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.
