone. Despite its best efforts, the number of tourists visiting the country, including Filipino balikbayans number only a little more than three million (3,000,000).

International education has long been pointed out as one of the more lucrative strategies to increase tourist arrivals in the form of educational tourism. In a paper on international education penned by Prof. Ma. Crisanta Flores from UP Diliman, she mentioned that more than two and a half million young people study overseas. Malaysia had 71,000 foreign students in 2009 and wanted to increase to 100,000 in 2010. Singapore had 97,000 foreign students in 2008 and wants to increase this to 150,000 in 2015. It appears that the Philippines can take a cue from its economically successful Southeast Asian neighbors. English proficiency, being a social capital that Filipinos can easily polish, is a much sought after “commodity” among non-English speaking Asians. In China, 175 million persons study English, according to Prof. Flores. Koreans come to the Philippine to study English and stay to establish businesses.

There are a number of reasons why Asian universities have become attractive to foreign students. After the 9/11 incident, the United States has restricted visa to foreign students. The expensive exchange rate of the Euro has prohibited students from going to Europe. The Philippines has unique advantages to Asian students wanting to study in an English language university—education is cheap, universities are established, and Filipino teachers are not as intimidating to Asian students as much as Caucasian teachers would be.

There are more than 1,600 higher education institutions (HEIs) in the Philippines and majority of them are privately owned. There are 110 state universities and colleges (SUCs) and around 70 local universities and colleges (LUCs). Although these public HEIs are criticized for the huge government expense of maintaining them, there are selected HEIs who are performing well and producing good...
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