BICOL COLLEGE

GRADUATE SCHOOL
Daraga, Albay

TERM PAPER
in
EDUC 211- EDUCATIONAL POLICES

Submitted by:

MARIA APRIL D. AÑONUEVO

MEd Language Education
Teacher III
San Isidro Elementary School
Sto. Domingo District, DepEd Albay Division
mariaaprilanonuevo@gmail.com

Submitted to :

Dr. MILAGROS ESPARRAGO

Professor
 PHILIPPINE EDUCATIONAL FRAMEWORK

I.INTRODUCTION

The educational system in the Philippines is composed of public and private

schools, colleges, universities, and technical and vocational institutions. Basic education is
anchored on the “Education for All” program thus the national government funds the public
education to support this effort. Tertiary education then also become more accessible when
President Rodrigo Duterte signed into law the Universal Access to Quality Tertiary Education
Act, a law providing free tuition for students of 112 state universities and colleges (SUCs)
last August 3, 2017.

With the "trifocalization" of the educational system in the country, three government
agencies handle each level of education. At the basic education level, the Department of
Education (DepEd) sets overall educational standards and mandates standardized tests for the
K–12 basic education system, although private schools are generally free to determine their
own curriculum in accordance with existing laws and Department regulations. On the other
hand, at the higher education level, the Commission on Higher Education (CHED) supervises
and regulates colleges and universities. Meanwhile, the Technical Education and Skills
Development Authority (TESDA) regulates and accredits technical and vocational education
programs and institutions in the country.

By law, education is compulsory for thirteen years (kindergarten and grades 1–12)
and is grouped into three levels: elementary school (kindergarten–grade 6), junior high school
(grades 7–10), and senior high school (grades 11–12). They may also be grouped into four
key stages: 1st key stage (kindergarten–grade 3), 2nd key stage (grades 4–6), 3rd key stage
(grades 7–10) and 4th key stage (grades 11–12). Children usually enter kindergarten at age 5.

Institutions of higher education may be classified as either public or private college or

university, and public institutions of higher education may further be subdivided into two
types: state universities and colleges and local colleges and universities

PHILIPPINE EDUCATIONAL FRAMEWORK 1

II.DISCUSSION

The formal education system is serving a school age population that has been
consistently bigger than that of neighboring ASEAN countries in terms of percentage share of
the total population—which for the Philippines now stands at about 104 million people.

Figure 1 gives a rough picture of the proportion of the Philippine population that is expected
to be in school. In addition, the age structure of the Philippines has remained pyramidal with
a broad base, suggesting a sustained high demand for formal education at different levels.
(Source: https://www.data.worldbank.org/indicator/SPPOP.0014)

The high demand for formal schooling explains the high enrolment in this sector of
about 27 million learners from Kindergarten to Senior high school in SY2016-2017 . This
demand is met by 60,727 schools in the same year . On the other hand, the number of TVET
providers in 2017 is also a high 3,920, servicing about 1.5 million learners a year on the
average while the higher education sector educates 4.1 million learners in 1,943 institutions
(excluding 453 satellite campuses of state universities and colleges).

PHILIPPINE EDUCATIONAL FRAMEWORK 2

 Figure 2 : Data showing the demand for formal schooling in SY 2016-2017.
(Source: https://www.ched.gov.ph/statistics)

2.Issues of access to formal education and training especially in basic education have been
salient for several decades now because of the unequal nature of Philippine society and the
country’s poverty incidence level that shows at least one out of five families (22%) living
below the poverty line in 2015.

3.The Philippine education system is profoundly shaped by its colonial history with the
United States from 1901 to 1945.

This manifestation is reflected in

• the dominance of private providers of qualifications vis-à-vis public providers in
TVET and higher education;
• a licensure examination system for regulated professions in addition to the education
and training of professionals;
• the requirement of a first degree for specific professions, i.e. medicine and law;

 a separate General Education program in higher education to supplement a curriculum

that may be too oriented to the specialized needs of industry and the professions; and
 a complex complementation of public and private quality assurance (QA) bodies that
constitute the country’s system for quality assuring qualifications.

PHILIPPINE EDUCATIONAL FRAMEWORK 3

4.The Philippine education system is currently undergoing major reforms: the
implementation of the K to 12 reform which made kindergarten compulsory in 2012 and
added two years of Senior High School starting in 2016; the policy shift from an input- and
knowledge-based education and training approach to a learning outcomes approach that
privileges knowledge and skills as well as competencies

Basic Education Structure

ELEMENTARY EDUCATION

Elementary school, sometimes called primary school or grade school is the first part
of the educational system, and it includes the first six years of compulsory education (Grades
1–6) after compulsory pre-school education called Kindergarten. In public schools, the
core/major subjects that were introduced starting in Grade 1 include Mathematics, Filipino,
and Araling Panlipunan (synonymous to Social Studies). English is only introduced after the
second semester of Grade 1. Science is only introduced starting Grade 3. Other major
subjects then include Music, Arts, Physical Education, and Health (abbreviated as MAPEH),
TLE (Technology and Livelihood Education) for Grade 6, EPP (Edukasyong Pantahanan at
Pangkabuhayan) for Grades 4 and 5, Mother Tongue (Grades 1–3) and Edukasyon sa
Pagpapakatao (synonymous to Ethics, Values or Character Education). In private schools,
subjects in public schools are also included with the additional subjects including:Computer
Education as a separate subject, though it is included in EPP and TLE through its ICT
component. In Christian and Catholic schools, Religious Education is also part of the
curriculum. Islamic schools like Madrasa schools have a separate subjects for Arabic
Language and for Islamic Values or abbreviated as ALIVE. Chinese schools may also have
subjects in Chinese Language and Culture. International schools also have their own subjects
in their own language and culture.

From Kindergarten until Grade 3, students will be taught using their mother tongue,
meaning the regional languages of the Philippines will be used in some subjects (except
Filipino and English) as a medium of instruction. Aside from being incorporated as a
language of instruction, it is also a separate subject for Grades 1–3. But from Grade 4,
Filipino and English as a medium of instruction will then be used.

PHILIPPINE EDUCATIONAL FRAMEWORK 4

 Prior to the adoption of the Mother Tongue-Based Multilingual Education (MTB-
MLE) system in school year 2012–2013, the Deped followed a Bilingual Policy. This called
for the medium of instruction to be Filipino for: Filipino, Araling Panlipunan, Edukasyong
Pangkatawan, Kalusugan at Musika; and English for: English, Science and Technology,
Home Economics and Livelihood Education.[48] Article XIV, Section 7 of the 1987
Philippine constitution mandates that regional languages are the auxiliary official languages
in the regions and shall serve as auxiliary media of instruction therein.

In July 2009, the Department of Education moved to overcome the foreign language
issue by ordering all elementary schools to move towards initial mother-tongue based
instruction (grades 1–3). The order allows two alternative three-year bridging plans.
Depending on the bridging plan adopted, the Filipino and English languages are to be phased
in as the language of instruction for other subjects beginning in the third and fourth grades.

Until 2004, primary students traditionally took the National Elementary Achievement
Test (NEAT) administered by the Department of Education, Culture and Sports (DECS). It
was intended as a measure of a school's competence, and not as a predictor of student
aptitude or success in secondary school. Hence, the scores obtained by students in the NEAT
were not used as a basis for their admission into secondary school. During 2004, when DECS
was officially converted into the Department of Education, the NEAT was changed to the
National Achievement Test (NAT) by the Department of Education. Both the public and
private elementary schools take this exam to measure a school's competency. As of 2006,
only private schools have entrance examinations for secondary schools.

The Department of Education expects over 13.1 million elementary students to be

enrolled in public elementary schools for school year 2009–2010.

Though elementary schooling is compulsory, as of 2010 it was reported that 27.82%

of Filipino elementary-aged children either never attend or never complete elementary
schooling, usually due to the absence of any school in their area, education being offered in a
language that is foreign to them, or financial distress.

PHILIPPINE EDUCATIONAL FRAMEWORK 5

SECONDARY EDUCATION

Secondary school in the Philippines, more commonly known as "high school”

consists of 4 lower levels and 2 upper levels. It formerly consisted of only four levels with
each level partially compartmentalized, focusing on a particular theme or content.
Because of the K-12 curriculum, the high school system now has six years divided into 2
parts. The lower exploratory high school system is now called "Junior High School" (Grades
7–10) while the upper specialized high school system is now called "Senior High School"
(Grades 11 and 12).

In the senior high school, students may choose a specialization based on aptitude,
interests, and school capacity. The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12. Senior high school subjects fall under either
the core curriculum or specific tracks.

Core curriculum learning areas include languages, humanities, communication,

physical education, mathematics, philosophy, natural sciences and social sciences.

There are four choices that are available to be chosen by the students — or the so-
called "specific tracks". These are:

Academic, which includes four strands which are:

Accountancy, Business & Management (ABM) – for those interested in pursuing

college or university education in fields of accountancy, business management, business
administration, office management, economics, or entrepreneurship.

Humanities & Social Sciences (HUMSS) – for those interested in pursuing college
or university education in fields of languages, mass communication and journalism, literature,
philosophy, history, education, liberal arts, and the rest of humanities and social sciences.

Science, Technology, Engineering & Mathematics (STEM)- for those interested in

pursuing college or university education in fields of basic and applied sciences, biological
sciences, physical sciences, laboratory sciences, nutrition and allied medicine, mathematics,
and engineering.

General Academic Strand (GAS) – for those interested in pursuing college or

university education but are not sure of what field to pursue as a career.

PHILIPPINE EDUCATIONAL FRAMEWORK 6

 Technical-Vocational-Livelihood, which specializes in technical and vocational
learning. A student can obtain a National Certificate Level II (NC II), provided he/she passes
the competency-based assessment of the Technical Education and Skills Development
Authority. This certificate improves employability of graduates in fields of:

Home Economics like tourism, culinary art, cosmetology, clothing, handicraft,

housekeeping, etc.

Industrial Arts like automotive services, carpentry and construction, masonry,

plumbing, machining, electricity and electronics, etc.

Agricultural and Fishery Arts like agriculture, animal production, horticulture, food
processing, aquaculture, fish capture, landscaping, etc.

Information and Communications Technology like animation, illustration, technical

drafting, medical transcription, programming, and computer services.

Arts and Design, which is helping interested senior high school students in the
particular fields of journalism, broadcast art,and mass media; media and entertainment;
creative writing like poetry, fiction writing, and playwriting; studio arts like drawing,
painting, sculpture, and printmaking, media arts like animation,photography, graphic design,
illustration, layout design, digital painting, music production, sound design, game design,
application design, film and videography; applied arts or decorative arts like fashion design,
industrial design, product and packaging design, jewelry design, clothing and accessories, set
and costume design, and ceramics; dance like folk dance, classical and modern ballet,
ballroom and Latin dances, hip-hop, contemporary and popular dances, and choreography;
theater arts like acting, theater design, technical theater, and directing; and music like
instrumental music, vocal music, ensemble and chamber music, and composition and music
production. Art forms offered especially in visual and media arts depends on schools'
capacity, faculty, resident artists and designers in immediate or local community, equipment
and resources.

Sports, which is responsible for educating senior high school students in the fields of
sports, physical education, fitness, and health. With pursued professions such as sports
athlete, sports coach, fitness coach, sports officiator, sports activity or event manager, sports
tournament manager, fitness leader and expert, fitness instructor, gym instructor, sports

PHILIPPINE EDUCATIONAL FRAMEWORK 7

expert, recreation leader and expert, physical and massage therapist, physical education
instructor, physical education and health instructor, MAPEH instructor, and sports scientist.

TERTIARY EDUCATION

All tertiary education matters are outside of the jurisdiction of DepEd, which is in
charge of primary and secondary education, but is instead governed by the Commission on
Higher Education (CHED). As of 2013, there are over 2,229 higher education institutions
(HEI's) in the country which can be divided into public and private institutions. There are 656
public higher education institutions which account for 28.53% of all HEI's. While 1,643
private institutions account for 71.47% of all HEI's.

Public HEI's are further divided into state universities and colleges (SUC's), local
colleges and universities (LUC's), special HEI's, and government schools. State universities
and colleges are administered and financed by the government as determined by the
Philippine Congress. LUC's are established by the local government units that govern the
area of the LUC. The local government establish these institutions through a process and
number of ordinances and resolutions, and are also in charge of handling the financing of
these schools. Special HEI's are institutions that offer courses and programs that are related to
public service. Examples of these include the Philippine Military Academy (PMA),
Philippine National Police Academy (PNPA), Development Academy of the Philippines
(DAP), etc. These institutions are controlled and administered through the use of specific
laws that were created for them. Finally, government schools are public secondary and post-
secondary technical-vocational education institutions that offer higher education programs.

Private HEI's are established, and governed by special provisions by a Corporation

Code, and can be divided into sectarian and non-sectarian. Non-sectarian are characterized by
being owned and operated by private entities that have no affiliation with religious
organizations; while sectarian HEI's are non-profit institutions that are owned and operated
by a religious organization. Of the 1,643 institutions, 79% are non-sectarian, and 21% are
sectarian.

According to the last CHED published statistics on its website, there were 7,766
foreign nationals studying in various higher education institutions in the Philippines as of

PHILIPPINE EDUCATIONAL FRAMEWORK 8

2011–2012. Koreans were the top foreign nationals studying in the country with 1,572. The
rest were Iranian, Chinese, American and Indian.

ALTERNATIVE LEARNING SYSTEM

The alternative learning systems in the Philippines caters to the needs of the following:

elementary and secondary school dropouts, kids that are older than the normal age for a specific grade

level (this may be a 12 year old in grade 4), unemployed adults that haven't finished their education

degree, indigenous people, people with disabilities or are mentally challenged, and inmates. It is

possible to have both informal and formal references for these alternative learning systems because

these are apart from the formal teaching institutions. Although similarly to the formal teaching

institutions, there will be a diagnostic test for everyone that will participate in order to gauge the level

they are at in terms of the skills needed per grade level. If there are people that do not have the basic

skills such as reading and writing there will be an additional program that will help them first learn

the basics before taking the diagnostic test. There will be a specific number of hours that is required of

the student in order for him/her to be able to finish the program. There will be a final assessment to

test the comprehensive knowledge of the student. If the students passes he/she will be given a

certificate that is signed by the secretary of the department of education allowing the student to apply

for college degrees, work, formal training programs, and can re-enroll in elementary/secondary

education in formal teaching institutions.

There are other avenues of alternative learning in the Philippines such as the Radio-Based

Instruction (RBI) Program. This is designed to give the lectures through a radio transmission making

it easier for people to access wherever they are. The goal is for the listeners to receive the same

amount of education that people that sit in classroom lectures.

Non-formal technical and vocational education is assumed by institutions usually accredited

and approved by TESDA: center-based programs, community-based programs and enterprise-based

training, or the Alternative Learning System (ALS). The Institutions may be government operated,

PHILIPPINE EDUCATIONAL FRAMEWORK 9

often by provincial government, or private. They may offer programs ranging in duration from a

couple of weeks to two-year diploma courses. Programs can be technology courses like automotive

technology, computer technology, and electronic technology; service courses such as caregiver,

nursing aide, hotel and restaurant management; and trades courses such as electrician, plumber,

welder, automotive mechanic, diesel mechanic, heavy vehicle operator & practical nursing. Upon

graduating from most of these courses, students may take an examination from TESDA to obtain the

relevant certificate or diploma.

In the country, there are a number of people particularly kids that do not receive proper

education from formal education institutions because of various reasons. These reasons usually

pertain to financial problems.

ISSUES IN THE PHILIPPINE EDUCATIONAL SYSTEM

Most of the Philippines faces challenging issues when it comes to the educational system. The

education system struggles with policy implementation and many government schools lack classroom

space, textbooks, desks and learning equipment such as libraries, computers and science laboratories.

The majority of government schools are run in two or three shifts, with large class sizes. These

bureaucratic weaknesses are compounded by a local context of political and socio-religious tensions

and a high rate of school principal turnover.

Affordability

A prevalent issue the Philippine educational system continuously encounters is the

affordability of education A big disparity in educational achievements is evident across various social

groups. Socioeconomically disadvantaged students otherwise known as students who are members of

high and low-income poverty-stricken families, have immensely higher drop-out rates in the

elementary level.

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Mismatch

There is a large mismatch between educational training and actual jobs. This stands to be a

major issue at the tertiary level and it is furthermore the cause of the continuation of a substantial

amount of educated yet unemployed or underemployed people. According to Dean Salvador Belaro

Jr., the Cornell-educated Congressman representing 1-Ang Edukasyon Party-list in the House of

Representatives, the number of educated unemployed reaches around 600,000 per year. He refers to

said condition as the "education gap".

Brain drain

Brain drain is a persistent problem evident in the educational system of the Philippines due to

the modern phenomenon of globalization with the number of Overseas Filipino Workers (OFWs) who

worked abroad at any time during the period April to September 2014 was estimated at 2.3 million.

This ongoing mass emigration subsequently induces an unparalleled brain drain alongside grave

economic implications. Additionally, Philippine society hitherto is footing the bill for the education of

millions who successively spend their more productive years abroad. Thus, the already poor

educational system of the Philippines indirectly subsidizes the opulent economies who host the

OFWs.

Implementation

Sec. 4 of Republic Act No. 10157 made kindergarten a requirement for basic education after

SY 2011–2012. Sec. 4 of Republic Act. No. 10533 required an enhanced basic education program

consisting of "at least one (1) year of kindergarten education, six (6) years of elementary education,

and six (6) years of secondary education, in that sequence." Following both Republic Acts, the first

batch of K to 12 students will be graduating in SY 2025–2026 and not in SY 2017–2018 because

Kindergarten became mandatory only after SY 2011–2012.This also puts to question the inclusion of

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Grade 11 in SY 2016–2017 as part of the same program because kindergarten was not yet required ten

years before that.

New Normal Education

As the country today faces the threat of COVID-19, there is a sudden shift of face to face

learning to distance learning catering for modular instruction, online instruction, TV-Based and

Radio-Based instruction. Challenges emerges as to the provision of modules to the learners and the

availability of the internet connection in the far-flung areas. The Department is trying its best to carry

the task of delivering basic education to all learners so that no one will be left behind.

III. REFLECTION

Education plays a vital role in the country. It can be seen to the country’s initiative to provide

free access and equal to education.

In the process ,the curriculum of the basic education aims to produce learners with lifelong
skills. However, perennial problems such as lack of classrooms, teacher-pupil ratio, textbooks,
overcrowded curriculum among others affects the performance level of the learner. The results of
these can be shown in the latest performance of the Philippines in the PISA (Program for International
Student Assessment)on December 3, 2019, where we ranked 353 in Mathematics, 357 in science and
340 in reading, all below the average of participating Organization for Economic Co-operation and
Development countries.

In higher education, curricular changes and revision of program standards are also affected.
These changes include the reduction of the General Education (GE) program with some of the GE
courses downloaded to Senior High School to give way to professional subjects and more intensive
practicum or apprenticeship for the profession- and industry-oriented disciplines. Thus making Senior
High School a promising stint for landing a job after graduation.

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 The shift of curriculum, the requisite change in mindset and practice of every institution

including its teachers ,students as well as the parents remains a major challenge. Nevertheless,

significant headway has been achieved in opening the minds of teachers/professors ,students and

parents in Philippine Educational System to the paradigm shift through the continuing advocacy of the

country’s educational goals to enhance learning outcomes-based education

Above all, many areas in the education are still need to carefully plan and assessed to increase

the performance level of the country despite of the many odds and challenges its facing. We have

equally talented students who can perform together with other neighboring Asian countries .What we

really need is the full support of the government to boost their confidence.

Our educational system is trying its best to adapt the changes to improve the quality of

education so to increase its rank in the international assessments.Efforts were made to make sure that

there will be no dropouts or at the risk of dropping out. School Feeding Program and 4Ps are just

some of the programs initiated by the government so that no one will be left behind.

Learners at the very young age,starting from Kindergarten should be instilled with the values

of appreciating education as a key to success. So when they grow up they will also returned the

favors to the next young generation.

All of these can be made possible if there is a collaborative efforts among the

government,school and the community as what Helen Keller once said, ‘’Alone we can do so

little,together we can do so much.”

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References:

https://www.rappler.com/nation/duterte-signs-law-free-tuition-state-colleges-universities

https://en.wikipedia.org/wiki/Education_in_the_Philippines#Statistics

https://www.ched.gov.ph/statistics

https://www/ched/gov.ph/2020-higher-education-facts-and figures

dat.worldbank.org/indicator/SE.TER.ENRR?locations=PH

www.psa.gov.ph/default/files

www.theglobaleconomy.com/tertiary

mb.com.ph/2020

www.deped.gov.ph

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