Schedule
Nov. 28, 2024 | 10:30 AM–12:00 PM
Room
Rm 4, Jade-Onyx
Moderator
TBA
D4.1
Empowering Education: The Transformative Impact of Public-Private Partnerships in the Philippines
Severo C. Madrona, Jr.
University of the Philippines Diliman
This study explores the pivotal role of public-private partnerships (PPPs) in establishing world-class higher educational institutions in the Philippines and their contribution to national development. By examining the collaborative efforts between the government and the private sector, the research highlights the transformative impact of PPPs on Philippine higher education and broader national development. Using a mixed-methods approach, the research combines quantitative data analysis and qualitative case studies. Quantitative data were collected from national education databases, government reports, and private sector publications. Qualitative insights were gathered through semi-structured interviews and focus group discussions with key stakeholders, including policymakers, university administrators, and industry leaders. These qualitative insights complemented the quantitative findings, comprehensively understanding PPP impacts.
The findings reveal that PPPs have significantly enhanced higher education in the Philippines. Infrastructure development, curriculum innovation, faculty training, and research funding are key initiatives. Joint ventures between the government and private sector have led to state-of-the-art research facilities and industry-relevant academic programs. Data indicate that students from institutions benefiting from PPPs exhibit higher employability and academic performance. Additionally, these partnerships have facilitated the exchange of best practices and policy innovation, improving the higher education sector. In conclusion, public-private partnerships are crucial for advancing higher education and fostering national development in the Philippines. The collaborative efforts of the government and private sector have led to significant improvements in educational infrastructure, academic quality, and research capabilities. Continued support and innovative policies are essential to sustain these gains. Strengthening these partnerships can serve as a model for other countries seeking to enhance their higher education systems through cooperative strategies.
D4.2
University Governance and its Link to National Development
Juniesy M. Estanislao
Department of Education and University of the Philippines Diliman
This study investigates the disconnect between higher education and national development: while the Philippines has a high turnout of university graduates annually, at least 36 percent of them end up working abroad. The study explores university governance as a factor influencing the connection between higher education and national development in the Philippines. This study defines university governance as the combination of meso and macro perspectives; where the governing board is deciding internally on matters regarding academic programs, admission policies, budget allocation, and others (meso) and how universities act as sectors and how they interact with external influences and institutions. It discusses how this shapes the university’s contribution to the country’s human capital development by conducting a case study on Polytechnic University of the Philippines (PUP). Aside from the interviews with members of the PUP Board of Regents, public documents and news and other reports were analyzed. The findings of this study suggest that state-funded universities practice shared governance, involving various internal and external sectors in decision-making. Universities enjoy a certain level of autonomy where they can decide matters on their internal operations, but not to the extent that there is fiscal autonomy. External influences and internal operations impact their strategies in contributing to national development since influences tend to restrict them due to regulations. Consequently, the university governance adopts alternative methods to enhance their efforts in contributing to national development, such as community extension programs, incentivizing research innovation and publications, linking up with industry partners, localization efforts, and massification efforts. Furthermore, to answer why there is disconnect between higher education and the national development agenda of the country, the connection between them is in paradox; HEIs tend to create highly-skilled workers and professionals who are globally competitive. However, since the national development agenda encourages labor export in addition to the lack of opportunities due to lack of industries and sectors to accept the professionals in the labor market, graduates tend to leave the country to offer their service and expertise overseas where they can find greener pastures.
D4.3
Online Capacity Building Activities (OCBA): the PPP Center’s Strategic Response to Learner Demand in the Time of the Pandemic
Christian Placido G. Calma
University of the Philippines Diliman
Using Kurt Lewin’s model of change, the paper attempted to explain how the Public-Private Partnership (PPP) Center of the Philippines transitioned the implementation of its training mandate from a traditionally face-to-face experience to a technology-driven initiative, in response to the greater demand for PPP knowledge among government agencies across the country and despite the limitations brought about by the COVID-19 pandemic. With this in mind, the main research question is posed: how did a small government agency, such as the PPP Center, deliver its capacity building mandate given the limited resources at its disposal due to the workplace changes brought about by the COVID-19 pandemic? Adapting Lewin’s model of change, the study divided the entire process to as follows: (1) during the “Unfreeze Stage,” the PPP Center had to revisit how COVID-19 has impacted how it delivers its mandate; allow it to take stock of its existing processes and available resources; articulate the problem given the lockdowns and suspension of work; and gather buy-in from principals, colleagues, partners, and clients. (2) At the “Change Stage,” the proposed solution was devised; allowing for the re-tooling of content, processes, and platforms; capacitating personnel on the new competencies needed to deliver an online training program; and tapping national and international partners to augment resource deficiencies; and piloting the new system. (3) The “Refreeze Stage” documented the implementation and results of the change program and the feedback processes necessary to improve; leading to an exploration of the potential for e-learning to complement the existing suite of capacity building services. Results of this study may inform similarly-situated government institutions of the opportunities and pitfalls of re-tooling certain aspects of their core services to better respond to client demands and the consequences of large-scale disruptive events such as pandemics.
D4.4
“Para naman sa Amin”: Articulating the Dueg Resettlement Community Perspective on Service-Learning Program as Community Development Initiative
Jazreen Olive B. Agustin
Philippine Science High School-Central Luzon Campus
This study’s title statement, “Para sa Amin,” connotes the sharing of point of view from another angle, from a possible distinct or diverse response, that can complement and supplement an already shared or known perspective. It uses qualitative phenomenological research design and narrative inquiry to process and examine the experiences and perspectives of Dueg Resettlement Community in Maasin, San Clemente, Tarlac about service learning programs. From the experiences of the community members, this study critically examines their perspectives and views about service learning program and highlights their narratives of such engagement, its meaning and role in their community development endeavors.
The perspectives of the community members are highly significant to exploring the potentials of service-learning programs as a community development initiative by their support and external partners in community mobilization, capability training, and welfare service delivery endeavors. This paper puts a premium on the perspective of the community members on their shared experiences with service learning. It explores the potential of service learning as a community development initiative emphasizing the voices and strengths of the community for what matters to them in terms of development, recognizing the role of community supports and external partners, understanding and improving service learning programs as strategies for community development initiatives from the perspective of the community.