ACM Inroads: Archive

The Philippines is a developing country in Southeast Asia with a population of approximately 109 million, 33.4 million of whom are under the age of 15 [15]. In the third quarter of 2023, the services sector made the largest contribution (65.1%) to the country's GDP [16]. This sector includes activities related to information and communication technologies (ICT). The World Bank estimates that the Philippines' digital economy doubled in size in the six years after 2012 and was responsible for about 10 percent of GDP by 2018 [20].

The ICT sector is composed of several growing subsectors. There are approximately four hundred software firms operating in the Philippines, most of them with home offices in the US and Europe. The business process outsourcing subsector, a major source of employment, was estimated to be worth US$29 billion in 2022. The telecommunications sector expects to roll out US$15 billion in services from 2022 to 2025 to support an estimated 159 million mobile and 11 million broadband subscriptions [5]. It is therefore understandable that the country has a great interest in developing ICT-related skills among its people.

Educational System

The Philippine formal educational system is composed of basic and higher education. Basic education follows the K-12 system and is composed of one year of kindergarten, elementary (grades 1–6), junior high school (grades 7 to 10), and senior high school (grades 11 to 12). During the senior high school years, students select or are assigned to tracks that include technical/vocational education such as agriculture and fisheries, home economics, and industrial arts; sports; art and design; and academic tracks such as accountancy, business, and management, humanities and social sciences, or science, technology, engineering, and math [17].

Having completed senior high school, students are expected to be employable already. Those who choose to do so can pursue university-level degree programs.

Classification of Universities

Higher education institutions in the Philippines follow a different classification system from that of other countries [10].

The University of the Philippines is the national university. It is a publicly funded institution established in 1908, with 17 campuses throughout the country.

Private higher education institutions are, as the name implies, privately owned. These are divided into sectarian and non-sectarian institutions. The former are usually non-stock, non-profit; are owned and operated by a religious group. As of 2018, there were 1,673 private higher education institutions in the Philippines.

Public higher education institutions are non-sectarian institutions and are subclassified into state universities and colleges (SUCs), local colleges and universities (LCUs) and other government schools (OGS). SUCs are created by acts of congress and are fully funded by the national government. LCUs are operated by local governments. As of 2018, the Philippines had 111 SUCs (558, if SUC satellite campuses are included), 108 LCUs, and 14 OGSs.

National Governing Bodies

The Commission on Higher Education (CHED) is the government body that regulates the curriculum of these and other programs. CHED Memorandum Order No. 25, Series of 2015 [7], is the latest policy document that prescribes the minimum curricular standards for four-year bachelor's courses on Computer Science (CS), Information Systems (IS), or Information Technology (IT).

Accrediting Bodies

For a higher education institution to operate, the institution must be recognized by CHED [6]. Both public and private educational institutions must register their programs with CHED. Private institutions need to receive a permit from CHED to operate.

Private accrediting organizations also provide quality checks. In the Philippines, accrediting bodies assess both institutions and specific programs. There are three accrediting organizations in the Philippines.

The Philippines Accrediting Association for Schools, Colleges, and Universities (PAASCU); it includes specific accreditation for Computer Science).
The Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA); it includes specific accreditation for Computer Science).
Association of Christian Schools, Colleges, and Universities-Accrediting Council, Inc. (ACSCU-ACI).

Schools have also sought international accreditation. Among the international bodies that examine computer science programs specifically are the Asean University Network (AUN) and the Accreditation Board for Engineering and Technology, Inc.

Computer Science Degree Program Structure

Students must take a total of 146 credits where one credit is equal to one contact hour per week in a 16- to 18-week semester. A three-credit subject is equivalent to three contact hours per week or approximately 48 to 54 hours per semester. The curriculum is comprised of general education subjects on language and the humanities; math, natural sciences, and technology; and social science and communications. The specialization courses include introductory courses on programming, data structures and algorithms, information management, and applications development. In addition, students are required to undertake an internship of no less than 162 hours. Finally, students produce a thesis that demonstrates comprehensive knowledge of computer science theories and concepts.

Expectations of Graduates - Profile

The CS program is a four-year bachelor's degree intended to produce software engineers, developers, and programmers. The course prepares potential graduates by immersing them in computing concepts, theories, and algorithmic foundations. It familiarizes them with emerging technologies and equips them to create algorithmically complex software and develop new approaches to solve problems. CS students are expected to take courses on algorithms, computer architecture, discrete structures, human-computer interaction, networks, operating systems, programming languages, software development, software engineering, and social issues and professional practice.

Current State of CS Education

Leading Philippine Universities

The Philippines has approximately 1000 colleges and universities that offer bachelor's degrees in information technology and computer science [3]. In 2019–2020, these institutions produced approximately 47,000 graduates, less than half produced the prior year [18].

CHED affirms universities with outstanding IT-related programs by recognizing them as either Centers of Excellence (COE) or Centers of Development (COD). As of 2022, there were 18 COEs and 35 CODs for information technology [1]. Of the COEs, four were ranked in the 2023 Times Higher Education World University Rankings: Ateneo de Manila University, University of the Philippines, De La Salle University, and Mapua University [1]. Note that these rankings were for the universities in aggregate and not for the CS programs specifically.

Education and Research Support

To support student matriculation, two government agencies provide colleges and universities with scholarships and grants. These are the Philippines Department of Science and Technology (DOST) and CHED. DOST's Science and Technology Undergraduate scholarships are awarded to students with high aptitudes in science and mathematics and are willing to pursue tertiary-level education in these fields [15]. CHED offers full and half scholarships to high-performing students interested in pursuing degrees in national priority areas [11]; these areas include Computer Science [8].

DOST and CHED also provide colleges and universities with support for research and institutional capacity building through annual grant programs. For example, CHED has an innovation grants program that supports the development and implementation of research and development projects, enhancement or upgrade of facilities and services, innovation policy research, and capacity building through trade exhibits, expositions, and missions [9]. Grants have a maximum of Php30 million (approximately USD500,000). DOST, on the other hand, calls for proposals for projects that are aligned with government economic policy directions [12]. Grants that contribute to innovations in information and communication technologies and artificial intelligence are mentioned specifically. Depending on the specific sub-area of the grant, maximum funding support is Php7 million to Php10 million (approximately USD125,000 to 180,000).

Professional Associations

Within the Philippines, there are two professional organizations that cater specifically to computer science education: The Computing Society of the Philippines (CSP) and the Philippine Society of IT Educators (PSITE). The CSP is a professional organization composed of computing researchers and educators. Its goal is to encourage and promote the advancement of computer science [2]. It hosts one conference per year, the Philippine Computing Society Congress, and has two journals, the Philippine Computing Journal, and the Philippine IT Journal.

PSITE is a professional organization of educators specializing in computer science, information technology, information systems, and multimedia systems. Its goals include community building, responsiveness to academic needs, extension and immersion programs, and the development of institutional research and mentoring capacities. It hosts several conferences per year including the International Conference on Information Technology Education [14].

Educational Innovations

Computer science education in the Philippines incorporates a variety of teaching and learning strategies as well as co-curricular activities. In-classroom approaches such as lectures, hands-on laboratory activities, individual or group projects, capstone projects or theses are standard practices. Industry internships are among the curricular requirements of the degree program. In addition, it is common to invite speakers from both industry and academia to talk about current trends or research directions.

During the pandemic especially, teachers made use of YouTube videos (either self-created or existing) to augment their teaching materials.

Some schools offer students the opportunity to spend one semester abroad, to promote greater international awareness. Schools also offer students opportunities to participate in industry-, government-, or non-government organization-sponsored hackathons as well as programming competitions such as the International Collegiate Programming Competition.

There is also the opportunity for schools to make use of artificial intelligence-based teaching and learning materials to create more innovative learning environments.

Enrollment Trends

Data from CHED shows that information technology courses have the fourth highest enrollment among tertiary-level degree programs [4]. Enrollment dipped starting in 2017 but saw a resurgence in 2021 (see Figure 1 below.)

Challenges

Five senior industry executives (see Table 1) were interviewed to locate gaps between the intended and achieved curricula. The executives were asked two basic questions: What knowledge or skills do graduates still lack? For what emerging technology trends or innovations should educational institutions prepare their graduates? The interviews were conducted over Zoom and took 15 to 30 minutes.

The feedback from the senior executives indicated that the achieved curricula were still lacking. Interviewees noted differences in the quality of faculty and graduates among universities. Certain universities produce world-class graduates, while others are almost unrecognizable as CS, IS, or IT professionals.

Many interviewees felt strongly that core computer science competencies should continue to be taught, and that institutions should not make the mistake of teaching only technology-specific skills. However, the interviewees also cited gaps in the ways in which core competencies are taught as well as current and emerging technologies that educational institutions should introduce to their students.

Opportunities

These senior executives also pointed out opportunities for students to grow in the following areas.

Programming should advance to include more current development tools and methods. The continuous integration / continuous development (CI/CD) pipeline was given as an example.
Students should understand the importance of networking and distributed computing. All real-world applications are built on top of networks. Nothing today is stand-alone anymore.
Algorithms should be taught but using current tools and languages.
Because of the growing importance of AI and machine learning and the proliferation of big data, students need data engineering skills. These include skills in using non-relational databases, NoSQL databases, data streaming technologies, as well as others.
Virtualization is gaining prominence in industry but is typically not taught in the formal curriculum. Kubernetes and Docker were given as examples of platforms that enable better utilization of resources.
Software engineering practices and methods must be updated over time to reflect what industry currently uses.
Cloud technologies including AWS and similar platforms must be integrated into the curriculum.
Industry interviewees cited the need for the development of better basic skills. They noted that many graduates do not actually have operational knowledge of SQL, they do not know how to use the command line, and they do not understand or appreciate the rationale for approaches like agile program development. Because of these poor foundational skills, they do not know how to work efficiently and effectively with stakeholders and with technology.
Soft skills that students need to develop include presentation skills, the ability to work with others, the ability to document, and to develop code that can be maintained. Students also must be able to learn new technologies on their own.

Looking Ahead

In the years ahead, government policy makers and the private sector will continue to be supportive of computer science education. The public and private sector's need for computer science professionals continues to grow, not just in the Philippines but worldwide. Hence, computer science graduates have a wide range of employment and entrepreneurial opportunities to exploit.

The ACM's guidelines on computer science curriculum will also continue to be the basis for crafting the local computer science curriculum. For the foreseeable future, the ACM's curriculum will be the standard on which the government-mandated curriculum will be based. Therefore, universities will continue to root their curricula in the ACM's recommendations.

In terms of pedagogical methods, it will become even more necessary for educators and their students to make use of AI-based tools such as GitHub Co-Pilot. These tools may add to the competencies that students must master, as they will need to learn to use them as well as appreciate their limitations. Educators and students will have to become proficient at the various other tools for data science, software engineering, cloud technologies and others that our industry resource people mentioned. The development of soft skills will also have to be a priority.

In the years ahead, government policy makers and the private sector will continue to be supportive of computer science education. The public and private sector's need for computer science professionals continues to grow, not just in the Philippines but worldwide. Hence, computer science graduates have a wide range of employment and entrepreneurial opportunities to exploit.

The quality of the implemented curriculum and its ultimate outcomes, though, will depend on two major factors. First, it is necessary for universities to recruit qualified educators. Given the competitiveness of industry salary scales, universities are challenged to find computer science teachers who can have current knowledge of the subject matter and can teach well. Second, the pre-collegiate preparation of many incoming students tends to be weak. The Philippines scored poorly in the Program for International Student Assessment [20]. Filipino grade school students' competencies in math, science, and English were well below those of students from other countries that participated in the test. These deficiencies are difficult to correct while students progress in their academic journeys, so they come to computer science programs with insufficient mastery of essential literacies.

For computer science education to thrive, it requires continuing collaboration among government agencies, the private sector, and educational institutions. It will require investment in both collegiate and pre-collegiate classrooms. It will require a fidelity to fundamental computer science skills and an embrace of current and future technologies. Most of all, there will need to be anchored a deep desire to help our students and our country take advantage of opportunities in an increasingly digital world.

References

1. Ancheta-Diego, C. M. (2022). Letter to Ms. Melissa Guino. Accessed 2022 Dec 1 from the Freedom of Information Philippines Website: https://www.foi.gov.ph/requests/aglzfmVmb2ktcGhyHgsSB0NvbnRlbnQiEUNIRUQtNTY3MDYzMTI0NzYwDA.

2. Computing Society of the Philippines. (no date). Computing Society of the Philippines. Accessed 2022 Dec 1 from the Computing Society of the Philippines Website: http://csp.org.ph/.

3. FindUniversity. (2022). Schools offering Computer Science courses in the Philippines. Accessed 2024 Jan 29 from the FindUniversity website: https://www.finduniversity.ph/computer-science-schools/.

4. Freedom of Information Philippines. (2022 October 24). National Enrollment Data. Accessed 2023 Sept 1 from the GOVPH website: https://www.foi.gov.ph/requests/aglzfmVmb2ktcGhyHgsSB0NvbnRlbnQiEUNIRUQtNTU1NTg2MDMxOTM2DA.

5. Giray, J. (2022). Philippines - Country Commercial Guide: Information and Communications Technology. Accessed 2022 Dec 1 from the US Department of Commerce International Trade Administration website: https://www.trade.gov/country-commercial-guides/philippines-information-and-communications-technology.

6. NUFFIC. (no date). Educational institutions and study programmes. Accessed 2022 Dec 1 from the NUFFIC website: https://www.nuffic.nl/en/education-systems/philippines/educational-institutions-and-study-programmes#:~:text=There%20are%203%20in%20the,Universities%2DAccrediting%20Council%2C%20Inc.

7. Philippines Commission on Higher Education. (2015). CHED Memorandum Order 25 Series of 2015: Revised Policies, Standards, and Guidelines for the Bachelor of Science in Computer Science (BSCS), Bachelor of Science in Information Systems (BSIS), and Bachelor of Science in Information Technology (BSIT) Programs. Accessed 2022 Dec 1 from the Philippine Association of Colleges and Universities website: http://www.pacu.org.ph/wordpress/wp-content/uploads/2017/06/CMO-No.25-s2015.pdf.

8. Philippines Commission on Higher Education. (2021). CHED Memorandum Order 10 Series of 2021: Priority Programs for CHED Scholarship Programs (CSPs) Effective Academic Year (AY) 2021–2022. Accessed 2022 Dec 1 from the FilipiKnow Website: https://filipiknow.net/wp-content/uploads/2021/07/CMO-No.-10-s.-2021-Priority-Programs-for-CHED-Scholarship-Programs-CSPs-Effective-Academic-Year-2021-2022.pdf.

9. Philippines Commission on Higher Education. (2022). Call for Proposals for Fiscal Year 2022 Innovation Grants. Accessed 2022 Dec 1 from the CHED RO3 website: https://chedro3.ched.gov.ph/2022/07/15/memorandum-from-the-office-of-the-chairperson-moc-call-for-proposals-for-fiscal-year-2022-innovation-grants-for-sucs/.

10. Philippines Commission on Higher Education International Affairs Service. (no date). iEducation Philippines. Accessed 2022 Dec 1 from the Philippines Commission on Higher Education website: https://ieducationphl.ched.gov.ph/beta/types-of-higher-education-institutions/.

11. Philippines Commission on Higher Education CARAGA Region. (no date). CHED Scholarship Program (CSP). Accessed 2022 Dec 1 from the Philippines Commission on Higher Education CARAGA Region Website: https://chedcaraga.ph/ched-scholarship-program-csp/.

12. Philippine Council for Industry, Energy, and Emerging Technology Research and Development. (2022). DOST and PCIEERD Grants-in-Aid (GIA) Program Call for Proposals for CY2024 Funding. Accessed 2022 Dec 1 from the Philippine Council for Industry, Energy, and Emerging Technology Research and Development website: https://pcieerd.dost.gov.ph/e-forms/479-dost-and-pcieerd-grants-in-aid-gia-program-call-for-proposals-for-cy2024-funding#what-we-re-looking-for.

13. Philippines Department of Science and Technology. (no date). Undergraduate scholarships. Accessed 2022 Dec 1 from the Philippines Department of Science and Technology website: https://www.sei.dost.gov.ph/index.php/programs-and-projects/scholarships/undergraduate-scholarships#s-t-undergraduate-scholarships.

14. Philippine Society for Information Technology Educators. (2022). Welcome to the Philippine Society of Information Technology Educators! Accessed 2022 Dec 1 from the Philippine Society for Information Technology Educators Website: https://psite.org/about-us/.

15. Philippine Statistics Authority. (2022). Age and Sex Distribution in the Philippine Population (2020 Census of Population and Housing). Accessed 2024 Jan 29 from the Philippine Statistics Authority Website: https://psa.gov.ph/population-and-housing/node/167965.

16. Philippine Statistics Authority. (2023). 3rd Quarter Services Expands in Q3 2023. Accessed 2024 Jan 29 from the Philippine Statistics Authority Website: https://psa.gov.ph/statistics/national-accounts/sector/Services.

17. Republic of the Philippines GOVPH. (no date). What is the K to 12 Program? Accessed 2022 Dec 1 from the GOVPH website: https://www.officialgazette.gov.ph/k-12/#section-3.

18. Statista Research Department. (2022). Number of IT graduates Philippines AY 2017-AY 2020. Accessed 2022 Dec 1 from Statista website: https://www.statista.com/statistics/1312885/philippines-number-of-it-graduates/.

19. Times Higher Education. (2022). World University Rankings. Accessed 2022 Dec 1 from the Times Higher Education Website: https://www.timeshighereducation.com/world-university-rankings/2023/world-ranking#!/page/0/length/25/locations/PHL/sort_by/rank/sort_order/asc/cols/stats.

20. World Bank. (2020a). Philippines Digital Economy Report 2020: A Better Norma Under COVID-19: Digitalizing the Philippine Economy. Accessed 2024 Jan 29 from the World Bank website: https://documents1.worldbank.org/curated/en/796871601650398190/pdf/Philippines-Digital-Economy-Report-2020-A-Better-Normal-Under-COVID-19-Digitalizing-the-Philippine-Economy-Now.pdf.

21. World Bank. (2020b). Philippines PISA 2018. Accessed 2024 Jan 29 from the World Bank website: https://documents1.worldbank.org/curated/en/184251593328815913/pdf/Main-Report.pdf.

Author

Maria Mercedes T. Rodrigo
Ateneo de Manila University
[email protected]

Figures

Figure 1. Enrollment in IT-related courses from 2016–2022.