Module 2: Education for National Development
Introduction
The Philippine education system has evolved over hundreds of years of colonial
occupation, first by Spain and then by the US, through martial law and the people’s power
revolution that brought democracy to the sprawling archipelago. The education sector’s
development has mirrored the changes in the country’s administration. Today the focus is on
expanding access and ensuring more Filipinos receive a decent basic education, as a means of
reducing poverty and improving national competitiveness.
LEARNING OUTCOMES
After completing this module, you should be able to:
1. Explain the national development goals, and aims of education;
2. State the Vision and Mission of DepEd; and
3. Discuss the Organizational Structure of Basic Education,TESDA & CHED
LEARNING CONTENT
Quality Education
Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all. First, the bad news on education. Poverty, armed-conflict, and other
emergencies keep many, many kids around the world out of school. In fact, in developing
regions, kids from the poorest households are four times more likely to be out of school than
those of the richest households. Now for some good news. Since 2000, there has been
enormous progress on the goal to provide primary education for all children worldwide. The
primary school enrollment rate in developing regions reached 91%. By measures in any school,
that’s a good grade. Now, let’s get an even better grade for all kids and achieve the goal of
universal primary and secondary education, affordable vocational training, access to higher
education and more.
Goals and targets (from the 2030 Agenda) Indicators
4.1 By 2030, ensure that all girls and boys 4.1.1 Proportion of children and young
complete free, equitable and quality primary people: (a) in grades 2/3; (b) at the end of
and secondary education leading to relevant primary; and (c) at the end of lower
and effective learning outcomes secondary achieving at least a minimum
proficiency level in (i) reading and (ii)
mathematics, by sex
4.2 By 2030, ensure that all girls and boys 4.2.1 Proportion of children under 5 years of
have access to quality early childhood age who are developmentally on track in
development, care and pre-primary education health, learning and psychosocial well-being,
so that they are ready for primary education by sex
4.2.2 Participation rate in organized learning
(one year before the official primary entry
age), by sex
4.3 By 2030, ensure equal access for all 4.3.1 Participation rate of youth and adults in
women and men to affordable and quality formal and non-formal education and training
technical, vocational and tertiary education, in the previous 12 months, by sex
including university
4.4 By 2030, substantially increase the 4.4.1 Proportion of youth and adults with
number of youth and adults who have information and communications technology
relevant skills, including technical and (ICT) skills, by type of skill
vocational skills, for employment, decent jobs
and entrepreneurship
4.5 By 2030, eliminate gender disparities in 4.5.1 Parity indices (female/male, rural/urban,
education and ensure equal access to all bottom/top wealth quintile and others such as
levels of education and vocational training for disability status, indigenous peoples and
the vulnerable, including persons with conflict affected, as data become available)
disabilities, indigenous peoples and children for all education indicators on this list that can
in vulnerable situations be disaggregated
4.6 By 2030, ensure that all youth and a 4.6.1 Percentage of population in a given age
substantial proportion of adults, both men and group achieving at least a fixed level of
women, achieve literacy and numeracy proficiency in functional (a) literacy and (b)
numeracy skills, by sex
4.7 By 2030, ensure that all learners acquire 4.7.1 Extent to which (i) global citizenship
the knowledge and skills needed to promote education and (ii) education for sustainable
sustainable development, including, among development, including gender equality and
others, through education for sustainable human rights, are mainstreamed at all levels
development and sustainable lifestyles, in: (a) national education policies, (b)
human rights, gender equality, promotion of a curricula, (c) teacher education and (d)
culture of peace and non-violence, global student assessment
citizenship and appreciation of cultural
diversity and of culture’s contribution to
sustainable development
4.a Build and upgrade education facilities that4.a.1 Proportion of schools with access to: (a)
are child, disability and gender sensitive and electricity; (b) the Internet for pedagogical
provide safe, non-violent, inclusive and purposes; (c) computers for pedagogical
effective learning environments for all purposes; (d) adapted infrastructure and
materials for students with disabilities; (e)
basic drinking water; (f) single sex basic
sanitation facilities; and (g) basic
handwashing facilities (as per the WASH
indicator definitions)
4.b By 2020, substantially expand globally the 4.b.1 Volume of official development
number of scholarships available to assistance flows for scholarships by sector
developing countries, in particular least and type of study
developed countries, small island developing
States and African countries, for enrolment in
higher education, including vocational training
and information and communications
technology, technical, engineering and
scientific programmes, in developed countries
and other developing countries
4.c By 2030, substantially increase the supply 4.c.1 Proportion of teachers in: (a) pre-
of qualified teachers, including through primary; (b) primary; (c) lower secondary; and
international cooperation for teacher training (d) upper secondary education who have
in developing countries, especially least received at least the minimum organized
developed countries and small island teacher training (e.g. pedagogical training)
developing States pre-service or in-service required for teaching
at the relevant level in a given country
https://www.coa.gov.ph/sdg/index.php/sdgs/item/4-quality-education
History
Today’s system has been shaped by the Philippines’ colonial and post-war history.
Under the Spanish, education was largely provided by missionaries and the study of religion
was compulsory, but most Filipinos were not included. It was only in the 19th century that they
were able to attend the universities that had been established two centuries earlier, and it was
only when the US took control of the Philippines in 1898 that consideration was given to non-
religious education, English-language teaching and free primary school education for all.
The country was ill-prepared for the sudden expansion of education and did not have
enough teachers to meet the new demand, so the colonial authorities established a teacher-
training school and brought in 1000 teachers from the US to provide training. An emphasis on
vocational and adult education was introduced in the early 20th century, while bilingual teaching
– with maths, science and literature taught in English – was introduced under Ferdinand Marcos
in 1974. The commitment to a bilingual education and universal access was enshrined in the
1987 constitution.
K-12 Implementation
Three years since the Enhanced Basic Education Act (EBEA, known as the K-12 law)
was signed, the Philippines has finally embarked on its most ground-breaking change to the
schooling system in decades, the K-12 reform.
K-12 extends compulsory schooling to grades 11 and 12, adding two years to secondary
school, and makes secondary education compulsory. Prior to its implementation, the Philippines
was the only country in Asia, and one of only a few in the world, to have a basic education
system of just 10 years. The EBEA also mandated kindergarten as the start of compulsory
formal education, while the Kindergarten Act of 2012 made pre-school free. In August 2016,
1.5m Filipino children attended 11th grade, with senior school students choosing between four
tracks through the system: academic, technical-vocational, sports or the arts. Much of the
opposition to the initiative, which triggered five separate petitions to the Supreme Court, centred
on whether the country’s teachers, schools and administration were in a position to implement
the reform. President Duterte expressed scepticism about the programme before he was
elected, but changed his mind in May 2016 after a delegation from DepEd told him that the
change was necessary, as Filipino students were falling behind their neighbours.
Indeed, increased spending on basic education – including an expanded Alternative
Learning System (ALS) – is a centrepiece of the new president’s 10-point socio-economic
agenda. President Duterte insists that the development of the Philippines’ human capital is a
priority of his administration. Building on existing programmes, the education secretary, Leonor
Briones, said that the Duterte administration’s education policy intends to ensure that the
country provides a quality education that is accessible to all and relevant to the needs of the
nation. Filipinos should also find education “truly liberating” through the development of critical
thinking skills and an appreciation of culture and the arts.
10-Point Plan
The shift to K-12 began under President Duterte’s predecessor, Benigno Aquino III, who
approached education as an investment in Filipinos, and offered a 10-point plan for improving
education as part of his election campaign. As well as K-12, the 10 fixes included pre-schooling
for all, technical-vocational training as an alternative in senior high school, working with local
governments to build new schools, proficiency in science and maths, and working with private
schools as “essential partners” in basic education. The plan is to expand the Government
Assistance to Students and Teachers in Private Education, supporting as many as 1m students
at private high schools through the Education Service Contracting Scheme.
Education For All
In 2015 the Education for All (EFA) initiative included provisions to ensure all Filipinos
were able to achieve what UNESCO calls “functional literacy”, the ability to read, write and do
calculations at a level that is sufficient for the country in which a particular person lives. Further
supporting the K-12 reform, the government set four key objectives for the EFA initiative:
providing education options for all out-of-school adults and young people; eliminating drop-outs
and repetition during the first three years of school; encouraging the completion of a full cycle of
basic schooling to a satisfactory level at every grade by all Filipino children; and committing to
the attainment of basic education competencies for everyone.
In fact, recognition of the need to move towards K-12 was evident much earlier. In 2005 the
government promised, under the Basic Education Reform Agenda, to remove all hurdles limiting
access to and delivery of basic education, whether regulatory, structural, financial or
institutional. The policy involved five key thrusts: school-based management; the development
of teacher education; national learning strategies; quality assurance and accountability; and
changes to the administration of DepEd, using the latest technology to ensure more effective
use of resources, whether staff or funds.
https://oxfordbusinessgroup.com/overview/thorough-examination-substantial-reform-has-
brought-it-variety-challenges
THE DEPED VISION
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to building
the nation. As a learner-centered public institution. The Department of Education continuously
improves itself to better serve its stakeholders.
THE DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment. Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen. Family, community, and other stakeholders are
actively engaged and share responsibility for developing life-long learners.
THE DEPED CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
THE DEPED MANDATE
The Department of Education was established through the Education Decree of 1863 as
the Superior Commission of Primary Instruction under a Chairman. The Education agency
underwent many reorganization efforts in the 20th century in order to better define its purpose
vis a vis the changing administrations and charters. The present day Department of Education
was eventually mandated through Republic Act 9155, otherwise known as the Governance of
Basic Education act of 2001 which establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and coordinates policies,
plans, programs and projects in the areas of formal and non-formal basic education. It
supervises all elementary and secondary education institutions, including alternative learning
systems, both public and private; and provides for the establishment and maintenance of a
complete, adequate, and integrated system of basic education relevant to the goals of national
development.
https://www.deped.gov.ph/about-deped/vision-mission-core-values-and-mandate/
COMMISSION ON HIGHER EDUCATION
Powers and Functions
Per Section 8 of R.A. 7722, the CHED has the following powers and functions:
Formulate and recommend development plans, policies, priorities, and programs on higher
education;
Formulate and recommend development plans, policies, priorities, and programs on
research;
Recommend to the executive and legislative branches priorities and grants on higher
education and research;
Set minimum standards for programs and institutions of higher learning recommended by
panels of experts in the field and subject to public hearing, and enforced the same;
Monitor and evaluate the performance of programs and institutions of higher learning for
appropriate incentives as well as the imposition of sanctions such as, but not limited to,
diminution or withdrawal of subsidy, recommendation on the downgrading or withdrawal of
accreditation, program termination or school course;
Identify, support and develop potential centers of excellence in program areas needed for
the development of world-class scholarship, nation building and national development;
Recommend to the Department of Budget and Management (DBM) the budgets of public
institutions of higher learning as well as general guidelines for the use of their income;
Rationalize programs and institutions of higher learning and set standards, policies and
guidelines for the creation of new ones as well as the conversion or elevation of schools to
institutions of higher learning, subject to budgetary limitations and the number of institutions
of higher learning in the province or region where creation, conversion or elevation is
sought to be made;
Develop criteria for allocating additional resources such as research and program
development grants, scholarships, and the other similar programs: Provided, that these
shall not detract from the fiscal autonomy already enjoyed by colleges and universities;
Direct or redirect purposive research by institutions of higher learning to meet the needs of
agro-industrialization and development;
Devise and implement resource development schemes;
Administer the Higher Education Development Fund, as described in Section 10 of R.A.
7722, which will promote the purposes of higher education;
Review the charters of institutions of higher learning and state universities and colleges
including the chairmanship and membership of their governing bodies and recommend
appropriate measures as basis for necessary action;
Promulgate such rules and regulations and exercise such other powers and functions as
may be necessary to carry out effectively the purpose and objectives of R.A. 7722; and
Perform such other functions as may be necessary for its effective operations and for the
continued enhancement, growth and development of higher education.
DEPARTMENT OF EDUCATION
The Department of Education was established through the Education Decree of 1863 as
the Superior Commission of Primary Instruction under a Chairman. The Education agency
underwent many reorganization efforts in the 20th century in order to better define its purpose
vis a vis the changing administrations and charters. The present day Department of Education
was eventually mandated through Republic Act 9155, otherwise known as the Governance of
Basic Education act of 2001 which establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and coordinates policies,
plans, programs and projects in the areas of formal and non-formal basic education. It
supervises all elementary and secondary education institutions, including alternative learning
systems, both public and private; and provides for the establishment and maintenance of a
complete, adequate, and integrated system of basic education relevant to the goals of National
development.
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
The Technical Education and Skills Development Authority (TESDA) is the government
agency tasked to manage and supervise technical education and skills development (TESD) in
the Philippines. It was created by virtue of Republic Act 7796, otherwise known as the
“Technical Education and Skills Development Act of 1994”. The said Act integrated the functions
of the former National Manpower and Youth Council (NMYC), the Bureau of Technical-
Vocational Education of the Department of Education, Culture and Sports (BTVE-DECS) and
the Office of Apprenticeship of the Department of Labor and Employment (DOLE).
https://iglesiarochelle.wordpress.com/2015/07/19/functions-of-ched-deped-and-tesda/
http://www.ched.gov.ph
http://www.deped.gov.ph/
http://www.tesda.gov.ph/
Organizational Structure
Browse the link below
https://www.slideshare.net/michaeltubal/the-organizational-structure-in-the-philippine-education-
system?from_action=save
file:///C:/Users/Acer/Downloads/educsystem-171001095537.pdf
ASSESSMENT TASK
Activity 2. Essay (10 points each)
Rubrics: 6 points-contents, 2 points organization and 2 points grammar &
mechanics
1. Explain intelligently the how the school’s vision, mission and core values reflected in the
lessons and school activites in the DepEd.
2. How relevant are the school’s vision, mission and core values to the needs of the
learners and the demands of the society.
3. Can a school curriculum succeed without a clear vision?Justify your answer
4. What is meant by Trifocalization of education in the Philippines? Explain its objectives
and advantages in the education system.
5. By means of a graphic organizer, discuss the Organizational Structure of Basic
Education,TESDA & CHED
REFERENCES
https://www.coa.gov.ph/sdg/index.php/sdgs/item/4-quality-education
https://oxfordbusinessgroup.com/overview/thorough-examination-substantial-reform-
has-brought-it-variety-challenges
https://www.deped.gov.ph/about-deped/vision-mission-core-values-and-mandate/
https://iglesiarochelle.wordpress.com/2015/07/19/functions-of-ched-deped-and-tesda/
http://www.ched.gov.ph
http://www.deped.gov.ph/
http://www.tesda.gov.ph/
https://www.slideshare.net/michaeltubal/the-organizational-structure-in-the-philippine-
education-system?from_action=save
file:///C:/Users/Acer/Downloads/educsystem-171001095537.pdf
