Asian Journal of Distance Education

http://www.AsianJDE.org
© 2013 The Asian Society of Open and Distance Education
ISSN 1347-9008 Asian J D E 2013 vol 11, no 1, pp 59 - 77

Current Challenges and Prospects facing Distance

Education in the Philippines
Dr. Ralph A. SABIO
St. Scholastica’s College – Manila, Philippines
[email protected]
Dr. Cecilia J. SABIO
Gulf College of Oman, Oman
[email protected]

ABSTRACT :
In today's globalization and rapid technological advancements, dramatic changes have
been happening in higher education, e.g. the dearth of resources for classroom-based
instruction, the development of the open and distance learning philosophy, the need to
service the needs of adult learners and many other factors which are the reality in the
Philippines today. As a consequence, higher education institutions have been increasingly
flexible to adjust their delivery system in an effort to respond to these changes. Distance
Education (DE) has emerged as a legitimate alternative learning system (ALS) to the more
traditional educational system in a number of higher education institution (HEIs) in the
Philippines.

Under the 1987 Philippine Constitution, Article XIV mandates that quality education at
every level should be made accessible to all Filipinos, including self-learning, independent,
and out-of-school youth programs. Thus, the Open University systems and distance
education ideology has proliferated in the Philippines over recent years especially in the last
two (2) decadesw. This is considered as one of the most rapidly growing fields and means of
education; such that it changes the approaches used; the delivery system; faculty
requirements; and the need to respond to the rare breed of students which are being catered
to by this type of educational arrangement. The objective of this paper is to assess how
distance education/open learning evolved in the Philippines and see how it responds to
making education accessible and flexible to many Filipinos. The laws/issuances given by the
government will also be looked into to determine how the government supports this new
educational philosophy. Further, this research will look into the characteristics of learners
studying in some distance education institutions. Generally, this paper will look into current
trends, challenges and prospects in DE in the Philippines.
Key words: distance education, open learning, adult learners, adult education, higher
education institutions

A. BASIC FACTS ABOUT with little variation between males and

PHILIPPINE EDUCATION females. During the Spanish colonial era,
only the elite population had access to
Education in the Philippines is free and education. After the United States gained
compulsory for children ages 6 through 12. control of the Philippines in 1898, a strong
Filipino and English are the primary emphasis was placed on public education.
languages of instruction. The literacy rate The idea that free and compulsory
is 98.7 percent of the adult population, education would democratize society took

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hold in the Philippines. English replaced Code and are governed by special laws and
Spanish as the language of instruction and general provisions of such Code; (2) SUCs
as the national medium of communication. which are chartered public higher education
Since independence in 1946, the Philippine institutions established by law, administered
government has opened schools in even the and financially subsidized by the
remotest areas. Literacy rates in some government; (3) LUCs which are those
languages have slowly improved. However, established by the local government through
significant differences in quality of resolutions or ordinances. LUCs are
education continue to exist between rural financially supported by the local
and urban areas. Virtually all children aged government concerned; (4) CSI is non-
6 to 12 are enrolled in school and chartered public post-secondary education
attendance is compulsory. Enrollment for institution established by law, administered,
ages 13 through 16 is 78 percent. At the supervised and financially supported by
university level, enrollment stands at 28 government; and (5) OGS ) which are
percent of the relevant age group. public secondary and post-secondary
(Microsoft Encarta, 2003). education institutions, usually technical-
In 2010, CHED reported that there were vocational education institutions that offer
1,573 private institutions and 607 state-run higher education programs (CHED, 2011).
colleges and universities, a total of 2,180. In School Year 2008-2009, more than 2.6
The Public Higher Education Institutions million students were enrolled in various
(HEIs) include: 110 State Universities and higher education institutions (as reflected in
Colleges (SUCs) main campuses, 388 Table 1 below). . Like other Asian
satellite campuses, 93 Local Universities countries, the Philippines has relied on
and Colleges (LUCs), 10 Other Government private institutions to increase higher
Schools (OGS), 1 CHED Supervised education opportunities and, at the turn of
Institution (CSI) (CHED-ARMM) and 5 the century, had a higher proportion of its
special HEIs. HEIs in the Philippines are students in private higher education than
classified according to (1) Private HEIs, any other country.
which are established under the Corporation
Table 1. Enrolment in Tertiary Level of Education, by Sex: Academic Years 2004-2009

Taken from the Philippine Development Plan 2011-2016

Private institutions are funded from authorization to graduate their students.
capital investments, contributions, tuition Each higher education institution adopts a
fees and other school charges, grants, loans, certain admission policy beyond the general
subsidies, and other income sources in requirement that all candidates have to be
accordance with government legislation. graduates of secondary education. Some
While they are fairly autonomous, they institutions require passing an entrance
have to apply for permission from the exam and a medical examination; others
CHED to open new courses and for adopt open admission, but selective
retention.

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Though the Philippine Constitution Despite budget limitations and some

has mandated that the government constraints, still most Filipinos regard
allocate the highest proportion of its education as a primary avenue for
budget to education, the Philippines still upward social and economic mobility.
has one of the lowest budget allocations Middle-class parents make many
to education among the Association of sacrifices to provide secondary and
Southeast Asian Nations (ASEAN). higher education for their children.
Despite the nominal increase in the Hence, some traditional institutions or
education budget over recent years, state conventional universities and colleges are
spending on education has actually beginning to resort to provide a more
declined when compared to the Gross accessible and flexible types of teaching-
Domestic Product, representing just a learning process, that is, through the use
third of the United Nation’s of unconventional means e.g. distance
recommended national investment on education and open learning.
education (Quismundo, 2012).
According to Education Secretary State B. OPEN AND DISTANCE
spending in 1997 hit a high of 3.2 LEARNING IN THE PHILIPPINES
percent of the country’s GDP, higher AND ITS LEGAL BASES
than the current level of 2.1 percent. In
1998, the national education budget was It was during the last two (2) decades that
2.7 percent of Gross Domestic Product the concept of distance education, open
(GDP). In terms of the higher education learning, alternative learning systems
budget, as a result of a Congressional (ALS) was officially introduced in higher
initiative in 1997, its share increased education (and even in the basic
sharply from 2.4 percent in 1987 to 15 education) in the Philippines. In fact, the
percent in 1997. However, following first issuance from the Commission on
the Asian economic crisis, its budget Higher Education (CHED) about it came
(DepED and SUCs) decreased from out in the year 2000. However, as early
P17,166 ($1,415) million in 1998 to as 1987, when the new constitution has to
P16,759 ($1,382) million in 2000. be put in place (as a consequence of
people power revolution in 1986), the
On the other hand, Sabater (2012), concept of non-formal education, self-
in her write-up in Manila Bulletin learning, independent learning/study
states that education will get the biggest programs was already introduced to
budget allocation in the 2013 proposed respond to the call to make education
national budget at 14.6% of the total accessible to many Filipinos. The
budget of P2.006 trillion or P293.7 evolution of laws and issuances that
billion. This is 23.4% more than its relates to distance education, open
current budget for 2012. However, learning and alternative learning system
despite the increase in the education and recently the concept of transnational
budget, the Philippine education education in higher education; is best
spending still falls below UN standard. illustrated in the following figure:
The current education budget is P238.8
billion, higher than last year’s P207
billion but lower if taken as a ratio of
GDP. Last year’s budget was 2.3
percent of GDP, a benchmark used
globally to gauge how much
governments spend on education. The
UN recommends that governments
spend at least six percent of their GDP
on education (Quismundo, 2012).

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In Philippine basic education, the Medium The coverage of the ETEEAP shall be
Term Philippine Development Plan broadened. Under the ETEEAP, people
(MTPDP) 2004-2010 (which provides the who have not finished college but have
blueprint of every administration’s future considerable experience and competencies
plans to implement a continuing acquired from informal and nonformal
integrated and coordinated programs and provision could earn a degree through
policies for national development) name accreditation of their prior learning.”
among its goals, strategies and action
plans; the installation of distance learning C. DEFINITION OF DISTANCE
system in conflict-affected areas. EDUCATION/OPENLEARNING/
“Distance learning is an alternative TRANSNATIONAL EDUCATION
delivery mode (ADM) that reaches out to AND ALTERNATIVE LEARNING
learners in underserved, high-risk and SYSTEM (ALS) IN THE PHILIPPINE
disadvantaged areas. Distance learning CONTEXT
shall, thus, be adopted to provide children Several issuances from CHED have
and youth in difficult circumstances, defined distance education, open learning,
particularly those in conflict-affected alternative learning system and
areas, with education services to ensure transnational education over the last
that they continue schooling during and couple of years. Such definition is
after the crisis situation. embodied in the CMO’s specified above
To facilitate this, the following activities in the legal basis, to wit
shall be carried out:
a. DepEd shall expand its existing (1)Open Learning and Distance
Strong Republic Schools - Distance Education (OL/DE) are alternative
Learning Program, mediabased systems of education. They emphasize
instruction and computer-assisted the opening of opportunities by
learning program; overcoming barriers that result from
b. Alternative delivery modes of schooling geographical isolation, personal or
like the In-School and Out-School work commitments or conventional
Adults or ISOSA program, mobile course structures which have often
teaching, multigrade teaching and prevented people from realizing their
distance teaching shall also be educational goals (Section 6, CMO 35
institutionalized. The Project IMPACT s.2000)
(Instructional Management by (2)Open Learning (OL) is a philosophy
Parents, Community and Teachers) of learning that is learner-centered
catering to areas with overcrowded and flexible, enabling learners to learn
classrooms and teacher shortage shall at the time, place and pace which
be expanded; satisfies their circumstances and
c. DepEd shall also institutionalize requirements. (Section 7, CMO 35
Special Education programs and s.2000)
establish functional networking with (3)Distance Education (DE) is a mode of
other distance learning providers; educational delivery whereby teacher
x x x” and learner are separated in time and
In terms of Higher Education, alternative space and instruction is delivered
learning system (ALS)/Delivery Modes through specially designed materials
for Higher Education was likewise named and methods and supported by
as among the goals and strategies and organizational and administrative
action plans which the government will structures and arrangements (Section
pursue in the years 2004-2010, 8, CMO 35 s.2000; No. 11 Article II.
specifically, it states that: Definition of Terms, CMO 2 s. 2008;
“Higher education programs via distance Section 11 (1), Art. III. CMO 40
learning shall be developed and improved. S.2008)

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(4)Distance Education students refers to similar activities protect the interests of

a student who is either onshore or various stakeholders in transnational
offshore studying in the distance education (Para. 2, Section 75, Article XVI,
mode (No. 12 Article II. Definition of CMO 40 s. 2008).
Terms, CMO 2 s. 2008) (6)Transnational education
arrangement refers to an educational,
(5)Transnational education (TNE) refers legal, financial or other arrangement
to all types of higher education study agreed upon formally by partners in
program, or sets of courses of study, order to provide education services
or education services (including those (No. 31 Article II. Definition of
of distance education) in which the Terms, CMO 2 s. 2008)
learners are located in a country
different from one where the awarding Alternative Systems in Education. The
institution is based. Such program Commission recognizes that education and
may belong to the education system of acquisition of higher learning take place
a State different from the States in both within and beyond the confines of the
which it operates, or may operate classrooms. The Commission recognizes
independently of any national the need to formally acknowledge higher
education system (UNESCO 2001, as learning obtained from information and
seen in No. 30. Article II. Definition non-formal systems of education. The
of Terms, CMO 2 s. 2008 and No. 28, recognition shall be embodied in an
Section 5. Definition of Terms, CMO instrument acceptable by the general public
40 s. 2008) (Section 9, Art. III. CMO 40 s.2008).
1.To make quality higher education
Further, under CMO 40 s. 2008, Section accessible to a greater number of
76, Article XVI, transnational education qualified students who are otherwise
was closely linked with the inevitable isolated by geographical location,
occurrence of globalization, changing personal and work commitments, time
foreign policies, and liberalization of trade constraints, and conventional course
in goods and services worldwide which structures;
according to said CMO, have created a 2.To establish a mechanism for
climate for borderless teaching and learning assessment and accreditation of prior
as well as expanded the opportunities for learning from non-formal and
transnational education. This phenomenon, informal education and training, and
together with rapid developments in
from related work experiences of
information and communications
technology, promotes access to foreign
individuals toward the granting of
qualification, degrees, certificates and equivalency certificates and awards in
diplomas. It also encourages Philippine higher education; and
universities, colleges, and training 3.To establish guidelines for the
institutions to offer credits and degrees in a award of higher education certificates
borderless environment. The potential of and/or degrees to deserving
transnational arrangements to provide individuals (Section 10, Art. III.
education that meets human, social, CMO 40 s.2008).
economic and cultural needs can only be
achieved by ensuring the provision of These systems shall include but not
quality educational services. limited to the following:
Transnational education is a matter of
critical public interest in terms of relevance Distance Education – the same
of content to national needs and the need to definition provided in No. 3 above.
safeguard the interests of legitimate
education providers and the general public.
Quality assurance, audit, accreditation and

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(1)The Expanded Tertiary Its mandate is to provide education

Equivalency and Accreditation opportunities to individuals aspiring for
Programs (ETEEAP) – a higher education and improved
comprehensive program of qualifications but were unable to take
identifying, assessing and assigning advantage of traditional modes of education
equivalent college level learning for because of personal and professional
non-formal and informal training, obligations (Wikipedia, 2012). Established
and demonstrated/substantiated in 1995 as the fifth constituent university of
competencies, skills, attitudes and the UP system, UPOU had 2,500 students in
values acquired from related work 2008-2009. It has students in 44 countries,
experience towards the final aside from the Philippines, majority of them
granting of equivalent credits and/or overseas Filipinos. Between 2000 and 2006,
awarding of appropriate academic UPOU graduated 2,419. The university has
degree by deputized higher been recognized as the Center of Excellence
education institutions. Competency in Open Learning and Distance Education
enhancement programs are by the Commission on Higher Education
employed to ensure progression of and designated as the National eLearning
the individual student in the Competency Center by the Information
Program. Technology and eCommerce Council
(Bolido, 2009).
(2)Ladderized Education – refers to Taken from its website, the
all education and training UPOU’s vision is: “to be at the
mechanisms that allow student’s forefront of the knowledge society as
and worker’s progression within a leading institutions of open learning
and between Technical Vocational and distance education (UPOU
Education and Training (TVET) Vision). It’s mission is to provide
and Higher Education (HE). wider access to quality higher
education. It shall adhere to the
(3)E-Learning – the delivery of a highest standards of academic
learning, training or education excellence, guarantee academic
program by electronic means. It freedom, and encourage social
involves the use of computer or responsibility and nationalistic
electronic device. commitment among its faculty, staff
and students (UP OU Mission).
(4)Open Learning - the same definition Specifically, the UPOU has the
provided in No. 2 above following objectives:
The establishment and operation of the • To provide opportunities for
foregoing alternative systems shall be in alternative access to quality
accordance with the corresponding CHED higher education by offering
policies, guidelines and procedures (Section baccalaureate and post-
9-11, Article III, CMO 40 s. 2008). baccalaureate degree programs
and non-formal courses by
D. KNOWN DISTANCE EDUCATION distance education.
INSTITUTIONS, ASSOCIATIONS AND
ORGANIZATIONS IN THE • To develop a system of
PHILIPPINES continuing education for
sustaining professional growth
UP Open University – The University of and improving technical skills
the Philippines Open University especially for those who cannot
(U.P.O.U.) is a public distance learning leave their jobs or homes for full-
institution and research university time studies; and
headquartered at Los Baños, Laguna.

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poverty alleviation, global

• To contribute towards upgrading
competitiveness and sustainable
the quality of residential
development, for the benefit of the
instruction in the University and
present and future generations of
the educational system of the
Filipinos.
country, in general, by
The PUP Open University was
developing, testing and utilizing
established in the 1970's. The initial
innovative instructional materials
offerings were non-degree (technical-
and technology, and sharing these
vocational) courses. PUP first thought of
with other colleges and
the Open University concept when then
universities through cooperative
PCC President Nemesio E. Prudente saw
programs
the need to provide access to educational
(2) PUP Open University – “The opportunities to millions of Filipinos who
Polytechnic University of the Philippines wanted to study but were constrained by
Open University (PUP OU) otherwise time, distance and other circumstances.
known as the "Pamantasang Bayan", He was assisted by then Assistant Vice
which formally commenced in 1990, is a President for Branches and Head of the
fresh and innovative system of delivering OU and now Vice President for Academic
higher educational services in a manner Affairs Dr. Samuel M. Salvador together
that differs from the formal, highly with Prof. Teofilo H. Montemayor. They
structured, and classroom-oriented worked relentlessly in establishing
traditional approach. linkages with different organizations and
laid down the foundations of the OU
The PUP OU is in consonance with the system in PUP. However, the initial
1987 Philippine Constitution. Article IV implementation fizzled out when Martial
mandates that quality education at all Law was declared in 1972.
levels should be made accessible to all When Dr. Prudente was reinstated as PUP
Filipinos and self-learning, independent, President in 1986, he again revived the
out-of-school study programs, non-formal, concept of the Open University System. It
informal and indigenous learning systems, was formally launched in March 1990.
be developed particularly those which Dr. Prudente and Dr. Salvador believed in
respond to community needs. The PUP bringing education right at the doorsteps
OU caters primarily to the needs of the of the people. This concept was supported
economically disadvantaged students, out- fully by Dr. Zenaida A. Olonan during her
of-school youths, teachers, administrators, presidency. The appointment of Dr.
managers, professionals and ordinary Ofelia M. Carague as president of PUP in
employees who want to pursue degree or 1998 augured well for the PUP OU since
non-degree courses but are unable to do so she has been one of the prime movers of
due to accessibility, time, domestic and the OU in the University. In the
economic constraints. Ideally, under the presidency of Dr. Dante G. Guevarra, the
Open University System, the students do PUP OU has grown leaps and bounds as it
not have to attend classes inside a established the three schools that
classroom. They do not even have to enter presently compose it. While broadcast-
the physical campus(es) of PUP. However, based distance learning systems in the
because of the discovered need of the PUP Philippines were popular in the 1960's, it
student to meet and encounter their was PUP which first implemented the
classmates and subject specialists concept of the Open University, that is, a
(instructors), they are required to attend university within a university offering
contact sessions per subject. The PUP both degree and non-degree programs in
OU's thrust answers the call to higher the country duly certified by
education institutions to continue corresponding certificates or diplomas
contributing to the efforts of the upon satisfactory compliance of course
government of realizing its objectives of requirements.

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From its website, PUP OU’s vision is (3) Philippine Women’s University
to be the premier Center of Excellence in (PWU) - Then Philippine Women’s
the country for Distance Education. Its University President, Dr. Jose Conrado
mission is to to provide and promote Benitez, in his inaugural address on Feb.
quality education in all levels by making 19, 1993, formally announced the
it accessible to all through self-learning, university’s policy on distance education.
independent and out-of-school study He said that it is the classroom that will
programs, particularly those that respond have to go to the students and not the
to community needs and the challenges students to the classrooms. It will enter the
posed by an information and homes through distance education; it will
technological society and a global take place in the offices and workplaces
economy. It objectives are as follows: through various career development and
continuing education programs; it will
•Bring quality but affordable education to situate itself in our communities through
the greater number, improving their accredited experiential learning activities
quality of life, especially that of the designed for community immersion. In
economically disadvantaged in March 1994, the PWU EDTV or
complementation with the present educational television program was
traditional university curricular launched. It was the first and only cable
offerings; television channel exclusively dedicated
•Offer a second chance which to others for educational programming. On July 15,
might be the only means of acquiring 1996, the PWU College of Distance
an education or expanding their Education was formally created. The PWU
knowledge; College of Distance Education says its
•Advance and disseminate knowledge by learning centers are on its campus in
a diversity of means, both formal and Manila, and in participating schools in
non-formal, with the aid of Makati, Las Piñas, Bataan, Bulacan, Imus
information and communication in Cavite, Camarines Norte, Kalinga, Lipa
technology; in Batangas, Pampanga, Bacolod and Hong
•Strengthen and make relevant the degree, Kong (Quodala, 2007).
certificate and diploma courses to the
needs of employment necessary for (4) Pamantasan ng Lungsod ng Maynila
the building of the economy and the (PLM) – distance learning program in
development of the country; PLM is called the Off-Campus Program or
•Promote the acquisition of the OCP. OCP is not new to the experience
of PLM. It traces its roots back in 1995
knowledge in a rapidly developing
when the College of Nursing
and changing society and to conceptualized a new program to re-tool
continually offer opportunities for the country’s midwifery program through
upgrading knowledge, training and the Bachelor of Community Health
skills in the context of innovations, Services (BCHS). Graduates and board
research and discovery in all fields passers of the 2-year midwifery profession
of human endeavor; and, across the country found a way of
•Provide suitable undergraduate and spreading their golden hands -- from
post graduate courses of study to ensuring birthing life to babies -- to
those already employed here and nursing health care among communities
abroad but lack the necessary away from the modernity of urban medical
health services. The success of the BCHS
educational qualifications for
program ushered PLM to innovate other
advancement on account of age, programs at the public governance sector.
poverty, distance to conventional Realizing that a dedicated public service is
educational centers, or time the hallmark of a true republican society,
constraints.” (PUP, 2012) PLM shaped its post-graduate program for

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government management (Master of the “open university” concept of

Government Management) to give education which is already well-
emphasis to the value-delivery of public established and widely accepted in
services among the citizenry. A public Europe, North America and the United
institution itself, PLM has carved a niche States, Australia, and Asia . With its non-
in bringing about a distinct program in its traditional delivery of instruction, CAP
own sphere of core competency. One step College brings learning alternatives, new
led to another as more programs of equal hope and opportunities to Filipinos here
significance to the society were added to and abroad. In order to make its programs
the growing list of community-focused attuned to the times and with the needs of
learning paradigms, i.e., bachelor in public its students, CAP College continues to
administration, master in business expand its network and to develop its
administration-top executive program, linkages with other educational
master in community health services, institutions and organizations. It has also
doctor in public management, among developed linkages with government and
others. To realize the objective of reaching non-government organizations here and
a broader base, the colleges and graduate abroad. International linkages include the
schools responsible for managing their International Council for Distance
respective programs have tied up mainly Education (ICDE), where CAP College is
with government agencies, and community an institutional member, and the Asian
and professional organizations. Association of Open Universities
Memoranda of agreement were forged to (AAOU). Locally, it is affiliated with the
ensure quality control in delivering the Open and Distance Learning Foundation
educational objectives of the programs. (ODLF) and the Association of
Faculty members who are experts in their Foundations (AF).
respective fields are sent by PLM into
these agencies and communities to re-tool
public and community servants right at
their doorsteps. The policy research In 2007, CAP College embarked on the
studies or dissertations of candidates for digitalization of Distance Education.
graduation are directed towards enhancing Through www.capcow.com, CAP College
or uplifting the current state of affairs in harnessed the power of the Internet in
their own communities by recommending serving its students worldwide through:
stateful frameworks of significant on-line registration, downloading of
contribution to the betterment of that instructional materials, on-line tutorials,
community, through better health services individualized folders for students, and
or commendable public governance link to a career site via
(PLM, 2012). www.JobsDB.com. Aside from the
regular Digitalized Distance Education
(5) CAP College Foundation Inc. – a Program, CAP College Foundation, Inc.
recognized pioneer in educational operates the School for the Deaf (SFD) –
innovations in the Philippines – was the first institution in the Philippines to
established in 1988 as a non-stock, non- offer collegiate courses for the Deaf.
sectarian educational foundation. Its vision is for the development of a
Instituted under Philippine laws, CAP culture of achievement among Filipinos
College engages in education, research as a primary ingredient in nation building
and related activities utilizing non- through the pursuit of life-long learning
traditional or non-formal as well as formal and continued academic advancement. It
delivery of instruction and grants degrees mission is to lead towards the
for programs recognized by the democratization of higher education
Commission on Higher Education opportunities through Digitalized
(CHED). CAP College is patterned after Distance Education.

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SABIO & SABIO

Among its objectives as the following: and promote lifelong learning; (3)
(1) Provide opportunities for higher Package instructional materials for
education to persons who cannot go to various curricular programs and clientele
formal or conventional schools on groups; and (4) Establish a distance
account of time, distance, finances and education network through collaborative
other constraints; (2) Develop new non- arrangements, institutional linkages and
traditional undergraduate and graduate other appropriate mechanisms to enhance
programs to meet specific needs of the delivery of distance education
government and industry; and (3) programs and to generate awareness of
Contribute to the development of and support to the CLSU distance learning
Distance Education in the Philippines program.
(CAP, 2012)
Distance education is a mode of
education delivery whereby teacher and
(6) Central Luzon State University - learner are separated in time and space,
The CLSU Open University was formally and instruction is delivered through
created on August 29, 1997 through specially designed materials and methods
CLSU Board of Regents Resolution No. using appropriate technologies, and
50-97. The mandate of the CLSU Open supported by organizational and
University is to provide education administrative structures and
opportunities via degree and non-degree arrangements.
programs to disadvantaged individuals
aspiring for higher education or for The Open University students are
improved qualifications but who are provided with specially packaged printed
unable to avail of the traditional modes of instructional materials or self-learning
instruction. The CLSU Open University is modules which they study on their own
open as to people, places, and methods. Its most of the time. SLMs are prepared by a
main aim is to provide access to higher "quality circle" composed of a curriculum
education to more people, to bring designer, who develops the subject based
education to them, wherever they live, on the approved syllabus; subject matter
which in turn requires it to apply/adopt specialist, who writes the module; a co A
different methods because it cannot tutorial session is an important element of
achieve its aims through traditional distance. It is conducted as part of the
classroom teaching. Its mission is to academic environment for optimal
provide its students with opportunities to learning. The Open University conducts
earn formal qualification as well as to face-to-face tutorial sessions to enable
develop in them the readiness for lifelong students to interact with their tutors and
learning in today's knowledge society. peers. These sessions are held on campus
Guided and propelled by the general and on-site at the designated Distance and
objective of backstopping CLSU in Open Learning Centers (DOLCENs) and
undertaking efforts to make more help students get acquainted with the
meaningful contribution to the realization University.
of the goals of national development Tutorial sessions are held five times a
through human resource development, the semester/term at intervals of two weeks to
OU trains its efforts and resources one month. Each tutorial session lasts for
towards the achievement of the following three hours. On-line, via telephone
specific objectives, to wit: (1) Offer tutorials and other forms of tutorials have
programs that are responsive to the needs been adopted for faster delivery of lessons
of the learners and of their communities and for enhanced access to Open
through distance education; (2) University graduate degree
Institutionalize a system of continuing programs.ntent critic; a language editor;
education to sustain professional growth and a media specialist or graphics artist
(CLSU-OU, 2012).

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(7) Open and Distance Learning (PSDL Mission, 2012). Further it aimed to
Foundation of the Philippines (ODLF) realize the following specific objectives, to
– is the first organization founded in the wit: (1) to promote the growth and
late 90’s to advance the cause and open development of distance learning through
and distance learning in the country. Its knowledge exchanges, policy formulation,
member institution consisted of known and advocacy; (2) to promote
distance education providers today professionalism in the practice of distance
which includes: PUP Open University learning in the Philippines; (3) to stimulate
(PUPOU), CAP College Foundation collaboration among local and foreign
Inc., Central Luzon State University professionals and practitioners of distance
Open University(CLSUOU), Southeast learning; (4) to sponsor scientific meetings
Asia Interdisciplinary Development and training programs in distance learning
Institute (SAIDI), Philippine Women’s on its own or in collaboration with other
University (PWU). institutions, including government (5) to
sponsor scientific meetings and training
programs in distance learning on its own
or in collaboration with other institutions,
(8) Philippine eLearning Society including government; (6) to publish and
(PeLS) – PeLS was founded on July 30, disseminate research results, policy
2003 in Manila with the objective of papers, and other scientific materials on
promoting substantive content, distance learning in the Philippines.
appropriate pedagogy, and appropriate
use of technology for eLearning, guided The foregoing enumeration of DE
by ongoing research activities. Its providers in the country are just some of
mission is to lead the development of the few distance education institutions in
eLearning competencies through the country. The ones listed above are
education and training and to promote what we call the established DE
collaboration among eLearning institutions so far, although there are a
practitioners. Its vision is to be a number of others which delivers higher
recognized premiere organization that education via distance or via the
spearheads the advancement of unconventional way. It can be observed
eLearning in the Philippines (PeLS, from the above that most known distance
2012). education and open learning institutions in
the country were rooted basically from the
(9) Philippine Society of Distance conventional schools or those that was
Learning (PSDL) - According to the originally founded on a face-to-face
Philippine Society for Distance traditional teaching-learning delivery
Learning, Inc. (PSDL)’s website, it was mode. Very few DE providers are what we
formally organized on 25 September call the stand-alone DE institutions or
2006 at the INNOTECH Center in those that were actually built for distance
Diliman, Quezon City by 15 academics education purposes solely.
who were all working at various aspects
of distance education. A total of 31
E. CURRENT TRENDS ON DE IN
individuals were originally invited to
THE COUNTRY
form an academic society for distance
learning, but only 15 were able to attend As discussed at the earlier part, the
the organizational meeting. The prominence of DE in the country is evident
convenor of the organizational meeting during the past two decades although there
was Dr. Felix Librero, then Chancellor were efforts to provide education via
of the U.P. Open University. The society distance as early as 1940’s and 1950’s
was founded to pursue the spirit of through the provision of short courses on
community among distance educators at the radio and television. This is to make
a higher level of academic discourse

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education more accessible to many University, UP Open University

Filipinos especially those residing from Foundation Inc., and the Philippines
remote areas. It was in the 90’s when Society for Distance Learning. (Canas,
most DE practitioners began to write 2012). The rationale for conducting such
researches about open learning system, conference is as follows: “In the 21st
students under DE mode, and alternative century, open learning, distance
learning system. It was also during the education, and e-learning are inextricably
same period when DE institutions would linked. The philosophy of open learning,
send participants to Asian Association of with its emphasis on learner control over
Open Universities (AAOU) to benchmark the time, place and pace of study, has
on best practices on DE and Open animated distance education since its
Learning; to establish networks and emergence as a mode of educational
collaborations and gain notable provision. Distance education in turn has
experiences from established DE contributed much to making educational
institutions in Asia. Until these DE systems more open and flexible, through
practitioners began to participate in other its adoption of various education
International Conferences in DE e.g. technologies. Online distance education
International Conference on Distance in particular, has proven to be a
Education (ICDE). Some even transformative influence, as it
established their own journal in distance demonstrates how the use of information
education like that in the PUP Open and communication technologies can re-
University where it issued 4 Volumes of shape the teaching and learning
DE journal (ISSN 1655-6461), others transaction.Open, distance and e-learning
joined as editors and writers of (ODeL) has revolutionized the way we
international DE journals e.g. Asian perceive universities and the role of
Journal of Distance Education (ISSN education in development. It has
1347-9008) while the rest submitted contributed to the making of a borderless
papers for publication at the International world driven by innovation and
Review of Research in Open and knowledge creation for policy
Distance Learning (IRRODL) and other development, advocacy, and community
known DE journals in the world. Other transformation and action.This
institutions have built their own ICT conference focused on the convergence of
infrastructure to deliver courses via philosophies, pedagogies and
distance while the rest remained to be technologies in ODeL, the opportunities
print-based modular approach. Truly, opened up by this convergence in
there were many efforts to develop DE in education and beyond, as well as issues
the country during the last few years, and and challenges arising from the practice
in keeping with that development, the of ODeL in various contexts”(ICODeL,
following latest activities transpired in 2012).
the country:
2. The formation of the Philippines
1. The Conduct of the First Society for Distance Learning, Inc. in
International Conference on Open and 2006 – the PSDL is the 3rd association of
Distance e-Learning in 2012. Recently in DE providers in the country that was
February 2012, the First International recently organized. The first two are
Conference on Open and Distance e- ODLF and PeLS. see details in D.9.
Learning (ICODeL) was held in Century about the PSDL.
Park Hotel in Manila wherein close to three
hundred delegates from about 20 countries 3. The initiative given by UNESCO
and over 100 institutions and organizations Asia Pacific Open and Distance
attended said event. ICODEL 2012 was Learning Knowledge Base to some DE
jointly organized by the UP Open providers in the country – The PUP

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Open University was recently and trends in research; (3) To serve as a

associated with UNESCO Asia Pacific network for international collaboration by
Open and Distance Learning Knowledge providing a platform for the exchange of
Base. The knowledge base for policy information, ideas, experiences, lessons
makers in education is an initiative of the learned, and best practices; (4) To provide
UNESCO Asia and Pacific Regional a gateway for free and fair access to ODL
Bureau for Education. Through this databases and knowledge resources on
knowledge base, regional and cross- ODL for the purpose of enhancing
sector development of open and distance educational training and development.
learning by sharing resources, knowledge This knowledge base is managed,
and technologies of learning is maintained and hosted by the Open
encourage. This knowledge base also University Malaysia (OUM) in Kuala
hopes to enhance the thrust for Lumpur, Malaysia. (UNESCO Asia
educational accessibility and intellectual Pacific, 2012).
freedom through efficient organisation
and management of educational 4. On the higher education level, the
endeavour in every country in the region. Philippine Development Plan 2011-2016
The Asia Pacific Open and Distance states that “enrolment in middle-level
Learning Knowledge Base is committed human resource development via technical
to the provision of free and fair access to and vocational education and training
information on open and distance (TVET) increased by 27.38 percent, from
education and to enhance educational 1.68 million in 2004 to 2.14 million in
training and development through the use 2007. However, it declined to 2 million in
of learning technologies. In the face of 2008 and 1.98 million in 2009, as a result
current trends, global changes and new of efforts to improve quality assurance.
pathways in education, this knowledge On the other hand, enrolment in higher
base aims to provide policy makers with education rose moderately from 2.40
a comprehensive knowledge base on the million in 2004 to 2.62 million in 2009.
various aspects of open and distance The number of graduates across all
learning (ODL). UNESCO Asia Pacific disciplines likewise increased from
Open and Distance Learning Knowledge 409,628 to around 469,654 in the same
Base perceive that open learning and period, or by 14.65 percent” (Chapter 8,
distance education can provide for the Philippine Dev’t Plan, 2011-2016). This
training and development needs of every enrollment trend is something that DE
citizen of the world. In terms of the need provider may possibly explore and take
for openness and flexibility, we consider advantage of. The number of enrollees
this approach to be significant in which cannot be served by the traditional
achieving the Millennium Development school can possibly be an opportunity for
Goals forwarded by the United Nations DE institutions. For instance in the
in the year 2001. In order to transform Education Targets set by the government
the condition of human life in the 21st for 2011-2016; private or public DE
century, the Asia Pacific Open and providers may think of incorporating as
Distance Learning Knowledge Base aims part of their strategic plan, measures on
to achieve the following goals: (1) To how to help the government respond to
provide information that will help policy the provision of higher education to be
makers and decision makers formulate able to meet the targets specified, which is
policies, develop strategies, programmes disclose in the following table:
and plans to efficiently manage ODL
programmes; (2) To offer current and
state-of-the-art information on
implementing ODL with reference to
teaching-learning methodology, modes
of delivery, media, learning technologies

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Table 2. Education Targets 2011-2016

Indicators Baseline 2011 2012 2013 2014 2015 2016
Literacy
Simple Literacy Rate (10 yrs. old and above)a/ 95.6 (2008) 98.1
Functional Literacy Rate (10-64 yrs. old)a/ 86.4 (2008) 90.1
Early Childhood Education
Gross Enrolment Rate of 3-4 years old children in Day 19.45 20.00 30.00 40.00 50.00 60.00 70.00
Care Service
Gross Enrolment Rate - Kindergartenb/ c/ 68.41 74.73 81.05 87.36 93.68 100.00 100.00
Net Enrolment Rate - Kindergarten (5 yrs. old) b/ c/ 48.23 58.58 68.94 79.29 89.65 100.00 100.00
Percentage of Grade 1 entrants with ECE experience 67.40 73.92 80.44 86.96 93.48 100.00 100.00
Elementary
Net Intake Rate in Grade 1b/ 58.61 65.89 73.17 80.44 87.72 95.00 100.00
Gross Enrolment Rateb/ 105.37 108.30 111.22 114.15 117.07 120.00 122.93
Net Enrolment Rateb/ 88.09 90.09 92.09 94.10 96.10 98.10 100.00
Cohort Survival Rate 74.38 76.45 78.51 80.57 82.64 84.67 86.76
Completion Rated/ 72.18 75.13 76.61 78.09 79.56 81.04 82.52
Achievement Rate (Grade 6 NAT MPS ) 68.0 70.9 71.7 72.5 73.3 74.2 75.0
Secondary
Gross Enrolment Rateb/ 81.03 86.83 92.62 98.41 104.21 110.00 115.79
Net Enrolment Rateb/ 59.52 65.16 70.79 76.43 82.06 87.70 93.34
Cohort Survival Rate 78.44 79.35 80.27 81.18 82.09 83.00 83.91
Completion Rated/ 73.74 74.25 74.51 74.76 75.02 75.27 75.53
Achievement Rate (Year II NAT MPS) 45.6 54.6 58.7 62.7 66.8 70.9 75.0
TVET
Enrolment 1,568,617* 1,100,00 1,210,00 1,331,00 1,464,000 1,610,51 1,771,56
0 0 0 0 0
Male 893,091 531,300 586,850 649,528 720,288 805,255 885,780
Female 1,091,555 568,700 623,150 681,472 743,712 805,255 885,780
Graduates 1,344,371* 1,000,00 1,100,00 1,210,00 1,331,000 1,464,10 1,610,51
0 0 0 0 0
Male 856,708 494,000 545,600 602,580 664,169 732,050 805,255
Female 1,047,085 506,000 554,400 607,420 666,831 732,050 805,255
No. of Persons Assessed 772,670* 600,000 660,000 726,000 798,600 878,460 966,306
No. of Persons Certified 636,689* 510,000 564,300 624,360 690,789 764,260 845,518
(2010)
Certification Rate (%) 82.40* 85.00 85.50 86.00 86.50 87.00 87.50
Private Education Students Financial Assistance (PESFA) 13,406 15,000 15,000 15,000 15,000 15,000 15,000
– Number of TVET beneficiaries
Higher Education
Enrolment 2,770,965 2,881,35 2,955,94 3,021,05 3,080,827 3,155,61 3,220,98
2 9 9 6 7
Male 1,255,839 1,305,17 1,335,88 1,361,39 1,388,337 1,418,06 1,445,24
0 0 5 2 7
Female 1,515,126 1,576,18 1,620,06 1,659,66 1,692,490 1,737,55 1,775,74
2 9 4 4 0
Graduates 481,026 509,707 524,054 538,397 552,735 567,083 581,425
Male 206,015 219,503 226,249 232,994 239,737 246,482 253,228
Female 275,011 290,204 297,805 305,403 312,998 320,601 328,197
Faculty Qualification
% Master’s Degree 35.04 40 45 50 55 60 65
% Doctorate Degree 9.69 10 13 16 20 25 30
Accreditation
Percent of higher education institutions with accredited 20 20 23 26 29 32 35
programs
Expanded Tertiary Accreditation and Equivalency 200 800 800 800 800 800 800
Program (ETEEAP) Graduates
Student Financial Assistance Programs (STUFAPs)– 42,000 44,000 44,000 44,000 44,000 44,000 44,000
Number of HE beneficiaries
Percent of higher education institutions with Ladderized 34 (2008) 30 32 34 36 38 40
Education Program (LEP)
National Passing Percentage in Licensure Exams 36.26 45.84 47.04 48.39 49.72 50.94 52.53

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*2010 data
Sources: DepEd, TESDA, CHED, NSO and the ECCD Council
a/ data from the FLEMMS conducted by the NSO every five years
b/ Based on the 2000 Census of Population using the growth rate of the 2007 Census which is 2.04%
c/ Excludes preschool enrolment in summer classes
d/ The definition and formula for completion rate is currently being reviewed
Source: Philippine Development Plan 2011-2016 (pp.256-257)
As Visser (2004) puts it, distance have clear local demand, such as
education has contributed to human emerging and critical S&T fields. The
development in ways not met through education and training sector remains
conventional approaches in such areas as, confronted with the following issues and
adult basic education, educating the challenges: (a) limited participation of the
unreached, out-of-school secondary industry sector in developing competency
education, and tertiary education. standards and curricula; (b) societal bias
Reaching the unreached, providing against TVET and insufficient social
learning opportunities at the basic level marketing, particularly among basic
to adults in areas relevant to their ability education students and their parents; (c)
to make the most out of their situation the need to upgrade the quality of higher
and to contribute to the development of education programs, including S&T
their society, opening alternative routes courses, and make them internationally
to learning for out-of-school youths, comparable; and (d) continuing job-skills
particularly at the secondary level, mismatches, owing to low quality and
expanding higher education at a cost far relevance of education and training
below what would be required for programs, alongside lower absorptive
conventional approaches, these are some capacity of the economy.” (Chapter 8,
of the areas in which distance education Philippine Dev’t Plan, 2011-2016).
has contributed in unprecedented ways to
human development through education. Given this situation, what then is the role
that DE institutions should play to take
F. CHALLENGES part in these challenges as stated by the
government? It must be pointed out that a
The Philippine Development Plan 2011- key requirement for successful distance
2016 provides that: :”[t]he challenge for education is that there should be
the tertiary education is not just planning.
broadening but rationalizing the access
of the economically and socially- G. PROSPECTS
disadvantaged and potentially-restive
population. Particularly, the efficacy, Among the many prospects that the
usefulness and viability of student loan government will take (as enunciated in
programs have not improved remarkably the Policies and Strategies in Education,
through the years. Significantly, the Philippine Development Plan 2011-2016)
need to produce enough competent which generally relates to distance
and skilled workforce that will match education, open learning, alternative
domestic needs has become much learning system and transnational
more compelling. Faced with the education are as follows:
challenge of competitiveness and the
diversifying industry needs, the 1. Make education and training truly
government continuously instituted inclusive and expand opportunities for
programs and provided the critical lifelong learning through: (a) better
resources for skills upgrading and and broader provision of basic
intensification in both high- and middle- educational inputs, especially in
level professions. Post-basic education traditionally lagging areas by using
funding has pointed to the need for Alternative Learning Systems (ALS) for
students to be channeled to fields that out-of-school youths and adults;

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for sustainability, taking into account the promote sustainable development, peace
whole picture of educational concerns and human security, good governance,
(Visser, 1994). As the concern of disaster-risk reduction and climate-change
government is the concern of all higher preparedness. The development
education institutions (be it traditional or communication policy framework of the
unconventional DE mode). Success of Philippine Information Agency (PIA) shall
distance education solutions is contingent be adopted, with the convergence of
upon their being an integrated part of traditional and multimedia platforms, as
educational policies (Visser, 1994). well as online and social media, in
engaging wider clientele and audiences at
The biggest challenge is also for DE all levels;
institution to help the government
(especially in the next four years, 2013 - 3. Devise a transnational education (TNE)
2016) attain the enrollment rates it sets strategy in programs and services for both
for technical and vocational education, inbound and outbound students and
and higher education institutions; the workers, including mutual recognition/
attainment also of the targets on the accreditation of skills and professional
number of graduates both from TVET development of Filipino workers vis-a-vis
and HEIs is another challenge and finally neighboring countries. Reasonable and
the challenge on quality assurance and mutually beneficial supervision and
accreditation. Is there greater number of regulation of TNE should lead to quality
DE institutions that submits themselves assurance and management of foreign
for quality audits and accreditation? Does providers, as well as the integrity and
the figure set by the government includes competitiveness of Filipino providers;
non-traditional higher education
institutions? What part of the pie will DE 4. Balance the demands of globalization
institutions take to meet the target set by through a locally-adapted/ indigenized
the government? Or are they, in the first curricula that promote and preserve
place, included in those institutions indigenous knowledge by: (a) expanding
expected to help government meet the and upgrading the capacity to teach
targets (of course with the exception of foreign languages in response to the
those DE providers with the traditional requirements of internationally-shared
higher education provision as they are human resources and emerging needs in
naturally expected especially the SUCs). the ASEAN region; (b) integrating
Is DE seen to be an instrument to make balanced messages of migration and
education more accessible and flexible to development in the Philippine education,
many? These and many more questions both in the formal and alternative learning
will remain to be unanswered unless the system; (c) making the education system
full potential of distance education is responsive to the needs of the global
fully exhausted in the country as in the community, while minimizing brain drain,
case of Indira Gandhi National Open encouraging brain gain and protecting the
University in India – which tries to reach Filipino family from the social costs of
in the greater populace of the country and migration; and (d) encouraging Filipinos
among other successful distance overseas to remain rooted in their culture
education in other parts of the world. through an appreciation of Filipino
languages, culture and heritage.
2. Support and institutionalize cultural
and values-oriented projects on TV, 5. By 2016, the country shall achieve a
radio, print and Internet through universal and at least a 93 percent
partnership with media and other private- participation or net enrolment rate in the
sector and civil society entities; produce elementary and secondary levels,
TV documentaries and infomercials, to respectively. A gender parity index (GPI)
highlight positive Filipino values and of 1 shall be targeted in basic education

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indicators. Likewise, TVET and higher CHED Memorandum Order 5 (2002).

education subsector shall also increase Moratorium on the Opening of
enrolment and graduation rate by 2016 Programs via the Open Learning and
(Education Targets, Philippine Distance Education (OL/DE) both
Development Plan 2011-2016). Print and Non-Print Mode and the
Monitoring and Evaluation of all
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Dr. Ralph A. SABIO is Chairperson, Business Management Department at School of

Business, St. Scholastica’s College – Manila, Philippines. Email: [email protected]

Dr. Cecilia J. SABIO is Head, Center for Research and Industry Engagement at the Gulf
College of Oman, Oman. Email: [email protected]

For copyright / reproducing permission details, email : [email protected]

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