The Philippine educational System

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The Philippine educational System
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HISTORY

• Education From Ancient Early Filipinos
• - Children were provided more vocational
  training but less academics in their houses by
  their parents and in the houses of their tribal
  tutors. They were using a unique system of
  writing known as the baybayin.
• Spanish Period
• - During the early Spanish period most education
  was carried out by the religious orders. The
  schools focused on the Christian Doctrines.

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• First Republic
• -The schools maintained by Spain for more than
  three centuries were closed for a short period
  but were reopened on August 29, 1898 by the
  Secretary of Interior. The Burgos Institute in
  Malolos, the Military Academy of Malolos, and the
  Literary University of the Philippines were
  established. Article 23 of the Malolos
  Constitution mandated that public education would
  be free and obligatory in all schools of the
  nation under the First Philippine Republic.

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• American Period
• -Building on the education system created in
  1863, an improved public school system was
  established during the first decade of American
  rule upon the recommendation of the Schurman
  Commission. Free primary instruction that trained
  the people for the duties of citizenship and
  avocation was enforced by the Taft Commission per
  instructions of President William McKinley.
• -Education during this time also emphasized
  nationalism, vocational education and good
  manners and discipline.

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• After World War II
• -In 1947, by the virtue of Executive Order No.
  94, the Department of Instruction was changed to
  the Department of Education. During this period,
  the regulation and supervision of public and
  private schools belonged to the Bureau of Public
  and Private Schools.
• Marcos Era
• -In 1972, the Department of Education became the
  Department of Education and Culture by the virtue
  of Proclamation 1081 which was signed
  by President Ferdinand Marcos.

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• Fifth Republic
• -On February 2, 1987, a new Constitution for the
  Philippines was ratified. Section 3, Article
  XIV of the 1987 Constitution contains the ten
  fundamental aims of education in the Philippines.
• -In 1987 by virtue of Executive Order No. 117,
  the Ministry of Education, Culture and Sports,
  became the Department of Education, Culture and
  Sports. The structure of DECS as embodied in the
  order remained practically unchanged until 1994.

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• Implementation Of The K-12 Program
• - The implementation of the K-12 program is
  "phased". The first phase of the implementation
  will start on SY 2012-2013. During this school
  year, universal kindergarten will be finally
  offered, and will now be a part of the compulsory
  education system and a new curriculum for Grade
  1 and Grade 7 students would be introduced. By SY
  2016-2017, Grade 11/Year 5 will be introduced,
  and Grade 12/Year 6 by SY 2017-2018 with the
  phased implementation of the new curriculum
  finished by the SY 2017-2018. Students in 2nd
  year to 4th year high school this SY 2012-2013
  are not included in the program. It is only
  applicable to students from Kinder to 1st year
  high school which is now called Grade 7.

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EDUCATION SYSTEM

• Three Modes On Delivery Of Instructions
• Normal Education
• Alternative Learning System
• Alternative Delivery Mode

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COMPULSORY EDUCATION(Pattern of Education)

• Elementary School
• - Elementary school, sometimes called primary
  school or grade school (Filipino paaralang
  elementaryamababang paaralan), is the first part
  of the educational system, and it includes the
  first six years of compulsory education (grades
  1-6). These grades are further grouped
  (informally) accordingly into primary level,
  which includes the first three grades (grades
  1-3), and intermediate level, which includes the
  last three grades (grades 4-6).
• The elementary school education covers a smaller
  but wider than the junior and senior high school
  because of the spiral approach educational
  technique.

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• Secondary School
• - Secondary school in the Philippines, more
  commonly known as "high school"
  (Filipino paaralang sekundarya, sometimes mataas
  na paaralan), consists of four levels largely
  based on the American schooling system as it was
  until the advent of the comprehensive high
  schools in the US in the middle of last century.
  The Philippine high school system has not moved
  much from where it was when the Philippines
  achieved independence from the US in 1946. It
  still consists of only four levels with each
  level partially compartmentalized, focusing on a
  particular theme or content.

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• Tertiary Education
• -Tertiary education in the Philippines is
  increasingly less cosmopolitan. From a height of
  5,284 foreign of students in 19951996 the number
  steadily declined to 2,323 in 20002001, the last
  year CHED published numbers on its website.
• Technical and Vocational Education
• -Technical and vocational education is offered
  to enhance students' practical skills at
  institutions usually accredited and approved
  by TESDA. 

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Government Sector

• The government has 3 main branches that manage
  education system in the Philippines these are
  the
• Department of Education (DepEd)
• Commission on higher Education (CHED)
• Technical Education and Skills Development
  Authority (TESDA).

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• The K to 12 Program
• The K to 12 Program covers kindergarten and 12
  years of basic education (six years of primary
  education, four years of junior high school, and
  two years of senior high school SHS) to provide
  sufficient time for mastery of concepts and
  skills, develop lifelong learners, and prepare
  graduates for tertiary education, middle-level
  skills development, employment, and
  entrepreneurship.

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• A.   Salient Features
• 1. Universal Kindergarten Education
• Kindergarten has now been integrated into the
  basic education system to ensure that all grade 1
  students are ready for academic
  learning. Universal kindergarten started in SY
  20112012 with a budget of P2.3 billion and was
  made mandatory starting SY 20122013 through the
  signing of Republic Act No. 10157 entitled An
  Act Institutionalizing the Kindergarten Education
  into the Basic Education System and Appropriating
  Funds Therefor on January 20, 2012.

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• 2. Mother Tongue-Based Multilingual Education.
• The mother tongue will be the medium of
  instruction from kindergarten to grade 3. This
  includes the following Tagalog, Kapampangan,
  Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon,
  Waray, Tausug, Maguindanaoan, Maranao, and
  Chabacano. Medium of instruction will be English
  and Filipino starting grade 4.

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• 3. Core Academic Areas.
• The core academic areas include Math Filipino
  English Araling Panlipunan Edukasyon sa
  Pagpapakatao and Music, Arts, Physical
  Education, and Health (MAPEH). These are based on
  the College Readiness Standards of the Commission
  on Higher Education and are equivalent to the
  courses offered under the General Education
  Curriculum of Higher Education Institutions.

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• Science will be taught in grade 3, but its
  concepts will be integrated in other subjects
  like Health (under MAPEH), Math, and Languages in
  grades 1 and 2. Edukasyong Pangtahanan at
  Pangkabuhayan will be taught starting in grade 4.
  Technology and Livelihood Education and
  technicalvocational specializations, consistent
  with the Technical Education and Skills
  Development Authority training regulations, will
  start in grade 7.

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• 4. Specializations.
• The additional two years (grades 11 and 12) or
  SHS will allow students to choose among academic,
  technicalvocational, or sports and arts tracks
  depending on their interest, the community needs,
  and the results of their skills assessment. The
  SHS will allow mastery of core competencies for
  lifelong learning and preparedness for work,
  higher education, middle-level skills
  development, or entrepreneurship.

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• B.   Implementation and Transition Management
• Program implementation will be in phases
  starting this June for SY 20122013. Grade 1
  entrants in SY 20122013 will be the first batch
  to fully undergo the program, and incoming
  first-year high school students (or grade 7) in
  SY 20122013 will be the first to undergo the
  junior high school curriculum. To prepare
  teachers for the new curriculum, a nationwide
  summer training program for about 140,000 grades
  1 and 7 public school teachers will be held in
  May. The Department of Education (DepEd) is also
  working with various private school associations
  to cover teachers in private schools. To
  facilitate the transition from the existing
  ten-year basic education to 12 years, the DepEd
  will also implement the SHS Readiness
  Assessment and K to 12 Modeling.

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• C.   Social Benefits of the Program
• The perceived benefits of the program include
  i) placing the Philippine education system at par
  with international standards, following the
  Washington Accord and the Bologna Accord and ii)
  contributing to the development of a better
  educated society capable of pursuing productive
  employment, entrepreneurship, or higher education
  disciplines.

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• D.   Ensuring Sustainability of the Program
• Enhancing the basic education curriculum and
  increasing the number of years for basic
  education was adopted as a Common Legislative
  Agenda during the February 28, 2011
  LegislativeExecutive Development Advisory
  Council (LEDAC) meeting. The administration-suppor
  ted bills that aim to increase the number of
  years for basic education are Senate Bill 2713
  (Recto), House Bill (HB) 4219 (Belmonte), and HB
  4199 (Escudero). These bills are pending at the
  Committee Level.

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ISSUES

• Budget
• kuwang ang budget nga gihatag sa government
  then probably korakoton pa jd so mao nang na.ay
  mga issues.
• E.g
• Sub-standard textbooks, overworked and under paid
  teachers, contractualization of teachers and
  mediocer classrooms.

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• Eurocentric
• sunod-sunod rata sa mga taga gawas.. Wla jud
  ka.ayo mga laking pinoy. Mas importante and
  IMPORTED kay sa LOCAL
• E.g
• colonial histography

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• Fly-by-night educational institutions.
• By any measure, the proliferation of fly-by-night
  educational institutions is counter-productive.
  In the long run, it produces a pool of
  half-baked, unprepared, and incompetent
  graduates. Alarmingly, the country is having an
  over-supply already. Some would even consider
  them as liabilities than assets. This case is
  true for both undergraduate and graduate
  studies. 

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• Culturally and gender insensitive educational
  system.
• Women, the common tao and the indigenous people
  are almost historically excluded from the
  Philippine historiography in favor of the men,
  heroes from Luzon and the power elite. Women are
  marginalized and trivialized even in language of
  education. Take the case of the terms female
  lawyer (as if lawyer as a profession is exclusive
  only to men) and manpower (which should have been
  human resources or human capital to be more
  politically correct).

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• State abandonment of education.
• In the name of imperialist globalization, the
  statein an incremental fashionis abandoning its
  role to subsidize public education particularly
  in the tertiary level. This comes in the form of
  matriculation, laboratory and miscellaneous fee
  increases in order to force state colleges and
  universities (SCUs) to generate their own sources
  of fund. Ironically, the bulk of the budget (in
  fact, more than one-third in the case of 2005
  National Budget) goes to debt servicing.

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• Sub-standard textbooks.
• Some textbooks which are already circulation are
  both poorly written and haphazardly edited. Take
  the case of the Asya Noon at Ngayon with an
  identified total number of more than 400
  historical errors. Unfortunately, it is just one
  of the many other similar atrociously written
  textbooks which are yet to be identified and
  exposed. This is a classic case of
  profit-centeredness without regard to social
  accountability.

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• Widespread contractualization.
• In the name of profit, owners and administrators
  of several private schools commonly practice
  contractualization among their faculty members.
  Contractual employees unlike their
  regular/tenured counterparts are not entitled to
  fringe benefits which consequently reduces the
  over-all cost of their business operation. Job
  insecurity demeans the ranks of the faculty
  members.

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• Undue disregard for specialization.
• Some colleges and universities encourage their
  faculty pool to be generalists (under the guise
  of multidisciplinary approach to learning) in
  order to be able to handle various subjects all
  at once. But some faculty members have turned out
  to be objects of mockery and have lost their
  self-esteem since some of them were pushed to
  handle Technical Writing, General Psychology,
  Filipino, and Algebra at the same time. This is
  prevalent among some franchised academic
  institutions even if the subjects are already
  off-tangent their area of interest and
  specialization.

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• Copy-pasting culture.
• Over-dependence to the cyberspace has
  dramatically reduced the capability of students
  (even teachers) to undertake research.
  Copy-pasting has even turned into a norm among
  some students whenever they are tasked to submit
  a research paper or even a film review. Needless
  to say, plagiarism has already transformed into a
  more sophisticated form in the context of todays
  electronic age.

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• Mcdonaldized education.
• The system, methodology, and even content of
  education in the Philippines are mere haphazard
  transplantation from the West. It is therefore
  Eurocentric, culturally insensitive, and
  non-reflective of the local milieu. This is based
  on the xenocentric (foreign-centered) premise
  that other culture or system is far more superior
  than ones own.

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• The problem of non-sustainability and
  non-continuity.
• Teachers, administrators and publishers are all
  left in limbo whenever the DepEd would come up
  with another totally different directive from
  what it used to have in a rather very sudden
  interval. Take the case of the grading system,
  timeframe allotted to various subjects, MAKABAYAN
  program, readiness test, and learning
  competencies (LC). 

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• Poor regard for liberal art/education.
• Liberal education is intended to form a holistic
  individual equipped with communication, critical
  thinking, mathematical, creative, inter-personal
  and intra-personal skills. This explains why we
  also have Philosophy, Languages, Humanities,
  Natural Science, Social Science, Physical
  Education and even Theology in our college
  curriculum, and not only our major subjects. The
  curriculum is specifically designed to produce a
  total person, and not only a technical
  specialist. Unfortunately, the desired objective
  is not being met at all since liberal education
  is regarded only as a set of minor subjects.

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• Continuation of Poor Regard For Liberal
  Art/Education
• With the way these subjects are being handled
  (taking into account both content and
  methodology), students view the entire exercise
  as an unnecessary duplication of what they have
  already covered in high school. Equally alarming
  is the lack of enthusiasm and motivation
  exhibited by some professors to handle the
  subject especially if they believe that it has
  nothing to do with the course or area of
  specialization of their students (say, Art
  Appreciation for Accounting majors or Algebra for
  Creative Writing majors). 

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• Education a purveyor of myth.
• Education has been very effective in
  mainstreaming and perpetuating the social myths
  in a subtle and indirect manner. Some of these
  myths are the perceived superiority of white,
  educated men, official history as advanced by
  the western point of view, globalization as the
  only way to achieve economic development, and
  stereotypes against the minoritized and the
  disenfranchised. 

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• Further marginalization of the undersubscribed
  courses.
• In the name of profit and as a response to the
  dictates of the market forces, colleges and
  universities prefer to offer more courses in line
  with the health sciences like nursing, medical
  transcription, and care-giving. This is done at
  the expense of the already undersubscribed yet
  relevant courses like Area Studies,
  Pilipinolohiya (Philippine Studies), Development
  Studies, Philippine Arts, Art Studies, Community
  Development, Social Work, Islamic Studies,
  Clothing Technology, and Ceramics Engineering.

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• Monolithic education.
• Some educators in the name of conservatism and
  for the sake of convenience, prefer the old-style
  teaching paradigm where they view themselves as
  the fountain of knowledge and their students as
  nothing but empty vessels to be filled up
  (banking method of education). Modern education
  has ushered in learner-centered approach to
  education (from being the sage in the stage to
  just a guide on the side). 

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• Atrociously boring teachers.
• As I always underscore, there are no boring
  subjects, only boring teachers. But at least we
  should recognize them because they still serve a
  purpose. They serve as bad examples.