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Japan Hydro-Electric Research

Perils of Private Education

Welcome Message on the 51st ACSCU National Convention
Wesleyan University-Philippines, Cabanatuan City, Nueva Ecija
May 7-9, 2012

This is to warmly welcome our distinguished University and College Presidents, School Directors and Principals, Deans and Trustees to the 2012 National Convention of the Association of Christian Schools, College and Universities (ACSCU).

We meet amidst ominous conditions and serious threats confronting our survival as educational institutions.

The 436 state and 33 local colleges and universities in the Philippines (including satellite campuses) have managed to whittle down the share of private tertiary schools from 90% in 1990 to 60% today. Although the per capita student costs of state and local colleges and universities are generally higher than private schools, their educational fees are made much lower by government subsidies. We can only limit but not prevent the exodus of our students to government schools, exacerbated as it is by financial difficulties triggered by recurring natural calamities, inflation, un-employment and other crises.

To be competitive, some sectors suggest that we become truly cutting-edge and innovative in our educational program offerings and learning methods. This is correct. However, the government does not allow us to offer these programs without corresponding regulations. And it takes years to formulate them, so that by the time they are issued, the mandated standards and technologies have either become dated or outmoded. While private schools suffer chronic delay before receiving permit to operate new educational programs, state and local colleges and universities by-pass the application process and duplicate the same programs very swiftly.

Offering new educational programs, curricula and courses require substantial investments in facilities, equipment and training. But again, the government has tied our hands with regulations controlling tuition fees and collections. It also wants to limit the educational offerings and clientele of private schools in accordance with specialized school typologies that are not appropriate business models considering the cyclical demand for professions.

The government is also determined to implement the K+12 Program, which is basically a name-game depending on what point-of-view is taken. Why can the government not call it Associate of Arts or Pre-Collegiate Qualification Program, instead, so that the proposed Grades 11 and 12 can be legally offered by tertiary institutions instead of just secondary schools, most of them public schools that do not even receive enough budget for their current enrollees, much like public pre-schools and elementary schools? Why run the risk of bankrupting private tertiary institutions with the loss of freshmen enrollees in the first two years of K+12 Program implementation, when it can be avoided?

Our national laws clearly express academic freedom. But they are contradicted by legislations and executive orders that are clearly unfair, if not detrimental, to all of us. It is imperative for us now to find the best solutions, and in ACSCU, make our united and unequivocal stand to fight for our right to survive and grow, and to continue to extend our brand of Christian Education to the world.


Pedagogy for Christian Education in the 21st Century

Global Education Fund for Leadership Development

Yonsei University, South Korea
February 13-16, 2012

To answer the question posed by this topic, we have to briefly examine Phililipine Culture, and thereafter, clarify what is meant by the Religious Education and Pedagogy in the context of the 21st Century:

Philippine Culture

Philippine culture has been influenced by the teachings of Buddhism, Hinduism, Confucianism, Islam and Christianity. These teachings, combined with a wide variety of animistic indigenous beliefs, has melded into a syncretic form of Christianity  as currently practiced by a majority of Filipinos today.

The 333 years of colonization under Spain has Christianized the Philippines to a high degree. Continue reading

Educational Cost Saving Strategies

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In tough economic times such as these, schools are squeezed by the rapidly rising costs of salaries, facilities modernization, technological innovation, energy consumption, and bureaucratic excess. The bigger the schools grow, the more propensity they have to lose control over costs.

It is not so difficult to achieve educational cost savings with proper participatory planning and unyielding stakeholder commitment. Some of the more promising cost saving strategies worth considering are as follows:

I. Capacity Maximization. This can be done by increasing section size, or increasing the number of sections that each instructor carries for the same workload credit. The implications of this strategy on different enrollment conditions are as follows:

1. Steady Enrollment

If course enrollment is steady, the number of people teaching the various courses must be reduced.

2. Increasing Enrollment

If course enrollment is increasing the number of people teaching the various courses can be maintained.

3. Decreasing Enrollment

If course enrollment is decreasing, the number of people teaching the various courses must be reduced proportionately more than the percentage decline in enrollment. Continue reading

K+12 POLICY FRAMEWORK: Pessimistic, Optimistic or Realistic?

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COCOPEA North Luzon Consultation
November 27, 2010  at the University of Baguio, Baguio City


The formulation of Policy for the K+12 Education System requires rigorous systems analysis. Many patchwork of issues, opinions and statistical analysis have already been presented by so many sectors in so many meetings and consultations.  But what is more important to see now is the entire picture, the whole tapestry of Cause-Effects and Costs-Benefits that the policy, if adopted, will create.

Actually we did this partially today. But it seems we also need the help of Education Economists to prepare a comprehensive policy impact analysis and simulate varying policy options under different policy assumptions and conditions.


Different conditions generate different assumptions, which in turn create different policies. The success of any policy depends on the correctness of its policy assumptions.

Taking this fact into consideration, should we make policy assumptions based on current realities? Or should policy be based on policy conditions we would want to happen, but which may not exist by the time we start implementing the policy? Continue reading

Aldersgate College e-Resources Library Launched

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Welcome!!! Students, Academics, Professionals, Researchers and fellow Netizens to the e-Resources Library of Aldersgate College! We established this website to simplify the exploration of Digital Libraries, Educational Portals and Websites in the World Wide Web.

The e-Resources Library systematizes the search for Web information which are applicable to the academic programs, courses, subjects and topics studied in school. These digital resources are in the form of Professional and Institutional Websites, Multi-Media Presentations, Videos, Audios, e-Books, e-Journals, e-News, Instructional Modules and Coursewares. They are very ideal learning materials for academic study and research. And even more appropriately, they can be integrated in Instructional Modules and Coursewares used in Pure Online and Blended Online & Classroom modes of instruction.

We classified the e-Resources Library Search options into three (3) general categories:


Continue reading

Developing a Culture of Excellence

Junifen F. Gauuan, Ph.D.

Philippine education is currently torn by two opposing forces: the challenge of achieving globally competitive quality; and the challenge of keeping educational costs at a fraction of international standards. Some experts claim that it is possible to overcome either of the two challenges; but never both. Yet others believe that it is possible to design an educational system that hurdles both challenges; but if and only if the educational institution and its constituents develop a culture of excellence.Developing a culture of excellence requires unforgiving dedication, self-sacrifice, and unquenchable creativity. From a management point of view, it requires more than training, coaching and the issuance of official memoranda. For its desirable values cannot be taught; it can only be caught! It is best learned by performing work assignments and actually achieving educational outputs and outcomes using strategy-focused management plans and information systems. Some of the things we are doing in school that help us develop a culture of excellence while achieving globally competitive standards at a fraction of international cost standards are as follows:

  • Systematizing Syllabi We have started modularizing and  digitizing integrated and self-contained Syllabi which will also allow  individualized learning. These syllabi incorporate all the necessary  information for enriched individualized learning. It includes the Course  Number, Course Title, Dean\’ Information, Instructor’s Information,  General Objective, Topics, Enrichment Activities, References &  Educational Materials, Case Studies, Assessment Tools, Time Frames, Book  References, Grading Policy, and Required Papers.
  • Digitalization
    The syllabi modules, along with the e-learning  and multi-media materials they contain, are being produced and  distributed in digital formats to facilitate individual and group  learning in stand-alone, local area network and on-line computer  systems. In this connection, multi-media has been fully integrated in  the educational process of all academic levels. Complementing this is  the continuous acquisition of computers, software, and digital learning  resources.
  • Comprehensive Testing and Remediation We have developed a Computer-Aided Audit Review and Testing System  (CAARTS) software which we are using for course audits, review, tutorial  and testing activities of our students. CAARTS provides a very fast and  cost-effective method for comprehensively evaluating student  performance. It also allows individualized student assessment and  facilitates swift educational feedback and re-programming.

If the possibility of achieving excellence is perceived to be remote and unachievable, it will not be taken seriously by school administrators, faculty, and students. But if it can be shown that excellence is realizable, its norms and values can be created and imprinted in the educational culture.#Junifen F. Gauuan, Ph.D.