Philippines educational system analysis and weaknesses

1. PHILLIPINE
EDUCATIONAL
SYSTEM
GROUP 8
EVANGELIO,KEANE ANGELO V.
FABELLON, CORINA F.
GEREZ, JEFFERSON P.
GORDO, MA. CASSEY S.

3. History at a glance…

4. Education in the Philippines
 managed and regulated by the Department of Education
(DepEd), Commission on Higher Education (CHED) and
Technical Education and Skills Development Authority
(TESDA). DepEd is responsible for the K–12 basic
education; it exercises full and exclusive control over
public schools and nominal regulation over private
schools, and it also enforces the national curriculum that
has been put in place since 2013. CHED and TESDA, on
the other hand, are responsible for higher education;
CHED regulates the academically-oriented universities
and collegeswhile TESDA oversees the development of
technical and vocational education institutions and
programs in the country.

5. Analysis of Philippine Educational System
Based on K to 12

6. Aim of Education
Country Aim
Philippines BEC: Functional literacy
Brunei Darussalam
New educational goal the needs of the industry in
providing skills and knowledge without ignoring their
values
Malaysia Education focuses in achieving a national identity
Singapore
delivers learning in many aspects that includes literacy,
numeracy, bilingualism, sciences, humanities, aesthetics,
PE, and CME
Thailand
Our fundamental principles: Wisdom, thinking, mind, and
morality
Vietnam emphasizes on training individuals to be ready for work
NSW Australia prepares students for civic life and lifelong learning

7. Progression
Country Policy on Progression
Brunei, Malaysia,
Singapore, Thailand,
Vietnam, and NSW
Australia
differentiated programs at the start of the upper
secondary level (years 11-12) where students are
classified according to their interests, and abilities.
Philippines
only country that does not have a differentiation for all
four years in secondary level
Malaysia, Thailand,
and Vietnam
spend the longest training for vocational tracksy

8. Structure and Design
Country Structure & Design
Philippines
2002 Basic Education Curriculum (BEC) and the 2010
Secondary Education Curriculum
Brunei Darussalam SPN 21 (Sistem Pendidikan Negara Abad Ke-21)
Malaysia Standards-Based Curriculum
Vietnam National Curriculum of Basic Education
Thailand Education Development Plan
Singapore
NSW Australia

9. Teacher-Pupil Ratio
Country Preschool Primary Secondary
Brunei Darussalam 1:20 1:12 1:11
Malaysia 1:25 1:19 1:19
Philippines 1:20 1:36 1:38
Singapore Depending on the
school
1:20 1:20
Thailand 1:20 1:16 1:21
Vietnam 1:23 1:20 1:21
Australia 1:10 1:18 1:18

10. Medium of Instruction
Country Used
Brunei Darussalam, Singapore,
Philippines, and Vietnam
English and mother tongue
Malaysia English, Tamil, and Malay
Thailand Thai
NSW Australia

11. Assessment
Country Conduct
Philippines
Classroom assessment, national examinations, and large
scale surveys of student achievement
Brunei Darussalam,
Malaysia, and
Singapore
GCE level examinations
Thailand Thai
NSW Australia
Vietnam

12. Home Page

13. Present Date
•Decline in the quality of Philippine education at
the elementary and secondary levels.
Reality Check:
 Results of NAT among elementary and high
school students and NCAE were way below the
target mean score.
 2004 High School Readiness Test: 0.64% scored
75% or better or 8,000 students out of 1.2
million examinees passed.
Quality of Education
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14. Present Date
Quality of Education (con’t)
Reality Check:
 Self-Assessment Test for English: 19% scored
75% or better or 10,000 out of 51,000 teachers.
 Decline in Quality of Education in the Philippines
 Trends in International Mathematics and Science
Study (TIMMS) as of year 2003.
 Math: Philippines ranked no. 43 out of 46
countries
 Science: Philippines ranked no. 42
 No. 1 Singapore
 No. 2. Taipei
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15. Present Date
Affordability of Education
•Big disparity in educational achievements across
social groups.
Reality Check:
 Socioeconomically disadvantaged students have
higher drop out rates in elementary level.
 Most of the freshmen students at the tertiary
level come from relatively well-off families.
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16. Present Date
Budget for Education
•The Philippine Constitution has mandated the
government to allocate the highest proportion of
its budget to education.
Reality Check:
 Philippines still has one of the lowest budget
allocations to education among
the ASEAN countries.
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17. Present Date
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.
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18. Home Page

19. Historio
graphy
Problems and Issues in the Philippine Educational System
Home Page
Internationa
lization
Emascula
tion
Fly-by-
night
Cultural
Insensitive
Abandon
ment
Substandard
Textbooks
Contractuali
zation
Specializa
tion
Copy-Pasting
Culture
Mcdonal
dized
Nonsustaina
bility
Poor Liberal
Art
Purveyor of
myth
Marginali
zation
Monolithic
education
Boring
Teachers

20. Giving heavier premium to the
history of the colonizers in the
Philippines, and not to the history of
Filipinos.
Teaching of History subjects from the
elementary to tertiary levels and will
most likely perpetuate in the next
generations to come.
The history of the Filipino people and the
colonial history of the Philippines are two
different topics altogether.
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21. To be skillful in arithmetic and
computer literacy, fluent in foreign
languages (specifically English and
Nihonggo)
Docile in order to serve as workers of
the transnational businesses of the
advanced, capitalist countries.
Call center phenomenon in the
Philippines, India and other
developing states.
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22. Victimized by the over-worked and
under-paid policy of the system of
the past and present dispensations.
Leads to the emasculation and
demoralization of their ranks.
Explains why the teaching profession is not
attracting the best and the brightest from the
crop of students anymore.
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23. Teachers, more often than not, are
victimized by the over-worked and under-
paid policy of the system of the past and
present dispensations.
This leads to the emasculation and
demoralization of their ranks. This
probably explains why the teaching
profession is not attracting the best and
the brightest from the crop of students
anymore.
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24. The proliferation of fly-by-
night educational institutions
is counter-productive.
Produces a pool of half-
baked, unprepared, and
incompetent graduates.
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25. Women, the common
tao and the indigenous
people are almost
historically excluded
from the Philippine
historiography in favor
of the men, heroes
from Luzon and the
power elite.
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26. The state—in an incremental
fashion—is abandoning its role to
subsidize public education
particularly in the tertiary level.
This comes in the form of
matriculation, laboratory and
miscellaneous fee increases in order
to force state colleges and
universities (SCUs) to generate their
own sources of fund.
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27. Some textbooks which are already
circulation are both poorly written
and haphazardly edited.
Take the case of the Asya: Noon at
Ngayon with an identified total
number of more than 400 historical
errors.
This is a classic case of profit-
centeredness without regard to social
accountability.
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28. In the name of profit, owners and
administrators of several private schools
commonly practice contractualization
among their faculty members.
Contractual employees unlike their
regular/tenured counterparts are not
entitled to fringe benefits which
consequently reduces the over-all cost
of their business operation.
Job insecurity demeans the ranks of the
faculty members.
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29. Some colleges and universities, even for high
schools, encourage their faculty pool to be
generalists (under the guise of
multidisciplinary approach to learning) in
order to be able to handle various subjects
all at once.
But some faculty members have turned out
to be objects of mockery and have lost their
self-esteem since some of them were
pushed to handle Technical Writing, General
Psychology, Filipino, and Algebra at the
same time.
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30. Over-dependence to the cyberspace has
dramatically reduced the capability of
students (even teachers) to undertake
research.
‘Copy-pasting’ has even turned into a
norm among some students whenever
they are tasked to submit a research
paper or even a film review.
Plagiarism has already transformed into
a more sophisticated form in the context
of today’s electronic age.
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31. The system, methodology, and even
content of education in the Philippines
are mere haphazard transplantation
from the West.
It is therefore Eurocentric, culturally
insensitive, and non-reflective of the
local milieu.
This is based on the xenocentric (foreign-
centered) premise that other culture or
system is far more superior than one’s
own.
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32. Teachers, administrators and
publishers are all left in limbo
whenever the DepEd would come up
with another totally different
directive from what it used to have in
a rather very sudden interval.
The case of the grading system,
timeframe allotted to various
subjects, MAKABAYAN program,
readiness test, and learning
competencies (LC).
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33. Liberal education is intended to form a holistic
individual equipped with communication,
critical thinking, mathematical, creative, inter-
personal and intra-personal skills.
This explains why we also have Philosophy,
Languages, Humanities, Natural Science, Social
Science, Physical Education and even Theology in
our college curriculum, and not only our major
subjects.
Equally alarming is the lack of enthusiasm and
motivation exhibited by some professors to handle the
subject especially if they believe that it has nothing to
do with the course or area of specialization of their
students
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34. Education has been very effective in
mainstreaming and perpetuating the social
myths in a subtle and indirect manner.
Some of these myths are the perceived
superiority of white, educated men, ‘official’
history as advanced by the western point of
view,
Globalization is the only way to achieve
economic development, and stereotypes
against the minoritized and the
disenfranchised.
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35. In the name of profit and as a response to the
dictates of the market forces, colleges and
universities prefer to offer more courses in
line with the health sciences like nursing,
medical transcription, and care-giving.
This is done at the expense of the already
undersubscribed yet relevant courses like Area
Studies, Pilipinolohiya (Philippine Studies),
Development Studies, Philippine Arts, Art
Studies, Community Development, Social
Work, Islamic Studies, Clothing Technology,
and Ceramics Engineering.
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36. Some educators in the
name of conservatism and
for the sake of convenience,
prefer the old-style teaching
paradigm where they view
themselves as the fountain
of knowledge and their
students as nothing but
empty vessels to be filled up
(banking method of
education).
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37. There are no boring
subjects, only boring
teachers. But at least
we should recognize
them because they
still serve a purpose.
They serve as bad
examples.
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38. Some
Reforms
Proposed

43. Home Page

44. Present Date
 Burgonio, T. Congress adds P4B to budget of DepEd. Philippine Daily Inquirer. June
5, 2006, p. 1.
 Del Mundo, F. State of RP Education. 2nd of a series. Philippine Daily Inquirer, p.
A22.
 Cheryl M. Arcibal . Updated May 25, 2012. http://www.philstar.com/school-special
 Osorio, E. When our teachers say goodbye. Philippine Daily Inquirer. June 4, 2006,
p. 28.
 Philippine Daily Inquirer. Editorial. Same old problems. June 6, 2006.
 Robles, J. Ground zero. Standard Today. Une 5, 2006, p. 6.
 Secretary Lapus outlines the state of Philippine Education. educnews. December
2006, p. 1.
 Prof. John N. Ponsaran. Notes About the Problems and Issues in the Philippine
Educational System: A Critical Discourse.
 Tubeza, P. Challenge to big business: Put more cash in school plans. Philippine Daily
Inquirer. July 30, 2006, p. 7.
 Tubeza, P. Gov’t needs P120B a year to save public school system. Philippine Daily
Inquirer, p. 11.
Sources: Home Page