COMPARATIVE ANALYSIS OF

THE EDUCATION SYSTEM IN THE

DEVELOPING COUNTRIES
INDIA , SRI LANKA, BANGLADESH, CUBA, PHILIPPINES
EDUCATION IN
INDIA
COMPARATIVE AND INTERNATIONAL EDUCATION
INTRODUCTION
We take a comprehensive look at India’s growing primary, secondary and higher education system,
exploring the history of education in India and how it plans to develop.

India has a unique education system designed to uphold its nation’s culture, history, values, and customs.

While traditionally, education in India was reserved mostly for the higher-caste children, new education
policies have been aiming to achieve equity in education and the right to education for all children
regardless of social class.

Here we take a look at the traditional and modern facts surrounding education in India, looking
especially at the latest policies that aim to create a more inclusive and contemporary education system.

We also explore ways you can empower your students’ thirst for knowledge while meeting new
classroom demands and needs, across primary, secondary and higher education.
A BRIEF HISTORY OF INDIA’S EDUCATION
SYSTEM
The Gurukul was India’s first system of education. It was a residential schooling system dating back
to around 5000 BC, where shisya (student) and guru (teacher) used to reside in the guru’s ashram (home)
or in close proximity. This allowed for an emotional bond to be developed prior to the transmission of
knowledge. The mode of communication was the ancient Sanskrit language.

The basis of learning wasn’t only to read books and memorize information, but the well-rounded,
holistic development of a child. This included their mental, cognitive, physical and spiritual wellness.
Subjects taught were religion, holy scriptures, medicine, philosophy, warfare, statecraft, astrology and
more. 

The emphasis was on developing student’s human values such as self-reliance, right behaviors,
empathy, creativity, plus strong moral and ethical behaviors. The aim was that knowledge could later be
practically implemented to find solutions to real-life problems. 
THE SIX AIMS OF EDUCATION FOR THE STUDENTS OF
THE GURUKUL WHERE:
The acquisition of supreme knowledge: The ultimate purpose of the Gurukul education system
was to understand Brahma (God) and the world beyond sensorial pleasures to attain immortality.

Development of character: Through study of the Vedas (ancient texts), the student developed will-
power, a requirement for a good character, which subsequently allowed them to create a more favorable
attitude and positive outlook towards life.

All-rounded development: Learning to withdraw the senses inwards and practice introversion was
considered as the ideal method for complete living. This allowed students to become aware of the inner
workings of the mind and their responses and reactions while performing various duties in the Gurukul.

Social virtues: By training body, mind and heart, the student was inspired to only speak truth and
refrain from dishonesty and falsehood.  This was considered to be the highest human virtue. They were
also encouraged to believe in giving to charities which made them socially efficient.

 
FACTS AND STATISTICS ABOUT
EDUCATION IN INDIA
Under India’s Right to Education Act 2020, free and compulsory education is ensured to every child
between the ages of three to 18.

As of 2020, education in India statistics show that about 26 per cent of the Indian population (1.39
billion) falls into the 0-14 year category, which provides a great opportunity for the primary education
sector. 

Furthermore, 18 per cent of the population, or approximately 500 million, fall into the 15-24 year
category, allowing for opportunities for growth across the secondary and higher education institutions in
India.  

Additional Indian education statistics reveal how the literacy ratio of India for adults (15+ years) is
69.3 per cent, with male literacy at 78.8 per cent and female literacy at 59.3 per cent.
FACTS AND STATISTICS ABOUT
EDUCATION IN INDIA
The Indian state with the highest literacy rate is Kerala, at 96.2 per cent as of 2018. 

The most popular Indian higher education institution is the University of Delhi, followed by the
 Indian Institute of Technology Bombay.

India was ranked 34 among the 100 countries in the 2019 English Proficiency Index, allowing for
easy delivery of educational material that meets Universal standards.
AIMS FOR THE FUTURE OF
EDUCATION IN INDIA
In April 2021, India joined the United Nation’s E9 initiative, whose purpose is to create an initiative
on digital learning and skills, targeting marginalized children and youth, especially girls.

According to Union Budget 2021-22, the Indian government allocated an expenditure budget of US
5.28 billion for higher education and US 7.56 billion for school education and literacy.

By 2030, it’s estimated that India’s higher education system will have more than 20 universities
among the global top 200 universities. It’s also thought that it will be among the top five countries in the
world in terms of research output, with an annual research and development (R&D) spend of US$140
billion.  
HOW DOES THE INDIAN
EDUCATION SYSTEM WORK IN
MODERN TIMES?
It’s an undeniable fact that education in modern India is different from that of the “Gurukula.” The
curriculum is mostly taught in English or Hindi, computer technology and skills have been integrated
into learning systems, and emphasis is more on the competitive examination and grades rather than
moral, ethical and spiritual education.

The modern school system was brought to India, originally by Lord Thomas Babington Macaulay,
in the 1830s. “Modern” subjects like science and mathematics took precedence, and metaphysics and
philosophy were deemed unnecessary.

Up until July 2020, the schooling system in India was based on the 10+2 system, which rewarded
Secondary School Certificate (SSC) once completing class 10th and Higher Secondary Certificate (HSC)
by completing class 12th.

As a result of the new National Education Policy (NEP), this has been replaced with the 5+3+3+4
system. The division of stages has been made to fall in line with the cognitive development stages that a
child naturally goes through.
INDIA’S FOUR-LEVEL
COMPULSORY EDUCATION
1. Foundation stage (ages 3 to 8)
 The five-year foundational stage of education, as per the NEP, comprises three years of preschool
followed by two years of primary classes. This stage will involve age-appropriate play or activity-based
methods and the development of language skills. 

2.  Preparatory stage (ages 8 to 11)  

The focus in this three-year stage remains language development but will include numeracy skills.
 Classroom interactions will also continue to be activity-based, with a focus on the element of discovery.
INDIA’S FOUR-LEVEL
COMPULSORY EDUCATION
3.  Middle stage (ages 11 to 14) 
For classes six to eight, the three-year focus shifts to critical learning objectives, such as experiential
learning in the sciences, mathematics, arts, social sciences and humanities.

4.  Secondary stage (ages 14 to 18) 

Covering classes 9 and 10, and classes 11 and 12, students have access to a variety of subject
combinations to choose from and study, as per their skills and interests. 

At this stage, critical thinking, an open mind and flexibility in the thought process are encouraged. To
stimulate your students’ thinking ability, our course
 Volunteering in the Classroom: Bringing STEM Industry into Schools, will encourage their interest in
the field of STEM, which faces a huge skills gap and thus provides high employment potential.  
HIGHER EDUCATION IN INDIA 
At the undergraduate stage, students can choose to study at this level from age 18 onwards. The
majority of students attend a free public college or university, while others choose a private institution for
their education. Indian college and university degrees in the field of agriculture, engineering,
 pharmaceutics and technology usually take four years to complete. Law, medicine and architecture can
take up to five years.

POST-GRADUATE STUDY IN
INDIA 
Known as master’s courses or doctorate degrees, they can take from two up to three years to
complete, respectively. Post-graduate education in India is largely provided by universities, followed by
colleges and the majority of students are women. Post-graduate study allows students to specialize in a
chosen field and conduct large amounts of research.
EDUCATION ISSUES IN INDIA
Facilities
A study of 188 government-run primary schools found that 59% of the schools had no drinking water and 89% had no
toilets. 2003-04 data by National Institute of Educational Planning and Administration revealed that only 3.5% of
primary schools in Bihar and Chhattisgarh had toilets for girls. In Madhya Pradesh, Maharashtra, Andhra Pradesh,
Gujarat, Rajasthan and Himachal Pradesh, rates were 17-26% in 2014. In fact, the number of secondary schools is
almost half the number of upper primary schools available in the country.

Curriculum issues
Modern education in India is often criticised for being based on rote learning rather than problem solving. New Indian
Express says that Indian Education system seems to be producing zombies since in most of the schools students
seemed to be spending majority of their time in preparing for competitive exams rather than learning or playing.
BusinessWeek criticises the Indian curriculum, saying it revolves around rote learning and ExpressIndia suggests that
students are focused on cramming. Preschool for Child Rights states that almost 99% of pre-schools do not have any
curriculum at all.
EDUCATION ISSUES IN INDIA
Accreditation
In January 2010, the Government of India decided to withdraw Deemed university status from as many as 44
institutions. The Government claimed in its affidavit that academic considerations were not being kept in mind by the
management of these institutions and that "they were being run as family fiefdoms".
The University Grant Commission found 39 fake institutions operating in India.

Employer training
Only 10% of manufacturers in India offer in-service training to their employees, compared with over 90% in China.

Corruption in Education
Corruption in Indian education system has been eroding the quality of education and has been creating long-term
negative consequences for the society. Educational corruption in India is considered as one of the major contributors to
domestic black money.
EDUCATION IN
SRI LANKA
COMPARATIVE AND INTERNATIONAL EDUCATION
EDUCATION IN SRI LANKA
Education in Sri Lanka has a long history that dates back two millennia. The Constitution
of Sri Lanka provides for education as a fundamental right. Sri Lanka's population had an
adult literacy rate of 92.63% in 2015, which is above average by world and regional
standards.[note 1] Education plays a major part in the life and culture of the country and
dates back to 543 BC. Sri Lanka's modern educational system was brought about by its
integration into the British Empire in the 19th century. Education currently falls under
the control of both the Central Government and the Provincial Councils, with some
responsibilities lying with the Central Government and the Provincial Council having
autonomy for others.
ADMINISTRATION
Administration
Primary school to higher education are primarily funded and overseen by three governmental ministries.[3]

Ministry of Education: for schools, pirivenas (schools for Buddhist priests), teachers training colleges and colleges of
education
Department of Examinations: National examination service
Ministry of Higher Education & Highways: for universities
Ministry of Education Services: for supplying the physical facilities required for general education
Ministry of Skills Development and Vocational Training: for vocational education and technical colleges

Exceptions to this system exist -- mostly when it comes to tertiary with several public universities and institutes
coming under the purview of different ministries. These divisions have led to a high degree of mismanagement and
inefficiency over the years.
COMPULSORY LEADERSHIP TRAINING
FOR UNDERGRADUATES
Compulsory leadership training for undergraduates in Sri Lanka is a mandatory program introduced in
2011 by the Sri Lankan Government for all students select for undergraduate courses in state universities
to undergo residential three week leadership training and positive thinking development at training camps
under the Defense Ministry which as lead to much controversy. The Sri Lankan Higher Education Ministry
seek the university academics' and Vice Chancellors' views on the on-going leadership training program
and decided to reduce it from three weeks to two week.

Compulsory leadership training for undergraduates

In 2011, the government made it mandatory for all students selected for undergraduate courses in state universities to
undergo Compulsory leadership training for undergraduates at military and police bases. The government sited the
need for residential three week training to increase employability thus reducing the high graduate unemployment in
state universities. This move has drawn criticisms from the opposition, student groups and human rights groups as the
nature of compulsory military type training seen in conscription. However, shortly after the 2015 presidential election,
the newly elected president Maithripala Sirisena along with the Sri Lankan Parliament put an end to this training in
2015.
CRITICISMS OF EDUCATION IN SRI
LANKA
Critics of the education system, including academics and parents, state that the education system is too
competitive and rigid unlike education systems in other societies.
Efforts to establish private universities have been blocked, resulting in only state universities awarding
local degrees. Opponents of private universities claim that private universities as privatization of education
and damaging the standard of the education. However the demand for higher education has created several
private institutions that conduct courses for degrees in foreign universities, these are not regulated or
evaluated for proper standards by the government or independent organizations.
PRIMARY AND SECONDARY
EDUCATION
Structure
Sri Lanka's education structure is divided into five parts: primary, junior secondary, senior secondary, collegiate and
tertiary. Primary education lasts five to six years (Grades 1-5) and at the end of this period, the students may elect to
write a national exam called the Scholarship exam. This exam allows students with exceptional skills to move on to
better schools. After primary education, the junior secondary level (referred to as middle school in some schools) lasts
for 4 years (Grades 6-9) followed by 2 years (Grades 10-11) of the senior secondary level which is the preparation for
the General Certificate of Education (G.C.E) Ordinary Level (O/Ls). According to the Sri Lankan law, it is compulsory
that all children go to school till grade 9 (age 14) at which point they can choose to continue their education or drop
out and engage in apprenticeship for a job or farming. However, the Ministry of Education strongly advises all students
to continue with their studies at least till the G.C.E Ordinary Level. Students who are pursuing tertiary education must
pass the G.C.E O/Ls in order to enter the collegiate level to study for another 2 years (grades 12-13) to sit for the
G.C.E Advanced Level. On successful completion of this exam, students can move on to tertiary education, there for
the GCE A/Ls is the university entrance exam in Sri Lanka.
Due to the variety of ethnic groups in Sri Lanka, many schools teach only in either Sinhala medium or in Tamil
medium and not the English medium. The elite colleges in major cities such as Colombo and Kandy, teach in all three
media.
PRIMARY AND SECONDARY EDUCATION
Normal ages
Primary
Kindergarten: 4-5 year olds
Grade 1: 5-6 year olds
Grade 2: 6-7 year olds
Grade 3: 7-8 year olds
Grade 4: 8-9 year olds
Grade 5: 9-10 year olds - Scholarship Examination
Secondary
Junior secondary
Grade 6: 10-11 year olds
Grade 7: 11-12 year olds
Grade 8: 12-13 year olds
Grade 9: 13-14 year olds
Senior secondary
Grade 10: 14-15 year olds
Grade 11: 15-16 year olds - G.C.E Ordinary Level Examination
Collegiate
Grade 12: 16-18 year olds
Grade 13: 17-19 year olds - G.C.E Advance Level Examination
TERTIARY EDUCATION
Undergraduate education in state universities is free but extremely competitive, limited and standardized. Fewer
than 16% (less than 16,000 students) of those who qualify get admission to state universities and of that only half
graduate. Admission to the university system is based on the highly competitive GCE Advanced Level examination.
Selection of students is done on the basis of rank order on average Z Scores obtained by candidates at the GCE
Advanced Level under a transparent national policy to replicate a district basis representation. Only the top students
from each district get admissions.

The top students from urban and rural districts get the chances of having tertiary education. However, top students
who got qualified under the minimum Z Scores requirements for admissions from remote districts may get in with
relatively lower marks than those from urban districts. As a result, many students who are not granted admission find
other means of higher education. Around 8% those qualified but could not get admission for higher education go
abroad to pursue their studies, others enroll themselves at the Open University of Sri Lanka or at the few state-owned
autonomous degree awarding institutes (such as the SLIIT, ITS), or study as external students of traditional universities
or at private institutes (such as the IIT) that conduct classes and exams on behalf of foreign universities (such as the
ULEP).
TERTIARY EDUCATION
Classification of tertiary qualifications
Certificate: 1 year or less than 1 year of study.
DiplomaL 1-2 years of study.
Bachelor's degree
General degree: 3 years of coursework without a major.
Honours/Special degree: 4 years of coursework and research with a major/specialization in a field.
Master's degree: undertaken after the completion of one or more bachelor's degrees. Master's degrees deal
with a subject at a more advanced level than bachelor's degrees and can consist either of research,
coursework, or a mixture of the two.
Doctorate: most famously Doctor of Philosophy (Ph.D.), which are undertaken after an honors bachelor's
or master's degree, by an original research project resulting in a thesis or dissertation.
Sri Lanka, although a third world country, has a 92% literacy rate, one of the highest rates in South Asia. Education in
Sri Lanka is administered by three separate ministries, the Ministry of Education, Ministry of Higher Education, and
Ministry of Education Services. The Ministry of Education is in charge of schools, Teachers Training Colleges and
Colleges of Education and even the pirivenas, the schools for Buddhist priests. The Ministry of Higher Education
supervises Universities and Technical Colleges. The Ministry of Education Services supplies the facilities required for
general education.

The structure of education in Sri Lanka is divided into five parts namely: primary, junior secondary, senior secondary,
collegiate and tertiary. Primary education is from Grade 1 to Grade 5, junior secondary level is from Grade 6 to Grade 9,
senior secondary level is only two years which is from Grade 10 to Grade 11. As provided by the law, it is compulsory
to attend up to at least Grade 9 and after that students may opt for an apprenticeship on a skilled job or become a farmer.
For those who want to enroll in a college program, a 2 year preparatory course to obtain a General Certificate of
Education Ordinary Level, which is from Grades 10 to 11, and another 2-year preparatory course for a General
Certificate of Education Advanced Level, Grades 12 to 13 are strictly needed to be completed.

Basically, most schools are government-run and free. National Schools which are considered the better schools are those
funded directly by the Ministry of Education while the Provincial schools are run by local governments. There are about
9,829 government-sponsored schools and only 66 private schools in Sri Lanka.
EDUCATION IN
BANGLADESH
COMPARATIVE AND INTERNATIONAL EDUCATION
TERTIARY EDUCATION
The educational system in Bangladesh is three-tiered and highly subsidized. The government of
Bangladesh operates many schools in the primary, secondary, and higher secondary levels. It also
subsidizes parts of the funding for many private schools. In the tertiary education sector, the government
also funds more than 15 state universities through the University Grants Commission.

Bangladesh conforms fully to the UN's Education For All (EFA) objective and the Millennium
Development Goals (MDG) as well as other education-related international declarations. Article 17 of the
Bangladesh Constitution provides that all children receive free and compulsory education.
PUBLIC UNIVERSITIES
CRITICISM AND CONTROVERSY

Bangladesh has 35 public universities instructing the bulk of higher studies students. They that are
funded by the government and managed as self-governed government institutions.

There has been much criticism and controversial issues around public universities in Bangladesh.
Public universities had become places of political unrest and agitation. 12 of the public universities were
reported to employ 1,994 unauthorized faculty and staff, resulting an annual overspend of 159,467,000
Bangladeshi taka borne by the government. All were warned by the UGC and apparently failed to respond
to the warning. Student unrest has resulted in session jams and delays in holding examinations. During the
presidency of Hossain Mohammad Ershad (1982-90) seven to eight years were being required to complete
four-year courses.
PRIVATE UNIVERSITIES
CRITICISM AND CONTROVERSY
Private universities in Bangladesh came into being after institution of the Private University Act of
1992. As of 2008, over 55 of them had started. These universities follow an open credit system.

There has been much controversy around the private universities and their practices. 11 universities
went operational without a UGC approval which was made a necessity under the Private University Act
(1992). 27 private universities were found running without a vice-chancellor. 10 universities were issued a
deadline of one year from the UGC to improve qualities. Eight universities the UGC of Bangladesh
recommended for shutting down due to poor quality of academic standards. Some were served with show-
cause notice by judicial authorities asking why it would not be closed down. Some of these universities
introduced new academic courses without UGC approval with other private universities. Others were found
to deliver instructions in unauthorized courses and have illegal campuses.
EDUCATION IN
CUBA
COMPARATIVE AND INTERNATIONAL EDUCATION
EDUCATION IN CUBA
Education in Cuba has been a highly ranked system for many years. The University of Havana was founded
in 1727 and there are a number of other well-established colleges and universities. Following the 1959
revolution, the Castro administration nationalized all educational institutions, and created a system operated
entirely by the government. Strong ideological content is present, with the constitution stating that
educational and cultural policy is based on Marxist ideology. Education expenditures continue to receive
high priority.

Public Education in Cuba has always been free. After passing the required entrance examination to your particular
course of study, even attendance at the University of Havana was tuition free, except for the cost of your books. After
the Cuban Revolution, the new government placed the reconstruction of the education system along Marxist ideological
lines as a top priority. Five key objectives were devised and used to frame Cuba's educational system. Many children
who lived in distant rural areas mwere now able to acquire an education provided them by visiting teachers.
EDUCATION IN CUBA
Cuba’s education system might as well be considered the ultimate wrap-around institution for children.
All children are considered to be wards of the state and in partnership with the parents. All pertinent institutions
work in tandem to provide support for their educational and socio-emotional needs. The infant program is available for
ages one to four and incorporates child care as well as meeting the medical needs of the children. Parents are taught to
be the child’s first teacher.
After school programs abound in every community, attempting to keep students of all ages engaged in constructive
activities. Our group visited “La Colmenita”, an after-school program center that uses visual and performing arts as
social development tools.
While there, we saw second and third graders making impressive sketches. We were treated to musical
performances and dances that brought our group to standing ovations.
This happens not in modern, well-maintained facilities, but rather decaying structures in need of much maintenance
and repair.
The staff is not paid. They are parents, artists and performers who volunteer to work with the children.
These programs extend throughout the summer vacation period when parents are required to take their two-week
vacations so they can participate in activities with their children.
CUBA’S EDUCATION SYSTEM PAYING DIVIDENDS
Public education is one of Cuba’s top priorities. Within a year of ousting President Batista in 1959, the
country set the ambitious goal of eliminating illiteracy throughout the island. By 1962, illiteracy in Cuba
had dropped from 23.6 percent to a mere 3.6 percent. Today, Cuba boasts one of the highest literacy rates in
the world.
We heard this at a meeting with Dr. Paul Torres, a high-ranking official in Cuba’s Ministry of
Education. Cuba offers a free education from cradle to grave. From pre-school programs to doctorates,
education is free and available to all.
Education is mandatory through the 9th grade. After that, youngsters have the option of three years of a
pre-university program or going to a vocational school.
Currently, about 60 percent of Cuba’s students opt for the academic track but the country is attempting
to reverse those ratios. The economy is demanding more trained skilled workers and fewer academicians.
This is due in part to the growing private sector in Cuba where skilled workers are in demand and can earn
higher wages than academicians.
With increased tourism, privately owned restaurants (known as “paladares”) as well as privately owned
night clubs are in need of skilled workers to reconstruct and modernize the aging buildings they occupy. It’s
obvious that Cuba has its toe in the capitalist lake.
A TEACHER SHORTAGE IN CUBA
Shortly after the Castro regime took over the Cuban government, more than 100,000 youngsters, aged 10-16, were
recruited to go into all corners of the island to teach all citizens how to read and write.
These literacy volunteers received several weeks of training with the materials they were to use in their work. They
went out to the countryside and moved in with the “campesinos,” the Cuban farmers, working the fields during the day
and teaching them to how read and write at night. In urban areas, military barracks were converted into schools and thus
began a very intensive and successful indoctrination program that brought Socialism, along with literacy, to the island.

Over the 57 years of the regime, those 100,000 literacy volunteers bonded and became some of Castro’s biggest
supporters. Today, Cuba’s teachers continue the literacy initiative while focusing as well on the principles of the
“Revolution”. Moral, ethical and civic conduct are seen as important as academic achievement. Teachers are on the alert
to detect what issues might be affecting the child’s ability to come to school ready to learn. Every school has a “school
council” made up of not just teachers and parents in the school, but other professionals in the social and health arenas
who offer support services to families and students.
A TEACHER SHORTAGE IN CUBA
Teacher training and professional development is a process, not a product. It is ongoing, with two days
of in-service per month and weekly on-site activities. The evaluation of teachers is a collective process
involving peer review and emphasizing development rather than the documentation that might lead to
dismissal. According to the officials charged with the professional development of teachers, dismissal only
happens in the event of fraudulent or other criminal activity. Indeed, they see a teacher’s failure as the
failure of the entire system.

The country is currently undergoing a teacher shortage. Fewer students are opting to go into teaching,
paralleling the reduction of individuals opting to pursue college careers in favor of higher paying jobs in
other sectors of the economy. Attempts are being made to begin the teacher recruitment process as early as
the primary grades in the hopes of establishing a pipeline of future Cuban educators.
HIGHER EDUCATION IN SOCIALIST CUBA
Cuba has made education of their citizenry a high priority. They are proud of the fact that their education is free
from cradle to grave. Individuals can attend the university system and earn as many undergraduate and graduate degrees
as they might have the inclination to achieve, at no cost. Although higher education is available and free, students have
to go through an interview and examination process and meet the university standards in order to be admitted.

For grades 10-12, students have the option of pursuing an academic track that would prepare them for the college
entrance exams or vocational programs that will prepare them for the world of work. For many years, Cuba has been
graduating an impressive number of engineers, medical doctors, scientists and college professors. The socialist economy
guaranteed them all employment after graduation. However, recent changes in the economy have reduced the number of
jobs available to those holding academic degrees while at the same time, there has been an increasing demand for
skilled workers.

Many young Cubans apply for admission into a program that will only accept 200 students. Applicants have to be
at least 18 years old and must go through an interview process that gauges their personalities and abilities. Throughout
the two years of the program, participants are taught the skills necessary to restore the many historic, but aging and
decaying, buildings in Havana. They earn a modest salary while in the program. We saw the quality of their work in
many of the buildings they have restored in Old Havana as well as at the current reconstruction of the Cuban Capitol.
HIGHER EDUCATION IN SOCIALIST CUBA
The graduates are now very much in demand by Cubans who are buying many of the old buildings to
establish restaurants and night clubs in the burgeoning privatization sector. Although in the prevailing
socialist economy the majority of Cubans still work for the government, there is a growing number of
individuals who have set up their own businesses and are employing individuals to work for them. Most of
the 1950s vintage American cars that Cuba is so famous for are now taxis owned and operated by
individuals, not the state. Trained mechanics are needed to keep those cars running.

Because of these factors, more students are opting to learn job skills that will earn them a higher
income than if they had a college degree. In this regard we note that, as Cuba’s tourism grows, many of the
tour guides are well educated professors and professionals who have abandoned their careers for the higher
income they earn as tour guides.
EDUCATION IN
PHILIPPINES
COMPARATIVE AND INTERNATIONAL EDUCATION
EXPLORE: THE EDUCATION SYSTEM
IN THE PHILIPPINES
We explore education in the Philippines, looking at the history, facts and stats, and how
the education system works.

he Philippines recently underwent a major overhaul of its education system, extending

basic education from 10 to 13 years to bring it in line with the education systems of other
Asian countries. As a result, young graduates in the Philippines are becoming increasingly
competitive in the jobs market, both at home and abroad. Here, we take a look at education in
the Philippines, from pre-colonial times to the present day.
EXPLORE: THE EDUCATION SYSTEM
IN THE PHILIPPINES
Before the Spanish arrived in 1521, there was little formal education in the Philippines. Fathers taught their sons
how to obtain food, while mothers taught their daughters how to do household chores.

A Spanish influence
Education was formalised with the arrival of the Spanish; Spaniards, mestizos (mixed Spanish/Filipino people)
and wealthy Filipinos were given priority, creating an educational mismatch in the Philippines. Most native
people were excluded from the more prestigious educational institutions, as the colonists believed that quality
education might threaten their hold over the population. The curriculum at the time involved the study of
Christian doctrine, Spanish language and history, mathematics, agriculture, geography, etiquette, and singing;
girls were also taught sewing.
At the end of the Spanish-American War  in 1898, the Americans took over  the Philippines. English was
adopted as the primary language of education, and schools became more secularized. 
A centralized public school system was established in 1901, with 1,000 teachers brought over from the USA to
make up for a shortage of teachers at home. Education from age seven and up became compulsory, and school
supplies were provided to students for free.
EXPLORE: THE EDUCATION SYSTEM
IN THE PHILIPPINES
During WWII 

When the Japanese occupied the Philippines in 1942 during the Second World War, they attempted to
discourage the use of English and adopt Japanese as the medium of education. However, school enrolment
was low, as families felt that their children were safer at home during this time. 
The Japanese also established the Department of Instruction, which would later become the Department of
Education in 1947. The Japanese departed the Philippines in 1946, and the Philippines finally gained full
independence.
MODERN PHILIPPINES
Today’s education system in the Philippines most closely resembles the American model. English
remains the primary medium of instruction, although bilingual teaching of maths, science and literature (in
English and Tagalog) was introduced under Ferdinand Marcos in 1974. 
The establishment of the Technical Education and Skills Development Authority (TESDA) in 1994
reflected a shift in government focus toward vocational education, with courses offered in practical skills
such as vehicle repair and bartending.
FACTS ABOUT EDUCATION IN THE
PHILIPPINES
There are three agencies that handle the different levels of the Philippines Education System:
The Department of Education (DepEd) oversees basic (pre-university) education.
The Commission on Higher Education manages tertiary and graduate education, and the Technical
Education and Skills Development Authority (TESDA) oversees technical-vocational courses and middle
education.

Most of the problems in the Philippines education system stem from a lack of funding: low teacher
salaries, a shortage of classrooms and lack of facilities such as laboratories.

Additionally, there is a lack of educational equality between regions: government policy tends to favor
schools near Manila, with regions farthest from the capital (such as Mindanao) showing lower levels of
student performance.
FACTS ABOUT EDUCATION IN THE
PHILIPPINES
Despite these issues, the education system in the Philippines is still seen as one of the most developed
in Asia: rates of basic education completion, higher education participation and adult literacy are
comparable to far more developed economies in Hong Kong, Singapore and South Korea.

Like many other developing countries, one of the major problems in the Philippine education system
is that of ‘brain drain’ – the departure of talented students, graduates and teachers to other countries. Until
the opportunities at home equal the number of skilled graduates coming out of the education system, this is
a problem that looks set to continue.
 HOW DOES THE EDUCATION SYSTEM
IN THE PHILIPPINES WORK?
The pre-university education system in the Philippines is the K to 12 Program (also known as K-12),
which covers 13 years of education from kindergarten to Grade 12. It was introduced over a six-year period
from 2011 to 2017, to bring the Philippines education system in line with the rest of the world. 

Previously, the Philippines had a 10-year basic education program, the last country in Asia to do so.
Lessons are now taught in the language local to the area.

The K-12 reforms also saw the establishment of a parallel education system called the Alternative
Learning System, or ALS. ALS exists as a substitute for conventional education, in cases where children are
unable to attend and finish formal basic education. For example, this may include remote communities
without schools. 

ALS takes a more informal approach to education, encouraging self-study and flexible learning
timelines based on student availability. Teaching is usually conducted at community (barangay) centres, in
libraries or at home, and is managed by mobile ALS teachers. Through ALS, the government improves
educational equality in the Philippines.
BASIC EDUCATION IN THE
PHILIPPINES
Kindergarten and elementary school

Central to the K-12 reforms was the provision of one year of kindergarten schooling for every
child in the Philippines, which is done before elementary school. Elementary school in the
Philippines covers grades 1-6. 
The K-12 reforms to elementary schooling included a curriculum better suited to the needs of
Christian and Muslim pupils; Muslim children now have the opportunity to learn Arabic.
BASIC EDUCATION IN THE
PHILIPPINES
Junior and senior high school

Junior high school in the Philippines covers grades 7-10. Senior high school (SHS) in the
Philippines covers grades 11-12 and was introduced in 2016 as part of the K to 12 program. 

As well as following the core curriculum, students will choose to specialise in one of four
tracks: Academic (including business, STEM topics and humanities), Technical-Vocational-
Livelihood (including TESDA courses in cookery and welding), Sports, and Arts & Design.

To assist in selecting a learning track, students undergo assessments to determine their

strengths and interests. These include an aptitude test, a career assessment exam and activities
designed to help the student to choose their specialisation. The tracks that are offered vary by the
resources available in the area and the interests of the students.
BASIC EDUCATION IN THE
PHILIPPINES
The senior high school program was designed to bridge the gap between school and work:
local companies partner with schools to offer technical and vocational courses, and students can
get work experience while studying. 

The SHS curriculum also includes entrepreneurship courses, to give students the option of
starting their own business after graduation rather than going to college.
AN INCREASE IN FUNDING
These recent reforms have been made possible due to a substantial increase in funding, after
years of underinvestment. The World Bank estimates that government public spending in the
Philippines increased by 60% in real terms between 2010 and 2015, providing the means to hire
more teachers and decrease the student-to-teacher ratio. 

That said, the Philippines still spends far less on education as a proportion of GDP than many
other similar and neighbouring countries, spending approximately 3.5% in 2017. By comparison,
Vietnam and South Korea spend around 5% of GDP on education.
INCLUSIVE EDUCATION IN THE
PHILIPPINES
In recent decades, the government has sought to create a more inclusive education system in
the Philippines. In 2004, DepEd issued an order that called for a standard curriculum in Muslim
schools – the majority of which are concentrated in Mindanao – due to concerns that the highly
specialised teaching taking place in private Muslim schools was “turning students into virtual
foreigners in their own country.” 

However, DepEd also acknowledged that “public schools do not include Arabic language and
Islamic values, making the Muslims ignorant of their religion.” As a result, Muslim school now
include a course in Arabic Language and Islamic Values (ALIVE) as part of their core curriculum.
THANK YOU!