LESSON I: Philippine Educational System

Education in the Philippines is provided by public and private schools, colleges,

universities, and technical and vocational institutions in the country. Funding for public
education comes from the national government. For the academic year 2017–2018, about 83% of
K–12 students attended public schools and about 17% either attended private schools or were
home-schooled.

With the "trifocalization" of the educational system in the country, three government
agencies handle each level of education. At the basic education level, the Department of
Education (DepEd) sets overall educational standards and mandates standardized tests for the K–
12 basic education system, although private schools are generally free to determine their own
curriculum in accordance with existing laws and Department regulations. On the other hand, at
the higher education level, the Commission on Higher Education (CHED) supervises and
regulates colleges and universities. Meanwhile, the Technical Education and Skills Development
Authority (TESDA) regulates and accredits technical and vocational education programs and
institutions in the country.

By law, education is compulsory for thirteen years (kindergarten and grades 1–12) and is
grouped into three levels: elementary school (kindergarten–grade 6), junior high
school (grades 7–10), and senior high school (grades 11–12). They may also be grouped into
four key stages: 1st key stage (kindergarten–grade 3), 2nd key stage (grades 4–6), 3rd key stage
(grades 7–10) and 4th key stage (grades 11–12). Children usually enter kindergarten at age 5.

Institutions of higher education may be classified as either public or private college or

university, and public institutions of higher education may further be subdivided into two
types: state universities and colleges and local colleges and universities.

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 History

 Pre-colonial period

During the pre-colonial period, most children were provided with solely vocational
training, which was supervised by parents, tribal tutors or those assigned for specific, specialized
roles within their communities (for example, the babaylan). In most communities, stories, songs,
poetry, dances, medicinal practices and advice regarding all sorts of community life issues were
passed from generation to generation mostly through oral tradition. Some communities utilized a
writing system known as baybayin, whose use was wide and varied, though there are other
syllabaries used throughout the archipelago.

 Spanish period

Formal education was brought to the Philippines by the Spaniards, which was conducted
mostly by religious orders. Upon learning the local languages and writing systems, they began
teaching Christianity, the Spanish language, and Spanish culture. These religious orders opened
the first schools and universities as early as the 16th century. Spanish missionaries established
schools immediately after reaching the islands. The Augustinians opened a parochial school
in Cebu in 1565. The Franciscans, took to the task of improving literacy in 1577, aside from the
teaching of new industrial and agricultural techniques. The Jesuits followed in 1581, as well as
the Dominicans in 1587, setting up a school in Bataan. The church and the school cooperated to
ensure that Christian villages had schools for students to attend.

Schools for boys and for girls were then opened. Colegios were opened for boys,
ostensibly the equivalent to present day senior high schools. The Universidad de San Ignacio,
founded in Manila by the Jesuits in 1589 was the first colegio. Eventually, it was incorporated
into the University of Santo Tomas, College of Medicine and Pharmacology following
the suppression of the Jesuits. Girls had two types of schools – the beaterio, a school meant to
prepare them for the convent, and another, meant to prepare them for secular womanhood.

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 The Spanish also introduced printing presses to produce books in Spanish and Tagalog,
sometimes using baybayin. The first book printed in the Philippines dates back to 1590. It was
a Chinese language version of Doctrina Christiana. Spanish and Tagalog versions, in both Latin
script and the locally used baybayin script, were later printed in 1593. In 1610, Tomas Pinpin, a
Filipino printer, writer and publisher, who is sometimes referred to as the "Patriarch of Filipino
Printing", wrote his famous "Librong Pagaaralan nang manga Tagalog nang Uicang Castilla",
which was meant to help Filipinos learn the Spanish language. The prologue read:

Let us therefore study, my countrymen, for although the art of learning is somewhat
difficult, yet if we are persevering, we shall soon improve our knowledge. Other Tagalogs like us
did not take a year to learn the Spanish language when using my book. This good result has
given me satisfaction and encouraged me to print my work, so that all may derive some profit
from it.

The Educational Decree of 1863 provided a free public education system in the
Philippines, managed by the government. The decree mandated the establishment of at least one
primary school for boys and one for girls in each town under the responsibility of the municipal
government, and the establishment of a normal school for male teachers under the supervision of
the Jesuits. Primary education was also declared free and available to every Filipino, regardless
of race or social class. Contrary to what the propaganda of the Spanish–American War tried to
depict, they were not religious schools; rather, they are schools that were established, supported,
and maintained by the Spanish government.

After the implementation of the decree, the number of schools and students increased
steadily. In 1866, the total population of the Philippines was 4,411,261. The total number of
public schools for boys was 841, and the number of public schools for girls was 833. The total
number of children attending those schools was 135,098 for boys, and 95,260 for girls. In 1892,
the number of schools had increased to 2,137, of which 1,087 were for boys, and 1,050 for
girls. By 1898, enrollment in schools at all levels exceeded 200,000 students.

Among those who benefited from the free public education system were a burgeoning
group of Filipino intellectuals: the Ilustrados ('enlightened ones'), some of whom included José
Rizal, Graciano López Jaena, Marcelo H. del Pilar, Mariano Ponce, and Antonio Luna—all of

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whom played vital roles in the Propaganda Movement that ultimately inspired the founding of
the Katipunan.

Some schools established during this period were founded by non-Spaniards, and were
therefore not colonial creations. Damian Domingo, a Chinese mestizo, established in 1823 a fine
arts school known as the Academia de Dibujo y Pintura, which is now the Fine Arts College of
the University of the Philippines. In 1868, Doña Margarita Roxas de Ayala, also of Chinese
mestizo ancestry, established the girls' school La Concordia.

 First Republic

The defeat of Spain following the Spanish–American War led to the short-

lived Philippine Independence movement, which established the insurgent First Philippine
Republic. The schools maintained by Spain for more than three centuries were closed briefly, but
were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute (the
country's first law school), the Academia Militar (the country's first military academy), 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. However, the Philippine–American War hindered its
progress. Established in the American-occupied zone, National University is a Philippine college
which dates from this period which has survived to the present. There also existed for many
decades the Rosa Sevilla Memorial School, which was originally founded as the Instituto de
Mujeres on July 15, 1900.

 American period

About a year after having secured Manila, the Americans were keen to open up seven
schools with army servicemen teaching with army command-selected books and supplies. In the
same year, 1899, more schools were opened, this time, with 24 English-language teachers and
4500 students. In that system, basic education consisted of 6 years elementary and 4 years
secondary schooling which, until recently, prepared students for tertiary level instruction for
them to earn a degree that would secure them a job later on in life.

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 A highly centralized, experimental public school system was installed in 1901 by
the Philippine Commission and legislated by Act No. 74. The law exposed a severe shortage of
qualified teachers, brought about by large enrollment numbers in schools. As a result, the
Philippine Commission authorized the Secretary of Public Instruction to bring more than 1,000
teachers from the United States, who were called the Thomasites, to the Philippines between
1901 and 1902. These teachers were scattered throughout the islands to
establish barangay schools. The same law established the Philippine Normal School (now
the Philippine Normal University) to train aspiring Filipino teachers. The high school system was
supported by provincial governments and included special educational institutions, schools of
arts and trades, an agricultural school, and commerce and marine institutes, which were
established in 1902 by the Philippine Commission.

Several other laws were passed throughout the period. In 1902, Act No. 372 authorized
the opening of provincial high schools. While in 1908, Act No. 1870 initiated the opening of
the University of the Philippines, now the country's national university.

The emergence of high school education in the Philippines, however, did not occur until
1910. It was borne out of rising numbers in enrollment, widespread economic depression, and a
growing demand by big businesses and technological advances in factories and the emergence of
electrification and growing need for skilled workers. In order to meet this new job demand, high
schools were created and the curriculum focused on practical job skills that would better prepare
students for professional white collar or skilled blue collar work. This proved to be beneficial for
both the employer and the employee; the investment in human capital caused employees to
become more efficient, which lowered costs for the employer, and skilled employees received a
higher wage than those employees with just primary educational attainment.

However, a steady increase in enrollment in schools appeared to have hindered any

revisions to then-implemented experimental educational system. Act No. 1381, also known as
Gabaldon Law, was passed in 1907, which provided a fund of a million pesos for construction of
concrete school buildings and is one of many attempts by the government to meet this demand.
In line as well with the Filipinization policy of the government, the Reorganization Act of 1916
provided that all department secretaries except the Secretary of Public Instruction must be a
natural-born Filipino.

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 A series of revisions (in terms of content, length, and focus) to the curriculum began in
1924, the year the Monroe Survey Commission released its findings. After having convened in
the period from 1906 to 1918, what was simply an advisory committee on textbooks was
officiated in 1921 as the Board on Textbooks through Act No. 2957. The Board was faced with
difficulties, however, even up to the 1940s, but because financial problems hindered the
possibility of newer adaptations of books.

 Japanese period and Second Republic

The Japanese Military Administration's Order No.2 of February 17, 1942 had six basic
points: the propagation of Filipino culture; the dissemination of the principle of the Greater East
Asia Co-Prosperity Sphere; the spiritual rejuvenation of the Filipinos; the teaching and
propagation of Nippongo; the diffusion of vocational and elementary education; and the
promotion of love of labor.

After having been closed following the outbreak of the Pacific War, elementary schools
followed by vocational and normal schools, reopened. Colleges offering courses in agriculture,
medicine, fisheries, and engineering also resumed teaching, however law courses were not
instructed. Educational reforms required teachers to obtain licenses following rigid examinations.
All heads of educational institutions were also required to obtain licenses. Also, the teaching
of Tagalog. Philippine History, and character education were reserved for Filipinos.

The Japanese created the following educational institutions: the Training Institute, for
former USAFFE soldiers; the Normal Institute; the Preparatory Institute of Government Scholars
to Japan; the Government Employees Training Institute; the New Philippines Cultural Institute;
Constabulary Academy No. 1, at the Mapa High School Building in Bagumpanahon;
Constabulary Academy No. 2, at the former Araullo High School Building in Bagumbayan;
Constabulary Academy No. 3 at the Torres High School Building in Bagumbuhay; and
Constabulary Academy No. 4 at the Legarda Elementary School in Bagumpanahon. During this
period the Philippine Nautical School, now known as the Philippine Merchant Marine Academy,

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remained in operation and its student population was even increased by the Japanese authorities.
A school established during the Japanese period which still exists is St. Paul College of Makati.

 Third to Fifth Republic

The education sector of the country had undergone several changes throughout the years
after the relinquishment of the United States of its authority all over the Philippines in 1947.
Then President Manuel Roxas issued Executive Order No. 94 which renamed Department of
Instruction into Department of Education with the regulation and supervision of public and
private schools belonging to the Bureau of Public and Private Schools. Under the Marcos
administration, the Department of Education became the Department of Education and Culture
and consequently Ministry of Education and Culture according to Presidential Decree No. 1 and
Presidential Decree No. 1397.

The Education Act of 1982 provided for an integrated system of education covering both
formal and non-formal education at all levels. Section 29 of the act sought to upgrade
educational institutions' standards to achieve "quality education" through voluntary accreditation
for schools, colleges, and universities. Section 16 and Section 17 upgraded the obligations and
qualifications required for teachers and administrators. Section 41 provided for government
financial assistance to private schools.

After the ratification of the 1987 constitution, the fundamental aims of education in the
Philippines were defined and most importantly, elementary schooling was made compulsory for
all children. Meanwhile, the enactment of the Free Public Secondary Education Act of 1988 or
Republic Act 6655, mandated free public secondary education commencing in the school year
1988–1989.

In 1987, the Ministry of Education, Culture and Sports again became the Department of
Education, Culture, and Sports under Executive Order No. 117 and remained practically
unchanged until 1994.

According to the 1991 report by the Congressional Commission on Education (EDCOM),

the department was recommended to be divided into three parts. Thus, the passage of the

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Republic Acts 7722 and 7796 in 1994 led the "trifocalization" of the educational system in the
Philippines. Republic Act 7722 or the Higher Education Act of 1994 created the Commission on
Higher Education (CHED), which assumed the functions of the Bureau of Higher Education and
supervised tertiary degree programs Republic Act 7796 or the Technical Education and Skills
Development Act of 1994, created the Technical Education and Skills Development Authority
(TESDA), which absorbed the Bureau of Technical-Vocational Education as well as the National
Manpower and Youth Council, and began to supervise non-degree technical-vocational
programs. Meanwhile, the Department of Education, Culture, and Sports retained responsibility
for all elementary and secondary education.

 Contemporary period

The start of the twenty-first century saw a major change in the Philippine education
system.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act,
was passed. This act changed the name of department to the current Department of Education
(DepEd) and redefined the role of field offices (regional offices, division offices, district offices
and schools). The act provided the overall framework for school empowerment by strengthening
the leadership roles of headmasters and fostering transparency and local accountability for school
administrations. The goal of basic education was to provide the school age population and young
adults with skills, knowledge, and values to become caring, self-reliant, productive, and patriotic
citizens.

In 2005, the Philippines spent about US$138 per pupil, compared to US$3,728 in Japan,
US$1,582 in Singapore and US$852 in Thailand. In January 2009, the Department of Education
signed a memorandum of agreement with the United States Agency for International
Development (USAID) to seal $86 million assistance to Philippine education, particularly the
access to quality education in the Autonomous Region in Muslim Mindanao (ARMM), and
the Western and Central Mindanao regions.

Educational system used from 1945 until June 2011

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 Grade/Leve Other
School Age
l names

Kindergarten was not

compulsory

Grade 1 6–7

Grade 2 Primary 7–8

Elementary Grade 3 8–9

school (Primary) Grade 4 9–10

Grade 5 Intermediate 10–11

Grade 6 11–12

First Year Freshman 12–13

Second Year Sophomore 13–14

High school (Secondary)
Third Year Junior 14–15

Fourth Year Senior 15–16

In 2010, then-Senator Benigno Aquino III expressed his desire to implement the K–12

basic education cycle to increase the number of years of compulsory education to thirteen years.
According to him, this will "give everyone an equal chance to succeed" and "have quality
education and profitable jobs". After further consultations and studies, the government under
President Aquino formally adopted the K–6–4–2 basic education system—one year of
kindergarten, six years of elementary education, four years of junior high school education and
two years of senior high school education. Kindergarten was formally made compulsory by
virtue of the Kindergarten Education Act of 2012, while the further twelve years were officially
put into law by virtue of the Enhanced Basic Education Act of 2013. Although DepEd has
already implemented the K–12 Program since SY 2011–2012, it was still enacted into law to
guarantee its continuity in the succeeding years.

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 The former system of basic education in the Philippines consists of one-year preschool
education, six-year elementary education and four-year high school education. Although public
preschool, elementary and high school education are provided free, only primary education is
stipulated as compulsory according to the 1987 Philippine Constitution. Pre-primary education
caters to children aged five. A child aged six may enter elementary schools with, or without pre-
primary education. Following on from primary education is four-years of secondary education,
which can theoretically be further divided into three years of lower secondary and one year of
upper secondary education. Ideally, a child enters secondary education at the age of 12. After
completing their secondary education, students may progress to a technical education and skills
development to earn a certificate or a diploma within one to three years, depending on the skill.
Students also have the option to enroll in higher education programs to earn a baccalaureate
degree. In 2011, the Department of Education started to implement the new K-12 educational
system, which also included a new curriculum for all schools nationwide. The K-12 program has
a so-called "phased implementation", which started in School Year 2011–2012.

Spending on education accounted for 16.11% in the national budget proposed for 2015.

In 2017, the Universal Access to Quality Tertiary Education Act was promulgated

mandating the government through all state universities and colleges (SUCs) to
provide free tertiary education for all Filipino citizens. The mandate does not include private
schools. However, certain subsidies for students enrolled in private higher education institutions
are available.

In the 2020 budget, education was allocated PHP17.1 billion from the PHP4.1 trillion
budget.

TASK:

Explain the content and methods of Philippine educational system in each period.

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LESSON II: Formal Education

Formal education is the hierarchically structured, chronologically graded 'education

system', running from primary school through the university and including, in addition to general
academic studies, a variety of specialized programs and institutions for full-time technical and
professional training. K-12 and tertiary education from colleges are characterized as formal
education. This does not include the informal education in the Philippines learned from daily
experience and the educative influences and resources in his or her environment. Nor does this
include non-formal education like the alternative learning systems provided by the Department
of Education (DepEd), Technical Education and Skills Development Authority (TESDA) and
other programs from educational institutions.

Current education system used since June 2011

School Grade/Level Age

Preschool Kindergarten 4–6

Grade 1 6–7

Grade 2 7–8

Grade 3 8–9
Elementary school
Grade 4 9–10

Grade 5 10–11

Grade 6 11–12

Junior high school Grade 7 12–13

Grade 8 13–14

Grade 9 14–15

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 Grade 10 15–16

Grade 11 16–17
Senior high school
Grade 12 17–18

K-12

K-12 is a program that covers kindergarten and 12 years of basic education 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.

The 12 years of compulsory education in the Philippines is divided into Kindergarten,

Primary Education, Junior High School, and Senior High School.

Its general features include:

1. Strengthening Early Childhood Education (Universal Kindergarten), since the

early years of a human being, from 0 to 6 years, are the most critical period when
the brain grows to at least 60–70 percent of adult size;
2. Making the Curriculum Relevant to Learners (Contextualization and
Enhancement) by making lessons localized and relevant to Filipinos including
discussions on Disaster Risk Reduction, Climate Change Adaptation, and
Information & Communication Technology (ICT);
3. Ensuring Integrated and Seamless Learning (Spiral Progression) which means
that students will be taught from the simplest concepts to more complicated
concepts through grade levels;
4. Building Proficiency through Language (Mother Tongue-Based Multilingual
Education) hence the introduction of 12 Mother Tongue Languages as mediums
of instruction from grades 1–3 before the introduction of English;

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 5. Gearing Up for the Future (Senior High School) wherein the seven learning areas
and three tracks for students to choose (See 2.1.1.3 Curriculum) prepare them for
senior high school, the two years of specialized upper secondary education; and
6. Nurturing the Holistically Developed Filipino (College and Livelihood
Readiness, 21st Century Skills) so that every graduate to be equipped with
information, media and technology skills; learning and innovation skills;
effective communication skills; and life and career skills.

 Implications of the change in the system

Senior High School, an important feature of the new K-12 program, creates several
opportunities. Standard requirements will be applied to make sure graduates know enough to be
hirable. Senior High School students will now be able to apply for TESDA Certificates of
Competency (COCs) and National Certificates (NCs) to provide them with better work
opportunities. Partnerships with different companies will be offered for technical and vocational
courses. Senior High School students can also get work experience while studying. Aside from
these, entrepreneurship courses will now be included. Instead of being employed, one can choose
to start his or her own business after graduating, or choose to further one's education by going to
college.

Senior High School, as part of the K to 12 Basic Curriculum, was developed in line with
the curriculum of the Commission of Higher Education (CHED) – the governing body for
college and university education in the Philippines. This ensures that by the time one graduates
from Senior High School, one will have the standard knowledge, skills, and competencies
needed to go to college.

Because of the shift of the curriculum in K-12, the College General Education curriculum
will have fewer units. Subjects that have been taken up in Basic Education will be removed from
the College General Education curriculum. Details of the new GE Curriculum may be found in
CHED Memorandum Order No. 20, series of 2013.

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 Regarding teachers, there are common misconceptions that teachers will lose their jobs
because of the shift to the K-12. However, DepEd ensures that "no high school teachers will be
displaced."

The Department of Education (DepEd) is in constant coordination with CHED and

DOLE on the actual number of affected faculty from private higher education institutions (HEIs).
The worst-case scenario is that 39,000 HEI faculty will lose their jobs over 5 years. This will
only happen if none of the HEIs will put up their own Senior High Schools; however, DepEd is
currently processing over 1,000 Senior High School applications from private institutions.

DepEd is also hiring more than 30,000 new teachers in 2016 alone. The Department will
prioritize affected faculty who will apply as teachers or administrators in Senior High Schools.

 Curriculum

In kindergarten, the pupils are mandated to learn the alphabet, numbers, shapes and
colors through games, songs, pictures and dances, but in their native language; thus after Grade
1, every student can read on his/her native tongue.

 The 12 original mother tongue languages that have been introduced for the 2012–2013
school year
are Bicolano, Cebuano, Chavacano, Hiligaynon, Ilocano, Kapampangan, Maguindanaoan
, Maranao, Pangasinense, Tagalog, Tausug and Waray-Waray.
 7 more mother tongue languages have been introduced for the 2013–2014 school year.
These are Aklanon, Ibanag, Ivatan, Kinaray-a, Sambal, Surigaonon and Yakan.
 A common poem read in Filipino kindergartens is Ang aking alaga (My pet); a common
song, Ako ay may lobo (I have a balloon).

 In Grade 1, the subject areas of English and Filipino are taught, with a focus on "oral

fluency".
 In Grade 4, the subject areas of English and Filipino are gradually introduced, but now, as
"languages of instruction".

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  The Science and Mathematics subjects are now modified to use the spiral progression
approach starting as early as Grade 1 which means that every lesson will be taught in
every grade level starting with the basic concepts to the more complex concepts of that
same lesson until Grade 10.
 The high school from the former system will now be called junior high school,
while senior high school will be the 11th and 12th year of the new educational system. It
will serve as a specialized upper secondary education. In the senior high school, students
may choose a specialization based on aptitude, interests, and school capacity. The choice
of career track will define the content of the subjects a student will take in Grades 11 and
12. Senior high school subjects fall under either the core curriculum or specific tracks.

Core curriculum learning areas

include languages, literature, communication, mathematics, philosophy, natural
sciences and social sciences.

There are four choices that are available to be chosen by the students — or the so-called
"specific tracks". These are:

 Academic, which includes four strands which are:

1. Accountancy, Business & Management (ABM) – for those interested in pursuing

college or university education in fields of accountancy, business management,
business administration, office management, economics, or entrepreneurship.
2. Humanities & Social Sciences (HUMSS) – for those interested in pursuing
college or university education in fields of languages, mass communication and
journalism, literature, philosophy, history, education, liberal arts, and the rest of
humanities and social sciences.
3. Science, Technology, Engineering & Mathematics (STEM)- for those interested in
pursuing college or university education in fields of basic and applied sciences,
biological sciences, physical sciences, laboratory sciences, nutrition and allied
medicine, mathematics, and engineering.

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 4. General Academic Strand (GAS) – for those interested in pursuing college or
university education but are not sure of what field to pursue as a career.

 Technical-Vocational-Livelihood, which specializes in technical and vocational learning.

A student can obtain a National Certificate Level II (NC II), provided he/she passes the
competency-based assessment of the Technical Education and Skills Development
Authority. This certificate improves employability of graduates in fields of:

1. Home Economics like tourism, culinary art, cosmetology, clothing, handicraft,

housekeeping, etc.
2. Industrial Arts like automotive services, carpentry and construction, masonry,
plumbing, machining, electricity and electronics, etc.
3. Agricultural and Fishery Arts like agriculture, animal production, horticulture,
food processing, aquaculture, fish capture, landscaping, etc.
4. Information and Communications Technology like animation, illustration,
technical drafting, and medical transcription, programming, and computer
services.

 Arts and Design, which is helping interested senior high school students in the particular
fields of journalism, broadcast art, and mass media; media and entertainment; creative
writing like poetry, fiction writing, and playwriting; studio arts like drawing, painting,
sculpture, and printmaking, media arts like animation, photography, graphic design,
illustration, layout design, digital painting, music production, sound design, game design,
application design, film and videography; applied arts or decorative arts like fashion
design, industrial design, product and packaging design, jewelry design, clothing and
accessories, set and costume design, and ceramics; dance like folk dance, classical and
modern ballet, ballroom and Latin dances, hip-hop, contemporary and popular dances,
and choreography; theater arts like acting, theater design, technical theater, and directing;
and music like instrumental music, vocal music, ensemble and chamber music, and
composition and music production. Art forms offered especially in visual and media arts
depends on schools' capacity, faculty, resident artists and designers in immediate or local
community, equipment and resources.

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  Sports, which is responsible for educating senior high school students in the fields
of sports, physical education, fitness, and health. With pursued professions such as sports
athlete, sports coach, fitness coach, sports officiator, sports activity or event manager,
sports tournament manager, fitness leader and expert, fitness instructor, gym instructor,
sports expert, recreation leader and expert, physical and massage therapist, physical
education instructor, physical education and health instructor, MAPEH instructor, and
sports scientist.

 Implementation

Program implementation in public schools is being done in phases starting SY 2012–

2013. Grade 1 entrants in SY 2012–2013 are the first batch to fully undergo the program, and
current 1st year Junior High School students (or Grade 7) are the first to undergo the enhanced
secondary education program. To facilitate the transition from the existing 10-year basic
education to 12 years, DepEd is also implementing the SHS and SHS Modeling.

K-12's implementation began in 2011 when kindergarten was rolled out nationwide. It
continued by fully implementing the system for Grades 1 and 7 during the school year 2012–
2013, for grade 11 during 2016, and for grade 12 during 2017.

There are four "phases" during the implementation of the new system. These are:

Phase I: Laying the Foundations. Its goal is to finally implement the universal kindergarten, and
the "development of the (entire) program".

Phase II: Modeling and Migration. Its goal is to promote the enactment of the basic education
law, to finally start of the phased implementation of the new curriculum for Grades 1 to 10, and
for the modeling of the senior high school.

Phase III: Complete Migration. Its goal is to finally implement the Grades 11 and 12 or
the senior high school, and to signal the end of migration to the new educational system.

Phase IV: Completion of the Reform. Its goal is to complete the implementation of the K–12
education system

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 In terms of preparing the resources, specifically classrooms, teacher items, textbooks,
seats, and water and sanitation improvements, the following table shows the accomplished
material from 2010 to 2014 and those planned for 2015.

Private schools craft their transition plans based on: (1) current/previous entry ages for
Grade 1 and final year of Kinder, (2) duration of program, and most importantly, (3) content of
curriculum offered.

The Department of Education's justifications in this change, in implementing 13 years of

basic education, is that the Philippines is the last country in Asia and one of only three countries
worldwide with a 10-year pre-university cycle (Angola and Djibouti are the other two), and that
the 13-year program is found to be the best period for learning under basic education. It is also
the recognized standard for students and professionals globally.

Elementary Education

Elementary school, sometimes called primary school or grade school

(Filipino: paaralang elementarya, sometimes mababang paaralan), is the first part of the

educational system, and it includes the first six years of compulsory education (Grades 1–6) after
compulsory pre-school education called Kindergarten.

In public schools, the core/major subjects that were introduced starting in Grade 1
include Mathematics, Filipino, and Araling Panlipunan (synonymous to Social
Studies). English is only introduced after the second semester of Grade 1. Science is only
introduced starting Grade 3. Other major subjects then include Music, Arts, Physical Education,
and Health (abbreviated as MAPEH), TLE (Technology and Livelihood Education) for Grade 6,
EPP (Edukasyong Pantahanan at Pangkabuhayan) for Grades 4 and 5, Mother Tongue (Grades
1–3) and Edukasyon sa Pagpapakatao (synonymous to Ethics, Values or Character Education).
In private schools, subjects in public schools are also included with the additional subjects
including:Computer Education as a separate subject, though it is included in EPP and TLE
through its ICT component. In Christian and Catholic schools, Religious Education is also part of
the curriculum. Islamic schools like Madrasa schools have a separate subjects for Arabic

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Language and for Islamic Values or abbreviated as ALIVE. Chinese schools may also have
subjects in Chinese Language and Culture. International schools also have their own subjects in
their own language and culture.

From Kindergarten until Grade 3, students will be taught using their mother tongue,
meaning the regional languages of the Philippines will be used in some subjects (except Filipino
and English) as a medium of instruction. Aside from being incorporated as a language of
instruction, it is also a separate subject for Grades 1–3. But from Grade 4, Filipino and English as
a medium of instruction will then be used.

In December 2007, the Philippine president Gloria Macapagal Arroyo announced that

Spanish is to make a return as a mandatory subject in all Filipino schools starting in 2008, but
this didn't come into effect.

Prior to the adoption of the Mother Tongue-Based Multilingual Education (MTB-MLE)

system in school year 2012–2013, the Deped followed a Bilingual Policy. This called for the
medium of instruction to be Filipino for: Filipino, Araling Panlipunan, Edukasyong
Pangkatawan, Kalusugan at Musika; and English for: English, Science and Technology, Home
Economics and Livelihood Education. Article XIV, Section 7 of the 1987 Philippine constitution
mandates that regional languages are the auxiliary official languages in the regions and shall
serve as auxiliary media of instruction therein. As a result, the language actually used in teaching
is often a polyglot of Filipino and English with the regional language as the foundation, or rarely
the local language. Filipino is based on Tagalog, so in Tagalog areas (including Manila), Filipino
is the foundational language used. International English language schools use English as the
foundational language. Chinese schools add two language subjects, such as Min Nan
Chinese and Mandarin Chinese and may use English or Chinese as the foundational language.
The constitution mandates that Spanish and Arabic shall be promoted on a voluntary and
optional basis. Following on this, a few private schools mainly catering to the elite include
Spanish in their curriculum. Arabic is taught in Islamic schools.

In July 2009, the Department of Education moved to overcome the foreign language issue
by ordering all elementary schools to move towards initial mother-tongue based instruction
(grades 1–3). The order allows two alternative three-year bridging plans. Depending on the

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bridging plan adopted, the Filipino and English languages are to be phased in as the language of
instruction for other subjects beginning in the third and fourth grades.

Until 2004, primary students traditionally took the National Elementary Achievement
Test (NEAT) administered by the Department of Education, Culture and Sports (DECS). It was
intended as a measure of a school's competence, and not as a predictor of student aptitude or
success in secondary school. Hence, the scores obtained by students in the NEAT were not used
as a basis for their admission into secondary school. During 2004, when DECS was officially
converted into the Department of Education, the NEAT was changed to the National
Achievement Test (NAT) by the Department of Education. Both the public and private
elementary schools take this exam to measure a school's competency. As of 2006, only private
schools have entrance examinations for secondary schools.

The Department of Education expects over 13.1 million elementary students to be

enrolled in public elementary schools for school year 2009–2010.

Though elementary schooling is compulsory, as of 2010 it was reported that 27.82% of

Filipino elementary-aged children either never attend or never complete elementary
schooling, usually due to the absence of any school in their area, education being offered in a
language that is foreign to them, or financial distress.

Secondary Education

Secondary school in the Philippines, more commonly known as "high school" (Filipino:
paaralang sekundarya, sometimes mataas na paaralan), consists of 4 lower levels and 2 upper
levels. It formerly consisted of only four levels with each level partially compartmentalized,
focusing on a particular theme or content. Because of the K-12 curriculum, the high school
system now has six years divided into 2 parts. The lower exploratory high school system is now
called "Junior High School" (Grades 7–10) while the upper specialized high school system is
now called "Senior High School" (Grades 11 and 12).

Secondary students used to sit for the National Secondary Achievement Test (NSAT),
which was based on the American SAT, and was administered by the Department of Education.

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Like its primary school counterpart, NSAT was phased out after major reorganizations in the
education department. Its successors, the National Career Assessment Examination (NCAE)
and National Achievement Test (NAT) were administered to third- and fourth-year students
respectively, before the implementation of the K-12 system. The National Career Assessment
Examination (NCAE) is now being administered for Grade 9 and the National Achievement
Test (NAT) is being administered at Grade 6, 10, and 12. Neither the NSAT nor NAT have been
used as a basis for being offered admission to higher education institutions, partly because pupils
sit them at almost the end of their secondary education. Instead, higher education institutions,
both public and private, administer their own College Entrance Examinations (CEE) (subjects
covered will depend on the institutions). Vocational colleges usually do not have entrance
examinations, simply accepting the Form 138 record of studies from high school, and enrollment
payment.

Junior High School

Students graduating from the elementary level automatically enroll in junior high, which
covers four years from grades 7 to 10. This level is now compulsory and free to all students
attending public schools. There are two main types of high school: the general secondary school,
which enroll more than 90 percent of all junior high school students, and the vocational
secondary school. In addition, there are also science secondary schools for students who have
demonstrated a particular gift in science at the primary level as well as special secondary schools
and special curricular programs.

Admission to public school is automatic for those who have completed six years of
elementary school. Some private secondary schools have competitive entrance requirements
based on an entrance examination. Entrance to science schools, art schools, and schools with
special curricular programs is also by competitive examination sometimes including interviews,
and auditions.

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 The Department of Education specifies a compulsory curriculum for all junior high
school students, public and private. There are five core subjects: Science, Mathematics, English,
Filipino, and Araling Panlipunan (Social Studies).

Other subjects in all levels of junior high school include MAPEH (a collective subject
comprising Music, Art, Physical Education and Health), Values Education and Technology and
Livelihood Education.

In other public schools or private secondary schools offers specialized curricular

programs for students with gifts and or talents as well as aptitude in fields of: sciences and
mathematics, sports, the arts, journalism, foreign language, or technical-vocational education.
These are under the DepEd with the latter in partnership with TESDA. These special programs
for special schools are: Science, Technology, Engineering, and Mathematics Program (STEM,
formerly called ESEP); Special Program in Sports (SPS); Special Program in the
Arts (SPA); Special Program in Journalism (SPJ); Special Program in Foreign Language (SPFL);
and Technical-Vocational-Livelihood Program (TVL). These programs offers comprehensive
secondary education in a particular academic or career pathway field. Because of being career-
pathway oriented, special and advanced subjects are offered in replace of TLE subject and
sometimes includes even more time and subjects for specialized learning and training.

In selective schools, various languages may be offered as electives like in a SPFL

program, as well as other subjects such as computer programming and literary writing like in
STEM schools or Laboratory High Schools. Chinese schools have language and cultural
electives. International Schools offers electives or subjects like writing, culture, history,
language, art, or a special subject unique to the school. Preparatory schools like technical
vocational schools or schools with TVL Program usually add some business, entrepreneurship,
and accountancy courses. Special science high schools like those of PSHS System (administered
by DOST) and RSHS System (administered by DepEd) have biology, chemistry, and physics at
every level and or exclusive and advanced science and math subjects as well as subjects in
technology, pre-engineering, and research. These science schools are more exclusive and with
higher standards compared to general high school's STEM Program. PSHS or RSHS students
may transfer to a STEM program school but not the way around. PSHS students may also
transfer to a RSHS and vice versa only for incoming sophomore year. Both PSHS and RSHS

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students must maintain an average grade especially in their advanced sciences and math subjects
on a quarterly basis or else will lose the chance of continuing education in these schools,
therefore, will make students transfer to a STEM Program school or a general high school. This
systems makes sure the quality and exclusiveness of science high schools. In special
government-run art school such as Philippine High School for the Arts, which is administered by
the Cultural Center of the Philippines in coordination with Department of Education, and as well
as the National Commission for Culture and the Arts offers a much specialized and exclusive
curricular program than general high school's SPA Program. Like the PSHS and RSHS to STEM
schools system, students from PHSA should maintain grades in their art field of specialization or
will transfer to an SPA school or a general high school. But SPA students can enroll in PHSA
only for incoming sophomores passing exclusive test, auditions, and interviews, and not from
general high schools but from SPA school only. Both schools of Philippine Science High School
System and the Philippine High School for the Arts are administered by government agencies
apart from DepEd but still is in coordination with it. These schools offers scholarship for
students with high aptitude and talents in science fields or the art fields granting those who
passes rigorous and exclusive tests with many special benefits like free board and lodging, free
books, a monthly stipend, and classes taught by experts, masters, and active practitioners of their
respective fields among others.

Vocational School

Formal technical and vocational education starts at secondary education, with a two-year
curriculum, which grants access to vocational tertiary education.  However, there is also non-
formal technical and vocational education provided as alternative learning programs.

Vocational schools offer a higher concentration of technical and vocational subjects in

addition to the core academic subjects studied by students at general high schools. These schools
tend to offer technical and vocational instruction in one of five main fields: agriculture, fisheries,
trade-technical, home industry, and ‘non-traditional’ courses while offering a host of
specializations. During the first two years, students study a general vocational area, from the five

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main fields mentioned. During the third and fourth years they specialize in a discipline or
vocation within that area. Programs contain a mixture of theory and practice.

Upon completion of Grade 10 of Junior High School, students can obtain Certificates of
Competency (COC) or the vocationally oriented National Certificate Level I (NC I). After
finishing a Technical-Vocational-Livelihood track in Grade 12 of Senior High School, a student
may obtain a National Certificate Level II (NC II), provided he/she passes the competency-based
assessment administered by the Technical Education and Skills Development Authority
(TESDA).

Senior High School

The new high school curriculum includes core classes and specialization classes based on
student choice of specialization. Students may choose a specialization based on aptitude,
interests, and school capacity. Classes or courses are divided into two: Core Curriculum Subjects
and Track Subjects.

There are eight learning areas under the core curriculum. These are Language,
Humanities, Communication, Mathematics, Science, Social Science, Philosophy, and PE and
Health. These will make up 15 core courses with the same contents and competencies but with
allowed contextualization based on school's location despite of specializations of tracks and
strands.

Track subjects will be further divided into Applied or Contextualized Subjects and the
Specialization Subjects. There would be 7 Applied Subjects with competencies common to
tracks and strands or specializations but with different contents based on specialization, and there
would be 9 Specialization Subjects with unique contents and competencies under a track or
strand.

All the subjects (core, applied and specialized) are having 80 hours per semester each,
except for Physical Education and Health, having 20 hours per semester.

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 And for the subjects under General Academics Strand (GAS), Humanities 1 and 2 will be
chosen from the HUMSS track subjects 1 to 4, and for the Social Science 1 will be chosen from
HUMSS track subjects 5 to 8.

SHS will be offered free in public schools and there will be a voucher program in place
for public junior high school completers as well as ESC beneficiaries of private high schools
should they choose to take SHS in private institutions. This means that the burden of expenses
for the additional two years need not be completely shouldered by parents.

For their specialization classes, students choose from four tracks: Academic; Technical-
Vocational-Livelihood; Sports; and the Arts and Design.

The Academic track includes five strands of specializations:

 Accountancy and Business Management (ABM) which will prepare students for
college courses in the business-related careers such as accountancy, business
management, office administration, finance, economics, marketing, sales, human
resource management, business operations, entrepreneurship, etc.
 Humanities and Social Sciences (HUMSS) which will prepare students to college
courses in the fields of humanities like language arts, literature, history, philosophy,
religious studies, and the liberal arts as well as in the field of social sciences and applied
social sciences like anthropology, economics, political science, psychology, sociology,
criminology, geography, counseling, social work, journalism and communications, etc.
 Science and Technology, Engineering, and Mathematics (STEM) which will prepare
students for college courses in the fields of natural and physical sciences, applied
sciences, allied medicine, computer studies, architecture, engineering, mathematics, etc.
 General Academic (GA) is a generic strand for students who are not yet sure of what to
study in college or what track and strand to take with much like liberal arts subjects like
electives from humanities and social sciences, applied business and science courses, and
a freedom to choose electives from any track or strand offered by the school
 The new Pre-Baccalaureate Maritime Strand which is an academic maritime field
preparatory strand with pre-engineering courses lie pre-calculus, calculus, and physics as

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 well as one chemistry and introductory maritime courses, preparing students who wishes
to pursue higher education in a maritime-related field.

The Technical-Vocational-Livelihood (TVL) track includes current five

specializations from which TESDA-based courses can be chosen:

 Home Economics
 Agri-Fishery Arts
 Industrial Arts
 Information and Communications Technology
 The new field of TVL Maritime (a Technical-Vocational-Livelihood
counterpart of the Pre-Baccalaureate Maritime of Academic Track)

A mixture of specialization courses from these four fields can also be done, depending on
the curricular program and offerings offered by schools who offers TVL track.

Sports track will prepare students with sports science, sports-related, physical education-
related, health-related, and movement-related courses which will let them explore and specialize
in fields like sports fundamental coaching, student-athlete development, sports officiating and
activity management, recreational and fitness or sports leadership. This will be with courses in
safety and first aid, fitness testing and basic exercise programming, psychosocial aspects of
sports and exercise, and human movement. Students will have an immersion or practicum in a
sports, fitness, exercise, or recreation specialization of one will be in-campus practicum and one
will be off-campus apprenticeship. This track will prepare students with careers in sports
athletics, fitness, exercise, recreational leadership, sports event management, coaching, and
physical therapy.

Arts and Design Track will prepare student for the creative industries in various creative
and artistic fields such as but not limited to: music, dance, creative writing and literature, visual
arts, global media arts, broadcast arts, film and cinema, applied arts, architecture and design,
theater, entertainment, etc. Students will be trained with lectures and immersions in arts

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appreciation and production and the performing arts. They will also learn and be prepared with
physical and personal development which will help them with physical, personal, and health
factors in the arts fields as an introduction to workplaces; integration of elements and principles
of art which will deepen their understanding about art elements and principles and their
applications; building cultural and national identity in arts which will help them appreciate
cultural icons and traditional or indigenous materials, techniques, and practices in their art field.
Students also will be immersed to an art field of their choice: music, theater, literary art, visual
art, or media art under apprenticeship with practitioner/s of the field and will culminate
showcasing their skills and talents in either a performing arts performance, a visual and media art
exhibit, or a literary art production.

The government projects some 1.2 to 1.6 million students will enter senior high school in
the 2016–17 academic year.

Senior High School "completes" basic education by making sure that the high school
graduate is equipped for work, entrepreneurship, or higher education. This is a step up from the
10-year cycle where high school graduates still need further education (and expenses) to be ready
for the world. There are 334 private schools with Senior High School permits beginning in SY
2014 or 2015. Last March 31, 2015, provisional permits have been issued to 1,122 private
schools that will offer Senior High School in 2016.

Senior High School will be offered free in public schools and there will be a voucher
program in place for public junior high school completers as well as ESC beneficiaries of private
high schools should they choose to take Senior High School in private institutions. This means
that the burden of expenses for the additional two years need not be completely shouldered by
parents. All grade 10 completers from a public Junior High School who wish to enroll in a
private or non-DepEd Senior High School automatically get a voucher.

Tertiary Education

All tertiary education matters are outside of the jurisdiction of DepEd, which is in charge
of primary and secondary education, but is instead governed by the Commission on Higher

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Education (CHED). As of 2013, there are over 2,229 higher education institutions (HEI's) in the
country which can be divided into public and private institutions. There are 656 public higher
education institutions which account for 28.53% of all HEI's. While 1,643 private institutions
account for 71.47% of all HEI's.

Public HEI's are further divided into state universities and colleges (SUC's), local
colleges and universities (LUC's), special HEI's, and government schools. State universities and
colleges are administered and financed by the government as determined by the Philippine
Congress. LUC's are established by the local government units that govern the area of the LUC.
The local government establish these institutions through a process and number of ordinances
and resolutions, and are also in charge of handling the financing of these schools. Special HEI's
are institutions that offer courses and programs that are related to public service. Examples of
these include the Philippine Military Academy (PMA), Philippine National Police Academy
(PNPA), Development Academy of the Philippines (DAP), etc. These institutions are controlled
and administered through the use of specific laws that were created for them. Finally,
government schools are public secondary and post-secondary technical-vocational education
institutions that offer higher education programs.

Private HEI's are established, and governed by special provisions by a Corporation Code,
and can be divided into sectarian and non-sectarian. Non-sectarian are characterized by being
owned and operated by private entities that have no affiliation with religious organizations; while
sectarian HEI's are non-profit institutions that are owned and operated by a religious
organization. Of the 1,643 institutions, 79% are non-sectarian, and 21% are sectarian.

According to the last CHED published statistics on its website, there were 7,766 foreign
nationals studying in various higher education institutions in the Philippines as of 2011–2012.
Koreans were the top foreign nationals studying in the country with 1,572. The rest were Iranian,
Chinese, American and Indian.

Types of Schools Adhering to Compulsory Education and Senior High

School

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 There are other types of schools, aside from the general public school, such as private
schools, preparatory schools, international schools, laboratory high schools, and science high
schools. Several foreign ethnic groups, including Chinese, British, Singaporeans, Americans,
Koreans, and Japanese operate their own schools.

 Science High Schools

Science high schools are special schools for the more intellectually promising students,
with the objective of fostering the problem-solving approach of critical thinking. They are
separate high schools and not merely special classes in regular secondary schools. As such, they
have certain characteristics not found in regular high schools, although any private or public high
school can aspire to meet these special minimum standards and be considered as science high
schools.

The Philippine Science High School System is a specialized public system that operates
as an attached agency of the Philippine Department of Science and Technology. There are a total
of fifteen regional campuses, and the main campus located in Diliman, Quezon City. Students
are admitted on a selective basis, based on the results of the PSHS System National Competitive
Examination.

As well as following the general secondary curriculum, there are advanced classes in
science and mathematics. The PSHSS system offers an integrated junior high and senior high
six-year curriculum that is different from the curriculum being offered by DepEd schools.

Students who successfully completed a minimum of four years of secondary education

under the pre-2011 system were awarded a Diploma (Katibayan) and, in addition, the secondary
school Certificate of Graduation (Katunayan) from the Department of Education. Students are
also awarded a Permanent Record, or Form 137-A, listing all classes taken and grades earned.
Under the new K-12 system, the permanent record will be issued after the completion of senior
high school.

 Chinese Schools

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 Chinese schools add two additional subjects to the core curriculum, Chinese
communication arts and literature. Some also add Chinese history, philosophy and culture, and
Chinese mathematics. Still, other Chinese schools called cultural schools, offer Confucian
classics and Chinese art as part of their curriculum. Religion also plays an important part in the
curriculum. American evangelists founded some Chinese schools. Some Chinese schools have
Catholic roots.

 Islamic Schools

In 2004, the Department of Education adopted DO 51, putting in place the teaching of
Arabic Language and Islamic Values for (mainly) Muslim children in the public schools. The
same order authorized the implementation of the Standard Madrasa Curriculum (SMC) in the
private madaris (Arabic for schools, the singular form is Madrasa).

While there has been recognized Islamic schools—i.e., Ibn Siena Integrated School
(Marawi), Sarang Bangun LC (Zamboanga), and Southwestern Mindanao Islamic Institute (Jolo)
—their Islamic studies curriculum varies. With the Department of Education-authorized SMC,
the subject offering is uniform across these private madaris.

Since 2005, the AusAID-funded Department of Education project Basic Education

Assistance for Mindanao (BEAM) has assisted a group of private madaris seeking government
permit to operate (PTO) and implement the SMC. To date, there are 30 of these private madaris
scattered throughout Regions XI, XII and the ARMM.

The SMC is a combination of the RBEC subjects (English, Filipino, Science, Math,
and Makabayan) and the teaching of Arabic and Islamic studies subjects.

For school year 2010–2011, there are forty-seven (47) madaris in the ARMM alone.

 Alternative Learning Systems (ALS)

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 The alternative learning systems in the Philippines caters to the needs of the following:
elementary and secondary school dropouts, kids that are older than the normal age for a specific
grade level (this may be a 12 year old in grade 4), unemployed adults that haven't finished their
education degree, indigenous people, people with disabilities or are mentally challenged, and
inmates. It is possible to have both informal and formal references for these alternative learning
systems because these are apart from the formal teaching institutions. Although similarly to the
formal teaching institutions, there will be a diagnostic test for everyone that will participate in
order to gauge the level they are at in terms of the skills needed per grade level. If there are
people that do not have the basic skills such as reading and writing there will be an additional
program that will help them first learn the basics before taking the diagnostic test. There will be a
specific number of hours that is required of the student in order for him/her to be able to finish
the program. There will be a final assessment to test the comprehensive knowledge of the
student. If the students passes he/she will be given a certificate that is signed by the secretary of
the department of education allowing the student to apply for college degrees, work, formal
training programs, and can re-enroll in elementary/secondary education in formal teaching
institutions.

There are other avenues of alternative learning in the Philippines such as the Radio-Based
Instruction (RBI) Program. This is designed to give the lectures through a radio transmission
making it easier for people to access wherever they are. The goal is for the listeners to receive
the same amount of education that people that sit in classroom lectures.

Non-formal technical and vocational education is assumed by institutions usually

accredited and approved by TESDA: center-based programs, community-based programs and
enterprise-based training, or the Alternative Learning System (ALS).[55] The Institutions may be
government operated, often by provincial government, or private. They may offer programs
ranging in duration from a couple of weeks to two-year diploma courses. Programs can be
technology courses like automotive technology, computer technology, and electronic technology;
service courses such as caregiver, nursing aide, hotel and restaurant management; and trades
courses such as electrician, plumber, welder, automotive mechanic, diesel mechanic, heavy
vehicle operator & practical nursing. Upon graduating from most of these courses, students may
take an examination from TESDA to obtain the relevant certificate or diploma.

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 In the country, there are a number of people particularly kids that do not receive proper
education from formal education institutions because of various reasons. These reasons usually
pertain to financial problems.

TASK:

Summarize and explain the fundamental legal basis of education in the Philippines
according to Article XIV, 1987 Constitution (Education, Science and Technology, Arts,
Culture & Sports).

LESSON III: Government Programs in Creating a

Student Centered Learning Curriculum

(based from Pres. Aquino)

10 Points Basic Education Agenda

1. 12-year Basic Education Cycle

I will expand the basic education cycle, from a 10-year cycle to a globally-comparable 12 years,
for our public school children. At present, those who can afford basic education get into the best
universities and the best jobs after graduation.

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2. Universal preschooling for all

All public school children will have preschool as their introduction to formal schooling by 2016,
and we will make this available to all children regardless of income.

3. Madaris education as a sub-system within the education system

I want a full basic education for all Muslim Filipino children. This is to give proper respect to
their culture while providing a sound curriculum in English, Filipino, science, and math. Madaris
education, with subjects in Arabic language and Islamic values education, can be integrated in
our public school curriculum as additional subjects.

4. Technical vocational education as an alternative stream in senior high school.

I will reintroduce technical-vocational education in our public high schools to better link
schooling to local industry needs and employment. We need to provide an educational alternative
to better prepare the students for the world of work.

5. “Every child a reader” by Grade 1

By the end of the next administration, every child must be a reader by Grade 1. At the core of our
children’s non-learning problems is the inability to read properly. By the end of the next
administration (SY 2015-16), every child passing pre-school must be a reader by Grade 1.

6. Science and Math proficiency

I will rebuild the science and math infrastructure in schools so that we can produce more
scientists, engineers, technicians, technologists and teachers in our universities so that this
country can be more globally competitive in industry and manufacturing. To build a culture
for science and math, I will promote science and math clubs and fairs.

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7. Assistance to private schools as essential partners in basic education

I will expand government assistance to private education. A strong private school system will
strengthen our public schools by providing parents an alternative and not adding to the
overcrowding.

8. Medium of instruction rationalized

We should become trilingual nation: Learn English well and connect to the world. Learn Filipino
well and connect to our country. Retain your dialect and connect with your heritage.

9. Quality textbooks

I will not tolerate poor textbook quality in our schools. Textbooks will be judged by three
criteria: quality, better quality, and more quality. Poor quality textbooks have no place in our
schools.

10. Covenant with the local governments to build more schools

I will build more schools in areas where there are no public or private schools in partnership
with local governments, as well address our persistent classroom and teacher shortages. We need
more schools with smaller populations so that teachers, students and parents can form a real
learning community.

Other Success Programs

 The Abot Alam Program targeting the Out-of-School Youths (OSY) is another
feather to the cap of the President because by the end of 2014, OSYs numbering
1,943,247 have been mapped in 206 provinces and cities.

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 Of these, 847,292 expressed interest in pursuing further education, 524,349 in
entrepreneurship and 490,664 in employment.

Some of them indicated more than one preferred track or craft while others did not
specify any preference.

Out of the more than 1.9 million OYS mapped in 2014, a total of 412,594 as of February
2015 have already been matched and enrolled in various interventions: 306,748 are already back
in education through the Alternative Learning System (ALS).

At least 53,602 have been provided with opportunities for entrepreneurship and 52,184
have undergone skills training for employment.

There is an ongoing matching being done for the remaining 1.5 million of the 1.9 million
mapped. At least 600,000 of the remaining 1.5 million will be enrolled in various program
interventions by the end of December 2015.

 The Enhanced Government Assistance to Students and Teachers in

Private Education (e-GASTPE)

This is a commitment of the government to expand support to public school students who
wish to pursue secondary education in private schools under the Education Service Contracting
(ESC) Program.

On the other hand, the Special Education Voucher System (SVS) was phased out
progressively starting from 2011 to 2012, with the last batch of students under this program
graduated in 2013 to 2014.

Grantees who availed of the SVS increased by 20 percent from 666,000 in school year
2009 to 855,449 in school year 2014. Furthermore, the 855,449 represented the private
secondary school total population

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  The Enhanced Basic Education Information System (EBEIS)

The EBEIS is an online facility for encoding, storage and report generation on all school
information such as enrollment, resource inventories, and special programs.

This has allowed more updated information to be used for budget and program planning
and implementation.

DepEd is now able to collate beginning School Year Data by August of the same year,
and consequently the Department is now able to use two-year-old data for budget planning.

Another project is DepEd's using a permanent 12-digit number per individual in tracking
down of students in all public schools and Alternative Learning System (ALS) learners.

This led to the rise of the Learner Information System (LIS) registry to track down
students/learners and to become the basis of decision-making.

One of the most important features of the LIS is the generation of automatic report
templates that spares teachers the tedious task of writing different reports and allows them to
focus on teaching.

Some worthy and innovative programs that could not yet be accurately measured in its
success are the Alternative Learning System (ALS) and the Accreditation and Equivalency (A
and E) certification program.

The ALS as defined by EFA is a parallel learning system that provided a practical
alternative to existing formal instruction and encompasses both the non-formal and informal
sources of knowledge and skills.

The target learners of ALS consist of marginalized out-of-school youth and adults who
lack basic literacy, who are OSYs and adults who are literate but unable to finish basic education
and some youth and adults with special needs.

Most of these live below the poverty line and come from depressed, disadvantaged,
underserved communities.

The A and E is a non-formal education certification program for out-of-school youths and
adults that recognizes prior learning.

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 It offers elementary and secondary education comparable to that of formal basic
education.

The A and E test takers are those who wish to receive formal recognition of having an
education equivalent to elementary and high school graduates.

Inclusive education is ongoing and a project that President Aquino wants to fully achieve.
It is apparent that legislative provisions and institutionalized programs for the marginalized is the
trend.

The three recent laws — the Early Years Act of 2013, the Kindergarten Act of 2012 and
the Enhanced Basic Education Act of 2013 — are for inclusive education.

 IP and Muslim Education

DepEd has been successful in institutionalizing the Indigenous People and Muslim
education. It has adopted a national framework for the IP education through DepEd Order No 62,
Series of 2011.

With the K to 12 under Republic Act No. 10533, it becomes a mandate for education to
be made more responsive to the diverse earners' needs such as those of the Indigenous Peoples
(IP).

Moreover, the Madrasah Education Program for Muslim Filipino children has been
institutionalized through Department Order No. 51, Series of 2004 via the Arabic Language and
Islamic Values (ALIVE) program.

 Adopt-a-School Program

The government knows the capacity of the private sector to help in delivery of quality
education.

Under the Adopt-a-School Program (R.A. 8525 of 1998), the private sector gets
dynamically involved in the cause of education by augmenting existing public school resources
for better studies.

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 The Adopt-a-School Program has added more resources and services to public schools
through partnerships and engagement with adopting private entities.

The government's teaming up with the private sector intends to eliminate or remove
school dropouts by addressing the lack of classrooms, books, equipment and other factors that
can increase the output of students and teachers as well.

In 2013 alone, the donations were worth about P30 billion for the Adopt-a-School
Program, according to EFA records.

TASK:

Share your insights regarding the said programs of the government.

LESSON IV: Language Policies in the Philippines

Article XIV, 1987 Philippine Constitution (Education, Science and

Technology, Arts, Culture & Sports)

– This is the very fundamental legal basis of education in the Philippines.

It stipulates the following:

 The right of all citizens to quality education at all levels

 Provisions for complete, adequate and integrated system of education
 Free public education in the elementary and secondary levels
 Availability of scholarship grants, loan programs, subsides and other incentives for
deserving students in the public and private schools
 Highest budgetary allocation for education
 Promotion of science and technology
 Preservation and enrichment of Filipino culture
 Promotion of physical education and other related programs

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 The Language provision in the 1987 Constitution of the Republic of the
Philippines which are embodied in Article XIV, Sec. 6 and 7
provide the legal basis for the various language policies that are being implemented in the
country.

The ratification of the above-mentioned constitution resolved the issue on what the
national language is, since the 1935 and 1973 Philippine Charters were not clear about this.

The provision are as follows:

1. Section 6.  The national language of the Philippines is Filipino.  As it evolves, it shall be
further
developed and enriched on the basis of existing Philippine and other languages.

2. For purposes of communication and instruction, the official languages of the Philippines are
Filipino and, until otherwise provided by law, English.

The Philippine Bilingual Education Policy (BEP)

       Consistent with the 1987 constitutional mandate and a declared policy of the National Board
of Education (NBE) on bilingualism in the schools (NBE Resolution No. 73-7, s.1973) the
Department of Education, Culture and Sports (DECS) promulgated its language policy.

       The policy was first implemented in 1974 when DECS issued Dept. Order No. 25, s. 1974
titled, “Implementing Guidelines for the Policy on Bilingual Education.”

       Bilingual education in the Philippines is defined operationally as the separate use of Filipino
and English as the media of instruction in specific subject areas.  As embodied in the DECS

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Order No. 25, Pilipino (changed to Filipino in 1987) shall be used as medium of instruction in
social studies/social sciences, music, arts, physical education, home economics, practical arts and
character education.  English, on the other hand is allocated to science, mathematics and
technology subjects.  The same subject allocation is provided in the 1987 Policy on Bilingual
Education which is disseminated through Department Order No. 52, s. 1987.

The policy is as follows:

The policy on Bilingual Education aims at the achievement of competence in both

Filipino and English at the national level, through the teaching of both languages and their use as
media of instruction at all levels.  The regional languages shall be used as auxiliary languages in
Grades I and II.  The aspiration of the Filipino nation is to have its citizens possess skills in
Filipino to enable them to perform their functions and duties in order to meet the needs of the
country in the community of nations.

The goals of the Bilingual Education Policy shall be:

1. enhanced learning through two languages to achieve quality education as called for by the
1987
Constitution;

2. the propagation of Filipino as a language of literacy;

3. the development of Filipino as a linguistic symbol of national unity and identity;

4. the cultivation and elaboration of Filipino as a language of scholarly discourse, that is to say
its
continuing intellectualization; and

5. the maintenance of English as an international language for the Philippines and as a non-
exclusive language of science and technology.

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 Filipino and English shall be used as media of instruction, the use allocated to specific
subjects in the curriculum as indicated in the Department Order No. 25, s. 1974.

The regional languages shall be used as auxiliary media of instruction and as initial
language for literacy, where needed.

Filipino and English shall be taught as language subjects in all levels to achieve the goals
of bilingual competence.

Since competence in the use of both Filipino and English is one of the goals of the
Bilingual Education Policy, continuing improvement in the teaching of both languages, their use
as media of instruction and the specification of their functions in Philippine schooling shall be
the responsibility of the whole educational system.

Tertiary level institutions shall lead in the continuing intellectualization of Filipino.  The
program of intellectualization, however, shall also be pursued in both the elementary and
secondary levels.

The Department of Education, Culture and Sports shall cooperate with the National
Language Commission which according to the 1987 Constitution, shall be tasked with the further
development and enrichment of Filipino.

The Department of Education Culture and Sports shall provide the means by which the
language policy can be implemented with the cooperation of government and non-government
organizations.

The Department shall program funds for implementing the Policy, in such areas as materials
production, in-service training, compensatory and enrichment program for non-Tagalogs,
development of a suitable and standardized Filipino for classroom use and the development of
appropriate evaluative instruments.

       Guidelines for the implementation of the 1987 Policy on Bilingual Education are specified in
the DECS Order No. 54, s. 1987.  Among these are the need to intellectualize Filipino and the
concrete steps suggested towards its realization.

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 Executive Order No. 335

       On August 25, 1988, then President Corazon Aquino signed Executive Order No. 335
enjoining all departments/bureaus/offices/agencies/instrumentalities of the government to take
such steps as are necessary for the purpose of using the Filipino language in official transactions,
communications, and correspondence.  The order was issued on the belief that the use of Filipino
in official transactions, communications and correspondence in government offices will result to
a greater understanding and appreciation of government programs, projects and activities
throughout the country, thereby serving as an instrument of unity and peace for national
progress.

       All departments/bureaus/offices/agencies/instrumentalities of the government are

enjoined to do the following:

1. Take steps to enhance the use of Filipino in official communications, transactions and
correspondence in their respective offices, whether national or local;

2. Assign one or more personnel, as maybe necessary, in every office to take charge of
communications and correspondence written in Filipino;

3. Translate into Filipino names of offices, buildings, public edifices, and signboards of all
offices,
divisions or its instrumentalities, and if so desired, imprint below in smaller letters the English
text;

Filipinize the “Oath of Office” for government officials and personnel; Make as part of
the training programs for personnel development in each office the proficiency in the use of
Filipino in official communications and correspondence.

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       The Commission on the Filipino Language, formerly Institute of Philippine/National
Language, is ordered to formulate and implement programs and projects for the full and effective
implementation of the objectives expressed in the Executive Order.

The Language Policy of the Commission on Higher Education

       In 1994, Republic Act No. 7722, creating the Commission on Higher Education (CHED)
was signed.  This Act which is known as the “Higher Education Act of 1994” provides that the
CHED shall be independent and separate from the DECS and attached to the Office of the
President for administrative purposes only.  Its coverage shall be both public and private
institutions of higher education as well as degree-granting programs in all post-secondary
educational institutions, public and private.

        One of the first steps undertaken by CHED was to update the General Education
Curriculum (GEC) of tertiary courses leading to an initial bachelor’s degree covering four (4)
curriculum years.  This was done to make the curriculum more responsive to the demands of the
next millennium.

        The requirements of the new GEC are embodied in the CHED Memorandum Order
(CMO) No. 59, s. 1996. Listed under miscellaneous of this CMO is its language policy which is
as follows:

        In consonance with the Bilingual Education Policy underlined in DECS Order No. 52,
Series of 1987, the following are the guidelines vis-a-vis medium of instruction, to wit:

1. Language courses, whether Filipino or English, should be taught in that language.

2. At the discretion of the HEI, Literature subjects may be taught in Filipino, English or any
other
language as long as there are enough instructional materials for the same and both students and
instructors/professors are competent in the language.

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Courses in the Humanities and Social Sciences should preferably be taught in Filipino.

Revised Philippine Education Program (Bureau of Public Schools, 1957)

 Mandated the use of the vernaculars as languages of instruction for the first two grades of
elementary school.
 The program also mandated that English be taught as a subject but not used as the
medium of instruction.
 The program also required a shift to English as the medium of instruction from third
grade through college, using the vernacular as an ‘auxiliary medium’ of instruction in
Grades 3 and 4, and Filipino (the national language) as an auxiliary medium in Grades 5
and 6.

TASK:

1. Explain the following:

A. Bilingual Education Policy and its goals.

B. The Language Policy of the Commission on Higher Education

2. Search and discuss the House Bill No. 5091, “An Act to Strengthen and
Enhance the Use of English as the Medium of Instruction in the Educational System.

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LESSON V: Issues Regarding the Educational System

When it comes to influence, the educational system of the Philippines has been affected
immensely by the country's colonial history including the Spanish period, American period, and
Japanese rule and occupation. Although having been significantly influenced by all its colonizers
with regard to the educational system, the most influential and deep-rooted contributions arose
during the American occupation (1898); it was during this aforementioned period that 1. English
was introduced as the primary language of instruction and 2. A public education system was first
established - a system specifically patterned after the United States school system and further
administered by the newly established Department of Instruction. Similar to the United States of
America, the Philippines has had an extensive and extremely inclusive system of education
including features such as higher education.

The present Philippine Educational system firstly covers six years of compulsory
education (from grades 1 to 6), divided informally into two levels - both composed of three

Page | 45
years. The first level is known as the Primary Level and the second level is known as the
Intermediate Level.

However, although the Philippine educational system has extensively been a model for
other Southeast Asian countries, in recent years such a matter has no longer stood true, and such
a system has been deteriorated - such a fact is especially evident and true in the country's more
secluded poverty-stricken regions. Nationwide the Philippines faces several issues when it comes
to the educational system.

Quality of Education

First of which, is the quality of education. In the year 2014, the National Achievement
Test (NAT) and the National Career Assessment Examination (NCAE) results show that there
had been a decline in the quality of Philippine education at the elementary and secondary levels.
The students' performance in both the 2014 NAT and NCAE were excessively below the target
mean score. Having said this, the poor quality of the Philippine educational system is manifested
in the comparison of completion rates between highly urbanized city of Metro Manila, which is
also happens to be not only the country's capital but the largest metropolitan area in the
Philippines and other places in the country such as Mindanao and Eastern Visayas. Although
Manila is able to boast a primary school completion rate of approximately 100 percent, other
areas of the nation, such as Eastern Visayas and Mindanao, hold primary school completion rate
of only 30 percent or even less. This kind of statistic is no surprise to the education system in the
Philippine context, students who hail from Philippine urban areas have the financial capacity to
complete at the very least their primary school education.

Budget for Education

The second issue that the Philippine educational system faces is the budget for education.
Although it has been mandated by the Philippine Constitution for the government to allocate the
highest proportion of its government to education, the Philippines remains to have one of the
lowest budget allocations to education among ASEAN countries.

Affordability of Education

Page | 46
 The third prevalent issue the Philippine educational system continuously encounters is
the affordability of education (or lack thereof). A big disparity in educational achievements is
evident across various social groups. Socioeconomically disadvantaged students otherwise
known as students who are members of high and low-income poverty-stricken families, have
immensely higher drop-out rates in the elementary level. Additionally, most freshmen students at
the tertiary level come from relatively well-off families.

Drop-out Rate (Out-of-school youth)

France Castro, secretary of Alliance of Concerned Teachers (ACT), stated that there is a
graved need to address the alarming number of out-of-school youth in the country. The
Philippines overall has 1.4 million children who are out-of-school, according to UNESCO's data,
and is additionally the only ASEAN country that is included in the top 5 countries with the
highest number of out-of-school youth. In 2012, the Department of Education showed data of a
6.38% drop-out rate in primary school and a 7.82% drop-out rate in secondary school. Castro
further stated that "the increasing number of out-of-school children is being caused by poverty.
The price increases in prices of oil, electricity, rice, water, and other basic commodities are
further pushing the poor into dire poverty." Subsequently, as more families become poorer, the
number of students enrolled in public schools increases, especially in the high school level. In
2013, the Department of Education estimated that there are 38, 503 elementary schools alongside
7,470 high schools.

Mismatch

There is a large mismatch between educational training and actual jobs. This stands to be
a major issue at the tertiary level and it is furthermore the cause of the continuation of a
substantial amount of educated yet unemployed or underemployed people. According to Dean
Salvador Belaro Jr., the Cornell-educated Congressman representing 1-Ang Edukasyon Party-list
in the House of Representatives, the number of educated unemployed reaches around 600,000
per year. He refers to said condition as the "education gap".

Brain Drain

Page | 47
 Brain Drain is a persistent problem evident in the educational system of the Philippines
due to the modern phenomenon of globalization, with the number of Overseas Filipino Workers
(OFWs) who worked abroad at any time during the period April to September 2014 was
estimated at 2.3 million. This ongoing mass emigration subsequently inducts an unparalleled
brain drain alongside grave economic implications. Additionally, Philippine society hitherto is
footing the bill for the education of millions who successively spend their more productive years
abroad. Thus, the already poor educational system of the Philippines indirectly subsidizes the
opulent economies who host the OFWs.

Social Divide

There exists a problematic and distinct social cleavage with regard to educational
opportunities in the country. Most modern societies have encountered an equalizing effect on the
subject of education. This aforementioned divide in the social system has made education
become part of the institutional mechanism that creates a division between the poor and the rich.

Lack of Facilities and Teacher Shortage in Public Schools

There are large-scale shortages of facilities across Philippine public schools - these
include classrooms, teachers, desks and chairs, textbooks, and audio-video materials. According
to 2003 Department of Education Undersecretary Juan Miguel Luz, reportedly over 17 million
students are enrolled in Philippine public schools, and at an annual population growth rate of 2.3
per cent, about 1.7 million babies are born every year which means that in a few years’ time,
more individuals will assert ownership over their share of the (limited) educational provisions.
To sum it up, there are too many students and too little resources. Albeit the claims the
government makes on increasing the allocated budget for education, there is a prevalent
difficulty the public school system faces with regard to shortages. Furthermore, state universities
and colleges gradually raise tuition so as to have a means of purchasing facilities, thus making
tertiary education difficult to access or more often than not, inaccessible to the poor. However, it

Page | 48
is worth taking note of what the Aquino administration has done in its five years of governance
with regard to classroom-building - the number of classrooms built from 2005 to the first half of
the year 2010 has tripled. Additionally, the number of classrooms that were put up from the year
2010 to February 2015 was recorded to be at 86,478, significantly exceeding the 17,305
classrooms that were built from 2005 to 2010 and adequate enough to counterbalance the 66,800
classroom deficit in the year 2010.

In President Aquino's fourth state of the nation address (SONA), he spoke of the
government's achievement of zero backlog in facilities such as classrooms, desks and chairs, and
textbooks which has addressed the gap in the shortages of teachers, what with 56,085 new
teachers for the 61, 510 teaching items in the year 2013. However, the data gathered by the
Department of Education shows that during the opening of classes (June 2013), the shortages in
classrooms was pegged at 19, 579, 60 million shortages when it came to textbooks, 2.5 million
shortages with regard to chairs, and 80, 937 shortages of water and sanitation facilities.
Furthermore, 770 schools in Metro Manila, Cebu, and Davao were considered overcrowded. The
Department of Education also released data stating that 91% of the 61, 510 shortages in teachers
was filled up alongside appointments (5, 425 to be specific) are being processed.

Issues regarding the K-12

There is dispute with regard to the quality of education provided by the system. In the
year 2014, the National Achievement Test (NAT) and the National Career Assessment
Examination (NCAE) results show that there had been a decline in the quality of Philippine
education at the elementary and secondary levels. The students' performance in both the 2014
NAT and NCAE were excessively below the target mean score. Having said this, the poor
quality of the Philippine educational system is manifested in the comparison of completion rates
between highly urbanized city of Metro Manila, which is also happens to be not only the
country's capital but the largest metropolitan area in the Philippines and other places in the
country such as Mindanao and Eastern Visayas. Although Manila is able to boast a primary

Page | 49
school completion rate of approximately 100 percent, other areas of the nation, such as Eastern
Visayas and Mindanao, hold primary school completion rate of only 30 percent or even less.
This kind of statistic is no surprise to the education system in the Philippine context, students
who hail from Philippine urban areas have the financial capacity to complete at the very least
their primary school education.
The second issue that the Philippine educational system faces is the budget for education.
Although it has been mandated by the Philippine Constitution for the government to allocate the
highest proportion of its government to education, the Philippines remains to have one of the
lowest budget allocations to education among ASEAN countries. The third prevalent issue the
Philippine educational system continuously encounters is the affordability of education (or lack
thereof). A big disparity in educational achievements is evident across various social groups.
Socioeconomically disadvantaged students otherwise known as students who are members of
high and low-income poverty-stricken families, have immensely higher drop-out rates in the
elementary level. Additionally, most freshmen students at the tertiary level come from relatively
well-off families. Lastly, there is a large proportion of mismatch, wherein there exists a massive
proportion of mismatch between training and actual jobs. This stands to be a major issue at the
tertiary level and it is furthermore the cause of the continuation of a substantial amount of
educated yet unemployed or underemployed people.

TASK: Make a reflection regarding the issues in the educational system of the Philippines.

REFERENCES

Article XIV, 1987 Philippine Constitution (Education, Science and Technology, Arts, Culture &
Sports)

Bautista, Ma. Lourdes S. & Bolton, Kingsley. 2009. Philippine English. Hong Kong University
Press

Page | 50
https://echoesineducation.wordpress.com/2012/09/08/10-point-agenda-in-basic-education/

https://en.wikipedia.org/wiki/Education_in_the_Philippines#:~:text=By%20law%2C
%20education%20is%20compulsory, (grades%2011%E2%80%9312)

https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-cultural-
disseminationscd/language-and-translation/language-policies-in-the-philippines/

https://radyonatin.com/story.php?storyid=8555

https://www.k12academics.com/Education%20Worldwide/Education%20in%20the
%20Philippines/issues-regarding-educational-system

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