philippine basic education system towards the cultivation ... · it is lamentable to note that in...
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Osaka University
Title Philippine Basic Education System towards the Cultivation ofCulture of Entrepreneurship and Innovation
Author(s) Camacho, Jose V., Jr.
Citation 国際公共政策研究. 17(1) P.57-P.68
Issue Date 2012-09
Text Version publisher
URL http://hdl.handle.net/11094/25994
DOI
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� 57
*AssociateProfessorofEconomicsandDean,GraduateSchoolUniversityofthePhilippinesLosBaños
PhilippineBasicEducationSystemtowardstheCultivationofCultureofEntrepreneurshipandInnovation
JoseV.Camacho,Jr.*
Abstract
Theformationofhumancapitalthroughqualitybasiceducationiscrucialinachievinghighlevelsofeconomicdevelopment.It laysthebaseforgeneralskills thataresignificantforfurthereducationandtraining.Thus,thegovernmentshouldensurethattheeducationalsystemassistslearnerstoadapttothechangingnatureofinnovationfromtheverystart.Thisnecessitatescurricularprogramsandeducationalparadigmthatwillfacilitatestudentswiththecapabilitytolearn,acquireandapplynewskillsthroughouttheirlives.Afocusshallbegearedtowardsthedevelopmentofcriticalandcreativethinkingskills,andskillsfornumeracy,communicationandteamwork,inadditiontodomain-specificandlinguisticskills. Anysystemofeducationandtrainingshouldbuildwithinpeoplethefoundationstolearnanddevelopthebroadrangeofskillsneededfor innovationandwiththeflexibility toupgradeskillsandadapt tochangingeconomicconditions.Forinstance,thePhilippineeducationalsystemshouldlaythebaseuponwhichpeoplecanbuildacultureofentrepreneurshipbyinstillingtheattitudesandskillsneededforthedevelopmentofcreativeagri-basedentrepreneurs. Thispaperprovidesperspectiveson thepotentialofcultivatingacultureofentrepreneurshipandinnovationamongstudents.Itarguesforthecrucialroleofentrepreneurshipandeconomiceducationinthedevelopmentofknowledge,competenciesandskills toenable thatstudentsappreciate theroleofenterpriseinwealth,valueandemploymentcreation.Utilizingtheanalysisofdatabasedonthetrendsandpatternsof the resultsof theNationalCareerAssessmentExamination (NCAE)conductedby theDepartmentofEducation(DepEd),thispaperhighlightssomepointsforpoliciesandcurricularreformsthatwillsupport theprocessofunleashing theentrepreneurialmindsetof thestudents.Basedon theNCAEresults,theinclinationofgraduatinghighschoolstudentsisgearedtowardsentrepreneurship.Thiscallsforcurricularprogramsandpoliciesdesignedforthemtoconfrontchallengesandopportunitiesforbecominganentrepreneurandindevelopingagainfulself-employmentcareer.Forinstance,policiesandstrategiesthatwillenhanceschool-industrypartnership,humanresourcedevelopmentplanningandcareerguidanceandcounselingmustbeputinplace.Effortstowardsthesedirectionswillgreatlyreducelabor-skillsmismatchandunemploymentproblems.
Keywords : basiceducation;cultureofentrepreneurshipand innovation;entrepreneurshipeducation;investmentinhumancapital;NationalCareerAssessmentExamination(NCAE);Philippineeducationalsystem
国際公共政策研究 � 第17巻第 1号58
Introduction
ItislamentabletonotethatinspiteofthemanycurricularreformstoimprovethePhilippineeducational
system, itsperformance indicatorsaredismal.Thesecontinue tomagnifyasituationwhereadeclining
numberofFilipinostudentshavegainedthemasteryandcompetencyforbasiceducation.Learningindicators
paintadisturbingpictureforthecountry’sinvestmentinhumancapitalanditsbidtoproduceahighlyskilled
laborforcethatwillspellabigdifferenceinacompetitiveglobaleconomy.
TheDepartmentofEducation (2010)cites that thepassing rate in schoolyear2009-2010National
AchievementTest(NAT)forGrade6pupilswaslowat69.21%.Inschoolyear2004to2007,achievement
ratesinmathematics,scienceandEnglishforGrade6pupilsrangedfrom53%to61%.(Table1).Inhigh
schoollevel, theNATpassingrateforhighschoolinschoolyear2009-2010hasdeclinedto46.38%,from
46.64%in2006-2007,withanMPSinmathdecliningtoaslowas39.05%(Table2).
Table 1. Elementary National Achievement Test (NAT) Mean Percentage Scores, by subject: National
(Adapted from Maligalig and Albert , 2008)
Table 2. Secondary National Achievement Test (NAT) Mean Percentage Scores, by subject: National
(Adapted from Maligalig and Albert , 2008)
� 59PhilippineBasicEducationSystemtowardstheCultivationofCultureofEntrepreneurshipandInnovation
WhenFilipinostudents’educationalachievementiscomparedwiththeperformanceofothercountriesin
standardized international test, the result isunsatisfactory.For instance,outof the45countries that
participatedinthe2003TrendsinInternationalMathematicsandScienceStudy(TIMSS)Test,thePhilippines
ranked41stinMathand42ndinScience.In2008TIMMSadvancedmathematicscategory,thecountrywas
rankedatthebottomrank(NCES,2003;Mullis,etal.2009).Basiceducationalperformancesalsoreveallow
completionandsurvivalratesandhighincidenceofdrop-out.Outofevery100childrenenrolledeveryyear,
only66studentswillhurdleelementaryeducation,42willcompletehighschooldiplomaandonlyabout14
will finishacollegedegree.DepEd(2010)admits that this“…qualityofeducation is reflected in the
inadequatepreparationofhigh schoolgraduates for theworldofworkorentrepreneurshiporhigher
education.”Asmagnified in laborstatistics,80%of theunemployedare15-34yearsold.Highschool
graduatesaccountabout70.9%oftheunemployed(Table3).Themismatchbetweencollegeeducationand
labormarketfurtherexacerbatestheinefficiencyofhumancapitalinvestment.Forinstance,atleastafifthof
agriculture,forestryandnaturalresources(AFNR)graduatesintheworkforcearejobless,whichmaybea
causeforconcern,particularlysincethisisnearlythreetimestheunemploymentrateforthewholecountry
(Camacho,et.al,2011).Again,DepEdacknowledgesthattheunemploymentislargelyaccountedforbythe
skillsshortageofgraduates“…suchasproblem-solving,initiativeandcreativity,and,toalesserextent,gaps
injobspecifictechnicalskills”asdescribedbyemployersina2009WorldBankPhilippinesSkillsReport.
Anysystemofeducationandtrainingiscrucialinachievinghigh-levelsofeconomicdevelopmentandsocial
transformation.Theformationofhumancapital throughqualitybasiceducationequipspeoplewith the
foundationstolearnanddevelopthebroadrangeofskillsneededforinnovationandwiththeflexibilityto
upgradetheseskillsandadapt tochangingeconomicconditions.Basiceducationlays thefoundationfor
generalskillsthataresignificantforfurthereducationandtraining.Thus,thegovernmentshouldensurethat
theeducationalsystemassistlearnerstoadaptwiththechangingnatureofinnovationfromtheverystart.This
necessitatescurricularprogramsandeducationalparadigmthatwillfacilitatestudentswiththecapabilityto
Table 3. Unemployment Statistics in the Philippines, 2010
Description ProportionUnemployed Total
15-24yearsold 51.5%80.6%
25-34yearsold 29.1%
HighSchoolGraduates 33.1%
70.9%CollegeUndergraduates 19.3%
CollegeGraduates 18.5%
Source: NSO Labor Force Survey, as cited in DepEd (2010)
国際公共政策研究 � 第17巻第 1号60
learn,acquireandapplynewskills throughouttheir lives.Forinstance, thePhilippineeducationalsystem
shouldlaythebasebywhichpeoplecanenhanceacultureofentrepreneurshipbyinstillingtheattitudesand
skillsneededforthedevelopmentofcreativeagri-basedentrepreneurs.
Thispaperprovidescriticalperspectivesofthepotentialofcultivatingacultureofentrepreneurshipand
innovationamongstudents.Itarguesforthecrucialroleofeconomicandentrepreneurshipeducationinthe
development of knowledge, competencies, skills and attitudes to enable the students cultivate an
entrepreneurialmindsetandappreciatetheroleofenterpriseinwealth,valueandemploymentcreationfrom
asearlyaspre-schooltohighereducationlevels.
BasedonthetrendsofresultsoftheNationalCareerAssessmentExamination(NCAE)conductedbythe
DepartmentofEducation,thepaperhighlightssomenotesforpoliciesandcurricularreformssupportiveinthe
processofunleashingtheentrepreneurialmindsetofthestudents.BasedontheNCAEresults,theinclination
ofgraduatinghighschoolstudentsaregearedtowardsentrepreneurship.Thiscallsforcurricularprograms
designed toenable them toconfrontchallengesandopportunitiesofbecominganentrepreneurand in
developingagainfulself-employmentcareer.Strategiesthatwillenhanceschool-industrypartnership,human
resourcedevelopmentplanningandcareerguidanceandcounselingmustbeput inplace.Efforts towards
thesedirectionswillgreatlyreducelabor-skillsmismatchandunemploymentproblems.
Cultivating a Culture of Entrepreneurship and Innovation through Basic Education
Thedevelopmentofhumanresourcethroughhumancapitalinvestment,particularlyineducationiscrucial
for ithasan important linkandconsequences inharnessing innovativecapacitiesandentrepreneurial
activities.Empoweringfirmsandpeopletoinnovatereliesnotonlyonbroadandrelevanteducation,butalso
inbuilding-upawidevarietyofskillsstartingfromearlychildhoodandbasiceducationsystemuptothe
entireeducational ladder.Atyoungage,“…childrenare intrinsically inquisitive.During thisstage, the
individual’spenchantforexplorationshouldbeencouragedandheightenedthroughtraininginmathematics
andthesciences,complementedbyexposuretocritical thinking,analysis,andsynthesis”(ThePhilippine
National InnovationStrategy,2007).AsWilson(2008)argues,“…theearlierandmorewidespread the
exposuretoentrepreneurshipandinnovation,themorelikelyitisthatstudentswillconsiderentrepreneurial
careersatsomepointinthefuture.”
Humancapitalenhancesthequalityoflaborandefficiencyofemployees.Itequipsfirmsandpeoplewiththe
skillstoinnovate.Itgivesrisetonewknowledgeandskills,thus,causinganinnovation-ledentrepreneurship
to swiftlyproceed.Firmscreatenew ideas thatpropelnew levelsof innovation, and theyapply this
knowledgeandtheresultingtechnologies,productsandservicesintheworkplace.Innovationrequiresawide
varietyofskills,aswellasthecapabilitytolearn,adaptorretrain.
� 61PhilippineBasicEducationSystemtowardstheCultivationofCultureofEntrepreneurshipandInnovation
It isbelieved thatentrepreneurial skills,attitudesandbehaviorcanbe learned,and thatexposure to
entrepreneurshipeducationthroughoutan individual’s lifelonglearningpath,startingfromearlyage– is
imperative inorder toprepare“future leaders forsolvingmorecomplex, interlinkedandfast-changing
problems”(WorldEconomicForum,2009).Ina“lifelonglearningmodel”ofentrepreneurship,theUS-based
ConsortiumforEntrepreneurshipEducationpresents fivedevelopmentalstages. In theearlystage,each
personmustacquireentrepreneurial skillsandknowledge (Figure1). In thenext stages,oneseeks to
specializeandbecomeentrepreneur.Ineachstage,programsandactivitiesareexperiencedthroughbuilt-inor
stand-alonecourses.Forexample,attheearlieststage,studentsatthebasiceducationlevelareexposedtothe
rudimentsofaneconomyandenterpriseownership.Atanearlyageandwithinquisitiveandexploringminds,
students are be imbuedwith the “positive perception about the feasibility and desirability of
entrepreneurship…andpsychologicalattributesassociatedwithentrepreneurialactivities” (Kourilsky&
Walstad,1998;Walstad&Kourilsky,1999;Charney&Libecap,2000;Nakkula,2004inDanielandKent,
2005).Withbasiclearningcompetenciesandprerequisiteskills, theyrealizecareeroptionsandeconomic
opportunities.
Figure 1. Life-long Learning Process Model of Entrepreneurship(Source: Adapted from Consortium for Entrepreneurship Education,
in http://www.entre-ed.org/Standards_Toolkit/nurturing.htm)
国際公共政策研究 � 第17巻第 1号62
Asa“lifelong-learningprocess,”theformationofinnovativeskillsthriveswellinanenterprisingeconomic
environmentwherelivelihoodandemploymentarecreatedandwheneconomicgrowthisfurthercatalyzed
(Filion,1994;Gorman,1997;ConsortiumforEntrepreneurshipEducation,2007,inBridges,2008)Itshould,
therefore,involvegreatergovernmentattentionandsupportwithgreatercollaborationfromvarioussectors
stakeholdersacrossdisciplinesandinstitutions.
InthePhilippines,nearly30%ofstudentsinprimaryleveland43%inhighschoolin2004statedlackof
personalinterestasthereasonfornotattendingschool.Thisisfollowedbyreasonscitedbystudentssuchas
highcostofeducationandlookingforworkandemployment(Table4).Entrepreneurshipeducationcanbe
veryinstrumental inencouragingthesetypesofstudents tostayinschool,build theircreativityandself-
confidence,andfinish theireducation.Itcanencouragestudents toengageinproductiveentrepreneurial
activitiesandlookforwardtoabetterfuture(NetworkforTeachingEntrepreneurship-NFTEwebsite).Inthe
UnitedStates,NFTErevealsthatmorethan80%ofyouthandschool-basedchildrencitethat“theywouldnot
havedroppedout ifschoolweremorerelevant toreal life.”NFTErespondedby“providinglife-relevant
learningthatengagesyoungpeopleandkeepstheminschool.”Itdemonstrates“whymath,writing,reading
andresearchskillsare important,usingahands-onapproachthat incorporatesallof theseskills into the
developmentofanoriginalbusinessplan.”
However,inspiteofthepotentialbenefitsofdevelopingentrepreneurshipatanearlyage,basiceducational
systemsdonotgivesomuchweightonentrepreneurshipeducation (RushingandKent,2000). In the
Philippines,forinstance,Habito(2010)lamentsthat“…schoolsgearourstudentstolookforjobs,ratherthan
create jobs,after theygraduate.”Theyare ledtobecontent tomerelyearnanincome,rather thancreate
Table 4. Reasons for Not Attending School, National Level: 2002 and 2004
Source: Maligalig and Albert’s (2008) computations using data from APIS 2002 and 2004.
� 63PhilippineBasicEducationSystemtowardstheCultivationofCultureofEntrepreneurshipandInnovation
wealth.Past surveyshave shown that thecommonstudents’dream is to landa job inawell-paying
multinationalfirm,whentheyshouldbedreamingofsettinguptheirownenterpriseandcreatingnewjobsfor
others.Entrepreneurshipneednotjustbeinborn;itcanbelearned.Entrepreneurshipvaluesmaybeimparted
asearlyasgradeschool;entrepreneurshipskillscanthenbetaughtinhighschool…Weshouldbereorienting
oureducationfromemploymenttoentrepreneurship.”IntheUnitedStates,basedonaCouncilforEconomic
Education(CEE)studyrevealedthat“entrepreneurshipislessemphasizedandthereforelessintegratedinto
thecurriculumofthestates.NineteenstatesincludethesubjectofEntrepreneurshipintheirK-12educational
standards,andfourstatesrequireEntrepreneurshiptobeincludedasacomponentofahighschoolcourse,
usuallyEconomics,requiredforgraduation.”AsarguedbyDanielandKent(2005),thisisstrengthenedbythe
factthatthelearningskillsandcompetenciesareusuallyassessedbasedonconventionalevaluationmethods
andmeasuresofeducationalperformancewhichdonot realisticallyaccount forcreative thinkingand
entrepreneurialskillsofstudents.
Moreover,mostcurricularprogramsarecongestedwithdesignsandcontentwrittenbyeducatorsthatare
mainlybasedfromorhavebiasedfor“traditionaldisciplines”and,therefore,maynothaveafullgraspand
appreciationof the“operationsandbenefitsof themarketsystemand importanceofentrepreneurship”
(DanielandKent,2005).
Cultivating Entrepreneurial Spirit: The National Career Assessment Examination (NCAE)
Implementedin2006,theNationalCareerAssessmentExamination(NCAE)wasconductedtoguidesenior
highschoolstudents in thePhilippines inpursuing themostsuitablecareer trackaftergraduation.The
examinationservesasacareerdirectionschemebyassessing theaptitudeandpotentialsof thestudents
whethertotakeafour-yearcollegiatedegreeprogramoravocational-technicalcourse,orpursueacareeron
entrepreneurship. In contrastwith theNationalCollegeEntranceExamination (NCEE)whichwas
discontinued in school year 1994-1995,NCAEalso assesses aptitudesonvocational-technical and
entrepreneurialskills, interest inventoryandnonverbalability.NCEEonlymeasuredgeneralscholastic
aptitudeandinclinationtopursuecollegeeducation.Inessence,NCAEservestominimizetheproblemof
unemployment,underemploymentandlabormarketmismatchofskills.
AnanalysisoftheresultsofNCAEconductedin2006and2007illustratesthat,asseeninTable5,majority
of thehighschoolseniors inbothpublicandprivatehighschoolsdemonstrate interestgeared towards
entrepreneurshipasshownbymeanpercentagescores(MPS)rangingfrom75%to79%.Thisisfollowedby
thosewhoare inclined to technical-vocationalcareers (range:59%-79%).Thosewithstrongacademic
inclinationshaveMPSrangingfrom45%to52%.Byallaccount,theperformanceofstudentsfromprivate
schoolsishigherthantheperformanceofstudentsfrompublicschools.Inits2007summaryreportofthe
国際公共政策研究 � 第17巻第 1号64
NCAE,theDepartmentofEducationisconsistentwiththeaforementionedtrendswhichpresentsthat“3.76%
obtainedhighGeneralScholasticAptitudemoreaptforpursuingpost-secondaryorhighereducation;54.51%
hadhighTechnical-VocationalAptitudethatcanbeputtoproductiveuseintheindustryortheworldofwork;
and58.03%obtainedhighaptitudeinEntrepreneurialSkillsforengaginginbusinessandcommerce.”
Basic Education Curricular Reforms Supportive of Entrepreneurship and Innovation
Theaboveperspectivescallforcurricularprogramsandpoliciesdesignedforstudentstoconfrontchallenges
andopportunitiesofbecominganentrepreneurand indevelopingagainfulself-employmentcareer.For
instance,policiesandstrategiesthatwillenhanceschool-industrypartnership,humanresourcedevelopment
planningandcareerguidanceandcounselingmustbeput inplace.Efforts towards thesedirectionswill
greatlyreducelabor-skillsmismatchandunemploymentproblems.
Curricular Policy Reforms. In thecurrentsystem,basiceducationisseenbyparentsandstudentsas
traininggroundinacquiringhighereducation.Thisframeofmindassumesthatstudentsundergoabasic
educationcurriculumthatisonlynecessaryandsufficienttogetcollegeoruniversitydiploma,abeliefthat
“…fallsshortofexpectationsasmoststudentsusuallyhavetotakeremedialandhighschoollevelclassesin
collegesanduniversities.”TheDepartmentofEducation is in the rightdirection in implementing the
enhancedK+12basiceducationprogramthatwilladequatelypreparehighschoolstudentsnotjustforpost-
secondaryeducationbutalso“for theworldofworkorentrepreneurship…tostart anentrepreneurial
endeavour.”
IntheK+12model,studentswillundergoabasiceducationcurriculumconsistingofacompulsoryone-year
KindergartenandsixyearsofElementaryeducation.Thestudentsproceedwithafour-yearJuniorhighschool
(Grade7 to10)and twoyearsofSeniorhighschool (Grades11 to12).The last twoyearsconsolidate
“acquiredskillsandcompetencies…andwillallowspecializationsinscienceandtechnology,musicandarts,
Table 5. National Career Assessment Examination Results, in MPS
ParticularsPUBLIC PRIVATE
2006-2007 2007-2008 2006-2007 2007-2008
No.ofExaminees 1,007,120 903,527 298,091 319,938
Gen.ScholasticAptitude 45.35% 45.99% 52.36% 51.83%
TechVoc.Aptitude 71.70% 59.30% 79.29% 65.73%
EntrepreneurialSkills 75.48% 75.00% 79.81% 78.49%
Source: National Educational Testing Research Center, Department of Education (2007)
� 65PhilippineBasicEducationSystemtowardstheCultivationofCultureofEntrepreneurshipandInnovation
agricultureandfisheries,sports,business and entrepreneurship”(DepEd,2010).
Integrate Entrepreneurship in Basic Education Curriculum.With thenewK+12basiceducation
programnowinplace,entrepreneurshipeducationmustbe introducedandintegrated.Teachingmodules,
syllabiandexpectedlearningskillsandcompetenciesineachgradeandyearlevelmustbecarefullystudiedin
ordertointroduceandintegratebasicconceptsofentrepreneurshipinamannerthatiseffective,enjoyableand
practical forstudents toeasilyappreciate.For instance,entrepreneurial literacyshouldbe includedasa
complementary tocurrentstandards for readingandmath literacy.Afocusshallbegeared towards the
developmentofcriticalandcreativethinkingskills,skillsfornumeracy,communicationandteamwork,in
additiontodomain-specificandlinguisticskills.Theseshouldtakeintoaccountthebackgroundofstudents,
localandinstitutionalcontextinwhichentrepreneurshipoperate.Entrepreneurshiplessonsshould“…focus
onlearning‘for’ratherthan‘about’entrepreneurship”andshouldbecraftedwithmoredepthandrigor“to
ensurethatentrepreneurshipcourses,materialsandresearchareofhighquality…”(WorldEconomicForum,
2009).
TheintegrationshouldculminatewhenstudentstakeSocialStudiesIV–Economicsinthefourthyearoftheir
Junioryears,specifically,whenthetopiccentersonfinancialliteracy,thestudyoffirm,factorsofproduction
andtheeconomicrolesandfunctionsofentrepreneurship.Parker(2005)providesanumberofquestionsfor
discussionsabouttheeconomicsofentrepreneurship:“Howmanyjobsdoentrepreneurscreate?Aresmall
entrepreneurialfirmsmoreinnovativethanlargecorporations?Dotaxcutsstimulateentrepreneurship?How
successfulareloanguaranteeschemesinprovidingcredittonewenterprises?Whichentrepreneurialventures
aremost likely to survive andgrow?Whydo entrepreneurswork so hard for so little pay?Does
entrepreneurshipcauseeconomicgrowth?Shouldgovernmentsencourageordiscourageentrepreneurship?”
Train Teachers.Attheheartofmainstreamingentrepreneurshipeducationinbasiceducationcurriculumare
theteachersplacedattheforefrontofcultivatingtheentrepreneurialmindsetofthestudents.Studentswillbe
inspiredtopursueanentrepreneurshipcareerifteacherspossessthemasteryinimpartingknowledgeandin
enhancingtheircreativeandcritical thinkingskills.Gatchalian’s(2010)studyhasshownthat“…students
assign thehighest importance to thepersonalqualitiesofentrepreneurshipeducators (e.g.humanand
motivating,etc.)and teachingmethodologyanddelivery (e.g. innovativeand interactive)amongother
qualities(e.g.educationalattainment).Entrepreneurshipeducatorsascribemostimportanceonpersonalized,
experience andproject-based learning.However, they assert that this teachingpractice should be
complementedbyamanageableclasssize,programsupportfacilitiesandteachingskillsenhancement(e.g.,
mentoring,etc.)amongothers.”
This,therefore,requiresmassiveinvestmentandsupportfortrainingofteachers.AsemphasizedintheWorld
国際公共政策研究 � 第17巻第 1号66
EconomicForum(2009), teachers“mayneedtrainingineitherorboththeexperientialpedagogyandthe
businesscontent.Thetrainingcurriculummaybeasextensiveastheunderlyingcurriculumforstudents.”In
ordertostartbuilding-upacriticalmassofentrepreneurshipteachers, teachereducationinstitutions(TEIs)
should redesign theircurricularprogramsbydevelopingaseriesofcourses, internshipandpre-service
teacher-trainingactivitiesthatconcentrateonthepedagogyofteachinginnovationandentrepreneurshipin
basiceducationlevel.
Stronger Linkage with Industry and Business Sectors.TheDepartmentofEducation,whileembedding
entrepreneurshipeducation into thebasiceducationcurriculum,shouldestablishstronger linkageand
collaborationwith the industryandbusinesssectors thatcanmentor,nurture, supportandenhance the
entrepreneurship-basedexperientialteachingmethodsandlearningprocessofteachersandstudents.Partof
thelinkageshouldbetheexposureofstudentstostartingandgrowingenterprises,businessoffices,factories
and laboratorieswhich showcase practical training, real-lifework conditions, occupational and
entrepreneurialenvironments.Entrepreneurialschools,collegesanduniversitiescanhelpprovidetrainingfor
teachers,developmentofnewcurricula,andmentorshipforstudents.Creativityandinnovationonthepartof
educatorsandotherpartnersarecritical.
Enhance Entrepreneurial Mindset through Career Guidance and CounsellingTheDepartmentof
Education,whichconducts theannualNationalCareerAssessmentExamination(NCAE),should leada
concertedeffort, incoordinationwith theDepartmentofLaborandEmployment (DOLE),Technical
EducationandSkillsDevelopmentAuthority(TESDA)andCommissionofHigherEducation(CHED),in
institutinghighlyintegrated,accessibleandwell-systematizedcareerguidanceandcounselingsystemthatwill
drivestudentstowardscareersthatwillhonetheirpotentialsandcultivatetheirentrepreneurialabilities.Atthe
forefrontofprovidingcareerinformationandcounsellingaretheschoolguidanceofficersandcounsellors
properlytrainedandprofessionallyadeptaboutthenuancesoflabormarketinformation,careersandhuman
resourcedevelopmentplanning.
Concluding Remarks
Philippinelearningindicatorspaintadisturbingpictureforthecountry’sinvestmentinhumancapitalandits
bidtoproduceahighlyskilledlaborforcethatwillspellabigdifferenceinacompetitiveglobaleconomy.In
2004,nearly30%ofstudentsinprimaryleveland43%inhighschoolstatedlackofpersonalinterestasthe
reasonfornotattendingschool.ThesecontinuetomagnifyasituationwhereadecliningnumberofFilipino
studentshavethemasteryandcompetencyforbasiceducation.Themismatchbetweencollegeeducationand
� 67PhilippineBasicEducationSystemtowardstheCultivationofCultureofEntrepreneurshipandInnovation
labormarketfurtherexacerbatestheinefficiencyofhumancapitalinvestment.Forinstance,atleastafifthof
agriculture,forestryandnaturalresources(AFNR)graduatesintheworkforcearejobless,whichmaybea
causeforconcern,particularlysincethisisnearlythreetimestheunemploymentrateforthewholecountry
(Camacho,etal.2011).
TheimplementationofPhilippineeducationalreformsthroughtheK+12basiceducationprogramprovides
anopportunetimetolaythefoundationincultivatingacultureofentrepreneurshipandinnovationamong
students.Entrepreneurshipeducationiscrucial inthedevelopmentofknowledge,competencies,skillsand
attitudestoenablethemtocultivateanentrepreneurialmindsetandappreciatetheroleofenterpriseinwealth,
valueandemploymentcreationfromasearlyaspre-schooltohighereducationlevels.Itcanbeinstrumental
inencouragingdrop-outstudentstostayinschool,buildtheircreativityandself-confidence,andfinishtheir
education.
The implementationof thebasiccurricular reformsembeddedwithentrepreneurshipeducationwill
hopefullyensurebetter livesandqualityeducationinfusedwithlifelong-learningskillsandcompetencies
amongourstudents.Itcanbemademoreeffectiveandsustainableifpoliciesandstrategiesarecraftedthat
willenhanceschool-industrypartnership,humanresourcedevelopmentplanningandcareerguidanceand
counselingareputinplace.Effortstowardsthesedirectionswillgreatlyreducetheincidenceofdrop-outand
poverty,labor-skillsmismatchandunemploymentproblems.
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