Education financing and loan system in Phillipine (04)
Equity
There is ample evidence that some groups in developing countries have better access to higher education, education degrees, online degrees, online masters degree, online colleges, online university than others, but the factors determining access vary across countries or within regions of a country. In case of the Philippines, one can find considerable differences in higher education, education degrees, online degrees, online masters degree, online colleges, online university participation of individuals depending on economic background, sex, and urban and rural areas. The economic background has been a major factor influencing access and it is necessary to understand the economic aspects in considering the equity issue.
The Family Income and Expenditure Survey (FIES) of 1997 clearly reflected that the richest 3 percent of the families possessed as much income as the entire lower 50 percent of families on the income scale. The 2000 FIES suggests that the incidence of poverty actually rose slightly (World Bank, 2002). In addition, there were no reductions in the percentage of population living on less than US$1 per day (2-13 percent) or in the percentage living on less than US$2 per day (between 45 and 46 percent) between 1997 and 20006 . Although the 2003 FIES shows some improvements, inter and intra provincial differences still remain a matter of concern. The opportunities for economic development will naturally be asymmetrical and skewed to those who have access to education, which is a function of means.
In a country like the Philippines, where private enrolments and full cost pricing predominate, the distribution of income may impinge further on the allocation of resources in education, education loan, student loans, education degrees, online degrees, online masters degree, online colleges, online university. This is true when capital markets for human capital borrowing are highly imperfect. The distributive consequences too are of substantial interest. A study of student financial aid in the Philippines (Hauptam and Cao, 2001), covering scholarships, grants and loans, student loans, education loans indicates that the ‘non-poor’ have both better access to and higher completion rates in higher education programs than those classified as ‘poor’. It is this unfortunate feature that makes the objective of equity even weaker.
The paradox of gender equity in the Philippines is that the enrolment of females in total enrolment is much higher than that of males. The problem is sustaining the male students who have a high drop out rate. The current higher education, education loan, student loans, education degrees, online degrees, online masters degree, online colleges, online university system of the Philippines, both public and private, has adopted an entrance program to measure academic proficiency for immediate post secondary education admission. The outcome is generally skewed in favour of the affluent (Ravalo, 2002). This skewed result can be attributed to the better primary and secondary school education among the affluent, which in the later stage of post secondary higher education, makes them better equipped for the academic rigors of getting into better institutions and of degree completion.
Higher education, especially private higher education, is expensive, but a wide range of prices exists. The great majority of poor families are able to afford and demand inexpensive education (Valisno, 2000). These are poor quality programs and with low returns too. A study (Haas, 1998) has revealed that when compared with public sector tuition, on average, private higher education costs seven times more in non-exclusive private institutions and 21 times as much in exclusive private higher education, online colleges, and online university institutions. The situation in the post 2000 period has not changed drastically.
The government extends a wide range of financial support in the form of scholarships, grants and student loans, education loans, online colleges, online university, education degrees, online degrees, online masters degree which also gets extended to private institutions. Manasan (1998) observed that 70 percent of higher education, education degrees, online degrees, online masters degree, online colleges, online university scholarships were awarded to the non-poor, although the requirements for government student aid clearly state that recipients should be needy. This clearly reveals that unfortunately there has been no systematic evaluation of the various student loans, education loan programs of the government.
Although majority of the private schools extend scholarships to more than 5 percent of their enrolls and spend more than 5 percent of their income, a closer look discloses that it does not serve the purpose of equity and access on a larger scale among different social sectors and the different regions. But few private sectarian institutions are making appreciable efforts to increase access and equity . Private corporate foundations, education degrees, online degrees, online masters degree, online colleges, online university and other private education donors also contribute to support higher education in the Philippines.
One can conclude that the issue of equity and access in the Philippines are affected by the quality of institutions, geographical location, high tuition and other fees, disparity in social class, varied educational background, survival rates, and other factors.
Efficiency
The Family Income and Expenditure Survey (FIES) of 1997 clearly reflected that the richest 3 percent of the families possessed as much income as the entire lower 50 percent of families on the income scale. The 2000 FIES suggests that the incidence of poverty actually rose slightly (World Bank, 2002). In addition, there were no reductions in the percentage of population living on less than US$1 per day (2-13 percent) or in the percentage living on less than US$2 per day (between 45 and 46 percent) between 1997 and 20006 . Although the 2003 FIES shows some improvements, inter and intra provincial differences still remain a matter of concern. The opportunities for economic development will naturally be asymmetrical and skewed to those who have access to education, which is a function of means.
In a country like the Philippines, where private enrolments and full cost pricing predominate, the distribution of income may impinge further on the allocation of resources in education, education loan, student loans, education degrees, online degrees, online masters degree, online colleges, online university. This is true when capital markets for human capital borrowing are highly imperfect. The distributive consequences too are of substantial interest. A study of student financial aid in the Philippines (Hauptam and Cao, 2001), covering scholarships, grants and loans, student loans, education loans indicates that the ‘non-poor’ have both better access to and higher completion rates in higher education programs than those classified as ‘poor’. It is this unfortunate feature that makes the objective of equity even weaker.
The paradox of gender equity in the Philippines is that the enrolment of females in total enrolment is much higher than that of males. The problem is sustaining the male students who have a high drop out rate. The current higher education, education loan, student loans, education degrees, online degrees, online masters degree, online colleges, online university system of the Philippines, both public and private, has adopted an entrance program to measure academic proficiency for immediate post secondary education admission. The outcome is generally skewed in favour of the affluent (Ravalo, 2002). This skewed result can be attributed to the better primary and secondary school education among the affluent, which in the later stage of post secondary higher education, makes them better equipped for the academic rigors of getting into better institutions and of degree completion.
Higher education, especially private higher education, is expensive, but a wide range of prices exists. The great majority of poor families are able to afford and demand inexpensive education (Valisno, 2000). These are poor quality programs and with low returns too. A study (Haas, 1998) has revealed that when compared with public sector tuition, on average, private higher education costs seven times more in non-exclusive private institutions and 21 times as much in exclusive private higher education, online colleges, and online university institutions. The situation in the post 2000 period has not changed drastically.
The government extends a wide range of financial support in the form of scholarships, grants and student loans, education loans, online colleges, online university, education degrees, online degrees, online masters degree which also gets extended to private institutions. Manasan (1998) observed that 70 percent of higher education, education degrees, online degrees, online masters degree, online colleges, online university scholarships were awarded to the non-poor, although the requirements for government student aid clearly state that recipients should be needy. This clearly reveals that unfortunately there has been no systematic evaluation of the various student loans, education loan programs of the government.
Although majority of the private schools extend scholarships to more than 5 percent of their enrolls and spend more than 5 percent of their income, a closer look discloses that it does not serve the purpose of equity and access on a larger scale among different social sectors and the different regions. But few private sectarian institutions are making appreciable efforts to increase access and equity . Private corporate foundations, education degrees, online degrees, online masters degree, online colleges, online university and other private education donors also contribute to support higher education in the Philippines.
One can conclude that the issue of equity and access in the Philippines are affected by the quality of institutions, geographical location, high tuition and other fees, disparity in social class, varied educational background, survival rates, and other factors.
Efficiency
The term ‘efficiency’ describes the relationship between inputs and outputs. In analyzing education, both ‘internal and external efficiency’ must be taken into account. The benefits of higher education, online colleges degrees, online university degrees, online masters derees, education degrees investments derive largely from skill formation . So the investments in higher education, online colleges degrees, online university degrees, online masters derees, education degrees must respond to the economy’s demand for workers by level and type of education. But in the case of the Philippines, the failure of the state in framing an effective precise policy for higher education, online colleges degrees, online university degrees, online masters derees, education degrees along with slow industrial development force the private sector to follow the programs influenced by the foreign labour market for immigrants .
It is imperative to know the cost and benefits of acquiring the skills in context of varied endowments of education/training. And for this the rate of returns has been a crucial tool . The other method, namely manpower planning and forecasting method is not considered here because of the reiterated strong doubts its accuracy and reliability reflected in various studies (Snodgrass and Sen, 1979; Jolly and Colclough, 1972; Ahamad and Blaug, 1973), and also largely due to non availability of such manpower forecasted data for the Philippines in the past decade.
The Philippine higher educational, online colleges degrees, online university degrees, online masters degrees, education degrees system is characterized by high attendance rates, implying that unlike other developing countries, there is widespread private interest in educational investments. This feature reflects a rate of return that is more akin to those of advanced countries. The Philippine rate of return has always exhibited an uncommon behaviour; inspite of the Philippines being categorised as a developing country, its rate of return is more comparable to that of a more developed country, a phenomenon in an educational system with high enrolment rate (Psacharopoulos and Patrinos, 2002: Paqueo and Tan, 1989; Orbeta, 2001). The rate of return estimates in general have been relatively stable during the last few years, though they have mostly increased over the eight year period and fallen for the last five years. The private and social rates of return have been around 12 percent and 11 percent respectively.
In considering the efficiency issues it is also necessary to look at the cost related and nature of student flow issues. The unit cost in private institutions differs too much from public institutions. The cost per student in private institutions is almost one-third of those in public institutions. The reasons for this difference is that majority of the private institutions concentrate on low cost professional programs, the enrollments in private institutions are very large, lack of research activities and over utilization of teaching personnel. In spite of these, one can definitely conclude that private institutions are cost effective in a real sense.
The current survival rate is around 67 percent and graduation rate is about 47 percent. It means that completion rate is low. Meanwhile, the drop out rate is another issue, and this appears to be severe in private institutions. The reason for the difference undoubtedly is the higher burden of full-cost pricing (tuition) in private higher education institutions along with the nature of transition rate from secondary level to higher education, online colleges degrees, online university degrees, online masters degrees, education degrees.
The enrollment data of private higher education institutions shows that the flow has been towards the professional orientation. But available data indicate that the type and quality of higher education, online colleges degrees, online university degrees, online masters derees, education degrees graduates do not match the manpower requirements of an industrializing economy (CHED, 2001). There is a mismatch between degrees and employment. Unemployment rate is around 11 percent and in case of educated unemployment the situation is alarming. The Philippine labour force data shows that those with higher levels of education have higher unemployment rates. The graduates from accredited and prestigious institutions experience higher rates of employment and incomes. Overall employment picture shows that graduates of private institutions are far better off than those from public institutions (Arcelo, 2001).
It is imperative to know the cost and benefits of acquiring the skills in context of varied endowments of education/training. And for this the rate of returns has been a crucial tool . The other method, namely manpower planning and forecasting method is not considered here because of the reiterated strong doubts its accuracy and reliability reflected in various studies (Snodgrass and Sen, 1979; Jolly and Colclough, 1972; Ahamad and Blaug, 1973), and also largely due to non availability of such manpower forecasted data for the Philippines in the past decade.
The Philippine higher educational, online colleges degrees, online university degrees, online masters degrees, education degrees system is characterized by high attendance rates, implying that unlike other developing countries, there is widespread private interest in educational investments. This feature reflects a rate of return that is more akin to those of advanced countries. The Philippine rate of return has always exhibited an uncommon behaviour; inspite of the Philippines being categorised as a developing country, its rate of return is more comparable to that of a more developed country, a phenomenon in an educational system with high enrolment rate (Psacharopoulos and Patrinos, 2002: Paqueo and Tan, 1989; Orbeta, 2001). The rate of return estimates in general have been relatively stable during the last few years, though they have mostly increased over the eight year period and fallen for the last five years. The private and social rates of return have been around 12 percent and 11 percent respectively.
In considering the efficiency issues it is also necessary to look at the cost related and nature of student flow issues. The unit cost in private institutions differs too much from public institutions. The cost per student in private institutions is almost one-third of those in public institutions. The reasons for this difference is that majority of the private institutions concentrate on low cost professional programs, the enrollments in private institutions are very large, lack of research activities and over utilization of teaching personnel. In spite of these, one can definitely conclude that private institutions are cost effective in a real sense.
The current survival rate is around 67 percent and graduation rate is about 47 percent. It means that completion rate is low. Meanwhile, the drop out rate is another issue, and this appears to be severe in private institutions. The reason for the difference undoubtedly is the higher burden of full-cost pricing (tuition) in private higher education institutions along with the nature of transition rate from secondary level to higher education, online colleges degrees, online university degrees, online masters degrees, education degrees.
The enrollment data of private higher education institutions shows that the flow has been towards the professional orientation. But available data indicate that the type and quality of higher education, online colleges degrees, online university degrees, online masters derees, education degrees graduates do not match the manpower requirements of an industrializing economy (CHED, 2001). There is a mismatch between degrees and employment. Unemployment rate is around 11 percent and in case of educated unemployment the situation is alarming. The Philippine labour force data shows that those with higher levels of education have higher unemployment rates. The graduates from accredited and prestigious institutions experience higher rates of employment and incomes. Overall employment picture shows that graduates of private institutions are far better off than those from public institutions (Arcelo, 2001).
0 comments :
একটি মন্তব্য পোস্ট করুন