The K-12 Transition in Mindanao: The Case of Iligan Institute of Technology of the Mindanao State University
ASOG WORKING PAPER 19-008
53 Pages Posted: 28 Jun 2019
Date Written: May 14, 2019
The history, development, and mandate of the Iligan Instiutute of Technology (IIT) gave it a special role in the struggle to realize the promise of a prosperous, progressive, and peaceful Mindanao. In the early 70s, the World Bank’s Education Development Implementing Task Force (EDPITAF) chose IIT as the Mindanao institution that it would assist with financial and technical support to deliver the Engineering Technology Program (ETP). The K-12 reform launched in 2016, which made the two-year Senior High School (SHS) cycle possible, gave IIT another opportunity to help address the need for skilled workers by offering a Technical-Vocational-Livehlihood (TVL) track for students more concerned about employment than higher education. After one year, however, IIT decided to discontinue the TVL track. Moreover, it also decided to drop the three-year ETP program and to offer in its place a four-year ETP degree course. These decisions came as a surprise to many observers. The IIT Case seeks to explain the logic of the IIT decisions. IIT leaders made choices based on their assessment of the Institute’s strengths and weaknesses and their appreciation of emerging opportunities and threats. The case presents only one example of an institution responding to the changing landscape of education in which it is operating. IIT is unique, in the way that every institution, each with its own individual history, character and problems, would be unique.
Keywords: K-12 policy, education reform, Philippine education system, MSU-IIT, K-12 case study
JEL Classification: I21, I24, I25, I29
Suggested Citation: Suggested Citation