3.9.1 Challenges

For the period 2004-2006, CAR affirmed its stature as a Prime Education Center, as shown by education indicators particularly at the higher education level. Enrollment in tertiary education increased, performance in board/licensure examinations remained high, accreditation of programs of higher education institutions (HEIs) in the Cordillera was maintained, and enrollment of foreign students increased. These, among others, indicate that the region continues to be the leading educational center of northern Luzon.

As of schoolyear 2006-2007, there were 36 HEIS and 41 technical-vocational institutions (TVIs) in the Cordillera region. Their presence in the region, particularly in Baguio City, has strengthened the regionu2019s status as the Prime Educational Center north of Manila. Total enrollment in higher education in the region was 98,115 students as of SY 2006-2007, an increase of 2.5 percent from the previous school year. Graduates of leading colleges and universities in the region have continued to consistently show remarkable performance in board examinations particularly in law, engineering, medicine and other allied medical courses, and criminology/criminal justice education.

The technical-vocational education and training (TVET) sector similarly performed well in 2006, with the Cordillera recognized as the top performing region. A trade assessment of 10,732 students/trainees was conducted, 65 percent of whom were given trade certification. The most outstanding achievement of the TVET sector for the year was the launching and advocacy of the Ladderized Education Program in the Cordillera.

An assessment of the MDGs from 1990 to 2005 reveals a low performance of CAR in terms of the MDG indicators on basic education, particularly cohort survival rate and completion rate. The probability of meeting the education targets by 2015 is also either low or medium.

The challenges for the plan period, therefore, are the following: 1) Implementation and operationalization of the Cordillera Prime Education Center Master Plan which requires collaborative effort among the government, private and non-government sectors and all stakeholders; and 2) Meeting the goals and targets of the Millennium Development Goals (MDGs), particularly Goal 2 (Achieve Universal Primary Education) and Goal 3 (Promote Gender Equality). Low performance in basic education were noted in the cohort survival rate and completion rate.

3.9.2 Opportunities

CAR, specifically Baguio City, continues to be a preferred education destination in North Luzon. This is reflected in the increasing number of HEIs and TVEIs being established and number of students enrolled in them. The cool climate, peace and order, and apparent quality education offered by the institutions are some of the drawing factors.

Another opportunity is the concept to develop the BLIST area into a model University Community which was pursued during the period 2005-2007.

The CHED’s assistance to schools via its “Center of Excellence/Development” programs in the different disciplines have helped schools identify and support programs that can be developed into globally competitive courses.

The existence of an Economic Zone in Baguio City where locators include mostly manufacturing industries some of which are awardees of quality and productivity programs (like TI and MOOG) provides added attraction to students. Such EZ locators have existing tie ups with HEIs for the latter to provide manpower requirement of the industries.

The implementation of the MTPDP and other Education Programs at national and regional levels is expected to provide the basis for a strengthened education sector for the region.

3.9.3 Goals / Objectives / Targets / Strategies

Goal : The Cordillera Administrative Region is envisioned to be the Prime Education Center of North Luzon where quality, relevant and responsive basic, tertiary and technical-vocational education shall be provided.

Objectives

  • To improve the quality and access to education
  • To provide development-oriented and relevant tertiary and technical-vocational education
  • To improve the quality of educational and training facilities

Targets for NFE and TVET

Targets for Basic Education

Targets for Tertiary Education

  • 100 percent compliance of Higher Education Institutions (HEIs) with minimum standards for every program offered
  • 10 HEI programs as Centers of Excellence (COEs) and 35 HEI programs as Centers of Development (CODs) developed
  • 100 percent of faculty of HEIs meet the minimum qualification standard in their respective fields of specialization
  • 30 percent increase in passing rate in all licensure examinations
  • 100 percent absorption rate of graduates

Strategies

  •  Develop quality teachers and administrators and enforce quality standards towards improving teacher and administrator competence of schools within CAR.
  •  Develop and promote the adoption by all schools of a responsive and relevant education curriculum at all levels towards attaining relevant curriculum, including entrepreneurial skills and rationalizing the additional year to basic education.
  • Identify and develop within the CAR Centers of Excellence (COEs), Centers of Development (CODs), Distinctive Areas of Competence (DACs), accredited programs of basic education, technical-vocational education and training, higher education, and autonomous and deregulated schools.
  • Adopt and enforce institutional policies towards promoting the use of English as a medium of instruction in courses with duration of one year or more; and to require at least a course on “English for special purposes” in courses with duration of less than one year in all schools in the CAR.
  • Establish linkages and networks with LGUs, national government agencies and other public and private institutions operating within and outside of the CAR for coordination and integration of educational pursuits and activities for technical, material, financial and other forms of assistance for the provision of the necessary support services, infrastructure and general environmental conditions conducive to educational pursuits in the CAR.
  • Develop and apply technology and encourage invention and innovation in support of economic development.
  • Organize/authorize an education sub-sector body that will manage the long term, medium term and day-to-day operations of the sub-sector, monitor the implementation of the sub-sector generated policies and agreements, and prepare periodic reports to all concerned on the developments relative to the implementation of agreements within the sub-sector.

3.9.4 Programs and Projects

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