Continuing Professional / Technical Education

in the Philippines
By Dr. Divina Edralin
Don Antonio Tambunting, Sr. Professor of Business Management
Director, Center for Business and Economics Research & Development
De La Salle University-Manila
June 1999

Economic Policy Agenda for the Estrada Administration

Trade and Investment Policy Analysis and Advocacy Support
(TAPS) Project
There is no such thing as sufficient initial education:
learning is endless--Michael Howard, U.K. Secretary of State
for Employment

1. Introduction

A learning society is one in which all citizens acquire a high quality

general education, appropriate vocational training and a job (or series of jobs)
worthy of a human being while continuing to participate in education and training
throughout their lives. A learning society would combine excellence with equity
and would equip all its citizens with the knowledge, understanding and skills to
ensure national economic prosperity and much more besides.... Citizens of a
learning society would, by means of their continuing education and training, be
able to engage in critical dialogue and action to improve the quality of life for the
whole community and to ensure social integration as well as economic success.
(ESRC, 1994).

Seen as a set of practices, at least three interpretations have been placed

on the concept of a learning society: (1) the learning society as an educated
society, committed to active citizenship, liberal democracy and equal
opportunities; (2) the learning society as a learning market, enabling institutions
to provide services for individuals as a condition for supporting the
competitiveness of the economy; (3) the learning society as learning networks,
in which learners adopt a learning approach to life, drawing up on a wide range
of resources to enable them to develop their interests and identities
(Edwards, 1995).

At this stage of its economic development, the Philippines is struggling to

uplift the conditions of the poor, which still constitutes a big bulk of the
population. Of paramount concern is spurring economic activity to create more
jobs for the increasing number of Filipinos. With this in mind, the government has
chosen to trek the path of liberalization by taking an active part in the ASEAN
Free Trade Area (AFTA), the Asia-Pacific Economic Cooperation (APEC), and
the World Trade Organization (WTO). The intent is to open up the economy by

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liberalizing trade and investment policies in order to attract new job-generating
enterprises and to foster competition among the different industries in the
country. This is an acknowledgement that only by tapping the virtually unlimited
growth potentials of the global markets can the country provide adequate jobs to
its rapidly growing labor force.

With the onset of globalization, however, the goal of achieving higher

levels of employment, in an effort to combat poverty, becomes even more difficult
to reach because of the glaring mismatch between the skills of graduates
provided by higher education institutions (HEIs) and those required by
employers. With the liberalization of markets, whole industries could shrink or
expand, shifting the demand for skills and the availability of job opportunities. To
become more productive and globally competitive, Philippine companies need
human resources that do not only have basic workplace competencies but also
higher-level professional and technical skills.

Moreover, the trend towards the liberalization of services, and the rapid
development and application of new technologies, are forcing local professionals
to upgrade their skills to keep themselves competitive compared to professionals
the world over. There is a need, so they say, “to level the playing field.” This is
where continuing education comes in, through which the country moves closer to
fully becoming a learning society.

Continuing education is the aggregate principles and practices

encompassing education of individuals after they have left the formal system.
Continuing education includes continuing professional education and further non-
formal and informal education and training. For purposes of this paper,
continuing education must be understood in consonance with the UNESCO’s
definition of adult education, which:

denotes the entire body of organised educational processes,

whatever the content, level, and method, whether formal or
otherwise, whether they prolong or replace initial education in
schools, colleges, and universities, as well as in
apprenticeship, whereby persons regarded as adult by the
society to which they belong develop their abilities, enrich
their knowledge, improve their technical or professional
qualifications, or turn them in a new direction and bring about
changes in their attitudes and behavior in the two-fold
perspective of full personal development and participation in
balanced and independent social, economic and cultural
development (UNESCO, as quoted in Kidd and Titmus, 1989).

Continuing education is closely linked to the notion of lifelong learning,

which is the body of theories and principles espousing that education and
learning occurs as a continuing process throughout a lifetime. Lifelong learning,
therefore, encompasses the following: initial education, which is the period of

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continuous formal study (and ‘youth training’) completed before entry into main
employment (Parry, 1993); further education, which refers to education oriented
toward more specific occupational or life skills, rather than academic degrees
(Carnegie Commission on Higher Education, 1973); and recurrent education,
which is the distribution of education over the lifespan of an individual in a
recurring way. Recurrent education implies the alternation of education with
other activities, of which the principal would be work, but which might also
include leisure and retirement (Council of Europe, 1973).

Today, continuing education has emerged as the preferred category to

describe the education of adults (Jarvis, 1983), and has been extended in recent
years to encompass parts of initial education as well as the core territory of post-
initial education and training.

The literature on continuing education reveals that it aims to achieve any

or a combination of the following objectives:
1. Improve the adaptability of the labor force to technological change.
2. Invigorate educational institutions.
3. Facilitate more flexible labor market adjustments to changing
requirements.
4. Enable a better interplay between educational and other social sectors,
including a better contribution to the potential necessary for economic
growth.
5. Enhance continuing personal development, motivation and learning
behavior of adults.
6. Enhance individual freedom of choice and opportunities for self-
development.
7. Provide better opportunities for individual development.
8. Restore and protect the employment prospects of particular individuals
and groups.

Given this background, and taking into consideration the information

gathered from interviews and various secondary sources, this paper aims to
review the status of, and identify issues concerning, continuing education in the
Philippines, to review the experiences of other countries that could be useful to
the Philippines, and to present a set of recommendations concerning continuing
education in the country.

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2. Relevant Country Experiences

The experience of other countries regarding continuing education could

provide useful insights for the Philippines as it attempts to improve its own
continuing education programs. Hereunder is a review of the experiences of
selected countries.

Worth mentioning is the fact that continuing education has a long history
dating as far back as the French Revolution, during which the concept of lifelong
education was first formulated within the framework of the Condorcet Education
Plan. Since then, adult education has developed into a complex system, and has
contributed to the transformation of the French economy and society. In the
1960s, for example, adult education played a major role in facilitating the
transition of the traditional labor force (agriculture and crafts) to new industries.

In Japan, the role of school education was emphasized during the Meiji
era (1868-1912) with the promulgation of the Education Order in 1872 in an
attempt to catch up with the advances made by the USA and Western countries.
While both school education and social education (first referred to as ‘popular
education’) have been considered as complementary educational activities,
school education has been regarded as the main stream, with social education
fulfilling a secondary role. From the latter half of the Meiji era, however,
especially after the Russo-Japanese War (1905), the development of social
education, which was directed towards youth and adults who had insufficient
school education, was undertaken in real earnest. As a result, even before the
start of World War II (1941), social education, a precursor of adult education, was
already practiced on a wide scale throughout the nation.

Combating unemployment. Faced with the structural problem of

unemployment, including long-term unemployment, most industrialized countries
are developing schemes to train and retrain the growing number of unemployed
people. Such courses usually encompass preparation for work, basic skills, and
specialized programs for specific occupational tasks (Atchoarena, 1993).

In Europe, the magnitude of and the increase in unemployment figures

tend to focus lifelong education on labor market issues. The aim is to assist in
finding employment through training for the unemployed and in the prevention of
marginalization of the long-term unemployed. In France, for example, the 1990s
saw the growth of continuing education as government allocated more resources
to training programs for the out-of-work in an effort to curb the rising
unemployment level (Atchoarena, 1993).

In the United Kingdom, the persistence of skills shortages alongside high

levels of youth and adult unemployment have encouraged central government to
give emphasis on skills development and employment-related education, and to
shift resources in this direction (Parry, 1993).

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 The unification of Germany, on the other hand, has resulted in radical
changes in individual life patterns (including loss of jobs), bringing forth the need
for retraining and skill adjustment. In the eastern states of Germany alone,
roughly 400,000 men and women are currently enrolled in programs of further
education and retraining. Although the development of strategies for lifelong
learning has come under the influence of new political priorities, the overall
emphasis on labor-related premises and objectives has been even further
strengthened (Kunzel, 1993). In the former Soviet Union, higher and lifelong
education need to deliver economic and managerial knowledge and skills
required in the transition to a market economy. Because of the mismatch
between higher and lifelong education and the labor market, a higher education
diploma is no longer a guarantee of employment or adequate remuneration
(Kitaev, 1993).

In Singapore, there are plans to hold an annual manpower meeting where

government officials, employers and unions could discuss with foreign experts
how to improve training. This comes amid warnings from some trade union
leaders that unemployment could rise to as much as 7 per cent of the work force
in 1999. As Singapore was hit hard by the regional slump, growth in gross
domestic product fell sharply to 1.5 per cent in 1998 from 7.8 per cent in 1997,
with the manufacturing sector declining by 0.5 per cent. This resulted in 19,000
manufacturing workers losing their jobs.

In response to the rising unemployment and to the competition posed by

the cheaper work force of neighboring countries, the Singaporean government
has taken steps to increase the productivity and upgrade the capabilities of its
work force. According to Prime Minister Goh Chok Tong, there is a need “to
restore and widen the competitive gap between ourselves and our neighbors.”
Among these efforts is the establishment of the School of Lifelong Learning,
which is meant to help workers learn continuously to enhance their employment
prospects.

Financing of continuing education. In France, the government imposed

a payroll tax for all companies of 10 workers or more, because it was felt that the
government budget was not sufficient to sustain the level of investment required
to finance the level of training necessary for economic growth. Companies can
avoid paying the tax if they provide training for their workers. As a result of this
policy, employers have become a significant source of funding for training in
France. In 1991 alone, 42 percent of total financial resources spent for training
came from companies.

There are 96 fund-collecting organizations authorized by the state to

collect funds and finance educational activity in France. They covered 82,000
companies employing some 4,490,000 individuals and they collected 2.95 billion
francs in 1989. They also took control of educational expenses totalling 3.6
billion francs in accord with agreed educational plans or individual measures for

5
education. Furthermore, employers are liable to pay 0.15 per cent of their total
wage bill to one of the 67 organizations authorized to organize individual paid
educational leave, which is the right of every individual by law. In 1989, this
contribution amounted to 1.17 billion francs. During that year, there were 21,725
individual applications for study leave, with an average of 800 hours each.
Finally companies are expected to pay a continuing education contribution of 0.3
per cent of their wage bill to OMA (Organisme de Mutualisations Agrees), which
are responsible for planning alternative professional training for young people. In
1989, approximately 6.9 billion francs were contributed to these funds.

In Sweden, Parliament decided to create renewal funds by cutting 10

percent off the profit of bigger enterprises. The total sum was used for corporate
learning strategies over a period of five years starting from 1986. This policy had
a strong impact on work-oriented learning strategies. Even though employers
were very skeptical about this method of using their profits, it is obvious that the
interest in employer-sponsored adult education increased strongly during the late
1980s (Abrahamsson, 1993).
Role of government. In France, the state plays a principal role in
continuing education. It determines policy on an inter-ministerial level, manages
the funds for further education and social promotion, and engages in educational
activity with specific priority groups in the population. In addition, the Delegation
of Further Education constitutes the central organization on a national level, and
is involved in planning and sub-contracting education to the regions. It also plays
a major role in the negotiations between trade unions and employers’
organizations.

In 1989, the state organized further educational programs for 1.25 million
people, provided about 350 million training hours and spent 18.8 billion francs. In
addition, it donated 2.4 billion francs to the regions for continuing professional
education and apprenticeship training, allowed 4.1 billion francs in tax exemption
to companies employing young people and offering apprenticeships to the long-
term unemployed, and spent 14.8 billion francs on paying trainees and the
continuing professional education of its own staff.

In Germany, the federal government seeks to promote and develop the

economic welfare of the nation partly through vocational training and continuing
vocational education. The federal administration takes control, by way of
legislation, financing and curricular licensing of that part of Weiterbildung (adult
continuing education) which is labor-market oriented, including the approbation of
professional qualifications.

In the USA, professionals are required by their licensing bodies to attend a

minimum number of educational events each year. Of the 30 million
professionals in the United States, as estimated by Cervero (1988, 1989), 75 per
cent of those surveyed were already found to be participating in continuing
education at levels exceeding the minimum requirements (Phillips, 1987).

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 In Japan, the policy for lifelong learning is being developed at three
different levels of the state, the prefecture, and the municipality, with the Ministry
of Education, Science and Culture (MOESC) taking the leadership. While
respecting the autonomy and free development of private educational
entrepreneurs, the central government and the local public bodies give indirect
support.

In the United Kingdom, the role of the state in post-school education and
training was to be deliberately detached, with interventions into the training
market limited to supporting disadvantaged groups (the disabled and long-term
unemployed), pump-priming new ventures, and urging employers to invest in
vocational education and training (Parry, 1993).

Role of the private sector. Throughout Europe, as well as in Japan and

the USA, employers, whether or not supported by the state, are increasingly
providing adult education opportunities for their workforce.
There is a great variety of co-operation arrangements and modes of
delivery developed by industries. These delivery systems include: in-house
company-training, programs organized in companies’ training centers, courses
organized by a training institution to meet the company’s training needs, mixed
schemes including on-the-site training, self-imposed individual study, and
distance education programs.

In France, businesses are a major player in the education of adults,

spending approximately 2.97 per cent of their total wage bill on training—both in-
house and external (Caspar, 1993).

In the United Kingdom, employers have been given the prime

responsibility for investment in training and for meeting targets set by the
Confederation of British Industry. Much of this training has been sub-contracted
to local providers of further and higher education, although non-profit groups
(such as group training associations, chambers of commerce, and industry
training organizations) also provide training, particularly short courses or
continuing provisions for adults.

More significantly, many of the largest companies in the UK have had

long-established and effective training programs. Worth mentioning is the
Employment Development and Assistance Programme launched by Ford Motor
Company in 1989 across its 22 major sites in Britain and available to over 40,000
employees. In this initiative, employees were offered funding for non-job-related
educational and training opportunities and by 1990 over 20,000 applications had
been received for more than 500 courses. The program was planned in
cooperation with the trade unions and with educational providers.

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 In Japan, there is a considerable range of lifelong educational activities
conducted by the private sector. Private providers of learning opportunities for
adult learners in Japan include company and vocational education institutions,
social education centers, and private educational institutions such as Culture
Centers. Furthermore, other conventional program providers in the private sector
such as temples, churches, YMCAs, and YWCAs have begun to embrace the
concept of lifelong learning.

In Germany, other private sector establishments, outside of business

enterprises, are involved in providing continuing education. These include
church organizations (nine per cent of enrolments), institutes of distance
learning, welfare organizations, trade union offsprings, party-political foundations,
societies for technical and commercial education, and, having emerged from
various ‘social movements’ in the early eighties, alternative adult education
organizations (Atchoarena, 1993).

In the USA, providing agencies (outside of higher education institutions)

involving adult learning include: community organizations, corporations and
businesses, free universities, labor unions, the Armed Forces, parents’ groups,
professional organizations, public (state) schools, self-help groups, voluntary
organizations, community development agencies, cooperative extension, cultural
institutions, hospitals, mass media, non-profit agencies, prisons, proprietary
schools, and religious institutions. (Brookfield, 1993).

Role of higher education institutions. There seems to be a general

trend towards an increasing involvement of higher education institutions in
providing lifelong education. This common pattern takes place within a context of
great change in higher education systems. Such changes include: the continuing
expansion of the number of students enrolled in higher education, change in the
structure of higher education, closer cooperation between industries and
universities, the search for stronger links between the higher education
institutions and the regions they serve, the introduction of market mechanisms
into higher education provisions, and pressures for greater accountability
(Atchoarena, 1993).

In France, the need for higher education institutions to be involved in

continuing education was only officially recognized in 1984, when an Act was
passed extending the mission of tertiary education institutions to include adult
education and inviting them to establish ad hoc delivery and administrative
structures. This legal framework, together with growing pressures from the
economic environment, has given an increasingly important role to universities in
continuing education. In 1989, higher education institutions trained 5 per cent of
the total number of adults who had benefited from continuing education. The
same year, 19,740 university degrees were granted by higher education
institutions within the framework of continuing education, corresponding to 8 per

8
cent of all degrees awarded. In 1991, 412,000 adults benefited from continuing
education services provided by tertiary education institutions, mainly universities.

In the United Kingdom, higher education as a sector had played an

important part in highlighting the strategic role of continuing and higher
education, not just in relation to advanced learning but as a phase in a wider and
articulated system of post-compulsory education and training (Parry, 1993).
Among the providers of continuing education, colleges of further education
account for the majority of people engaged in formal learning in the post-school
system. Typically, colleges of further education offer a broad mix of programs
and qualifications matched to the needs of the local communities they attempt to
serve. Across all colleges, only about one in five students follow full-time
courses, the majority participating on a part-time basis, through short courses, or
through regular or occasional day or evening attendance.

In Japan, the number of adults entering higher education institutions

amounted to 3,448 in university departments (1989), 1,623 at junior colleges
(1989), and 1,827 at graduate schools (1990). Special training schools, known
as Special Training Colleges, which offer advanced courses, have played a
definite role among the further education institutions in conferring specified
technical skills and knowledge to the 59,515 adult students (specifically,
employed people) who were enrolled as of 1988. Higher education institutions
also offer extension courses, and figures for 1989 show that out of 499
universities, there were 395 universities (79 per cent) offering 3,147 courses to a
total of 415,198 participants.

In Singapore, the government recently set up the School of Lifelong

Learning, which uses modern communication technologies to link businesses
and individuals to affordable training opportunities. This is part of a
comprehensive learning system that encourages workers to acquire skills
throughout their careers so they can adapt better to rapid changes in the
workplace (Richardson, 1999).

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3. Continuing Education in the Philippines

In the Philippines, continuing education encompasses both continuing

professional education, which is primarily the responsibility of the Professional
Regulation Commission (PRC) and of the Commission on Higher Education
(CHED), and technical-vocational education and training (TVET), which is the
main responsibility of the Technical Education and Skills Development Authority
(TESDA).

Continuing professional education. The Professional Regulation

Commission (PRC) recognizes the following as part of continuing professional
education (CPE): seminars, conventions, academic studies, distance learning,
authorship, inventions, preparation of teaching materials, on-the-job training,
study and observation tours, professorial chair lectures, and other activities pre-
approved by the CPE councils. Currently, CPE programs are basically meant to
update the professionals about the latest developments in their respective fields,
and serve as a requirement for the renewal of their license to practice.

Anticipating the stiff competition in the global professional labor market as

a result of the General Agreement on Trade in Services (GATS), the Philippine
government has required all Filipino professionals to undergo continuing
education programs. The standardized implementing guidelines and procedures
for CPE programs as contained in PRC Resolution No. 381, took effect on
November 13, 1995 in compliance with Executive Order No. 266 signed by
President Ramos on July 25, 1995. Under the law, 40 different professions being
regulated by the PRC are required to undergo CPE programs to be administered
by various accredited CPE providers. These programs are meant to ensure that
licensed professionals maintain minimum skills, are exposed to advances in their
field of practice, and get additional training.

The law requires registered professionals with baccalaureate degrees to

earn a total of 60 units in CPE credits for three years, while those with non-
baccalaureate degrees need 30 CPE credit units before they can renew their
respective licenses. Those who fail to comply with the law would not be
permitted to renew their professional licenses and would be ‘delisted’ from the
roster of professionals authorized to practice in the Philippines. As of May 26,
1999, there are 1,175,386 registered professionals across 35 categories of PRC.
In the top of the list are the nurses, midwives, and accountants (Refer to
Appendix 1).

Since the law took effect, the PRC has accredited at least 1,611 CPE
providers, including colleges and universities, professional associations, and
private companies. The professions with the most number of accredited
providers are nursing, which has 360; medicine, 230; dentistry, 121; professional
teachers, 116; medical technology, 77; accountancy, 67; and midwifery, 63
(Refer to Appendix 2).

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 The extent of participation of professionals in the various CPE programs
can be gleaned from the records of the PRC, which show that a total of 43,153
certificates of compliance, 29,278 certificates of exemption, and 48,929
certificates of undertaking had been issued in 1998 (refer to Appendix 3).
However, figures for some professions like architecture, civil engineering,
geodetic engineering, interior design, landscape architecture, medical
technology, and social work are unavailable.

The number of accredited programs as shown in Appendix 4 have also

progressively increased over the past three years with the medical, nursing,
midwifery, and accountancy professions accounting for the most number of
approved programs.

Tullao (1998) cited the different positive characteristics of the CPE

program implemented by the PRC, particularly the variety of CPE methods, the
varying weights of CPE points professionals undergoing training could earn to
renew their license to practice, and the requirement for documents to prove
attendance in training programs. Tullao, however, suggested a review of the
current Matrix of CPE Programs, Activities and Sources (refer to Appendix 5) in
response to the need to enhance the international competitiveness of local
professionals. He further noted that international benchmarking requires giving
more weight to research papers, publications in professional journals, and
graduate studies, which are not the preferred forms of continuing education in the
country.

Dr. Andres Oreta, a member of the Philippine Institute of Civil Engineers

(PICE) and a former reviewer of CPE programs for civil engineers, would rate the
general quality of CPE programs for civil engineering, particularly those provided
by the PICE Chapters, as “average” based on the feedback of the participants.
This rating is reflected in the reports submitted by accredited CPE providers after
they have conducted a CPE program.

He acknowledged that PICE needs to augment its pool of speakers to

expand the scope, and to improve the quality, of the content of various CPE
programs for civil engineers. He bewailed the fact that some CPE providers give
very short notice (sometimes just a week before a seminar) to invited resource
persons, preventing the speakers from preparing well for a particular topic or
from coming up with a fresh topic that would be of interest to the participants.

Dr. Oreta observed that, in many one-day or two-day seminars, topics are
“very diverse” with several speakers often tackling remotely related topics. This
could lead to limited learning among participants, who could have benefited from
a more focused seminar featuring a module of related topics. He likewise
expressed concern over the ‘diverse’ composition of participants in CPE
programs, forcing speakers to adjust their topics to an “average level” to

11
accommodate older participants who “find it difficult to understand advanced
topics.”

He pointed out that some seminars have too many participants,

sometimes exceeding 200 at a time, obviously an attempt “to maximize profits”
and to recoup the expenses of the CPE providers. To compound this situation,
some participants just have their attendance recorded in seminars and
conferences without actually attending the sessions.

Dr. Oreta, however, revealed some steps being taken by PICE to improve
its CPE programs. The PICE, for example, is examining the possibility of having
specialty groups (structural engineers, construction engineers, hydraulics
engineers, geo-technical engineers) within the association and its various
chapters. By designing CPE programs towards specialty groups, the problem of
having remotely unrelated topics in one seminar or conference would be
addressed because CPE modules would necessarily contain topics connected to
the specialization of the participants.

Mrs. Anesia Dionisio, President of the Philippine Nurses Association

(PNA), would rate the quality of CPE programs for nursing as “excellent” based
on the feedback of takers, but does not yet clearly see the impact of the CPE
programs on the quality of service provided by nurses to their patients. She
expressed confidence in the capability of accredited CPE providers for the
nursing profession, which include PNA’s different chapters and reputable
hospitals. She pointed out, however, that the CPE programs offered to nurses
have not yet been standardized, meaning that the content of a seminar on the
care of diabetic patients, for example, would differ depending on who is teaching
it. She laments the commercialization of the CPE programs and the lack of
consistency in giving credit units of some CPE providers.

Like PICE, the PNA is moving towards the direction of specializing within
the nursing profession with the adoption of a voluntary ‘credentialing’ process
leading to a specialization in psychiatry nursing, maternal and child nursing,
community health nursing, or medical surgeon nursing. Mrs. Dionisio envisions a
system through which nurses could take up CPE programs leading towards a
specific specialization, after which an accumulated number of credit units could
earn for the nurse a master’s degree in his/her specialization, one that could be
granted by an accredited university. This system, she believes, will make the
CPE programs meaningful to nurses and really lead them towards an
improvement in their skills in health care delivery.

Continuing vocational training. Another component of continuing

education in the country would be technical-vocational education and training
(TVET), which is the primary concern of TESDA. Established in 1994, TESDA
aims to mobilize the full participation of industry, labor, local government units
and technical-vocational institutions in the country’s skilled manpower

12
development programs. The creation of TESDA was meant to reduce
overlapping in skills-development activities initiated by various public and private
sector agencies, and to provide national directions in the varied programs of the
different educational and training institutions that comprise the country’s TVET
system.

Under the law, TESDA is mandated to: integrate, coordinate and monitor
skills development programs, restructure efforts to promote and develop middle-
level manpower, approve skills standards and tests, develop an accreditation
system for institutions involved in middle-level manpower development, fund
programs and projects for technical education and skills development, and assist
trainers training programs.

TESDA is also expected to devolve training functions to local

governments, reform the apprenticeship program, involve industry/employers in
skills training, formulate a skills development plan, develop and administer
training incentives, organize skills competitions, and manage skills development
funds.

In particular, TESDA has the TESDA Occupation Qualification and

Certification System (TOQCS), which is designed to enhance the existing
qualification and certification system particularly with regards to expanded
clientele and qualification requirements under TESDA. It integrates the formal,
non-formal and informal modes under one system, which calls for modularized
and competency-based learning such that each level has a set of qualification
requirements. The qualification requirements will correspond to competencies
stipulated in the existing occupational skills standards for each specific trade
(See Figure V.S TOQCS, page 21, in TESDA: Installing a Quality Assured TESD
System, June 1998, Appendix 6). This could be a model that the different
professions can adopt in their CPE programs.

TESDA also has the Training Contract Scheme (TCS), an industry

capability build-up program (ICBP), wherein subsidies for training in essential
training competency areas are given to firms. In 1995, some 48 regional/sectoral
ICBPs were implemented, with 6,849 participants trained in various levels of
competencies. In 1996, some 42 regional and sectoral training capability
programs were approved, with 2,758 participants trained.

While some programs of TESDA were quite successful in improving the

development of technical skills in the country, it has been criticized for its inability
to provide skilled workers to industry, and for its failure to attract enrolees in its
various programs. Former Labor Secretary Leonardo Quisumbing (1996), for
instance, observed that “TESDA failed to turn out enough skilled workers to meet
basic demands of booming industries here and abroad.” Consistent with this
claim is the decline of enrolment in TVET schools. TESDA figures revealed that
total enrolment dipped from 297,146 in SY 1995-1996 to only 253,748 in SY

13
1996-1997. Quisumbing (1996) recommended an intensified human resource
development program in order to entice job seekers to undergo TESDA training.

There are other initiatives that would fall under the purview of continuing
education in the Philippines, among which are the following:

Support for government employees. The Civil Service Commission

(CSC) is currently pursuing various programs to address the need of government
employees for continuing education. Its Local Scholarship Program assists
government employees pursue masteral and doctoral studies to enhance the
capability of government personnel. Other government agencies have also
established their own educational support programs to assist employees seeking
to complete their bachelor’s degree and those pursuing their masteral or doctoral
studies (Conferido, 1998)

Equivalency program. Also worth mentioning is the Expanded Tertiary

Education Equivalency and Accreditation Program (ETEEAP) which opens the
doors of formal academic institutions to accreditation of learning obtained outside
their own systems. Implemented by CHED and TESDA by virtue of Executive
Order 330, ETEEAP is an alternative mode of obtaining post-secondary and
higher education credits. Through a compendium of creative competency-based
assessment processes, students could gain tertiary education certificates,
including a college degree. The equivalency system is based on the assignment
of equivalent academic credits to competencies obtained outside the formal
school system as demonstrated by knowledge, skills, attitudes and values
(Valisno, 1997). The program then gives formal recognition to prior learning and
competencies gained by individuals from other channels beyond the classroom.
Such formal recognition, in the form of a certificate or diploma, will enable them
to pursue higher learning, further career development, and improve their
professional qualifications (Conferido, 1998). This program closely establishes
the relationship of the higher education system with the labor market in an effort
to advance the ability of the Filipino labor force to compete globally.

Under this program, government encourages the participation of learners

who find it difficult to enrol in residency programs of colleges and universities.
Individuals with different interests, cultural backgrounds, and value systems
participate in ongoing learning programs in their respective companies/milieu,
and are later on certified for those relevant aspects of the education in which they
participated. Workers in factories, for example, can earn credits for their
contributions to innovation and technology development. Women who need to
stay at home and care for family members will have a chance to be accredited for
knowledge obtained in home management and technology, early childhood or
adult care and development, self-development, and other pursuits.

Distance education. Distance education programs use a mode of

instructional delivery that brings down the walls of classrooms to create

14
borderless learning environments. This opens opportunities for individuals who
want to avail of continuing education, but could not afford to leave their place of
work.
Educational technologies offered by computers, video tapes, satellites and
various audio-visual equipment form an important aspect of the borderless
learning environment, offering innovative, creative and alternative approaches to
learning by complementing, supplementing, and strengthening the use of print-
based learning materials (CHED, 1997:3-4).
In the area of borderless (open) learning, the country’s most significant
accomplishment was the establishment of the UP Open University in February
1995. It was established for the purpose of democratizing access to knowledge
through distance education programs aided by strides in information technology.
The delivery system at the UPOU does have the essence of a distance learning
environment, providing a student support system, which promotes self-study.
Significant progress has been made since its establishment, including: (1)
an increase in the number of programs offered from one to ten in the last school
year; (2) an increase in enrolment from 181 to 1,395 in the first trimester of SY
1996-1997; (3) an increase in the number of learning centers from 5 to 20.
(Quiason and Quiason 1997 in Pablo 1997)

15
4. Issues Concerning Continuing Education

Several issues and concerns must be addressed before an attempt to

formulate a comprehensive continuing education program for the country. The
following issues will be discussed not only in the context of the Philippine
educational system, economy and society, but also based on the experiences of
other countries, particularly those which have succeeded in certain areas of
continuing education.

Level of education / skills of the labor force. The levels of educational

attainment of the Philippine labor force signals the critical need for continuing
education among Filipinos, especially in the light of the demands of globalization.
In 1997, only 11% of the total employed were tertiary level graduates, while
another 11% were tertiary level undergraduates. High school graduates
accounted for 20%, while 13% were able to finish only one or two years of high
school. The remaining 40% reached only the primary level, and 3% had no
schooling at all (Conferido, 1998).

Motivation of employees to avail of continuing education. National

surveys indicate that the majority of adults are not involved in education, primarily
because they lack support, interest or motivation (Sargant, 1991). Those that
are, and are responding to the opportunities and challenges which lifelong
learning presents, still readily come up with lists of financial, situational,
institutional and attitudinal barriers to their effective and continuing participation.
Individuals would only avail of formal continuing education programs if they
perceive the benefits to outweigh the costs in terms of money, time, and effort.

A particular concern would be the ‘learning divide’ at work. In the

workplace, there are individuals who are already well-qualified and who continue
to be learners throughout their lives, and there are those who either leave
education largely unqualified or who neither engage in learning as adults nor
intend to do so in the future. This is what is known as the ‘learning divide.’
According to Conferido (1998), those who have fewer skills and are at the lower
ends of hierarchies of authority, autonomy, and pay at work also enjoy fewer
formal opportunities for learning through work. The same groups of people who
miss out on education in and after school are also likely to miss out on training
opportunities at work. The key factors affecting participation of adults are early
school leaving, poverty, lack of qualifications or skills, low status, lack of self-
esteem and powerlessness.

Limited participation in CPE programs. By comparing the number of

certificates of compliance, exemptions, and undertaking issued in 1998 to the
total number of professionals registered in the PRC, the initial conclusion would
be that relatively few have actually undergone CPE programs since PRC
Resolution No. 381 took effect. In the nursing profession, for example, there are
69,390 delisted nurses (those who have failed to renew their licenses) from the
list of registered nurses of the PRC, an indicator that a significant number of

16
nurses failed to comply with the requirements of the law. Possible reasons for
the limited participation include the lack of adequate information provided by
PRC and of the different professional associations, and the cost involved in
undergoing CPE programs. This question of affordability, coupled with the low
compliance rate, has, in fact, spawned concerns among certain lawmakers who
now question the wisdom of requiring CPE programs for the renewal of
professional licenses, given the fact that many people cannot afford to pay for
CPE programs.

Relevance of continuing education programs. Many professionals,

particularly those belonging to the professions regulated by the PRC, avail of
continuing education through seminars, conferences, and conventions because
of government requirements towards the renewal of their license to practice their
profession, but relatively few have chosen the path of graduate studies.

The issue raised is whether the continuing education programs availed of

by local professionals have really raised their level of competence and
competitiveness. While the variety of continuing education programs approved by
the PRC is such that the individual has a lot of choices, oftentimes, the tendency
is to accumulate CPE points rather than to enrich knowledge and to upgrade
skills. This has led to a reexamination of the relevance and/or quality of certain
types of CPE topics covered and the method used in relation to other programs.

Financing. Funding continuing education is a very important issue, and is

probably one of the most critical. Government taxation has proven to be
inadequate, even in developed countries, to cover the increasing diversified
learning needs within modern societies. This is especially pronounced in
developing countries like the Philippines, where government has limited financial
resources, and could therefore allocate limited funds for continuing education
programs.

To supplement government resources meant for training, employer

contributions have been looked at as additional sources of funding. Whether
requiring employer contributions through payroll taxes is viable in the Philippines
is a question that needs to be answered given the economic condition of the
country. Many companies are likely to be more concerned with immediate
business pressures, and are less likely to commit resources for human resource
development, particularly during economic crises.

Role of government. The government has already defined the roles of

several agencies (i.e. PRC, CHED, TESDA, DOLE) tasked with implementing or
coordinating continuing education programs in the country. It has also set up a
mechanism to ensure that professionals under the regulation of the PRC avail of
CPE programs. Despite all these, the government has yet to formulate, and
agree on, a unifying framework on human resource development, which could

17
serve as basis for future sectoral plans, executive policies, legislation, and other
programs and projects (Conferido, 1998).

Among the issues that need to be addressed are the following: Should
government allocate more funds for continuing education? Which sectors should
be given priority in terms of government funding for continuing education? Should
government pass new laws to promote continuing education, or should it
concentrate its efforts on implementing existing laws and on improving the
effectiveness of concerned agencies? The presence of a unifying framework
would help answer these questions.

Role of the private sector. The role of the private sector in providing
continuing education will become increasingly important because of several
reasons. First, employers would be looked upon as a source of funds for human
resources development activities because limited government funds would likely
result in correspondingly limited budgetary allocations for continuing education
programs. Second, employers are the direct and visible beneficiaries of well-
trained and highly-skilled human resources.

The question, however, is whether Philippine companies are willing and

able to set aside a portion of their profits for the continuing education of their
employees, or whether they have the capability to embark on a sustained training
program. The case of Japan, for example, shows that while major companies
are able to conduct education independently, many of the medium and small
companies do not have the ability to conduct education for their employees by
themselves and find it necessary to enlist the support of the public sector
(Research Department of Lifelong Learning, 1993).

Role of labor unions. Ma. Teresa Soriano, Officer-in-Charge-Executive

Director of the Institute of Labor Studies of the Department of Labor and
Employment (DOLE), revealed that DOLE is encouraging labor unions to include
continuing education as a major component of their collective bargaining
agreements (CBAs). Soriano said that very few CBAs actually have provisions
concerning the education and training of workers because labor unions normally
concentrate their efforts towards improvements on wages and fringe benefits.

DOLE is also advocating ‘employment security’ through continuous

training and retraining of workers. As opposed to job security, which means
keeping one’s job, employment security means remaining employable and easily
getting another job even after losing a job due to retrenchments or downsizing of
companies. Most unions find it difficult to accept the concept, choosing to focus
on job security. The ‘more progressive’ unions, however, have already accepted
employment security, and are, in fact, providing training to their members
towards this end.

18
 A major issue, of course, is whether labor unions are prepared and willing
to adopt a paradigm shift with regards to their role given both the positive and
negative effects of liberalization and globalization on the labor sector. Are they
prepared to cooperate closely with management to ensure that their members
remain employable through continuous training and retraining efforts?

Role of higher education institutions. While higher education

institutions (HEIs) in other countries have taken a more active role in the
provision of continuing education, HEIs in the Philippines have so far a limited
role. Tapping the extensive network of public and private colleges and
universities throughout the country could serve to make continuing education
more accessible to a greater number of people.

A major issue concerning HEIs is their capability to provide continuing

education to the general public, particularly to adults desiring to avail of it. One
concern is the lack of experts who can design the CPE curriculum and prepare
modules exclusively meant for CPE. This is a likely result of the weak link of
HEIs with industry, which could serve as a source of experts for continuing
education. Consequently, the lack of experts means that there is a limited pool
of resource persons to conduct training programs.

The situation is rooted to the fact that most colleges and universities in the
Philippines have structures intended mainly to provide initial education,
particularly to the 16-20-year old age group. Very few institutions, in fact, have
realigned their objectives or have structured themselves to provide continuing
education. The large demand for traditional college education in the country is
such that HEIs have largely ignored the market consisting of adults willing to
avail of continuing education programs.

19
5. Recommendations
On the assumption that continuing education is an alternative education
strategy for professionals and technical workers to improve their adaptability to
the flexible labor market adjustments and to be able to restore and protect their
employment prospects as individuals or as a group in the global market, the
following suggestions are hereby proposed:

1. Formulation of a Unifying HRD Framework. The government is

currently working on a unifying framework on human resource
development. This will enable government to determine priority areas
in the implementation of continuing education programs, and to
develop plans accordingly. It is also expected to provide a better
perspective in dealing with issues on globalization and technological
developments as they affect the level of competitiveness of the
country’s labor force. It must also address issues concerning
employment security, as well as access and equity issues including the
upliftment of the conditions of the poor and other disadvantaged
groups through education and training.

2. Review of matrix of continuing education. Consider variations in

the Matrix of CPE Programs, Activities and Sources according to the
needs and characteristics of the profession, and according to
international benchmarking. Give different levels of accreditation to
CPE providers, and then allow institutions with higher levels of
accreditation to reward correspondingly higher CPE credits. For
example, the credit units to be earned in completing the graduate
program of the UP College of Nursing should be more than what could
be earned in completing an ordinary graduate program with a lower
accreditation level. The body granting accreditation should establish
standards based on internationally competitive levels.

3. Adoption of graduated / progressive model of CPE programs.

CPE programs should be designed to include several certification
levels (e.g. basic, intermediate, advanced, and expert levels) which
could be achieved by satisfying certain qualification standards
determined by the different professional associations, using
international benchmarks. This will make CPE programs more
relevant, promote constant improvement in the skills of professionals,
and minimize the occurrence of attendance in seminars and
conferences for the sake of accumulating credit units.

4. Improve the Monitoring of CPEs. If the CPE will continue to be the

primary responsibility of PRC and CHED, it is imperative that an
improved monitoring system be implemented to ensure that the
primary objectives of the CPE is achieved, that there is consistency in
granting equivalent credit units across professions, and that

20
 commercialization of trainings does not occur. This could be done in
close coordination with the recognized professional associations.

5. Greater access to education, training, and retraining. As part of

government policy toward technological change, education, training,
and retraining must be available to all during any period of significant
technological change (Myers, 1980). Given the scarcity of resources,
priority should be given to individuals without skills or with lower-level
skills to enable them to escape low-pay, poor working conditions, and
lack of growth prospects. This can be done through TESDA’s network
of TVET schools, and through the formal educational system, whether
private or public.

6. Incentives for professionals and technical workers. Encourage

professionals and technical workers to return to formal education and
training programs to update or hone their skills. This can be done by
firms through incentives such as scholarships, promotion, reduction in
the hours of work, time-off to study (study leaves) and opportunities to
share their learning to others.

7. Tax incentives to firms. The government can provide tax deduction

as incentive to firms that will actually provide continuing education
through training and retraining of their professionals and technical
employees.

8. Needs identification and assessment. It is important to identify the

needs of professionals and technical workers based on technological
developments, labor market trends, and other economic factors.
These will be used as inputs for the types of programs and institutions,
which will implement the programs. This needs assessment can be
done through regular surveys, interviews, and data of firms on the
performance level of their professional and technical employees. Data
can also come from professional agencies or organizations on national
or local levels.

9. Effective integration of education and employment. Emphasis

should be given by the education provider on the quality of learning,
which is basically measured in terms of applying the theories and skills
learned in the actual workplace or responding to the needs of the
industry. This also necessitates that proper needs assessment of the
firms in the industry and the individuals level of competency must be
done by the education provider before any curricular or training design
will be developed for implementation. This also requires the conduct of
training evaluation based on the feedback of the participants and the
firms which sent the trainees to determine if there are positive
contributions afforded to the companies such as higher productivity.

21
10. Active tripartite cooperation. Employers and unions, with the support
of government, must work together in the spirit of mutual interest to
achieve their respective goals. Labor and management should agree
to integrate provisions on continuing education in their collective
bargaining agreements to promote greater employment security and
labor productivity.

11. Financing schemes. The following options can be considered in

financing continuing education programs:
11.1. Government subsidy – allocation of financial grants directly to
educational institutions and accredited training organizations;
the provision of education assistance either through
scholarships or loans directly to those disadvantaged groups
(the disabled, unemployed, and youth) who had minimal income
but are very interested to avail of continuing education
programs; and financing government priority training programs
for which no industry is responsible, which can be done through
TESDA and DOLE.
11.2. Employers support – allocation of budget for training and
retooling; allowing employees to go on study leave without
losing career opportunities when they come back; giving
scholarships or educational loans; allowing employees on a
flexitime schedule when they are on training; and requiring
employers to contribute a certain percentage of their profits into
a fund to finance continuing education of their employees and
those who are interested to acquire vocational education and
training particularly the unemployed.
11.3. Private sector funding – donations through corporate
foundations which can be accredited as CPE providers.

12. Aggressive marketing campaign. Government agencies, such as

TESDA and DOLE, must actively promote their training programs (and
their costs) meant for professionals and technical workers. These
agencies must coordinate closely with firms, especially small and
medium enterprises, which have less resource for continuing
education. Their information system must take into consideration the
different situations of the various industries where these professionals
and technical workers are employed all over the country.

13. Closer Cooperation between academe and other providers of

continuing education. Higher education institutions (HEIs) must
streamline and improve their methods and forms of cooperation with
different agencies and organizations involved in continuing education.
This should include a clear definition of functions, rights and
responsibilities, extent of support and incentives, and the development
of a mechanism responsible for continuing education inside the

22
 institution of higher learning, in accordance with the whole system of
higher education. A possible cooperative arrangement would be for
accredited HEIs to grant a master’s degree to professionals who have
accumulated a certain number of credit units from CPE programs
leading to a certain specialization.

14. Restructuring of schools and HEIs. Major reforms in higher

education institutions will have to be done to promote continuing
education among adults. This will involve the realignment of
institutional objectives, as well as changes in the organizational
structure, curricula, academic services, faculty hiring policies, faculty
development programs, and the budget. Curricula should embrace and
reflect social, economic, technological, and cultural issues. Alternative
methods of delivery, such as distance learning, must be made
considered to provide more education and skills training opportunities
for more people.

15. Review of the law and guidelines concerning CPE. Certain sectors
are lobbying for the removal of the CPE requirement from the law even
as others caution against such a move. While the intent of E.O. No.
266 is laudable, the experience of the PRC concerning continuing
education during the past three years ought to be evaluated to
determine whether the intent of the law has been realized.

16. Areas for further research. To gain a deeper understanding of the

phenomenon of continuing education in the country, more in-depth
studies could be undertaken in the following areas: (a) the level of
education/skills of the local labor force vis-à-vis the emerging demands
for levels of education/skills by the globalizing labor markets; (b) the
individual and institutional motivations to pursue continuing education;
(c) the differing orientations of providers and receivers of continuing
education. Further inquiry could also be undertaken on the following:
(d) the specific profession and its unique requirements in terms of
individual competencies and proficiency levels in each of the
competency areas and how these change and are affected by the
obtaining developments brought about by globalization; (e) the
professional himself or herself and his/he professional practice, and
how these practices affect his/her interests and motivations as a
practicing professional; and (f) the institution where the professional is
allowed to practice his/her profession and the institution’s particular
level of competitiveness (Rivera, 1999).

23
6. Conclusion

Relevance and excellence are the two most over-used words in the jargon
of this globalization era. However, the primary goal of continuing professional/
technical education in the Philippines is to develop meaningful and satisfying
learning experiences that produce the desired level of professional proficiency
which emphasizes high levels of competence, adeptness, and confident control,
based on expertise, skill, and knowledge. A proficient professional or technical
worker must, therefore, have the capability and potential power to perform well in
a specific situation and to meet the demands or requirements of a situation or
work demand in the local or global markets.

This goal can only be achieved if major reforms in the school and
university systems will be done, if all resources both in the public and private
sectors will be properly allocated and utilized, if needs assessment of target
beneficiaries of these programs will be properly done, and, more importantly, if
the government, in close coordination with the private sector, through their
association and industry representatives, will have the political will to implement
the proposed multi-pronged suggestions to ensure the viability and effectiveness
of continuing education programs in the country.

Education and training are very potent tools in the development of the
country’s human resources. Aside from ensuring the employability of Filipino
professional and technical workers, continuing education addresses the
mismatch between the knowledge and skills of the labor force and the
expectations of industry. More importantly, continuing education ultimately leads
to the upliftment of the country’s overall quality of life, providing impetus for a
sustained effort towards becoming a learning society.

24
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27
 Appendix 1

Number of Registrants Per Year Across Professions

Profession Number of Registrants Per Year (1994 to 1998) Total Number of

1994 1995 1996 1997 1998 Registrants as of May 26, 1999
1. Accountancy 2,026 1,256 1,573 1,726 2,104 98,388
2. Aeronautical Engineer 11 57 23 17 23 481
3. Agricultural Engineer 184 72 90 210 219 4,481
4. Architect 442 557 604 668 808 15,124
Interior Designer 102 54 30 24 49 673
Landscape Architect 9 9 6 6 8 119
5. Chemical Engineer 459 639 441 412 437 22,019
6. Chemist 77 211 166 179 172 8,069
Chemical Technician 3 7 0 0 0 589
7. Civil Engineering 3,066 3,066 3,334 2,959 2,549 84,117
8. Criminologist 633 712 827 1,057 909 6,638
9. Customer Broker 106 137 124 167 104 3,084
10. Dentist 1,077 1,104 1,224 1,571 1,391 40,030
Dental Hygienist 0 0 0 0 0 0
11. Professional Electrical Engineer 64 134 14 9 29 3,115
Associate Electrical Engineer 0 0 0 0 0 3,653
Assistant Electrical Engineer 1,405 2,008 449 103 26 31,698
Master Electrician 648 945 178 53 0 17,591
Registered Electrical Engr.(REE) 0 624 4,212 9,646 5,155 21,458
Registered Master Elec.(RME) 0 166 564 798 1,345 21,605
12. Electronics Communication Engr. 1,609 2,426 1,728 1,785 2,042 19,328
13. Environmental Planner 3 253 119 21 16 414
14. Forester 443 449 333 379 450 6,772
15. Geodetic Engineer 218 169 186 168 204 5,009
Junior Geodetic Engineer 626 501 371 362 168 5,754
Geodetic Engineer Aide 0 0 0 0 0 0
16. Geologist 10 16 20 26 28 1,383
Geologic Aide 0 0 0 0 0 66
17. Librarian 415 374 435 268 377 2,223
18. Master Plumber 40 35 55 60 104 2,467
19. Professional Mechanical Engr. 40 41 91 101 187 3,508
Air Condition & Refrigeration 0 0 0 0 0 0
Spec.
Mechanical Plant Engineer 0 0 0 0 0 0
Mechanical Engineer 612 2,612 1,866 1,543 1,724 54,907
Certified Plant Mechanic 100 146 59 66 103 9,340
20. Medical Technologist 2,135 2,169 1,344 1,463 1,686 38,018
Medical Laboratory Technologist 103 73 68 30 68 3,183
21. Metallurgical Engineer 12 22 27 22 24 428
Metallurgical Plan Foreman 7 7 0 0 0 0
22. Midwife 8,022 8,833 6,292 4,017 3,503 126,569

28
 Profession Number of Registrants Per Year (1994 to 1998) Total Number of
1994 1995 1996 1997 1998 Registrants as of May 26, 1999
23. Mining Engineer 43 3 11 11 32 2,608
Certified Mine Foreman 0 2 0 0 0 0
Certified Mill Foreman 0 0 0 0 0 0
Certified Quarry Foreman 0 0 0 0 0 0
24. Naval Architect 17 5 5 8 7 402
25. Nurse 29,445 27,272 15,697 11,697 9,441 328,374
26. Nutritionist-Dietitian 431 326 467 396 393 10,198
Dietitian 0 0 0 0 0 0
27. Optometrist 413 316 305 274 111 8,999
28. Pharmacist 1,621 1,498 1,296 1,477 1,702 41,582
Chinese Druggist 0 0 0 0 0 0
29. Physician 2,558 2,177 2,207 1,876 1,812 83,102
30. Physical Therapist 522 666 777 969 1,433 7,662
Occupational Therapist 35 35 36 124 167 743
Physical Therapist Technician 0 0 0 0 0 0
Occupational Therapist Technician 0 0 0 0 0 119
31. Radiologic Therapist 556 466 597 470 461 3,160
X-Ray Technologist 2,736 1,698 897 479 385 7,690
32. Sanitary Engineer 67 63 43 37 51 2,056
33. Social Worker 444 436 567 554 571 11,153
34. Sugar Technologist 0 0 0 0 0 183
35. Veterinarian 280 124 187 182 203 5,178
TOTAL 63,875 64,971 50,045 48,470 42,781 1,175,386

Source: Professional Regulatory Commission

Prepared by: Linda D. Macorol, OIC, Registration Division

29
Appendix 2. Number of accredited CPE providers
Regulated profession No. of accredited providers
Accountancy 67
Aeronautical engineering 1
Agricultural engineering 13
Architecture 21
Chemical engineering 16
Chemistry 30
Civil engineering 17
Custom broker 17
Criminology 10
Dentistry 121
Electronics and communication engineering 9 (and 50 other multidisciplinary
providers)
Electrical engineering 22 (and 4 other multidisciplinary
providers)
Environmental planning 5
Foresters 5
Geodetic engineering 8
Geology 4
Interior design 5
Landscape architecture Not available
Librarian 30
Marine deck officer 53
Marine engine officer 53
Master plumbing 3
Mechanical engineering 28
Medicine 230
Metallurgical engineering 7
Midwifery 63
Mining engineering 19
Naval architecture and marine engineering 6
Nursing 360
Nutrition and dietetics 26
Optometry 8
Pharmacy 34
Physical therapy / Occupational therapy 52
Professional teachers 116
Medical technology 77
Radiologic and x-ray technology 25
Sanitary engineering 2
Social work 33
Veterinary medicine 15
TOTAL 1611
Source: Aggregated based on the raw data provided by the Continuing Professional
Education Office, Professional Regulation Commission (as of April 1999)

30
Appendix 3. Summary of certificates of compliance, exemption, and undertaking
issued (January-December 1998)*
Regulated profession Compliance Exemption Undertaking Total
Accountancy 1,226 371 5,163 6,760
Aeronautical engineering 36 5 37 78
Agricultural engineering 76 6 162 244
Architecture NA NA NA NA
Chemical engineering 346 104 722 1,172
Chemistry 127 9 123 259
Civil engineering NA NA NA NA
Custom broker 169 12 332 513
Criminology 122 7 480 609
Dentistry 1,217 489 3,640 5,346
Electronics and 570 255 984 1,809
communication eng’g
Electrical engineering
Prof. EE 235 161 283 679
Reg. EE 550 16 409 975
Reg. Master electrician 6 8 0 14
Master electrician
258 810 575 1643
Associate EE
Assistant EE 16 72 116 204
311 736 954 2001
Environmental planning 60 13 84 157
Foresters 424 16 300 740
Geodetic engineering NA NA NA NA
Geology 66 12 26 104
Interior design NA NA NA NA
Landscape architecture NA NA NA NA
Librarian 216 8 69 293
Marine deck officer 2,483 5,248 1,005 8,736
Marine engine officer 1,880 6,437 1,339 9,656
Master plumbing 73 27 111 211
Mechanical engineering
Prof. ME 80 52 11 143
ME 1,018 941 2,517 4,476
Reg. ME 15 2 26 43
Cert. plant mechanic
21 53 126 200
ACRE
Mech. Plant engineer 0 2 2 4
0 4 0 4
Medicine 6,045 1,039 2,965 10,049
Metallurgical engineering 10 6 13 29
Midwifery 6,728 1,478 5,041 13,247
Mining engineering 44 14 89 147
Naval architecture and 15 10 29 54
marine engineering
Nursing 14,313 9,467 17,376 41,156
Nutrition and dietetics 343 53 234 630

31
Optometry 366 101 300 767
Pharmacy 2,664 596 1,916 5,176
Physical therapy / 125 140 199 464
Occupational therapy
Professional teachers 0 0 0 0
Medical technology NA NA NA NA
Radiologic / x-ray tech.
Radiologic technologist 147 77 190 414
X-ray technologist 439 208 598 1,245
Sanitary engineering 67 34 149 250
Social work NA NA NA NA
Veterinary medicine 246 179 234 659
TOTAL 43,153 29,278 48,929 121,360
Source: Aggregated based on the raw data provided by the Continuing Professional Education
Office, Professional Regulation Commission
* Certificates of compliance are issued to those who have earned the required credit units.
Registered professionals who have reached the age of 65 years are given permanent exemption,
while registered professionals while working or practicing their professions, or furthering their
studies abroad are given temporary exemption. Certificates of undertaking are given to those
who are in the process of earning their credit units.

32
Appendix 4. Number of approved accredited programs (1996-1998)
Regulated profession 1996 1997 1998 Total
Accountancy - - - 531
Aeronautical engineering 4 2 1 7
Agricultural engineering - - - 55
Architecture - - - 115
Chemical engineering - - - 150
Chemistry - - - 29
Civil engineering - - 99 349
Custom broker - - 25 25
Criminology 3 - 9 12
Dentistry 8 88 256 352
ECE 34 60 120 214
Electrical engineering 57 63 102 222
Environmental planning 4 9 15 28
Foresters 2 4 12 18
Geodetic engineering 14 13 30 57
Geology - - 5 5
Interior design - - - 41
Landscape architecture - - - 28
Librarian 23 31 38 92
Marine deck officer - - 168 168
Marine engine officer - - 247 247
Master plumbing 4 16 5 25
Mechanical engineering 43 136 191 370
Medicine 840 3,828 1,201 5,869
Metallurgical engineering 18 10 42 70
Midwifery 176 165 249 590
Mining engineering 7 16 NA 23
Naval architecture and 1 2 2 5
marine engineering
Nursing 818 785 1,026 2,629
Nutrition and dietetics 2 67 72 141
Optometry 33 26 28 87
Pharmacy 123 102 225
Physical / Occup. therapy 18 47 77 142
Professional teachers 3 6 - 9
Medical technology - - - 339
Radiologic and x-ray tech. 19 26 39 84
Sanitary engineering 21 2 7 30
Social work 36 56 123 215
Veterinary medicine 2 29 43 74
Source: Aggregated based on the raw data provided by the Continuing
Professional Education Office, Professional Regulation Commission

33
 APPENDIX 5

PROGRAMS CREDITS UNITS SUPPORTING

DOCUMENTS
1. SEMINARS/
CONVENTIONS
1.1 Participant 1 CU Per Hour CERTIFICATE OF
ATTENDANCE with number
of hours, seminar program &
certified list of participants
1.2 Resource Speaker 5 CU Per Hour PHOTOCOPY OF PLAQUE
OR CERTIFICATION &
COPY OF PAPER,
PROGRAM INVITATION
1.3 Panelist/Reactor 3 CU Per Hour CERTIFICATION FROM
SPONSORING ORG. &
COPY OF PROGRAM
1.4 Facilitator/ 2 CU Per Hour CERTIFICATION FROM
Moderator SPONSORING ORG. &
COPY OF PROGRAM
2. ACADEMIC
PREPARATION
(Residential & Distance
Mode)
2.1 Master’s Degree 1 CU Per Academic Unit 30 UNIVERSITY
CU Additional Upon CERTIFICATION DIPLOMA
Completion of Degree & TRANSCRIPT OF
RECORDS
2.2 Doctoral Degree 2 CU Per Academic Unit 450 UNIVERSITY
CU Additional Upon CERTIFICATION DIPLOMA
Completion of Degree & TRANSCRIPT OF
RECORDS
2.3 Residency/ Externship 10 CU Per Year HOSPITAL
CERTIFICATION
CERTIFICATE OF
COMPLETION
2.4 Fellowship 15 CU Per Year CERTIFICATION FROM
THE GRANTING
INSTITUTION,
CERTIFICATE OF
FELLOWSHIP
3. SELF-DIRECTED
LEARNING PACKAGE
3.1 Module 10 CU Per Complete Set of COPY OF DULY-
Module ACCOMPLISHED MODULE
AND EVALUATION

34
 3.2 Technical Paper/ 1 CU/Professional/ Technical COPY OF DULY
Professional Journal Article ACCOMPLISHED ARTICLE
Article AND EVALUATION
4. AUTHORSHIP
4.1 Research/ Innovative 10 Credit Units DULY CERTIFIED/
Programs/ Creative PUBLISHED ARTICLE AND
Projects EVALUATION
4.2 Book/Monograph [25-50Pp.] [51-100Pp.] [101 PUBLISHED BOOK WITH
or more Pp.] PROOF OF COPYRIGHT
Single Author 20 CU 30 CU 40 CU
2 Authors 10 CU 20 CU 30 CU
3 or More 5 CU 10 CU 20 CU
4.3 Editor ½ OF THE CU OF PUBLISHED BOOK WITH
AUTHORSHIP PROOF OF AUTHORSHIP
CATEGORY
4.4 Article [1-3 Pp.] [ 4-6Pp.] [7 or more PROOF OF PUBLICATION
Single Author Pp.] OF ARTICLE
2 Authors 4 CU 6 CU 8 CU
3 or More 3 CU 4 CU 6 CU
2 CU 3 CU 4 CU
4.5 Professional Journal 5 CU Per Issue COPY OF PUBLISHED
Editor JOURNAL
4.6 Peer Reviewer 2 CU/Article DULY CERTIFIED COPY
OF PUBLISHED ARTICLE/
BOOK
5. INVENTIONS 10-30 Credit Units per CERTIFIED COPY OF
Invention PATENT CERTIFICATE
6. POSTGRADUATE/ IN- 0.25 CU Per Hour (Maximum CERTIFIED OF TRAINING
SERVICE TRAINING of 40 CU/Training) & TRAINING
DESCRIPTION
7. STUDY/OBSERVATION 2 CU/Day (Maximum of 30 CERTIFIED FROM
TOUR CU/Tour? SPONSORING
INSTITUTION
8. PROFESSIONAL CHAIR 10 CU PER/CHAIR CERTIFIED OF GRANT OR
APPOINTMENT PAPER
9. SUCH OTHER
ACTIVITIES PRE-
APPROVED BY THE
COUNCIL WHICH ARE
IN COMPLIANCE WITH
THE OBJECTIVES AS
EMBODIED IN E.O. 266.

35
(Don’t include anymore)

Definitions

1. Adult education
a. denotes the entire body of organised educational processes, whatever the
content, level, and method, whether formal or otherwise, whether they
prolong or replace initial education in schools, colleges, and universities,
as well as in apprenticeship, whereby persons regarded as adult by the
society to which they belong develop their abilities, enrich their knowledge,
improve their technical or professional qualifications, or turn them in a new
direction and bring about changes in their attitudes and behaviour in the
two-fold perspective of full personal development and participation in
balanced and independent social, economic and cultural development
(UNESCO, as quoted in Kidd and Titmus 1989, p. xxvii).
b. refers to any learning activity or programme deliberately designed by a
providing agent to satisfy any learning need or interest that may be
experienced at any stage in his or her life by a person who is over the
statutory school leaving age and whose principal activity is no longer in
education. Its ambit, thus, spans non-vocational, vocational, general,
formal and non-formal studies as well as education with a collective social
purpose. (OECD 1977, p. 11)
2. Continuing education
3. Lifelong education – the function of education as being: the preparation of
individuals for the management of their adult lives, the distribution of
education throughout individual lifespans, the educative function of the whole
of one’s life experience, and the identification of education with the whole of
life (Bagnall 1990, p. 1)
4. Higher education
a. refers to education oriented toward academic degrees or broad
occupational certificates. It takes place on college or university campuses
or through campus-substitute institutions, such as the ‘open university’
with its ‘external degrees’. (Carnegie Commission on Higher Education
1973, p.3)
b. taken generally to refer to advanced courses provided mainly though not
exclusively by the universities, polytechnics, colleges or institutes of higher
education. (Squires 1987, p. 128)
c. essentially a matter of the development of the mind of the individual
student. It is not just any kind of development that the idea points to. An
educational process cam be termed higher education when the student is
carried on to levels of reasoning which make possible critical reflection on
his or her experiences, whether consisting of propositional knowledge or
of knowledge through action. These levels of reasoning and reflection are
‘higher’, because they enable the student to take a view (from above, as it
were) of what has been learned. Simply, ‘higher education’ resides in the
higher-order states of mind. (Barnett 1990, p. 202)

36
5. Further education – refers to education oriented toward more specific
occupational or life skills, rather than academic degrees. It takes place in
many noncampus environments—industry, trade unions, the military,
proprietary vocational schools, among others. (Carnegie Commission on
Higher Education 1973, p.3)
6. Recurrent education was sponsored as a concept in the 1970s by the
OECD (Center for Educational Research and Innovation 1973, 1975).
Lifelong education appears to express a general ideal, which may then be
interpreted in varied fashions. Recurrent education, on the other hand,
suggests an alternating pattern for practice, which some have seen as a
means for implementing lifelong education:
The essence of the recurrent education proposition...is the distribution of
education over the lifespan of the individual in a recurring way. This means a
break with the present practice of a long, uninterrupted pre-work period of full-
time schooling, which has been described as a ‘front-end’ model. It also
implies the alternation of education with other activities, of which the principal
would be work, but which might also include leisure and retirement. One of
its essential potential outcomes is to make it possible for the individual to
abandon the unalterable education-work-leisure-retirement sequence and to
enable him [sic] to mix and alternate these activities within the limits of what is
socially possible and in accordance with his own desires and aspirations
(Council of Europe 1973, p. 7)

On of the early members of the Association for Recurrent Education (recently

renamed the Association for Lifelong Learning!) identified twelve ‘features
which might be deemed essential for a recurrent education system’
(Houghton 1974, p. 7). These were ordered under the headings of
availability, access and relevance. His analysis, which has been labelled
‘radical’ by some commentators (jarvis 1995; Lawson 1977), argued for the
greatest possible choice, variety and flexibility. It also stressed the aim of
producing autonomous learners or groups of learners.
The concept of recurrent education has been used as the basis for a range of
both empirical studies (e.g. Jourdan 1981; Tuijnman 1989) and theoretical
analyses (e.g. Rubenson 1977, 1987). It has also, in contrast to lifelong
education, been the focus for much discussion regarding how such a system
might be financed (e.g. Levin and Schutze 1983). This is perhaps not
surprising, given the implications embedded within the concept for
employment policy. Much practical attention has thus been given to the
introduction and evaluation of different schemes of paid education leave,
which enable those in employment to have time off for studying (Bengtsson
1989). With such a focus, the concept has obvious links with that of the
learning organization. (Malcolm Tight, 1996 in Key Concepts in Adult
Education and Training, p. 39)

For recurrent education and training to be widely perceived as relevant by

young people would depend upon at least three basic conditions being met.

37
 First, there would have to be employment opportunities readily available for
those who complete compulsory schools and who do not wish immediately to
pursue further education and training. Second, career ladders and training
opportunities would have to be provided in conjunction with such jobs. Third,
participation in, and completion of, education and training programmes at a
later point would have to provide occupational advancement and income
commensurate with degrees or professional qualifications acquired in the
traditional fashion, i.e. prior to entry to the labour force. These conditions are
still far from being met. (Schutze and Istance 1987, pp. 18-19 in Malcolm
Tight 1996, Key Concepts in Adult Education and Training, p. 39-40).

The problems seem obvious: many economies remain in recession, many

employers can see little advantage in enabling their employees to engage in
more general education or training, many states have moved away from the
interventionist policies which characterised the 1960s and 1970s. Few
individuals are in the position to be able to afford the risk of engaging in a
personal recurrent education strategy, while the benefits to them of doing so
remain unproven. (Malcolm Tight 1996, Key Concepts in Adult Education and
Training, p. 40)

7. Learning society – one in which all citizens acquire a high quality general
education, appropriate vocational training and a job (or series of jobs) worthy
of a human being while continuing to participate in education and training
throughout their lives. A learning society would combine excellence with
equity and would equip all its citizens with the knowledge, understanding and
skills to ensure national economic prosperity and much more besides....
Citizens of a learning society would, by means of their continuing education
and training, be able to engage in critical dialogue and action to improve the
quality of live for the whole community and to ensure social integration as well
as economic success. (ESRC 1994, p.2).
This definition suggests the potentially all-encompassing nature of the
learning society, which spans both vocational concerns (the link between
education and economy) and quality of life issues (the link between education
and personal and social development). Others might, of course, define the
learning society rather more narrowly, focusing on just one of these poles of
interest. As defined her, the concept clearly builds upon the notions of
lifelong learning and the learning organization, and makes use of the ideas of
productivity and change.
Seen as a set of practices, at least three interpretations have been placed
on the concept of a learning society: (1) the learning society as an educated
society, committed to active citizenship, liberal democracy and equal
opportunities; (2) The learning society as a learning market, enabling
institutions to provide services for individuals as a condition for supporting the
competitiveness of the economy; (3) the learning society as learning
networks, in which learners adopt a learning approach to life, drawing up on

38
a wide range of resources to enable them to develop their interests and
identities (Edwards 1995, p. 187).

39
 Hereunder are specific recommendations to improve continuing education
in the country:

A. Re-examination of CPE programs

1. Revision of CPE program matrix. This is needed to make the CPE
program more responsive to international competition. Using international
standards as a benchmark, emphasis should be given to research,
publication in professional journals, and enrolment in graduate programs.
2. Limited credit for attendance in seminars.
3. Higher credit for earning a graduate degree.

B. Financing of continuing education

4. Government funding for continuing education
! Training of government employees
5. Corporate funding for continuing education
! Payroll tax for all companies with 10 workers or more. Companies can
avoid paying the tax if they provide training for their workers. (French
model, as required 1971 Act providing for vocational training within the
framework of lifelong education)

C. Corporate role
6. Educational leave / training leave (French model)
7. Tuition assistance (US model)
8. Negotiated learning and retraining programs (US model)
9. Skill-based pay
10. Reemployment programs

D. Increased role of higher education institutions

11. Accreditation of training institutions.
12. Constant revision of curricula. This must be done, in close consultation
with industry, to make education more relevant to the needs of industry,
and to make graduate education the preferred mode of training of industry
for their employees
13. Formulation of ad hoc training programs for companies, and their
integration into broader consultancy services
14. Introduction of a multidisciplinary approach
15. Establishment of evaluation procedures (increasing involvement in
company training requires the preparation of new instruments to monitor
training and assess its impact)
16. Individualization of training programs, the modularization of curricula and
the use of distance teaching to facilitate the access of adults to higher
education

D. Close coordination among government agencies

17. Accreditation of training institutions.

40
E. Close coordination among government, industry, and academe
18. Closer linkage between training institutions and industry
19. Decentralization of continuing education.
20. Incentives for employers.
21. Training agreements with employers’ federations.
22. Legislation extending the mission of tertiary education institutions to
include adult education and inviting them to establish ad hoc delivery and
administrative structures (French model)

Within this new framework, continuing education was no longer planned at

the central level but took place as a result of discussions between employers and
workers at the company level. Each company become responsible for the
preparation of its own training plan, resulting in a greater sense of democracy
within companies.

In Europe, EuroPACE (European Programme for Advanced Continuing

Education) represented an innovative effort to exploit the benefits of satellite
broadcasting systems to promote company training. Bringing together
universities and companies all over Europe, this network provided high-level
continuing education programs for engineers. Cost-awareness and the search
for more cost-effectiveness are key factors in the introduction of such
technologies into learning systems.

Significantly, it was the Department of Employment, through the

Manpower Services Commission (MSC), and not the Department of Education
and Science and the schools which was given the leading role in devising and
implementing a strategy for vocational preparation and youth training. The
perceived failures of the school system to equip many young people with the
basic skills of literacy and numeracy and positive attitudes to work and further
learning argued against an extension of the period of compulsory schooling
(Raggatt and Unwin, 1991).

In the United Kingdom, the emphasis on skills development and employment-

related education—styled the ‘new vocationalism’—has been developed and
delivered by two separate government departments. The Department of
Employment has the overall responsibility for vocational education and training,
while the Department of Education and Science has the responsibility for
academic and general education in schools, further education and higher
education (Parry, 1993).

Educational efforts of French companies, however, are extremely

differentiated: 1.3 to 1.5 per cent of the total wage bill of some industries
(building, civil and agricultural engineering, wood, furniture, leather, food,
wholesale trade, textile and clothing) but up to 8 per cent and above of others

41
(energy and high-tech industries) is spent on education and training (Caspar,
1993).

Employment security. Job security is increasingly tied to retraining, or

continual learning. While learning new skills is not a guarantee of continued
employment, it becomes necessary in order for continued employment to be a
viable option. Job security implies the ability to retain one’s current job;
employment security implies that an employee may remain at the same
company, but retraining and movement into a different job may be necessary.
The difference between job security and employment security can also be
understood in the context of the psychological contract. This term refers to the
implicit understanding between the company and the individual about what each
can expect of the other. In the past, especially in large organizations, the
unstated psychological contract was that one could count on having a job as long
as one showed up for work, performed satisfactorily, and did not do anything
dishonest. The new psychological contract that has evolved in American
companies in recent years is one in which the employee, in return for giving top
performance, can expect continued opportunities for challenge, growth, and
development.
Offering retraining, instead of laying workers off, is an investment in the
future, both for the company and for the workers. Advantages to the employee
include enhanced probability of continued employment with the same employer
or, if this is not possible over the long term, a better chance of finding suitable
employment elsewhere with a new skills repertoire. Advantages to the company
include lower hiring costs and the possibility of keeping employees who have
proven track records and strong dedication to the company.
The Work in America Institute (1987) articulates how training and
retraining benefit both employer and employees, as shown in the following
conclusions:
! A stable, motivated, well-trained work force is critical to the long-term
prosperity of an enterprise.
! Long-term prosperity enables the enterprise to fulfill its commitment to
employment security.
! Employment security motivates employees to identify with the goals of
the enterprise and to learn continuously.
! Continuous learning appeals to one of the most powerful drives among
employees: the desire for self-development, growth, and career
advancement.
! Continuous learning is feasible, because employees have unexplored
capacities for education, and educated employees are capable of a
surprising amount of adaptation to the changing needs of the
enterprise.
Thus, continuous learning, in its connection with employment security,
binds individual and corporate goals into a strong, resilient web.

42
 Are companies willing to give their employees time off from work to pursue
graduate studies or other training programs? Doesn’t this eat up on their
margins?
Corporate-sponsored training has shifted from preparing entry-level
workers to ensuring that all employees have the skills they need to maintain the
company’s competitiveness. Thus, investment in employees’ education becomes
a strategic tool (Mandel, 1987; Work in America Institute, 1985 in Retraining
Midcareer Workers for the Future Workplace by Manuel London and Emily
Bassman, p. 348). Corporations are also recognizing that management training
must extent beyond a select high-potential group to all managers, enhancing
their abilities and their preparedness for change, uncertainty, and risk.
The problems seem obvious: many economies remain in recession, many
employers can see little advantage in enabling their employees to engage in
more general education or training, many states have moved away from the
interventionist policies which characterized the 1960s and 1970s. Few
individuals are in the position to be able to afford the risk of engaging in a
personal recurrent education strategy, while the benefits to them of doing so
remain unproven (Malcolm Tight 1996, Key Concepts in Adult Education and
Training, p.40).

How about relaxing the requirements for government employees to serve

a certain number of years in exchange for scholarships offered by the agency?
What will be role of government? Provide financing? Upgrade requirements for
the renewal of licenses? Facilitate tripartite cooperation among government,
industry, and schools? Provide training programs for those currently
unemployed, as in other countries? Open up industries to liberalization? Identify
key government agencies to spearhead the promotion of CP/TE-CHED, TESDA,
DOLE, PRC, and coordinate efforts towards the goals to avoid fragmentation of
efforts? Provide incentives for companies and schools providing continuing
education? Or leave the private sector alone? The example of France shows
how government intervention has helped companies realize the importance of
continuing education/HRD in improving their own competitiveness as reflected in
the spending patterns of companies for training. How about local governments?
Shouldn’t there be decentralization as in the experience of the USA and France?

[Include comments of key respondents, namely Dr. Nadurata for PICPA,

Dr. Oreta for PSME, regarding: (1) the most common type of CPE program in
their profession, (2) the effectiveness of CPE programs in their respective fields,
and (3) the areas of improvement they could suggest. Also include inputs of the
following: CPE director of PRC, Deputy Secretary General of TESDA, Catalino
Rivera of CHED, DOLE-ILS representative, regarding: (1) the role of their
respective agencies in continuing education, (2) the assessment of continuing
education in RP in terms of extent and effectiveness, (3) the issues concerning
continuing education in RP, (4) suggestions to improve continuing education in
RP.]

43
She suggests that CPE programs be designed in such a way that takers would
progress from one particular level to another based on a set of qualification
standards determined by the nursing board. The nurses would then earn either a
diploma or a master’s degree after accumulating equivalent units. This could,
therefore, serve as a motivation for nurses to avail of CPE programs.

44