Trends in Engineering and IT
As early as 1999, the Commission of Higher Education [CHED] issued its Memorandum Order No. 09 s. 2000, in accordance with the pertinent provisions of Republic Act [RA] No. 7722, or the Higher Education Act of 1994, to identify, support and develop Centers of Excellence [COE] and Centers of Development [COD] for Engineering and Architecture Education throughout the country based on three criteria: instructional program quality (50%), research (25%) and community output (25%). Today, several COEs and CODs are scattered all over the Philippines. In addition, several other CHED memos were issued to assess engineering education vis-a-vis industry requirement [CMO 20, s. 1997], rationalizing Engineering Education [CMO 34 s. 2001; CMO 25 s. 2005], or specifying the basic Engineering curricula and facilities [CMO 49 s. 1997].
In terms of enrollment, beginning 2002, students are increasingly interested in IT-related courses than engineering. The numerals shown beside the bars are the percentages of the total enrollees per school year. The lines shown are the trend year-on-year.
IT-related enrollment, which does not require a Professional Regulations Commission [PRC] license, is growing at 9-10% each year. While engineering enrollment is declining from as high as 15.30% in SY 2001-02 of total enrollees to 14.57% in SY 2003-04.
Both engineering & technology and IT-related graduates are, almost parallel, rising. Thus, it can be concluded that although IT-graduates are increasing, so is engineering and technology. While engineering graduates have increased steadily over the years, there is a slight decline though beginning 2002 for IT-related courses.
It should be noted that although the average engineering passing rate at licensure examinations have risen over the years; statistics show that there is a declining trend in engineering passing rates beginning 2002.
Gonzalez (1999) characterizes the Philippine higher educational system as:
Fortunately though, in terms of Average National Passing Rates in board examinations, Electrical Engineering [EE] is gaining ground compared to Electronics and Communications Engineering [ECE]. In 1995, the passing rate for electrical engineers was at 35.36% and rose up to 44.05% by 2004. Meanwhile, ECE’s was very high at 52.41% in 1995 and slided to a 35.22% by 2004. Of the thirteen engineering licensure examinations given by the PRC, between 1991 to 2004, only Electronics & Communications, Geodetic, and Safety Engineering have a declining trends in average Percentage Passing rates. The decline can be attributed to lower intake of enrollees in these courses.
Distance Learning in the Philippines is limited to post baccalaureate level (Castañeda, 2007). While, e-Learning is still an emerging market and sporadicly used in the Philippines (Arimbuyutan, et.al., 2007). In a Senate Economic Planning Office Policy Brief (2008), it asks:
Santiago’s cross-border education study (2005) finds:
Arimbuyutan, Reynato C.; Seoksoo Kim, Jae-gu Song, Wooyoung So (2007).. A Study on e-Learning for Philippines, Online: International Journal of Multimedia and Ubiquitous Engineering, 2:3, October 2007. p. 49-53. back to text
Castañeda, Catherine Q. (2007). Higher Education Quality Imperatives in the Philippines. Seminar on Knowledge for Development: Assessing the Capacity, Quality and Relevance of Universities in Asia Colombo, Sri Lanka, 25th of January. p. 11. back to text
Santiago, Andrea L. (2005). Cross-Border Transactions in Higher Education: Philippine Competitiveness, Discussion Paper Series No. 2005-27. Makati: Philippine Institute for Development Studies, December 2005. pp. back to text
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