Philippine higher educaiton

In this paper, we will problematize the proposed use of mother-tongue-based instruction in the Philippines. As a country that has, for almost a century, supported the use of English in schools, this proposal marks a drastic shift in Philippine languages in education policies. We
argue that a century of language policies, which have privileged English over all the local languages of the Philippines, have led to specific attitudes to language that will impact on the success of mother-tongue-based education. To support our arguments, we will draw on the results of a survey on language attitudes conducted in the Philippines. This survey specifically asked respondents about what they perceived to be the role/s of English and other Philippine
languages in education. We argue that although mother-tongue initiatives are admirable, they need to be examined in terms of attitudes to language, which may or may not value mother
tongues. In addition, we argue that for mother-tongue-based education to succeed, it is necessary to consider the possibility of changing these attitudes to language via a principles-based
approach to language policy.

Education is one of the most important sectors in the present ‘Knowledge Era’ and only, those societies will grow which have put emphasis on ‘Education’. Here, the role of the higher education as an important sector becomes immensely crucial not only for individual growth and development but also for the advancement of the nation, because it generates the knowledge economy. India being one of the largest education system in the world and experts around the world are emphasizing on the point that the 21st century will belong to two nations in Asia (China and India). Therefore, the importance of the higher education is very much essential. In this context, the recent Draft National Education Policy 2016 is in the right direction; especially this policy came after a gap of nearly three decades. Also, at present, a huge demographic crunch is available in the form of young population (about 65% of India’s population is below 35 years). The last National Education Policy (NEP) came in the year 1986 and was later modified in 1992.
It was rightly quoted by Dr. S. Radhakrishnan Commission (Report of the University Education Commission 1948-49)
“The most important and urgent reform needed in education is to transform it, to endeavour to relate it to the life, needs and aspirations of the people and thereby make it the powerful instrument of social, economic and cultural transformation necessary for the realization of the national goals. For this purpose, education should be developed so as to increase productivity, achieve social and national integration, accelerate the process of modernization and cultivate social, moral and spiritual values.”
Although, the Draft NEP 2016 in its report talked about the entire education system in India. However, the focus of this article is on higher education, which is essential for the knowledge economy.