Education in the Philippines

From Wikipedia, the free encyclopedia

Education in the Philippines is managed and regulated by the Department of

Education (DepEd), Commission on Higher Education (CHED) and Technical Education and Skills
Development Authority (TESDA). DepEd is responsible for the K12 basic education; it exercises full
and exclusive control over public schools and nominal regulation over private schools, and it also
enforces the national curriculum that has been put in place since 2013. CHED and TESDA, on the
other hand, are responsible for higher education; CHED regulates the academicallyoriented universities and colleges while TESDA oversees the development of technical and
vocational education institutions and programs in the country.
From 1945 to 2011, basic education took ten years to completesix years of elementary
education and four years of high school education for children aged six up to fifteen. However, after
the implementation of the K12 Program of DepEd and subsequent ratification of Kindergarten
Education Act of 2012 and Enhanced Basic Education Act of 2013, the basic education today takes
thirteen years to completeone year of kindergarten, six years of elementary education, four years
of junior high school and two years of senior high schoolfor children aged five up to seventeen.[3][4] As
of 2016, the implementation of Grade 11 has started.
Meanwhile, higher education requires even as little as two years (e.g.associate degree) or much
longer (e.g. bachelor's degree, master's degree,doctorate) to complete in universities and colleges,
and much shorter in technical and vocational schools. University of the Philippines serves as the
country's national university and widely regarded as the top higher education institution in the
Philippines. There is also a large number of state universities and colleges and privately-run ones,
and can either be for-profit or not-for-profit and secular or religious.
The school year usually runs from June to March, although it may also end in April, depending on
when the Holy Week is. Republic Act 7797 states that a school year may not exceed two hundred
and twenty school days, and that it may only start classes between the first Monday of June and last
day of August. While K12 private schools are free to assign the date of opening of classes anytime
they want as long as it is within the prescribed period, K12 public schools have to follow a stringent
school calendar crafted by DepEd regardless of circumstances. [5]
Contents

1History
o

1.1Pre-colonial period

1.2Spanish period

1.3First Republic

1.4American period

1.5Third Republic

1.6Fourth Republic

1.7Fifth Republic

1.8Recent years

1.8.1Enrolment figures

2Formal Education
o

2.1K-12

2.1.1Some Implications of the Change in the System

2.1.2Curriculum

2.1.3Implementation

2.1.4Elementary Education

2.1.5Secondary education

2.1.5.1Junior High School

2.1.5.2Vocational School

2.1.5.3Senior High School

2.1.6Tertiary education

2.2Types of Schools Adhering to Compulsory Education and Senior

High School

2.2.1Science high schools

2.2.2Chinese schools

2.2.3Islamic schools

3Alternative Learning Systems

4Issues regarding the Educational System

o

4.1Quality of Education

4.2Budget for Education

4.3Affordability of Education

4.4Drop-out Rate (Out-of-school youth)

4.5Mismatch

4.6Brain Drain

4.7Social Divide

4.8Lack of Facilities and Teacher Shortage in Public Schools

4.9Issues regarding the K-12

5See also

6References

7External links

History
Before the Philippines attained complete independence in 1946, the country's education system was
patterned on the systems of Spain and the United Statescountries which colonized and governed
the country for more than three hundred years. However, after independence, the country's
educational system has constantly undergone reform.

Pre-colonial period[edit]
Further information: Ancient Philippine scripts and Baybayin
During the pre-colonial period, most children were provided with solely vocational training, which
was supervised by parents, tribal tutors or those assigned for specific, specialized roles within their
communities (for example, the babaylan).[6] In most communities, stories, songs, poetry, dances,
medicinal practices and advice regarding all sorts of community life issues were passed from
generation to generation mostly through oral tradition. [7] Some communities utilised a writing system
known asbaybayin, whose use was wide and varied, though there are other syllabaries used
throughout the archipelago.[6]

Spanish period[edit]
Main article: Education in the Philippines during Spanish rule
Formal education was brought to the Philippines by the Spaniards, which was conducted mostly
by religious orders.[8] Upon learning the local languages and writing systems, they began
teaching Christianity, the Spanish language, and Spanish culture.[9] These religious orders opened
the first schools and universities as early as the 16th century. Spanish missionaries established
schools immediately after reaching the islands. The Augustinians opened a parochial school
inCebu in 1565. The Franciscans, took to the task of improving literacy in 1577, aside from the
teaching of new industrial and agricultural techniques. The Jesuits followed in 1581, as well as
the Dominicans in 1587, setting up a school in Bataan.[10]The church and the school cooperated to
ensure that Christian villages had schools for students to attend. [11]
Schools for boys and for girls were then opened. Colegios were opened for boys, ostensibly the
equivalent to present day senior high schools.[9] The Universidad de San Ignacio, founded
in Manila by the Jesuits in 1589 was the first colegio. Eventually, it was incorporated into
the University of Santo Tomas, College of Medicine and Pharmacology following thesuppression of
the Jesuits. Girls had two types of schools - the beaterio, a school meant to prepare them for the
convent, and another, meant to prepare them for secular womanhood. [9]

The Spanish also introduced printing presses to produce books in Spanish and Tagalog, sometimes
using baybayin.[12] The first book printed in the Philippinesdates back to 1590. It was a Chinese
language version of Doctrina Christiana.Spanish and Tagalog versions, in both Latin script and the
locally used baybayinscript, were later printed in 1593. In 1610, Tomas Pinpin, a Filipino printer,
writer and publisher, who is sometimes referred to as the "Patriarch of Filipino Printing", wrote his
famous "Librong Pagaaralan nang manga Tagalog nang Uicang Castilla", which was meant to help
Filipinos learn the Spanish language. The prologue read:

Let us therefore study, my countrymen, for although the art of learning is some

Other Tagalogs like us did not take a year to learn the Spanish language when u

The Educational Decree of 1863 provided a free public education system in the Philippines,
managed by the government. The decree mandated the establishment of at least one primary school
for boys and one for girls in each town under the responsibility of the municipal government, and the
establishment of a normal school for male teachers under the supervision of the Jesuits.[9] Primary
education was also declared free and available to every Filipino, regardless of race or social class.
Contrary to what the propaganda of the SpanishAmerican War tried to depict, they were not
religious schools; rather, they are schools that were established, supported, and maintained by the
Spanish government.[14]
After the implementation of the decree, the number of schools and students increased steadily. In
1866, the total population of the Philippines was 4,411,261. The total number of public schools for
boys was 841, and the number of public schools for girls was 833. The total number of children
attending those schools was 135,098 for boys, and 95,260 for girls. In 1892, the number of schools
had increased to 2,137, of which 1,087 were for boys, and 1,050 for girls. [14] By 1898, enrolment in
schools at all levels exceeded 200,000 students.[15][16]
Among those who benefited from the free public education system were a burgeoning group of
Filipino intellectuals: theIlustrados ('enlightened ones'), some of whom included Jos Rizal, Graciano
Lpez Jaena, Marcelo H. del Pilar, Mariano Ponce, and Antonio Lunaall of whom played vital roles
in the Propaganda Movement that ultimately inspired the founding of the Katipunan.[17]

First Republic[edit]
The defeat of Spain following the SpanishAmerican War led to the short-lived Philippine
Independence movement, which established the insurgent First Philippine Republic. The schools
maintained by Spain for more than three centuries were closed briefly, but were reopened on August
29, 1898 by the Secretary of Interior. The Burgos Institute (the country's firstlaw school), the
Academia Militar (the country's first military academy), and the Literary University of the Philippines
were established. Article 23 of the Malolos Constitution mandated that public education would be
free and obligatory in all schools of the nation under the First Philippine Republic. However,
the PhilippineAmerican War hindered its progress.

American period[edit]
Main article: Education in the Philippines during the American rule
About a year after having secured Manila, the Americans were keen to open up seven schools with
army servicemen teaching with army command-selected books and supplies. [18] In the same year,
1899, more schools were opened, this time, with 24 English-language teachers and 4500 students. [18]

A highly centralised, experimental public school system was installed in 1901 by the Philippine
Commission and legislated by Act No. 74. The law exposed a severe shortage of qualified teachers,
brought about by large enrolment numbers in schools. As a result, the Philippine Commission
authorized the Secretary of Public Instruction to bring more than 1,000 teachers from the United
States, who were called the Thomasites, to the Philippines between 1901 and 1902. These teachers
were scattered throughout the islands to establish barangay schools.[16] The same law established
the Philippine Normal School (now the Philippine Normal University) to train aspiring Filipino
teachers.
The high school system was supported by provincial governments and included special educational
institutions, schools of arts and trades, an agricultural school, and commerce and marine institutes,
which were established in 1902 by thePhilippine Commission.
Several other laws were passed throughout the period. In 1902, Act No. 372 authorised the opening
of provincial high schools.[19]
1908 marked the year when Act No. 1870 initiated the opening of the University of the Philippines,
now the country's national university.
The emergence of high school education in the Philippines, however, did not occur until 1910. It was
borne out of rising numbers in enrolment, widespread economic depression, and a growing demand
by big businesses and technological advances in factories and the emergence of electrification for
skilled workers.[19] In order to meet this new job demand, high schools were created and the
curriculum focused on practical job skills that would better prepare students for professional white
collar or skilled blue collar work. This proved to be beneficial for both the employer and the
employee; the investment in human capital caused employees to become more efficient, which
lowered costs for the employer, and skilled employees received a higher wage than those
employees with just primary educational attainment.
However, a steady increase in enrollment in schools appeared to have hindered any revisions to
then-implemented experimental educational system.[19] Act No. 1381, also known as Gabaldon Law,
was passed in 1907, which provided a fund of a million pesos for construction of concrete school
buildings and is one of many attempts by the government to meet this demand. In line as well with
the Filipinization policy of the government, the Reorganization Act of 1916 provided that all
department secretaries except the Secretary of Public Instruction must be a natural-born Filipino. [20]
A series of revisions (in terms of content, length, and focus) to the curriculum began in 1924, the
year the Monroe Survey Commission released its findings. After having convened in the period from
1906 to 1918, what was simply an advisory committee on textbooks was officiated in 1921 as the
Board on Textbooks through Act No. 2957.[21] The Board was faced with difficulties, however, even up
to the 1940s, but because financial problems hindered the possibility of newer adaptations of books.
[21]

Third Republic[edit]
In 1947, after the United States relinquished all its authority over the Philippines, President Manuel
Roxas issued Executive Order No. 94 which renamed Department of Instruction into Department of
Education. During this period, the regulation and supervision of public and private schools belonged
to the Bureau of Public and Private Schools.

Fourth Republic[edit]
In 1972, the Department of Education became the Department of Education and Culture (DECS)
under Proclamation 1081, which was signed by President Ferdinand Marcos.
On September 24, 1972, by Presidential Decree No. 1, DECS was decentralized with decisionmaking shared among its thirteen regional offices.[22]

Following a referendum of all barangays in the Philippines from January 1015, 1973, President
Marcos ratified the 1973 Constitution by Proclamation 1102 on January 17, 1973. The 1973
Constitution set out the three fundamental aims of education in the Philippines:

to foster love of country;

to teach the duties of citizenship; and

to develop moral character, self-discipline, and scientific,

technological and vocational efficiency.[23]

In 1978, by the Presidential Decree No. 1397, DECS became the Ministry of Education and Culture.
The Education Act of 1982 provided for an integrated system of education covering both formal and
non-formal education at all levels. Section 29 of the act sought to upgrade educational institutions'
standards to achieve "quality education" through voluntary accreditation for schools, colleges, and
universities. Section 16 and Section 17 upgraded the obligations and qualifications required for
teachers and administrators. Section 41 provided for government financial assistance to private
schools.[24] This act also created the Ministry of Education, Culture and Sports.

Fifth Republic[edit]
A new constitution was ratified on February 2, 1987, and entered into force of February 11. [25] Section
3, Article XIV of the1987 Constitution contains the ten fundamental aims of education in the
Philippines.[26] Section 2(2), Article XIV of the 1987 Constitution made elementary school compulsory
for all children.
In 1987, the Ministry of Education, Culture and Sports became again the DECS under Executive
Order No. 117. The structure of DECS as embodied in the order remained practically unchanged
until 1994.
On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655 or the Free Public
Secondary Education Act of 1988, which mandated free public secondary education commencing in
the school year 19881989.[27][27][28]
On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students aged
15 to 25 may be employed during their Christmas vacation and summer vacation with a salary not
lower than the minimum wagewith 60% of the wage paid by the employer and 40% by the
government.[27][29]
The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of
DECS into three parts. On May 18, 1994, the Congress passed Republic Act 7722 or the Higher
Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the
functions of the Bureau of Higher Education and supervised tertiary degree programs. [30] On August
25, 1994, the Congress passed Republic Act 7796 or the Technical Education and Skills
Development Act of 199, creating the Technical Education and Skills Development Authority
(TESDA), which absorbed the Bureau of Technical-Vocational Education as well as the National
Manpower and Youth Council, and began to supervise non-degree technical-vocational programs.
[31]
DECS retained responsibility for all elementary and secondary education. [27]This threefold division
became known as the "trifocal system of education" in the Philippines.
In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was
passed. This act changed the name of DECS to the current Department of Education (DepEd) and
redefined the role of field offices (regional offices, division offices, district offices and schools). The
act provided the overall framework for school empowerment by strengthening the leadership roles of
headmasters and fostering transparency and local accountability for school administrations. The

goal of basic education was to provide the school age population and young adults with skills,
knowledge, and values to become caring, self-reliant, productive, and patriotic citizens. [20]
In 2005, the Philippines spent about US$138 per pupil, compared to US$3,728 in Japan, US$1,582
in Singapore and US$852 in Thailand.[32]
In 2006, the Education for All (EFA) 2015 National Action Plan was implemented. It states: [33]

The central goal is to provide basic competencies to everyone, and to achieve f

In terms of secondary level education, all children aged twelve to fifteen, are sought to be on track to
completing the schooling cycle with satisfactory achievement levels at every year.
In January 2009, the Department of Education signed a memorandum of agreement with the United
States Agency for International Development (USAID) to seal $86 million assistance to Philippine
education, particularly the access to quality education in the Autonomous Region in Muslim
Mindanao (ARMM), and the Western and Central Mindanao regions.[34]

Recent years[edit]
In 2010, then-Senator Benigno Aquino III expressed his desire to implement the K12 basic
education cycle to increase the number of years of compulsory education to thirteen years.
According to him, this will "give everyone an equal chance to succeed" and "have quality education
and profitable jobs".[35] After further consultations and studies, the government under President
Aquino formally adopted the K642 basic education systemone year of kindergarten, six years
of elementary education, four years of junior high school education and two years of senior high
school education.[36] Kindergarten was formally made compulsory by virtue of the Kindergarten
Education Act of 2012, while the further twelve years were officially put into law by virtue of the
Enhanced Basic Education Act of 2013. Although DepEd has already implemented the K12
Program since SY 20112012, it was still enacted into law to guarantee its continuity in the
succeeding years.
The former system of basic education in the Philippines consists of one-year preschool education,
six-year elementary education and four-year high school education. Although public preschool,
elementary and high school education are provided free, only primary education is stipulated as
compulsory according to the 1987 Philippine Constitution. Pre-primary education caters to children
aged five. A child aged six may enter elementary schools with, or without pre-primary education.
Following on from primary education is four-years of secondary education, which can theoretically be
further divided into three years of lower secondary and one year of upper secondary education.
Ideally, a child enters secondary education at the age of 12. After completing their secondary
education, students may progress to a technical education and skills development to earn a
certificate or a diploma within one to three years, depending on the skill. Students also have the
option to enrol in higher education programmes to earn a baccalaureate degree. [37]
The start of the twenty-first century's second decade saw a major improvement in the Philippine
education system.
In 2011, the Department of Education started to implement the new K-12 educational system, which
also included a new curriculum for all schools nationwide. The K-12 program [38][39] has a so-called
"phased implementation", which started in S.Y 2011-2012.

Formal Education[edit]
Formal education is the hierarchically structured, chronologically graded 'education system', running
from primary school through the university and including, in addition to general academic studies, a
variety of specialised programmes and institutions for full-time technical and professional training.
[40]
K-12 and tertiary education from colleges are characterized as formal education. This does not
include the informal education in the Philippines learned from daily experience and the educative
influences and resources in his or her environment. Nor does this include non-formal education like
the alternative learning systems provided by DepEd and TESDA and other programs from
educational institutions.

K-12[edit]
K-12 is a program that covers kindergarten and 12 years of basic education to provide sufficient time
for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and entrepreneurship.

The 12 years of compulsory education in the Philippines is divided into Kindergarten, Primary Education, Junior
High School, Senior High School.

Its general features include (1) Strengthening Early Childhood Education (Universal Kindergarten),
since the early years of a human being, from 0 to 6 years, are the most critical period when the brain
grows to at least 60-70 percent of adult size; (2) Making the Curriculum Relevant to Learners
(Contextualization and Enhancement) by making lessons localized and relevant to Filipinos including
discussions on Disaster Risk Reduction, Climate Change Adaptation, and Information &
Communication Technology (ICT);(3) Ensuring Integrated and Seamless Learning (Spiral
Progression) which means that students will be taught from the simplest concepts to more
complicated concepts through grade levels; (4) Building Proficiency through Language (Mother
Tongue-Based Multilingual Education) hence the introduction of 12 Mother Tongue Languages as
mediums of instruction from grades 1-3 before the introduction of English; (5) Gearing Up for the
Future (Senior High School) wherein the seven learning areas and three tracks for students to
choose (See 2.1.1.3 Curriculum) prepare them for senior high school, the two years of specialized
upper secondary education; and (6) Nurturing the Holistically Developed Filipino (College and
Livelihood Readiness, let Century Skills) so that every graduate to be equipped with information,
media and technology skills; learning and innovation skills; effective communication skills; and life
and career skills.[41]
Current education system used since June 6, 2011

School

Grades

Ag
e

What are the changes?

Is it a
new
grade?

Did it now
become
compulsory?

Did the
curriculum
change?

Implementation
status
Did it
have a
new

name?

Elementary
school

Junior high
school

Kindergarte
n

No

Yes

Yes

No

Since 2011

Grade 1

No

Retained
compulsory
status

Yes

No

Since 2012

Grade 2

No

Retained
compulsory
status

Yes

No

Since 2013

Grade 3

No

Retained
compulsory
status

Yes

No

Since 2014

Grade 4

No

Retained
compulsory
status

Yes

No

Since 2015

Grade 5

10

No

Retained
compulsory
status

Yes

No

Since 2016

Grade 6

11

No

Retained
compulsory
status

Yes

No

Starting 2017

Grade 7

12

No

Retained
compulsory
status

Yes

Yes

Since 2012

Grade 8

13

No

Retained
compulsory
status

Yes

Yes

Since 2013

Grade 9

14

No

Yes

Yes

Since 2014

Retained
compulsory
status

Grade 10

15

No

Retained
compulsory
status

Yes

Yes

Since 2015

Grade 11

16

Yes

Yes

Yes

Yes

Since 2016

Grade 12

17

Yes

Yes

Yes

Yes

Starting 2017

Senior high
school

Some Implications of the Change in the System[edit]

Senior High School, an important feature of the new K-12 program, creates several opportunities.
Standard requirements will be applied to make sure graduates know enough to be hirable. Senior
High School students will now be able to apply for TESDA Certificates of Competency (COCs) and
National Certificates (NCs) to provide them with better work opportunities. Partnerships with different
companies will be offered for technical and vocational courses. Senior High School students can
also get work experience while studying. Aside from these, entrepreneurship courses will now be
included. Instead of being employed, one can choose to start his or her own business after
graduating, or choose to further one's education by going to college. [41]
Senior High School, as part of the K to 12 Basic Curriculum, was developed in line with the
curriculum of the Commission of Higher Education (CHED) the governing body for college and
university education in the Philippines. This ensures that by the time one graduates from Senior High
School, one will have the standard knowledge, skills, and competencies needed to go to college. [41]
Because of the shift of the curriculum in K-12, the College General Education curriculum will have
fewer units. Subjects that have been taken up in Basic Education will be removed from the College
General Education curriculum. Details of the new GE Curriculum may be found in CHED
Memorandum Order No. 20, series of 2013.
Regarding teachers, there are common misconceptions that teachers will lose their jobs because of
the shift to the K-12. However, DepEd ensures that "no high school teachers will be displaced." [41]
The Department of Education (DepEd) is in constant coordination with CHED and DOLE on the
actual number of affected faculty from private higher education institutions (HEIs). The worst-case
scenario is that 39,000 HEI faculty will lose their jobs over 5 years. This will only happen if none of
the HEIs will put up their own Senior High Schools; however, DepEd is currently processing over
1,000 Senior High School applications from private institutions.[41]
DepEd is also hiring more than 30,000 new teachers in 2016 alone. The Department will prioritize
affected faculty who will apply as teachers or administrators in Senior High Schools. [41]
Curriculum[edit]

In kindergarten, the pupils are mandated to learn the alphabet,

numbers, shapes and colours through games, songs, pictures and
dances, but in their native language; thus after Grade 1, every
student can read on his/her native tongue.

The 12 original mother tongue languages that have been

introduced for the 20122013 school year
are Bicolano,Cebuano, Chavacano, Hiligaynon, Ilocano, Kapam

pangan, Maguindanaoan, Maranao, Pangasinense, Tagalog,Ta

usug and Waray-Waray.

7 more mother tongue languages have been introduced for the

20132014 school year. These
are Aklanon, Ibanag,Ivatan, Kinaray-a, Sambal, Surigaonon an
d Yakan.

In Grade 1, the subject areas of English and Filipino are taught, with
a focus on "oral fluency".

In Grade 4, the subject areas of English and Filipino are gradually

introduced, but now, as "languages of instruction".

The Science and Mathematics subjects are now modified to use the
spiral progression approach starting as early as Grade 1 which
means that every lesson will be taught in every grade level starting
with the basic concepts to the more complex concepts of that same
lesson until Grade 10.

The high school from the former system will now be called junior
high school, while senior high school will be the 11th and 12th year
of the new educational system. It will serve as a specialized upper
secondary education. In the senior high school, students may
choose a specialization based on aptitude, interests, and school
capacity. The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12. Senior high
school subjects fall under either the core curriculum or specific
tracks.

Core curriculum learning areas

include languages, literature, communication, mathematics, phil
osophy, natural sciences and social sciences.

There are three choices that are available to be chosen by the

students or the so-called "specific tracks". These are:

Academic, which includes four strands which are:

1. Accountancy, Business & Management
2. Humanities, Education & Social Sciences
3. Science, Technology, Engineering & Mathematics
4. General Academic Strand

Technical-Vocational-Livelihood, which specializes in

vocational learning. A student can obtain a National
Certificate Level II (NC II), provided he/she passes the

competency-based assessment of the Technical

Education and Skills Development Authority. This
certificate improves employability of graduates in fields
like agriculture, electronics, andtrade.

Arts and Design, which is helping interested senior high

school students in the particular fields
of journalism, media, and arts.

Sports, which is responsible for educating senior high

school students in the fields of sports and health.

Implementation[edit]

Program implementation in public schools is being done in phases

starting SY 20122013. Grade 1 entrants in SY 20122013 are the first
batch to fully undergo the program, and current 1st year Junior High
School students (or Grade 7) are the first to undergo the enhanced
secondary education program. To facilitate the transition from the
existing 10-year basic education to 12 years, DepEd is also
implementing the SHS and SHS Modeling.

K-12's implementation began in 2011 when kindergarten was rolled

out nationwide. It continued by fully implementing the system for
grades 1-7 during the school year 2012-2013, for grade 11 during
2016, and for grade 12 on 2017.
There are four "phases" during the implementation of the new
system. These are:

Phase I: Laying the Foundations. Its goal is to finally implement

the universalkindergarten, and the "development of the (entire)
program".

Phase II: Modeling and Migration. Its goal is to promote the

enactment of the basic education law, to finally start of the
phased implementation of the new curriculum for Grades 1 to 4
and 7 to 10, and for the modeling of the senior high school.

Phase III: Complete Migration. Its goal is to finally implement

the Grades 11 and 12 or the senior high school, and to signal
the end of migration to the new educational system.

Phase IV: Completion of the Reform. Its goal is to complete the

implementation of the K12 education system

In terms of preparing the resources, specifically classrooms,

teacher items, textbooks, seats, and water and sanitation
improvements, the following table shows the accomplished material
from 2010 to 2014 and those planned for 2015.

RESOURCE

2010
SHORTAGE

2010 TO 2014
ACCOMPLISHMENT

Classrooms

66,800

86,478 constructed
classrooms as of February
2015

Teacher Items

145,827

128,105 teachers hired as of

December 31, 2014

PLANS FOR 2015

41,728 classrooms for Kinder to Grade 12

30,000 of which are for Senior High
School (Grades 11 and 12)
39,066 additional teacher items

80,197 completed
Water and
Sanitation

135,847

Textbooks

61.7M

Seats

2,573,212

23,414 ongoing construction

43,536 ongoing procurement
as of May 2014

13,586 programmed for 2015

1:1 student-textbook ratio

since December 2012

69.5 million additional learning materials

1:1 student-school seat ratio

since December 2012

1,547,531 additional new seatsThe

Department of Education's justifications in
this change, in implementing 13 years of
basic education, is that the Philippines is
the last country in Asia and one of only
three countries worldwide with a 10-year
pre-university cycle (Angola and Djibouti
are the other two), and that 13-year
program is found to be the best period for
learning under basic education. It is also
the recognized standard for students and
professionals globally.

Private schools craft their transition plans based on: (1)

current/previous entry ages for Grade 1 and final year of Kinder, (2)
duration of program, and most importantly, (3) content of curriculum
offered.

The Department of Education's justifications in this change, in

implementing 13 years of basic education, is that the Philippines is
the last country in Asia and one of only three countries worldwide
with a 10-year pre-university cycle (Angola and Djibouti are the

other two), and that the 13-year program is found to be the best
period for learning under basic education. It is also the recognized
standard for students and professionals globally.[41]
Elementary Education[edit]

Signage showing the different shifts for students attending the H.

Bautista Elementary School in Marikina, Metro Manila. Starting in the
201011 school year, different year levels are given different class
hours and are scheduled to go to school in different shifts to
compensate for the lack of school buildings, teachers, and materials.

Elementary school, sometimes called primary school or grade

school (Filipino:paaralang elementarya, sometimes mababang
paaralan), is the first part of the educational system, and it includes
Kindergarten and the first six years of compulsory education
(Grades 16).

Upper Uma Elementary School, Pasil Valley, Upper Kalinga, viewed

from Ag-gama track, July 2008. Note distance from road (centre left).

In public schools, the core/major subjects that were introduced

starting in Kindergarten and Grade 1 include mathematics, Filipino,
and Araling Panlipunan (this subject is synonymous to social
studies).English is only introduced after the second semester of
Grade 1. Science is only introduced starting Grade 3. Other major
subjects then include music, arts, physical education,
and health (abbreviated as MAPEH), TLE (Technology and
Livelihood Education) for Grade 6, EPP (Edukasyong Pantahanan
at Pangkabuhayan) for Grades 4 and 5, Mother Tongue (until Grade
3) and Values Education. In private schools, subjects in public
schools are also included with the additional subjects

including:computer education. In Christian and Catholic

schools, religious education is also part of the curriculum.
International schools also have their own subjects in their own
language and culture.

Only access from roadside (mid centre) to Upper Uma Elementary

School Kalinga (behind) is via this one-hour mud climb. Viewed
December 2008.

From Kindergarten-Grade 3, students will be taught using

their mother tongue, meaning the regionallanguages of the
Philippines will be used in some subjects (except Filipino and
English) as a medium of instruction. It may be incorporated as a
separate subject. But from Grade 4, Filipino and English as a
medium of instruction will then be used.
On December 2007, the Philippine president Gloria Macapagal
Arroyo announced that Spanish is to make a return as a mandatory
subject in all Filipino schools starting in 2008, but this didn't come
into effect.[42][43]
DepEd Bilingual Policy is for the medium of instruction to be Filipino
for: Filipino, Araling Panlipunan, Edukasyong Pangkatawan,
Kalusugan at Musika; and English for: English, Science and
Technology, Home Economics and Livelihood Education.[44] Article
XIV, Section 7 of the 1987 Philippine constitution mandates
that regional languages are the auxiliary official languages in the
regions and shall serve as auxiliary media of instruction therein.
[45]
As a result, the language actually used in teaching is often a
polyglot of Filipino and English with the regional language as the
foundation, or rarely the local language. Filipino is based on
Tagalog, so in Tagalog areas (including Manila), Filipino is the
foundational language used. International English language schools
use English as the foundational language. Chinese schools add two
language subjects, such as Min Nan Chinese and Mandarin
Chinese and may use English or Chinese as the foundational
language. The constitution mandates that Spanish and Arabic shall

be promoted on a voluntary and optional basis. Following on this, a

few private schools mainly catering to the elite include Spanish in
their curriculum. Arabic is taught in Islamic schools.[45]
In July 2009, the Department of Education moved to overcome the
foreign language issue by ordering all elementary schools to move
towards initial mother-tongue based instruction (grades 13). The
order allows two alternative three-year bridging plans. Depending
on the bridging plan adopted, the Filipino and English languages
are to be phased in as the language of instruction for other subjects
beginning in the third and fourth grades.[46]
Until 2004, primary students traditionally took the National
Elementary Achievement Test (NEAT) administered by the
Department of Education, Culture and Sports (DECS). It was
intended as a measure of a school's competence, and not as a
predictor of student aptitude or success in secondary school.
Hence, the scores obtained by students in the NEAT were not used
as a basis for their admission into secondary school. During 2004,
when DECS was officially converted into the Department of
Education, the NEAT was changed to theNational Achievement
Test (NAT) by the Department of Education. Both the public and
private elementary schools take this exam to measure a school's
competency. As of 2006, only private schools have entrance
examinations for secondary schools.
The Department of Education expects over 13.1 million elementary
students to be enrolled in public elementary schools for school year
20092010.[47]
Though elementary schooling is compulsory, as of 2010 it was
reported that 27.82% of Filipino elementary-aged children either
never attend or never complete elementary schooling,[48] usually due
to the absence of any school in their area, education being offered
in a language that is foreign to them, or financial distress.
Secondary education[edit]

PSHS Main Campus. There is a disparity between rural and urban

education facilities in the Philippines.

Secondary school in the Philippines, more commonly known as

"high school" (Filipino: paaralang sekundarya, sometimes mataas
na paaralan), consists of 4 lower levels and 2 upper levels. It
formerly consisted of only four levels with each level partially
compartmentalized, focusing on a particular theme or content.
Because of the K-12 curriculum, the high school system now has
six years divided into 2 parts. The lower exploratory high school

system is now called "Junior High School" (Grades 7-10) while the
upper specialized high school system is now called "Senior High
School" (Grades 11 and 12).
Secondary students used to sit for the National Secondary
Achievement Test (NSAT), which was based on the American SAT,
and was administered by the Department of Education. Like its
primary school counterpart, NSAT was phased out after major
reorganizations in the education department. Its successors, the
National Career Assessment Examination (NCAE) andNational
Achievement Test (NAT) were administered to third- and fourth-year
students respectively, before the implementation of the K-12
system. The National Career Assessment Examination (NCAE) is
now being administered for Grade 9 and the National Achievement
Test (NAT) is being administered at Grade 6, 10, and 12. Neither the
NSAT nor NAT have been used as a basis for being offered
admission to higher education institutions, partly because pupils sit
them at almost the end of their secondary education. Instead,
higher education institutions, both public and private, administer
their own College Entrance Examinations (CEE) (subjects covered
will depend on the institutions). Vocational colleges usually do not
have entrance examinations, simply accepting the Form 138 record
of studies from high school, and enrolment payment.
Junior High School[edit]
Students graduating from the elementary level automatically enroll
in junior high, which covers four years from grades 7 to 10. This
level is now compulsory and free to all students attending public
schools.
There are two main types of high school: the general secondary
school, which enroll more than 90 percent of all junior high school
students, and the vocational secondary school. In addition, there
are also science secondary schools for students who have
demonstrated a particular gift in science at the primary level.
Admission to public school is automatic for those who have
completed six years of elementary school. Some private secondary
schools have competitive entrance requirements based on an
entrance examination. Entrance to science schools is also by
competitive examination.
The Department of Education specifies a compulsory curriculum for
all junior high school students, public and private. Grade 7 has five
core subjects: Mathematics 7, Science 7, English 7:Philippine
Literature, Filipino 7:Regional Literature, and Asian Studies as part
of Araling Panlipunan 7. The Grade 8 curriculum has Mathematics
8, Science 8, English 8:Afro-Asian Literature, Filipino 8:Philippine
Literature, and World History as part of Araling Panlipunan 8. Grade
9 has Mathematics 9, Science 9, English 9:British and American
Literature, Filipino 9:Asian Literature, and Economics as part of
Araling Panlipunan 9. The Grade 10 curriculum has Mathematics
10, Science 10, English 10:World Literature, Filipino 10:World
Literature, and Contemporary Issues as part of Araling Panlipunan
10. Other subjects in all levels of junior high school include MAPEH

(Music, Art, Physical Education and Health), Values Education and

TLE (Technology and Livelihood Education).
In selective schools, various languages may be offered as electives,
as well as other subjects such as computer programming and
literary writing. Chinese schools have language and cultural
electives. Preparatory schools usually add some business and
accountancy courses, while science high schools have biology,
chemistry, and physics at every level.
Vocational School[edit]
Formal technical and vocational education starts at secondary
education, with a two-year curriculum, which grants access to
vocational tertiary education. [35] However, there is also non-formal
technical and vocational education provided as alternative learning
programs.
Vocational schools offer a higher concentration of technical and
vocational subjects in addition to the core academic subjects
studied by students at general high schools. These schools tend to
offer technical and vocational instruction in one of five main fields:
agriculture, fisheries, trade-technical, home industry, and nontraditional courses while offering a host of specializations. During
the first two years, students study a general vocational area, from
the five main fields mentioned. During the third and fourth years
they specialize in a discipline or vocation within that area. Programs
contain a mixture of theory and practice.[49]
Upon completion of grade 10 and junior high, students can obtain
Certificates of Competency (COC) or the vocationally oriented
National Certificate Level I (NC I). After finishing a TechnicalVocational-Livelihood track in Grade 12 of senior high school, a
student may obtain a National Certificate Level II (NC II), provided
he/she passes the competency-based assessment administered by
the Technical Education and Skills Development Authority(TESDA).
[49]

Senior High School[edit]

The new high school curriculum includes core classes and
specialization classes based on student choice of specialization.
Students may choose a specialization based on aptitude, interests,
and school capacity. There are seven learning areas under the core
curriculum. These are languages, literature, communication,
mathematics, philosophy, natural sciences, and social sciences.

SHS will be offered free in public schools and there will be a voucher
program in place for public junior high school completers as well as
ESC beneficiaries of private high schools should they choose to take
SHS in private institutions. This means that the burden of expenses for
the additional two years need not be completely shouldered by parents.

For their specialization classes, students choose from three tracks:

Academic; technical-vocational-livelihood; and sports & arts. The
Academic track includes three strands: business, accountancy,
management (BAM); humanities, education, social sciences
(HESS); and science, technology, engineering, mathematics
(STEM). The Technical Vocational Livelihood track includes four
specializations: Home economics, agri-fishery, industrial arts, ICT.
The government projects some 1.2 to 1.6 million students will enter
senior high school in the 2016-17 academic year.
Senior High School "completes" basic education by making sure
that the high school graduate is equipped for work,
entrepreneurship, or higher education. This is a step up from the
10-year cycle where high school graduates still need further
education (and expenses) to be ready for the world. There are 334
private schools with Senior High School permits beginning in SY
2014 or 2015. Last March 31, 2015, provisional permits have been
issued to 1,122 private schools that will offer Senior High School in
2016.
Senior High School will be offered free in public schools and there
will be a voucher program in place for public junior high school
completers as well as ESC beneficiaries of private high schools
should they choose to take Senior High School in private
institutions. This means that the burden of expenses for the
additional two years need not be completely shouldered by parents.
All grade 10 completers from a public Junior High School who wish
to enroll in a private or non-DepEd Senior High School
automatically get a voucher.
Tertiary education[edit]
Main article: Higher education in the Philippines
All tertiary education matters are outside of the jurisdiction of
DepEd, which is in charge of primary and secondary education, but
is instead governed by the Commission on Higher Education
(CHED). As of 2013, there are over 2,229 higher education
institutions (HEIs) in the country which can be divided into public
and private institutions. There are 656 public higher education
institutions which account for 28.53% of all HEIs. While 1,643
private institutions account for 71.47% of all HEIs.
Public HEI's are further divided into state universities and colleges
(SUCs), local colleges and universities (LUCs), special HEIs, and
government schools. State universities and colleges are
administered and financed by the government as determined by the
Philippine Congress. LUC's are established by the local government

units that govern the area of the LUC. The local government
establish these institutions through a process and number of
ordinances and resolutions, and are also in charge of handling the
financing of these schools. Special HEI's are institutions that offer
courses and programs that are related to public service. Examples
of these include the Philippine Military Academy (PMA), Philippine
National Police Academy (PNPA), Development Academy of the
Philippines (DAP), etc. These institutions are controlled and
administered through the use of specific laws that were created for
them. Finally, government schools are public secondary and postsecondary technical-vocational education institutions that offer
higher education programs.
Private HEI's are established, and governed by special provisions
by a Corporation Code, and can be divided into sectarian and nonsectarian. Non-sectarian are characterized by being owned and
operated by private entities that have no affiliation with religious
organizations; while sectarian HEI's are non-profit institutions that
are owned and operated by a religious organization. Of the 1,643
institutions, 79% are non-sectarian, and 21% are sectarian. [50]
According to the last CHED published statistics on its website, there
were 7,766 foreign nationals studying in various higher education
institutions in the Philippines as of 2011-2012. Koreans were the top
foreign nationals studying in the country with 1,572. The rest were
Iranian, Chinese, American and Indian. [51]

Types of Schools Adhering to Compulsory Education

and Senior High School[edit]
There are other types of schools, aside from the general public
school, such as private schools, preparatory schools,international
schools, laboratory high schools, and science high schools. Several
foreign ethnic groups, including Chinese,
British, Singaporeans, Americans, Koreans, and Japanese operate
their own schools.
Science high schools[edit]
The Philippine Science High School System is a specialized public
system that operates as an attached agency of the Philippine
Department of Science and Technology. There are a total of nine
regional campuses, with the main campus located in Quezon City.
Students are admitted on a selective basis, based on the results of
the PSHS System National Competitive Examination.
As well as following the general secondary curriculum, there are
advanced classes in science and mathematics. The PSHSS system
offers an integrated junior high and senior high six-year curriculum.
Students who successfully completed a minimum of four years of
secondary education under the pre-2011 system were awarded a
Diploma (Katibayan) and, in addition, the secondary school
Certificate of Graduation (Katunayan) from the Department of
Education. Students are also awarded a Permanent Record, or
Form 137-A, listing all classes taken and grades earned. Under the

new K-12 system, the permanent record will be issued after the
completion of senior high school.[49]
Chinese schools[edit]
Main article: List of Chinese schools in the Philippines
Chinese schools add two additional subjects to the core curriculum,
Chinese communication arts and literature. Some also add Chinese
history, philosophy and culture, and Chinese mathematics. Still,
other Chinese schools called cultural schools, offer Confucian
classics and Chinese art as part of their curriculum. Religion also
plays an important part in the curriculum. American evangelists
founded some Chinese schools. Some Chinese schools have
Catholic roots.
Islamic schools[edit]
In 2004, the Department of Education adopted DO 51, putting in
place the teaching of Arabic Language and Islamic Values for
(mainly) Muslim children in the public schools. The same order
authorized the implementation of the Standard MadrasaCurriculum
(SMC) in the private madaris(Arabic for schools, the singular form is
Madrasa).
While there has been recognized Islamic schoolsi.e., Ibn Siena
Integrated School (Marawi), Sarang Bangun LC (Zamboanga), and
Southwestern Mindanao Islamic Institute (Jolo)their Islamic
studies curriculum varies. With the Department of Educationauthorized SMC, the subject offering is uniform across these private
madaris.
Since 2005, the AusAID-funded Department of Education project
Basic Education Assistance for Mindanao[37] (BEAM) has assisted a
group of private madaris seeking government permit to operate
(PTO) and implement the SMC. To date, there are 30 of these
private madaris scattered throughout Regions XI, XII and the
ARMM.
The SMC is a combination of the RBEC subjects (English, Filipino,
Science, Math, and Makabayan) and the teaching of Arabic and
Islamic studies subjects.
For school year 20102011, there are forty-seven (47) madaris in
the ARMM alone.

Alternative Learning Systems[edit]

The alternative learning systems in the Philippines caters to the
needs of the following: elementary and secondary school dropouts,
kids that are older than the normal age for a specific grade level
(this may be a 12 year old in grade 4), unemployed adults that
havent finished their education degree, indigenous people, people
with disabilities or are mentally challenged, and inmates. It is
possible to have both informal and formal references for these
alternative learning systems because these are apart from the
formal teaching institutions. Although similarly to the formal teaching
institutions, there will be a diagnostic test for everyone that will

participate in order to gauge the level they are in in terms of the

skills needed per grade level. If there are people that do not have
the basic skills such as reading and writing there will be an
additional program that will help them first learn the basics before
taking the diagnostic test. There will be a specific number of hours
that is required of the student in order for him/her to be able to finish
the program. There will be a final assessment to test the
comprehensive knowledge of the student. If the students passes
he/she will be given a certificate that is signed by the secretary of
the department of education allowing the student to apply for
college degrees, work, formal training programs, and can re-enroll
in elementary/secondary education in formal teaching institutions.
There are other avenues of alternative learning in the Philippines
such as the Radio-Based Instruction (RBI) Program. This is
designed to give the lectures through a radio transmission making it
easier for people to access wherever they are. The goal is for the
listeners to receive the same amount of education that people that
sit in classroom lectures.
Non-formal technical and vocational education is assumed by
institutions usually accredited and approved by TESDA: centerbased programs, community-based programs and enterprise-based
training, or the Alternative Learning System (ALS).[52] The Institutions
may be government operated, often by provincial government, or
private. They may offer programs ranging in duration from a couple
of weeks to two-year diploma courses. Programs can be technology
courses like automotive technology, computer technology, and
electronic technology; service courses such as caregiver, nursing
aide, hotel and restaurant management; and trades courses such
as electrician, plumber, welder, automotive mechanic, diesel
mechanic, heavy vehicle operator & practical nursing. Upon
graduating from most of these courses, students may take an
examination from TESDA to obtain the relevant certificate or
diploma.
In the country, there are a number of people particularly kids that do
not receive proper education from formal education institutions
because of various reasons. These reasons usually pertain to
financial problems.

Issues regarding the Educational System[edit]

When it comes to influence, the educational system of the
Philippines has been affected immensely by the country's colonial
history including the Spanish period, American period, and
Japanese rule and occupation. Although having been significantly
influenced by all its colonizers with regard to the educational
system, the most influential and deep-rooted contributions arose
during the American occupation (1898); it was during this
aforementioned period that 1. English was introduced as the
primary language of instruction and 2. A public education system
was first established - a system specifically patterned after the
United States school system and further administered by the newly
established Department of Instruction. Similar to the United States

of America, the Philippines has had an extensive and extremely

inclusive system of education including features such as higher
education.
The present Philippine Educational system firstly covers six years of
compulsory education (from grades 1 to 6), divided informally into
two levels - both composed of three years. The first level is known
as the Primary Level and the second level is known as the
Intermediate Level.
However, although the Philippine educational system has
extensively been a model for other Southeast Asian countries, in
recent years such a matter has no longer stood true, and such a
system has been deteriorated - such a fact is especially evident and
true in the country's more secluded poverty-stricken regions.
Nationwide the Philippines faces several issues when it comes to
the educational system.

Quality of Education[edit]
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[edit]

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.

Affordability of Education[edit]
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)[edit]

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.
[53]

Mismatch[edit]
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[edit]
Brain Drain is a persistent problem evident in the educational
system of the Philippines due to the modern phenomenon of
globalization,[54] with the number of Overseas Filipino Workers
(OFWs) who worked abroad at anytime during the period April to
September 2014 was estimated at 2.3 million.[55] 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[edit]
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 of the institutional mechanism that creates a

division between the poor and the rich.[50]

Lack of Facilities and Teacher Shortage in Public

Schools[edit]
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.[50] 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 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.
[53]

Issues regarding the K-12[edit]

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 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.

TRADITIONAL EDUCATION V.S MODERN EDUCATION: WHAT IS THE

IMPACT OF TEACHING TECHNIQUES' EVOLUTION ON STUDENTS'
LEARNING PROCESS?
J.M. del Campo1, V. Negro1, M. Nez2
1

Universidad Politcnica de Madrid (SPAIN)

Universidad Alfonso X El Sabio (SPAIN)

The main objective of this article is to focus on the analysis of teaching techniques, ranging from the use
of the blackboard and chalk in old traditional classes, using slides and overhead projectors in the eighties
and use of presentation software in the nineties, to the video, electronic board and network resources
nowadays.

Furthermore, all the aforementioned, is viewed under the different mentalities in which the teacher

conditions the student using the new teaching technique, improving soft skills but maybe leading either to
encouragement or disinterest, and including the lack of educational knowledge consolidation at scientific,
technology and specific levels.

In the same way, we study the process of adaptation required for teachers, the differences in the
processes of information transfer and education towards the student, and even the existence of teachers
who are not any longer appealed by their work due which has become much simpler due to new
technologies and the greater ease in the development of classes due to the criteria described on the new
Grade Programs adopted by the European Higher Education Area.

Moreover, it is also intended to understand the evolution of students profiles, from the eighties to present
time, in order to understand certain attitudes, behaviours, accomplishments and acknowledgements
acquired over the semesters within the degree Programs.

As an Educational Innovation Group, another key question also arises. What will be the learning
techniques in the future?. How these evolving matters will affect both positively and negatively on the
mentality, attitude, behaviour, learning, achievement of goals and satisfaction levels of all elements
involved in universities education?

Clearly, this evolution from chalk to the electronic board, the three-dimensional view of our works and
their sequence, greatly facilitates the understanding and adaptation later on to the business world, but
does not answer to the unknowns regarding the knowledge and the full development of achievements
indicators in basic skills of a degree.

This is the underlying question which steers the roots of the presented research.

Where Did the Ancient Egyptians Get the

Materials to Make Art?

Ancient Egyptians had distinctive styles and forms for their art work,
ranging from painted hieroglyphics, to stone statues, to carved,
wooden sarcophagi. However, ancient Egyptians did not have the
advanced tools or materials that are available to modern artists. They
took advantage of natural stone and wood, imported some materials,
and made other items like pigment and stone tools. The result was art
work that, in some cases, looks as good centuries later as it did when it
was created.
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Collection of Stones
Egyptians had a number of natural stones at their disposal to create art.
Limestone, sandstone, calcite and schist were native to the Nile River Valley,
and healthy trade routes with countries like Afghanistan made stones like lapis
lazuli easy to obtain. The softer stones, like limestone and sandstone, were used
to create reliefs. Harder stones, like granite from Aswan or basalt from Faiyum,
were reserved for temples and tombs. Flint and other hard stone was used to
carve the softer rocks, while copper and bronze tools were used to carve the
harder stones. Smooth stones were also used to polish the surface of stones
used for buildings or sculptures.

Native and Imported Woods

The ancient Egyptians used wood to carve sarcophagi, as well as for some
statues and for furniture. Native woods included acacia, tamarisk and sycamore.
These trees were most often used for small statues and some furniture.
However, larger items such as sarcophagi and boats required the ancient
Egyptians to import wood, including cedar from Lebanon, ebony from central
Africa, and fir from Syria. Flint and copper tools were used to carve the wood.
Pigment, which could be used to paint either wood or stone, was created from
common materials such as ochre from the desert, lapis lazuli, gypsum or soot.
Blues could also be made from a mixture of desert sand, azurite and malachite.

The color compound was mixed with vegetable gum or animal fats to create a
paste or paint.

Various Metals
Most metals were imported into Egypt. Gold was imported from Nubia, copper
from Sinai, and silver from western Asia. Gold was reserved for statues, jewelry
and other artistic creations for kings and high-ranking officials because it
represented eternal life. Copper and bronze were often used for tools. Because
of the precious nature of metals, many items made from metals, particularly
gold, were melted down and remade into other tools or artistic creations.

Egyptian Faience
The Egyptians created their own material known as faience. Though this was
also made in other countries, inlcuding Italy, the Egyptians had their own
procedure for making it. Faience was made by mixing desert sand with water
and natron, then firing it. The result was a whitish, greyish stone that was then
treated with a colored glaze. Turquoise was the most popular choice for glaze.
Faience was used to make small objects, such as vases, inlays and amulets.