TitlePhilippine Basic Education System towards theCultivation of Culture of Entrepreneurship andInnovation

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

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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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