What would you like to do?
Do we have such thingn as unchanging values in these changing times especially in the educational system of the Philippines?
It has a lot of work left to do. While it is trying to grow, political issues are slowing it down.
When you calculate your profit it is especially important for you to include the value of your time?
A lack of classroom space and a scarcity of books are two examples.
what are the objectives of reform of the philippine education
Philippine Educational System Problems The modern Philippine educational system is filled with an assortment of problems. Many students are not learning much at all. Most st…udents are graduating with less knowledge and capability than similar students in other industrialized countries. Classroom disruptions are surprisingly common. School violence is rampant, including the many violent incidents we all hear about in the news. Even violence on school buses is a tremendous problem. To me, the above educational problems are attributed to the following factors: 1. Culture of respect to elders. Before, respect to elders was equated to fear. Whatever the elders said, it was a rule to follow. Nowadays, it is no longer applicable. 2. Rights of the child. In the existence of this law, the discipline cannot be imposed in a form of corporal punishment that was very effective , before misbehavior was not a problem then. 3. Family background. Most of the problem children belong to the families where parents spend most of their time earning decent living. When parents don't have enough time in giving quality time for their children's needs and problems, this causes the children to be misguided and juvenile delinquent. 4. Environment factor. The convergence of the different cultures sometimes bring about the violent behavior of the students because of culture shocks especially in the poor community. 5. Top-down approaches of the educational system. Most remedies given by the higher authorities are not applicable in the grassroots and not fitted to the certain areas and situations in the field. 6. Teacher factor. Since teachers are the front-liners in the field of education, their presence somehow influenced the outcome of the students' behavior and learning. 7.Mass media and internet. Wrong way on accessing to media and internet without guidance of the adult, ruins the mind of the young.
1.our educational structural ladder 6+4+4, 6years in elemetary, 4 in secondary and typically 4 years in tertairy level to gain a bachelor's degree is not enough to suffice our… theoretical proficiency and technical knowhow 2. the government only spends 12percent of the national budget for education, that is far from the suggested cut of the WORLd Bank which is 20%. our finance to education is very far from other Asian countirs like Malaysia and Thailand. 3. lack of well-trained teachers and classrooms to cut down number of students. 4. low salaries of teachers. 5. the government is very slow in giving quality and standardized education to provinces. they rather give much time to schools near in Manila. 6. Instructional materials for teachers are not enough. BIG MONEYS USUALLY GO TO DEFENSE AND CORRUPTION!! explain how a failure in one of the organ system affects the function of other organ system.
insufficient facilities and equipments in most public high school....that is the major problem in today's educational system
SPANISH INFLUENCE ON THE PHILIPPINE EDUCATIONAL SYSTEM Philippine education before the Spaniards came was informal and unstructured. Parents were the children's first t…eachers. For schools, the children went to the houses of tribal tutors where they were taught vocational subjects or what we would consider today as electives. During the Spanish period, tribal tutors were replaced by Spanish missionaries and education became religion-oriented. Education became exclusively for the elite in the early years under the Spanish rule. Later, education became accessible to Filipinos with the enactment of the Educational Decree of 1863. This decree provided for the establishment of at least one primary school in each town. It also provided for the establishment of a normal school for male teachers. Normal schools (teacher-training schools) were supervised by the Jesuits. Primary education was free. Spanish, as a subject, was compulsory. The Philippines were a colony of Spain until 1898, until losing the Spanish-American War of 1898 to the United States. The Philippines are named after King Philip of Spain.
thrust of education in the philippines
A. Quality Education, That is, education that is of high academic standards (Article XIV section 3 (2) ) B. Affordable education, that is, financially within the reach not ju…st of the wealthy (Article XIV section 1) C. Education that is relevant to the needs of the people (Article XIV section 2 par. 4 and 5)
the current trend is the students... why ?because they dont come up the lesson they learn..they always think that study is for fun..
educational system of commonwealth era
Philippines Higher Education System Higher education system of Philippines Higher education lies at the apex of the education system. The philosophy, mission, vision and goals… of higher education in the Philippines as cited below are embodied in a comprehensive document of the Commission on Higher Education entitled "Long-Term Higher Education Development Plan, 1996-2005." Philosophy In an environment of freedom, excellence and relevance, higher education harnesses, develops and catalyzes the constructive and productive use of the full potentials and capabilities of Filipino men and women into becoming creative, decisive, competitive, critically thinking and acting individuals who contribute to the: 1) realization of Filipino identity and strong sense of national pride; 2) cultivation and inculcation of moral and spiritual foundation; 3) attainment of political maturity, economic stability and equitable social progress; and 4) preservation and enrichment of the historical and cultural heritage of the Filipinos, as a people and a nation. Mission Higher education shall be geared towards the pursuit of better quality of life for all Filipinos by emphasizing the acquisition of knowledge and formation of those skills necessary to make the individual a productive member of society. It shall accelerate the development of high-level professionals who will search for new knowledge, and provide leadership in the various disciplines required by a dynamic and self-sustaining economy. Higher education shall likewise be used to harness the productive capacity of the country's human resource base towards international competitiveness. Vision 2005 Higher education would have provided and expanded opportunities for the technologically useful knowledge and skills development of Filipinos, and would have constructively advanced the capabilities of Filipinos in society. It would have produced in the Filipinos the ability to critically think, act positively and contribute to the full development of the family, community and the larger society. Goals The attainment of empowered and globally competitive Filipinos shall be ensured through: 1) provision of undergraduate and graduate education which meet international standards of quality and excellence; 2) generation and diffusion of knowledge in the broad range of disciplines relevant and responsive to the dynamically changing domestic and international environment; 3) broaden the access of deserving and qualified Filipinos to higher education opportunities; and 4) optimization of social, institutional, and individual returns and benefits derived from the utilization of higher education resources. 1. Coordination of the higher education system Previously, the administration, supervision and regulation of higher education rests on the Department of Education, Culture and Sports (DECS) through its Bureau of Higher Education. However, in 1994, two laws were passed in Congress: 1) Republic Act No. 7722 creating the Commission on Higher Education (CHED); and 2) Republic Act No. 7796 creating the Technical Education and Skills Development Authority (TESDA). As a result of the trifocalization of education in 1994, the DECS now concentrates only in the administration, supervision and regulation of basic education (elementary and secondary education). TESDA, an agency attached to the Department of Labor, is the one which oversees the post-secondary technical and vocational education including skills orientation, training and development of out-of-school youth and unemployed community adults. On the other hand, the system governance and policy guidance over public and private higher education institutions as well as degree-granting programs in all post-secondary educational institutions rest on CHED, a department-level agency, independent from and co-equal with DECS. The CHED coordinates the programs of higher education institutions and implements the policies and standards. 2. Types of higher education institutions There are presently 1,282 higher education institutions in the country, broken down into: 98 state universities and colleges, 105 CHED-supervised institutions, 35 local universities and colleges, 14 other government schools, and 1,030 private institutions. State universities and colleges (SUCs) are institutions funded by the national government. They have their own charters and are thus autonomous from CHED. CHED-supervised institutions are non-chartered colleges, directly under the supervision of CHED and whose annual budget allocation is integrated in the government budget appropriation for CHED. Local universities and colleges previously called community colleges are those operated, supported and maintained by local government units. In addition, there are other government schools offering bachelor's degrees and/or graduate degrees and advanced training such as military and police academies which are supervised and regulated by the Department of National Defense and Philippine National Police. Private institutions, on the other hand, are owned and administered by private individuals, groups or corporations. These are classified either as sectarian or non-sectarian colleges and universities. Sectarian schools (279) are usually non-stock, non-profit institutions, owned and operated by religious orders. Non-sectarian schools (751) are owned by private corporations which are not affiliated to any religious organizations, majority are stock, a few are non-stock, non-profit corporations, and a number are foundations. 3 Institutional governance The CHED oversees the higher education system. It is an agency attached to the Office of the President of the Philippines for administrative purposes. CHED is responsible for administering and supervising both public and private higher education institutions in the Philippines. Higher education institutions establish and maintain their own internal organization. The framework of their organization is generally divided into two areas, namely: policy formulation and policy implementation. The formulation and/or approval of all policies, rules and standards in the school is the main function of the Governing Board. The implementation of policies and the management of the school operations are vested in the administration headed by the President. The SUC's autonomy is assured by their individual charters. They are authorized to open curricula and institutional programs, and award their own degrees. However, on July 22, 1997, a landmark legislation was made enacting into law Republic Act 8292 otherwise known as the "Higher Education Modernization Act of 1997." This Act provides among others for the uniform composition and powers of the governing boards of SUCs with the Chairman of CHED as the Chair of the governing boards of all SUCs (previously chaired by the DECS Secretary). With this new set-up, in effect this places all SUCs under the supervision, policy and development mandate of CHED. This enables the CHED to exert influence or provide proper guidance on the quality and directions of the academic programs as well as on the internal operations of the SUCs. The private institutions, on the other hand, experience some degree of freedom only when their programs are Level III accredited. This means they are already deregulated and can initiate reforms in their curricular offerings without the need for CHED's approval. Otherwise, private schools have to apply for permit from CHED to open a course, and they have to apply for recognition of their programs in order to be allowed to graduate their students. Recognition of programs is granted if the institutions have fully complied the minimum requirements prescribed by CHED. With regard to awarding of certificate, diploma or degree to students, this is done only if all academic requirements have satisfactorily been completed by the students. After verification of the information, the CHED issues a "Special Order" number which is noted in the student's transcript of records. In the case of CHED-supervised institutions and local universities and colleges, the CHED monitors the implementation of policies, rules and standards. These institutions have to secure authority from CHED if they want to open a course. If their program offerings have the necessary authority from CHED (or DECS previously), their graduates are automatically recognized.
The problem that our educational system is facing today is the inconsistency of curriculum that we are using . We keep on changing the curriculum and copying other countries' …curriculum without considering our country's needs and sudden changes.
Education in the Philippines is based on American education. It is also a mixture of different education based on the capacity on the students but basically it is more on Amer…ican education. Their curriculum designed to present knowledge in the classroom from a foundation of total knowledge. Total or complete knowledge always considers the relationship between the student,, the discipline, and the process of knowing to consciousness