The IE requires connections between the research-driven knowledge economy and the marketplace-driven commercial economy “and it is in this intersection that the Philippines, like most countries, is facing difficult challenges” (RTI, 2017 page 4, cited in DTI 2019).⁴ The various STRIDE interventions at HEIs have improved this disparity by developing industry-oriented curricula through the PSM, student-industry links through the Career Centers, and advancing the use of research products through the KTTOs (Source: online survey results 2021 [Set A, Annex C]; IEA 2019).

STRIDE addressed the developmental priorities outlined in the Higher Education Framework⁵ and the STI needs of key stakeholders at the national level, such as managing pandemic situations, using digital technology, conducting and applying research, delivering quality education, and engaging with communities. Key informants cited technical assistance and capacity-building most often. This technical assistance and capacity-building includes Strategic Foresight training, ideation workshops, innovation conferences, and STRIDE’s support for various institutions in IE (Annex F National 1).

At the regional level, STRIDE also facilitated collaboration among several institutions and provided technical assistance to strengthen these new linkages. This enhanced multi-agency collaboration through the exchange of R&D experiences (Annex F Table 1).

HEI-industry collaboration was also the focus of STRIDE activities.

At the HEI level, technology transfer and an industry-responsive curriculum via the PSM improved an institution’s capacity to innovate (Table 8). Capacity-building, collaboration, and policy support improved the capacity to innovate and strengthened the linkages between GIA and the RIIC. At the national level, KIIs noted responsiveness to stakeholders’ needs and trust building were responsible for facilitating national innovation policy development. Further, if there is emerging need that was not part of the assessment, STRIDE has been responsive by providing support in a timely manner (such as pandemic-related activities) and is flexible to key stakeholders’ social and economic changes in the IE.

Comparing best practices and metrics of other institutions that are successful in their respective IEs was an important knowledge transfer for national actors, who said that the study trip to the United States in 2017 was a turning point for improving IE in the Philippines. As mentioned in one KII,

Further, the evaluation team asked KII respondents about their perceptions of the influence of STRIDE interventions in improving their IE by rating elements of the innovation ecosystem. Quantitizing the qualitative ratings (Figure 3) reveals the differential ratings of various actors. National respondents rated human capital and education highly while the HEIs rated knowledge transfer as high and regional government officers rated collaboration as high, affirming the findings of the qualitative data analysis. In the aggregate, knowledge transfer had the highest score, followed by collaboration (Figure 4).

CHALLENGES

Although STRIDE provided a number of positive interventions in the country, there are still some challenges to fostering a robust IE. These are organized into four categories (Table 9): beginning level of innovation culture; varied innovation capacity; beginning level of social capital; and bureaucratic processes for procurement of goods and services. ”Beginning level of innovation culture” represents the government’s low perception of STI’s positive impacts for economic growth, slow response to STI-related requests or needs, and low capacity level for innovation as reflected by diagnostic assessment. “Varied innovation capacity” pertains to different levels of capacity and institutions’ needs. This is a challenge because approaches are not differentiated based on stakeholders’ needs. Although there is a diagnostic assessment, there is currently no variation in approaches to enhancing the capacity of actors in the IE. Social capital is at a beginning level as well. This is evident in problems with information flows between and across groups and levels of analysis, few opportunities for graduates to use their skills and qualifications, and exclusivity of information (i.e., data is not shared). Lastly, “bureaucratic processes for procurement of goods and services” presents a challenge that should be addressed.

Some respondents noted higher-level challenges. Cebu Institute of Technology’s challenge is to become an entrepreneurial university in addition to producing graduates who score high on their board exams. Other private HEIs in the sample face the challenge of transforming into research universities. For UP Diliman, the challenge involves the transformational relationship between academe and industry at the point when start-ups grow up to become “toddlers” and “teenagers.”

OPPORTUNITIES

In terms of opportunities, STRIDE’s interventions are a very clear response to the need to expand innovation capacity. These opportunities come from linkages, funding, mapping experts to needs, and assessing the scalability of programs. The evaluation team observed varied innovation in terms of institution building and leadership. Evaluation also revealed beginning levels of innovation capacity and social capital (Table 9). Other opportunities that HEIs cited include “financial resources,” which refers to funding support from different institutions or agencies, and “knowledge protection and creation,” which refers to establishing knowledge through collaboration and technology-sharing schemes between university and industry partners. Regional officials cited other opportunities, including harnessing industry engagement and commitment; policy support for sustaining STRIDE’s gains; availability of institutions, people, and data in the S&T innovation sector; capacity development for intellectual property in the academic and private sectors; funding opportunities from government and industry; and sharing facilities for new product development (Annex F Table 1.3 ).

As shown by stakeholder comments above, STRIDE strategies align with the 2018 USAID education policy and USAID higher education policy. The KTTO, Career Centers, and the PSM address these policies. The strategies also address core functions of the higher education system, such as advancing knowledge and research, providing quality and relevant education and workforce training, and engaging and strengthening networks and communities (USAID Higher Education Framework, June 2021). STRIDE promoted linkages between industry and HEIs and increased capacity at HEIs for relevant, responsive, industry-oriented curricula. The establishment of the RIICs will potentially spur employment in the countryside, which has the potential to bring sustainable economic growth and development, addressing unemployment problems. Recent data show that 24 percent of college graduates in the country are unemployed.⁶

Among the three IRs, IR1 had the strongest link to achieving the development goal of inclusive growth through strengthened science, technology, research, and innovation capacity. For brevity, only the results for IR1 are shown in this section since its link to achieving the development goal is strongest; results for IR2 and IR3 are found in the annex section (Annex E. HEI.2 and 3).

Table 10 shows STRIDE interventions under IR1 and HEI innovation activities. Under the quantitative results, most of the STRIDE capacity programs that survey respondents attended were KTTO, START, and other U.S. Government (USG)-related programs. Many of STRIDE’s activities served as the basis for HEIs’ improved capacity. This is evident in research development as revealed by their proposals, completed research, and publications. The evaluation team also observed confidence to innovate in HEIS in various goods and services innovations they introduced in their respective institutions (see Annex E. HEI.1 expanded version). These activities were consistent with the qualitative results in which key informants described all the capacity-building for innovation activities they attended.

Annex E. HEI.2 shows STRIDE’s input on improved regulatory environments and output of their partner institutions and agencies. Compared with IR1, only one activity was observed to have contributed to an improved regulatory process in IR2, the funding of research on procurement. This research is the first to study the role of procurement in innovation. Actors in the IE complained about procurement more than any other factor in the evaluation’s KIIs and FGDs. One key informant described this initiative as “understanding the problem [of procurement].” Because the study was ongoing during the evaluation data collection period, the evaluation team did not have access to specific interim results. Although there are issues in procurement policy, GIA linkages still resulted in improved policies for research incentives, application and approval of utility models, extension services, revision of science-based guidelines, and establishment of new laboratories. (Please refer also to IR2 discussion above and in Annex A.1.)

Annex E. HEI.2.3 reflects the innovation activities of several government agencies and their partners under the STRIDE project. The evaluation team adapted a survey on introduced goods and services as forms of innovations from The Community Innovation Survey 2014.⁸ Goods are tangible objects such as COVID-19 testing kits, contact tracer applications, or journal publications, while services are usually intangible items such as PSM curricula, training, workshops, modules, and partnerships, among others. During the extension phase of STRIDE, respondents were able to introduce these innovations in their respective institutions. Under goods, RIICs (22.7 percent) have introduced more product innovations than GIAs (9.1 percent), specifically for equipment. Under services, GIAs (18.2 percent) have developed more PSM curricula than RIICs (9.1 percent). More than half of the respondents for each group reported that these innovations were new to their disciplines and institutions. For process innovation, both groups reported improved methods for manufacturing. When it comes to the logistics of manufactured goods, RIICs (27.3 percent) have more improvement than GIAs (4.5 percent). Overall, various agencies introduced and developed because of their linkages and partnerships with other institutions. Note, however, that RIICs introduced more innovations compared to their GIA counterparts. This is likely attributed to the RIICs’ entrepreneurship focus compared to GIAs, although the evaluation team does not have direct evidence to support this conclusion.

Comparison of the three IRs showed that IR1 has the greatest number of innovation activities on the side of both STRIDE and its partner institutions. Second in rank is IR3, in which partnerships, linkages, collaboration, and cooperation formed during the extension phase.

On the other hand, IR2 had the fewest interventions because it is deeply connected to the host government’s laws.

Table 10 provides detail on STRIDE interventions under IR1 and the HEI innovation activities.

The evaluation team asked survey, interview, and FGD respondents to compare the different STRIDE strategies and interventions. Analysis of the data indicates that STRIDE’s technical assistance ranked first in KIIs (Annex G.FGD.1). This strategy falls mostly under IR1, which is comprised of sharing of expertise (how to innovate), instruction (KTTO), skills (curriculum development), and consulting services (via international or local experts). This is evident in one of the interviews at the national level:

STRIDE’s technical assistance with innovation was very helpful across the three levels: national, HEI, and regional. Linkages ranked second (M = 3.16). The evaluation team notes that linkage is connected to RIICs, which is the primary objective for the STRIDE extension period. However, linkage without improved capacity to innovate is not sufficient. Thus, technical assistance as a form of knowledge transfer contributed to improved capacity to innovate across actors in the IE.

The improvement in intellectual and innovative capacity, acquisition of machinery and resulting increase in research activities, and maintaining committed partnerships within the IE were ways that HEI’s contributed to addressing obstacles inherent in their respective institutions. These contributions had positive effects in the IE.

One example of the improved HEI capacity is in the curricular programs they developed. Improvements in HEI capacity are translated in their developed curricular programs. Recall that STRIDE exceeded its indicators during the extension period for KTTOs, PSMs, and Career Centers (Table 5). The goals of these programs are to increase capacity in competencies that are necessary for research development, technology, and innovation as well as leadership and entrepreneurial skills. These goals ensure the sustainability of STRIDE interventions by providing a continuous supply of future innovation actors in the IE. Compared to public universities, the autonomous status of several private universities expedited development and approval of such programs (e.g., PSM). Unlike public universities, private universities are required only to inform CHED of new programs while public universities must follow a complex curriculum development process. One private university told the evaluation team:

This unrestricted feature of private institutions is a very important variable in providing innovative curricula. It means they do not face the kinds of delays in creating new programs or curricula that public universities face.

Acquisition of machinery and research activities have also increased during the STRIDE extension period. The survey administered to FGD participants concerning their GIA partnerships showed that close to 50 percent have acquired new machinery and more than 50 percent conducted in-house or contracted-out training for their personnel (Annex D, Table D.13 & D.14). Partnership is an essential component of innovation, but not all actors succeed in achieving this. In a virtual FGD, all representatives (n = 12) pointed out that committed partnerships strengthened their linkages (Annex G. FGD.2). This is evident in a comment from one of the participants from the HEI sector:

“Commitment” refers to cooperation among partners who share the same vision for scaling up and commercializing technologies and who recognize each other’s roles and responsibilities in the IE.

At UPLB, STRIDE’s contribution was in the pedagogy or delivery of courses rather than a change in the curriculum. UPLB faculty members attended the seminar-workshop on case analysis, the outputs of which were case studies for use in class. According to Dr. Dinah Depositario of UPLB, “this was the first time that Philippine cases written by Filipino authors were made available to students.” She is still applying the knowledge she gained from workshops and a study visit to the United States to delivery of courses.

On the other hand, there are some obstacles that are beyond the control of HEI and other actors in the IE. Annex G.3 shows that, among the four challenges that influence STRIDE’s effectiveness, key informants at the national, regional, and HEI levels most often cited the mismatch of competencies and capacity between academe and industry. This challenge involves differences in the innovation competencies of partnerships, specifically regarding mindsets, institutional timelines, faculty expertise, and scalability of a product after academe and industry develop it.

STRIDE’s work in IR 3 made the greatest contribution (“impact,” as phrased in the STRIDE AMELP learning question) to improved institutional policies. In Annex G. HEI.1, six out of 11 HEIs explained that STRIDE made a significant contribution to optimizing or implementing policies internal to their institutions—that is, institutionalizing policies to improve organizational processes (e.g., procurement, research, and commercialization):

This is similar to survey results in which respondents also mentioned STRIDE’s work on institutional policies most frequently (Annex D, Table D.22). Respondents also mentioned procurement in terms of expediting the purchase of materials needed for research:

Prior to STRIDE, a consortium of RIICs was already in place. However, national agencies did not communicate well with their regional offices. STRIDE opened collaboration at the national and (especially) at the regional levels. STRIDE activities, such as ideation workshops that facilitated communication and collaboration among agencies and translated technology into layman’s terms for typical industry participants, have improved the consortium model.

The success of RIICs’ contributions to change in the IE coincides with two categories of Filipino cultural values known as kapwa, or “shared inner self.”⁹ Kapwa is considered to be the “heart of the structure of Filipino values.”¹⁰ The concept kapwa has two categories: Ibang-Tao (“outsider”) and Hindi-Ibang-Tao (“one-of-us”). The idea of interaction is very important to understanding the loob (“inner self”). Capturing the loob of your fellow being is related to time.¹¹ This means movement of time as it enters the loob and of the loob as it moves through time. In short, in Filipino culture, to be accepted in the group you must get through the loob (“inner self”) of the members.

Among the levels of interaction, Santiago and Enriquez recommended that, at the very least, individuals establishing a relationship with another group should reach pakikipaglagayang loob (“acceptance”).¹²

At the level of acceptance, trust has already been established, and this is where we can situate the success of RIICs. Specifically, it is trust in the partnership, which refers to believing in the capability of partners to pursue joint activities. This is reflected in an explanation from an industry representative from one of the FGD sessions:

Trust has strengthened linkages and collaborations among actors in the IE. These two factors are rooted in STRIDE’s philosophy, which is a “whole-of-government approach” at the national level and a “whole-of-community approach” at the regional level. Linkages and collaborations have broken the silos that effect improved policies for extension services of government, industry, and academe (Annex G.2)

Annex D. Table D.23 shows the R&D grant processes for HEIs and RDIs (Table D.23). Quantitative data for this sub question are limited to a) activities and expenditures for product and process innovations, and b) intellectual property rights and licensing. Data for HEI are combined with their government and industry partners (GIA). Results indicate that activities and expenditures for product and process innovations were similar in number between GIA and RIIC groups. However, RIICs (27.3 percent) have contracted out more external R&D to other institutions than GIAs have (13.6 percent). For intellectual property rights and licensing, GIAs (18.2 percent) have applied for more patents than the RIICs have (9.1 percent). RIICs (18.2 percent) have registered more of their products for trademarks than GIAs have (4.5 percent). RIICs (9.1 percent) have also licensed out their patent and industrial design rights while GIAs have not done this at all. Responses from RIICs showed that R&D grant processes are more entrepreneurial in nature than those of the GIA group.

Recall that GIA has more patent applications than RIICs. Analysis of qualitative findings in Annex G.FGD.2 shows that academe sectors (HEI) focused more on increasing funding and research than on commercialization of their output. The evaluation team observed changes in procurement in one of the private HEIs; this is because private universities are not tied to national procurement laws.

While the Philippines’ performance in the overall Global Innovation Index (GII) 2020 is impressive, there are still pillars in which its performance can improve. GII has seven pillars in the computation of the overall index: institutions, human capital and research, infrastructure, market sophistication, business sophistication, knowledge and technology outputs, and creative outputs.¹³ The Philippines ranks high only in knowledge and technology outputs and business sophistication. Future USAID STI investments should focus on helping the Philippines to target the other five pillars and also supporting additional increases in knowledge and technology and creative outputs. One specific pillar for focused support would be supporting the country’s ability to commercialize aspects of the IE.

“Host country gap” refers to providing support to start-ups and spin-offs as well as to MSMEs to enhance their productivity and resilience—another area for focused support. The Government of the Philippines should review its higher educational policy to accommodate innovative programs that are industry responsive. Specifically, the accreditation of PSM, credit loading of faculty, and other CHED-relevant policies are areas that the national government should focus on. Although the Department of Education (DepEd) is included in the innovation ecosystem for basic education, it is not active in the IE at this time. A holistic educational intervention to support the IE should emphasize collaboration between basic education and higher education programs. The evaluation respondents concur that critical thinking and creativity should be developed in elementary grades. There is a need for a steady supply of students skilled in S&T to run the industries of the future. Creating science and technology-oriented students in higher education requires honing the interests and skills of students beginning in their basic education.

Based on the 2019 AMELP (p. 35), sustainability mechanisms are not integrated in the design and implementation of STRIDE. Instead, the AMELP states that STRIDE will make recommendations during project closeout meetings. This is because the STRIDE approach is experimental and there is no blueprint. Nonetheless, the evaluation team considers the START Center, hosted by the DLSU and UP beginning in 2021, and the KTTO-Intellectual Property Management Program for Academic Institutions Commercializing Technologies (IMPACT) program, institutionalized by DOST-Philippine Council for Industry, Energy and Emerging Technology since 2018 for the Innovation Technology Support Office (ITSO), as sustainability mechanisms. So, while the design does not explicitly include sustainability mechanisms and STRIDE’s implementation is experimental, STRIDE is creating sustainability mechanisms along the way as they learn from their experimental approach.

On the other hand, building consensus within community and employing the whole-of-community approach is only an intervention process; it is not included in the design of RIICs.

STRIDE saw to it that there would be RIIC policy support in terms of RDC Resolutions and memoranda of understanding between GIA partners.

The evaluation team documented some unintended positive results during our data collection, such as:

• Receiving GII recognition for Regional Opportunities for Business Excellence through Science, Technology, and Innovation (OROBEST) (Region 10)
• Establishing innovation offices in government (DOST XI) and industry (Bulacan Chamber of Commerce and Industry)
• Making changes in pedagogy for the teaching of agribusiness courses in UPLB
• Inspiration to build a molecular lab (in Region 7, but proposed by STRIDE grantee from UPLB)
• Assisting an MSME in Davao to acquire a Philippines Food and Drug Administration license due to a partnership with academe, and the government serving as the bridge for the two to meet

HIGHER EDUCATION INSTITUTIONS

HEIs need to familiarize themselves with technology transfer and commercialization processes to have successful academe-industry partnerships. Faculty and researchers have fears about divulging and sharing their research because of ownership concerns. Relating to ownership concerns, faculty and researchers have little to no experience in the commercialization of technology or negotiations with industry. The results of the online survey reveal that a majority of HEI respondents have not applied for a patent (Annex Table D. 20), and they are unsure about the value of the technology that they develop. There is a lack of rules for benefit-sharing between academe and industry. This impedes faculty and researchers’ ability to negotiate with the private sector.

For example, it is not clear how to structure shared future benefits in the cocreation of a patent for which industry cosponsored research. Without this policy, universities tend to want sole rights to the patent (Annex G, Effectiveness, MSU-IIT). Protecting research outputs, (e.g., patentable technology) and intellectual property will help allay these fears. The Fairness Opinion Board under DOST helps scientists to understand whether technology transfers are indeed fair.¹⁴

Curricula need to be developed in consultation with industry and focus on skills needed for innovation in industry. However, government policy currently restricts the approval of innovative curriculum. In the Philippines, degree programs at the master’s level should contain a substantial research component that is theoretically based and may include a practical component (CHED Memorandum Order 15 s 2019, p. 3). Some PSM curricula do not follow this rule as they focus more on skill development than on theory. CHED (Memorandum Order CMO 55 s2016, p. 10), instructs SUCs to be consistent with professional regulatory government agency rules that prescribe a minimum credit load, among others, and may not be compatible with the PSM curricula.

In addition to the type of curricula, the faculty also need to have an innovation focus.

In the survey, respondents said that sustaining the capacity they gained from STRIDE could be done through the integration of promoting technology innovations as part of the extension function of universities, using outside consultants, and applying lessons learned from previous activities (Annex H 3.6 Region-2).

STRIDE, in collaboration with DLSU, conducted the Filipinnovation Entrepreneurship Corps (FEC) training for researchers. This training received funding from DOST-Philippine Council for Industry, Energy and Emerging Technology (AR 2019, p. 44). The training aimed to rapidly determine the commercial readiness of research outputs. STRIDE has helped several HEIs develop their PSMs through curriculum workshops (Annex Table D.7). Entrepreneurship topics are integrated into these curricula.

The sustainability of STRIDE interventions in HEIs depends on the following: 1) each university’s policies, infrastructure, and funding; 2) faculty members’ attitudinal shifts regarding publication, industrialization of R&D outputs, and trust in the institution for intellectual property and commercialization incentives for start-ups and spin-offs; and 3) interorganizational collaboration (Annex H, 3.1, 3.2, 3.4 HEI-ST).

For PASUC, several challenges remain for the SUCs to improve the IE. (PISI, p.16). These are in the areas of : 1) improving the research capabilities of faculty, research staff, and students; 2) inculcating a research culture and upgrading research infrastructure; 3) recruiting, retraining, and retaining a sustainable stream of new researchers; 4) increasing research productivity and raising research quality and impact; 5) institutionalizing a research code of ethics that maintains the integrity, openness, and transparency of the research process and safeguards intellectual property; and 6) establishing structured partnerships with community, business, and industry stakeholders to integrate formal research and innovation efforts with informal grassroots knowledge and innovation.

REGULATORY ENVIRONMENT

Sustaining the gains from STRIDE’s interventions requires programs, projects, and activities consistent with national policies, such as the Philippine Innovation Act, the Technology Transfer Act, and the Innovation Start-up Act. These can be formulated into a medium-term development plan and specified through process manuals, projects, products, and services. However, for these plans to be effective, collaboration and funding are necessary (Annex H, 3.7 Region-ST).

The regulatory environment for innovation improved somewhat, specifically in the areas of science- based intervention (Annex Table D. 19) and enabling policies would help improve HEI R&D plans (Annex H, 3.3 HEI-ST). The creation of the Vice President for Innovation position in the Bulacan Chamber of Commerce and Industry to support the implementation of RIIC in Region 3 could be used as a model in other provincial or city chambers of commerce and industries nationwide. DOST XI also created an office for the Assistant Regional Director for Development and Innovation. This office is dedicated to helping the MSMEs and other innovation activities in the region. DTI’s national office also created a position of Undersecretary for Innovations. The National Innovation Council, once activated, can facilitate the implementation of innovation-related projects. The provisions of the Republic Act 10055 (Technology Transfer Act, 2009, p. 10 and 11) is limited to revenue-sharing, commercialization, and establishment of spin-off firms.

GOVERNMENT CAPACITY FOR INNOVATION

In 2020, STRIDE provided technical assistance to review CHED’s mandate, structure, and functions (AR 2020, p. 39). STRIDE also supported PASUC in the development of the PISI for Industry 4.0. The document symbolizes the SUCs’ drive to proactively join in the government’s goal of innovation-led, talent-driven economic growth under the Filipinnovation Roadmap (AR 2019, p. 30-31). PASUC’s pool of experts that STRIDE trained may continue to influence CHED and innovate in the SUCs after the end of the STRIDE project.

The RIICs will serve as the cornerstone of the Philippines’ new industrial strategy known as i3S (MOA 2018, p. 3). The institutionalization of RIICs through the passage of RDC Resolutions will ensure the sustainability of STRIDE’s intervention. The establishment of RIICs and the presence of policies, joint research and development programs, projects, activities, and leadership are the enabling mechanisms for STRIDE interventions to be included in the long-term plans of partners (Annex H 3.3.1 Regional-2). STRIDE’s technical assistance includes the mapping of key innovation actors; linking innovation players in government, industry, and academe through strategic dialogue; and aligning key programs and services (mapping-linking alignment, or MLA) toward industry needs in the region (AR 2019, p. 40). Some of the RIICs have constructed their websites and implemented their IBR programs to help MSMEs recover from the impact of the COVID-19 pandemic (AR 2020, p. 27). STRIDE also held the RIICs Learning Assembly to exchange best practices and learning (2021 Q2R, p. 24) and assessed the current RIIC linkage-building practices (2021 QR3, p. 29). STRIDE interventions align with government agencies’ programs, making it likely that they will not only be sustained, but also expanded nationwide (Annex H 3.2 Regional-ST).

Table 11 shows that that the evaluation survey respondents report that the central government funded more of their innovation activities in the RIICs and GIAs than did local or regional governments.

In some cases, there are also challenges in the commercialization pillar of the IE. Sometimes the supply chain is not ready for the bulk of industry demands.

This IE lacks the farmer cooperative leg that can supply the primary ingredients (squash) for processing.

EMERGING PARTNERSHIPS

The evaluation team documented several emerging partnerships: 1) The Knowledge Innovation Science and Technology (KIST) Park, to be hosted by UP Mindanao (RIIC Davao partnered with Kyushi University in Japan to establish the KIST Park for the Davao Region); 2) Davao Inventions and Innovation Center together with the LGU (this center was created through a city ordinance sponsored by Councilor Braga); 3) RIICs with school-based technology business innovation hubs, funded by DOST—namely, the UP Mindanao, UPGRADE, UMASENSO, USEP AGILAB, and ADDU innovation hubs. There is complementation with the CMCI (Cities and Municipalities Competitive Index) in Region 10 local government unit (LGU) of Cagayan De Oro (CDO).

The CMCI added an innovation component and is now monitoring innovation activities. This innovation pillar will be included in the CMCI ranking in 2022. Further, one other LGU-based activity that the OROBEST can be involved in is engaging with the Bureau of Internal Revenue (on the Small Business Information Portal. A private-sector member of the CDO RIIC mentioned that the RIIC has partnered with the USAID SURGE’ s Cities Development Initiative (CDI) based at the CDO LGU out of the desire to help the RIIC’s MSME partners. The LGU is helpful, and member MSMEs report excitement to be engaged in this CDI Small Business Information Portal of the LGU. This type of collaboration, between two USAID-funded activities, STRIDE and SURGE, working in different sectors and with different objectives, is a practice that the evaluation team highly recommends whenever synergies across activities are possible.

EFFECT OF KNOWLEDGE AND TECHNOLOGY TRANSFER OFFICE (KTTO) ON GIA AND ITS FURTHER DEVELOPMENT TO MEET INDUSTRY EXPECTATIONS

STRIDE, in partnership with DOST-Philippine Council for Industry, Energy and Emerging Technology, developed two (2) KTTO programs to upscale the ITSO in HEIs under the IPOPHL, an agency attached to DTI. The KTTO initiative started in 2015 with a pilot batch of ten (10) HEIs (KTTO IMPACT Summary), and in 2018, DOST-Philippine Council for Industry, Energy and Emerging Technology institutionalized the program in 33 academic and 11 government research institutions. STRIDE’s KTTO Mentor Guide (2021) will serve as a manual to help STRIDE-trained mentors to deliver more KTTO-IMPACT workshops after the STRIDE project ends.

CAREER CENTER’S EFFECT ON GIA

The Career Center provides the resources students need for industry internship, job placement, and other opportunities and guide the students in identifying career opportunities that will match with their skills, interests, personality, and values leading to meaningful and purposeful contribution to the global industry. STRIDE and Ateneo de Davao University rolled out three episodes of “Liyab Live Chats” featuring counselors from STRIDE-supported Career Centers as speakers (2020 QR1, p. 12). Since the Career Center is directly involved in instruction and research and helps to support new student recruitment and alumni loyalty, the mentoring program introduced by STRIDE is very likely to continue after STRIDE ends.

PROFESSIONAL SCIENCE MASTER’S DEGREE PROGRAMS’ CONTRIBUTION TO SUSTAINABILITY OF STRIDE INTERVENTIONS

The Capacity to Innovate survey generated information about the sustainability of STRIDE’s interventions. About 35 percent of the STRIDE scholars and grantees surveyed developed materials for PSM curricula, and 52 percent participated in KTTO training (Annex Table C. 6). STRIDE supported the following PSM degree programs: renewable energy engineering, manufacturing engineering and management, cybersecurity, information technology, data science, dairy products technology, construction management, industrial automation, engineering management, electro-acoustic engineering, railway engineering management, power systems engineering and management, food processing management, and construction management (Draft PSM Guidebook). However, since April 2017, CHED has imposed a temporary suspension of authorizations to public universities for new graduate programs, including PSM degrees. Because of this suspension, HEIs have been hesitant to create new PSMs (AR 2019, p. 30).

STRIDE scholars and grantees who participated in the survey were 55.9 percent male and 44.1 percent female, while participants from government, industry, and academe who volunteered to participate in the FGDs were 47.6 percent male and 52.4 percent female (Gender Data Set A & B). This nearly equal participation of males and females in both STRIDE evaluation activities shows that STRIDE’s programs were relatively equally balanced, particularly given the imbalance between males and females in science and technology-related fields. STRIDE focused on needs, and online training provided equal access. STRIDE emphasizes gender equality and advocates for more opportunities for women in STI careers, accommodations for women scientists and researchers with young children, and scholarships for women to pursue further studies, as shown in their gender assessment report (USAID STRIDE July 2021, p. 3). However, STRIDE was not able to conduct a gender assessment in industry, where the male/female balance may be different than in academe.