Introduction

In terms of effect, the Philippines' educational system has been dramatically

influenced by the colonial past of the region, including the Spanish era, the
American era, and Japanese rule and occupation.

While all the colonizers had a significant impact on the education system, the
most prominent and deep-rooted innovations originated during the American
occupation (1898); it was during that time that 1. English has been
recognized as the primary language of teaching; and 2. A comprehensive
education program was first developed-a structure loosely modeled after the
United States school system and then implemented by the recently formed
Department of Instruction.

Like the United States of America, the Philippines has had a comprehensive
and highly equitable school program, with higher education elements. The
new Philippine education system includes, first, six years of compulsory
schooling (from grades 1 to 6), split informally into two stages, three years
old. The first level is known as the main level, and the second level is
referred to as the secondary level.

Lesson Objectives

Upon accomplishment of this lesson, you are expected to:

1. Identify issues and concerns in Philippine education.

2. Create a jingle that will showcase the ideas on how to improve the quality
of education.

3. Make a summary of the articles read in connection to Philippine education.

4. Provide a comic strip of the futuristic education system in the Philippines.

Although the Philippine education system has historically been a model for
other Southeast Asian countries, this has not been so in recent years. Such a
structure has deteriorated an increasingly evident and valid reality in the
more isolated poverty-ridden regions of the world.

Many issues are facing the national Philippines when it comes to the school
sector and below are some of the main concerns that are reflective of such a
statement:

Quality of Education

In 2014, the findings of the National Achievement Test (NAT) and the National
Career Assessment Examination (NCAE) indicated that there had been a
deterioration in the standard of primary and secondary education in the
Philippines. The student performance in both the 2014 NAT and NCAE was
significantly below the goal mean score.

The low consistency of the Philippine education system is expressed in the

contrast of the graduation rates between the heavily urbanized city of Metro
Manila, which also happens to be the capital of the Philippines and also the
most significant metropolitan region in the country and other areas of the
world such as Mindanao and Eastern Visayas.

While Manila can boast 100 percent of its primary school completion rate,
other parts of the country, such as East Visayas and Mindanao, have a
primary school completion rate of just 30 percent or less..

This kind of figure is no surprise to the Philippine education system, with

students coming from Philippine metropolitan areas having the financial
capacity to finish at least their high school schooling.
Budget for Education

The next question facing the Philippine school system is the funding for
schooling. While the government has been required by the Philippine
Constitution to devote the highest proportion of its spending to education,
one of the lowest budget allocations among ASEAN countries remains for
education in the Philippines.

Affordability of Education

The third prominent problem that the Philippine education system is

consistently faced with is the quality (or lack thereof) of schooling. There is a
broad gap in educational success across different social classes.

Hence, socio-economically deprived students, otherwise known as children

who are part of high-and low-income poverty-stricken households, have
considerably higher drop-out rates at the primary school. In comparison,
most recent tertiary graduates come from comparatively well-off
communities.

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

France Castro, Secretary of the Alliance of Concerned Teachers (ACT), noted

an urgent need to tackle the growing number of out-of-school youth in the
region.

The Philippines has a total of 1.4 million out-of-school students, according to

UNESCO statistics, and is also the only ASEAN country to be listed in the top
five countries with the most significant number of out-of-school youth.
In 2012, the Department of Education registered a drop-out rate of 6.38% in
primary school and a drop-out rate of 7.82% in high school. Castro also
claimed that "the growing number of out-of-school children is caused by
hunger. Price rises for gasoline energy food water and other basic goods are
pushing the Hence, socio-economically deprived students, otherwise known
as children who are part of high-and low-income poverty-stricken
households, have considerably higher drop-out rates at the primary school.
In comparison, most recent tertiary graduates come from comdistinct social
divide. Many modern cultures have had an equalizing influence on the issue
of education. This division in the social system has made education part of
the fundamental structure that produces a divide between the rich and the
poor.

Lack of Facilities and Teacher Shortage in Public Schools

There is a significant lack of facilities around Philippine public schools-

including classrooms, teachers, desks and seats, textbooks, and audio-video
content.

According to the Department of Education of 2003, Undersecretary Juan

Miguel Luz, more than 17 million students are registered in public schools in
the Philippines. With an average population growth rate of 2.3 percent,
around 1.7 million children are born per year, which means that more people
can assume control of their share of the (limited) education provisions in a
few years. To sum up, there are many students and so few money.

Although the government promises to raise the allotted budget for schooling,
there is a prevalent problem facing the public-school system in light of the
shortages. In comparison, state universities and colleges are increasingly
increasing their schooling to provide a way of buying services, rendering
tertiary education impossible to obtain or, more often than not, unavailable
to the poor.
It Is worth remembering, though, what the Aquino administration has done in
its five years of government concerning classroom building-the number of
classrooms constructed from 2005 to the first half of 2010 has tripled.

In comparison, the number of classrooms constructed between 2010 and

February 2015 was estimated to be 86,478, slightly higher than the 17,305
classrooms constructed between 2005 and 2010 and sufficient to account for
the 66,800-classroom shortfall in 2010.

In President Aquino’s Fourth State of National Address (SONA), he spoke of

the government’s achievement of zero backlogs in facilities such as
classrooms,

Desks and benches, and textbooks that addressed the disparity in teacher
vacancies, with 56,085 new teachers in the 61, 510 teaching subjects in
2013.

However, the data obtained by the Department of Education reveal that

since the start of classes (June 2013), the classroom shortages led to 19 579,
60 million shortages of classrooms, 2.5 million shortages of seats, and 80,
937 shortages in water and sanitation services.

In comparison, 770 schools in Manila, Cebu, and Davao Metro were deemed
overcrowded. The Department of Education has issued reports showing that
91 percent of teachers’ 61 510 vacancies had been filled with appointments
(5, 425 to be specific) to be approved.

Issues Regarding The K-12

There is a disagreement as to the standard of education received by the

scheme. In 2014, the findings of the National Achievement Test (NAT) and
the National Career Assessment Examination (NCAE) indicated that there had
been a deterioration in the standard of primary and secondary education in
the Philippines.

The student performance in both the 2014 NAT and NCAE was significantly
below the goal mean score. The Philippine education system’s low
consistency is expressed in the contrast of the graduation rates between the
heavily urbanized city of Metro Manila.

While Manila can boast of 100 percent of the completior other areas of the
country, such as Eastern Visayas primary school graduation rate of just 30%
or even less.

This kind of figure is no surprise to the Philippine education system, with

students coming from Philippine metropolitan areas having the financial
capacity to finish at least their high school schooling.

The next question facing the Philippine school system is the funding for
schooling. While the government has been required by the Philippine
Constitution to devote the highest proportion of its spending to education,
one of the lowest budget allocations among ASEAN countries remains for
education in the Philippines. Mentality!

Addressing Diversity

With students from historically and ethnically diverse backgrounds pursuing

school admissions today, whether or not to discuss diversity is a critical one.

Racial inequalities and ethnic differences have been at risk in public schools
since the establishment of public schools. The most critical step in tackling.
Diversity in schools will come from the program itself. The presence of
various ethnic sports and multicultural festivals in schools will mark the
beginning of an effort to incorporate students from varied cultures into a
bond of social solidarity.
Moreover, using influential historical annals originating from diverse
ethnicities as part of a comprehensive analysis of world history will allow
students to leam about each other’s social, cultural, and ethnic distinctions.

Unbiased Grading

Rating connecting parameters to its intention. Is this how it is going? What

are these ratings reflectidetermine whether the decision would be delivered.

Access to the Internet

Adequate access to the Internet is key to a better vision for the future. The
quality of education can be improved in many ways. It opens doors to
different content, skills, and educational tools through opportunities for
learning in and outside the classroom.

Teachers use multimedia tools to schedule courses and students to expand

their experience of learning. Interactive teaching approaches, enabled by the
Internet, allow teachers to pay more attention to students’ needs and
promote collaborative learning. It will help to correct the gaps in education
faced by girls and women.

Access to the Internet helps educational leaders minimize costs and improve
the efficiency of schools and colleges. Educationalists are willing to discuss
possibilities and find innovative ways to use the Internet to improve
educational outcomes. As the Broadband Committee for Sustainable
Development put it, the goal is to help teachers and students use
technology.

LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES

Curriculum Mapping
Curriculum creation is a problem-solving process that includes considering
the needs and concerns of developing services and introducing approaches
and options for learners and their contexts.

The curriculum Is a representation and consequence of culture and may lead

to the development of culture. It is essential to focus on decision-making
aspects in a diverse and sensitive curriculum planning environment to
recognize key curricular concerns and connect them to common sense
inclusively and constructively.

A brain mapping project needs to define these concerns to identify core

problems in the primary education system.