Systems Analysis applied to Education aims to establish and maintain a

complete, adequate, and integrated system of education relevant to the goals of

educational development. In essence, relevant, adequate, complete, and functional

could refer to the contribution of the school system to the social, cultural, economic,

political, and technological subsystems of the society, the society influences the school

in return in the same aspects.

In the social aspect, the school must consider the socio-economic mobility of the

graduates, that is, they would be able to move to a higher status, lessen the social

problems in the community, and minimize social and discriminating social stratifications

in the community.

In the cultural aspect, national security, national identity, solidarity, and Filipinism,

have to be strengthened in the school curriculum.

In the economic realm, the manpower needs of the community must be

determined in relation to curriculum offerings. There ought to be a linkage between the

schools, businesses, and industry to ensure the employability of the graduates. Briefly,

there should be a balance between the quantity of educational output and the market

demand for labor.

In the political arena, the school must develop among the students and the

community, a critical, logical, analytic, and rational mind, especially in the choice of

leaders at the local, regional, and national levels. Political consciousness and

awareness must be developed among the students in appropriate subject areas.

In the technological aspect, the advances in science and technology call for

curriculum enrichment, revision, modification, and re-training of teachers in these areas.

THE FLOW MODEL OF THE SCHOOL SYSTEM IN PHILIP H. COOMB’S “THE

WORLD EDUCATIONAL CRISIS”

Coombs used Systems Analysis to examine the world crisis in education.

His work was done at the macro level, and the systems analysis that he used

does not entail the mathematical expression and measurement of all that is

involved. Rather, he used the functions of the school system as a wide-angled

lens trained on an organism (the school system), so that is can be seen in its

entirety, including the relationships between its past, and between the organism

of the school system and its environment (the society). His concept model is the

‘input-output’ model in which he defined aims, students, faculty, and finances as

input of society into the school system producing the outputs (the educated

individuals) that flow back into society. These outputs have to satisfy society in

order to maintain the school system, since the school system receives support

from society. The outputs or outcomes of the school system on society can also
 be regarded as the functionality of the school system with reference to society.

The evaluation of outputs is very necessary and will be useful as feedback to the

school system which takes the feedback into consideration for adjusting the

school system.

Educational systems analysis is a method of examining an educational

system, not piecemeal wherever element or subsystem stands alone, but as a

system – a system with interacting parts that produce their own indicators so as

to know whether the interaction is balanced.

INPUTS PROCESS OUTPUTS

Facilities Teacher Style and

Technique Student:
Characteristics of
Students (Prior Learning) Administrator’s Style and Achievement
Technique Attitudes
Teachers (Past Behavior
Experience) Program Operation

FEEDBACK

It means a fundamental alteration in national development policies causing in

turn major changes in some or all of the following:

The aims of the curriculum and its content.

One of the greatest reforms in the Philippine Educational System today is the

implementation of the K to 12 programs.

 The enhanced K to 12 Basic Education Program seeks to provide for a quality

12-year basic education program that each Filipino is entitled to. This is incognizance

with Article IV Section 2 of the 1987 Philippine Constitution which states that: “The state

shall establish, maintain, and support a complete, adequate, and integrated system of

education relevant to the needs of the people and society”.

The new program was patterned from the K-6-4-2 Model. This means that basic

education involves kindergarten, six years of elementary education, four years of junior

high school (Grades 7-10) and two years of senior high school (Grades 11-12).

Those who go through the 12-year program will get an elementary diploma (6

years), a junior high school diploma (4 years), and a senior high school diploma (2

years). A full 12 years of basic education will eventually be required for entry into

tertiary-level education. Universal kindergarten was offered starting the school year

2011-2012. This school year, 2012-2013, the new curriculum will be offered to incoming

Grade I as well as to incoming junior high school students (Grade 7 of High School year

I).

The goal of the enhanced K to 12 Basic Education Program is to create a

functional basic education system that will produce productive and responsible citizens

equipped with the essential competencies and skills for both life–long learning and

employment. The program will enhance the basic education system to full functionality

to fulfill the basic learning needs of students. To achieve these goals, the program has

the following twin – objectives:

 ● To give every student an opportunity to receive quality education based on an

enhanced and decongested curriculum that is internationally recognized and

comparable;

● To change public perception that high school education is just a preparation for

college; rather, it should allow one to take advantage of opportunities for gainful

career or employment and/or self-employment in a rapidly changing and

increasingly globalized environment.

The benefits of the K to 12 programs far outweigh the additional costs that will be

incurred by both the government and families.

To individuals and families:

● An enhanced curriculum will decongest academic workload, giving students more

time to master competencies and skills as well as time for other learning

opportunities beyond the classroom, thus allowing for a more holistic

development.

● Graduate will possess competencies and skills relevant to the job market. The

program was designed to adjust and meet the fast-changing demands of society

to prepare graduates with skills essential for the world of work.

● Graduates will be prepared for higher education. Due to an enhanced curriculum

that will provide relevant content and be attuned to the changing needs of the

time, basic education will ensure sufficient mastery of core subjects to its

graduates such that graduates may opt to pursue higher education if they choose

to.
● Graduates will be able to earn higher wages and/or be better prepared to start

their own businesses. There is a strong correlation between educational

attainment and wage structure and studies specific to the Philippine setting show

that an additional year of schooling increases earnings by 7.5%. This should also

allow greater access to higher education for self-supporting students.

● Graduates could now be recognized abroad, Filipino graduates eg. Engineers,

architects, doctors, etc., could now be recognized as professionals in other

countries. Those who intend to study abroad will meet the entrance requirements

of foreign schools.

For the Society and the Economy:

● The economy will experience accelerated growth in the long run. The objective of

the K to 12 program is to improve the quality of basic education. Several studies

have shown that the improvements in the quality of education will increase GDP

growth by as much as 2%. Studies in the UK, India, and the US show that

additional years of schooling also have a positive overall impact on society.

● The Philippine education system will be at par with international standards. K to

12 will facilitate mutual recognition of Filipino graduates and professionals

following the Washington Accord and the Bologna Accord.

a. Washington Accord prescribes 12 years of basic education as an

entry to recognition of engineering professionals.

b. Bologna Accord requires 12 years of education for university

admission and practice of profession in European countries.

 ● A better-educated society provides a sound foundation for long-term socio-

economic development.

The enhanced K to 12 Basic Education System will contribute to the development of

emotionally and intellectually mature individuals capable of pursuing productive

employment and entrepreneurship or higher education disciplines.

Soon, the smooth transition from the existing 10-year education cycle to the K to 12

basic education cycle will produce holistically developed Filipino learners with 21st-

century skills, which they can use to become productive and responsible citizens of the

country.

The national allocation of resources to education

The Department of Budget and Management recently submitted President Rodrigo

Duterte's proposed P3.35-trillion 2017 national budget.

 Among individual agencies, the Department of Education received the highest

budget at $12.22 billion (P567.5 billion), a 31 percent increase over its budget this year

of $9.34 billion (P433.3 billion). Included in the total is a $60.37 million (P2.8 billion)

allocation to the miscellaneous personnel benefits (MPB) fund for the hiring of 53,831

new teachers, the construction of 47,000 classrooms, and to assist 2.7 million students

who will be diverted to private schools as part of the Philippines K-12 program

The allocation of resources within the existing educational system to other levels

of the system.

To ensure that the Department of Education budget is responsive to the needs of basic

education and is also reflective of the goals of the Duterte administration, Dr. Leonor Magtolis

Briones, DepEd Secretary, is leading the preparation of the department’s budget for 2017.

Briones said that foremost in the objective is to ensure that resources are

converted and translated into actual goods and services. To do this, processes and

procedures must be efficient and that financing must be prudent and economical. “At

the end of the day, our goal is to provide our public school system with sufficient

teachers, school buildings, computer kits, textbooks, and school supplies,” she added.

While reconfiguring the DepEd budget, Briones noted that “a big chunk will go to

infrastructure” such as “building more learning centers and identifying areas that need

ALS schools” and provision of “alternative learning methods or modes, especially in

remote or far-flung areas.” The use of IT, she added, will also be “very important.”

The percentage of students from different social strata or the percentage of

female students that completely different levels of the educational system.

Percentage of female students that complete different levels of the educational

system

According to the Philippine Education for All 2015 Review Report, in 2011, more

female children aged 0 to 5 years old were availing themselves of day care services.

Among children aged 0-3 years old, 44.4 percent were males and 55.4 percent were

females; and among children aged 3 to 5 years old, 46.9 percent were male, 47.5

percent were females. Among children beyond five years old, there were more male

than female children provided with daycare services.

In SY 2012-2013, there were more females (96.3 percent in elementary and 70

percent in secondary NER) than males (94.2 percent in elementary and 59.9 percent in

secondary) that had access to basic education. Moreover, more females (78.2 percent

elementary and 79.9 percent secondary) than males (69.6 percent elementary and 69.8

percent secondary) completed their basic education.

Females performed better than males in the National Achievement Test (NAT).

Females got a mean percentage score (MPS) of 70.6 for elementary and 53.5 for

secondary while MPS of males was 67.1 for elementary and 49.0 for secondary in SY

2012-2013.

On the other hand, more males were availing themselves of and completing the

ALS programs of DepEd. In 2013, there were 51.7 percent male enrollees compared to

48.3 percent female enrollees in ALS. Among the completers, 55.0 percent were males

while only 45.0 percent were females.

 In terms of technical-vocational (tech-voc) education at the secondary level,

females outnumbered males in three out of four programs (ICT, Arts and Trade, and

Fisheries).

In TESDA’s TVET, 52 percent of both total enrollees and total graduates were

females.

Giving top priority to Alternative Learning Systems.

Briones also puts a premium on using the DepEd budget for strengthening Alternative

Learning System (ALS). “Bro. Luistro and I share the same dream to reach those who are

outside the formal school system. I would want more resources to go to ALS kasi hindi

maiiwasan na may maiiwan talaga,” she said.

“We would like to put ALS at par with the regular reform programs of DepEd such

as SHS [because] we do not know how many Filipinos out there don’t know how to read

and write,” Briones said.

Briones said that the strengthened ALS under her term will aim to reach “left

learners” across the globe. “You don’t only have uneducated, unreached children in the

Philippines but also outside – especially those who are not registered,” she explained.

(www.mb.com.ph/deped)

The extent, to which the schools have contributed to the growth and development of

society toward advancement, can be determined through the individual student –

knowledge he has acquired, skills, values, and attitudes developed, are indicators that

can signify observable changes and benefits for the student himself, his family, or the

society in general. The individual as a members of the society might have contributed to
the society through his field of specialization. His contribution will apparently indicate the

functionality of the school system to society. In the system approach, the changes of

individuals as individuals or individuals as members of society would then become the

variable to be analyzed. Similarly, the benefits accruing to the individuals and to society

are often termed the external productivity of an educational program.

For example, the following are some indicators that measure the contribution of the

school system to the economic system of society.

a. Distribution of labor force by occupation

b. Supply of output of graduates into the labor market.

c. Amount of on-the-job training given annually to the labor force by

occupation, formal education, and industry.

Education is a basic factor in socio-economic development. It has become

one of the clearest indicators of life outcomes such as employment, income, and social

status, and is a strong predictor of attitudes and well-being. In the case of the

Philippines, the previous Poverty Assessment (World Bank 2001) showed clearly that

the educational attainment of the head of the household was “the single most important

contributor to the observed variation in household welfare.”

The research project Identity, Socioeconomic Status and Wellbeing, which is

funded by the ESRC’s Secondary Data Analysis Initiative, has investigated the

psychological effect of differences in education.

This study is the first to compare the strength and stability of the ‘education

effect’ on a wide range of outcomes over time.

 The researchers analyzed data from the British Social Attitudes Survey, the

British Household Panel Survey and the International Social Survey Programmed.

Findings indicated a clear association between education and wellbeing.

Key findings

● Higher levels of education are associated with a wide range of positive

outcomes - including better health and wellbeing, higher social trust, greater

political interest, lower political cynicism, and less hostile attitudes towards

immigrants.

● Level of education is the strongest predictor of outcomes (compared to age,

gender, income, employment status, and marital status) in all models, except

for the outcomes of wellbeing and health.

● This ‘education effect’ is both robust and relatively stable over time, with little

variation in the surveyed population across a range of 25 years. The effect is

particularly marked for the outcome of social trust, becoming stronger within

the same people as they age.

● Across all education levels – low or high – people who report that they are

satisfied with their education level and have incorporated education as part of

their identity are benefitting psychologically.

This information has been taken from The wellbeing effect of education

report published on the ESRC website.

Women’s Education

Women’s education increases the income of women and leads to growth in GDP.

Other effects are related to social development. Educating girls leads to several social

benefits, including many related to women’s empowerment. According to Harry

Patrinos, a lead education economist at the World Bank, “the profitability of education,

according to estimates of private rate of return, is indisputable, universal, and global”.

The principle holds particularly for women, who can expect a 1.2% higher return than

men on the resources they invest in education. Providing one extra year of education to

girls increases their wages by 10-20%.

In addition to total economic growth, women’s education also increases the

equitability of the distribution of wealth in a society. Increased women’s education is

important for achieving this as it targets impoverished women, a particularly

disadvantaged group. There is also evidence that lower gender disparity in educational

attainment for a developing country correlates with lower overall income disparity within

society.

Women's education leads to significant social development. Some of the most

notable social benefits include decreased fertility rates and lower infant mortality rates,

and lower maternal mortality rates. Closing the gender gap in education also increases

gender equality, which is considered important both in itself and because it ensures

equal rights and opportunities for people regardless of gender. Women's education has

cognitive benefits for women as well. Improved cognitive abilities increase the quality of

life for women and also lead to other benefits. One example of this is the fact that

educated women are better able to make decisions related to health, both for
themselves and their children. Cognitive abilities also translate to increased political

participation among women. Educated women are more likely to engage in civic

participation and attend political meetings, and there are several instances in which

educated women in the developing world were able to secure benefits for themselves

through political movements. Evidence also points to an increased likelihood of

democratic governance in countries with well-educated women.

There are also benefits relating to the woman’s role in the household. Educated

women have been found to experience less domestic violence, regardless of other

social status indicators like employment status. Women with an education are also more

involved in the decision-making process of the family and report making more decisions

over a given time period. In particular, these benefits extend to economic decisions.

Besides the intrinsic value of increasing a woman's agency, having women play a more

active role in the family also brings about social benefits for family members. In a

household where the mother is educated, children and especially girls are more likely to

attend school. In households where a mother is not educated, adult literacy programs

can indirectly help to teach mothers the value of education and encourage them to send

their children to school. There are also a number of other benefits for children

associated with having an educated mother over an educated father, including higher

survival rates and better nutrition.

Indigenous People (IP) and Education

In recognition of the right of Indigenous peoples to culturally rooted and

responsive basic education, the Department of Education (DepEd) adopted the

Indigenous Peoples Education Curriculum Framework (DepEd Order No. 32, s. 2015)

which aims to provide guidance to schools and other education programs as they

engage with indigenous communities in contextualizing the K to 12 Curriculum based on

their respective educational and social contexts.

The development and implementation of IP education in consultation and

cooperation with IPs concerned in order to address and incorporate their special needs,

histories, identities, languages, knowledge, and other aspects of their culture, as well as

their social, economic, and cultural priorities and aspirations will ensure the following:

a. Provision of universal and equitable access of all IPs to quality and

relevant basic education services towards functional literacy for all.

b. Adoption of appropriate basic education pedagogy, content, and

assessment through the integration of Indigenous Knowledge Systems

and Practices (IKSPs) in all learning areas and processes.

c. Provision of adequate and culturally appropriate learning resources

and environment to IP learners.

d. Strengthening of hiring, deployment, and continuous development of

teachers and learning facilitators in the implementation of its IP

Education Program.

e. Strengthening and expansion of institutional and civil society linkages

to ensure proper coordination, knowledge-sharing, and sustainability of

the IP Education Program.

f. Implementation of stronger affirmative action to eradicate all forms of

discrimination against IPs in the entire Philippine educational system.

 The strategy to improve the educational system of our country with the

implementation of the K to 12 programs in basic education. To prove that the K to 12

scheme is more than just adding two more years to high school, below are three of the

many practical benefits of schooling under a 13-year education cycle:

a. Preparedness for tertiary learning – With adaptation of K to 12

schemes, students are expected to graduate at age a bit older than

past graduates. This is an advantage, according to DepEd, as

graduates will be considered young adults. Hence, they will be more

equipped to deal with much higher level of learning as they enter

college education.

b. Readiness to join the workforce – Unlike the old system, K to 12 does

not compel each student to take college after completing Senior High

School (SHS). In fact, this scheme empowers students to make a

choice on their own. They may not pursue college education especially

if they have chosen a track other than academic track. The good thing

is SHS graduates will be equipped with skills (through electives) that

will make them good at certain field(s).

c. Skill competency in the global market – K to 12 system aims to

improve Filipino students’ mathematical, scientific, and linguistic

competence. With the new curriculum, DepEd promised to offer higher

quality education through tracks. Each track will give students enough

time to master a field and enhance their skills. In the end, K to 12

 graduates will become globally competitive and are set to obtain spot

in the stiff labor market.

I firmly believe that education is a great equalizer. It opens doors of

opportunity for all. It balances out differences between classes, race, etc. It puts people

on an equal footing.

Education is also an instrument for upward social mobility. According to

Crossman, social mobility is the movement of individuals, families, or groups through a

system of social hierarchy or stratification. This is to say, it refers to the movement of

individuals or groups to social positions (i.e. occupation, profession, family, hobby, etc.)

over time.

Education is regarded as the primary channel of mobility as:

o High educational achievement is the aspiration of most people. At the

same time, it is a sufficient but not a necessary condition for upward

mobility.

o Few would question someone professional qualifications when he has

high academic qualifications.

o Education is highly correlated with income and occupation. The higher the

educational level, the more prestigious the occupation, leading to higher

annual income.

This in turn is associated with property, prestige, social status and power.

Education can support the movement of persons into upper social strata.
Hence, formal training and higher education have become a necessary foundation for

many established professions such as doctors, lawyers, accountants, teachers,

engineers, and so forth.

A. Modernization of educational management

To modernize management, these steps should be taken:

● Recruitment of managers and specialists should be concentrated mainly in

the ranks of teachers and professors. Educational management is best

served by those who have had teaching experience and who show talent

for administrative tasks. Good managers can sometimes be found in other

professions, but they must be carefully retrained for educational tasks.

● For the training of managerial talent, each country should have an

administrative staff college or its equivalent, able to offer both pre-service

and in-service programs. Universities in the developing as well as the

industrialized countries should examine ways in which they can help to

nurture this precious managerial talent.

● A central task of management is planning. UNESCO has attached a high

priority to this activity, and even wider use of the International Institute for

Educational Planning should be made.

● Management and planning take place through educational structures.

Good management must go hand in hand with structures designed to

perform the specialized tasks that education now faces. Structures must
 always respond to functions; as the functions of education diversify in

response to changing needs, structures must be kept flexible to receive

new curricular changes, new levels of education, and pressing specialized

tasks in agriculture, science, or technology.

● The university, as the capstone of the educational system, must be

particularly responsive to the needs of the whole system. But it cannot

innovate if it is too closely controlled by the central ministry; it cannot be

useful if it is not prepared to turn out the highly trained manpower that the

society so badly needs; and it cannot modernize itself without strong

administrative direction.

B. Modernization of Teachers

● The recruitment of good teachers is a top priority on the education lists

of all countries. The best teachers should receive salaries equal to

those of the best-paid professionals in the country.

But to justify these salaries, good teachers must operate at the highest level of

productivity. This means that for a good teacher old notion of a fixed student-teacher

ratio must be changed and that new criteria for salary levels will have to be established,

based on performance and productivity rather than tenure.

Good teachers should be expected to play an important role outside the

classroom. They must become a major force for social development, participating in

important efforts to improve the communities in which they work. Both the teachers and

the classroom must become an integral part of the social process that is transforming
their society. This mission cannot be ignored in either the industrialized or the

developing nations.

● The proper preparation of teachers who are operating at new

professional levels will require a new definition of institutions for

teacher training. These institutions must be deeply involved in research

and experimentation and be themselves influential centers of

innovation. They must be prepared to disseminate the tested results of

research and to encourage their practical application.

● Obviously, this new style of teacher is one whose high level of

productivity will in most cases require the use of new technology.

Programmed instruction, team teaching, film, radio, and television will

be increasingly the tools of the trade. Technology must never become

the master of the teacher, but this can only be assured if the teacher

takes a positive attitude toward using technology for his own needs.

Modernization of the Learning Process

● The curriculum must contain subject matter that can be used by the

student in the life he faces when he graduates. In a predominantly

agricultural economy, it is obviously important that the student be

exposed to a curriculum that will prepare him for his most probable

future vocation. If the educational system is content to give him a

traditional classical education, it will only prepare him for the ranks of

the unemployed. On an urban society it is equally important that the

 student have some exposure to problems of the industrial world,

because he will be immersed in it soon enough. In all societies as the

mature, the needs for special training increase, and the standard

classical curriculum has to be modified to include more specialized

programs.

● Content and technique are two closely related matters; each affects

the other. New techniques are bound to be introduced as the new tools

of technology become available to the educational process.

Demonstration schools should be considered a means of making

visible the ways in which the new technology can be applied in a

complete school system. Special training programs for those who will

operate at the interface between curriculum and technology will be

needed.

● These developments highlight the importance of research in the whole

spectrum of requirements. Education can no longer afford the luxury of

being one of the last of the handicraft industries. But the price of

successful innovation will be increased research. It has been said that

education is the only enterprise that throws away its own experience.

This experience must be examined and made available on an

international basis so that those successful in breaking open old

bottlenecks can put their experience to the use of others.

Strengthening of Educational Finance

 ● A large increase in resources for education.

● Private sources of funds for the direct support of education should be

largely tapped. Tax laws must be re-examined to encourage the flow of

private funds for educational purposes. Employer taxes might be levied

to support technical training and youth programs; educational fees

might be used as a transitional measure, coupled with scholarships for

the needy. Such sources are important not only for the additional funds

but for the balance that private support can provide to offset too much

control by the state.

● Resources that are already available must be used wisely and

effectively. Much can be done with limited funds and unlimited

imagination. Starter funds from central governments can provide

incentives to produce new schools. Energy and expertise now locked

up in homes, factories, and perhaps even jails could be applied to

educational needs at relatively little cost. A multiplicity of small

institutions might be consolidated into a few good institutions at

substantial savings. Technology must be made available that can

alleviate the necessity of reproducing expensive libraries and perhaps

even laboratories.

International Cooperation
 ● The parties rendering and receiving such assistance must jointly

formulate a careful strategy and set of priorities for the use of such

assistance.

● There must be a system for regular evaluation of the various projects

that entail the use of external aid in order to arrive at guidelines for the

future.

● Assistance from numerous sources must be better harmonized.

The recipient country must have a well-conceived plan of educational

development.