EDUCATION IN THE PHILIPPINES

A Case Study on The New Philippine Educational System

In Partial Fulfillment Of the Requirements for the Subject SS18

Submitted by: PATRICK ANGELO D. CLAUDIO

INTRODUCTION

What is Education? Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts.

Etymologically, the word "education" is derived from the Latin ducti (A breeding, a bringing up, a rearing") from dc (I educate, I train) which is related to the homonym dc (I lead forth, I take out; I raise up, I erect) from - (from, out of) and dc (I lead, I conduct).

Overview of Philippine Education The system of education in the Philippines was patterned, both from the educational systems of Spain and the United States. However, after the liberation of the Philippines in 1946, the system have changed radically and moved at its own.

The Department of Education (or DepEd) administers the whole educational system, which also includes the allocation of funds utilized for school services and equipment (such as books, school chairs, etc.), recruitment of teachers for all public schools in the Philippines, and the supervision and organization of the school curricula.

The former education system of the Philippines is composed of: 6 years of elementary education starting at the age of 6 or 7, and 4 years of high school education starting at the age of 12 or 13. In this system, education is not compulsory.

However, since June 4, 2012, DepEd started to implement the new K-12 educational system,[3] which includes the new curricula for all schools (see the section). In this system, education is now compulsory. All public and private schools in the Philippines must start classes from a date mandated by the Department of Education (usually every first Monday of June for public schools only), and must end after each school completes the mandated 200-day school calendar of DepEd (usually around the third week of March to the second week of April).

HISTORY

Ancient Times In pre-Spanish times, education was still decentralized. Children were provided more vocational training but less academics in their houses by their parents and in the houses of their tribal tutors. They were using a unique system of writing known as the baybayin. When the Spanish arrived in Manila, they were surprised to find a population with a literacy rate higher than the literacy rate of Madrid.

Spanish Period During the Spanish Colonial Period of the Philippines (1565-1898) most of the archipelago underwent a deep cultural, religious and linguistic transformation from various native Asian cultures and traditions with Islamic or animist religious practices, to a unique hybrid of Southeast Asian and Western culture including the Catholic faith.

Spanish education played a major role in that transformation. The oldest universities, colleges, vocational schools and the first modern public education system in Asia were created during the colonial period. By the time Spain was replaced by the United States as the colonial power, Filipinos were among the most educated subjects in all of Asia.

The Educational Decree of 1863 created a free public education system in the Philippines, run by the government. It was the first such education system in Asia. 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 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, but schools established, supported and maintained by the Spanish Government.

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

First Republic The defeat of Spain following the Spanish-American War let to the short-lived independence and establishment of the First Philippine Republic. The schools maintained by Spain for more than three centuries were closed for a short period but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic. However, the PhilippineAmerican War hindered to fulfill the mandate.

American Period During the United States colonial period of the Philippines (1898-1943), the United States government was in charge of providing education in the Philippines. Education became a very important issue for the United States colonial government, since it allowed it to spread their cultural values, particularly the English language, to the Filipino people.

Every child from age 7 was required to register in schools located in their own town or province. The students were given free school materials. There were three levels of education during the American period. The "elementary" level consisted of four primary years and 3 intermediate years. The "secondary" or high school level consisted of four years; and the third was the "college" or tertiary level. Religion was not part of the curriculum of the schools. as it had been during the Spanish period.

In 1908, the Philippine Legislature approved Act No. 1870, which created the University of the Philippines. The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.

Post World War II In 1947, by the virtue of Executive Order No. 94, the Department of Instruction was changed to the Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools.

Marcos Era In 1972, the Department of Education became the Department of Education and Culture by the virtue of Proclamation 1081 which was signed by President Ferdinand Marcos. Following a referendum of all barangays in the Philippines from January 1015, 1973, on January 17, 1973, President Marcos ratified the 1973 Constitution by Proclamation 1102. The 1973 Constitution set out the three fundamental aims of education in the Philippines, to: Foster love of country; teach the duties of citizenship; and develop moral character, selfdiscipline, and scientific, technological and vocational efficiency.

On September 24, 1972, by Presidential Decree No. 1, the Department of Education, Culture and Sports were decentralized with decision-making shared among thirteen regional offices. In 1978, by the Presidential Decree No. 1397, the Department of Education and Culture became the Ministry of Education and Culture.

The Education Act of 1982 provided for an integrated system of education covering both formal and nonformal education at all levels. Section 29 of the act sought to upgrade education 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; while Section 41 provided for government financial assistance to private schools. This act also created the Ministry of Education, Culture and Sports.

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

On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655, the Free Public Secondary Education Act of 1988, which mandated free public secondary education commencing in the school year 19881989.

On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students aged 15 to 25 may be employed during Christmas and summer vacation with a salary not lower than the minimum wage. 60% of the wage is to be paid by the employer and 40% is by the government.

The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of DECS into three parts. On May 18, 1994, the Congress passed Republic Act 7722, the Higher Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the functions of the Bureau of Higher Education, and supervises tertiary degree programs. On August 25, 1994, the Congress passed Republic Act 7796, the Technical Education and Skills Development Act of 1994, creating the Technical Education and Skills Development Authority (TESDA), which absorbed the Bureau of Technical-Vocational Education plus the National Manpower and Youth Council, and supervises non-degree technical-vocational programs. DECS retained responsibility for all elementary and secondary education. This threefold division became known as the "trifocal system of education in the Philippines".

During the 21st century In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). The act provides the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge and values to become caring, self-reliant, productive and patriotic citizens.

K-12 program The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

Every Filipino child now has access to early childhood education through Universal Kindergarten. At 5 years old, children start schooling and are given the means to slowly adjust to formal education.

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

CASE STUDY

The paradox of Philippine education It is well known that the enactment of the K-12 is dividing the opinion of people. One of the well known thoughts on the matter is the paradox, Education is the way out of poverty, but the people cant afford education

In order to gauge the responses of the people if they want the new system or not, an interview survey was conducted last January 2, 2013 at the San Miguel Integrated Sales. 150 randomly selected single and childless employees were asked a series of standard questions along with some follow up questions in order for us to know what the working-class think about the K-12 educational system.

Survey questions 1. Do you know the K-12 education system? 2. Do you approve the passing of the new system? 3. Do you think this will enhance the quality of graduates in our country? a. Why? (Top 3 answers) 4. Can your family afford the 3 years extra education if you were under it? 5. If you had a child, do you think you can afford the K-12 system? 6. Would you let your child finish the tertiary level? 7. Which alternative focus would you suggest that the government should take? a. Quality of education b. Funding of state universities and colleges c. Better fresh graduates employment d. None. I like the new system 8. Do you think that the people were not referenced on this passing?

Results 1. 127 Yes; 23 No 2. 81 Yes; 69 No 3. 37 Yes; 113 No a. Top answers are: lack of quality education, inept instructors, financial incapability 4. 101 Yes; 49 No 5. 94 Yes; 56 No 6. 94 Yes; 0 No (Based on 94 Yes respondents on question 5.) 7. 73 A; 31 B; 35 C; 11 D 8. 138 Yes; 12 No

ANALYSIS AND INTERPRETATION

The students are well aware of the K-12 system although follow up questions indicates that they are not informed of the different aspects behind it. Majority of the students are in favor of the passing though a substantial amount feels otherwise. Amazingly, a larger margin of students does not believe that the new system would produce better graduates because of lack of quality education, inept instructors and financial incapability. Obviously, majority of the respondents could afford the new systems since they are enrolled in a high tier university, although others are reluctant. Same results if they are hypothetically paying for their childrens education. Majority believes that they could afford the extra years. However, only 94 would let their children finish tertiary level. The students also agree with the social consensus that the government should focus on the quality of education more instead of the quantity. They also believed that they were not properly referenced or surveyed about the new system.

With these results I can say that people are open to the new system that is being implemented by the government. Although they should take into consideration the capability of the parents who supports the students. They may have action plans with regards to the shortages of materials and classrooms, they should also think of the capacity of parents to give for the education.

SOURCES Definition: Dewey, John (1916/1944). Democracy and Education. The Free Press. pp. 14. Educate: http://www.etymonline.com/index.php?term=educate Overview of Philippine Education: http://en.wikipedia.org/wiki/Education_in_the_Philippines K-12 Primer: http://www.deped.gov.ph/cpanel/uploads/issuanceImg/Kto12%20Primer%20as%20of%20Dec %202011.pdf Ancient Times: Damon L. Woods (2006), The Philippines: A Global Studies Handbook, ABC-CLIO, p. 140 Spanish Period: Coleman, Ambrose. The Friars in the Philippines. Charleston, South Carolina, United States of America, 2009 Leroy James A. The Americans in the Philippines. BiblioBazaar, LLC, pp. 36 http://countrystudies.us/philippines/53.htm American Period: Karnow, Stanley. In Our Image: Americas Empire in the Philippines. Ballantine Books, Random House, Inc., March 3, 1990 http://www.deped.gov.ph/ Marcos Era: Doris D Tulio. Foundations of Education. 2nd Ed, National Book Store, Mandaluyong City, 2008 21st Century: James Konstantin Galvez; Llanesca T. Panti (January 15, 2009), US provides $86-M aid for quality education, The Manila Times K-12 FAQs: http://www.deped.gov.ph/cpanel/uploads/issuanceImg/Kto12%20FAQs%20as%20of%20Dece mber%202011.pdf