TRANSLATING EDUCATION TO SUSTAINABLE DEVELOPMENT
Commissioner Nona S. Ricafort
The Brundtland Commission of 1987 defined “Sustainable Development” as “meeting the needs of the present without compromising the ability of future generations to meet their own needs.”
Sustainable development is maintaining a delicate balance between the human need to improve lifestyles and feeling of well-being on one hand, and preserving natural resources and ecosystems, on which we and future generations depend.
Habang naga develop an gating country it affects everyone on the planet
resulting in poor education, less innovation, poor healthcare, and less economic security.
The key programs needed in the development of our youth:
Ladderized Education System (EO 358)
Ladderized education is a facility that allows for vocational courses to be credited as units earned toward a related college degree program.
Ladderized Education Program (LEP) ibig sabihin kapag nag aral po kayo ng 2years. Ladderized courses pede ituloy as Bachelor's Degree
Expanded Tertiary Education Equivalency and Accreditation Program (EO 330)
By adopting the principles of E.O. 330, you may be conferred a college degree based on your work experiences, past schooling, training, etc. provided that you have earned the required number of hours on a degree program you are applying for.
Evaluates your work experience and evaluates it very, very carefully and sees how many of which can be turned into academic units
Life long education
Education is an essential tool for achieving sustainability. People around the world recognize that current economic development trends are not sustainable and that public awareness, education, and training are key to moving society toward sustainability.
CHALLENGES AND ISSUES IN RP HIGHER EDUCATION
Commissioner Nenalyn P. Defensor
Basic features of Philippine Higher Education
1. Significant number of public and private higher education institutions
The Philippines is an archipelago with more than 7,100 islands, divided into sixteen (16) regions for governance. There are two types of higher education institutions (HEIs) operating in the country, namely: public and private. In SY 2005-2006, there was a total of 1,683 HEIs. Of this number, 191 or 11.0 percent are public and 1,492 or 89.0 percent are private.
Public institutions are composed of 111 state universities and colleges, one CHED Supervised Institution, 65 Local Colleges and Universities and 14 other government schools and special HEIs.
While state universities and colleges have been established by law and are financially supported by the national government, private higher education institutions are owned by private groups or individuals organized into corporations. They are classified either as sectarian or non-sectarian colleges and universities. Sectarian institutions are usually non-stock, non-profit institutions owned and operated by religious orders. Non-sectarian institutions are owned by corporations which are not affiliated with any religious organization.
2. Large college student population
The system has a large college student population with a total of about 2,431,378 students as of 2006. Of this number, 34.3 percent belongs to the public sector while 65.7 percent comes from private HEIs.
3. Diversity in program offerings
A variety of higher education programs are offered by both the public and private HEIs. As of 2005, approximately 12,000 higher education programs are being offered by the HEIs in the country. The cluster of Business and Management programs has traditionally been the most oversubscribed with the highest number of HEIs offering the programs and having the highest enrolment among the disciplinal areas. In the early 90s, Information Technology became very attractive, and many institutions offered varied programs. Then starting in 2002, because of the perceived high demand for...
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