For the past century, higher education generally enjoyed a period of rapid growth and increased rate of development and prosperity. It provided huge benefits to individuals and to society, increasing the percentage of people who received higher degrees, and improving the quality of life of the citizenry.
The Philippines has progressed economically given its improved functional literacy, increased educational opportunities, and enhanced productivity. These have been fueled by several reforms targeted at improving access to education and other basic services (Rocamora, 2021). But even with these developments, much has still to be done to ensure that Filipinos would not live in precarity and socio-economic uncertainty.
Continuously and effectively investing in higher education is one of the drivers of more sustainable reforms in the Philippines (Scweisfurth, Davies, Symaco, & Valiente, 2018). Significant education inequalities would have to be addressed: structural concerns include prevailing divides among urban and rural areas in terms of access to the internet, learning facilities and materials, as well as training and capacity-building for teachers (Gorra & Bhati, 2016). Institutional concerns pertain to inadequate policies that provide frameworks for curriculum revision that meet both community and employment needs, as well as responsive mechanisms to forge academe-to-industry collaborative networks, and international linkages (QAA, 2018; British Council, 2015). Finally, some governance-related concerns include the labor market’s absorptive capacity for graduates, curtailed education resources, and enhanced standards for professionalism and licensure across all fields of study.
All the above-mentioned factors, including the factors cited below, have moved the University to initiate the project on curriculum development for relevance and quality.
With the continued rage of the coronavirus pandemic, our inevitable foray in the digital world, and the shift towards a knowledge-based “e-conomy”, these challenges would be compounded and present complex decision points for academic institutions (Parentela & Vargas, 2021; Joaquin, Biana, & Dacela, 2020). This program hopes that this initiative to revise the respective curricula would be a contributive step towards enhancing the quality of the higher education offered in the Sintang Paaralan. It is also part of the program’s goal to help in overcoming these prevalent inequalities given the vision of becoming a National Polytechnic University.
The Bachelor of Science in Business Administration Major in Human Resource Management (BSBA-HRM) is a four-year program designed to prepare the graduates in a career in People Management, with a strong foundation of a holistic approach in business administration, and the application of Human Resource (HR) strategies which includes Talent Management, Compensation Management, Training and Development, Labor and Employee Relations, Performance Management, HR Analytics, and Organization Development. This program engages the students in diverse national and global business situations leading to proficiency in Risk Management and Good Governance of the emerging Human Resource Management technologies, producing HR professionals imbued with values-based competencies contributory to the effective and efficient management of human resources across all functions of business regardless of industry.
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