Albaracin, E. C. (2018). Do PSHS qualification standards effectively address information asymmetry in the hiring of teachers for education in Industry 4.0? (Unpublished master's thesis). Public Management Development Program, Development Academy of the Philippines.

Public Management and Development Program Senior Executive Class Batch 6 Thesis (SEC)--Development Academy of the Philippines.

In a world that is fast evolving the economy of the future will be vastly different than what it is today. Currently, the world's economies are on the threshold of undergoing the fourth Industrial Revolution, or Industry 4.0. Students today who are learning under the old paradigm will be applying for type of jobs that may not yet exist. Schools must adapt towards this change to better prepare it students for the future. Calls for educational reform demand the inclusion of 21st century skills in the learning experiences of students. While these are starting to be addressed, teacher qualifications lag behind. It is only proper that teachers themselves must possess the skills that they are trying to teach to their students. However, current hiring qualifications and criteria in the Philippine Science High School (PSHS) does not sufficiently address this information, resulting to information asymmetry during the hiring process. This paper explores the option in addressing the information gap during the hiring process of teachers in PSHS. The first option is to specify in the teaching demonstration phase of the hiring process that teacher must add 21st century skills activities, such as interpersonal skills, problem solving, etc to show these skills during the teaching process. The second option is to revise the qualification criteria to specifically include the assessment of 21st century skills during the hiring process. The third option, which is broad response of the Department of Science and Technology (DOSTO itself, the parent agency of PSHS, is to harmonize the different programs of PSHS and other DOST agencies to better prepare students for the future in the age of industry 4.0. The first option is the least costly of all options, but it only provides minimal reduction in the information symmetry because its indirect way of measuring the 21st century skills of teacher applicants through the demo teaching. The second option is more costly in the term of the costs associated with the process of policy change such as workshops, consultative meetings, and stakeholder negotiations, but it is more effective than option 1 in reducing the information asymmetry because it directly measures the skills in the teacher applicants. The third option meanwhile, is a more comprehensive approach to addressing the challenge of Industry 4.0, not only in PSHS but in the world DOST system as well. However, the staggering cost in terms of monetary, personnel and administrative efforts involved in an interagency endeavor to harmonize its different programs is at the moment cannot be accurately estimated and requires further studies. Among the three choices, option 2 gives the best value for money or effort because of the significant reduction of the information asymmetry as well as its predictable and manageable one-time and recurring costs. Meanwhile, in the process of instituting policy changes towards option 2, PSHS campuses can pursue option 1 to better inform the process to awards the policy change. One of the first step towards the revisions of qualification criteria of teacher applicants is to conduct a stakeholder meeting with the students, employees association, the Executive Committee and the BOT of PSHS. A market analysis of available skills and personality test also needs to be done to reduce the cost of the additional tests during the hiring process.