BRAIN DRAIN IN THE PHILIPPINES Eleanor R.

Belizar , Dorothy Silva, Juner Valdez, Elmerita Palcon,Gerardo Palcon PHDEM 1 Introduction Poor working conditions, a dim chance at career advancement and low salaries have continued to push thousands of experienced Filipino teachers to greener pastures abroad, leaving behind a generation of students hungry for quality education. In less than a decade, more than 4,000 Filipino educators, including school principals who demoted themselves to teaching jobs, have moved to the US, Middle East, and other Asian countries like China, Japan and Indonesia to teach. In the US, a Filipino teacher with at least three years of teaching experience could receive between $4,000 and $8,000 a month or 20 times their paycheck in the Philippines. With more experienced teachers in core subjects like math and science leaving Philippine classrooms, the quality of education in the country is slowly becoming compromised, she added. Math and science teachers who receive scholarships and study grants from Philippine Institutions hike their chances of getting hired in the US. The continued outflow of Philippine teachers has helped create a shortage of 16,000 teachers as school year opened (Department of Education, 2010).

According to Shannon Lederer of the American Federation of Teachers, said part of the reason teachers are lured outside is because of very aggressive recruiters offering attractive packages to Filipinos, including permanent US residency. "If teaching is a

public service, recently it has become a business," Lederer said. The AFT said there are 33 recruitment agencies luring teachers into the US. Currently, 19,000 foreign teachers are working in various US states such as Maryland, Texas and Louisiana of which a very significant portion of this figure are Filipinos. The exodus of Filipino teachers and other professionals such as doctors, nurses, engineers, etc. is known as brain drain. It is a phenomenon that becomes the subject of many debates because of its impact on the countries of origin and destinations not only on economic but even political and socio-cultural aspects. But what is really brain drain? Is it really a necessity for Filipinos? This paper then aims to explore the brain drain phenomenon by first looking at the macro perspective then at the national level. Then, it will look into the implications of brain drain to the Philippine educational system. It is hoped that this paper will shed light on the issue and at the same time arrive with policy recommendations to cushion the impact of brain drain in the Philippines.

What is brain drain? Brain drain is also known as human capital flight is the large-scale emigration of individuals with technical skills and knowledge. It is the departure of educated or

professional people from one country, economic sector, or field for another, usually for better pay or living conditions. Other definitions include the lost of skilled intellectual and technical labor through the movement of such labor to more favorable geographic, economic or professional environment. Overseas migration deskills their country of much needed expertise and at the same time, they deskill themselves once they reach their country of destination because they ended up in jobs that are way below their professions. Brain drain or human capital flight is regarded as an economic cost since emigrants take with them the fraction of value of their training sponsored by the government and other organization. Their government spent for their education but other countries took advantage of them after graduation. Brain drain is associated with the de-skilling of emigrants in their country of destination, while their country of origin experiences the draining of skilled individuals. Thus, the converse phenomenon is brain gain. Labor activists call this movement of labor force as brain drain in the south and brain grain in the north.

Waves of Migration The first wave of Philippine labor migration to the United States was based on skills needed in the farms, factories, and military facilities. This occurred in early 1930s when Filipinos were recruited to work in agricultural plantations in California and Hawaii and as crew of the US Navy.

The second wave included many more professionals. Doctors, nurses, and engineers traveled to the United States in the 1960s to support its booming economy while young American men were busy fighting in the Vietnam War. It was also this time that Filipino scholars in the US opted to stay behind and become American citizens. Two Major Causes of the Filipino Diaspora There are two major causes of the exodus of skilled Filipino workers. 1. Push Factors Push factors come in many forms. Sometimes these factors leave people with no choice but to leave their country of origin. Following are examples of push factors driving people to emigrate from their home country. Not enough jobs Few opportunities Primitive" conditions Political fear Poor medical care Not being able to practice religion Loss of wealth

In the Philippines, economics (lack of jobs and poverty) provides the main reason behind migration. Jobs simply do not exist for a great deal of the population. In others, the gap between the rewards of labor in the sending and receiving country are great enough so as to warrant a move. The Philippines experienced a surge in emigration due to poverty and lack of job opportunity. The greatest challenge facing the country is creating enough jobs for its burgeoning population. At present there are an estimated 12 million OFWs in 192 countries around the world. As long as there are job opportunities, Filipinos will leave their families with the hope of a better life. The economic condition in the Philippines is such that the only solution is to get out. What is ironic is that nurses are paying the hospitals (instead of the other way around) to get the required work experience and training to qualify abroad. Moreover, public school teachers being paid so low that they cant even afford good education for their own children. This situation is further compounded by a whole lot of graft and corruption and government kickbacks being done. It is estimated that P50B of government funds go to graft and corruption yearly. Just imagine the social services that this amount could deliver to the 90 million Filipinos. With these situations, families are being pushed further and further down the poverty line

2. Pull Factors Whereas push factors usually drive migrants out of their countries of origin, pull factors generally decide where these travelers end up. The positive aspects of some receiving countries serve to attract more migrants than others.

Job opportunities Better living conditions Political and/or religious freedom Enjoyment Education Better medical care Security Family links Following are two examples of the pull factors attracting Filipino migrants to receiving countries.

Higher standards of living/Higher wages Economics provide the both biggest push and pull factor for potential migrants. People moving to more developed countries will often find that the same work they were doing at home is rewarded abroad with higher wages. They will also find a greater safety net of welfare benefits should they be unable to work. Aware of this situation, migrants are drawn to those countries where they can maximize benefits.

Labor Demand

Almost all developed countries have found that they need migrants' labor. Rich economies create millions of jobs that domestic workers refuse to fill but migrant workers will cross borders to take. In 2001, the British minister of foreign affairs, Robin Cook, gave a speech in which he argued that the country needed to continue taking in foreign workers to meet labor demand. He said, "Legitimate immigration is the necessary and unavoidable result of economic success, which generates a demand for labor faster than can be met by the birth-rate of a modern developed country."

The Exodus of Filipino Teachers Two places were the likely magnets for Filipino teachersthe United States, which would need two million teachers in the coming decade, and Arab countries, which would need at least 450,000 teachers. Identified causes why foreign teachers are being recruited are teacher shortages, growing populations, and expanding educational systems in many other countries coupled with the dismal work conditions and salaries at home could push local teachers to go abroad. The massive recruitment and emigration of Filipino teachers started in the early 1990s, reaching its peak in 2002. From 1992 to 2004, a total of 3, 269 teachers fled the country, half of them to the US to teach science or math subjects. For the period of 2000-2004, it was estimated that 818 Filipino teachers, most of them science and math teachers are deployed abroad. The United States accounted for 72.8 percent of the total number of teachers deployed abroad. Other popular destinations

for Filipino teachers include Canada (12.4 %), Australia (9.2 %), Japan (1.9 %), and Germany (0.9 %). Other countries make up for the remaining 3.5 %. The figures refer to documented teachers who actually landed teaching jobs. In a forum sponsored by the Science Education Institute (SEI) of the Department of Science and Technology, educators are one in saying that the current exodus of qualified teachers is aggravating the deteriorating quality of science and math education in the country. Science and math education is the foundation by which a nation can achieve technological progress. The direct relationship between technological

advancement and achievement in science and math is supported by the results of the Trends in International Mathematics and Science Study (TIMMS). The test is conducted in almost countries all over the world and is held every four years. Students from highly modernized countries such as Singapore, Taiwan, Japan, and South Korea have consistently occupied the top spots in the TIMMS survey. On the other hand, less developed economies, like the Philippines and other countries from South America and Africa, consistently ranked at the bottom of the standings. What is making it more alarming is the fact that even before the recent aggressive recruitment of Filipino teachers; the country had been experiencing a chronic shortage of science and math teachers at the secondary level. Lack of adequately trained science teachers was, in fact, already a serious problem in the 1950s. By SY 1997-1998, the country had only 29 percent and 56 percent of the required number of secondary level science and math teachers, respectively.

This shortage contributed greatly to the dismal performance of the country in the 1995, 1999, and 2003 TIMMS survey. In the result, the Philippines ranked either third or fourth from the last placer. While other countries, particularly the US, continue to benefit from the steady supply of science and math teachers from the Philippines, the number of education students majoring on these subjects in teacher education institutions (TEI) is low. Based on the 1997 and 1998 data obtained by the SEI through a survey of TEIs offering bachelor of secondary education (BSE) programs, only about 15.3 percent of BSE graduates majored in mathematics and about 15.1 percent majored in science. Teachers with no specialization in science and math are compelled to teach those subjects. In a study done by the Department of Education, it was found that majority of science teachers (physics 73 percent, chemistry 66 percent, general science 58 percent, and biology 58 percent) and significant percentage of math teachers (20 percent) do not have the necessary specialization required to teach the subjects.

There are estimates that the United States will need to employ an additional two million teachers in the coming decade to maintain its current educational standards and closer to three million if it strives to improve them in order to stay globally competitive. There is also very high demand for new science and math teachers in the US with 200,000 estimates. In the last 10 years, around 4,000 Filipino teachersmostly math, science, English, and special education teachersleft the country. The top destinations were the United States, Saudi Arabia, Japan, Qatar, and the United Arab Emirates.

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The reality is, these developed countries instead of addressing employment conditions of the teaching sector, governments of more developed countries are finding it more convenient and economical to recruit migrant workers, many of whom are offered lower pay and contractual jobs that deprived them of their due benefits. It was leading to aggressive recruitment strategies by their governments, recruitment agencies, and the private schools themselves.

But whats in for the Filipino teacher? The average Filipino recruit makes $45,000 a year. But many Filipino teachers seeking to practice their craft in the U.S. shell out as much as $10,000 to recruiting agencies. They're attractive candidates since they're highly educated--many have advanced degrees--they have tons of classroom experience and most are fluent in English. However, once in the US, they experience culture shock primarily because teachers are not accorded with respect and students are loud and always complaining even if the government is providing them free education and free meals and school supplies. Comparing that the Philippines wherein nothing is free.

Educational Implications

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The exodus of teachers resulted to the deteriorating quality of science and math education as reflected in the TIMMS (Trends in International Mathematics and Science Study) result.

Lack of adequately trained science and math teachers. From 1997-1998, the

country had only 29 percent science and 56 percent math teachers in the secondary level
Low number of education students majoring in science and math in teacher

education institutions (TEI). About 15.3 percent of BSE graduates majored in mathematics while only about 15.1 percent majored in science Teachers with no specialization in science and math are compelled to teach these subjects physics - 73 percent chemistry - 66 percent general science - 58 percent
biology - 58 percent math - 20 percent

Effects of the Never Ending Diaspora

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Brain drain might be considered negative but for a large number of Filipino families, the money sent home as remittances by their love ones abroad is a lifeline. The Philippine government has heavily encouraged this migration phenomenon to help stimulate its economy. Remittances per annum amount to about US$12-14 billion. Also, increase in labor migration has created a large population of transnational migrant families coping with new environment and culture. It must be noted however that labor migration does not significantly improve the development prospects of the country of origin. The Philippines remained poor as families of migrant workers spend their money on new appliances, gadgets, cars, etc instead of investing the remittance on entrepreneurial activities. Most Third World countries are able to exercise little control over the composition of their labor exportsrather, they are determined by foreign labor markets. Thus, the Philippine education has focused deliberately on "producing" skilled labor for foreign markets, but remains passive in the face of international supply and demand.

Conclusion Brain is not always an unmitigated curse. For countries of origin, it serves as lifeline to families, providing them the means to send their children to school. It also keeps the economy afloat. However, there are evidences that higher remittances have exacerbated moral hazard problems on the recipient side and discourage work effort. Thus, remittances are not an effective source of capital for development

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In education, the exodus of the best teachers has adversely affected the educational system. It exacerbated the deterioration of the quality of education and started a trend that could be unabated in the years to come.

Recommendations The first task of the government is to see the brain drain as a serious problem. Then, it can identify the areas where export labor demand is highest. It can make these areas attractive locally via incentive packages (e.g., tax breaks, higher initial salaries, faster promotion, and research grants). Whether or not the government wants to compete in these areas will require a lot of discussion and resources. Another possibility, albeit resource-intensive, is to accelerate upgrading education in these areas, so that notwithstanding brain migration to other lands, the remaining brains are sufficient to meet local needs. Other measures that can help reduce brain drain are: (1) the development among students, from grade school to college, of a missionary spirit to help the country, which overrides the lure of financially attractive foreign jobs; (2) support for those who stay in the country from society in general; and (3) the setting of examples by role models to whom our graduates can look up. Student scholarships, whether government or private, can continue to require that graduates serve the country for a number of years before considering job offers abroad.

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Implementation of a rewards system such as recognitions of competent teachers, granting of scholarships and financial support to teachers and a comprehensive faculty development program
Granting of higher salary with a lower tax rate Establishment of Centers of Excellence and Centers of Developments

The CHEd is also proposing the establishment of centers of excellence and development for teacher education in every region in the country. The agency will also strictly monitor the performance of TEIs in the licensure examinations. Fostering interest in science and math To foster interest in math and science, the CHEd, together with the DepEd, is also recommending the setting up of comfortable and intellectually stimulating laboratories in schools all over the country. Addressing the shortfall of qualified teachers It is recommended that programs which address the shortfall of qualified teachers as well as those that improve the skills and knowledge of those already in the system be expanded. Examples are RISE (Rescue Initiatives for Science Education) and MUST (Mindanao Upgrading of Science Teachers) as projects that should be implemented on a larger scale.

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The RISE aims to directly address the shortage of qualified teachers in the elementary and secondary levels by providing non-degree training on content knowledge on science and math for teachers who did not major on these subjects. The MUST, on the other hand, is also a non-degree training program that provides 90-hour training on teaching capabilities and competence for elementary science and math teachers of pupils from Muslim and ethnic communities in Mindanao and expansion of the RSDC/RSTC (Regional Science Development Center/Regional Science Training Center).
The creation of an independent, international organization to regulate the flow of

people across borders. Said body will regulate the free flow of professionals among members of the ASEAN. To end, the reporters wish to ask the following questions for reflection purposes. 1. What choices can the Philippines offer its citizens to make them want to stay and serve his fellowmen? 2. Can the government guarantee a life away from poverty if one chooses to stay and work here? 3. Whose needs should one serve first the countrys or his own? 4. Who needs to give back first? Just a thought:

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In order for the Philippines to move forward, we need more than just the dollars. We need to have good qualified professionals as well. This country needs its citizens to invest more than just their hard-earned money, but more so, their time and talent

Brain drain in the Philippines: Are all OFWs Real Heroes?

References: Pay, career growth push Filipino teachers abroad JOSEPH HOLANDES UBALDE, GMANews.TV 06/24/2009 | 06:47 PM SikhSpectrum.com Quarterly, Issue No.25, August 2006 Teacher Exodus to US Adds to Philippine Brain Drain Danny Chan Who's to Blame for Brain Drain? By Matthew Hennessey July 17, 2007

The Crisis of Public Education in the Philippines By Ronald Meinardus Business World Internet Edition: June 30, 2003

Braindrain in the Philippines - Are All OFWs Real Heroes? August 28, 2008

RP grapples with exodus of science, math teachers By Melvin G. Calimag Posted on Apr. 14, 2010 at 4:27pm |

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Skilled Labor Migration from Developing Countries: Study in the Philippines By Florian A. Albur & Danilo Abello www.ilo.org en.wikipedia.org/wiki/Brain_drain