The document discusses the ASEAN economic integration scheduled for 2015 and its implications for the Philippines. It notes that while ASEAN integration will create an open labor market and single production base, the Philippines will not have a level playing field due to the K-12 educational reforms not being fully implemented. It suggests fast-tracking curriculum revisions to make 2014-2015 graduates more competitive, adhering to a common ASEAN qualifications framework, and ensuring safeguards to prevent the unnecessary influx of foreign workers.

1. ATTY. ADA D. ABAD
10th CODEB IV-A Annual Conference
“Quality Business Education
Towards ASEAN Integration”
27 February 2014, 2:00 – 2:45 p.m.
Hotel Dominique, Tagaytay City
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2. DepEd’s
K-12 SHIFT
CHED’s
OTBQA
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4. •
50% ENROLLMENT
DECLINE FROM 2017-2020
• FACULTY WITHOUT LOADS
FOR TWO YEARS
• FACULTY MOVEMENTS
FROM COLLEGE TO SHS
• HOW MUCH
COMPENSATION
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10. What is ASEAN and
ASEAN 2015?
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14. BIRTH OF ASEAN IN AUGUST 1967
AT BANG SAEN, THAILAND
(BANGKOK DECLARATION)
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15. ADA CODEB LECTURE 022814
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16. ADA CODEB LECTURE 022814
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17. "The fragmented economies of Southeast Asia,
(with) each country pursuing its own limited
objectives and dissipating its meager resources
in the overlapping or even conflicting endeavors
of sister states carry the seeds of weakness in
their incapacity for growth and their selfperpetuating dependence on the advanced,
industrial nations. ASEAN, therefore, could
marshal the still untapped potentials of this rich
region through more substantial united action.“
- Phil. Foreign Secretary Narciso Ramos
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18. When ASEAN turned 30 years old in 1997, the ASEAN
leaders adopted the ASEAN Vision 2020, and
largely agreed to create a deeper partnership amongst
member nations.
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19. By 2003, the idea of an ASEAN Community
(probably pattered after the European Union
model) was established.
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21. ADA CODEB LECTURE 022814
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22. to transform ASEAN into
a region with free
movement of goods,
services, investment,
skilled labor and freer
flow of capital.
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23. OBJECTIVES
I.
SINGLE MARKET AND PRODUCTION BASE
FREE FLOW OF
GOODS
FREE FLOW OF
SERVICES
FREE FLOW OF
INVESTMENTS
FREER FLOW OF
CAPITAL
FREE FLOW OF
SKILLED LABOR
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24. The areas of cooperation in the economic
aspect include human resources development
and capacity building; recognition of
professional qualifications; closer consultation
on macroeconomic and financial policies; trade
financing measures; enhanced infrastructure
and communications connectivity;
development of electronic transactions
through e-ASEAN; integrating industries across
the region to promote regional sourcing; and
enhancing private sector involvement for the
building of the AEC.
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25. As of January 2007 –
the Philippine
Government had
already committed
to the vision of the
ASEAN COMMUNITY
as a SINGLE MARKET
AND PRODUCTION
BASE
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28. Cebu International Convention Center
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29. ADA CODEB LECTURE 022814
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30. Our collective antennae been have trained to latch on
to political and/or socio-cultural developments in the
United States, and dismiss the news relating to our
Asian neighbors as mere trivia.
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31. Thus, it had led Dr. Natalia Morales, the vicepresident of the Philippine Council for Foreign
Relations, to lament:
“There is no regular ASEAN habit of mind
in our shores. One has to seek special website
editions to know what's happening and what the
official support the ASEAN program requires and
deserves from us. The recent postcard-sending
campaign of the Departments of Education and
Foreign Affairs, in cooperation with ASEAN
embassies, partly addressed this lack of ASEAN
awareness among Filipino youth.”
Dr. Natalia Morales, “Shaping our ASEAN mindset”, Inquirer article, 30 July 2007.
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http://www.inquirer.net/specialreports/12thASEANSummit/view.php?db=1&article=20070730-79407
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32. NOW THAT THE DECEMBER
2015 ASEAN INTEGRATION
DEADLINE IS NEARLY UPON
US, HOW DO WE ADDRESS IT
FROM THE PERSPECTIVE OF
EDUCATION?
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33. From the human
capital perspective, a
successful ASEAN
integration will require
education systems of
the region to provide
individuals
with requisite skills for
a changing labour
market.
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34. It has been said that the
Philippines is cramming
toward ASEAN 2015.
Jee Geronimo, “PH Basic Education: Cramming toward ASEAN 2015”. Rappler, 03
December 2013. http://www.rappler.com/move-ph/issues/education/45117-asean2015-philippine-basic-education
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35. “When it comes to the
impending ASEAN 2015
economic integration in
2015, the Philippines
is cramming things it
should have done a
decade ago because
bureaucracy got in
the way then. xxx.”
Ibid., Jee Geronimo’s Rappler article.
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36. At this point, I will initially examine this scenario from
the perspective of a college graduate by December
2015, when ASEAN integration is scheduled to
commence.
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37. OPEN LABOR MARKET
allowing the free flow of
services (including education
services) and skilled labor
amongst all membercountries.
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38. Under this scenario, corporations
operating within the ASEAN region
may now transfer its manpower
component across regional
borders freely and without much
restrictions.
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39. Our Filipino college
graduate by
December 2015
should be able to
compete in the global
market against the
labor complement of
the other ASEAN
member-states.
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40. However, to be able to compete,
our Filipino college graduate
should already be equipped with
“21st century skills and other
compentencies responsive to
labor maket needs, both local and
international, as well as to the
requirements of national
development.” Commission on Higher Education Strategic
Plan for 2011-2016, Item 6 on Major Targets, sub-item 6.1 on Rationalization of
Higher Education Institutions and Programs
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41. Even with our K-12 shift, there
will not be a level playing field
for Filipino workers in the
global arena by December
2015.
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42. ADA CODEB LECTURE 022814
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43. Note that by the time ASEAN integration hits us on
December 2015, our college graduates at that time
would have graduated only from the old 10-year
basic education curriculum.
1ST YEAR
2ND YEAR
3RD YEAR
4TH YEAR
2016-2017
NO 1ST YEAR
OKAY
OKAY
OKAY
2017-2018
NO 1ST YEAR
NO 2ND YEAR
OKAY
OKAY
2018-2019
OKAY
NO 2ND YEAR
NO 3RD YEAR
OKAY
2019-2020
OKAY
OKAY
NO 3rd YEAR
NO 4TH YEAR
2020-2021
OKAY
OKAY
OKAY
NO 4TH YEAR
2021-2022
OKAY
OKAY
OKAY
OKAY
2022-2023
OKAY
OKAY
OKAY
OKAY
2023-2024
OKAY
OKAY
OKAY
OKAY
2024-2025
OKAY
OKAY
OKAY
OKAY
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44. Having started the K-12 shift only last year, the first
graduates of our new educational reforms with a 12year basic educational program will graduate only in
2021.
1ST YEAR
2ND YEAR
3RD YEAR
4TH YEAR
2016-2017
NO 1ST YEAR
OKAY
OKAY
OKAY
2017-2018
NO 1ST YEAR
NO 2ND YEAR
OKAY
OKAY
2018-2019
OKAY
NO 2ND YEAR
NO 3RD YEAR
OKAY
2019-2020
OKAY
OKAY
NO 3rd YEAR
NO 4TH YEAR
2020-2021
OKAY
OKAY
OKAY
NO 4TH YEAR
2021-2022
OKAY
OKAY
OKAY
OKAY
2022-2023
OKAY
OKAY
OKAY
OKAY
2023-2024
OKAY
OKAY
OKAY
OKAY
2024-2025
OKAY
OKAY
OKAY
OKAY
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45. At this point, there will be a gap of SIX (6) YEARS from
2015 all the way until 2021 when our Filipino
workforce will be considered “sub-standard and not
globally competent”.
1ST YEAR
2ND YEAR
3RD YEAR
4TH YEAR
2016-2017
NO 1ST YEAR
OKAY
OKAY
OKAY
2017-2018
NO 1ST YEAR
NO 2ND YEAR
OKAY
OKAY
2018-2019
OKAY
NO 2ND YEAR
NO 3RD YEAR
OKAY
2019-2020
OKAY
OKAY
NO 3rd YEAR
NO 4TH YEAR
2020-2021
OKAY
OKAY
OKAY
NO 4TH YEAR
2021-2022
OKAY
OKAY
OKAY
OKAY
2022-2023
OKAY
OKAY
OKAY
OKAY
2023-2024
OKAY
OKAY
OKAY
OKAY
2024-2025
OKAY
OKAY
OKAY
OKAY
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46. SEEING THIS PROBLEM,
WHAT CAN WE DO?
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47. Suggestion 1:
Fast-track curriculum revision
or offer short-term certificate
courses, so that graduates of
AY 2014-2015 may be globally
competitive.
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48. We may integrate courses on comparative study
of the different ASEAN member-states on the
following:
• Legal systems
• Introduction to the culture and history
• International Business Transactions
(including obligations and contracts, as well
as cross-border contract negotiations)
• Labor and immigration laws
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49. Expanding it further, we can even dovetail
our efforts at curbing the negative impact of
the K-12 shift.
College professors without subject loads for
two years, will teach the short term
certificate courses or bridging
programs for global competitiveness
for a much larger market --- the
graduates from the old 10-year basic
education curriculum.
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50. As it is, there is already a danger of losing
corporate middle management positions
to foreigners.
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51. Suggestion 2:
Adherence to a common ASEAN
qualifications framework
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52. My niece and goddaughter Peejay is a
graduate of the UP College
of Education. She has a
double degree in European
Languages and Special
Education. She had also
taken several units for her
masteral degree in
Education
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53. She went to Singapore and applied for a teaching
job, and submitted her transcript of records. The
Singaporean school asked her to go back to the
Philippines to get a more complete description of
her subjects and course.
While I can honestly attest to the capabilities of
my niece, the fact remains that it was difficult
for her to be hired and prove her worth
solely on the basis of her UP transcript.
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54. As it turned out, the Singaporean school could not
figure out the competencies of my niece, because the
transcript and course descriptions given by the UP
Registrar’s office merely provided a one or two
sentence description of the contents of the
course.
The Singaporean employer school wanted
to know what my niece could already do
after she shall have completed and passed
the subject.
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55. Inasmuch as it was not possible to
change her transcript and course
descriptions, she had to return to the
Philippines twice to look for her former
professors, get a copy of their
respective course syllabus and
request for a longer descriptive
narrative of the envisioned objectives
of the course.
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56. Suggestion 3:
Ensure safeguards to avoid
the unnecessary flooding of
foreign labor into the local
market, and the easing out of
our Filipino workers
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57. The Asian Development Bank noted
that greater integration in Asia (and
ASEAN) will bring benefits by
reducing inequalities between the
countries, but also potentially huge
risks, as when income inequalities
within countries increase.
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58. ADB theorizes that allowing workers to move
across borders more freely would also help
reduce income disparities,
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59. for which reason countries should improve its
policy, regulatory and institutional
frameworks (e.g., complicated trade
procedures, cumbersome customs clearance)
to boost intra-regional activity.
Asian Development Bank article “Asia Must Work Together to Manage Risks, Reap
Benefits of Integration.” 19 July 2012. http://www.adb.org/news/asia-must-worktogether-manage-risks-reap-benefits-integration
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60. Are we educating our students to fill in
the demands of the labor market
abroad as envisioned under the
ASEAN 2015 integration?
Is this going to be our goal as
educators?
Are we not sustaining the brain drain?
How do we change the paradigm and
make them stay?
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61. Phl opens
hard-to-fill
jobs to
foreign
workers
Posted on Monday Jan 13th 2014 at
5:00am
http://m.philstar.com/314191/show/ae7
e29c0c79329028c935caf413f2339/
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62. Included in the occupational shortage list allegedly
derived from a series of survey and consultation
with concerned stakeholders are the following:
•
•
•
•
•
•
•
architect,
chemical engineer,
chemist,
environmental planner,
fisheries technologist,
geologist,
guidance counselor,
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63. 







licensed librarian,
medical technologist,
sanitary engineer,
computer numerical control machinist,
assembly technician,
test technician,
pilot and
aircraft mechanic.
Mayen Jamaylin, Phl opens up hard-to-fill jobs to foreign workers. Philippine
Star, 13 January 2014.
http://m.philstar.co.314191/show/ae7e29c0c79329028c935caf413f2339/
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64. DLSU Librarian and PRC
Outstanding Professional Fe
Angela Verzosa raised alarm
bells and said that “the
reason why there is a
shortage of librarians is
because we require our
librarians to be licensed. But
allowing the entry of foreign
librarians will not do justice
to the many librarians
available for the positions
but sadly lacking the required
license.”
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65. It would be very unjust if foreigners
who are not required by their own
country to pass a licensure
examination may be hired as librarians
but preventing our own citizens to
secure said jobs precisely because they
failed the exam.
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66. “The transition to globalization
is best achieved after local
safeguards are put in place to
protect the interests of our
Filipino citizens.”
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67. Certainly, we cannot --and should not – be
eased out of our own
labor market!
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68. Indeed, there are constitutional
provisions which ought to protect
and prioritize our Filipino citizens
for local employment
opportunities. Thus:
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69. 1987 CONSTITUTION
Article VII – NATIONAL ECONOMY AND
PATRIMONY
Section 12. The State shall promote the
preferential use of Filipino labor, domestic
materials and locally produced goods, and
adopt measures that help make them
competitive.
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70. Section 13. The State shall
. pursue a trade policy that
serves the general welfare and
utilizes all forms and
arrangements of exchange on
the basis of equality and
reciprocity
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71. Section 14. The sustained development
of a reservoir of national talents
consisting
of
Filipino
scientists,
entrepreneurs, professionals, managers,
high-level technical manpower and
skilled workers and craftsmen in all fields
shall be promoted by the State. The State
shall encourage appropriate technology
and regulate its transfer for the national
benefit.
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72. The practice of all
professions in the
Philippines shall be limited
to Filipino citizens, save in
cases prescribed by law.
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73. LABOR CODE ON EMPLOYMENT OF
NON-RESIDENT ALIENS
Article 40. Employment permit for nonresident aliens. -- Any alien seeking
admission
to
the
Philippines
for
employment purposes and any domestic
or foreign employer who desires to
engage an alien for employment in the
Philippines shall obtain an employment
permit from the Department of Labor and
Employment.
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74. The employment permit may be issued to a
non-resident alien or to the applicant
employer after a determination of the nonavailability of a person in the Philippines who
is competent, able and willing at the time of
application to perform the services for which
the alien is desired.
For an enterprise registered in preferred areas
of investment, said employment permit may
be issued upon recommendation of the
government agency charged with the
supervision of said registered enterprise.
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75. DOLE DEPARTMENT ORDER NO. 97-2009
REVISED RULES FOR THE ISSUANCE OF EMPLOYMENT
PERMITS TO FOREIGN NATIONALS
Coverage: all foreign nationals who intend to engage in
gainful employment in the Philippines shall apply for Alien
Employment Permit (AEP).
Exceptions:
a) Members of the diplomatic services and foreign
government officials accredited by the Philippine
government;
b) Officers and staff of international organizations of
which the Philippine government is a cooperating
member, and their legitimate spouses desiring to
work in the Philippines;
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76. c) Foreign
nationals
elected
as
members of the Governing Board
who do not occupy any other
position, but have only voting rights
in the corporation;
c) All
foreign
nationals
granted
exemption by special laws and all
other laws that may be promulgated
by the Congress;
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77. e) Owners and representatives of foreign
principals, whose companies are
accredited by the Philippine Overseas
Employment Administration (POEA), who
come to the Philippines for a limited period
solely for the purpose of interviewing
Filipino applicants for employment abroad;
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78. f) Foreign nationals who come to the
Philippines to teach, present and/or
conduct
research
studies
in
universities and colleges as visiting,
exchange or adjunct professors
under formal agreements between the
universities or colleges in the Philippines
and foreign universities or colleges; or
between the Philippine government and
foreign government; provided that the
exemption is on a reciprocal basis; and
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79. g) Resident foreign nationals and
temporary or probationary
resident visa holders employed
or seeking employment in the
Philippines.
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80. While the existing legal
framework protects our Filipino
workers, it is unfortunately that
“a simple administrative
concession of creating an
occupational shortage list unduly
undermines all these
constitutional and statutory
guarantees.” -
Fe Angela Verzosa
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81. The Philippine roadmap toward Asean
2015 integration envisions the
attainment of inclusive growth and
sustainable national development
driven by the formation of high-level
technically competent and
knowledgeable human resource
under a liberalized trade economy.
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82. It is a pragmatic approach to the
realities of the 21st century, where
people are now more closely
connected by modern
technological advances in
communication and transportation,
thereby virtually dissolving
previous barriers of time and
space.
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83. The benefits of the ASEAN 2015
integration and homogeneity in
reference to the global platform are
obvious; the goals of reducing
inequalities and income disparities
between member-countries are noble
indeed.
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84. The above notwithstanding, it is believed
that these mechanisms can only be shortterm solutions. Our dream of achieving the
status of a tiger economy will never be
attained, and we shall remain impoverished
as a people, unless we firmly address the
deep-rooted causes for our economic
malaise – the issues of graft and
corruption, failure to level the playing field,
lack of a comprehensive political and
economic vision, resulting from leadership
arising from patronage politics.
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85. PACU CEBU HR MGMT SEMINAR ON K-12
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86. FOR FURTHER QUESTIONS:
PLEASE EMAIL OR CALL-
Ada D. Abad
Cell: 0917-526-9732
ada.abad@gmail.com
Ofc: +632-844-0583/
+632-843-8621
PACU CEBU HR MGMT SEMINAR ON K-12
013114
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