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Higher Education’s Role Amidst
the Changing Climate
(presentation to Senate of the Philippines, 16 March 2017)
Facts and Figures
Higher education (HE) is a rapidly expanding sector with a
5-yr average growth rate of enrolment of 6.8%*
Total enrolment for AY 2015/16 is 4,104,841*
Total number of HEIs = 1,934*
Baccalaureate 3,659,482
Master's 170,591
Doctoral 22,470
SUCs 112
LUCs 102
Other Gov’t Schools 14
Private 1,706
Source: * CHED-OPRKM-Knowledge Management Division as of March 14, 2017
** Country Report during South East Asian Regional Workshop on Science, Technology and Innovation Indicators
in Hanoi, Vietnam in 2016
88% of
scientists with
post-graduate
degrees are in
the HEIs**
Teaching
Research,
Innovation&
Productivity
Community
Engagement
17,000 faculty are being trained
on Science, Technology and
Society (STS) all over the country
¼ of the STS program is dedicated on
climate change, DRRM and
sustainability science.
Modules for elective courses on
DRRM, climate and sustainability
science.
Similar to the CHED-DA project on
module development, training of
teachers and piloting in selected HEIs
on BIOTECHNOLOGY.
Teaching
Office of Programs and Standards Development (OPSD)
From 2011-2016,39 research projects
were funded totaling P200 million.
Projects from 34 HEIs (27 SUCs and 7
private) on 2 key platforms: (A) Biodiversity
and Conservation and (B) Environment,
Climate Change, DRR and Energy.
Research & Innovation
Towards a new era for higher education
strategic research portfolios to spawn an army
of 21st century intellectual capital with playful
and curious minds, love of country and global
intellectual presence.
CHED Research Branding:
Office of Planning, Research and Knowledge Management (OPRKM)
CHED Research Branding:
Office of Planning, Research and Knowledge Management (OPRKM)
Research & Innovation
(-) Mangrove Belt (+) Mangrove Belt
Towards a new era for higher education
strategic research portfolios to spawn an army
of 21st century intellectual capital with playful
and curious minds, love of country and global
intellectual presence.
National Service Training Program (NSTP)
can harness the immense amount of
volunteerism (RA7077, RA 9163 )
Modules include citizenship training (3 hrs), DRRM
Awareness (7 hrs), Environmental Protection (7
hrs), Community exposure (10 hrs), Community
services (32 hrs) and Self-Awareness & Values
Development (7 hrs)
Extension is re-defined as the institutional
deliverable for practical, evidence- and
science-based solution that address real-
world social, economic, and environmental
challenges of communities (CMO 57, s. 2015)
Under the NAFES Extension program, 4 out of 25
project s worth P 20.7 million (CMO 56, s. 2016).
Thousands of students participated in the the
rehabilitation of’ Katunggan Eco-park in
Leganes, Iloilo.
Extension & Volunteerism
Some Ideas for Collective and Concerted
Climate Action in Higher Education
‘Green Campus’ Program, development of models of a low-carbon
operations and risk management and GHG emission inventory of HEIs
Climate action plans and campus master plan for all SUCs and
interactive platform for STARS (Sustainability Tracking, Assessment &
Rating System)
Creation of Climate Adaptation and Mitigation Research & Extension
(CAMRE) Fund; facilitate academe-industry to create “greener industries”,
harmonization of Climate R&E in the NHERA, and standardization of
monitoring & evaluation processes
Gender and Development (GAD) - Climate Change Extension Program
(CMO 01, s. 2015; CMO 52, s. 2016)
Harmonization of NSTP and Extension for Climate Change Adaptation
and Mitigation
Updates to curricula across a diverse range of disciplines and support the
development of distance-learning tools
Higher Education’s Role Amidst the Changing Climate
Carbon emissions in HEIs, UK, 2006
Building
energy use,
48.7%
Transport
fleet, 0.5%
Water and
waste, 0.8%
Business
travel, 3.0%
Staff
commute,
6.1%
Student
commute,
8.6%
Air travel -
international
students,
31.5%
Air travel
-
business
+ student
exchange
, 0.9%
Source: SQW Energy and SQW
Consulting (2009). Research
into a carbon reduction target
and strategy for Higher
Education in England: A report
to HEFCE.
Higher Education as a Force for Social
and Cultural Transformation
2016 Higher Education Pre-Summit
& Education Summit
21 Oct 2016 Shangri-La, Taguig
Strategic Communication
Solid
Disciplinal
Foundation
Seeking Truth
and Creating
New Knowledge
Creativity,
Improvisation and
Regenerative
Capacity
Integrated
Scholar
of the 21st
Century
Sustaining and
Propagating
Culture and Values
Leadership, Critical Thinking
Analysis and Problem Solving
Moral Reasoning and Judgment
Produce Filipinos with humanist values; an evocation to
serve the Filipino nation and their communities; the
ability to think through the ethical and social
implications of their actions; and the competency to
learn continuously in order to enhance their capability
to fully engage in the world of work or in the
resourceful creation of jobs; and, more importantly,
live meaningfully in today’s complex world.”
Higher Education as a Force for Social
and Cultural Transformation
2016 Higher Education Pre-Summit
& Education Summit
21 Oct 2016 Shangri-La, Taguig
However, we need a catch-up strategy to
increase the number of our scientists…
Finland 10,655
Korea 7,601
Singapore 7,323
Japan 7,015
Malaysia 2,581
Vietnam 1,178
Thailand 764
Indonesia 205
Nepal 191
Philippines 149
Nigeria 119
Researchers per
Million Inhabitants (2011)
Source: UNESCO Institute for Statistics
Tackling climate change:
the role of HEIs after Paris
1. Tap its wealth of intellectual capital and engage all
the academic disciplines to take leadership in
climate adaptation and mitigation and create hubs
of expertise in HEIs;
2. Develop and implement climate response actions
across teaching, research, extension and
operations; and
3. Responsibility of universities to ‘lead by example‘
by seeking and role-modeling solutions in campus
operations and the local community towards a
healthier, more sustainable society
Higher Education’s Role Amidst the Changing Climate
Higher Education’s Role Amidst the Changing Climate
“Seeing beyond the horizon has always been higher
learning’s special concern. Universities thrive because of an
insatiable yearning to understand ourselves and the world.
We mold minds capable of innovation because we are able
to imagine a world different from the one we live in. ”
Drew Gilpin Faust
President, Harvard University

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Higher Education’s Role Amidst the Changing Climate

  • 1. Higher Education’s Role Amidst the Changing Climate (presentation to Senate of the Philippines, 16 March 2017)
  • 2. Facts and Figures Higher education (HE) is a rapidly expanding sector with a 5-yr average growth rate of enrolment of 6.8%* Total enrolment for AY 2015/16 is 4,104,841* Total number of HEIs = 1,934* Baccalaureate 3,659,482 Master's 170,591 Doctoral 22,470 SUCs 112 LUCs 102 Other Gov’t Schools 14 Private 1,706 Source: * CHED-OPRKM-Knowledge Management Division as of March 14, 2017 ** Country Report during South East Asian Regional Workshop on Science, Technology and Innovation Indicators in Hanoi, Vietnam in 2016 88% of scientists with post-graduate degrees are in the HEIs**
  • 4. 17,000 faculty are being trained on Science, Technology and Society (STS) all over the country ¼ of the STS program is dedicated on climate change, DRRM and sustainability science. Modules for elective courses on DRRM, climate and sustainability science. Similar to the CHED-DA project on module development, training of teachers and piloting in selected HEIs on BIOTECHNOLOGY. Teaching Office of Programs and Standards Development (OPSD)
  • 5. From 2011-2016,39 research projects were funded totaling P200 million. Projects from 34 HEIs (27 SUCs and 7 private) on 2 key platforms: (A) Biodiversity and Conservation and (B) Environment, Climate Change, DRR and Energy. Research & Innovation Towards a new era for higher education strategic research portfolios to spawn an army of 21st century intellectual capital with playful and curious minds, love of country and global intellectual presence. CHED Research Branding: Office of Planning, Research and Knowledge Management (OPRKM)
  • 6. CHED Research Branding: Office of Planning, Research and Knowledge Management (OPRKM) Research & Innovation (-) Mangrove Belt (+) Mangrove Belt Towards a new era for higher education strategic research portfolios to spawn an army of 21st century intellectual capital with playful and curious minds, love of country and global intellectual presence.
  • 7. National Service Training Program (NSTP) can harness the immense amount of volunteerism (RA7077, RA 9163 ) Modules include citizenship training (3 hrs), DRRM Awareness (7 hrs), Environmental Protection (7 hrs), Community exposure (10 hrs), Community services (32 hrs) and Self-Awareness & Values Development (7 hrs) Extension is re-defined as the institutional deliverable for practical, evidence- and science-based solution that address real- world social, economic, and environmental challenges of communities (CMO 57, s. 2015) Under the NAFES Extension program, 4 out of 25 project s worth P 20.7 million (CMO 56, s. 2016). Thousands of students participated in the the rehabilitation of’ Katunggan Eco-park in Leganes, Iloilo. Extension & Volunteerism
  • 8. Some Ideas for Collective and Concerted Climate Action in Higher Education ‘Green Campus’ Program, development of models of a low-carbon operations and risk management and GHG emission inventory of HEIs Climate action plans and campus master plan for all SUCs and interactive platform for STARS (Sustainability Tracking, Assessment & Rating System) Creation of Climate Adaptation and Mitigation Research & Extension (CAMRE) Fund; facilitate academe-industry to create “greener industries”, harmonization of Climate R&E in the NHERA, and standardization of monitoring & evaluation processes Gender and Development (GAD) - Climate Change Extension Program (CMO 01, s. 2015; CMO 52, s. 2016) Harmonization of NSTP and Extension for Climate Change Adaptation and Mitigation Updates to curricula across a diverse range of disciplines and support the development of distance-learning tools
  • 10. Carbon emissions in HEIs, UK, 2006 Building energy use, 48.7% Transport fleet, 0.5% Water and waste, 0.8% Business travel, 3.0% Staff commute, 6.1% Student commute, 8.6% Air travel - international students, 31.5% Air travel - business + student exchange , 0.9% Source: SQW Energy and SQW Consulting (2009). Research into a carbon reduction target and strategy for Higher Education in England: A report to HEFCE.
  • 11. Higher Education as a Force for Social and Cultural Transformation 2016 Higher Education Pre-Summit & Education Summit 21 Oct 2016 Shangri-La, Taguig Strategic Communication Solid Disciplinal Foundation Seeking Truth and Creating New Knowledge Creativity, Improvisation and Regenerative Capacity Integrated Scholar of the 21st Century Sustaining and Propagating Culture and Values Leadership, Critical Thinking Analysis and Problem Solving Moral Reasoning and Judgment
  • 12. Produce Filipinos with humanist values; an evocation to serve the Filipino nation and their communities; the ability to think through the ethical and social implications of their actions; and the competency to learn continuously in order to enhance their capability to fully engage in the world of work or in the resourceful creation of jobs; and, more importantly, live meaningfully in today’s complex world.” Higher Education as a Force for Social and Cultural Transformation 2016 Higher Education Pre-Summit & Education Summit 21 Oct 2016 Shangri-La, Taguig
  • 13. However, we need a catch-up strategy to increase the number of our scientists… Finland 10,655 Korea 7,601 Singapore 7,323 Japan 7,015 Malaysia 2,581 Vietnam 1,178 Thailand 764 Indonesia 205 Nepal 191 Philippines 149 Nigeria 119 Researchers per Million Inhabitants (2011) Source: UNESCO Institute for Statistics
  • 14. Tackling climate change: the role of HEIs after Paris 1. Tap its wealth of intellectual capital and engage all the academic disciplines to take leadership in climate adaptation and mitigation and create hubs of expertise in HEIs; 2. Develop and implement climate response actions across teaching, research, extension and operations; and 3. Responsibility of universities to ‘lead by example‘ by seeking and role-modeling solutions in campus operations and the local community towards a healthier, more sustainable society
  • 17. “Seeing beyond the horizon has always been higher learning’s special concern. Universities thrive because of an insatiable yearning to understand ourselves and the world. We mold minds capable of innovation because we are able to imagine a world different from the one we live in. ” Drew Gilpin Faust President, Harvard University