The document provides an overview of the development and current state of education in the Philippines. It discusses: 1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula. 2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios. 3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.

1. Philippine Education
Where we are, basic characteristics, issues
and concerns
Carlo Magno
Ph. D Educational Psychology

2. “Education is not about teaching people what
they do not know. It means teaching them to
behave as they should… It is a painful,
continued process to be accomplished with
kindness, by precept and by praise, and
above all, by example.”
John Ruskins

3. Outline: Philippine Education
• Development of Philippine Education
• Influences of Early Childhood Education
• Pre-elementary Competencies
• Basic Education – objective & competencies
– Secondary Education, Key problems
• Higher Education
– Objective, CHED, Research Agenda, Long term
HED Plan
• Graduate Education in the Philippines
– EDCOM, future prospects, issues
• Technical vs. Vocational Education Education
– Need, TESDA, Issues
• Commission on Higher Education

4. Development of Philippine Education
• Pre-Magellan Times
- informal, unstructured, and devoid of methods.
Children were provided more vocational training and
less academics (3 Rs) by their parents and in the
houses of tribal tutors.
• Spanish system
- Education was religion-oriented. It was for the elite
– liberalized through the enactment of the Educational
Decree of 1863 p
– Provided for the establishment of at least one
primary school for boys and 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 instruction was free and the teaching of
Spanish was compulsory.

5. • Malolos Constitution - A system of free
and compulsory elementary education was
established
• Schuman Commission - An adequate
secularized and free public school system
• Taft Commission – English as medium of
instruction
• 1901 Philippine Commission – 600
American teachers were brought to the
Philippines (Thomasites)
Development of Philippine Education

6. • Japanese Education - the teaching of Tagalog,
Philippine History, and Character Education was
reserved for Filipinos.
– Love for work and dignity of labor was
emphasized.
• Education during pre-Martial Law – The 2-2
plan which provided common curriculum in the 1st
and 2nd years, vocational curricula was implemented
• Education Under the New Society – Pres
Marcos formulated a 10 year national education
development program
– 1973 Revised Secondary Education program
Development of Philippine Education

7. • The New Elementary School Curriculum
(NESC) – 1930’s, fewer learning areas, emphasis
on mastery learning, more time allotment for the
basic skills.
• The New Secondary Education Curriculum
(NSEC) – 1989, to improve performance in science,
math and communication
– Focus on process, values development,
productivity and technology
Development of Philippine Education

8. • 2002 Basic Education Curriculum
– To empower lifelong learning through
attainment of functional literacy
– 5 learning areas: Filipino, English, Science,
Math and Makabayan
– Revised Basic Education Curriculum
Development of Philippine Education

9. Influences on Early Childhood Education
Jean Jacques Rosseau
• Children grow and develop naturally in
direct opposition to the prevailing methods of
teaching
• “Emil”: contains some excellent
educational suggestions
• A strong plea for more natural mode of
training whether physical, moral or mental
• First 12 yrs of the child’s life is directed
towards observation
• Child of nature: speaking its own language by
imitation not by grammatical rule, well fitted to
become the active recipient of all necessary
knowledge

10. Johann Pestalozzi
• Concept of child growth & development
was organismic rather than mechanistic
• Chief function of the teacher is to
provide a good learning environment
and to lead pupils to vital experiences

11. Friedrich Froebel
• Created the earliest kindergarten – child’s garden
• School: large well-stocked garden, with plots of
eligible pupils care, well ventilated rooms
• Every child’s inner self contained a spiritual
essence
• Curriculum: songs, stories, games, gifts,
occupations
• Most of the day is spent on the grounds
• Froebel’s gifts: spheres, cubes, cylinders

12. Maria Montessori
• School: Casa dei Bambini
(Children’s House)
• Classes of activity: Practical,
sensory, formal skills
• Teaching materials: laces, buttons,
weights, materials identifiable through
sound and smell

13. Pre-elementary Education
Komunikasyon-Filipino Pakikinig, pagsasalita, pagbasa,
pagsulat
Edukasyon sa
Pagpapalakas ng Katawan-
EPK
Mekaniks ng pangangatawan,
mimetics, rythmic activities, mga
laro, malayang pagsasanay ng
kamay at paa
Kasanayang Panggalaw at
Malikhain-Musika
Kamalyan ng iba’t ibang ritmo, tono,
himig, kalakas ng tunog,
pagpapahalaga sa awit at tugtog
Numeracy Skills •Classify objects according to color,
shape, size and position
•Read write and arrange numbers
on sequence
•Comprehend addition and
subtraction
•Recognize money value up to 5
Php
•Comprehend the concept of time

14. Pre-elementary Education
Communication Skills –
English
Listening, speaking, reading,
writing
Socio-emotional
Development
Pagunawa sa sarili,
pagpapahala sa kapwa,
karapatan at tungkulin ng
Pilipino
Sensory Perceptual
Skills
Knowing oneself, knowing things
around us
Sining Visual and tactile perception,
creative expression, media,
materials and processes,
appreciation, improving one’s
environment

15. Basic Education
• Intended to meet basic learning needs
• Lays the foundation on which
subsequent learning can be based
• Encompasses early childhood,
elementary, high school…

16. Objectives of Basic Education
• Objectives of the Elementary School:
Impart knowledge and skills, habits and appreciative attitude
that will make the child to be an intelligent, practical catholic, a
good citizen, a good member of society and of the various
groups to which he belongs: family, working group,
neighborhood, etc (McGucken and Sheridan, 2000).
• Objectives of the Secondary School:
Preparation for further education is one major aim. Strive to
arouse in each student an intelligent appreciation of Catholicism
so that his faith may be constantly meaningful and relevant, and
an equally intelligent appreciation of the traditions of his heritage
so that he can become an effective citizen fully at home and in
society.

17. Basic Education Curriculum for
Elementary
English (Listening
speaking, reading,
writing)
Access varied information and creatively use
them in spoken and written forms;
communicate fluently and
accurately orally and in writing, for a variety of
purposes and different social and academic
contexts at their level while carrying out
activities in everyday life
Science
Filipino Nagagamit ang Filipino sa mabisang
pakikipagtalastasan (pasalita at pasulat);
nagpapamalas ng kahusayan sa
pagsasaayos ng iba’t ibang impormasyon at
mensaheng narinig at nabasa para sa
kapakinabangang pansarili atpangkapwa at sa
patuloy na pagkatuto upang makaangkop sa
mabilis na pagbabagong nagaganap sa daigdig

18. Edukasyong
Pangtahanan at
Pangkabuhayan (EPP)
Grade (4-6)
•Nagagamit ang sariling kaalaman at
saloobin sa pagpapaunlad ng sarili at
pamilya
•Nagagamit ang kaalaman, kasanayan at
saloobin sa pagpapaunlad ng
pamayanan
Mathematics Demonstrate understanding and skills in
computing with considerable speed and
accuracy, estimating, communicating,
thinking analytically and critically, and in
solving problems in daily life using
appropriate technology
Basic Education Curriculum for
Elementary

19. Makabayan •sapat na kaalaman at kamalayan sa
mga pambansang pagkakakilanlan,
kapaligiran at pagpapaunlad ng
kabuhayan,agham at teknolohiya;
• mapanuri at malikhaing pag- iisip tungo
sa mapanagutang pagpapasya sa mga
isyu o usaping kinakaharap;
• pagpapahalaga sa sining, musika, laro,
sayaw at iba pang bahagi ng kultura
gayundin sa pagiging Pilipino at sa
kanyangmga karapatan at pananagutan
bilang mamamayan;
• positibong saloobin sa paggawa upang
makapamuhay nang produktibo sa isang
bansang mapayapa; at
• kakayahang makaagapay sa mabilis na
pagbabagong nagaganap sa mundo
Basic Education Curriculum for
Elementary

20. Secondary Education
• Stage of free formal education following the
elementary level below college level
corresponding to four (4) years of high school
• Can be attained through alternative learning
system
OBJECTIVES:
• To continue to promote the objectives of
elementary education
• To discover and enhance the different
aptitudes and interests of the student so as to
equip him with skills for productive endeavor
and/or prepare for tertiary education

21. Basic Statistics (2004-05)
• Schools – 42,013 (elementary)
- 8,072 (high school)
– Public schools: 37,492 (E); 4,729 (HS)
– Private schools: 4,521 (E); 3,343 (HS)
• Enrollment – 13,049,134 (Elementary)
- 6,440,312 (High school)
– Public: 12,089,365 (E); 5,043,776 (HS)
– Private: 959,769 (E); 1,396,536 (HS)
• Teachers – 340,231 (Elementary)
- 123,074 (High school)
- Public: 340,321 (E); 123,074 (HS)
- Private: no data

22. Basic Statistics (2004-05)
• Completion Rate
– 62.20% (E); 58.22% (HS)
• Dropout Rate
– 8.90% (E); 14.30% (HS)
• Teacher-student Ratio
– 1:36 (grade 6)
– 1:41 (4th year)

23. Achievement Rate
Subject Grade 6 4th Year
Math 59.10 50.70
Science 54.12 39.49
English 59.15 51.33
Hekasi 59.55 50.01
Filipino 61.75 42.48
Passers 73.21% 94.76%

24. Learning Areas for Secondary Education
• Filipino: 1 hour 4x a week, 1.2 unit credits
• English: 1 hour daily 1.5 unit credits
• Mathematics: 1 hour daily 1.5 unit credits
• Science: 1 hour 20 min daily, 2 unit credits
• MAKABAYAN
– Araling Panlipunan (Social Studies): 40 minutes daily, 1 unit
credit
– Technology & Livelihood Education: 1 hour 4x a week, 1.2 unit
credits
– Edukasyon sa Pagpapahalaga (Values Education): 1 hour, once
a week (Years 1-3), 0.3 unit credit; 1 hour twice a week
– Music, Arts, Physical Education, Health (MAPEH): 1 hour 4 times
a week (Years 1-3), 1.2 unit credits; 1 hour, 5 times a week (+
CAT in Year IV), 1.5 unit credits

25. Medium of Instruction
• ENGLISH for English, Science,
Mathematics,Technology and Home
Economics (TLE) and Music, Arts, PE
and Health (MAPEH)
• FILIPINO for Filipino, Araling
Panlipunan and Edukasyon sa
Pagpapahalaga

26. Filipino English
Scienc
e
Math Makabayan
SK, ,
HKS
AP
EPP/TEP
P THE
PEHMA
GMRC,
VE, EP
Grade 1 80 100 Within
English
&
Makaba
-
yan
80 60
Within
Sibika
at
Kultura
Within
every
learning
area
Grade 2 80 100 80 60
Grade 3 80 100 40 80 60
Grade 4 60 80 60 60 40 40 30
Grade 5 60 80 60 60 40 50 30
Grade 6 60 80 60 60 40 50 30
1st
year 60 60 60 60
240 mins.
per week
Or 60
mins. for
4 days
240 mins.
per week
Or 60
mins. for
4 days
60 mins.
each for
PE,
Health,
Music
and Arts
per
week
Within
every
learning
area plus
60 per
week
2nd
year 60 60 60 60
3rd
year 60 60 60 60
4th
year 60 60 60 60
Learning Areas and Time Allotment

27. EDCOM Assessment (1991)
• Disparities in access to education in favor of
rich, urban, high income.
• Achievement levels are low – TIMSS (1999)
• Drop out rates are higher in rural and less
developed communities.
• Muslim and cultural communities suffer from
benign neglect
• Class interruptions and length of the school
year reduce learning
• Science and technology education is
inadequate
• Values educations in schools are ineffective

28. EDCOM Assessment
• Irrelevance of education to individual
and social needs
• Teachers are inadequately trained
• Same findings were found in the
Monroe survey in 1965 indicating no
significant improvement in Philippine
Education for over 65 years

29. Key Problems (Gonzalez, 2000)
• Rate of annual population growth
• Survival rate is unsatisfactory
• Inefficiency in teaching
• Problems with the teaching/learning
conditions
• Lack of English speaking community

30. Issues
• In formulated educational policies, the governing
body uses western orientation for Filipinos
undermining our own set of standards.
• Appropriateness of competencies for specific
ages
• Subsequent revisions of the curriculum
• Continues underachievement results among
students
• Poor teaching conditions and inefficiency in
teaching-teachers are weak in content and liberal
education skills
• Deficit in the quality of education: Developing
elites that can be showcased or improving the
lives of the many.

31. Objectives of Higher Education
1. Conservation of knowledge and values
2. Interpretation and transmission of
knowledge and ideas and values
3. The quest for truth through scholarly
research
4. The preparation for professions by
intelligent and thorough training in the
principles underlying the profession.

32. Commission on Higher Education
• The Commission on Higher Education is the
governing body covering both public and
private higher education institutions as well as
degree-granting programs in all tertiary
educational institutions in the Philippines. The
CHED was established in May 18, 1994
through Republic Act 7722 or the Higher
Education Act of 1994.

33. Mandates of CHED
• Promote quality education
• Take appropriate steps to ensure that
education shall be accessible to all
• Ensure and protect academic freedom for the
continuing intellectual growth, the
advancement of learning and research, the
development of responsible and effective
leadership, the education of high level
professionals, and the enrichment of
historical and cultural heritage.
• There are 1,605 higher education institutions
in the country

34. Philosophy
• Realization of Filipino identity and strong
sense of national pride
• Cultivation and inculcation of moral and
spiritual foundations
• Attainment of political maturity, economic
stability and equitable social progress
• Preservation and enrichment of the historical
and cultural heritage of the Filipinos, as a
people and as a nation

35. Goals
The CHED ensures the attainment of
empowered and and globally competitive
Filipino through:
1. Quality and Excellence - the provision of undergraduate and
graduate education that meets international standards of
quality and excellence;
2. Relevance and Responsiveness - generation and diffusion
of knowledge in the broad range of disciplines relevant and
responsive to the dynamically changing domestic and
international environment;
3. Access and Equity - broadening the access of deserving
and qualified Filipinos to higher education opportunities; and
4. Efficiency and Effectiveness - the optimization of social,
institutional, and individual returns from the utilization of
higher education resources.

36. Targets
• Updated and regionally comparable standards in
priority programs
• Increase in the number of faculty with MA/MS
• Increase in the number of accredited programs
• Improved performance in licensure examination in
priority areas
• Increase in the number of intakes and graduates in
priority fields
• Reduced dropout of lower income groups
• Significant increase in the number of beneficiaries of
scholarships and other forms of student financial
assistance
• Proportionate increase of total costs raised from non-
public sources

37. Research Agenda
• Rationalization studies
• Benchmarking and comparative study of Policies, Standards, and Guidelines in
priority disciplines in Asia, Europe, and the US
• Establishment of quality indicators
• Impact study on liberalizing entry of foreign universities/colleges via satellite
campuses in the country
• Evaluation of graduate programs in Teacher Education and Business Education
• Demand-supply studies
• Graduate tracer studies
• Evaluation studies on the feasibility of full cost tuition and socialized tuition fee
schemes
• Equity impact study on the provision of government subsidy to SUCs
• Study on the Madaris system towards possible integration into the higher
education system
• Development study on establishing national core competencies for ICT
graduates and performance standards for ICT institutions as bases for national
accreditation, validation, and certification
• Impact study of ICT-driven curricula on student learning and academic
performance
• Evaluative study on the ICT readiness of college and university faculty
• Study on impact of ICT professionals

38. Long Term Higher Education
Development Plan
• Tri-fold function: teaching, research,
extension service
• Mission
– Offer programs that meet the demands of the
of an industrializing economy
– Nurture an academic environment that fosters
an integrated learning, creative and critical
thinking
– Conduct research to support instruction
– Undertake extension programs that facilitate
the transfer of technology, leadership and self-
reliance

39. Long Term Higher Education
Development Plan
• Strategic directions – systematic reform,
emplacement and operationalization of
structures and policies.
– Efficiency and effectiveness
– Quality and Excellence
– Relevance and responsiveness
– Access and equity

40. Issues
• Quality - For example, the results of standard tests
conducted (National College of Entrance Examination) for
college students, were way below the target mean score.
• Affordability - There is also a big disparity in educational
achievements across social groups. For example, the
socioeconomically disadvantaged students have higher
dropout rates. And most of the freshmen students at the
tertiary level come from relatively well-off families.
• Budget - The Philippine Constitution has mandated the
government to allocate the highest proportion of its budget to
education. However, the Philippines still has one of the lowest
budget allocations to education among the ASEAN countries.
• Mismatch - There is a large proportion of "mismatch"
between training and actual jobs. This is the major problem at
the tertiary level and it is also the cause of the existence of a
large group of educated unemployed or underemployed.

41. Graduate Education
• Preparation of candidates for advance
studies
• Masters Degree
• Doctor of Philosophy
• Law, medicine etc.

42. Graduate Education in the Philippines
• Graduate education in the Philippines is
characterized by imbalance (Patalinhug, 2000).
• 1987-1988: 92.02% graduate enrollment
• 1994 – 1995: 91.11% concentrated in only three
disciplines: teacher education, arts and sciences,
and management.
• the percentage (30.27 percent and 10.68 percent)
reported for "arts and sciences" is heavily weighted
in favor of enrollment for liberal arts degrees
because few students are reported to enroll in
science and mathematics.
• Graduate management program has the third
largest enrollment

43. • Graduate training in science and engineering
is limited.
• Because of this situation, the DOST
embarked on the Engineering and Science
Education Project (ESEP) in 1992 through a
World Bank loan.
• ESEP is a manpower development program
for increasing the number of MS and Ph.D.
degree holders in science and engineering,
and developing the research capability of
scientists and engineers.
Graduate Education in the Philippines

44. Congressional Commission on Education
(EDCOM)
• Graduate education is mediocre for it
fails to create research-based
knowledge needed in generating more
jobs and raising the value of production.
• The Philippine educational institutions
are poorly managed.

45. Recommendations of EDCOM for
Graduate Education
• Recommendation to ensure that government
support for higher education should go only to
priority courses and programs and that their
curricular programs are more relevant to the
communities they serve.
• Ex. UP-Davao City, Master in Business
Program
• The creation of a better fit between higher
education and employment (or reducing the
mismatch between graduates and jobs).
• The strengthening of graduate education and
research – greater research productivity

46. Future Prospects
• Increasing reliant on innovative
educational technology
• Academic linkages among the external
community and industry needs to be
strengthened.
• Undertake a collaborative project
(research, instructional materials
development, or the establishment of
manufacturing industry linkage
programs)

47. Issues
• Strengthen the research orientation of
professors
• High unemployment of the educated
members of the labor force
• Mismatch between degree finished and
actual job
• Need to qualify carefully what is meant
by quality education

48. Technical and Vocational
Education
• Technical Education – learning activities
dealing with the development of technical
skills, knowledge and attitudes relative to
production or service occupations for
effective citizenship (Camarao, 1991).
• Vocational Education – specialized education
programs or courses intended to prepare
students for employment as skilled workers in
a particular sector or area, to upgrade the
work skills of those who are already
employed (Camarao, 1991).

49. Goals and Objectives of Technical
Education
• Development of basic technical skills,
knowledge and attitudes
• Development of understanding and interest in
the technological sector of society
• Development of trained manpower
• Enhancement of creativity, innovation,
productivity and entrepreneural skills
• Development of new and appropriate
technology

50. Technical Education Courses
• Agricultural arts
• Business and distributive arts
• Fishery arts
• Industrial arts
• Homemaking arts

51. • Formal education – structured and well
organized educational system, starting from
the elementary to the secondary school
curricula and the various post secondary
courses offered by schools, colleges, and
universities
• Nonformal education – organized
instructional activity offered to develop skills,
knowledge or attitudes of a particular group
and conducted over a short period.
• Informal education – learning through own
effort, initiative and ability

52. Need for Technical Education
• Preparation for the world of work
• Meeting the needs of Filipino youth and
adults
• Meeting manpower needs
• Solving unemployment and
underemployment
• Enhancing transfer of technology

53. Technical Education and Skills
Development Authority (TESDA)
• To encourage the full participation of
and mobilize the industry, labor, local
government units and technical-
vocational institutions in the skills
development of the country's human
resources.
• Provides direction, policies, programs
and standards towards quality technical
education and skill development.

54. Mandate - TESDA
• Integrate, coordinate and monitor skills
development programs;
• Restructure efforts to promote and develop
middle-level manpower;
• Approve skills standards and tests;
• Develop an accreditation system for
institutions involved in middle-level
manpower development;
• Fund programs and projects for technical
education and skills development; and
• Assist trainers training programs.

55. Issues on Technical/Vocational
Education
• Students commonly would prefer formal
education
• Ensuring adequate qualified technology
teachers
• Upgrading of facilities/Rapid increase of
technology
• Adequate and stable financial support-
budgetary limitations of the government
• Competitiveness of the Filipino worker
overseas
• Needs research and development

56. References
• Camarao, F. (1996). Technology education in the Philippines.
National Bookstore: Manila.
• Ofreneo, R., Leogardo, V., & Baldemor, R. (1996). Human
resources development and major tech-voc issues and
concerns. TESDA study on ILO Convention 142 and
Recommendation 140. TESDA.
• Espiritu, S. C. (2000). Philippine educational system:
Information technology. Katha Pub.: Quezon City.
• Gonzalez, A. (200). Philippine basic education 1999-2004:
Analysis, recommendations, and plans. In Philippine Human
Development Report 2000. Human Development Network:
Philippines.
• Vergel, V. (2004). The educational system of the Filipinos. A
Giraffe Book: Quezon City.
• Manalang, P. S. (1992). Philippine education: Promise and
performance. University of the Philippines Press: Quezon City.