Impact of k 12 Higher Education SummitPresentation Transcript
BICOL SUCS AFTER K TO12 AND BEYOND:
An Ex-ante Analysis of the Impact of K-12 Program to HEIs
Dr. Fay Patria M. Lauraya
Technical Working Group:
Dr. Arnulfo M. Mascariñas
Dr. Luis O. Amano
Dr. Rebecca O. Bercasio
Mr. Carlos V. Cortez, Jr. Mr. Erwin E. Torres
Higher Education Summit 2013
Oriental Hotel, Legazpi City, Philippines
November 14-15, 2013
K to 12 program is the latest effort of the government to
reform basic education to be at par with global standards.
K to 12 program have a wide-ranging impact on higher
The extent of involvement of SUCs and private HEIs in K to
12 implementation needs to be clarified.
Thus, there is an urgent need for empirical data to show how
the SUCs will take shape after K-12.
There is also an urgent need to come up with relevant
programs in support to K to 12 and to cushion its perceived
negative impacts to HEIs/ SUCs.
The main objective of this policy research is to
prospectively determine the program, human, physical,
and financial impact of the K-12 Program during its
immediate transition period (first five years) and during the
“normalization” period (next five years after the transition
period) as well as the strategies that SUCs in Region V
should adopt to soften the impact while responding to the
goals of the Philippine Higher Education Reform Roadmap.
1. Determine the curricular programs of SUCs in Region V
which will be affected by the K-12 Program in terms of
course/subject offering, student enrolment, and faculty
2. Analyze the qualification and competencies of the
faculty complement versus the requirements of the K-12
3. Ascertain capability enhancement/retooling program for
faculty members who will be affected by the K-12
4. Identify programs and projects that can be developed to
absorb faculty members who will be affected by K-12
5. Assess the economic/financial impact of the K-12
Program to the University along enrolment loss, faculty
projects, and other parameters.
A research team was organized in each SUC headed by
the SUC President.
A regional Technical Working Group (TWG) based in BU
was also organized to do the data collation and provide
the necessary technical backstopping.
Secondary data analysis and small focus group
discussion were the research strategies used.
The study is a work in progress and data analyzed
needs further validation.
The paper is a preliminary result for discussion
purposes only. No part of this presentation may be
quoted without permission from the authors.
A Quick Glimpse of K to 12 Program
Viewing K to 12 Program in the
Year of Admission
Number of Batches
Enrolled per Year
Business as Usual
6 YEARS OF REDUCTION IN NUMBER OF STUDENTS, GEN.
ED. COURSE OFFERINGS AND UNIVERSITY INCOME
Most SUCs in Region V will be affected by K to 12
implementation due to the reduction of course offering,
decrease in faculty workload, and decrease in
The workload of GEC faculty members will be adversely
affected due to the phasing out and/or realignment of
courses. Out of the more than 60 units of GEC that
students are currently taking, this will be reduced to 35
units. There are, however, some academic units in
SUCs which will not be affected due to the offering of
There are three (3) ways by which K to 12 will affect the
GEC faculty of SUCs:
Displacement due to competency gap
Displacement due to phasing out of some courses
Displacement due to reduction of courses/realignment
of courses per discipline
There are SUCs which will have excess faculty
members in certain field of expertise during the K to 12
transition period and period of normalization.
SUCs in Region V will experience a reduction in
enrollment starting AY 2016-2017 until AY 2021-2022
due to: (a) phasing out and realignment of GEC and
(b) no enrolment in selected year levels. Enrolment
will start to normalize in AY 2022-2023 when all year
levels become open.
Decrease in enrolment in SUCs will result to a decrease
in income from tuition and miscellaneous fees every year
starting AY 2016-2017 until AY 2023-2024. BU, for
instance, is predicted to lose P 41.74 million every year
from four colleges during the 6-year transition period.
Decrease in income of SUCs will have a serious
implication on their financial capability to augment their
regular budget/subsidy from the national government.
SUCs depend on their income to finance their capital
outlay, procure needed laboratory and office equipment,
and augment their honorarium requirement.
Review and, if needed, revision of existing curricular
programs of SUCs to: (a) take advantage of excess
faculty expertise who will be displaced due to
realignment and/or phasing out of some courses and (b)
respond to the career pathways of SHS graduates.
Develop new curricular programs within the mandate of
concerned SUC that are responsive to the requirement
of K to 12 and sensitive to the demand of the labor
Consultation with the private/industry sector to determine
and develop market-responsive curricular programs.
enhancement program to support new curricular
programs and to enable excess faculty or those with
competency gap to handle K to 12 courses.
Reassignment/realignment of affected faculty members
in any of the following:
Research and extension
Handle major courses and content courses in
professional colleges or laboratory schools of
Graduate programs (if qualified)
SUCs with excess faculty may consider a moratorium in
the hiring of faculty up to 2023 and beyond along
identified discipline or field of expertise.
To address the inevitable income loss, SUCs may
consider the following:
Pursue aggressive income generation projects like
resource materials development, continuing education,
and life-long learning programs.
Increasing tuition and miscellaneous fees.
Lobby for funding assistance from CHED and other
agencies/sources to support:
Research and extension engagements of faculty
Upgrading of research and laboratory facilities
Scholarship and capability enhancement of affected