BICOL SUCS AFTER K TO12 AND BEYOND: An Ex-ante Analysis of the Impact of K-12 Program to HEIs

Dr. Fay Patria M. Lauraya Project Leader

Technical Working Group:

Dr. Arnulfo M. Mascariñas

Dr. Luis O. Amano Dr. Rebecca O. Bercasio

Mr. Carlos V. Cortez, Jr. Mr. Erwin E. Torres

Higher Education Summit 2013 Oriental Hotel, Legazpi City, Philippines

November 14-15, 2013

Rationale

K to 12 program is the latest effort of the government to

reform basic education to be at par with global standards.

K to 12 program have a wide-ranging impact on higher

education.

The extent of involvement of SUCs and private HEIs in K to

12 implementation needs to be clarified.

Thus, there is an urgent need for empirical data to show how

the SUCs will take shape after K-12.

There is also an urgent need to come up with relevant

programs in support to K to 12 and to cushion its perceived

negative impacts to HEIs/ SUCs.

General Objective

The main objective of this policy research is to

prospectively determine the program, human, physical,

and financial impact of the K-12 Program during its

immediate transition period (first five years) and during the

“normalization” period (next five years after the transition

period) as well as the strategies that SUCs in Region V

should adopt to soften the impact while responding to the

goals of the Philippine Higher Education Reform Roadmap.

Specific Objectives

1. Determine the curricular programs of SUCs in Region V

which will be affected by the K-12 Program in terms of

course/subject offering, student enrolment, and faculty

workload;

2. Analyze the qualification and competencies of the

faculty complement versus the requirements of the K-12

Program;

3. Ascertain capability enhancement/retooling program for

faculty members who will be affected by the K-12

Program implementation;

Specific Objectives

4. Identify programs and projects that can be developed to

absorb faculty members who will be affected by K-12

Program; and

5. Assess the economic/financial impact of the K-12

Program to the University along enrolment loss, faculty

enhancement/retooling program, new programs/

projects, and other parameters.

Methodology

A research team was organized in each SUC headed by

the SUC President.

A regional Technical Working Group (TWG) based in BU

was also organized to do the data collation and provide

the necessary technical backstopping.

Secondary data analysis and small focus group

discussion were the research strategies used.

Limitations/Disclaimer

The study is a work in progress and data analyzed

needs further validation.

The paper is a preliminary result for discussion

purposes only. No part of this presentation may be

quoted without permission from the authors.

A Quick Glimpse of K to 12 Program

Viewing K to 12 Program in the HEI Landscape

2014-

2015

2015-

2016

2016-

2017

2017-

2018

2018-

2019

2019-

2020

2020-

2021

2021-

2022

2022-

2023

2023-

2024

2010 5

2011 4 5

2012 3 4 5

2013 2 3 4 5

2014 1 2 3 4 5

2015 1 2 3 4 5

***2016***

***2017***

2018 1 2 3 4 5

2019 1 2 3 4 5

2020 1 2 3 4

2021 1 2 3

2022 1 2

2023 1

2024

4 3

Situationer:

ACADEMIC YEAR

Year of Admission

5 5

Normalize starting

AY 2022-2023

6 YEARS OF REDUCTION IN NUMBER OF STUDENTS, GEN.

ED. COURSE OFFERINGS AND UNIVERSITY INCOME

Business as Usual

Scenario

3 3 3 4Number of Batches

Enrolled per Year5 5

Major Findings

Most SUCs in Region V will be affected by K to 12

implementation due to the reduction of course offering,

decrease in faculty workload, and decrease in

enrolment.

The workload of GEC faculty members will be adversely

affected due to the phasing out and/or realignment of

courses. Out of the more than 60 units of GEC that

students are currently taking, this will be reduced to 35

units. There are, however, some academic units in

SUCs which will not be affected due to the offering of

Electives.

Major Findings

There are three (3) ways by which K to 12 will affect the

GEC faculty of SUCs:

Displacement due to competency gap

Displacement due to phasing out of some courses

Displacement due to reduction of courses/realignment

of courses per discipline

There are SUCs which will have excess faculty

members in certain field of expertise during the K to 12

transition period and period of normalization.

Major Findings

SUCs in Region V will experience a reduction in

enrollment starting AY 2016-2017 until AY 2021-2022

due to: (a) phasing out and realignment of GEC and

(b) no enrolment in selected year levels. Enrolment

will start to normalize in AY 2022-2023 when all year

levels become open.

Decrease in enrolment in SUCs will result to a decrease

in income from tuition and miscellaneous fees every year

starting AY 2016-2017 until AY 2023-2024. BU, for

instance, is predicted to lose P 41.74 million every year

from four colleges during the 6-year transition period.

Major Findings

Decrease in income of SUCs will have a serious

implication on their financial capability to augment their

regular budget/subsidy from the national government.

SUCs depend on their income to finance their capital

outlay, procure needed laboratory and office equipment,

and augment their honorarium requirement.

Recommendations

Review and, if needed, revision of existing curricular

programs of SUCs to: (a) take advantage of excess

faculty expertise who will be displaced due to

realignment and/or phasing out of some courses and (b)

respond to the career pathways of SHS graduates.

Develop new curricular programs within the mandate of

concerned SUC that are responsive to the requirement

of K to 12 and sensitive to the demand of the labor

market.

Consultation with the private/industry sector to determine

and develop market-responsive curricular programs.

Recommendations

Develop and implement a retooling/capability

enhancement program to support new curricular

programs and to enable excess faculty or those with

competency gap to handle K to 12 courses.

Reassignment/realignment of affected faculty members

in any of the following:

Research and extension

Handle major courses and content courses in

professional colleges or laboratory schools of

concerned SUC.

Graduate programs (if qualified)

Recommendations

SUCs with excess faculty may consider a moratorium in

the hiring of faculty up to 2023 and beyond along

identified discipline or field of expertise.

To address the inevitable income loss, SUCs may

consider the following:

Pursue aggressive income generation projects like

resource materials development, continuing education,

and life-long learning programs.

Increasing tuition and miscellaneous fees.

Recommendations

Lobby for funding assistance from CHED and other

agencies/sources to support:

Research and extension engagements of faculty

members

Upgrading of research and laboratory facilities

Scholarship and capability enhancement of affected

faculty members.

Thank You!