Lifelong Learning in the Philippines

Melinda dela Pena Bandalaria, PhDProfessor and Chancellor

University of the Philippines Open UniversityEmail: mbandalaria@upou.edu.ph

Expert Meeting:Towards an ASEAN LLL Agenda

4-5 October 2016SEAMEO CELL/HCMC, Vietnam

LLL Definition

Adopts the articulation presented in the draft working paper on LLL for this meeting (Duke and Hinzen, 2016):

• From womb to tomb/cradle to grave

• Regularly provided education and training with specific ‘learning outcome’ objectives.

• Structures to support learning focus on defined purposes (i.e. learning intentions and outcomes) by youth and adults of all ages as well as by school‐age children

This presentation:

• Policies which institutionalize LLL initiatives/programs• LLL Initiatives in the Philippines• Structures/Other Enabling Mechanisms• Directions for LLL• Opportunities and Challenges

“Education for All 2015 National Review Report: Philippines”: presents a comprehensive listing of programs/initiatives and policies addressing Education for All goal.(http://unesdoc.unesco.org/images/0023/002303/230331e.pdf )

Education for All (EFA):

Inclusive education (all ages; groups/sectors)

• Lifelong Learning Programs and Initiatives

Advanced Studies (MSc/Doctoral/Post Doc)

Womb===========Daycare (RA7160; PD1567 (1977): Day Care Center in every Bgy

K‐12 Program

Tertiary Education

LLL Dichotomy: After formal/compulsory education/working

• Retirement

Tomb

The focus of this presentation

Policies Institutionalizing LLL Programs

• Alternative Learning System (through the ALS A and Equivalency): DEPED

• Open High School Program (DEPED Order No.46 series of 2006)

• RA10647 – Ladderized Education• RA10650:  ODL Act

Can be integrated/Integrated into the formal education system

Alternative Learning System (through the ALS A and Equivalency): DEPED

• Described as the "other side" of basic education. • Combines nonformal education and accreditation and equivalency (A&E) test that grants elementary or high school diploma. 

• Specifically targets the learning needs of school leavers, adults and other learners from marginalized groups who are described by the law as “deprived, depressed, and underserved” (DDUs). 

• Classes are held in some 4,467 community learning centers all over the Philippines. 

http://www.rwl2015.com/papers/Paper105.pdf (Azardon and Nato, 2015)

Open High School Program (DEPED Order No.46 series of 2006)

• Uses distance learning. It caters to learners who are unable to attend the regular class program due to physical impairment, work, financial difficulties, distance of home to school, and other justifiable and legitimate reasons. 

• A Dropout Reduction Program (DORP) intervention, Objectives: • Provides opportunity to all elementary graduates, high school drop‐outs to complete secondary education; 

• Prevents potential school leavers and encourages those who are out of school to finish secondary education; 

• Reduces high school drop outs and increases participation rate; and • Increase achievement rate through quality distance education. 

RA10647 – Ladderized Education Act 2014

• institutionalize the ladderized interface between technical‐vocational education and training (TVET) and higher education s

• open the pathways of opportunities for career and educational progression of students and workers, 

• create a seamless and borderless system of education,• empower students and workers to exercise options or to choose when to enter and exit in the educational ladder, and 

• provide job platforms at every exit as well as the opportunity to earn income.

RA10650: ODL Act

RA10650: ODL Act

RA10650: ODL Act

RA10650: ODL Act

Stand Alone LLL Initiatives by Educational Institutions

• Training Programs: e.g. Extension Function of HEIs/SUCs; SEAMEO‐INNOTECH; DEPED/CHED; National Library (IA)

• TECH‐VOC programs (TESDA, other TVIs)• MOOCs:  UPOU and TESDA• OERS to support formal/non‐formal/informal learning/education (continuous updating of skills and knowledge/self‐learning; from womb to tomb)

UPOU:  For LLL One of the constituent units of the University of 

the Philippines

Established in 1995; mandated to democratize access to quality higher education through distance education

A public service university; research university

Started doing distance elearning in 2001; became fully online in 2007

Recognized as the institutional forerunner of OER in the Philippines being an Open University who openly advocated for OERs as early as 2011

Recognized nationally (CHED, TESDA, and DEPED and through RA10650) and internationally by UNESCO; SEAMEO, as the lead agency to push for OER expert in the country to push for capability building on the use and development of OERs in the country

used within the context of a

teaching and learning

environment

promote inclusivity,

connectivity, interactivity, ubiquity and scalability

sharing educational

resources has democratized

access to education

LLL in the Philippines through UPOU

UPOU MOOCs•android apps development•Technopreneurship

Smart Communications   

•Fundamentals of Business Process Management •Business Communication    •Service Culture, •Systems Thinking,  •Advanced Business Process Management.

IT‐Business Process Association of the Philippines and the Asian development Bank

UPOU MOOCs• Inter Local Cooperation

Dept of Interior & Local            Government

• Child Rights Protection and Promotion (8)UNICEF‐Phil

• Business Analytics (9 courses)CHED

• Bridge Courses for English and Math• Philippine Culture and Arts• Kasaysayan, Wika at Lipunan

http://upounetworks.net

TESDA MOOCs• Information technology• Microsoft Online Courses: Game Development

• Tourism• Housekeeping• Cooking• Bread and Pastry Production• Electronics• Agriculture• Automotive• Heating, Ventilation and Air Condition

• Trainers Methodology I & II• Massage Therapy• Beauty Care

LLL in the Philippines: Direction, Opportunities and Challenges

Direction• Maximize the affordances of modern ICTs: LLL programs in ODeL mode (formal; non‐formal; support informal learning) 

• Maximize exposure of MOOCs through inclusion in various landing platforms (Asia MOOC; ACU MOOC; TECH4ED)

• Nanodegrees from MOOCs (Udacitymodel)

• MOOC4Credit (Integrating MOOC to formal education)

Challenges• Digital divide/exclusion• Online learning is a challenge• Industry recognition of MOOC Certificates• HEIs recognition of MOOC certificates for transfer 

credits 

Opportunities• Philippines: FB country/Use of Social Media• Other enablers:  CeCs; Public wifi (Juan Konek)• Track record of the institutions offering MOOCs