The Meaning of UP Education (Vol.9) - iskWiki!

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(' AL UNIT REPORT
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JOSEFll A AGRAVANTE
The Meaning of UP Education
KA VS Monograph Series
Volume
1
2
3
4
5
6
7
8
9
10
Main Research Report
College of Public Administration Unit Report
College of Home Economics Unit Report
School of Labor and Industrial Relations Unit Report
UP Integrated School Unit Report
College of Social Sciences and Philosophy Unit Report
College of Business Administration Unit Report
Asian Center Unit Report
College of Arts and Letters Unit Report
College of Education Unit Report
Copyright 1994 UP Education Research Program
University Center for Integrative and Development Studies
University of the Philippines Press
Diliman, Quezon City
All rights reserved. No part of this book may be reproduced in any form or by any
electronic or mechanical means including information storage and retrieval systems
without permission in writing from the publisher, except by a reviewer, who may
quote brief passages in a review.
Book Editor
Cover Design
Jeanette P. Uy
Vincent Angelo C. Doronila
Vol. 9: ISBN 971-8797-13-0
10-vol. set: ISBN 971-8797-21-1
ii
The Meaning of UP Education
A Preliminary Evaluation of Knowledge Management,
Attitude and Value Formation in UP Dillman Degree Programs
College of Arts and Letters
Unit Report
Volume Nine
J osefina Agravante
Study Team Leader
iii
For
Jose V. Abueva
President of the University of the Philippines, 1987-1993
who initiated and fully supported this critical self-evaluation of the
University.
iv
The
~eaning
of
UP Education
A Preliminary Evaluation of Knowledge Management,
Attitude and Value Formation in UP Diliman Degree Programs
Unit Report
Volume Nine
Josefina Agravante
Study Team Leader
Maria Luisa C. Doronila and Ledivina V. Carino
Series Editors
UP EDUCATION RESEARCH PROGRAM
University Center for Integrative and
Development Studies
and
UNIVERSITY OF THE PHILIPPINES PRESS
1994
Diliman, Quezon City
v
CONTENTS
List of Tables
Figures
Abbreviations
xi
Project Staff
xii
Participants
XV
IX
X
Acknowledgment
xvi
Foreword
xviii
Preface
XX
Introduction
1
PART ONE
RESEARCH DESIGN
6
Chapter 1
The KA VS Studies
7
The Research Problem
Theoretical Framework
Study Questions
Chapter 2
Research Procedures
Survey Objectives
Survey Instruments
Sampling Frame
Qualitative Procedures and Objectives
Roundtable Discussion (RTD)
Focused Group Discussion (FGD)
Documentary Analyses
Limitations of the Study
Major Assumptions
14
PART TWO
QUANTITATIVE ANALYSES
23
Chapter 3
Profiles
24
The CAL Student Respondents
The CAL Faculty Respondents
Chapter 4
Survey Results
28
The CAL Student
Student Perception of Qualities the CAL would like to
develop in students
Faculty Perception of Qualities the CAL would like to
develop in students
Qualities of a UP Student as Perceived by CAL Students
Description of a Typical UP Student
Areas of Concern
Important Values that a UP Student Must Develop
The UP Faculty
Qualities of a Typical UP Faculty Member as Perceived by the
CAL Students and Faculty
Most Important Priorities of a Typical UP Faculty Member
The University of the Philippines
Attributes of the UP as seen by CAL Respondents
Objectives that a UP Education must Emphasize
PART THREE
QUALITATIVE ANALYSES
38
Chapter 5
The Roundtable Discussion
39
Chapter 6
The Focused Group Discussion
46
The Faculty Members
The Students
Summary
vii
Chapter 7
50
History of the CAL
The Nature of the Humanities
Departments of the College
Department of Art Studies
Department of English and Comparative Literature
Department of European Languages
Department of Filipino and Philippine Literature
Department of Speech Communication and Theater Arts
The College: 1976-1982
Objectives, Discussion and Emphasis
Curricula, Research and Other Related Matters
A Change in the Curriculum
A Change in Teaching-Learning Methods
A Change in Research Thrusts
Objectives, Discussion and Emphasis
Curricula, Research, Extension Work and Other Related Matters
Curricular Matters
Research
Extension Work
The Language Policy
The College as a National Center
General Summary
EPILOGUE
68
References
71
viii
TABLES
1 Pretest and Final Questionnaires
2 Samples for the Final Survey
3 Sample by Sex and Respondent Groups
4 Qualities of a UP Student as Perceived by CAL Students
5 Description of a Typical UP Student
6 Areas of Concern
7 Important Values that a CAL Student must Develop
8 Qualities of a UP Faculty as Perceived by CAL Students and Faculty
9 Most Important Priorities of a Typical UP Faculty
10 Attributes of UP As seen by CAL Respondents
11 Objectives that a UP Education Should Emphasize As Perceived by CAL
Students and Faculty
12 Objectives that a UP Education Should Emphasize As Perceived by
CAL Students
13 Objectives that a UP Education Srould Emphasize As Perceived by
CAL Faculty
ix
FIGURES
1
General Framework ofUP-ERP
2
Distribution of Respondents by Unit
3
Distribution of Respondents by Sex
X
ABBREVIATIONS
AC
BOR
CAL
CE/Ceduc
CHE
CPA
cs
CSSP
UP-ERP
FGD
GE
ISMED
ISSI
KAVS
LAW
NIUFE
RTD
SOLAIR
STFAP
UPCAT
UCIDS
UPIS
UPD
UPLB
UPM
UPS
UPV
usc
Asian Center
Board of Regents
College of Education
College of Home Economics
College of Public Administration
College of Science
College of Social Sciences and Philosophy
UP Education Research Program
Focused Group Discussion
General Education
Institute of Science and Math Education
Institute of Small Scale Industries
Continuing Assessment of Knowledge Management, Attitude
and Value Formation in UP Degree Programs
College of Law
National Inter-University Forum on Education
Roundtable Discussion
School of Labor and Industrial Relations
Socialized Tuition and Financial Assistance Program
University of the Philippines College Admission Test
University Center for Integrative and Development Studies
University of the Philippines Integrated School
University of the Philippines Diliman
University of the Philippines Los Bafios
University of the Philippines Manila
University of the Philippines System
University of the Philippines Visayas
University Student Council
xi
PROJECT STAFF
MAIN COORDINATING TEAM
Maria Luisa C. Doronila, Project Director
College of Education and UP Integrated School
Ledivina V. Cariiio, Associate Project Director
Vice President, Public Affairs, UP
Josefina R. Cortes
Director, UP Education Research Program
Emeteria P. Lee
Jasmin E. Acuiia
AnnaDaisy J. Carlota
STUDY TEAM LEADERS
Jasmin Acuiia, Institute of Science and Math Education (ISMED)
Josefina Agravante, College of Arts and Letters (CAL)
Wilhelmina Cabo, College of Public Administration (CPA)
Nestor Balmores, College of Education (Educ)
xii
Erlinda Camara, College of Education (Educ)
Virginia Carino, College of Science (CS)
Margarita de Ia Paz, College of Home Economics (CHE)
Sylvia Guerrero, University Center for Women Studies (UCWS)
Eleanor Erne Hermosa, UP Integrated School (UPIS)
Marvic Leonen, College of Law (Law)
Adela Santiano, Institute of Small Scale Industries (ISSI)
Carolyn Sobritchea, Asian Center (AC)
Juan Francisco, Asian Center (AC)
Lynna-Marie SyCip, College of Social Science and Philosophy (CSSP)
Virginia Teodosio, School of Labor and Industrial Relations (SOLAIR)
Elvira Zamora, College of Business Administration (CBA)
EDITORS
STUDY TEAM MEMBERS
Maybelle K. Guzman
Emeteria P. Lee
Maria Luisa C. Doronila
Leonor E. Diaz
Diana L. Ferrer
Lerma S. Matta, UPIS
Miriam Alcantara
Adelaida Mayo
Myrna Zamora
MaluLim
AI Purugganan, CHE
RESEARCH ASSIST ANTS
Joel Hugo
Flordeliza Tablante
Judith del Rosario
Mercedes Maata
xiii
STUDENT ASSIST ANTS
Nora Vianzon
Lorelei Regilme
Claro de Viterbo
Jinky Jay Mendoza
Cynthia V ilia franca
Conrado Flores, Jr.
MenaOjeda
Benilda Sumaray
Vicente Antonio Garcia II
Amanda Garcia
Maria Leonora Brucelas
Hiyasmin Ledi Carino
Grace Delilah Magtolis
GRADUATE ASSIST ANTS
SECRETARY
Christopher Raymond Tan
Ma. Fabiola Ortiz
Visitacion Caldez
Daniel Talde
Ester C. Perez
xiv
PARTICIPANTS
Chancellors of the UP Constituent Universities
Emerlinda Roman
UP Diliman
Ruben Aspiras
UP Los Banos
Emesto Domingo
UP Manila
UP Visayas
Francisco N emenzo
Deans and Directors of Participating Units
Pacifico Agabin
College of Law
Petronila Goseco
Acting Dean, College of Education
Lily Rosqueta-Rosales College of Education
Roger Posadas
College of Science
Artemio Palongpalong Asian Center
Rogelio Sicat
College of Arts and !-etters
Consuela Paz
Melito Salazar
Institute of Smale Scale Industries
Fortunato de la Pena
Institute of Small Scale Industries
Gerardo Agulto
College of Business Administration
Rafael Rodriguez
College of Business Administration
Cecilia Florencio
College of Home Economics
Romeo Ocampo
Proserfina Tapales
Rene Ofreneo
Marie Aganon
UP Integrated School
Judith Pambid
University Center for Women Studies
Sylvia Guerrero
Porfirio Jesuitas
Deans of Participating Units in the 3 other Campuses
(for Pretest of Survey Instruments only)
UP Manila
Alfredo T. Ramirez
Angela Sarile
College of Medicine
UP Los Baiios
Ruben Villareal
Carlito Barril
College of Agriculture
College of Arts and Sciences
UP Visayas
Elnora Cabalfin
College of Arts and Sciences
FUNDING SOURCES
Office of the President
UP Foundation, Inc.
UPCIDS
Contributions from the
Participating Units
TIME FRAME
August 1991 -June 1993
XV
ACKNOWLEDGMENT
A pioneering work of some magnitude involving various units and constituent universities of the University of the Philippines must of necessity be a collaborative
effort.
We wish to take this opportunity to express our profound thanks to the following:
Dr. Jose V. Abueva
President of the University of the Philippines. 1987 - 1993
Members of the Main Coordinating Team of the Project and
Study Team Leaders of the Participating Units
Chancellors Emerlinda Roman. Ruben Aspiras.
Francisco Nemenzo. and Ernesto Domingo
of Dillman. Los Banos. Visayas and Manila
Deans and Directors of the Participating Units in Dillman.
and of the Colleges of Agriculture and Arts and Sciences in
Los Banos; the Colleges of Medicine and Arts and Sciences in
UP Manila; and the College of Arts and Sciences in UP Visayas
Dr. Priscila S. Manalang. who read the manuscript. wrote the
introduction to this volume and made valuable suggestions on
its presentation.
UP Foundation. Inc.
UP Center for Integrative and Development Studies
UP Budget Office
Research and Student Assistants of the Project
Faculty and Students who participated in the Survey.
xvi
ACKNOWLEDGMENT
I wish to thank the University of the Philippines, through the Education Research
Program, for the opportunity of taking part in this research on the continuing assessment of knowledge management, a~titudes and value formation in UP programs. I
learned much, not only from the study itself, but also from the interaction with the
project staff members.
I also wish to thank Dean Rogelio Sicat of the College of Arts and Letters for his trust
and concern, the faculty, students and alumni for finding the time to participate in the
group discussions, and the clerical staff of the CAL Dean's Office for locating the
documents used in the study.
JOSEFINA A. AGRAV ANTE
Study Team Leader
xvii
FOREWORD
A university seeks to serve society by pursuing its traditional function of advancing
knuwledge and human welfare. It educates and trains large numbers of students in
various fields of endeavor, preparing them to hold responsible positions in society.
Through the trained manpower it produces and by the quality of its services, the
University plays its role in improving the social structures in sociey.
Every now and then, a university must subject itself to a critical assessment of how
effective it has been in carrying out its mission. Necessarily, such assessment must
take a close look at three important factors that affect a university's ability to be
relevant and effective: 1) the faculty, 2) the student body, and 3) the academic
programs.
Over the past several years, the University of the Philippines has undertaken assessments of different kinds. The preparation of annual reports is an exercise that allows
every unit to take stock of what it has done and what it intends to do, at least in the
short term. Apart from this annual review, units have engaged in academic program
reviews, external reviews, internal reviews, management reviews. In 1991, UP
President Jose V. Abueva felt that UP must go beyond these reviews and focus on
the faculty, the students and UP education in general. He challenged UP to do a
more systematic assessment of the quality and impact of its teaching.
The UP Education Research Program (UP-ERP), in accepting the President's challenge, did an evaluative study of UP programs and UP education, and came out with
this Monograph Series on "Knowledge Management, Attitude and Value Formation
in UP Programs"(KA VS), with the participation of fourteen units from UP Diliman.
The study yielded very interesting findings about the faculty and students, their
perceptions, values, priorities, expectations. It also assessed UP as an institution in
terms of how it has pursued its social mission and vision over the years.
The KAVS has accomplished many things: 1) it has validated a number of hypotheses
that have long been held about the University's faculty, students and academic
programs; 2) it has also awakened us to the reality that we have fallen short of
expectations in some aspects of a UP education and; 3) it has shown that much more
needs to be done if UP is to become an effective and relevant force in society.
KAVS is one of the most significant and useful studies the University has undertaken,
xviii
for it allowed us to take a serious and honest look at ourselves, indicating to us the
areas of our work which we can really be proud of, and alerting us to our inadequacies and shortcomings.
Now that we know ourselves better, the greater challenge is determining the course
of action to take to keep UP true to its purpose and character. ·Determined and
creative leadership is needed to get the faculty to face the challenge head on and
immediately, for there is nothing more unfortunate than knowing where we have
fallen short and yet not doing anything about it.
I extend my congratulations to all those who participated in this project - the
faculty and student respondents, the research teams, the deans, and the ERP project
team for responding to the challenge posed by President Jose V. Abueva. Their
enthusiastic participation indicates their deep concern for this University we all love.
EMERLINDA R. ROMAN
Chancellor of UP Diliman,
(1991-1993)
xix
PREFACE
Questions have been raised in recent years regarding the quality of education in the
University of the Philippines, the commitment, convictions and qualifications of its
faculty, and the kinds of students it admits and graduates each year. There have been
attempts to find some answers to some of these questions, but to my mind. the most
comprehensive and concerted effort to investigate the problem is this study undertaken
by the UP Education Research Program. The study, a continuing assessment of
knowledge management, attitude and value formation, involves nine degree-granting
colleges, two insitutions, a professional school and the UP Integrated School on the UP
Dillman campus.
The results of the study on the College of Arts and Sciences, which showed UP as
concerned primarily with self-improvement and individual success, are disturbing.
However, the results of the same study which revealed the same students' perceptions
that the UP must instead develop the values of service for others, sense of justice and
love of country, above and beyond self, are redeeming. These seem to be indications
that the students themselves are aware of the values they have imbibed require
reorientation and redirection.
The results of the study on the UP faculty showed that influencing student values was
ranked first on their list of priorities. However, from the students' point of view,
teachers were regarded very highly for their academic qualifications. It is sad to note
that among the lowest-ranking qualities associated with the UP faculty were the
humane qualities of humility, compassion, generosity and morality.
The reported perceptions regarding the University as an institution of learning are
ambivalent Though most respondents perceived UP as the premiere University in the
country, there were also some negative attributes of the institution that were cited.
It is clear that the study has brought out the strengths, as well as the weaknesses, of a
UP education. The data made available by the UP-ERP study serve as a starting point
for a re-examination of this education. I trust that this commendable undertaking will
lead to the improvement of the quality of education in the University.
ROGELIO R. SICAT
Dean, College of Arts and Letters
XX
The Meaning ofU.P. Education
1
INTRODUCTION
Priscilll S. Manalang
Maria Luisa C. Doronila
This study is a preliminary evaluation of UP Diliman education: its goals and
objectives, its academic programs, its faculty and students. The UP has been called
variously a national treasure, a bastion of academic freedom, the think-tank of the
nation, a community of scholars. We suspect that each exuberant labeling has had
one ill-effect: an institutional ego of considerable size.
This study is an effort to reduce that ego to realistic dimensions. Since it is selfevaluative, this exploratory inquiry is replete with self-criticism and self-congratulation. It is an honest attempt to assess the University, to examine its successes and
failures and to help suggest plans for its future. That future is as challenging as it is
difficult, for the University's primary commitment is to serve the Filipino people who
are today enmeshed in grave problems of national survival.
The UP presidents in their own ways have been eloquent in describing the mission
of the University. All of them proclaim academic excellence and service to the
nation. All of them emphasize the urgent need for science and technology even as
they hasten to add that the humanities and social sciences provide human and moral
perspective to the quest for progress.
Sometimes service to the people has been equated with national development, a
phrase that becomes suspect when the questions "whose development and who
benefits?" are raised.
It may be fortuitous that this goal has been recently and largely replaced by a less
confusing but equally exciting purpose: social transformation. This, however, may be
threatening to those who fear ideological conspiracy.
Actually social transformation simply means empowering the people and improving
the human condition of the poor majority. Through their knowledge and skills, the
faculty, students and graduates can and should help transform Philippine society. The
goal of a people who live and labor in peace and justice is unarguable, but it will take
much doing.
2
Introduction
Randy David states the relation of the University to society:
"The University is not a neutral institution in society. It should explicitly place
itself on the side of the poor and powerless, the exploited and the victims of social
injustice ... "
But this study has unearthed a trend that seems counterproductive and disturbing.
Social responsibility, social commitment and activism among the present crop of
students and faculty seem to have declined.
Why? Ha~ concern with individual and family welfare prevailed over national
interest? Is this due to societal problems of great magnitude and complexity? Is it a
failure of national and university leadership? Have economic policies which
include bondage to the IMP and the World Bank thrust us into a bottomless pit of
poverty and despair? Have the faculty and the students deviated from a course of
thought and action that faithfully serves the Filipino people?
Hopefully, as it enters the twenty-first century, the University will continue and
intensify its pursuit of our people's liberation through the principled search for truth,
freedom, and sovereignty.
The KA VS Studies
The UP Education Research Program (UP-ERP), established in 1991 under the
Office of the President, is expected to be the nucleus of a major inter-disciplinary
undertaking to assess aspects of the total educational effort of the country, and to
propose reforms and policies towards its improvement. One of its primary tasks is to
critically examine important aspects of the education that UP itself offers to its
students.
The establishment of the UP-ERP has been a collective effort of faculty members
from many units of the University. UP-ERP is now a program under the University
Center for Integrative and Developmental Studies (UCIDS).
In July 1991, UP President Jose V. Abueva called upon interested faculty
members to propose possible research projects to be undertaken by UP-ERP. One of
these projects originally proposed by Dr. Maria Luisa C. Doronila of UP-ERP and
eventually approved by the Office of the President, is the present study entitled,
"Continuing Assessment of Knowledge Management, Attitude and Value Formation
in UP Degree Programs (Graduate, Undergraduate and. Short-Term)" or KAVS.
Drs. Ledivina V. Carino and AnnaDaisy J. Carlota who expressed interest in the
proposal were asked by President Abueva to coordinate with Dr. Doronila in refining
the KAVS proposal.
Two meetings were subsequently called by President Abueva inviting the participation of faculty members from various units in research studies proposed by UP-ERP,
3
the KAVS study among them. The considerable interest generated by the KAVS
proposal among those present at these meetings indicated that the idea of assessing
UP academic programs and UP education in general with respect to the knowledge,
attitude and value complexes it imparts was worth pursuing. A majority of the faculty
members who attended these meetings signed up to participate in this project. These
faculty members were then requested to discuss this project with their respective
deans and directors.
On August 6, 1991, President Abueva called a meeting of the deans and directors
of those units to which the interested faculty members belonged in order to 1)
discuss the proposal, 2) indicate the willingness of their units to participate in the
pilot phase of this KAVS project, and 3) officially designate faculty members who
would eventually become leaders of the unit study teams for these participating
colleges or units. UP Diliman Chancellor Emerlinda R. Roman endorsed this
project for interested UP Diliman colleges and units.
The main objectives of the KAVS studies are:
1.
To develop and tefine a methodology for the assessment of knowledge management, attitude and value formation in UP academic programs (graduate,
undergraduate and short term) which could be used in all the constituent UP
universities as a supplement to existing evaluation programs;
2.
To generate quantitative and qualitative data from participating UP units using
this methodology as a basis for conclusions and recommendations by and for the
participating units, and for UP in general;
3.
To contribute to the continuing and periodic review and assessment of UP
academic programs and of UP education in general, in order to help determine
its orientation, emphasis and direction.
KAVS hoped to attain these objectives through a two-pronged strategy:
1.
A general review of what the University wants its students to be, based on the
Constitution and major educational policies, the UP Charter and Code, policy
pronouncements of its presidents, decisions and deliberations of the University
Council and of the Board of Regents, its curricular programs and offerings, in
the context of national educational and social realities of the Filipino nation. It
also incorporates the unit studies (described below) to determine distinctive
characteristics of the UP graduate and of UP education, in whatever field of
specialization.
2.
Critical self-studies of different units of the University to evaluate their respective missions and objectives, and to determine how closely a unit is able to work
towards the formation of their graduates and the generation of research outputs in
research and extension.
4
Introduction
As such and with UP's proud tradition of academic freedom, it was believed that this
task is best undertaken by the unit itself. Comparison between a unit's performance
and its goals is done by
each unit each time it makes curriculum changes or undertakes similar activities.
However, the critical self-study of the participating units done in this present project
is believed to be a more conscious and systematic self-examination which extends
and intensifies the periodic academic reviews. Furthermore, it has Lhe added
advantages of comparability across units and generalizability with respect to UP
education as a whole.
Voluntary participation of the units makes the assessment a non-threatening exercise,
a very important consideration for studies of this nature.
On August 26, 1991, the research team was formally organized with six faculty
members forming the main coordinating team and 16 members serving as team
leaders for 14 participating units. Their first task was to formulate and agree on
a research methodology appropriate to the objectives of the project yet sensitive to
the diversities among the participating units.
The multi-disciplinal composition of the project team which from the very start
worked as a collegial body enabled the project team to profit from diverse
approaches to the research problem and from the wealth of research experience of
the team leaders and coordinators. The deans and directors of the participating
units have been supportive, seeing in this study a fresh approach to academic
program assessment However, it must be conceded that there was some
unevenness in the pacing of the study because of differences in the priorities of the
participating units. Some units participated in the survey portion but were unable to
do the three other research procedures.
The research report given in these pages is the product of what may be considered
a pioneering effort of collaboration within the University, across several units and
among faculty members from various disciplines and research persuasions for the
purpose of assessing UP education in general and its various academic programs.
This volume is organized into three parts. Part One gives the general research
design which includes the theoretical considerations, the research problems and
questions formulated within this framework, and the research procedures.
Part Two gives the research findings in two main sections: those from the quantitative
(survey) and qualitative research procedures. The quantitative analyses detail the
demographic data on the students and faculty, as well as the data and analysis of
students and faculty responses on three survey instruments delineating the meanings of
the concepts: UP student, UP Faculty, and the University of the Philippines.
The Meaning of U.P. Education
5
The qualitative analyses in Part Three summarize the results of the roundtable
discussion, and focused group discussion done by each of the participating units; as
well as the documentary analyses of relevant University documents from the Unit.
If the results of this study and continued practice lead to a vigorous renewal of
University spirit, activism, and commitment to serve the Filipino people, it will be
invaluable in. shaping a major outcome of education: the building of a just,
productive and humane society.
PART ONE
RESEARCH DESIGN
Main Coordinating Team
7
CHAPTER 1
The KAVS Studies
The general framework for the UP Education Research Program focuses on the
key factors to consider in rationalizing Philippine education towards the attainment
of quality, equity and efficiency. The general assumptions are:
A. The delivery of education as an organized activity occurs in a social context;
B. The nation's main delivery system for education is its formal school system
assisted by non-formal education programs;
C. The nature and quality of education are determined by the quantity and quality
of the resources made available to it by the larger society, its educational
needs and expectations, and the manner by which these resources are managed
and used by the educational system.
The interrelationships of the components of such a framework are set forth in Figure 1
on the next page.
Within this framework, a general question may be raised on systemic relations
among Components 1-4 (Figure 1) towards the development of educational outcomes (Figure 1, #5) consisting of: 1) ways of perceiving and thinking about the world
(world views) as these are crystallized into patterns oflearning and thinking (intellectual
styles), and sets of values, goals and norms; and 2) skills necessary for the adequate
performance of roles and tasks, such as those required by the occupational structure
and professions.
Such a general"question has great relevance for the definition and promotion of
quality and efficiency in education which, in the general framework are expected to
be inputted into the larger society towards the improvement of socio-economic,
political, cultural and scientific technological conditions, in terms, for example, of
improvements in productivity, efficiency and committed service to the nation.
Groundwork along these lines begins in schools through emphasis, among others, on
basic reasoning, critical thinking, skills training, communication, quantitative and
scientific thinking, as well as value formation towards professionalism, personal
discipline, greater identification with and loyal service to the nation, as well as
morality and ethical behaviour.
8
The KA VS Studies
Figure 1. General framework of UP-ERP ·
1
Socio-economic
political, cultural
scientifictechnological
conditions
,,
2
Educational policie1
which influence
institutional goals,
inputs & programs
~~
.....
+---1
I
I
I
I
I
I
I
I
T
3
5
Educational System
(inputs and
processes)
Educational
Outcomes
J~
I
I
I
I
I
I
I
I
I
I
I
4
Perceptions of
educational
problems and
processes
+-----
The Meaning of U.P. Education
9
This descriptive-evaluative study within the sociology of education begins with
the tertiary education level because of its direct relation to the occupational structure
and because it is here where technical and professional training for specific
occupations are carried out. Inputs from the basic education levels are included in
this study with the participation of UP Integrated School.
The Research Problem
The following research problems are addressed by the study:
A. What world views and value-attitude complexes are developed within and across
academic programs in the University?
1.
2.
3.
In what contexts (historical and social structural) are these learned?
What is the order of emphasis and sequencing?
What is the nature of the integration in terms of value systems? In terms of
balance between potentially conflicting values (e.g. nationalism and internationalism, efficiency and equity)?
B. In terms of the general framework (Figure 1), what are the systemic relations and
processes among Components 1-4 which produce these world views and value
systems?
C. What are the consequences of the relations, processes and outcomes (A & B
above) to the status of relevant professions and to the general socio-economic,
political, cultural and scientific-technological conditions in the larger Philippine
society?
Theoretical Framework
An education system may be conceptualized as "a process of knowledge
transmission which takes place within a structure of power relationships through
which constraints operate." This characterization of an education system suggests
three related foci of analyses: 1) the power structure, 2) the process of knowledge
transmission or the instructional process, and 3) the structure of meaning and its
specific patterns embodied in the knowledge transmission process itself (Smith,
1976). In educational terms, these refer to 1) the education bureaucracy, 2) pedagogy
and 3) curriculum, respectively.
An education system may be further characterized in terms of the outcomes of the
process described above. Specifically. such outcomes may be described in two
ways:
10 The KA VS Studies
1.
2.
With respect to the students, in terms of two related tasks confronting in all
societies:
a.
the inculcation of ways of perceiving and thinking about the world as these
are crystallized into patterns of thinking, learning, and sets of values,
goals and norms;
b.
the process of equipping people with the skills necessary for the adequate
performance of adult roles and tasks, such as those required by the occupational structure.
With respect to the larger society, in terms of the maintenance and changes
in socio-economic, political, cultural and scientific-technological conditions,
which in the first place constitute the matrix from which stems the education
system itself.
Thus, what is seen in the combination of these two conceptualizations of the
education system is a cyclic process within which it is possible to identify aspects
of cultural maintenance and change, and the explanation for both over a given time
frame. The first characterization of the education system (1-4, Figure 1) becomes
the basis of explanation or the independent variable; the second characterization (5
in Figure 1) becomes the basis for the description of the outcomes of the education
process. This modality of analysis allows us to locate the research problem within the
education process and outcomes without, however, losing sight of the larger societal
processes and outcomes.
In a society where the school is a major vehicle for cultural transmission, it may
be assumed that every individual owes to the type of schooling he has received a set
of basic, internalized patterns by which his thought and his thinking about reality is
organized. As Wharf has pointed out, "Thinking follows a network of tracks laid
down in the given language, an organization which may concentrate upon certain
phases of reality, certain aspects of intelligence, systematically discarding other
features which may be found in other languages" (in Bourdieu, 1976).
Academic language and thought affect this organization, differentially at every educational level and by school type (elite or public) by giving prominence to certain
aspects of reality, providing the principles for such organization, and teaching the
ways of applying such principles to learning, thinking about and doing specific
tasks not only within professions or occupations but in everyday life as well.
What are these patterns and principles of organizing reality specific to relevant
professions? How are these developed within the instructional and curricular programs
of a given academic program? Who makes decisions about the nature and emphasis
of these programs? What groups are involved in this process of decision-making?
How are differences among groups resolved, if at all?
What curricular and
The Meaning of U.P. Education 11
instructional changes are made on account of these resolutions? In particular, when
we speak about UP education what do we mean in terms of student outcomes? Is this
the case for all degree programs?
Study Questions
Within this theoretical framework and the general UP-ERP framework, the following
specific research questions are identified, given that A, B, C, and D below correspond
to Components 1-4 of the UP-ERP framework, to be construed as independent
variables; and E corresponds to Component 5 of the UP-ERP framework,to be construed
as the dependent variable. Each participating unit addressed these questions.
A. Socio-economic, political and scientific-technological conditions
1.
What general ~md specific knowledge (related to a given occupation) and
value-attitude complexes are
required by the labor market?
emphasized by relevant professional associations?
exemplified and articulated by acknowledged authorities and practitioners in the field?
evaluated by professional regulation and licensing agencies?
2.
What is the degree of consistency among these sources?
3.
What emergent knowledge and values are espoused by innovators within
the profession? Why? Are these being incorporated into or rejected by the
majority? Why?
4.
What social conditions and developments over a given period explain the
stability or change of these knowledge and values?
B. Educational
programs
policies which influence educational goals, inputs, and
1.
What general and specific knowledge and value
attitude complexes
are mandated in official documents (the Constitution, Presidential Orders,
congressional documents, DECS policy statements, inaugural addresses of
UP Presidents, and others)?
2.
What is the degree of consistency among these sources? And with A,
above?
12 The KA VS Studies
C. Educational System (inputs, processes, outcomes)
1.
What general and specific knowledge and value-attitude complexes are
emphasized by the institutions and within degree programs through
statements of goals and objectives?
2.
By what processes within the institutions are these arrived at?
3.
Who are involved in these processes of knowledge and value selection?
4.
How consistent are these knowledge and values with A and B above?
5.
How are these translated into curricular programs and course syllabi?
6.
What is the extent of consensus and diversity (in the context of academic
freedom) among those involved in the instructional process? How are these
differences resolved or managed?
7.
To what extent are these knowledge and values evaluated within courses/
programs? Are there gaps between relevant institutional objectives and
the evaluation criteria?
8.
What new knowledge and values, if any, are generated within disciplines?
What are the sources of these new knowledge and values? Are there
mechanisms for the production of new knowledge? In what ways are these
related to societal, disciplinal and occupational developments locally and
abroad?
What is the relevance of this new knowledge and values to existing socioeconomic, political, cultural and scientific-technological situations?
To what extent or in what ways does the academic program contribute to the
growth of disciplinal knowledge?
Where new knowledge is generated or disseminated, does this require new
values and the rethinking of existing organizational norms?
9.
What normative situations within institutions influence all of the above?
Do they promote or inhibit the generation and
knowledge and values?
dissemination of new
Are there instances of conflict within these normative situations? Who are
involved and what are the sources of these conflicts? How are they resolved?
D. Perceptions of Educational Processes and Problems
1.
What perceptions of educational problems and processes related to existing
knowledge and values are inputted into the institution? From what sources
within and outside the institution?
2.
To what extent do these affect institutional processes such as curriculum
change, instruction and evaluation?
3.
Are there mechanisms within the institution which systematically obtain
and deal with these perceptions?
E. Educational Outcomes
1.
What are the institutional definitions of success or failure of students who
go through a particular educational process? Is the system of selection
(admission) consistent with these definitions?
2.
In general, to what extent are these definitions known and shared by students
and their parents?
3.
To what extent are these definitions applied systematically by the institution in the periodic assessment and evaluation of their students and
finally of their graduates? In the assessment, if any, of the instructional
process?
4.
In general, what are the world views of the graduates, their views of the
profession and their possible contributions to the improvement of the status
of their profession, and their plans after graduation?
How similar or different are these from those of the general population?
From those of the present practitioners in the profession?
5.
What patterns of behavior relevant to the knowledge and value-complexes
are exhibited by graduates?
6.
If behavior is perceived as "a medium of the constant interplay and mutual
redefinition of individual entities and social institutions" (Davis, 1976), how
do graduates in their workplaces resolve conflicts, if any, between knowledge and values acquired in school and existing in their workplaces?
7.
What are the consequences of these redefinitions, if any, on the status of the
profession and in general on relevant aspects of the larger society?
14 Research Procedures
CHAPTER 2
Research Procedures
In a very real sense, the research procedures for this study evolved through a
process of collegial consultation which has been very good for the project.
Four research procedures were agreed upon by the research team to generate both
quantitative and qualitative data independent of one another. The four data sets were
used to crosscheck, validate and confirm each other. In addition, the synergy
generated among these data sets enabled the research team to view the units and the
University in order to answer the three major research questions in a holistic manner.
The four research procedures were as follows:
1.
Survey of Values and Attitudes on the Concepts: UP Student, UP Faculty, and the
University of the Philippines
2.
Roundtable Discussion
3.
Focused Group Discussion
4.
Documentary Analyses covering a 23-year time frame (1970 - 1993).
Survey Objectives
The main objectives of the survey were:
1.
To generate from self-reports a profile of the UP Diliman student respondents
(freshmen, seniors, graduate students) to include relevant demographic information, reasons for choice of UP and degree program, career and educational
goals, values emphasized by their college/unit, and proposed alternative values;
2.
To generate a profile of the UP Diliman faculty respondents to include relevant
demographic information, reasons for teaching in UP, views about research and
extension work, qualities consciously developed in students, values emphasized
by their college/unit and proposed alternative values, perceptions of special
characteristics of the UP graduates of the college/unit as distinguished from
those of other schools;
3.
To generate the various meanings in terms of knowledge, attitudes and values
of the three concepts: the UP student, the UP faculty and the University of
the Philippines, through three semantic differential and Likert-type survey
instruments specifically developed for this study.
Survey Instruments
Description of Survey Instruments
1.
Student and faculty information sheets to generate data related to Objectives 1
and 2 above.
2.
Questionnaire A (on the meaning of UP student) in three parts: 42 semanticdifferential bi-polar items, 20 Likert-type items, and 12 values out of which
respondents were asked to choose the five most important. A total of 74 items
were included in Questionnaire A to be answered by both students and faculty.
3.
Questionnaire B (on the meaning of UP faculty) in two parts: 46 semanticdifferential bi-polar items, and 11 priorities of the UP faculty out of which
respondents were asked to choose the five most important. In all, 57 items
were included in Questionnaire B to be answered by both students and faculty.
4.
Questionnaire C (on the meaning of UP) in two parts: 37 Likert-type items and
25 objectives of the University out of which respondents were asked to choose
the ten most important. In all, 62 items were included in Questionnaire C to be
answered by both students and faculty.
Instrumentation
The semantic differential instruments were developed to describe students, faculty
and the University in terms meaningful to the perceptions of the UP constituents.
The semantic differential allows for comparisons across the different respondent
groups that would enable the researchers to make quantitative comparisons regarding
qualitative issues.
There was an attempt to make the response format of all the scales, (both semantic
differential and Likert-type) comparable by using five-point scales when feasible.
This allowed more direct comparisons across related items without the necessity of
transforming the scales.
The ranked ordering of values, priorities and objectives validated what was obtained
from the semantic differential and the open-ended questionnaires.
Development of the Survey Instruments
The instruments were developed from responses to in-depth interviews of students
and faculty as well as content analyses of UP presidents' inauguml addresses that set
the direction for the progmms of the University. This procedure enabled all sectors to
qualitatively describe their students, faculty, their college or unit and the university as
a whole.
Against these in-depth interviews we characterized the visions of University
presidents from the establishment of the University to the present. We developed an
idea of the role of the university in nation building from the expressed visions of the
University presidents in their inaugural addresses and the Board of Regents' resolutions. These ideas were compared with those obtained from the interviews of the
various sectors (students, faculty and administrators) to come up with the
semantic differential scales and other items of the questionnaires.
In all, 225 protocols were collected from in-depth interviews of students and faculty
randomly selected from all the participating units. All the inaugural addresses of the
UP Presidents (Bartlett to Abueva) were analyzed.
The survey instruments were pre-tested on a sample of 1,100 students and faculty
from all the participating units, as well as from the following units of the other
autonomous campuses: the Colleges of Agriculture and Arts and Sciences in UP Los
Ba_os, the Colleges of Medicine and Arts and Sciences in UP Manila and the College
of Arts and Sciences in UP Visayas. The inclusion of the units from the three other
campuses ensured the applicability of the survey instruments to all the UP
campuses.
The usual basis for retention/revision of items was on the initial statistics. One
item, sexist versus non-sexist, however, was not present in the pre-test instruments bu~
was included in the refined instrument.
Rotation of the negative and positive ends of the semantic differential was improved
for the refined questionnaires to make them more balanced in terms of positive and
negative ends. There was an effort to remove awkwardly worded options and replace
them with more appropriate characteristics of students, faculty and University.
The final questionnaires had, in general, fewer items for the semantic differential.
The other parts of the questionnaires were relatively the same from the pretest to the
refined versions.
Table 1 below shows the item distributions for the pretest and final instruments.
The Meaning ofU.P. Education 17
Table 1. Pretest and Final Questionnaires
A: The UP Student
Semantic
Differential
63
42
Pretest
Refined
Observations
Typical UP
9
6
Areas of Concern
Values
Totals
16
14
11
12
99
74
B: The UP Faculty
Semantic
Differential
53
46
Pretest
Refined
Totals
Priorities
66
57
13
11
C: The University
Likert Scale
Items
Objectives
Totals
46
37
30
25
76
62
Pretest
Refined
Questionnaire Reliability Levels: A= .91, B = .90, C = .89
Sampling Frame
By agreement among
the project team members, the participating units were grouped
as follows:
Group 1:
Degree-granting colleges (9)
Education
College of Science
CAL
CBA
SOLAIR
CPA
CHE
CSSP
Asian Center
Group 2:
Professional College (1)
Law
(Although students from this college are comparable with graduate students from Group 1 colleges above, the College of Law has a different
definition for freshmen and seniors.)
Group 3:
Units offering short-term courses only (2)
ISMED
ISSI
Group 4:
Pre-collegiate unit (1)
UPIS
The University Center for Women's Studies (UCWS) which offers no academic
programs participated in an advisory capacity with respect to gender and related
issues.
Sampling instructions were as follows:
All respondent groups (Freshmen, Seniors, Graduate Students and Faculty) - 10%
of total population per unit, straight random sampling.
The following table shows the actual survey samples.
Table 2. Samples for the Final Survey
GROUP I (9 colleges)
Freshman
Unit
Senior
18
25
27
24
52
cs
11
CBA
CPA
CSSP
10
14
49
Total
151
EDUCATION
CAL
SO LAIR
HE
ASIAN
GROUPS 2 & 4 (UPIS and Law)
Unit
Freshman
Graduate
Faculty
Total
23
25
20
90
53
8
35
11
50
13
24
14
10
16
15
8
11
12
4
10
9
20
114
59
43
98
62
51
69
57
169
248
218
105
722
11
Senior
Graduate
Faculty
Total
UPIS
LAW
22
39
16
18
8
46
57
Total
61
34
8
103
GROUP3 (Institutes)
Trainees
Unit
Faculty
Total
ISSI
ISM ED
8
100
10
10
18
110
Total
108
20
128
Grand Total
953
Figure 2. Distribution of Respondents by Unit
180 r-----------------------------------------------------~
160 l---------------------------------t.--l------------1
140 ~-----------------------fHfi-------------~
120 1-.--------------------------------tl
-
Facuny
Graduale
Semor
Freshmen
EBUC
CAL
18
53
27
16
15
8
11
SOLA IF CHE
8
35
0
0
25
D
11
11
62
24
Faculty
AC
CS
C&.
CPA
CSSP
UPIS
12
4
13
23
11
10
24
25
10
9
14
20
14
20
10
90
49
8
0
16
22
50
0
0
ffin
Graduate
UllJ Senior
0
lAW ISMEO
0
0
ISSI
10
0
10
0
18
0
0
39
100
8
Freshmen
Table 3 shows the sex distribution of the sample.
Table 3. Sample by Sex and Respondent Group
Male
Female
Subtotal
Freshmen
Seniors
Graduates
Faculty
46
67
59
32
94
160
132
60
140
227
191
92
Subtotal
204
446
650
The sample in the table above is grouped according to sex and respondent groups.
There were more females than males. Two hundred four men and four hundred
forty-six women participated in the ·survey. One hundred forty were freshmen, two
hundred twenty-seven were seniors, one hundred ninety-one were graduate students
and ninety-two were faculty members. The totals for Tables 2 and 3 are different
because some respondents failed or declined to fill out some items in the information sheet.
In all, 953 faculty and student respondents participated in the final survey.
Figure 3. Distribution of Respondents by Sex
180
160
140
120
100
80
60
40
20
0
Male
Female
Freshmen
Seniors
Graduates
Faculty
46
67
94
160
59
132
32
60
-
Male
111111111 Female
Qualitative Procedures and Objectives
Roundtable Discussion (RTD)
The objectives of the roundtable discussion conducted by each participating unit
were:
1.
To establish the context of the profession by determining conditions/policies of
employment and work, as well as licensing and regulation standards, perceptions of graduates' professional behavior, emergent trends in the profession,
contributions of the profession to nation-building and extent to which UP
graduates contribute to this activity;
2.
To identify emergent trends in the profession;
3.
To formulate general recommendations towards the improvement of the profession
and of relevant academic programs;
4.
To identify distinguishing characteristics of UP graduates from those of other
schools but in the same profession.
Participants of the RTD included policymakers, representatives from professional
associations, acknowledged authorities in the field, members of licensing and
regulatory boards, alumni, employers of UP graduates, faculty and student repre~
sentatives.
At the RTD, survey results, as available, were disseminated for the purpose of
generating comments, questions and insights on their relation to the ongoing discussion, and to confirm/validate survey findings.
In some units, documents already available such as minutes of conferences
workshops with similar objectives were also utilized as inputs to the RTD.
or
In general, the RTD was an invitation for alumni and practitioners to take a critical
look at the UP graduates and the knowledge outputs of the unit as they relate to the
professions and to Philippine society in general.
Focused Group Discussion (FGD)
The objectives of the focused group discussion conducted by each participating unit
were:
1.
To examine the mission, objectives, prograrr ~ and directions of the College;
2.
To focus on internal processes and dynamics of the College (i.e. instruction,
research, extension and other activities, conflicts/issues and how these are resolved);
3.
To assess the utilization of manpower and material resources of the College;
4.
To relate the results of the survey and roundtable discussions to the internal
dynamics and processes of the College;
5.
To identify emergent trends in the profession and how the College is responding
to these trends;
6.
To map out future directions of the College.
Participants of the FGD included the faculty and administration of the College, and
student representatives.
The main objectives of the documentary analyses were:
1.
To examine changes, if any, in the objectives, direction and emphasis of the units
and of the University over a 23-year period (1970-1993), particularly with
respect to value orientations, research outputs and organization of knowledge as
shown in the curricular and instructional programs.
2.
To describe the changes, if any, in the internal dynamics, structures and programs
of the units and of the University over this given period.
Two sets of documents were analyzed:
1.
Documentary materials at the University and College levels on what UP ought to
be or what we say we are (e.g. the UP Charter, UP Code, inaugural addresses of
the presidents, general information bulletins).
2.
Documentary materials at the University and College levels on what we
actually did (e.g. research outputs, annual reports, curricular programs, BOR
records, the UP Gazette, minutes of the University Council meetings).
Limitations of the Study
The major limitations of the study are:
1.
Sample sizes were small, involving less than 10% of the population of
respondent groups. Although all samples were randomly drawn, the representation from all departments in some colleges appeared to be uneven, such that for
example, one or two departments were oversampled and others were completely
excluded.
2.
While care was taken to observe uniform guidelines in carrying out the other
research procedures (Roundtable Discussion, Focused Group Discussion and
Documentary Analyses), the unit study teams had to exercise some flexibility
in these procedures because of the diverse situations obtaining in the units
(e.g. availability and completeness of college records for documentary analysis,
availability of the faculty and guests for the discussions, and others).
However, where alternative sources of information and data were used in lieu of
the agreed-upon procedures, the unit study leaders ensured that the research
questions could be answered just as well.
Major Assumptions
1.
2.
Description of the typical UP student or faculty would
description.
essentially be a self-
In estimating net effects or changes in students after four or five years in the
university using a cross-sectional sample, it was necessary to assume that the
. freshmen in the sample were similar to the freshmen who entered the university
four years ago and were now the seniors included in the sample.
PART TWO
QUANTITATIVE ANALYSES
J osefina Agravante
Jasmin Espiritu Acuna
24 Promes
CHAPTER
3
Profiles
The CAL Student Respondents
A total of 42 students were randomly drawn from the CAL student population. The
demographic characteristics of the sample follow:
The majority of the students (25) belonged to the 16-18 age bracket, eight belonged to
the 19-21 bracket, seven to the 22-25 bracket, one to the 26-29 bracket and one to the
35-39 bracket
Ten of the respondents were male while 32 were female. Forty-one were single and
one was married.
Most of the respondents (20) were from the National Capital Region. Six were from
the Southern Tagalog Region, five from Central Luznn, two from the Bicol Region and
one each from Western Visayas, Central Visayas, Eastern Visayas, Western Mindanao,
Northern Mindanao, Southern Mindanao and Central Mindanao.
A majority of the respondents (17) belonged to the 1'100,000-and-above income
bracket. One belonged to the ttl 0,000-f''l4 ,999 bracket, another to the~40,000- 59,999
bracket and four to the P60,000-99,999 bracket.
The distribution of the respondents according to STFAP bracket was expectedly
related to income distribution. Nine of the respondents belonged to STFAP Bracket 9.
One belonged to Bracket 7, four to Bracket 6 and five to Bracket 5. Only one belonged
to Bracket 1.
At the elementary level, 15 of the respondents graduated from public schools, one from
a private non-sectarian school and 22 from a private sectarian school. At the secondary
level, six graduated from public schools, 19 from non-sectarian private schools and 22
from private sectarian schools. At the tertiary level, six graduated from public schools,
none from a private non-sectarian school and two from private sectarian schools.
Among the respondents, 33 (presumably full-time students) were not employed while
only four were employed.
Thirteen respondents have been in the UP for only one year. One respondent has
stayed in the University for two years, one for three years, eight for four years, three for
five years, two for six years and one for seven years.
Thirteen respondents indicated that the UP was their original choice of school; five
indicated otherwise. Those who originally chose the UP gave the following reasons
for their choice: UP is the best school (16 respondents). UP education is synonymous
to a high standard of education (15 ), financial privileges/low fees (3) and physical
setting/campus (1 ).
On the other hand, among those who did not name the UP as their first choice, the main
reason given for enrolling in the University was parents' influence.
A majority of the respondents (26) enrolled right off in the University while only three
reported that they enrolled in other schools before going to the UP. Two of these three
first enrolled in a private "elite" school while the third enrolled in a private [nonsectarian] university in Metro Manila.
Of the 42 student-respondents, 30 were enrolled in undergraduate Bachelor of Arts
(BA) degree programs. Eleven were in English, seven in European Languages, four in
Theater Arts, three in Speech and Drama, two in Art History, two in Philippine Studies
and one in Filipino. At the graduate level, three respondents were in the Master of Arts
(MA) in Philippine Studies program, one was in the MA Speech Communication
program and one in the MA Filipino program.
Twenty-seven of the respondents reported that they were in the degree program of
their choice. Sixteen reported otherwise. The main reasons given for enrolling in their
respective courses by those who were in degree programs of their choice were: interest
in the pro gram (6 respondents) .for enrichment (5), interesting (3), prestige (2), career
goals (2 ). peer pressure (1) and force of circumstances (1 ). On the other hand, the
following were given as reasons by those who were not in the degree programs of their
choice: interest in the program (3), second choice (3), stepping stone (2), family
pressure (1) and peer pressure (1 ).
Thirty-four of the respondents were originally admitted into the programs they were
enrolled in, four were not. Of these four, one transferred from the BA Political
Science program, one from the BSBAA program and one from a non-degree program.
The main reason given for the change in degree programs was a shift in interest.
Thirty-three respondents indicated that they intended to work in Metro Manila after
graduation, six reported plans of working abroad while only two reported that they
planned to work in their hometown/province.
Twenty-five respondents indicated that they intended to pursue higher studies soon
after graduation while eleven reported no such plans. A majority of those who
26 Profiles
intended to study for a higher degree indicated a preference for the UP. Only four
reported plans of working for graduate degrees in schools abroad and only three
indicated plans of doing so in other local state universities.
The most preferred higher degree was a Bachelor of Laws (6 respondents). The
rest expressed preference for the following: MA Filipino (2), MBA (1), Master of
Laws (1), Doctor of Medicine (1). Two respondents reported plans of shifting to other
degree programs. The reasons given for pursuing graduate degrees were: enrichment
(9), better employment (6). and specialization (1 ).
The CAL Faculty Respondents
Of the faculty members surveyed, one belonged to the 19-21 age bracket, three to the
22-25 bracket, one to the 26-29 bracket, and two to the 30-34 bracket. One belonged to
the 35-39 bracket, three to the 40-44 bracket, one to the 45-49 bracket and three to the
50-and-above age bracket.
There were six male faculty members and nine female. Nine of them were single, five
were married and one was widowed.
Five of the faculty respondents indicated that they had been with the UP for ten years
or less while six indicated that they had been with the UP for 11 years or more.
Twelve of the respondents reported teaching mostly undergraduate courses while three
said they taught both graduate and undergraduate courses.
The major reasons cited by the faculty respondents for teaching in the UP were:
challenge and experience (6 respondents), professional growth (3 ), love for teaching
(2) and satisfaction (2).
A clear majority of the faculty members went to the University of the Philippines.
Nine reported that they got their undergraduate degrees from the UP, six their master's
degrees and five their doctor's degrees. Twelve faculty respondents reported that they
obtained their degrees from colleges and universities other than the UP. Of the
respondents who earned their degrees from sectarian schools, three obtained these at
the undergraduate level, one at the graduate level, and one at the post-graduate level.
Of those who obtained their degrees from non-sectarian schools, one got his at the
undergraduate level, one at the graduate level and one at the post-graduate level. Four
reported having studied abroad, three for their MA degrees and one for his postdoctoral studies.
Five of the faculty members who studied for their undergraduate degrees at the UP
graduated in 1975, two in the period 1975-1980, two in 1981-1985, three in 19861990. Among those who obtained their master's degree from the UP, four graduated
before 1975, two in the period 1975-1980, two in 1981-1985, and three in 1986-1990.
Of the two respondents who have doctorate degrees, one obtained his degree between
1986 and 1990 while the other graduated in 1991.
Only a few of the faculty respondents engaged in work outside the UP. Those who
did were engaged in teaching in other schools (4 respondents), in Consultancy work
(2) and in writing (4).
Sixteen faculty respondents reported that their major research contributions were in
the areas of language, culture and society.
Eight faculty members reported that their major extension work involved community
service. Five were involved in lecturing and or teaching, one was involved in
consultancy and or advisory work and one reported as extension work participation in
seminars and conferences.
28 Survey Results
CHAPTER 4
Survey Results
The CAL Student
Student Perception of Qualities the College of Arts and Letters Would Like to
Develop in Its Students
When asked to cite the qualities that the College of Arts and Letters would like to
develop in its students, most of the student-respondents cited such leadership qualities
as independence, responsibility, eloquence and self-reliance. Among the non-intellectual traits associated with work, diligence was often cited while among the sociallyoriented qualities, awareness of and involvement in social issues were cited.
When asked whether these were the same qualities they wished to develop in themselves, the student-respondents answered in the affirmative, citing the following
qualities most often: eloquence, diligence and awareness of, and involvement in, social
issues.
The student-respondents also cited the following additional qualities which they
wanted the College to develop in them: discipline, ecological awareness, awareness of
science concepts, morality and cleanliness.
The majority of the student-respondents noted that the College was making a concerted effort to bring about changes in its students. According to the students, this
effort is manifested in the emphasis on the use of Filipino, in the evaluation and
updating of courses, in symposia, lectures and training programs, and in scholarship
grants.
When asked to cite the characteristics that distinguished UP students from· those
coming from other schools, the item characteristics most often cited were: good conversationalist and articulate. These were followed by: an excellent academic background, confident and socially aware.
Faculty Perception of Qualities the College of Arts and Letters Wants to Develop
in its Students
When asked to cite the qualities which they perceived the College of Arts and Letters
wanted to develop in its students, the faculty-respondents cited most frequently such
academic traits as the capacity for critical thinking, excellence and creativity. Mentioned
next were qualities related to leadership, such as open-mindedness, responsibility, the
ability to apply knowledge and skills and independence. Also mentioned were discipline, professionalism and nationalism.
The faculty-respondents agreed that these were the qualities that should be developed
in the students.
When asked to cite additional qualities which the College wanted to develop in the
students, the same respondents named the following: diligence, concern for others,
propriety and integration of theory and practice.
A majority of the faculty-respondents believed that the College was taking steps to
effect changes in the students by updating its curricula and the contents of its course
offerings. Unlike some other Colleges whose data showed a difference between the
perceptions of students and faculty of what was being done to effect changes in the
students, there was agreement between CAL faculty and students in this respect.
Qualities of a UP Student as Perceived by College of Arts and Letters Students
The description of the UP student as perceived by the College of Arts and Letters
presented below was drawn from the responses of CAL students and faculty members
to a questionnaire consisting of 42 semantic differential scale items, 20 Likert-type
items and 12 values from which the respondents were asked to choose the five they
considered most important.
A comparison of the mean scores of the semantic differential scale items revealed that
the following items were rated the ten highest by CAL students: confident, not afraid
to speak, a critical thinker, active, articulate, courageous, respectful of the rights of
others, industrious, well-read and a risk-taker. The ten semantic differential scale items
with the lowest means were: maka-masa, sexist .focused on academic work, trustworthy, clear about student roles, disciplined, moral, respectful of teachers, coming from
all walks of life and honest.
Along a scale of from 1 to 5, where 5 represented the highest positive end of the
semantic differential scales, and 1 the lowest, the characteristic that was rated highest
was confident, with a mean value of 4.07. The characteristic that was rated lowest was
maka-masa, with a mean value of2.85. The rating given for confident was 1.07 above
the neutral value of 3.0 while the rating given for maka-masa was .15 lower. Except
for the characteristic of maka-masa, which veered towards the negative, the rest of the
lowest-rated characteristics were above the neutral value of 3.0 and therefore still
positive (Table 4).
30 Survey Results
Table 4
Item Number
Item Description
Mean
HIGHEST-RANKING
A24
4.07
A28
3.98
A35
3.95
Al9
3.92
Al8
3.83
Al7
3.80
A33
3.71
AS
3.69
All
3.68
A30
3.64
confident
not afraid to speak up
critical thinker
active
articulate
courageous
respectful of the rights of others
industrious
widely read
risk taker
LOWEST-RANKING
A25
2.85
A31
3.11
A27
3.21
A26
3.32
A41
3.34
A9
3.34
A34
3.37
A40
3.41
A37
3.45
A39
3.47
maka-masa
sexist
focused on academic work
trustworthy
clear about student roles
disciplined
moral
respectful of teachers
from all walks of life
honest
It will be noted that the highest-rated characteristics were those that related to the
students' perception of themselves and their attitudes towards their academic work
while the lowest-rated characteristics related to their social awareness.
Description of a Typical UP Student
The CAL students described the typical UP student as one who can express himself or
herself more fluently in Filipino than in English. He is one who fights for other
people's rights and has a slight superiority complex (Table 5).
Table 5
Item No.
A45
A44
A43
A46
Mean
Item Description
3.73
3.61
3.32
3.06
can express ideas in Filipino fluently
fights for other people's rights
has a superiority complex
can express ideas in English fluently
Mean
Item Description
4.30
4.25
4.25
4.22
4.20
4.17
4.11
4.10
3.73
3.61
acceptance by peers
academic activities
individual success
high grades by all means
other people's welfare
self-improvement
extra-curricular activities
family well-being
latest fashion
marrying well
Table 6
Item Number
A50
A47
A52
A57
A58
A55
A51
A49
A53
A56
Areas of Concern of a Typical UP Student
According to the CAL students, the typical UP student is more concerned with himself
or herself than with others. It will be observed that aside from item A58 (other
people's welfare), rated relatively high, with a mean value of 4.20, all the other
concerns were directed towards the individual. Item A49 (family well-being), although in a way concerned with others outside of the self, is still related to self (Table
6).
Important Values That a UP Student Must Develop
Both faculty and students indicated that the important values they believe UP. students
must develop were: service to others, a sense of justice, love of country, honor and
dignity and love for learning (Table 7). It will be observed that these values are
inconsistent with the areas of concern that were previously presented. This could
mean that the CAL students saw a lack of these values in the UP student and the need
to develop them. It will be noted that practically no attention was paid by the
respondents to love for the UP. Table 7 below shows the ranking of the important
values that CAL students and faculty believed UP students must develop.
32 Survey Results
Table 7
Item
Student
Faculty
A72
A64
A68
A65
A66
A62
A71
A69
A63
A61
A70
A67
26
28
28
26
18
19
21
17
14
14
12
2
10
8
6
7
11
9
6
5
6
4
2
0
Total
36
36
34
33
29
28
27
22
20
18
14
2
Label
service for others
sense of justice
love of country
honor and dignity
love for learning
self-reliance
responsible citizenship
integrity
perseverance in work
ability to get along well with others
equality between men and women
love for UP
The UP Faculty
Qualities of a Typical UP Faculty Member as Perceived by the CAL Students and
Faculty
The typical UP faculty member was perceived by CAL students and faculty as
educated, having graduated from a highly respected university, competent, intelligent,
a critical thinker, proficient, an effective communicator, an expert, encouraging of
students' initiatives and committed to excellence. On the other hand, the lowestranking items were: humble, compassionate, normal, listens to criticism, generous,
respects students, idealistic, teaches well, moral and creative (Table 8).
Table 8
Item Number
Mean
HIGHEST-RANKING
B7
4.59
Bll
4.37
B34
4.29
B1
4.26
B22
4.26
B26
4.19
BS
4.16
Bl3
4.14
4.09
B37
B32
4.02
Item Description
educated
graduated from a highly respected university
competent
intelligent
critical thinker
proficient
effective communicator
expert
encourages students' initiative
committed to excellence
LOWEST-RANKING
Bl4
2.81
B16
3.02
B23
3.18
B30
3.47
B6
3.41
B36
3.49
B2
3.69
Bl5
3.86
B9
3.89
B17
3.95
humble
compassionate
nonnal
listens to criticisms
generous
respects students
idealistic
teaches well
moral
creative
It will be noted that the highest rated characteristics were related to the faculty
members' professional skiiis and preparation, as well as their intellectual capabilities,
while those that were rated lowest pertained to the faculty members' perceived moral
commitment and general characteristics of humility, compassion and being normal.
However, except for the characteristic of humility, which feii below the neutral value
of 3.0 by .19, the lowest ranking characteristics still had positive ratings.
Most Important Priorities of a Typical UP Faculty Member
Students and faculty alike indicated that the following were perceived as the five most
important priorities of a UP faculty member: influencing student values, classes, extension work related to area of specialization, student consultation and administrative
duties. It will be observed that these priorities are mostly student-centered. Less
importance was paid to order in the classroom, community service, professional organizations, care of instructional materials, Consultancy work outside of UP and
"moonlighting" or engaging in business (Table 9).
Table 9
Item
Student
Faculty
Total
B50
B48
B55
B52
B53
B51
B57
B56
B49
B47
B54
40
39
29
29
21
16
16
16
7
7
1
11
12
12
6
4
5
5
51
51
41
35
25
21
21
18
11
11
3
4
4
2
3
Label
Influencing student values
Classes
Extension work related to specialization
Student consultation
Administrative duties
Order in the classroom
Community service
Professional organizations
Care of instructional materials
Consultancy work outside of UP
"Moonlighting" or engaging in business
34 Survey Results
The University of the Philippines
Attributes of the University of the Philippines
When asked to identify attributes of the University of the Philippines as an institution,
most of the CAL respondents- both student and faculty- described it as the premier
university in the Philippines. The other items on the list of attributes most often cited
were: the UP helps upgrade professions internationally; in general, the UP sentiment
is critical of government; the UP provides high quality education; and religion is not
important in the UP.
Table 10
Item No.
Mean
Item Description
HIGHEST-RANKING
Cl
C34
C18
C15
C16
C28
ClO
C19
C27
C30
4.67
4.59
4.51
4.42
4.41
4.34
4.34
4.31
4.31
4.31
UP is the premiere University in the Philippines.
UP helps upgrade professions internationally.
In general, the UP sentiment is critical of government.
UP has a very democratic climate.
Religion is not important in UP.
It is a great privilege to study in UP.
UP promotes and safeguards academic freedom.
Spoon-feeding is common in the UP.
Education at UP instills a sense of loyalty to the nation.
UP has adequate facilities and equipment.
LOWEST-RANKING
C6
C23
C35
2.78
2.89
3.07
Cl4
C36
3.10
3.38
C7
3.45
C2
C13
C21
C8
3.41
3.58
3.73
3.76
There are no opportunities for academic growth at UP.
The UP system of education is rigid and inflexible
UP does not create new knowledge important for
our survival.
UP has a very democratic climate.
UP education instills a deep sense of stewardship
for the Filipino people.
It is a big challenge to be at UP because the best
minds are here.
UP curriculum combines theory with application.
UP does not provide rigorous education.
The UP climate is uninspiring.
UP encourages its faculty and students to strive
for perfection.
On the other hand, the five items least cited were: there are no opportunities for academic growth in the UP; the UP system of education is rigid and inflexible; the UP
does not create new knowledge important for our survival; the UP has a democratic
climate; and UP education instills a deep sense of stewardship for the Filipino people
(Table 10).
There are apparent inconsistencies in the responses to this part of the survey, for while
the respondents rated the University as the premiere university in the country and said
that it was a privilege to study here, they also qescribed the UP as a school where
"spoon-feeding" was common. Also apparently inconsistent with the high rating some
items received was the low rating given the following attributes: it is a big challenge to
be at the UP because the best minds are here or UP education instills a deep sense of
stewardship for the Filipino people. One would expect these to relate positively with
an institution that has been described as the country's premiere university.
Objectives that a UP Education Should Emphasize
Table 11 below shows the objectives that a UP education should emphasize, as
perceived by CAL students and faculty members.
Table 11
Students
Faculty
34
30
26
9
9
12
29
24
21
19
17
20
5
8
8
8
5
20
5
7
Label
to help build a just, humane and democratic society
to train students to face problems
to develop students who can think,judge and plan
for themselves
to seek the answers to social and moral problems
to train students to become leaders
to provide learning and leadership for social transformation
to develop a sense and understanding of truth
to develop a sense of stewardship for the Filipino people
to uphold moral integrity and selfless dedication
of public servants
to promote the general welfare and progress
Table 12 below shows the objectives that a UP education should emphasize, as
perceived by CAL students only.
36 Survey Results
Table 12
Freshmen
19
19
16
16
Seniors
6
9
Graduate
9
2
7
3
8
6
9
11
11
6
6
6
5
3
4
11
5
4
4
2
13
13
7
3
Label
to build a just, humane and democratic society
to seek answers to social and moral problems
to think, judge and plan for self
to train students to be leaders
to develop leadership for social transformation
to promote general welfare and progress
to uphold moral integrity and selfless dedication
of public servants
to provide educational opportunity for everybody
Table 13 below shows the list of objectives that a UP education should emphasize, as
perceived by CAL faculty members.
Table 13
Faculty
12
10
9
9
8
8
8
7
7
6
Label
to think, judge and plan for self
to promote love for learning
to build a just, humane and democratic society
to train students to be leaders
to develop a sense of stewardship for the Filipino people
to develop a community of scholars
to develop leadership for social transformation
to keep the critical spirit without being bitter and cynical
Summary
Based on the data presented so far, the qualities associated with the College of Arts and
Letters students, in particular, and with the UP students, in general, tended to be selfcentered. Ranked highest were qualities relating to leadership and academic ability.
Even their concerns were highly reflective of self-interest.
On the other hand, qualities related to social awareness were among those that received
the lowest ratings, with "maka-masa" receiving the lowest score. Perhaps because of
these perceived self-centered and elitist qualities, faculty- and student-respondents
alike recommended that the qualities UP students must develop should be those that
show concern for others. And ranked highest in this category was service for others,
followed by a sense of justice and love of country.
The CAL student showed a very high regard for the UP faculty. In fact, the highest
ratings in the entire questionnaire went to the faculty, who were perceived to be highly
prepared professionally and intellectually capable. This is perhaps to be expected in
the light of the high ratings the faculty gave to student-centered activities and the low
ratings they gave to such activities as "moonlighting", engaging in business and consultancy work, which would encroach on the time that the faculty member normally
devotes to his or her students.
The University of the Philippines was perceived by both faculty-and student-respondents as the premiere University in the country, one which has a democratic climate,
academic freedom and a sentiment critical of the government and which can compare
favorably with other universities around the world.
PART THREE
QUALITATIVE ANALYSES
J osefina Agravante
CHAPTER 5
The Roundtable Discussion
In her essay, "Bartlett as First President", Prof. Donata V. Taylo states:
At the top of the list (of already existing colleges), which was
arranged neither alphabetically nor chronologically, stands the College of Liberal Arts, as though in anticipation of the role that it was
to assume vis-a-vis the other units ofthe University. Eventually, the
professional schools came to depend on the College of Liberal Arts
for the preparatory courses required of their students .... It might be
said, therefore, that the College of Liberal Arts served the purpose of
a "nursery", both for the prospective students of the professional
schools and [of] the academic units established later as separate
colleges (6).
Although no longer referred to as a "nursery" for prospective students of the professional
schools, there still are students who take a four-year course in the College in preparation for their entry into the College of Law. In fact, the survey results showed that a
number of student-respondents plan to study law after graduation.
The College is also often referred to as a service college because it offers the most
number of general education (GE) courses: Communication/Komunikasyon I and II,
Communication III, Humanities/Humanidades I and Humanities II. In addition, the
College offers PI (Philippine Institutions) 100, a course required by law, and the
language requirements of many academic programs of the University. In some
Departments of the College where the number of majors is steadily decreasing, the socalled service courses have become the "staple" courses, with more than one-half of
the faculty assigned to teach these.
The undergraduate degree programs in the College are mostly non-quota courses.
While other Colleges impose a limit on the number of students that they admit and turn
away students who fail to meet their grade requirements, the College of Arts and
Letters opens its doors to any student who expresses interest in its course offerings.
In addition to these degree programs, the College offers two two-year non-degree
certificate courses- the Sertipiko para sa Malikhaing Pagsulat and the Certificate in
Theater Arts -which are open to talented students who need not pass the UPCAT.
40 The Roundtable Discussion
Many students aspiring to enter the UP are under the impression that they would have
better chances for admission if they used the College as a "back door" to other
colleges. Whether this perception is accurate or not, the fact remains that enrollment in
the College is comparatively low, and a significant number of those who are accepted
move on to other, mostly professional, colleges.
According to the 1987 CAL Annual Report, which for the first time brought up this
problem (of low enrollment and heavy shiftiAg to other units), "there were only 117
UPCAT qualifiers for CAL, and one out of every three freshmen transfer[red] to other
colleges, indicating [that there are] a good number of students who enroll initially at
CAL merely to take advantage of its non-quota degree programs."
In light of these findings, the following questions should be asked: What kind of
graduates does the College of Arts and Letters produce? What occupations or professions do they pursue? What knowledge and values are demanded by these occupations
or professions? What knowledge or values of use to their professions did they learn in
the University?
A roundtable discussion to address these concerns was held at the Faculty Center
Conference Hall (now Pulungang C.MRecto, Bulwagang Rizal) from 1:00 to 5:00
o'clock in the afternoon of October 10, 1992. The following alumni attended the
roundtable:
From the Department of Art Studies:
Ms. Honey Libertine R. Achanzar
Senior Instructor, College of Arts and Sciences
Center for Research and Communication
Ms. Rosario Cristina S. Guillerme
Outreach Education Officer
Metropolitan Museum of Manila
Mr. Lucenio Lauzon
Assistant Editor, Lifestyle Section
Philippine Times Journal
From the Department of English and Comparative Literature:
Dr. Consolacion Alaras
Chair, DECL
UPDiliman
Ms. Alma G. Tirona
House Manager, International Center
UP Diliman
Ms. Ruby Paredes
Founder of a Non-Government Organization
From the Department of European Languages:
Mr. Honorato D. Cruz
Receptionist
European Economic Community
Ms. Floraida Reyes-Leston
Instructor, Brent School
Mandaluyong, Metro Manila
From the Department of Filipino and Philippine Literature:
Dr. Patricia M. Cruz
Professor, DFPL
UPDiliman
Mr. Virgilio Sagun
Managing Editor
Buhay Pinoy Magazine
From the Department of Speech Communication and Theater Arts:
Ms. Catherine A bad
Grade School Teacher
Poveda Learning Center
Mandaluyong, Metro Manila
Prof. Josefina A. Agravante
Chair, DSCT A
UP Diliman
Mr. Luis Buenaventura
Businessman
Prof. Ma. Veronica G. Caparas
Assistant Professor, DSCTA
UP Diliman
Ms. Fabiola R. Ortiz
Instructor, DCSTA
UPDiliman
Prof. Lourdes S. Pelagio
Dean, Guagua National College
Guagua, Pampanga
Prof. Cristeto Vertido
Director, National High School for the Arts
Makiling, Laguna
Prof. Cynthia Villaraza
Chair, Department of Speech Pathology and Audiology
College of Allied and Medical Professions
UP Manila
If the list of participants at the roundtable discussion is any indication, then it can be
said that the alumni of the College of Arts and Letters are engaged in widely diverse
occupations and professions. Although most of them are in teaching, the occupations
or professions of the other alumni range from receptionist to residence hall administrator
to director of a national high school for the arts to founder-president of a nongovernment organization.
The alumni themselves admitted that, while the curricular programs in the College
may not have prepared them for any particular profession, still the education they
obtained was broad enough to meet the challenges of any profession.
When asked what they thought should be included in the curricula to better prepare
students for their work after graduation, there was mention of such specific skills as
writing and editing. Mention was also made of "knowledge of subject matter" and
human relations, for journalists, and knowledge of civil service and other government
laws, for administrators. And since, according to the discussants, UP graduates were
"bound to be leaders," there were those who suggested that they also be taught
management principles even as undergraduates. Still others pointed out that their own
curricula lacked courses that would have been useful to them in their current work.
For instance, a secretary in a foreign embassy pointed out that the curriculum she went
through did not provide an adequate background in political science and international
affairs.
Comments and suggestions such as these reflected the generalist nature of the academic
programs in the College. It was pointed out, however, that it was in the general nature
of these programs that both their weakness and their strength lay.
There was
agreement that it was not possible for any program, especially an undergraduate
program, to provide the student with all the skills and knowledge that a given
occupation or profession may demand. And that professionals would have to grow
"on the job" through such activities as extensive reading, attendance at conferences
and training programs and the like.
On the other hand, there was a suggestion that the curricula of the different CAL
programs be made more flexible by offering a wide choice of free electives that the
students can take, depending on their career plans. There was also a suggestion that
ethics, with particular emphasis on accountability, be made part of the education of
students.
When asked how they would describe graduates of the University, there was substantial agreement that the UP graduate, in general, and the CAL graduate, in particular,
exude confidence. The observation was made that even students with a string of
failing grades or those with a weighted average of 2.75 conduct themselves with
confidence when they leave the University. In fact, confidence was cited by the alumni
as the quality which most distinguished the UP graduate from graduates of other
schools. (COit{idenct also came out in the survey as the highest-ranking quality that
CAL respondents associated with UP students.) Such confidence was attributed to
factors related to the curriculum and to the way classes are conducted.
According to the alumni, their courses provided them with stock knowledge that they
can now apply whenever the need arises. Another confidence-building factor mentioned
was the exacting standards set by most teachers, which developed in their students the
ability to adjust even to the most demanding of situations.
(N B.: Most of the alumni present spoke highly of their teachers and credited them for
the quality of education they obtained in the College. This observation is supportive of
the survey findings, which gave very high ratings to the faculty's teaching abilities.)
Other qualities of the UP graduate cited by the alumni were open-mindedness and their
capacity for critical thinking. (Critical thinking also came out in the survey as among
the highest-ranking attributes of UP students.) These qualities were developed in the
different courses they took and as a result of the "inter-disciplinary and eclectic
approaches" used in the study of literature. This open-mindedness and criticaln~ss,
according to the alumni, further developed in them a high degree of intellectual
curiosity and a "readiness for anything". One alumnus said that he "can move on from
one job to anolher without fear.. because he knows that his education has prepared him
for "anything".
Social consciousness was also mentioned as an attribute of the UP graduate. (In the
survey, however, qualities related to social consciousness were ranked lowest by student-respondents.) The development of this trait was traced to the general atmosphere
of criticalness and dissent found on campus and to interaction among fellow students.
The alumni, most of them graduates of the '60s and the '70s, remembered the
University as a microcosm of the country which provided them the opportunity to get
involved in the First Quarter Storm and to interact with other students from different
backgrounds.
There was agreement among the alumni that this social consciousness has been a factor in their choice of occupations or professions that help uplift the condition of
people. They claim that there are very few, if any, graduates of the College of Arts and
Letters who have amassed great wealth. They believe that the majority are content
with their tasks, no matter how small, and the fulfillment that comes with these tasks.
This is true of the teacher, the journalist, the community organizer, the artist or the
administrator.
There was this general feeling during the discussion that the graduates of the University were the best, until one alumna reminded the rest of the participants of alumnigovernment officials who are (or were) less than virtuous. This observation elicited
the rejoinder that the officials alluded to were graduates of professional colleges and
not of the CAL. Nevertheless, since most of the students' general education courses
are taken in the College, there was tacit admission that the College was partly to
blame for the miseducation of erring government alumni-officials.
As the discussion shifted to the values that the College should teach its students, there
were those who maintained that values should not be taught at this (tertiary) stage
because students enter the University with values already learned from the family and
from elementary and high school. Those who believe that values cannot be taught
recalled that their teachers did not shape their values to conform with theirs (the
teachers'). On the contrary, they said they appreciated the fact that they were given
options to choose from. One participant pointed out, however, that in the light of the
changing profile of UP students, the majority of whom now come from upper-incomebracket families, certain values must be pointed out and discussed as part of their
education in the University.
The alumni took note of the changes that have taken place in the last ten years including the changing profile of UP students- and suggested ways of countering the
"eroding effects" of these changes on education.
The discussants stressed that social consciousness was an important virtue that students
- especially those in a state-subsidized institution - must imbibe. And since the
survey had revealed the perception that UP students no longer manifested this value, it
was agreed that efforts must be made to instill it in them, indirectly through the use of
appropriate course materials, or directly through exposure to, or immersion in, socially
relevant experiences.
The teacher of aGE subject which is taken by all those who go through a UP education
noted that the best students come from such colleges as Science, Engineering, Business
Administration and other professional colleges. They are more attracted to these
colleges than to the CAL because of the promise of higher remuneration after graduation.
It was pointed out that most jobs available to CAL graduates (most of whom go into
teaching) do not pay well.
In this connection, it was recalled that in the' 50s and the '60s teaching was regarded as
a highly noble profession. The teacher was the revered "maestra" or "maestro" and
many bright students pursued a career in teaching. But the situation has since
changed. It is the academically below-average who now go into teaching and many
teachers who are slightly better-than-average continue to leave to become domestic
helpers in foreign countries.
Faced with these problems, the question was raised: How does one rescue the present
state of education from further deterioration? The first suggestion was a plea to the
national government to upgrade the salaries of teachers, which are now below the
poverty level. The second suggestion was for the University to enjoin its best students
to devote some time before graduation to actual teaching, for which they are to earn
credits, as a prerequisite to graduation.
While everybody agreed that most UP graduates were articulate in English, it was also
noted that students and graduates of later years, specifically of the '80's, no longer
spoke the language as well as they used to. It was even noted that some students were
proficient in neither English nor Filipino. And while it was agreed that intelligence
should not be equated with verbal ability, it could not be denied that it was an
important tool for communication. Since UP graduates were expected to take on
positions of leadership at some point in their career, it was important that their
language proficiency be developed to the fullest. It was therefore suggested that the
College of Arts and Letters reexamine its Communication/Komunikasyon courses and
revise these to meet the present needs of its students.
Summary
The College of Arts and Letters has produced graduates who are proud to be its alumni
and who believe that the education they obtained from the College has given them the
comprehensive background and confidence to face the challenge of any occupation or
profession.
All alumni present expressed an interest in the affairs, not only of the College, but of
the University as well, and a willingness to participate in discussions similar to the one
just concluded.
46 The Focused Group Discussion
CHAPTER 6
The Focused Group Discussion
Because of conflicts in schedule, two focused group discussions were conducted: one
for faculty members, another for students.
Focused Group Discussion for Faculty Members
This focused group discussion was held at the Alumni Room, Palma Hall Annex, from
10:00 o'clock in the morning to 2:00 o'clock in the afternoon of October 14, 1992.
The participants were Prof. Josefina A. Agravante, Prof. Amelia L. Bonifacio, Dr.
Elinora P. Imson, Prof. Milagros C. Laurel, Ms. Gisella M. Aceremo and Ms. Ma.
Victoria T. Herrera.
A number of matters were taken up and issues raised during this discussion. These are
presented below:
The mission of the College of Arts and Letters, as embodied in the UP Charter, is to
offer "advanced instruction in literature ... and the arts." Specifically, it is responsible
for the third and subsequent years of undergraduate studies in the humanities.
In addition (as mentioned in an earlier section), the College administers the following
general education courses: Communication/Komunikasyon I and II, Communication
III, Humanities/Humanidades I and Humanities II. It also offers PI 100, a course
required by legislation on the life and works of Rizal. In all, the College handles 27
units of the academic requirements of all students enrolled for all baccalaureate
degrees in the University.
Since 1983, the number of full-time faculty members in the College has increased to
204. It now has two university professors, 30 full professors, 21 associate professors,
64 assistant professors and 87 instructors. It also has nine professors emeriti.
The College, since 1983, has graduated approximately 750 from its undergraduate
programs. It has also graduated 50 from its graduate and 15 from its post-graduate
programs.
The College is the leading unit in the University's efforts to preserve and advance arts
and letters, in particular, and culture, in general. It provides the country with gradu-
ates, many of whom, as heads of important institutions and organizations, help
determine national policies on arts and culture.
For instance, the artistic director of the Cultural Center of the Philippines (CCP), now
an effective instrument for the propagation of Filipino arts, is a graduate of the
College. The director of the Makiling High School for the Arts, which has democratized opportunities for education in the arts, is also from the College. Also a CAL
alumnus is the managing editor of "Buhay Pinoy", a magazine that has helped raise
the morale of the Filipino overseas worker. The Filipino broadcaster of a small radio
station in California which has established links to help Filipino immigrants and
veterans in the United States is a CAL alumna.
While these may be only a few examples, they are an indication that graduates of the
College are, for the most part, involved in occupations or professions that look after the
welfare of our country and people through the promotion of our arts and culture.
The College counts among its faculty, alumni and students, artists whose creative
works are recognized, not only for their artistic worth, but also for the social statement/
s that they make. Their art exhibits feature works of Filipinos and or Filipino art forms.
Their theater productions are for the most part works of Filipino playwrights, many of
whom write on themes previously unexplored that give rise to new sensibilities and
fresh insights.
The research output of the College centers on local problems and themes, thereby
documenting and preserving our national heritage, strengthening the theoretical foundations of future research and enhancing our culture in many other ways.
The academic programs of the CAL have been responsive to the demands of the times.
New curricular offerings have been instituted to accommodate perceived needs of the
students and of the country as a whole. For instance, the Department of Filipino and
Philippine Literature is now offering new courses to meet the demand for language
training and development. The Department of Art Studies has created new courses
appropriate to the needs of curators and art critics. The need to professionalize and
hone the craft of theater artists has led to the institution of a program leading to a
Certificate in Theater Arts for those who are already involved in theater.
To meet its goal of building the College into the nation's center for arts and letters, the
College relies on the support of administration. One expression of this support would
be the acknowledgment that the cost-benefit measure does not apply to the College;
that the humanities have a contribution to make towards the development of the
individual and the society which are intangible and therefore difficult to measure; and
that all efforts toward development and industrialization shall be in vain if these do not
start with the study of man, the corpus of all humanistic studies.
48 The Focused Group Discussion
Focused Group Discussion for Students
This focused group discussion was held in Room 3099 of Bulwagang Rizal from 10:00
to II :30 in the morning of October 23, 1992. The student-participants were Mr. Kris
Lacaba, Ms. Nenita Cortes and Ms. Bambie Diaz. Professors Josefina A. Agravante
and Ma. Veronica G. Caparas and Ms. FabiolaR. Ortiz, members of the CAL faculty,
also participated in the discussion.
The student-participants viewed themselves and other CAL students as very talented
and very proud of their talents. They said that the courses they go through require
special skills- e.g .. writing (in English or in Filipino), acting, directing. They also
require a flair for languages or for the arts.
They acknowledged that, although the education they get in the College does not train
them for any particular profession, it prepares them for many career opportunities that
are there after graduation. For instance, one who has majored in English or Filipino
can pursue a career in writing, in advertising, in teaching, etc. while a theater arts major
can go into television, radio, film, teaching, etc.
They agreed that the talents of CAL graduates open many avenues for their creativity.
They are able to express themselves in writing, in acting, in directing, etc. They find
fulfillment in the varied activities they join, self-fulfillment, in their opinion, being the
most important goal of a CAL graduate. Next to this is the recognition they receive for
their talents and achievements. CAL graduates do not equate success with money.
Although they concede that money is important, they insist that it is not everything.
Unfortunately, however, CAL students feel that students from other units of the
University look down on the courses that they take. They said that they are the objects
of what they consider unfair comments. For instance, there are those who wonder
whether there really is a need to study writing, acting or reading. Whether these are
not actually natural gifts or inborn skills that do not require any formal training. The
student-discussants said these questions are indicative of the generally low regard for
the arts, especially in a Third World country like the Philippines.
The students consider academic excellence as an all-important objective of the University. The observation was made that teachers here constant! y challenge students to
do their best because they are convinced that those who are admitted into the University are not mediocre and can therefore meet their demands.
Those who participated in the discussion maintain that their teachers do not influence
them towards any given value system. They are offered options and are asked to
explain the bases for their choices, but there are no attempts to re-shape or redirect
their values.
They see their roles in national development as that of teachers who mold the minds of
the young or as artists and writers who serve as the conscience of society. These
responsibilities to them are very important. They believe that the College helps
prepare them for these roles and raise their social awareness through class discussions
and writing and acting projects that address contemporary issues.
They regret, however, that there are not enough opportunities in the classroom to
develop this awareness. While there are teachers who are supportive of social causes,
there are more teachers who advise them to pay greater attention to their studies. They
feel that students who are caught in this tug of concerns are constrained to accede to the
demands of academic work in order to survive in the University.
Summary
The discussion showed that students of the College of Arts and Letters perceive
themselves as talented, as critical thinkers who are socially aware, but who are
compelled to relegate social awareness to the background in their pursuit of academic
excellence. These qualities seem to have evolved from the interaction between faculty
and students.
50 Documentary Analyses
CHAPTER 7
History of the College of Arts and Letters
The origins of the College of Arts and Letters go back to what was first known as the
College of Philosophy, Science and Letters, which was established on June 3, 1910 by
virtue of a decision of the University's Board of Regents. On January 30, 1911, the
college was renamed College of Liberal Arts (1).
The name of the College ofLiberal Arts was changed to College of Arts and Sciences
during the 672nd meeting of the Board of Regents on April12, 1960. The new college
was responsible for the third and subsequent years of undergraduate studies in the
humanities, social sciences and natural and physical sciences. These were the disciplines
that the college offered as fields of specialization (2).
On September 30, 1976, the Reorganization Plan for the College of Arts and Sciences
took effect, with the creation of three divisions: the Division of Humanities, the
Division of Social Sciences and Philosophy and the Division of Natural Sciences and
Mathematics. Under the Division of Humanities and headed by an Associate Dean
were five departments: English, European Languages, Humanities (now Art Studies),
Filipino and Philippine Literature, and Speech and Drama, which was formerly
Speech Communication and Theater Arts (3).
At its 943rd meeting on July 31, 1981, the Board of Regents authorized then UP
President Edgardo J. Angara to review and restructure the curricula and the organization of the University of the Philippines System.
Committees were created to assist the Office of the President in accomplishing these
goals. One of these committees, the Committee to Review the Academic Programs, or
CRAP, was directed to "assist the Office of the President in the reexamination andreevaluation of all academic programs of the University of the Philippines System to
make each program consistent with University thrusts."
One of the recommendations of the CRAP affected the College of Arts and Sciences,
then the largest unit in the University, and often referred to as its premiere College.
The CRAP recommended the separation of the Arts from the Sciences, an idea that was
first expressed at a previous Assembly of the Division of Natural Sciences and
Mathematics when it proposed the creation of a College of Science.
There were arguments for and against the separation. Those in favor saw in it a
solution to the problems of managing a big college while those against it saw in the
scheme the decline of the spirit of liberal education.
The recommendation was subjected to a referendum, the results of which gave way to
the division of the College of Arts and Sciences into the College of Arts and Letters,
the College of Science and the College of Social Sciences and Philosophy. The
reorganization was formally approved by the Board of Regents on April26, 1982. The
Deans of the different Colleges, however, were not appointed until December 19, 1983
(4 ).
Dr. Pablo K. Bator of the Department of European Languages was appointed first
Dean of the College and served in that capacity until his death in 1987. In 1989, Dr.
Vivencio R. Jose of the Department of English was appointed Dean. When Dr. Jose's
term expired in 1991, Prof. Rogelio Sicat of the Department of Filipino and Philippine
Literature succeeded him.
The Nature of the Humanities
The disciplines under the College of Arts and Letters are those that fall under the
humanities. The Latin humanitas means the fact or quality of being human. The
humanities, therefore, involve the study of man as a human being.
The term "humanities" can also be taken in its limited sense as referring to areas or
disciplines of study which include literature, language, speech communication and
theater arts, visual arts and philosophy. But it can also be taken in its broader sense as
"an underlying attitude toward life - [a] concern for the human individual, his
emotional development, his moral, religious and aesthetic ideas and his goals including his growth as a rational human being and [as] a member of his community"
(5).
Departments of the College
The Department of Art Studies
Created in 1959 as the Department of Humanities expressly to teach the GE Course,
Humanities, its early years were concerned with the development of a core of faculty
members and the acquisition and collection of materials, facilities and equipment for
the course.
In 1964, the Bachelor of Arts (BA) in Humanities program was instituted. This was an
Art History program with three areas of concentration: Western Art, Eastern Art and
Music. In 1972, another undergraduate academic program, BA Humanities (Interdisciplinary), was created. And in 1974, the Master of Arts (Art History) program, the first
in the country, was established in answer to the need to develop serious scholarship
and research in Philippine art history and to provide graduate-level competence in this
area. In 1977, a BA Humanities (Pre-Medical) program was instituted for students
planning to go on to the College of Medicine. It was intended to provide the students
with a background that was holistic and inter-divisional. However, the program was
phased out in 1983 in response to the recommendations of the University Committee
to Review Academic Programs (CRAP).
The following academic programs are currently being offered by the Department of
Art Studies (7):
BA Art Studies
BA Art Studies
BA Art Studies
MA Art Studies
BA Art Studies
(Art History)
(Art History: Minor)
(Philippine Art)
(Art History)
(Art Theory and Criticism)
The Department of En~lis!i and Comparative Literature
TLe 0lrlest in the College, the Department was created in 1910 as the Department of
f::nglic,l,. It now offers the following academic programs:
L.\ Engusn Studies (Ang,.~ >mcrican T~it~rature)
BA English Studies (Creative Writing)
BA English Studies (English Language)
BA Comparative Literature (Asian and Third World)
MA Comparative Literature (European Literature)
MA English Studies (English Language)
MA Comparative Literature
(Plan A: Thesis)
(Plan B: Comprehensive Examination)
Ph.D. English Studies (English Language)
Ph.D. Comparative Literature
Traditionally, the goals of its programs have been: 1) to secure power in oral and
written expression; 2) to develop a discriminating taste for literature, particularly
English literature; and 3) to secure some loving acquaintance with the "best" literature
(8).
The Department of European Languages
The Department of European Languages is the second oldest department in the
College. It used to be called the Department of Spanish since it was established
primarily to provide the skills attendant to learning the Spanish language as required
by law. In 1952, Republic Act No. 709 was passed, requiring all Filipino college
students to earn 12 units of Spanish before they could graduate. In 1957, R.A. 1881
prescribed 24 units of Spanish for students of Law, Commerce, Liberal Arts, Foreign
Service and Education. In 1968, Senate Bill 704 and House Bill4651 reduced the
number of required units from 24 to 12.
Through these years, the need for more and better-qualified teachers of Spanish
increased and paved the way for the institution of the BA in Spanish program. Soon
after, the demand among teachers for professional growth necessitated the institution
of the MA in Spanish program.
The latter part of the 1970s saw a growing awareness among Filipinos of the value of
foreign languages. As the government sought to build up the Philippines as one of the
convention centers in Asia, and the tourism industry as a means of increasing the
country's dollar reserves, the demand for the formal study of foreign languages
increased. This was no longer confined to learning Spanish, as mandated by Congress,
or viewed as exclusively for the elite. Instead, it was perceived as a valuable tool for
research, a helpful credential for those applying for scholarship grants or foreign
employment and an asset to those interested in going into tourism or international
business. In response to these new developments, the Department, in 1976, instituted
the Bachelor of Arts program in European Languages.
To date, the Department offers the following academic programs(9):
BA Spanish
BA European Language (Plans A, Band C)
MA Spanish (Plans A and B)
MA Spanish (Translation)
Diploma in Modern Language (French)
Ph.D. Hispanic Literature (Plans A and B)
The Department of Filipino and Philippine Literature
The Department of Filipino and Philippine Literature was organized for the following
reasons:
I.
To provide advanced instruction in Filipino and Philippine Literature and in the
larger field of Philippine Studies;
2.
To encourage and undertake research and contribute to the growth and dissemination of knowledge in these fields;
3.
To develop a deep sense of responsibility for professional growth through teaching, post-graduate studies, scholarly publications and participation in national and
international conferences; and
4.
To express commitment to the community and the larger society through various
extension services, such as lectures, seminars and symposia.
To pursue the above goals, the Department offers the following academic programs
(10):
BAFilipino
BA Creative Writing in Filipino
BA Philippine Studies
MA Filipino (Language)
MA Filipino (Literature)
MA Philippine Studies
Ph.D. Filipino (Language)
Ph.D. Filipino (Literature)
Certificate in Creative Writing in Filipino
The Department of Speech Communication and Theater Arts
Originally called the Department of Speech and Dmma, the Department was founded
in 1959. Its creation was necessitated by the inclusion in the general education
program of Speech I, a course which aimed to develop proficiency in oral communication
through an understanding of the basic principles of speaking and listening.
The BA (Speech and Drama) program was also instituted in 1959. In 1969, the MA
(Speech and Dmma) program was started to provide the advanced education demanded
especially by teachers of speech. In 1979, the BA (Theater Arts) program was created
in response to the growing number of students interested in pursuing careers in theater.
To date, the Department offers the following academic programs (11 ):
BA Speech and Drama
BA Theater Arts
MA Speech Communication
MA Theater Arts
•
Certificate in Theater Arts
The Creative Writing Center
The Creative Writing Center (CWC) started to operate in June 1979, more than four
years after then President Ferdinand Marcos declared the establishment of such a
center in the University of the Philippines during the Fourth Afro-Asian Writers'
Conference in Manila .. Earlier, the UP Board of Regents, during its 908th meeting on
December 7, 1978, had approved its creation. It was only in 1984, however, that the
Center was attached to the College of Arts and Letters.
The CWC is not a degree-granting unit, but its Director and Associates are members of
the faculty who concurrently handle writing courses in their respective departments.
The major activity of the CWC is the National Writers' Summer Workshop, which was
started in 1980. Since then, it has held yearly workshops for an average of twenty
writing fellows, young writers chosen mainly from institutions of higher learning all
over the country. The fellows discuss the craft of writing with the teaching staff and
invited lecturers and participants based on the manuscripts which they had earlier
submitted. This annual encounter between the fellows and our older writers has helped
our younger writers grow in their craft. The success of the workshops may be gauged
by the number of former fellows who have won major prizes in such writing contests
as the Palanca Memorial Awards and the Cultural Center of the Philippines (CCP)
Literary Contests (12).
Objectives, Directions and Emphasis
The first philosophical framework for the College on record was formulated by the
Division of Humanities under its first Associate Dean, Prof. Pacita G. Fernandez. It
states that the College
subscribes to the study of all forms and aspects of fact, ideas, and
values, and artistic expression under the auspices of freedom .... It
recognizes the diversity of human knowledge, and admits that this
diversity, whether in the form of national, ideological, ethnic, or
historical instances, is worthy of study . . . . It is dedicated to ... the
study of human knowledge in general within the particular context
of the Filipino perspective. In this regard, it is equally committed to
the meaningful diffusion of knowledge, and of the benefits that
could be derived among the masses of Filipino people (13 ).
A letter from the committee that drafted the philosophical framework explained the
universal aspect of the humanities thus:
a) [l]ts outlook is catholic in the sense of being able to surpass
national, ethnic, historical and ideological barriers; b) its attitude is
open, as opposed to dogmatic, in the sense that it is willing to view
and understand possibilities, not only what has become established
or achieved; the limited as well as the perfect; the minor as well as
the most significant (14).
On the other hand, it also made it clear that the Filipino perspective or viewpoint
referred to
is from humanistic studies in the University of the Philippines, and
that the thrust of instruction, studies, and research in the College
should be geared to the development of minds and sensitivity and
skills capable of assessing the achievement of mankind in terms of
Philippine necessities and able to maximize efforts to improve the
quality of life of our people, principally, and elevating the human
condition, in particular (sic) (14).
In a letter to then Executive Vice President Emanuel V. Soriano, then Associate Dean
Pacita G. Fernandez further explained:
[B]y shifting the focus of interest and attention from our age-long
affection and reverence for Western literature to our own, Filipino
and Asian, we could make the rest of mankind aware of our farfrom-insignificant existence on this side of the world, and share with
the human community our own philosophy of life, our insights and
sensibilities (truly Filipino) as they reveal themselves in our literature, our painting and sculpture, as well as [in] our music and our
minor arts ... (15 ).
In the same year, 1977, the Division of Humanities held a seminar-workshop on the
theme, "The Humanities in a Developing Society". In his opening remarks, then UP
President Onofre D. Corpuz underscored the needed shift in the study of the humanities from "an ornamental and decorative activity in the life of the University" to "the
study of the human being ... and the kind of values associated through growth and the
distribution of these values amongst the human beings who constitute the community
... (16)".
The thrust of the humanities towards relevance was articulated in the following
questions posed during that seminar-workshop: How can the humanities contribute to
the development of an independent Philippine economy? How can the humanities
contribute to the formation of a Filipino ideology? How can the humanities help in the
analysis and solution of Philippine social problems? What role should the humanities
perform in a developing society which is no other than Filipino?
During the course of the seminar-workshop, it was agreed that
the humanities has a role to play in our developing society, and that
the role is not one that is ornamental or decorative or entertaining. It
is a crucial role because it strikes at the core of the problem, the
problems in medicine, in ecology, in economics and in labor ....
[F]or example, medical science that seeks to cure diseases also
should take care of healing the heart and the spirit .... [T]he evils of
pollution start from wrong human values ... (17).
In the following years- 1978, 1979 and 1980- more seminar-workshops were
conducted by the Division of Humanities. These addressed the need to define the
Filipino perspective and thrusts, as embodied in the stated philosophical framework,
and how the curricular programs and their respective course offerings could be
correspondingly re-oriented.
During these seminar-workshops, questions similar to those being asked now were
raised: For what purpose or goals are we training our teachers? For what kind of
society are we training both teachers and students? For whom are we conceiving our
programs of study and curricula? For whom are we conceiving our curricular changes
and proposals (18 )?
These questions found some answers during the 1980 Division Seminar-Workshop of
the Division on September 5-6, 1980.
According to Joseph A. Galdon, S.J., one of the workshop participants, quoting from
former Undersecretary of Education Narciso Albarracin's "Notes and Comments"
(19),
For a long time in this country, we have been spending more for
education relevant to the elite and the middle class of which there are
only 30%, people who could take care of themselves- but irrelevant
to the poor which constitutes a greater portion of the Philippines.
In a similar vein, then UP President Emanuel V. Soriano described the kind of
teachers, the kind of students and, in general, the kind of education we must aim for
(20).
[A]ny education of students that we (teachers) want to undertake
should first begin with ourselves, with our own education. For it is
our own attitudes and values that get communicated to our students .
. . . We have to be models of freedom ... the freedom of self-giving.
. . . [M]y ideal UP graduate . . . would be someone who cares,
someone who is sensitive to the needs of others, someone who is
willing to share, of what he has and what he is, with others .
. . . [I]t is essential to any relevant education that it considers the
reality of the 'educated' ... [W]hen-we learn something (transfer of
knowledge), we really integrate it into ourselves. In the act of
assimilation, we let it form us; but in the act of expression, it is we
who give it formulation and life, out of our Filipino manhood or
womanhood, out of our own flesh and blood.
Another speaker, Prof. Dolores Feria, brought up the need to develop in the students a
consciousness of the Third World (21 ). This was in addition to a consciousness that is
Third World and Asian.
It is significant to note that the Division of Humanities (of the then College of Arts and
Sciences) had long been trying to seek answers to essentially the same questions that
are being asked in the present study.
Curricula, Research and Other Related Matters
The discussions during the annual seminar-workshops of the Division of Humanities
gave rise to a number of suggestions regarding curricula and other related matters.
Among them were the following (22):
A Change in the Curriculum
It was suggested that this be effected through the introduction of readings and activities, such as inter-disciplinary seminars organized around contemporary issues- e.g.,
literature and social change, the business culture, fiction and political insight, literature
and ethnic relations, etc.
It was further suggested that a socio-humanist course be designed whose content is
basically re-oriented towards the framework of Filipino values and attitudes in which
literature and the arts are to be cultivated in order to shape a Filipino consciousness and
point of view in politics, economics, society and culture in general.
A Change in Teaching-Learning Methods
It was suggested that this be effected by departing from such traditional methods as the
lecture-recitation and exploring more imaginative new ways of making the learning
situation more meaningful.
A Change in Research Thrusts
It was suggested that this be effected through a shift towards humanities-oriented
studies within such broad issues land, labor, capital, etc.
The years that followed the seminar-workshops were characterized by major efforts
towards the Filipinization of the humanities. These resulted in a number of major
accomplishments (30):
1.
Two programs for the BA Philippine Studies program were instituted.
2.
A number of symposia on the teaching-learning process and a lecture-series on the
importance of the humanities in the teaching of the social sciences and natural
sciences were held.
3.
For the first time in many years, the area of the humanities was included in the
1979 list of priority research areas funded by the NSDB-UP Integrated Research
Program.
The following sample of reported research titles shows the shift towards the Filipino:
A Study of the Orientation of. and the Development of. Teaching Modules in
the Humanities Appropriate for a Developing Society
Sugbuanon Theater from Sotto to Rodriguez and Kabahar
Philippine Regional Drama: An Anthology Representing Six Major Linguistic Regions of the Philippines
A Study of the Imaginative Expression of Filipino Women Writers of Fiction
Towards National Development Through the Understanding of Filipino Students as Communicators
There were two reported studies on Asia: Notes on the Thai Novel and The Modern
Japanese Novel.
However, while most of the studies were on subjects that were Filipino or Asian,
about thirty-five percent of the research done was still anchored on Western tradition.
4.
Co-curricular and extra-curricular activities focused on Filipino art and artistry, as
in the exhibit on Philippine folk and ethnic art and the Dulaang UP Theater Season
of plays by Filipino playwrights.
5.
The College undertook a significant number of "mission-oriented" extension
activities; to name a few:
Pakikipag-ugnayan sa Karaniwang Tao, out-of-town dialogues intended as
learning experiences for both the faculty and the man in the street;
Operations SPREAD, a joint project of the Department of Filipino and
Philippine Literature and the government of Laguna on literacy and cultural
programs;
The Mobile Theater of the Department of Speech Communication and Theater
Arts that brought Filipino plays to the grassroots;
Community theater-workshops in the provinces; and
Expertise-sharing with schools, such as the Isabela State College and the St.
Anthony de Padua Institute.
The College: 1983 - 1992
Objectives, Directions and Emphasis
In the absence of a new or revised philosophical framework, it is presumed that the
newly-created College of Arts and Letters in 1983 committed itself to the same
parameters set in 1977. The years from 1983 to 1992 were characterized by efforts to
strengthen individual departments through the improvement of curricular offerings,
the preparation of instructional materials to suit the needs of Filipino students and
faculty development in anticipation of the retirement of senior faculty members.
Efforts were also directed towards augmenting the fiscal resources of the College (26 ).
CAL at the time had 132 regular faculty members, 39 lecturers and two professors
emeriti. Among them, 26 had doctor of philosophy degrees, 80 had master of arts
degrees and 34 had bachelor of arts or bachelor of science degrees. The academic
programs included one at the Ph.D. level, eight at the MA level and eleven at the
undergraduate level. The College had 83 graduate and 485 undergraduate students, the
greater number of the latter being enrolled in the so-called service courses (24 ).
Curricula, Research, Extension Work and Other Related Matters
A review of the activities in the College showed departmental efforts towards
Filipinization in different areas (25 ).
Curricular Matters
The Department of English took steps to move away from the Western mold by
allowing its Ph.D students to choose from two plans: Plan A, on the literature of
England and America, and Plan B, on the literature of countries other than England and
America.
Research
Faculty research was predominantly on local literature and other local arts, as reflected
in the following sample of titles:
The Jloko Folk Drama: An Inquiry Into Its Unusual Durability as a SocioCultural Tradition Among the Jlocanos
A Historico-Critical Analysis of Philippine Contemporary Theater
The Grammar of Filipino Sensibility
A Historico-Cultural Literary Study of Philippine Literature
The Social Implications of the Fiction of F. Sionil Jose
The Subli of Batangas
Even the Department of European Languages did research and sponsored lectures in
areas relating to Philippine culture and society; viz.:
La Obra Dramatic a de Rizal
The Significance of Spanish Language and Literature in Philippine Society
Blumentritt and the Filipino Fight for Freedom
Research was also done on subjects pertaining to Asia and the Third World: e.g .. The
Literature of Insular Southeast Asia and Afro-Asian and Latin-American Literature.
In addition, work was started on the preparation of instructional materials for the
different art forms taken from the Philippine setting. The Department of English, for
its part, worked on the formulation of a theoretical framework for the study, development and use of Philippine languages.
Inter-disciplinary linkages were likewise initiated in the lecture-series that focused on
the relationship of literature to other professions and areas of knowledge.
Extension Work
Extension work during this period came in the form of seminar-workshops and
lectures intended to help upgrade the quality of teaching in schools outside Metro
Manila and the communication skills of management people in various government
and private organizations.
In 1984, a group of professors from the five departments organized themselves into an
informal group called the Liberal Studies Fellowship (LSF), whose aim was to
emphasize the value of liberal studies. Its initial project was to introduce the Great
Books to students and teachers alike through lecture-discussions, perhaps as an
attempt to create some space for the humanists of the Renaissance, to represent the
universal in the humanities through the Filipino's eyes or to offer an alternative venue
for discussion of liberal ideas outside the classroom. Among the group's initial
activities were a series of lectures and a live-in seminar on active non-violence, with
UP students as participants.
Though initial reception to the LSF was favorable, lack of funds became its major
problem. The members reconceptualized LSF and proposed its institution as a
program in the College. However, the proposal was not approved by the College
Executive Board on the grounds that it was duplicating work already being done by
the College (27).
The Language Policy
The language provision of the 1987 Constitution had implications for both the University and the College. In response, the University adopted the policy of gradually
instituting Filipino as the medium of instruction within a five-to-ten-year period. The
College immediately took the lead in its implementation, especially since the use of
Filipino would complement its objective of fostering Filipino ideals, values and
traditions. It therefore gave priority to the development and use of the Filipino
language while acknowledging the role of foreign languages in a liberal education.
As a consequence, the Department of Filipino and Philippine Literature assumed a
more important role. Renewed interest in Filipino and the consequent demands on the
language users resulted in the growth of the Department in terms of faculty, students
and curricular offerings. It was called upon to help plan the establishment of a Sentro
ng Pambansang Wikang Filipino to oversee the implementation of the University's
language policy. The Department continues to lend its expertise in such matters as
translation, the compilation of glossaries and teacher-training (28).
The Department of English and Comparative Literature, for its part, has been supportive
of the University's language policy, positing that the new role of English is that of a
preferred first foreign language in the University. Years before the institution of
University's language policy, the Department had already expanded its program
offerings to include comparative literature. As the Department of Filipino and Philippine Literature strengthens its programs, the Department of English is ready to move in
the direction of inter-disciplinary course offerings (29 ).
The Department of Speech Communication and Theater Arts saw in the University's
language policy an opportunity to formalize its Communication III in Filipino classes,
which it had earlier started on an experimental basis (30). The Department of An
Studies also started offering Humanities II in both English and Filipino (31 ).
Meanwhile, the legislative mandate prescribing 12 units of Spanish as a requirement
for graduation from college was lifted. This development affected the demand for
Spanish classes. However, a quick move by the College and by the Department of
European Languages to institute a six-unit (at least) foreign-language requirement in
the different curricular programs of the University assured the Department of a
continuing demand for its language courses (32).
The College as a National Center
Dr. Vivencio R. Jose, during his term as dean of the College, called for "the empowerment of arts and letters for excellence and liberation" and the transformation of the
College into a "national center for teaching, creativity, scholarship, research and the
performing arts" with the following objectives:
1.
To discover knowledge and various events in our struggle as a civilization that are
relevant to the thrusts of a developing country.
2.
To conserve, preserve and transmit to our students and to the nation at large our
nation's heritage of arts and letters, in particular, and of culture, in general.
3.
To create new knowledge through the encouragement of new art that is related to
our individual and social aspirations for national advancement.
4.
To make use of this knowledge in the solution of our social and national problems.
5.
To intensify the use of Filipino in teaching and communicating in all courses and
degree programs, in consonance with the University's language policy (33).
Dean Rogelio Sicat, who succeeded Dr. Jose, has affirmed his commitment to the
goals of his predecessor (34). His administration continues to encourage excellence,
as shown in the number, variety and quality of CAL's research and publications, in the
number of national and international awards received by its faculty and students, the
sustained efforts towards faculty development, the continuing assessment of the use of
Filipino as a medium of instruction and the efforts towards its propagation and
popularization, and the ongoing assessment of its curricular programs.
The College seeks to maintain a dynamic relationship with society through its programs,
projects, research, creative and extension work which are all geared towards making
the College a vital force in the transformation of society towards an enlightened
nationalist orientation while preserving a healthy sense of internationalism.
General Summary
A review of the documents covering the period 1976 to 1992 has revealed that the
administration and faculty belonging to the discipline of the humanities have been,
from the start, concerned with the task of clarifying and prioritizing the knowledge,
values and attitudes attendant to a UP education. Through the years, they have steered
the discipline from its heavy dependence on Western models, evident up to the '60s, to
a strongly Filipino orientation and a consciousness of what is Asian and Third World.
In effect, the humanities are presented, not as an ornament that preoccupies the rich
and cultured, but as a vital and integral part of the identification and study of the
Filipino. The success of this shift in focus is seen in the continuous evaluation and
revision of its curricular offerings, in the regular preparation and or revision of
instructional materials and in the ongoing co-curricular activities that all point towards
the direction of Filipinization.
Students of the College of Arts and Letters describe themselves as fluent in Filipino.
Could this be the effect, not only of the emphasis of the College on the development of
a Filipino orientation, but also of the language policy of the University? The survey of
the Sentro ng Wikang Pambansa shows the College of Arts and Letters as one of the
Colleges of the University that have been strongly supportive of this policy.
It will be recalled from the earlier part of this report that the ideal UP student of the late
70's and early 80's was perceived as one who was capable of sharing with others, of
giving to others. Since the teacher was presumed to have served as a model for the
students, then this attribute must have first been demonstrated by their teachers.
The results of the survey, however, show that the present crop of students is more
interested in developing such qualities as confidence, the courage to speak up and take
risks, the ability to think critically, dynamism, industry and a comprehensive reading
background. The students' areas of concern are just as individualistic: acceptance by
peers, academic activities, individual success, high grades by all means and self-improvement. The quality of being "maka-masa" -which used to be associated with
UP students to the point of their being stereotyped- ranks last on the students' list of
priorities.
Could these observations be true only of the present crop of students? Could the
students of the '70s and the early '80s have been different?
During the group discussions, there was general agreement among the alumni that
values are not taught in the University. That the teaching of values occurs in the home
and in the elementary and secondary schools. Students enter the University with the
values they have imbibed from all the social institutions they had gone through. The
alumni appreciated the fact that the University developed in them the ability to think
critically, not by ramming certain values down their throats, but by providing them
with options from which to choose. However, in the light of the changing profile of
UP students, the teachers have suggested that, perhaps, the students should now be
guided towards the values that they should develop.
The vision for the '90's, shared by former Dean Vivencio R. Jose and the incumbent
Dean Rogelio S icat is "the empowerment of the arts and letters through excellence and
liberation." This vision implies excellence in scholarship, creative work and research
towards national development. . Empowerment implies the bonding of people with
common goals and values. However, the survey results show that the pursuit of
academic excellence is foremost among the concerns of both student and faculty. The
question should therefore be asked: Could the demands of academic excellence lead to
a preoccupation with individualistic qualities and concerns among both students and
teachers? Or could the same demands effect the convergence of knowledge, values
and attitudes among students and faculty towards the empowerment of the arts and
letters?
From among a list of values the UP students must develop, the CAL students
indicated as most important the value of service for others. This indicates a needed
shift among the students and faculty from individualism to altruism. Could this be the
beginning of the process of convergence that would lead to empowerment?
Notes:
(1)
Taylo, Donata V., "Bartlett as First President," University of the Philippines:
The First 75 Years. Quezon City: University of the Philippines Press, 1985,
13.
(2)
Guerrero, Milagros C., "Sinco's Clash with Conservatism," University of the
Philippines: The First 75 Years. Quezon City: University of the Philippines
Press, 1985, 361.
(3)
"Reorganization Plan for the College of Arts and Sciences," a mimeographed
copy, 1976.
(4)
Bauzon, Leslie E., "Angara's Toughminded Leadership," University of the
Philippines: The First 75 Years. Quezon City: University of the Philippines
Press, 557-559.
(5)
Proceedings of the Seminar-Workshop on the Role of the Humanities in
Education for a Developing Society, Prepared by the Division of Humanities,
College of Arts and Sciences, 1979, 91.
(6)
Taylo, Donata V., "Bartlett as First President," University of the Philippines:
The First 75 Years. Quezon City: University of the Philippines Press, 1985,
12.
(7)
From the annual report of the Department of Art Studies.
(8)
From the annual report of the Department of English.
(9)
From the annual report of the Department of European Languages.
( 10)
From the annual report of the Department of Filipino and Philippine Literature.
(11)
From the annual report of the Department of Speech Communication and
Theater Arts.
(12)
From the annual report of the Creative Writing Center.
(13)
From the "Philosophical Framework for the Division of Humanities," a
mimeographed copy, 1977.
(14)
From a letter to Associate Dean Pacita G. Fernandez from Prof. Petronilo Bn.
Daroy, chairman of the Committee tasked to make a draft of the philosophical
framework, January 17, 1977.
(15)
From a letter to Executive Vice President Emanuel V. Soriano from Associate
Dean Pacita G. Fernandez, January 26, 1977.
(16)
From the Opening Remarks of Pres. Onofre D. Corpuz during the SeminarWorkshop on the "Role of the Humanities in the Seminar-Workshop in a
Developing Society" sponsored by the Division of Humanities, September 9,
1977.
(17)
From the Opening Remarks of Associate Dean Pacita G. Fernandez during the
same seminar-workshop.
(18)
From the Closing Remarks of Associate Dean Fernandez during the same
seminar-workshop.
(19)
Galdon, Joseph A., "Notes and Comments (Seminar-Workshop on "A General
Education Program for the Filipino Students),"Pbilippine Studies. (1981), 111114.
(20)
From the Opening Remarks of Pres. Emanuel V. Soriano during the SeminarWorkshop on "A General Education Program for the Filipino Students sponsored
by the Division of Humanities, September 5, 1980.
(21)
Feria, Dolores, "Third World" The New Obscurantism," A paper read during
the same seminar-workshop.
(22)
From the discussion group reports, Proceedings of the Seminar-Workshop on
"The Role of the Humanities in Education in a Developing Society."
Sponsored by the Division of Humanities, September 5-6, 1979.
(23)
From the Departments' annual reports.
(24)
From the 1983 CAL annual report.
(25)
(26)
(27)
From the 1986 CAL annual report.
(28)
(29)
From the annual report of the Department of Filipino and Philippine Literature.
(30)
From the annual report of the Department of Speech Communication and
Theater Arts.
(31)
From the annual report of the Department of Art Studies.
(32)
From the annual report of the Department of European Languages.
(33)
From the CAL Academic and Management Review and Planning Report (199095).
68 Epilogue
EPILOGUE
Jose V. Abueva
President
University of the Philippines
1987-1993
As academic leaders, in collaboration with fellow faculty members, we set goals and
objectives, define problems, indicate courses of action, allocate resources, build
consensus on the major issues we face, and find the people to help us realize our
academic vision. All these are important tasks that fill our days sometimes with
doubt and uncertainty, at other times with joy and fulfillment, but always, I hope,
with challenge and a sense of purpose and mission.
Periodically, we need to pause and assess our work, submitting our visions and
aspirations to the test of our constituencies' perceptions and opinions. We understand this to be a necessary part of our work. For we view research and reflection as
tools for explaining to ourselves and to others the quality and results of our work,
and for making decisions about future directions and alternatives.
It was for this reason that I established the UP Education Research Program (UPERP) in late 1990 as the nucleus of a multi-disciplinary undertaking to help assess
and improve education in general and, particularly, the education that UP itself
offers to its students, as well as our research, training, extension and public service.
As President of UP, I felt responsible that the University should know in valid and
reliable ways how well our faculty are teaching or imparting the knowledge, values
and attitudes we profess or assume to be inculcating in our students. I became more
aware and worried that actually we had no systematic assessment of the quality and
impact of our teaching.
Thus I shared my concern with our UP-ERP colleagues. In response, in 1991, they
proposed a project entitled "Continuing Assessment of Knowledge Management,
Attitude and Value Formation in UP Programs." Its objectives are: 1) to develop
and refine a methodology for the assessment of knowledge management, attitude and
value formation in UP academic programs (graduate, undergraduate, and short-term)
which could be used in all the constituent UP universities as a supplement to existing
evaluation programs; 2) to generate quantitative and qualitative data from participating UP units using this methodology; and 3) to contribute to the periodic review and
assessment of UP academic programs and UP education in general, in order to
determine its orientation, emphasis and direction.
This evaluation study, which we call by its acronym KAVS, seeks to attain its
objectives through a two-pronged strategy: 1) a general review of what the University wants its students to be, in the context of its social mission, its role as the
national university, and the educational and social realities of the Filipino nation; and
2) critical self-studies of various units and the University to evaluate their respective
mission and objectives, and to determine how closely each unit is able to work
towards the formation of its graduates and other outputs in research and extension.
The research problems posed by this study are concerned with the central questions
of education:
In what image are we reproducing the generations of students and future leaders
who come to us for their education?
For what reason are we doing so and with what effects on our institutions, on
our public life, and on the building of our nation?
In the spirit of critical self-examination, 14 academic units of UP Diliman, through
their deans and directors, and with the enthusiastic endorsement of UP Diliman
Chancellor Emerlinda Roman, volunteered to participate in this collaborative study.
These are: the College of Law, Asian Center, School for Labor and Industrial
Relations, the Colleges of Arts and Letters, Business Administration, Education,
Home Economics, Public Administration, Science, Social Sciences and Philosophy,
the Institutes of Science and Mathematics Education and for Small-Scale Industries,
the UP Integrated School, and the University Center for Women Studies. A team of
researchers representing the UP-ERP and the participating units undertook the study.
The three other constituent universities, through Chancellor Ruben Aspiras of UP
Los Banos, Emesto Domingo of UP Manila and Francisco Nemenzo of UP Visayas
participated in the pretest administration of the survey instruments.
I wish to congratulate and thank all those who have participated in, and supported,
this study, I hope that this mode of self-assessment will become part of our periodic
review of UP education.
The KA VS presents challenges as we approach the second-half of the decade before
the next century. These are:
How to balance and develop the qualities of mind and heart -- rationality and
compassion -- among all the components of the university.
How to view learning and leadership as total concepts and processes, transcending the boundaries of specialized disciplines and levels of organization;
How to operationalize and actualize the goals which both the nation and the
University are striving for, e.g., empowerment, sustainable development, environmental protection, unification, and others;
70 Epilogue
How to teach or impart the meaning of freedom, community, respect and
loyalty, and the corresponding rights and responsibilities, duties, and obligations
which go with them;
How to define and assess commitment to our tasks of teaching, research, and
extension in the University, and teamwork as a community of scholars working
together to achieve our goals; and
How to regain our leadership role in setting standards of academic excellence
and civic responsibility as the country's national university and premier state
university.
As we reflect upon the findings of this study, let us humbly consider our successes
and weaknesses in order to chart more clearly our way to the future of the University
of the Philippines as a center of learning for leadership and social transformation.
REFERENCES
Apple, Michael. 1974. Educational Evaluation: Analysis and Responsibility. California: McCutcheon Press.
Bernstein, Basil. 1976. "On the Classification and Framing of Educational Knowledge." in Earl Hopper, ed. Readings in the Theory of Educational Systems.
London: Hutchinson University Press.
Bowles, S. and Gintis, H. 1976. Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life. New York: Basic Books.
Bourdieu, Pierre. 1976. "Systems of Education and Systems of Thought." in Earl
Hopper, ed. Readings in the Theory of Educational Systems. London:
Hutchinson University Press.
Dahrendorf, Ralf. 1976. Cited in Rolland G. Paulston. Conflicting Theories of Social and Educational Change. University of Pittssburgh.
Etzioni, Amitai. 1968. The Active Society. New York: Free Press.
Karabel, Jerome and Halsey, A.H., eds. 1977. Power and Ideology in Education.
New York: Oxford University Press.
Smith, Dennis. 1976. "A Typology for the Analysis of Educational Systems."
London: Hutchinson University Press.
THE MEANING OF UP EDUCATION is a 10-volume series representing a pioneering effort to ·evaluate knowledge management, attitude and value formation in
the academic programs of the University of the Philippines, Dillman. This critical
self-eval~ation is a significant contribution to the continuing and periodic review of
U.P. academic programs and U.P. education in general in order to help determine
their orientation, emphasis and direction.
The CAL Unit Report, Volume 9 of the series entitled Th~ Meaning of UP Education presents the findings and evaluation of a CAL education: its goals and objectives, its plans and activities as a unit, and its faculty and students. It also raises
some important policy implications and recommendations ..As with the rest of the
unit reports in this Series, this volume is the result of a critical self-study in the
context of academic freedom by the faculty, alumni, students and other constituencies
of the College of Arts and Letters in the University of the Philippines, Diliman.
JOSEFINA AGRA VANTE now Dean of the College of Arts and Letters, was
Chairperson of the Department of Speech Communication and Theater Arts, CAL,
University of the Phi "ppines, Dillman.
·

The Meaning of UP Education (Vol.9) - iskWiki!

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