JOHN PAUL P.

AQUINO
III-BSE ENGLISH

Discuss the Historical Foundation of Curriculum in the Philippines.

 HISTORY OF PHILIPPINE EDUCATION Pre-Hispanic Filipinos had no formal
schools. Education was oral, practical and hands-on. The objective of
education during this period was to prepare children to become good
husbands and wives as well as to become productive members of the
community.
 SPANISH PERIOD The friars established parochial school in accordance
with the primary goal of colonial education to spread Christianity
throughout the archipelago. Education during the period was privileged
only to Spanish students. The Educational Decree of 1863 was
implemented in the colony which required the establishment of one
primary school for boys and one for girls in each of the major town in the
country.
 PROBLEMS IN EDUCATION DURING THE SPANISH PERIOD Absence of
government supervision Over-emphasis on religion Limited and irrelevant
curriculumObsolete teaching methods  Poor classroom facilities
Inadequate instructional materials Discrimination against Filipino students
Absence of academic freedom
 PHILIPPINE REVOLUTION PERIOD The schools closed because of the
revolution but re-opened on August 29, 1898 by the Secretary of Interior 
President Aguinaldo ordered the opening of the schools  Primary
education was free and compulsory Secondary education was provided by
the government through the Burgos Institute of Malolos Tertiary
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III-BSE ENGLISH
education was also provided by the government with the establishment of
the Literary University of the Philippines in October 1898
 AMERICAN PERIOD USA ruled 50 years in the Philippines They used
education as an instrument to pacify the natives and eventually colonizing
the island. The Taft Commission Act No. 74 established the Philippine
public school system for free education and teacher training. Recruitment
of US teacher and abolition of compulsory religious instruction On August
23, 1901, the first group of American Teachers arrived in Manila through
the Thomas ship
 AMERICAN PERIOD The Thomasites are one of the first American teachers
beside the American soldiers The Filipinos learned to speak English and
appreciate the American way of life. U.P. was created in 1908 by the Act
No. 1870 by the Philippine Commission and the Philippine Assembly The
establishment of higher education institution (HEI) was also encouraged
 OTHER SCHOOLS ESTABLISHED BY THE AMERICANS Siliman university
(1901); Negros Oriental Centro Escolar University; founded by Librada
Avelino (1907) Philippine Women’s University; founded by Francisca T.
Benitez in 1919
 AMERICAN PERIOD Promising Filipinos were given the opportunity by the
American government to pursue higher education degrees in the United
States. President Quezon created the National Council of Education in
1936 as an advisory body on educational matters. Its first chairman was Dr.
Rafael Palma In the 1983, the National Assembly enacted a law providing
for the establishment of national vocational schools in different parts of
the country.
JOHN PAUL P. AQUINO
III-BSE ENGLISH

 AMERICAN PERIOD The Adult Education in 1936 started the adult

education in 1936 The National Language was a made a compulsory
subject in all schools in the beginning of school year 1940-1941 President
Quezon issued his famous Code of Ethics which was required to be taught
in all schools. Educational Act of 1940 reduced the elementary levels from
7 years to 6 years The minimum age for Grade 1 was raised to 7 School
starts from July to April
 JAPANESE PERIOD The Japanese occupied Manila on January 3, 1942 The
Japanese Military Administration issued a proclamation order No. 2 in 1942
which contained the 6 basic principles of Japanese education in the
country
 SIX BASIC PRINCIPLES OF JAPANESE EDUCATION Make people understand
the position of the Philippines as a member of the Greater East-Asia Co-
prosperity Sphere Eradicate the old idea of the reliance upon the western
nations and to foster a new Filipino culture on the consciousness of people
as Orientals  Endeavor to elevate the morals of the people giving up over
emphasis on materialism Strive for the diffusion of the Japanese language
in the Philippines and to terminate the use of English in due course
 SIX BASIC PRINCIPLES OF JAPANESE EDUCATION Put importance to the
diffusion of elementary education and to the promotion of vocational
education Inspire the people with the spirit of love and labor.
 JAPANESE PERIOD In June 1942, schools were reopened and The Philippine
Executive Commission established the Commission of Education, Health
and Public Welfare. On October 14, 1943, the Japanese- sponsored
Republic created the Ministry of Education.
JOHN PAUL P. AQUINO
III-BSE ENGLISH

 CHANGES IN THE CURRICULUM DURING THE JAPANESE PERIOD School

calendar became longer, no summer vacation for students and teachers.
Class size increased to 60 and the Japanese deleted anti-Asian opinions as
well as American symbols, poems and picture from all instructional
materials. They banned the singing of American songs and Nihongo was
used as means of introducing and cultivating love for Japanese culture.
 OTHER CHANGES DURING THE JAPANESE PERIOD Department of
Instruction became Department of Education Regulation and supervision
of public and private schools belonged to the Bureau of Public and Private
Schools Integrated, nationalistic and democracy-inspired educational
system
 OBJECTIVES OF JAPANESE OCCUPATION Inculcate moral and spiritual
values inspired by an abiding faith in God. Develop an enlightened,
patriotic, useful and upright citizenry in a democratic society . Conservation
of the national resources Perpetuation of our desirable values Promote the
science, arts and letters for the enrichment of life and the recognition of
the dignity of the human person
 MARTIAL LAW PERIOD The Department of Education became the
Department of Education and Culture by the Proclamation 1081 P.D. No.
1397 changed it to Ministry of Education and Culture Bilingual education
started 1974 Ministry of Education, Culture and Sports was created by the
Education Act of 1982 then it became Department of Education, Culture
and Sports in 1987 by Executive Order No. 117 CHED and TESDA was
established Congressional Commission on Education (EDCOM)
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III-BSE ENGLISH

 From 1986 to the present • The bilingual policy in education was reiterated
in the 1987 Constitution of the Philippines. • (EDCOM), Congress passed
Republic Act 7722 and Republic Act 7796 in 1994, creating theCommission
on Higher Education (CHED) and the Technical Education and Skills
Development Authority (TESDA). The institute governing basic education
was thus renamed in 2001 as the Department of Education (DepEd).
 The quality of public school education is generally considered to have
declined since the post-war years, mainly due to insufficient funds. The
Department of Education aims to address the major problems affecting
public education by 2010. • Private schools are able to offer better facilities
and education, but are also much more expensive. There is a wide variety
of private schools, including all-boys’ and all-girls’ schools, religious
schools, non-sectarian schools, Chinese schools, special schools, and
international schools. Due to economic difficulties, there has been a recent
increase in the popularity of home schooling and open universities in the
Philippines.
 Enhance Basic Education Act of 2013 (K to 12) •PRO’S OF K to 12 •At par
with international 12 year basic education •Pursue protective
employment, entrepreneurship and higher educational studies •Graduates
is expected to be equipped with 21st century skills.
JOHN PAUL P. AQUINO
III-BSE ENGLISH

 Enhance Basic Education Act of 2013 (K to 12) •CON’S OF K to 12 •See’s as

a burden for average filipino family. •It does not address the basic
problems of education(classrooms,chairs, books etc)
 Bases of K to 12 implementation •Mastery of basic competencies is
insufficient due to congested curriculum. •Philippines is the only remaining
country in asia with a 10 year basic education program.
 The K to 12 Curriculum •Learn-centered, inclusive and developmentally
appropriate •Relevant responsive and Reseach based. •Culture sensitive
•Contextualized and global •Use of pedagogical approaches that are
constructivist, inquiry based, reflective collaborative and integrative.
•Adhere the principle of MOTHER TOUGUE- BASED MULTILINGUAL
EDUCATION(MTB-MLE)
 MOTHER TOUGUE-BASED MULTILINGUAL EDUCATION(MTB-MLE) It starts
from where the learners are and from what they already knew proceeding
from the known to the unknown; instructional materials and capable
teachers to implement the MTB-MLE curriculum shall be available
 Use of spiral progression approach to ensure mastery of knowledge and
skills in every level •Flexible enough to enable and allow schools to
localize, indigenize, and enhance the same based on their respective
educational and social context.
 CURRICULUM TRACKS The students after ongoing Senior High School can
choose among four tracks: •Academic •Technical-Vocational-Livelyhood
•Sports track •Arts and Design track
 ACADEMIC TRACK Academic track includes the following strands:
•Business,Accountancy,Management (BAM) •Humanities and Social
JOHN PAUL P. AQUINO
III-BSE ENGLISH
Sciences(HUMSS) •Science, technology, engineering,mathematics (STEM)
•General Academic Strand (GAS)

How does the K12 Curriculum affect in today's educational status.

Quality of Education

 First of which, is the quality of education. In the year 2014, the National

Achievement Test (NAT) and the National Career Assessment Examination

(NCAE) results show that there had been a decline in the quality of Philippine
education at the elementary and secondary levels. The students' performance
in both the 2014 NAT and NCAE were excessively below the target mean
score. Having said this, the poor quality of the Philippine educational system
is manifested in the comparison of completion rates between highly urbanized
city of Metro Manila, which is also happens to be not only the country's capital
but the largest metropolitan area in the Philippines and other places in the
country such as Mindanao and Eastern Visayas. Although Manila is able to
boast a primary school completion rate of approximately 100 percent, other
areas of the nation, such as Eastern Visayas and Mindanao, hold primary
school completion rate of only 30 percent or even less. This kind of statistic is
no surprise to the education system in the Philippine context, students who
hail from Philippine urban areas have the financial capacity to complete at the
very least their primary school education.

Budget for Education

 The second issue that the Philippine educational system faces is the budget

for education. Although it has been mandated by the Philippine Constitution

for the government to allocate the highest proportion of its government to
JOHN PAUL P. AQUINO
III-BSE ENGLISH
education, the Philippines remains to have one of the lowest budget
allocations to education among ASEAN countries.

Affordability of Education

 The third prevalent issue the Philippine educational system continuously

encounters is the affordability of education (or lack thereof). 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. Additionally, most
freshmen students at the tertiary level come from relatively well-off families.

Drop-out Rate (Out-of-school youth)

 France Castro, secretary of Alliance of Concerned Teachers (ACT), stated that

there is a graved need to address the alarming number of out-of-school youth

in the country. The Philippines overall has 1.4 million children who are out-of-
school, according to UNESCO's data, and is additionally the only ASEAN
country that is included in the top 5 countries with the highest number of out-
of-school youth. In 2012, the Department of Education showed data of a 6.38%
drop-out rate in primary school and a 7.82% drop-out rate in secondary school.
Castro further stated that "the increasing number of out-of-school children is
being caused by poverty. The price increases in prices of oil, electricity, rice,
water, and other basic commodities are further pushing the poor into dire
poverty." Subsequently, as more families become poorer, the number of
students enrolled in public schools increases, especially in the high school
level. In 2013, the Department of Education estimated that there are 38, 503
elementary schools alongside 7,470 high schools.
JOHN PAUL P. AQUINO
III-BSE ENGLISH

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 inducts 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.
Social Divide

 There exists a problematic and distinct social cleavage with regard to

educational opportunities in the country. Most modern societies have

encountered an equalizing effect on the subject of education. This
aforementioned divide in the social system has made education become part
JOHN PAUL P. AQUINO
III-BSE ENGLISH
of the institutional mechanism that creates a division between the poor and
the rich.
Lack of Facilities and Teacher Shortage in Public Schools

 There are large-scale shortages of facilities across Philippine public schools -

these include classrooms, teachers, desks and chairs, textbooks, and audio-
video materials. According to 2003 Department of Education

 Undersecretary Juan Miguel Luz, reportedly over 17 million students are

enrolled in Philippine public schools, and at an annual population growth rate

of 2.3 per cent, about 1.7 million babies are born every year which means that
in a few years time, more individuals will assert ownership over their share of
the (limited) educational provisions. To sum it up, there are too many students
and too little resources. Albeit the claims the government makes on increasing
the allocated budget for education, there is a prevalent difficulty the public
school system faces with regard to shortages. Furthermore, state universities
and colleges gradually raise tuition so as to have a means of purchasing
facilities, thus making tertiary education difficult to access or more often than
not, inaccessible to the poor. However, it is worth taking note of what the
Aquino administration has done in its five years of governance with regard to
classroom-building - the number of classrooms built from 2005 to the first half
of the year 2010 has tripled. Additionally, the number of classrooms that were
put up from the year 2010 to February 2015 was recorded to be at 86,478,
significantly exceeding the 17,305 classrooms that were built from 2005 to
2010 and adequate enough to counterbalance the 66,800 classroom deficit in
the year 2010.

 In President Aquino's fourth state of the nation address (SONA), he spoke of

the government's achievement of zero backlog in facilities such as

JOHN PAUL P. AQUINO
III-BSE ENGLISH
classrooms, desks and chairs, and textbooks which has addressed the gap in
the shortages of teachers, what with 56,085 new teachers for the 61, 510
teaching items in the year 2013. However, the data gathered by the
Department of Education shows that during the opening of classes (June
2013), the shortages in classrooms was pegged at 19, 579, 60 million
shortages when it came to textbooks, 2.5 million shortages with regard to
chairs, and 80, 937 shortages of water and sanitation facilities. Furthermore,
770 schools in Metro Manila, Cebu, and Davao were considered overcrowded.
The Department of Education also released data stating that 91% of the 61,
510 shortages in teachers was filled up alongside appointments (5, 425 to be
specific) are being processed

Issues regarding the K-12

 There is dispute with regard to the quality of education provided by the

system. In the year 2014, the National Achievement Test (NAT) and the
National Career Assessment Examination (NCAE) results show that there had
been a decline in the quality of Philippine education at the elementary and
secondary levels. The students' performance in both the 2014 NAT and NCAE
were excessively below the target mean score. Having said this, the poor
quality of the Philippine educational system is manifested in the comparison
of completion rates between highly urbanized city of Metro Manila, which is
also happens to be not only the country's capital but the largest metropolitan
area in the Philippines and other places in the country such as Mindanao and
Eastern Visayas. Although Manila is able to boast a primary school completion
rate of approximately 100 percent, other areas of the nation, such as Eastern
Visayas and Mindanao, hold primary school completion rate of only 30 percent
or even less. This kind of statistic is no surprise to the education system in the
JOHN PAUL P. AQUINO
III-BSE ENGLISH
Philippine context, students who hail from Philippine urban areas have the
financial capacity to complete at the very least their primary school education.

 The second issue that the Philippine educational system faces is the budget

for education. Although it has been mandated by the Philippine Constitution

for the government to allocate the highest proportion of its government to
education, the Philippines remains to have one of the lowest budget
allocations to education among ASEAN countries. The third prevalent issue
the Philippine educational system continuously encounters is the affordability
of education (or lack thereof). 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. Additionally, most freshmen students at the tertiary level
come from relatively well-off families. Lastly, there is a large proportion of
mismatch, wherein there exists a massive proportion of mismatch between
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.