The document provides an overview of the metamorphosis of Philippine education through history from Spanish rule to present day. It discusses the education system under Spanish, American, Japanese, and post-war administrations. It then outlines issues in the Philippine education system including quality, accessibility, curriculum, and budget issues. Several development initiatives are presented, including the K-12 program which extended basic education to 12 years. Issues, concerns, and needs of the education system are also summarized.

2. TABLE OF CONTENTS
I.
II.
III.
IV.
The metamorphosis of Philippine
education through the years.
Issues, concerns & needs.
Development initiatives in Philippine
education.
Insights.

3. I. The metamorphosis of Philippine
education through the years.
A.
B.
C.
D.
E.
F.
G.
Education under Spanish regime
Education under American
administration
Education under Japanese
occupation
Education after the war/liberation
Education from mid-50s, during 60’s
After EDSA People Power revolution
Education Today

4. A. Education under Spanish
regime
Most education was carried out by the
religious orders.
 Friars established parochial Schools
that was linked with churches to to
teach catechisms to the natives.
 Instructions are in the Baybayin
Language.
 Education was managed supervised
and controlled by the friars.


5. Education in the country is not
uniform.
 The schooling system was not
hierarchical nor structured, thus there
are no grade levels.


6. B. Education under American
administration
Americans used education as a
vehicle for its program benevolent
assimilation.
 American soldiers were the first
teachers.
 Restored damaged school houses,
build new ones and conduct classes.
 Trained teachers replaced soldiers.
 American teachers infused their
students the spirit of democracy and


7. Americans discarded religious bias.
 Education Act of 1901 was passed.
 Encourage Filipinos in the field of
teaching.
 Outstanding scholars were sent to US
to train as teachers.


8. C. Education under Japanese
occupation
Japanese promoted Vocational
courses.
 School calendar became longer.
 No Summer vacation for students.
 Prohibited anti- Asian opinions,
American songs, American poems and
symbols.
 Nihongo became the medium of
instruction.
 Introduction of the Social Studies.


9. D. Education after the
war/liberation
Massive rehabilitation of school
buildings
 Restoration of values through the
school system.
 Public Schools became in crisis
because of rapid economic growth.


10. E. Education from mid-50s, during
60’s
earning a college degree was not a
guarantee for a stable job.
 middle class shift their interest in
finding better paying jobs abroad.
 The “Brain Drain Phenomenon”
 Rise of student activism.
 Moral objectives of education was not
attained by the 14 years of Martial
Law.


11. F. After EDSA People Power
revolution

New concepts were introduced such
as:
◦ schools for the people
◦ democratic and relevant education
◦ education as a right not a privilege

12. G. Education Today

DepEd started to implement the new
K-12 educational system.

13. II. Issues, concerns & needs.
A.
B.
Issues and concerns
Needs

14. A. Issues and concerns
Quality and accessibility of education to its takers
2. Role of education in national development
3. Preparation of students from basic education up to tertiary
level
4. Unresponsive curriculum
5. Improper monitoring of programs implemented
6. Globalization of education
7. Lack of budget
8. Politics in education
9. Brain drain (human capital flight) – Definition, reasons at the
level of countries & at the level of individual, statistics &
groups, shortages of professionals, top ten destinations; fact
or fiction?
1.

15. 1. Quality and accessibility of education to its
takers
Education is the measurement of the
personal status of a person.
 Schools are centralized in cities.


16. 2. Role of education in national development

Education has been looked into as the
means of alleviating poverty,
decreasing criminalities, increasing
economic benefits and ultimately
uplifting the standard of living of the
Filipino masses.

17. 3. Preparation of students from
basic education up to tertiary level
Only seven out of ten pupils who
enroll in Grade 1 finish the elementary
curriculum,
 From the seven who continue to
secondary, only 3 are able to complete
the curriculum.
 From these three only one can
complete the tertiary education.


18. 4. Unresponsive curriculum
More time is allotted for subjects like
English, Science and Mathematics unlike
other subjects like health, music, values
education, civics which are integrated
into the Makabayan curriculum.
 grade 1 pupil carries so many books to
school.
 overloaded curriculum results to difficulty
in knowledge and skills absorption
among our pupils.


19. 5. Improper monitoring of
programs implemented
Political appointees serve at the
whims and pleasures of the appointing
officer.
 Previous programs and projects
implemented by the previous
administration are be discontinued,
regardless that program or project is
workable and effective.


20. 6. Globalization of education
Parochial Rather than liberal
 Facilities are not conforming to the
international standards.
 Department of Education implemented
the K-12 program by SY 2012-2013.

◦ it just resulted to more financial
implications, not only to the parents but
also to the government.

21. 7. Lack of budget
Schools in the rural areas do not
receive much support from the
government.
 School supplies such as books are
received by them almost at the end of
the year.


22. 8. Politics in education

Inept in formulating laws that can
address the crisis in the educational
system.

23. 9. Brain Drain

Brain drain, is the large-scale
emigration of a large group of
individuals with technical skills or
knowledge. The reasons may be social
environment or there are family
influence (overseas relatives), and
personal preference.

24. middle class shift their interest in
finding better paying jobs abroad.
 Lack of skillful professionals.


25. TOP 10 DESTINATIONS
Saudi Arabia
United Kingdom
United States
United Arab Emirates
Singapore
Kuwait
Libya
Malaysia
Qatar
Taiwan.

26. B. Needs
1. Values reorientation of the Filipinos as a
key to national development
2. Teachers’ transformation

27. 1. Values reorientation of the Filipinos
as a key to national development
The integration of values education in
the curriculum.
 Values become more permanent in the
minds and hearts of the pupils and
students.


28. 2. Teachers’ transformation
Teacher transformation, in terms of
their values orientation.
 Teachers’ transformation must include
their upgrading or updating for
professional and personal
development.


29. III. Development initiatives in
Philippine education
A.
B.
C.
D.
E.
K-12 Program
TESDA
BEACON Philippines Foundation
Comparative analysis of the
development initiatives of the two
organizations.
Critique by a student-activist

30. A. K-12 Program
1.
2.
3.
4.
5.
6.
7.
Meaning
rationale,
salient features,
implementation,
achievements & plans;
Pros and Cons;
Key finding.

31. 1. Meaning

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, middlelevel skills development, employment,
and entrepreneurship.

32. 2. Rationale

There is an urgent need to enhance the
quality of basic education in our country as
seen in the education outcomes of Filipino
students and the comparative disadvantage
of the Philippines with regard to other
countries.

33. 
The explanations are First, the Philippines is
the only country in Asia and among the three
remaining countries in the world that uses a
10-year basic education cycle. Second, The
National Achievement Test (NAT) results for
grade 6 in SY 2009-2010 showed only a
69.21% passing rate while the NAT results for
high school is at a low 46.38%. Third,
Philippines ranked 34th out of 38 countries in
HS Math and 43rd out of 46 countries in HS II
Science. Moreover, the Philippines ranked the
lowest in 2008 even with only the science high
schools joining the Advanced Mathematics
category.

34. 3. Salient features
a)
b)
c)
d)
e)
Strenghtening Early Childhood
Education (Universal Kindergarten)
Making the curriculum relevant to lerners
(Contextualization and enhancement)
Building Proficiency Through Language
(Mother toungue based multilingual
education)
Ensuring Integrated and Seamless
Learning (Spiral Progression)
Gearing Up for the Future (Senior
Highschool)

35. 4. 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.

36. 
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.

37. 5. Achievements and Plans

38. 6a. The PROS
“Enhancing the quality of basic education
in the Philippines is urgent and critical.”
 “The poor quality of basic education is
reflected in the low achievement scores
of Filipino students. One reason is that
students do not get adequate
instructional time or time on task.”
 International test results consistently
show Filipino students lagging way
behind practically everybody else in the
world. In the 2008 mathematics exam,
for example, we came in dead last.


39. 


“The congested curriculum partly explains the present
state of education.” Twelve years of content are
crammed into ten years.
“This quality of education is reflected in the inadequate
preparation of high school graduates for the world of
work or entrepreneurship or higher education.” If ten
years were adequate, how come employers do not hire
fresh high school graduates? How come most high
school graduates flunk the UPCAT?
“Most graduates are too young to enter the labor
force.” Since most children start Grade 1 when they
are 6 years old, they do not reach the legal employable
age of 18 when they graduate from high school today.

40. 

“The current system also reinforces the misperception
that basic education is just a preparatory step for higher
education.” Why prioritize the minority of high school
graduates that go to college?
“The short duration of the basic education program also
puts the millions of overseas Filipino workers (OFWs),
especially the professionals, and those who intend to
study abroad, at a disadvantage. Our graduates are not
automatically recognized as professionals abroad.” The
best examples are our engineering graduates, who are
condemned to international jobs not befitting their
professional status due to our not having a 12-year basic
education cycle.

41. 
“The short basic education program affects the
human development of the Filipino children.” If we
believe that 17-year-old high school graduates are
emotionally, psychologically, and intellectually
mature, why do we require them to get parental
consent before they get married?

42. 6b. The CONS


Parents have to shell out more money
(for transportation and food) for the
education of their children.
The government does not have the
money to pay for two more years of free
education, since it does not even have
the money to fully support today’s ten
years. DepEd must first solve the lack of
classrooms, furniture and equipment,
qualified teachers, and error-free
textbooks.

43. 7. Key finding
We can do in ten years what everyone else in
the world takes 12 years to do. Why do we
have to follow what the rest of the world is
doing? We are better than all of them.
Filipinos right now are accepted in prestigious
graduate schools in the world, even with only
ten years of basic education.
 As far as the curriculum is concerned, DepEd
should fix the current subjects instead of
adding new ones. The problem is the content,
not the length, of basic education. As an
editorial put it, we need to have better
education, not more education.


44. A high school diploma will not get anybody
anywhere, because business firms will not hire fresh
high school graduates.
 Every family dreams of having a child graduate from
college.
 While students are stuck in Grades 11 and 12,
colleges and universities will have no freshmen for
two years. This will spell financial disaster for many
private Higher Education Institutions (HEIs).
 The drop-out rate will increase because of the two
extra years.


45. B. TESDA
1. Goals and objectives
2. Target beneficiaries
3. Development strategy/ies
4. Programs
5. Major achievements over specific period
of time
6. Challenges faced, actions taken and
results

46. 1. Goals and objectives

TESDA provides direction, policies,
programs and standards towards
quality technical education and skills
development.

47. 2. Target beneficiaries

Work force in the Philippines

48. 3. Development strategy/ies

Encourage the full participation and
mobilizing the industry of, labor, local
government units and technicalvocational institutions in the skills
development of the country's human
resources.

49. 4. Programs
TVET Program
 Competencies Standards
Development
 Competency and Assessment and
Certification


50. 5. Major achievements over
specific period of time

"Technical Education and Skills
Development Act of 1994", which was
signed into law by President Fidel V.
Ramos on August 25, 1994.

51. 6. Challenges faced, actions
taken and results
The image of the agency was
destroyed, Rep. Joel Villanueva said
he would be working on how to
improve the quality of TESDA’s
training so that it could produce better
graduates and create jobs in the
countryside.
 The TESDA is regaining the lost
image.


52. C. BEACON Philippines
Foundation
1. Goals and objectives
2. Target beneficiaries
3. Development strategy/ies
4. Programs
5. Major achievements over specific period
of time
6. Challenges faced, actions taken and
results

53. 1. Goals and objectives

BEACON Philippines Foundation
assists the Filipino youth in the North
to finish their education.

54. 2. Target beneficiaries
Out of School Youth
 Dropped-out students


55. 3. Development strategy/ies
Helping the Filipino youth enter a
classroom for their future
 Helps to decrease the drop-out
Filipinos in the North.


56. 4. Programs


Scholarship Programs
Community Development Programs
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
Food service
Tutoring
Teaching Assistant
Residence Assistant
Buildings and Grounds
Technical assistance
Office and clerical work
Research assistant
Fitness/Wellness Centers
Daycare Center

57. 5. Major achievements over
specific period of time
2002 - Computers were given for free
for business and educational purposes
to those that have availed of the
seminars and training mostly coming
from poor families.
 After some time the founders started
to provide educational assistance and
support, one child at a time.


58. 6. Challenges faced, actions
taken and results
Almost unavoidable, some children
will grow up to join the ranks of the
hard-core poor. Since the correlation
between the lack of schooling and the
degree of poverty is so strong, their
objective is to ensure that no child is
left out of school.
 The Foundation is funding scholars
throughout the Northern Luzon.


59. D. Comparative analysis of the
development initiatives of the two
organizations.

TESDA: This
organization helped
many out of school
youth and increases
the workers of the
country through
vocational courses to
train capable people
who will fill the jobs
that OFW and
migrants left the
country.

BEACON Philippines
Foundation: This
organization helped
drop out students to
study untill college to
decrease the Out of
School Youth in the
country.

60. E. Critique by a studentactivist



Only half-facetiously, that we have had
65 years of reform without change.
we should expect that proposed and
emergent policies will provide new
answers to the our questions, thus
defining a new philosophy of Philippine
education for our time.
the boundaries between formal and nonformal education were deliberately
blurred in a system with parallel
programs for youth and adults.

61. IV. The Insights
A.
B.
C.
Insights for the metamorphosis of
Philippine education.
Insights for the Issues, concerns &
needs.
Insights for the development
initiatives in Philippine education.

62. A. Insights for the metamorphosis
of Philippine education.

The educational system of the
Philippines has a unique system before
the colonization but starting from the
colonization the system was patterned
both from the educational systems of
Spain and the United States. However,
after the liberation of the Philippines in
1946, the system changed radically, until
the year 2011 when the government
started to implement the K-12 system
which is in line from the international
standards.

63. B. Insights for the Issues,
concerns & needs.

In all countries, education is one of the
biggest problems. Every country tries
to implement educational systems that
will fit the needs of the public who will
benefit from it. In the Philippines, we
can see that whatever our economic
state and our conditions our
government tried to help our schools,
colleges and universities of our
country to attain the goal of education
of every Filipinos.

64. C. Insights for the development
initiatives in Philippine education.
1.
2.
K-12
TESDA and BEACON Philippines Foundation

65. 1. K-12

The implementation of K-12 in our country is a
key for our country’s development. K-12 will
also enhance our quality education. There
would be a chance that Filipinos would get a
high achievement scores. Graduates from the
k-12 program will be more prepared and
equipped in their chosen field because with
the new curiculum senior high students can
choose a field that they are good at and they
are interested in. K-12 graduates will now be
automatically considered as professionals
abroad, there would be no spending more
money just to qualify the standards abroad.

66. 2. TESDA and BEACON
Philippines Foundation

The two organizations helped the
country to minimize some of the
problems of the country in terms of its
education system. With the help of
such institutions the country proves
that we can still cope to the challenges
of poverty in forming students who are
capable to help our country in building
the country’s future.

67.  Thank You For Listening! 