The philippine educational system

The Philippine

Education System

Ryan Michael F. OducadoPhD in Education (Psychology and Guidance)

ODUCADO © 2015

Then and Now

CDV 610: Comparative Education

Graduate School

Objectives

After the discussion, we will be able to:

1. Trace the history of Philippine Education System and

identify, describe, and critique the significant changes

implemented during each period;

2. Differentiate the roles, responsibilities and

accountabilities of each section of education structure;

3. Discuss the different curriculum models in the

Philippines;

4. Compare the 2002 BEC and the K to 12 Curriculum.

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Pre-Colonial Period

The existence of alibata is one of the evidences of

civilization.

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Pre-Colonial Period

• Writing implements included barks of trees and

sharpened pieces of iron, palm leaves, and bamboo

nodes.

• Schools existed where children are taught reading,

writing, religion and incantation and self-defense.

• Most schools offered learning the Sanskrit and

arithmetic.

• Instruction was also done at home where parents and

other elders in the household taught children obedience

to elders, and loyalty to tribal laws and traditions.

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Spanish Period

• The alibata was replaced by Romanized script.

• Castilian language was mandated as the medium of

instruction.

• Education was put under the control of religious orders,

the friars.

“Brutalized the masses” that led to the establishment of Frailocracy

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Spanish Period

• Schools opened separately.

• The objectives of opening schools were to popularize

education and to train “religious, obedient, and

instructed teachers”.

• Courses included Christian doctrine, morality, and history,

reading and writing in Spanish, arithmetic, and practical

agriculture, rules of courtesy, and Spanish history.

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Spanish Period

• Girls in the elementary level had special courses on

sewing, mending, and cutting and those in high school

had instrumental music (piano), painting, and sketching,

sewing and embroidery, and domestic science.

• UST was the only institution of higher learning offering

courses such as medicine, pharmacy, midwifery and law.

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Spanish Period

• Problems that persisted that time

Lack of equipments

Students were often absent

Corporal punishment were also given

• During the brief period after the success of the Philippine

revolutionaries against Spain, the leaders of the Republic

tried to infuse nationalism in the education system.

• The Malolos constitution stipulated Tagalog was the

national language but Spanish still dominated the

curriculum.

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American Period

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• Thomasites heralding the institution of English as the

new medium of instruction.

• Public school system was instituted making it

obligatory for all children.

• Education was given for free.

• English and Mathematics dominated the curriculum

and the teaching of religion was prohibited.

American Period

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• In high school, Latin and Spanish classics were

replaced by the study of the English language and

Anglo-American Literature.

• Required courses included:

General science

Alegbra

Geometry

Physics

US history and government

• The UP curriculum was patterned after some

American universities.

Japanese Period

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• Basic policy: Greater East Asia Co-Prosperity Sphere

• The military administration outlined the basic

principles of education in the Philippines. Some of these

included:

Cut dependence on Western nations

Foster a new Filipino culture

Spread the Japanese language and end use of English

Focus of basic education and promote vocational education

Inspire people with love of labor

• Social sciences and literature were de-emphasized

while vocational education and service to the

country were given focus.

Japanese Period

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• The use of Tagalog was encouraged, especially in

literature.

• Jose P. Laurel Administration

Created the National Education Board to look into curriculum

changes and develop a more relevant education program

Advocated for the use of the national language and the teaching

of Asian history and culture.

Mandated that only Filipinos should teach Filipino history.

Governing Bodies

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• Prior to 1990 when the Congressional Commission

on Education (EDCOM) was organized, the Philippine

education system was highly centralized.

The EDCOM was tasked to investigate the problems of the

Philippine education and implement the provisions of the 1987

constitution.

• All programs, personnel and financing from the

elementary to the tertiary level were under the

supervision of the Department of Education.

Governing Bodies

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• In 1972, the department was renamed Department of

Education and Culture through Proc. 1081.

• Education Act of 1982 created Ministry of Education,

Culture and Sports (later renamed Department of

Education, Culture and Sports [DECS]).

• The EDCOM lead to the creation of:

At a glance

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Curricular Programs

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Early Childhood Education

Formal Basic Education

Vocation-Technical Education

Tertiary or Higher Education

ALS

High school

Elementary

Graduate Programs

College

Basic Literacy Program

A&E Program

IP Education Program

Two General Categories

1. Public

2. Private

Early Childhood Care and

Development

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• Republic Act 8980 promulgated a comprehensive

policy and a national system for ECCD Act.

• The ECCD system includes health, nutrition, early

education and social services programs that should

provide for the basic holistic needs of young children

from 0 to 6 years old.

• One of the programs to be institutionalized is the Day

Care Service.

Early Childhood Care and

Development

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• Objectives:

To achieve improved infant and children survival rates

To enhance the physical, social, cognitive, psychological, spiritual

and language development of young children

To enhance the role of parents and other caregivers as the

primary caregivers and educators of their children

• The ECCD curriculum has the following basic policies:

It shall provide the delivery of complementary and integrative

services for health care, nutrition, early childhood education,

sanitation and cultural activities.

It shall use the child’s first language as the medium of instruction.

Early Childhood Care and

Development

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• Objectives:

To achieve improved infant and children survival rates

To enhance the physical, social, cognitive, psychological, spiritual

and language development of young children

To enhance the role of parents and other caregivers as the

primary caregivers and educators of their children

• The ECCD curriculum has the following basic policies:

It shall provide the delivery of complementary and integrative

services for health care, nutrition, early childhood education,

sanitation and cultural activities.

It shall use the child’s first language as the medium of instruction.

Basic Education

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• DECS now Department of Education (DepEd)

• EDCOM recommended to “decongest” the DECS.

• The sports functions, programs and activities were transferred to the

Philippines Sports Commission (PSC).

• Functions related to culture were assumed by the National

Commission for Culture and the Arts(NCCA).

• Republic Act 9155 “Governance of the Basic Education Act of 2001”

spells out the framework of basic education and renames the

institution as Department of Education. States that quality basic education is the right of all citizens and therefore should be

accessible to all “by providing all Filipino children free and compulsory education.

It also underscores the inclusion of ALS for out-of-school youth and adult learners.

Basic Education

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• Despite the legal provisions, reports on students’

performance on the basic subjects as Math, Science

and English has not been anything but dismal.

• Experts point out that one reason for this problem is the

overload curriculum and the short duration cycle.

• DepEd implemented the Revised Basic Education

Curriculum (RBEC) to decongest the curriculum and

give more time to English, Math and Science.

Basic Education

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• DepEd prepared the The Education National

Development Plan for Children (ENDP), 2000-2025

Aims to provide the focus for setting local as well as national

priorities in education.

Considered key goals set forth at the Jontien Conference in 1990

to attain the goal of Education for All (EFA).

Alternative Learning

System

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• ALS is the component that bridges the gap between

Formal Basic Education and Vocational-Technical

Education.

• Designed to be a parallel learning system that provides

a viable alternative to the existing nonformal and

informal sources of knowledge and skills.

• Executive Order 356 was released renaming the

Bureau of Nonformal Education to Bureau of Alternative

Learning System

Alternative Learning

System

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• This system has three (3) major nonformal programs:

1. Basic Literacy Programs: community based program for non-

literates

2. Accreditation and Equivalency Program: certification of

learning for out-of-school youths and adults, 15 years old and

above, who are unable to avail of the formal school system, or

who have dropped out of formal elementary and secondary

education, therefore have not completed ten years of basic

education.

3. Indigenous People (IP) Education Program: a program that

aims to develop an IP culture-sensitive core curriculum, learning

materials and assessment tools and instruments.

Vocational-Technical

Education

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• Polytechnic Education System/Voc-Tech education

is under the supervision of TESDA.

• TESDA was created through Republic Act 7796 in

1994.

• Envisioned to offer non-degree programs that will

prepare middle-level personnel and para-

professionals for national industries.

Vocational-Technical

Education

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• Two important components of TESDA-recognized

programs are the following:

1. Apprenticeship: training within employment with compulsory

instruction.

2. Dual System Training: delivery system of quality technical and

vocational education which requires training carried out

alternately in two venues.The school provided theoretical foundation and basic training.

Production plant develops skills and proficiency in actual working conditions.

Tertiary and Higher

Education

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• Includes all post secondary courses ranging from one-or

two-year course to the four-year degree and

professional programs, including graduate education

offered by colleges and universities.

• Mission statement:

Higher education shall be geared toward the pursuit of better

quality of life for all Filipinos by emphasizing the acquisition of

knowledge and formation of those skills necessary to make the

individual a productive member of society. It shall accelerate the

development of high level professionals who will search for new

knowledge, provide leadership in various disciplines required by a

dynamic and self-sustaining economy. Higher education shall

likewise be used to harness the productive capacity of the

country’s human resource base towards international

competitiveness.

Tertiary and Higher

Education

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• Public Higher Education Institutions (HEIs) are

classified by CHED as follows:

1. State Universities and Colleges (SUCs): chartered public

higher education institutions established by law, administered

and financially subsidized by the government; a few have fiscal

autonomy while other don’t.

2. Local Universities and Colleges (LUCs): established by the

local government through resolutions or ordinance; financially

supported by the LGU concerned.

3. CHED Supervised Higher Education Institutions (CSIs): non-

chartered government post-secondary education institutions

established by law, administered, supervised and financially

supported by the government.

Tertiary and Higher

Education

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• Private higher education institutions are established

under the Corporation Code and are governed by the

special laws and general provisions of this Code.

1. Non-sectarian institutions are duly incorporated, owned and

operated by private entities that are not affiliated with any

religious organization.

2. Sectarian institutions are usually non-stock, non-profit but duly

incorporated, owned and operated by a religious organization.

• CHED requires offering of subjects that cover the

General Education Program. T

The minimum requirements for the mandatory general education

curriculum (GEC) leading to initial bachelor’s degree covering

four (4) curriculum years shall be sixty-three (63) units.

The Philippine Basic

Education Curriculum

1984 – 2002: National Elementary School Curriculum

1991 – 2002: New Secondary Education Curriculum

2002: Revised Basic Education Curriculum

2010: Secondary Education Curriculum UbD

2012: present: K to 12 Enhanced Basic Education

Curriculum

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The Imperative for K to 12

• Streamline the curriculum to improve mastery of basic

competencies

• •Ensure seamlessness of primary, secondary, and post-

secondary competencies

• •Improve teaching through the use of enhanced

pedagogies (e.g. spiral progression in Science & Math)

and medium of instruction

• •Expand job opportunities (by reducing jobs-skills

mismatch) and provide better preparation for higher

learning

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K to 12 and Further EducationTHE PHL QUALIFICATIONS FRAMEWORK

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Phased Introduction of Enhanced

Curriculum in Public Schools

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The K to 12 Curriculum Model

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Salient features of the K to 12

• It focuses on the holistic development of the learner.

• It is outcome-based as it prepares learners for: Higher

education

Middle level skills

Employment and

Entrepreneurship

• It is anchored on the principles of:

Inclusive education

Learners’ growth and development

Teaching and learning and

Assessment

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Key Features of the K to 12

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Comparison of 2002 BEC &

K to 12 Education Structure

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Comparison of the Curriculum of the

Old education and K to 12 Education

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2002 BEC K-12

Learning

Areas

5 Learning Areas:

MAKABAYAN (AP, TLE, MAPEH,

EsP), Math, Science, English,

Filipino

AP, TLE, MAPEH, EsP, Math,

Science, English, Filipino

Pedagogical

Approaches

Integrative, and interactive

teaching-learning approaches

Reflective, collaborative,

constructivist, inquiry-based

Grading

System

Numerical using the cumulative

method

Levels of Proficiency:

Beginning – 74% & below

Developing -75-79%

Approaching Proficiency- 80-84%

Proficient- 85-89%

Advanced- 90% & above

Promotion

and

Retention

Promotions shall be by subject and

by number of units. A student who

fails in 3 units or less is promoted to

the next curriculum level. On the

other hand, a student who fails in

more than three units is retained in

the year level

Promotion and retention shall be by

subject. Students whose proficiency

level is Beginning(B) at the end of the

quarter or grading period shall be

required to undergo remediation after

class hours so that they can

immediately catch up as they move

to the next grading period. If by the

end of the year, the students are still

at the beginning (B) level, then they

shall be required to take summer

classes.

Over all Goal Empower Filipino learners for

lifelong learning

Functionally-literate and holistically

developed Filipinos

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2002 BEC and K to 12 Education

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References

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De Villa, M. T. (2006). EDUC 101 Philippine education

system. UP Open University

Andaya, J. The k to 12 enhanced education program.

Barnachea, A. A. Philippines public school curriculum.