access to quality education in the philippines continues to face meaningful disparities, even as public higher education institutions (HEIs) expand across the country. A recent study by the Philippine institute for Growth Studies (PIDS) sheds light on this pressing issue, revealing that while educational access has improved, challenges related to quality and inclusivity persist.
The study, titled “Expansions, Quality, and Affirmative Action in Public Higher Education Institutions”, authored by Connie G. Bayudan-Dacuycuy, Christopher James R. cabuay, and Paola Ellaine D. Luzon, delves into the growth of public HEIs from 2005 to 2023.It highlights the establishment of local universities and colleges (LUCs) and satellite campuses by local government units (LGUs) as a key strategy to address the urban-rural divide in education.
Traditionally, state universities and colleges (SUCs) have been concentrated in urban areas, leaving students in remote regions with limited opportunities. To bridge this gap, LGUs have stepped in, creating LUCs and satellite campuses to reduce the need for students to migrate to cities. Thes institutions have also expanded their program offerings to align with local industry demands and national priorities.
Despite these efforts, enrollment remains heavily skewed toward urban campuses, where better facilities and accessibility attract more students. The study underscores the ongoing struggles of disadvantaged students, who face barriers such as stringent admission policies at SUCs and limited access to learning resources. “Students are less likely to enroll in satellite campuses in remote areas because of the distance of the school and the parents’ disapproval of certain courses,” the authors noted. Fields like agriculture and fisheries, which are vital to local economies, remain underrepresented, with students favoring business and education tracks.
“Regardless of its nature, higher education expansion, when not properly planned for, is often accompanied by significant challenges,” the authors emphasized. These challenges include the need for improved facilities, qualified faculty, and adequate funding. LUCs, in particular, face hurdles due to hiring criteria set by the Commission on Higher Education (CHED) and competition with private institutions offering more lucrative salaries.Budget constraints and insufficient infrastructure further exacerbate these issues.
The study warns that expanding higher education without ensuring quality coudl undermine the value of education and leave graduates ill-prepared for the job market.“Higher education expansions without concomitant quality in educational products and services raise significant concerns about the overall educational value and the preparedness of graduates to enter the labor market,” the authors cautioned.
To address these challenges, the study proposes several recommendations. One key suggestion is the implementation of a recognition of prior learning (RPL) policy, which would allow industry professionals without formal teaching credentials to contribute to the educator pool. Additionally, improving the quality of basic education is crucial to better prepare students for higher learning. the study also advocates for option pathways to qualifications, such as micro-credentials earned through short-term programs.
Granting institutional charters to LUCs is another proposed solution, as it would streamline bureaucratic processes, clarify funding sources, and establish accountability mechanisms to monitor spending and performance. The CHED’s higher educational development fund could also provide much-needed support for the growth and development of HEIs, particularly LUCs.
Ultimately, the study calls for clearer policies from both SUCs and LUCs to define affirmative action targets and establish monitoring systems to track progress toward long-term goals.By addressing these issues, the Philippines can move closer to achieving equitable access to quality education for all its citizens.
What specific measures,beyond increased funding,should the Philippine government implement to address the urban-rural divide in education?
Interview with Dr. Maria Santos, Education Policy Expert and Co-Author of the PIDS Study on Educational Disparities in the Philippines
Hosted by archyde News
Host: Good afternoon, Dr. Santos, and thank you for joining us today. Your recent study on educational disparities in the Philippines has sparked notable discussion. can you start by giving us an overview of the key findings?
Dr. Santos: Thank you for having me.Our study, titled “Expansions, Quality, and Affirmative Action in Public Higher Education Institutions,” examines the growth of public higher education institutions (HEIs) from 2005 to 2023. While we’ve seen remarkable progress in expanding access to education, especially through the establishment of local universities and colleges (LUCs) and satellite campuses, disparities in quality and inclusivity remain a pressing concern.
For instance, state universities and colleges (SUCs) have historically been concentrated in urban areas, leaving students in rural and remote regions with limited opportunities. To address this, local government units (LGUs) have taken the initiative to create LUCs and satellite campuses, reducing the need for students to migrate to cities. However, challenges persist in ensuring that these institutions meet the same quality standards as their urban counterparts.
Host: That’s engaging. Could you elaborate on the urban-rural divide in education and how LUCs are helping to bridge this gap?
Dr. Santos: Certainly. The urban-rural divide in education is a long-standing issue in the Philippines. urban areas, particularly Metro manila and other major cities, have traditionally been hubs for higher education, offering more resources, better facilities, and a wider range of programs. In contrast, rural areas often lack access to quality education, forcing students to relocate to cities, which can be financially and emotionally taxing.
lucs and satellite campuses have been instrumental in addressing this gap. By bringing education closer to rural communities, these institutions have made higher education more accessible. Additionally, many LUCs have tailored their program offerings to align with local industry demands, ensuring that graduates are equipped with skills relevant to their communities.
Host: Your study also touches on inclusivity. Can you discuss the disparities faced by different ethnic groups in accessing education?
Dr. Santos: Absolutely. Our research highlights significant disparities in educational access among ethnic groups. For example, the Human Prospect Index (HOI) for primary education shows that while the national average is 88.97%, Muslim ethnic groups have an HOI of 73.46%, and non-Muslim Indigenous Peoples (IP) groups have an HOI of 82.12%.These disparities are even more pronounced at the secondary education level, where the national average drops to 72.16%.
these figures underscore the need for targeted interventions to ensure that marginalized groups, such as Muslim and indigenous communities, have equitable access to quality education. Affirmative action policies and culturally sensitive programs are essential to addressing these gaps.
Host: What are some of the challenges in ensuring quality education across these new institutions?
Dr. Santos: One of the primary challenges is resource allocation. Many LUCs and satellite campuses operate with limited funding, which affects their ability to hire qualified faculty, provide adequate facilities, and offer comprehensive programs. Additionally, there’s a need for stronger oversight and support from the national government to ensure that these institutions meet quality standards.
another challenge is aligning educational programs with the needs of local industries. While many LUCs have made strides in this area, there’s still room for improvement in ensuring that graduates are not only employable but also equipped to contribute to their communities’ growth.
Host: what steps do you recommend to address these challenges and ensure a more equitable education system?
Dr. Santos: First, we need increased investment in education, particularly in rural areas.This includes funding for infrastructure, teacher training, and program development. Second,we must prioritize inclusivity by implementing affirmative action policies and culturally responsive programs for marginalized groups.
Third, collaboration between the national government, LGUs, and the private sector is crucial. Public-private partnerships can help bridge funding gaps and bring expertise to local institutions. Lastly, continuous monitoring and evaluation are essential to ensure that these efforts are effective and that quality standards are maintained.
Host: Thank you, Dr. Santos,for your insights. It’s clear that while progress has been made, there’s still much work to be done to achieve educational equity in the Philippines.
Dr. Santos: Thank you. It’s a collective effort, and I’m hopeful that with continued commitment, we can create a more inclusive and equitable education system for all Filipinos.
End of Interview
This interview highlights the critical issues surrounding educational disparities in the Philippines and offers actionable solutions to address them, as outlined by Dr. Maria Santos, a leading expert in education policy.
