The Unemployed

Unemployed are mostly young, unskilled,

inexperienced, males, in the urban areas
Youth accounts for almost half of total unemployed

Spent more years in college than the employed

Incidence of unemployment tends to increase with
years of education

Driving Graduate Unemployment

failure in the examination or
interview Is there
poor communication skills;
HOPE ?
residence of the applicant is far
from the jobsite;
lack of extensive work
experience; and
inconsistency in the submitted
information and documents vis-vis claims of the applicants.

BREAKING WALLS

BRIDGING GAPS

OUTCOMES-BASED EDUCATION IN
THE CONTEXT OF THE ASEAN
INTEGRATION
2015 PSUCCESS NATIONAL CONFERENCE
PHILIPPINE NORMAL UNIVERSITY
JULY 16, 2015

ILS on ASEAN 2015

By 2015, Philippines will be the largest ASEAN member
in terms of population, after indonesia (Riguer,
International Labor Studies, Discussion Paper 2012)
What are the implications of ASEAN 2015 on
Philippines share on labor?
Joining the LABOR MARKET is the essential Goal of
Philippine Schools and Universities, besides widening
their knowledge and learning

Philippines and its contribution to

the ASEAN labor force
ASEAN Labor force is at 390 million in
2008, which is projected to expand to 346.6
million in 2020.
The Philippines contributed nearly 10% of
the ASEAN labor force in 2008. This share
will increase to 14% in 2020. (Riger, ILS
2012)

P-Noy Administrations
MTPDP 2011-2016
PHILIPPINE DEVELOPMENT PLAN
2011-2016
On Inclusive Growth and Poverty
Reduction
Sector Outcome: Human Development
Status Improved
Sub Sector Outcome: Access to Quality
Education, Training and Culture Improved

Millennium Development Goals

Eradicate extreme hunger and poverty
Achieve universal primary education
Promote gender equality and empower
women
Ensure environmental sustainability
Develop a global partnership for
development

The Complete University Student

SOCIAL
Student-centric
administrative
services
Co-curricular
activities
Social/cultural
facilities &
equipment

AT THE CENTER OF
EVERYTHING WE DO

ACADEMIC
Faculty
Curriculum
Learning materials
Facilities
Industry partners

Our Customers
Filipino
children
(maybe the
poorest of the
poor )

Their Needs
Skills to make
them
competitive in
the job
markets
Values
formation
Personality
development

Our
Objectives
Placement in
jobs available
in the
Philippines
and in ASIA
Upwardly
mobile career
paths

Defining New
Education Paradigm

OUTCOMES BASED EDUCATION

TS, CULTURE, TECHNOLOGY AND SPO

STRATEGY

PARTNERSHIP
CURRICULUM
REVISION AND LINKAG
ACCREDITATION

K TO 12 PROGRAM

Revolutionizing Higher Education

through Outcomes Based Education

DEVELOPING 21ST CENTURY SKILLS

OBE FRAMEWORK
INSTITUTIONAL LEARNING OUTCOMES
PROGRAM LEARNING OUTCOMES
COURSE INTENDED LEARNING
OUTCOMES
MAPPING GRID
OUTCOMES BASED TEACHING LEARNING
PLAN

THE PDCA (PLAN-DO-CHECK-ACT) CYCLE APPLIED TO

HEIS
HEI Vision-Mission ,
Goals

QUALITY OBJECTIVES

A
C
C
R
E
D
I
T
A
T
I
O
N

PLAN/
DEVELOP

LEARNING
ENVIRONMENT
Resources, Support,
Structures

DO/IMPLEM
ENT

OUTCOMES
Outputs and
Competencies
CHED-Defined Minimum
Quality Conditions

TEACHING-LEARNING
SYSTEM

ACT/
TRANSF
ORM

ASSESSMENT
SYSTEM

CHECK/A
SSESS

C
E
R
T
I
F
I
C
A
T
I
O
N

ATCS : Assessment & Teaching of

21ST CENTURY SKILLS
Ways of
THINKING

Creativity
Problem Solving
Critical Thinking
Decision-Making
and Learning

ATCS : Assessment & Teaching of

21st CENTURY SKILLS
Ways of
THINKING
Ways of
WORKING

Communication
Collaboration

ATCS : Assessment & Teaching of

21st CENTURY SKILLS
Ways of
THINKING
Ways of
WORKING
Tools for
WORKING

Information and Communications Technology (ICT)

Information Literacy

ATCS : Assessment & Teaching of

21st CENTURY SKILLS
Ways of
THINKING
Ways of
WORKING
Tools for
WORKING
Skills for LIVING
IN THE WORLD
Citizenship
Life and Career
Personal and Social Responsibility

OBE PROGRAM MAPPING GRID

Courses/Subjects

Crea
tivity

Clarifiying
Vision

Understanding
the
Macroenvironm
ent

Analyzing the
Internal
Environment

Setting
Objectives

Formulating
Strategies

Implementing
Strategies

Evaluating
Strategies

Pr
ob
le
m
So
lvi
ng

Critical
Thinking

Decision
making &
Learning

Communic
ation

Collabor
ation

Informatio
n and
Communi
cations
Technolog
y

Informatio
n Literacy

Citizemsh
ip

Life and
Career

Personal
and
Social
Responsi
bility

Levels of Outcomes
LEVELS

OUTCOMES

Level 1

Demonstrate FAMILIARITY WITH

Level 2

Demonstrate KNOWLEDGE OF.

Level 3

Demonstrate UNDERSTANDING OF .

Level 4

Demonstrate COMPETENCE IN.

OUTCOMES BASED TEACHING

LEARNING (OBTL) PLAN
Course Title :

Course Code :

Credit Units :

Course Pre-Requisites :

Course Description :
Course Intended Learning Outcomes (CILO) :
Week

Content
Standards

Demonstrate
knowledge ..

2
3

Declarative
Knowledge

Functional
Knowledge

Intended
Learning
Outcomes
(ILO)

Suggested
Teaching/Lea
rning
Activities

Assesment
Tasks

Partnership Modes
Course and curriculum design
Practitioner-faculty to teach industry-relevant subjects
Faculty training

Supervised on-the-job-training sessions based on actual

hours required to acquire real-work experience
Dual-tech compensation for OJT students
Actual hiring of students upon graduation

Key to Global
Competitiveness
HUMAN

RESOURCES

2002 University Graduates

Central/ US
North
14%
America
Rest
of
C./N.
America
Rest of C./N. America
20%
6%
6%
Europe
30%

Rest of
Asia
ASIA
25%
35%
China
China
10%
10%
Rest of the
World
15%

9,057,193 across ALL SPECIALIZATIONS

Chinese Engineers Rule!

1.244M engineering
graduates globally
51% or 635K came from
Asia
28% or 351K came from
China, the single largest
country group
7% or 82K were
Russians, who were the
2nd largest group

India- Center for IT

Professionals
Indians comprise
largest ethnic group
working in Silicon
Valley
Bangalore is
established as the
fastest growing IT
center of the world

Elsewhere in the world

1 in 6 of the worlds adults is illiterate
60,000 of UK pupils have unauthorized absence from
school every day
Currently, some 115 million children in the world are not
being educated
In Indonesia, a person with tertiary education earns an
average 82 per cent more than one with secondary
qualifications. In Paraguay, the difference is as high as
300 percent.
96% of US students say school is important to their
success only 20% believe it is meeting their needs.

WHY STRATEGIZE?
Environment is changing
Success is not permanent
Old rules no longer apply
Need to ADAPT, LEARN, & BE CREATIVE in
order to succeed

from Pres. Herminio B. Coloma,

Jr.
Many years from now, it will not matter
how much wealth or riches we may
have accumulated, but the world will be
a better place because we made a
difference in the lives of the people that
we have served

We must never forget

who we are
whom we are for and
what we have to do for
those for whom we
are.
Prof. Tomas Lopez Jr.

Revolution in the education

system is necessary if we
are to use education in
promoting equal opportunity
to learn and in building
social capital!

A Revolution is Necessary
Even for good schools, the time to change is
NOW
And change must not be merely reformative:
it needs to be truly TRANSFORMATIVE
(and that means: REVOLUTIONARY)
Change has to be achieved first in the field
of ideas, in our mindsets
Eduardo O C Chaves
Coordinator,UNESCO Chair of Education and Human Development
at the Ayrton Senna Foundation (So Paulo, Brazil)
Member, Microsoft International Advisory Council for Partners in Learning

REVOLUTIONIZING EDUCATION

We must:

Re-conceive education
Redefine learning; and so,
Reinvent schooling
Eduardo O C Chaves
Coordinator,UNESCO Chair of Education and Human Development
at the Ayrton Senna Foundation (So Paulo, Brazil)
Member, Microsoft International Advisory Council for Partners in Learning

Are we willing to
stage this
REVOLUTION?