1.

Judicial System in the Philippines as School

Administrator

LEGAL BASES OF SCHOOL ADMINISTRATION

AND SUPERVISION

HISTORICAL SKETCH

The Administration and Supervision of the Philippines government in the early part of
American regime was entrusted to the Philippine Commission appointed by the president of
the United States. The Second Commission, headed by William H. Taft, was created in 1901.
To cooperate with militaries authorities in the islands and to open the way for the
establishment of the civil government. All legislative function of the military government were
transferred to the Second Philippine Commission.

LAWS RELATED TO SCHOOL ADMINISTRATION AND SUPERVISION

School laws give authority, purpose and direction to school administrators,

supervisors, and classroom teachers. The legal enactments in this country which has bearing
on the status of school administration and supervision are the following:

Laws Related to School Organization and Control

1. The Philippine Constitution The most important legal basis of the administration and
supervision is found in certain provision of the Philippine Constitution. Section 8 of
Article XV state that all educational institutions shall be under the supervision of and
subject regulation by the states.
2. Act No. 74 of the Philippine Commission The administration of the Philippine
Government during the early part of the American occupation was in the hands of the
Philippine commission whose members were appointed by the President of the United
States. The commission on January 21, 1901, passed Act No. 74, Section 1 of which
established a Department of Public Instruction, which has executive control and
general suppervision of all schools already established by the Military authorities
3. Commonwealth Act No. 180 This Act is the present basic law governing private
education in this country. It amended act No. 2706 which provided for the government
regulation and suprvision of private schools, colleges and universities.
 4. Commonwealth Act No. 586 This Act is known as the Educational Act of 1940 which
provides the legal basis of the present six-year elementary course, the double-single
session, the school entrance ages, and national support of elementary education.
5. Republic Act No. 896 This Act is known as the Elementary School Act of 1953. This
new law restore Grade 7 VII which was aboloshed by the Education Act 1940.
6. Executive Order No. 94 (Based on upon the Reorganization Act of 1947). This law
gives the Secretary of Education executive supervision over the Bureau of Public
School and the Bureau of Private Schools, the Bureau of Public libraries, the Institute
of national language, and the Philippine Historical Committee.
7. Republic Act No. 1124 This Act created by the Board of Education, According to this
law, the Board of the National Education is a policy making body.
8. Republic Act No. 4272 This Act reduced the number of members of the Board under
Republic Act No. 1124 from 15 members to 8 members. The old Board of National
Education of 15 members has been inoperative for several years. It was only July 1967
that the new board of eight members under the new law (R.A 4572) was reconstituted.
9. Republic Act No. 5447 This law is otherwise known as Special Education Fund Act.
This law provides an annual additional tax of one percent of the assessed value of real
property tax.
10. Presidential Decree No. 1 This decree made a thorough going revamp of the
executive branch of the government.
11. Presidential Decree No. 176 This control and administration of all educational
institutions already established or here after to be established in the Philippines shall
be vested in the citizens of the Philippines. Membership in governing bodies or boards
of such educational institutions shall be vested in the citizens of the Philippines.

Laws Related to Teaching Personnel

1. Commonwealth Act No. 117 This Act places the public school teachers under Civil
Rules and Regulations as to their examination, appoinment, tranfer, seperation,
suspension, and reinstatement. This Act also protects tenure of office.
2. Commonwealth Act No. 578 This law recognizes supervisors, teachers, and
professors of public and recognized private schools as person in authority.
3. Republic Act No. 660 This Act amended Section 12 of the Commonwealth Act 186.
This Act provides for automatic retirement at the age of sixty-five years, if the
teacherhas completed fifteen years of service, and if he is not, he shall allowed tp
continue service until he has completed fifteen years unless is otherwise eligible for
disability retirement.
4. Republic Act No. 842 This Salary Act of 1953 (Republic Act No. 842) provides for a
revised salary scale and automatic salary increases for public school officials, teachers
and other school personnel at the government.
 5. Republic Act No. 1079 This law provides that civil service eligibility shall be
permanent and shall have no limit.
6. Republic Act No. 1080 This Act states that the bar examination and the board
examination which review the candidates to have four years of college training and two
years for experience are considered equivalent to the first grade regular examination.
7. Republic Act No. 1147 This Act that regular and promotional teacher civil service
examinations be given at least once two years.
8. Republic Act No. 4461 This Act is known as the Teachers Meeting Law. This law
provides that the teachers meeting shall not be called on Saturdays. This concept is
based on the contention of teachers that Saturdays is not a working day as observed
by the government employees.
9. Republic Act No. 447 This Act is known as the Provincial Salary Act. This law raised
the salaries of field school superintendents above the level of the salaries of Division
Chiefs in the Central Office who had served in the field as superintendent of schools
and who are supposed to have higher category than the field superintendents.
10. Republic Act No. 1880 This Act amended Sections 562 and 564 of the revised
administrative code. It prescribed the legal hours of labor to 8 hours a day, 5 days a
week, or 40 hours a week. It also states that government employees may be allowed
5 hours of service from April to June 15 inclusive upon the discration of the President
of the Republic.
11. Republic Act No. 5168 This is known as the public school teacher salary standardized
act.
12. Republic Act No. 6040 This act amended section 24 of civil service act 1959.
13. Republic Act No. 6110 This is called the Omnibus Tax Law.
14. Republic Act No. 6111 This is act is otherwise known as Philippine Medical Care Act
of 1969, was approved on August 4, 1969. Primarily to extend medical care to all
resident in an evolutionary way within our economic means and capability as a nation.
15. Republic Act No. 6362 This act amended R.A 5168 otherwise known as the Public
School Teacher Salary Standardization Act and Appropriating Fund therefore.

Laws Related to School Curriculum

1. Department Order No. 1955 The secretary provides that religions instruction maybe
schedule during the school session in such a way as to enable the teacher in religion
to teach in the public school building for more 30 minutes period a day, three times a
week, to different groups of pupils in the same school. Provided no pupils is given
instruction under this arrangement for more than the maximum lenght of time allowed
by law.
2. Republic Act No. 343 This act provide for the inclusion of Spanish as a course or
subject in all high schools, private or public of the Philippines.
 3. Republic Act No. 709 This act made the teaching of Spanish obligatory in all courses
of public and private colleges and universities in the Philippines.
4. Republic Act No. 1425 This act requires that courses on the life, works and writings
of Jose Rizal, particulary his novel Noli Me Tangere and El Filibusterismo shall be
included in the curricula of all private and public schools colleges and universities.
5. Republic Act No. 1881 This act states that all students enrolled in the courses in law,
commerce, foreign service, liberal arts and education are required to complete at least
24 uniots of Spanish.
6. Republic Act No. 5181 This act replaced republic act no. 707 as amended by R.A no.
1881.
7. Department Order No. 19, 1970 This department order increased time allotment for
language arts from 30 to 40 minutes in grade 1 and 2 from 40 to 60 minutes in grade
3 and 4 from 60 to 80 minutes in the intermediate grades.
8. Republic Act No. 5946 This law amended the Medical Act of 1959. The acts state
that the students seeking admission to medical school must have a Bachelor Degree
in Science or in Arts.
9. Presidential Decree No. 6-A This decree is known as Educational Development
Decree of 1972.

Laws Related to Students or Pupils

1. Commonwealth Act no. 80 - this act provided for organization of the office of adult
education under director of adult education, who was appointed by the president with
consent of the commission on appointment.
2. Republic Act no. 124 - this law requires private school, colleges and universities having
an enrollment of 300 or more to employ a part or full time physician who conduct an
annual physical examination of their students.
3. Republic Act no. 896 - this provides for compulsory education of 7 years and made it
mandatory on the part of parents to enroll their children in public schools upon
attaining 7 years of age.
4. Republic Act no. 4206 - this law prohibits the collection of contribution for the red
cross, Anti-Tuberculosis, PTAs school athletic meets, medical and dental service or
any other projects or purpose whether voluntary or otherwise from school children of
public primary of intermediate schools.
5. Republic Act no. 4090 - an act providing for state scholarship in science, arts and
letters and for poor and deserving students, creating a state scholarship council to
integrate, systematize, administer and implement all program of scholarship, and
appropriate funds thereof.
6. Republic Act no. 4725 - this act amended Republic no. 4206 the collection of
contribution for Anti-Tuberculosis, Parent, Teacher Associations, School athletic meets,
 medical and dental service school children and teachers of public primary of
intermediate and high school is hereby prohibited.
7. Republic Act no. 6139 - this act is known as the Tuition Fee Law.
8. Presidential Decree no. 146 - this Decree is known as the National College Entrance
Examination was promulgated with no other purpose but to regulate the admission of
students to all four year or to five year degree programs in the country so, as to improve
the quality of higher education and to distribute students among different courses,
thus meeting the manpower needs of the country.

Laws Related to Finance and Support

1. Commonwealth Act no. 586 - section 7 of this act nationalized the support of the
elementary school except chartered cities.
2. Republic Act no. 364 - this act authorizes all vocational school to collect tuition fees
and received contributions from private persons and contract loans from the
government and private banks and other financial institutions and to create a special
trusts fund for each school.
3. Republic Act no. 1284 - this law exempt from amusement tax all athletics meets,
school program and exhibitions, and other educational activities conducted by public
schools, by amending the National Internal Revenue Code.
4. Republic Act no. 5447 - this act is otherwise known as Special Educational Fund Act.

Other Laws Affecting School Administration and Supervision

1. Executive Order no. 56 - this act authorizes the Director of the Bureau of the private
schools to call upon the members of the government examination boards for technical
advice.
2. Republic Act no 139 - this act is the present basis for the selection and adaptation of
textbooks to be used in public and private schools.
3. Republic Act no. 1147 - this act provides for holding of regular and promotional
teachers, civil service examination at least once every two years.
4. Republic Act no. 1265 - this act makes flag ceremony compulsory in all educational
institutions.
5. Republic Act no. 1880- an act amending section 562 and 564 of the Revised
Administrative which prescribes the legal hours of labor, eight hours a day, five days a
week or forty hours a week.
6. Republic Act no. 416 - the law converted the present Philippine Normal School into
Philippine Normal College conferring the Degree of Bachelor Science in Elementary
Education and Master of Arts in Education.
7. Department Order 1, 1957 - this program is otherwise known has the 2-2 plan.
 8. Department Order 27, 1972 - this order gives the heads of the Institution Authority to
expels, dismiss, suspend indefinitely, or cause the expulsion, dismissal, or suspension
of any faculty members, employees and student, who after investigation were found to
have been engaged or were engaged in supervision or similar illegal activities or were
known to be active member subversive organizations and activities.
9. Department Order no. 30, 1972 - this prescribed the use of identification cards by all
students, faculty and staff members in each institution.
10. Department Order no. 33, 1972 - the standard operating procedure screening
university personnel were spelled out in this order.
11. Department Order no. 32, 1972 - this order granted academic freedom to faculty
members under certain conditions.
12. Department Oder no. 1972 - the major point this order is to stimulates students and
faculty members of colleges and universities to have build a New Society within the
context of the Decree issue in the proclamation of 1081.

Circulars Which Affects Administration and Supervision

1. B.P.S. Circular no. 1, 1946 - discharged Filipino veterans who had been active in
service with the US and Military forces and who meet certain requirements prescribed
by law are eligible for education or training under Public Law 348 in any approved
school, colleges, universities or other institution of learning.
2. B.P.S. Circular no. 32, 1952 - this circular states that a public school teacher must
have rendered at least 2 years of satisfactory service before he can teach in private
schools.

B.P.S Circular no. 4, 1956 - (requiring Mathematics Subjects and Physics in the secondary
course)
Politics of Patronage in the Philippine Educational
System
Politics of patronage is not only practiced by politicians in the Philippine educational system. School
administrators practice it also. It comes in the form of giving favors to favored employees at the expenses of
those who are not within the good graces of their school administrators. It is this kind of patronage that breeds
corruption, inefficiency and incompetence because a very special relation has been established between the
school administrator concerned and his employee.
This special relation having been established entails loses for the government in terms of man-hours lost
because the employee given the favor does not perform his assigned task when he/she is allowed to travel on
official business on the pretext of attending seminars when actually main purposes is to visit his loved ones in
Manila or elsewhere. Hence the government also loses money because this employee abandons his work. This
travel is unfair to the government since the expense is paid out of government funds.

Since this is happening in educational institution, one now wonders what happened to their much-vaunted
educational reorientation program where they have been making a lot of noise in teaching, developing, and
reorienting good Filipino values. This is dishonesty of the highest order because the employee and the school
administrator willfully commit fraud in the performance of their sworn duties. And yet you can see them
devoutly performing their religious rituals, praying and receiving Holy Communion every Sunday and other
holidays of obligations. I wonder if their conscience does not bother them for their sins of omission and
commission.

This politics of patronage in schools has created a pool of subservient employees aping their school
administrators because they are opportunists (balimbings). These subservient employees always look forward
to unlimited favors such as seminars, promotion, favored assignments, travel abroad, etcs. They (the middle-
level echelon) are the ones who are very quick in defending their boss against criticism. It is, of course, natural
for them to defend the source of their unlimited favors.
This politics of patronage in Philippine educational system must be put to stop if only to save government
money. Travel must be strictly on official business. Personal interest must be set aside. A respectable
employee, especially an educator who is tasked to develop, promote and reorient good Filipino values, must be
willing to spend his/her own money if the purpose of the travel is to visit loved ones in Manila or elsewhere.
Through this they will be admired by colleagues for being honest educators and deeply religious people.

If politicians practice politics of patronage, educators must not follow their example because they are the
paragons of honesty, sincerity and integrity in public service. Some politicians are not as concerned about
moral and spiritual values as they are known to be cheaters during elections and, therefore, have been cheating
themselves into power. They have no sincerity to speak of nor morality of any kind to defend or die for.
Politicians do not practice the highest degree of statesmanship as they could hardly portray themselves as
respectable statesmen especially when their political interest is at stake. Therefore, school officials concerned
who wield power and authority must not abuse such power and authority by dispensing favors only to their
close friends and relatives.

School officials practicing politics of patronage may not realize that their actuations can boomerang on them.
For instance when a special favor on someone got a promotion at the expense of others who are more
deserving, demoralization among the rank and file of employees results which is counterproductive to the
organizations goal and objectives.

Dispensing favors begets another favor. Hence, when not all employees enjoy the spoils of the school
administrator, trouble begins and this will come in the form of deficiency of the employees performance. In
other words, disgruntled employees cannot be expected to be efficient and effective workers because they are
discriminated upon by their own school administrator. In this instance, the school administrator concerned can
blame nobody but himself. His actuations can destroy his own image and the institution he/she represents. So
favored employees who are enjoying strong connections with your school administrator, do not think only of
your personal interest but consider your benefactor whose image and credibility you have unknowingly
destroyed.

To the school administrator concerned, stop dispensing favors that can only destroy your own image and the
institution you represent. Personal interest should be dispensed with in favor of public welfare. Attending
seminars as an excuse to visit loved ones in Manila or elsewhere is intellectual dishonesty of the highest order.
You are not only cheating yourself but the people who are supporting our schools with their tax money. You
should stop playing politics, dispensing favors to people and your organizations who are supportive of your
personal interest and ambition.

Remedial Teaching in the Philippines

Remedial Instruction in the Grades
The term remedial instruction is not foreign to teachers, rather it is familiar one. To the writer, it is a tutorial
session given after a formal/structured teaching to assist slow performers improve their learning or mastery of
a lesson when the result of achievement evaluation is below the expected level and therefore needs an extra
step to reinforce learning.
An effective remedial instruction teacher is expected to be always extra sensitive to the needs of every learner
in her class. She should not be contented merely with the completion of the teaching subject matter but should
be more concerned with the outcome of that teaching.
When the outcome of teaching points to the need of reinforcement or re-teaching a lesson, a teacher must plan
steps so that the learners, especially the slow ones, can be helped to keep pace with the learning level of other
pupils in the class.

Remedial teaching comes in, when what is, does not match with what should be, in so far as the outcome of
teaching is concerned. It is most ideal for every particular program providing basic education to always
provide a specific time slot for remedial instruction. Teachers should welcome and maximize the use of this
opportunity so provided, if it is desired to make pupils master lessons taught and attain quality learning. This
gives importance to remediation in teaching and theres no telling the good it can do towards the goal
achieving quality education.

In order to help the teacher in their task of giving remedial teaching, the following tips are humbly presented to
guide a well-meaning teacher who believes in the merits of Remedial Teaching in the Philippines:
1. Every lesson taught must be evaluated in order to determine whether it is mastered or not. Results point
out whether it is necessary to re-teach or not to re-teach the lesson.
2. Careful study of the test results must be made. Individuals work of pupils must be looked into and
frequency of errors noted to detect common items missed by most of the pupils. The findings are made
the basis and a guide in establishing focus on skills and knowledge to be re-mediated.
3. When all of the pupils or the performance of the class fall below the 75% level set under mastery
learning, the teacher should make extra effort to discover where she failed in her teaching. She should
re-examine the strategies and lesson activities introduced, as to their appropriateness and suitability to
the mental capabilities of the pupils. If found to be deficient, the teacher, in re-teaching the lesson
should plan it in such a manner that the activities are simple, easier to grasp and carry out the lessons
aim more effectively than the first attempt.
4. When evaluation results indicate that only few pupils are unable to get the desired level of performance,
this group of pupils should form the cluster who will receive special focus/attention during the remedial
instruction period. The advanced learners may be rewarded for their achievement through an early
 dismissal thus, exempting them from attending the remedial period or they may be given enrichment
exercises while the teacher gives special lessons to the slow ones.
5. After each remedial lesson, the teacher should measure the degree of the learning progress attained
through tests. Results should be properly and diligently recorded to keep track and quantify the gains
earned in the process. This could also help the teacher determine exactly where to end the remediation
on a particular lesson/skill reinforced this economizing on time and effort.
6. Remedial instruction is a continuous task. It goes on, as long as there are teaching-learning activities not
mastered and need to be reinforced. When there is a need, it starts all over again until the desired
learning is attained.
While it is true that the task is tedious and demands extra effort, time, patience and devotion from teachers, yet,
the thought of enabling/helping learners achieve the ideal learning level is enough to compensate for all the
troubles a teacher undergoes. The satisfaction one gets from this one gets from this goes beyond the physical
and brings lasting happiness. As teachers let this thought inspire us, as we continue in our mission of bringing
light into this world.

Effective Teaching Strategies in the Philippines

FOR MORE EFFECTIVE TEACHING STRATEGIES
Today there is a demand for better prepared teachers in our school. We need teachers in our school. We need
teacher who are well versed in modern teaching techniques and teacher competencies.

Those who have been engaged in teacher education agreed that to become a successful teacher one must have
control of the knowledge and principles of teaching.
As a new teacher, how can one be effective in the educational system? Here are some pointers for a new
teacher to remember in order to be effective in their chosen profession.
1. Know Yourself Any self-improvements starts from a realistic knowledge and a healthy acceptance of self.
Self-insight, self acceptance and an ardent determination for self-improvement are essential for a successful
beginner. Start with an honest self-appraisal, particularly of your attitudes, habits and your needs, for as you
discover your needs you will incidentally uncover your strength. Know also the standards and codes of ethics.
Professional Attitudes Right attitudes and correct habits of thought toward work will make a happy
worker and learner. Be honest with yourself because the best reward for your effort should be the
satisfaction that you have done your best for the children.
Professional Habits There are habits which contribute to a successful teacher. One is promptness in
all professional obligations. Always be on time as you would expect your own pupils to be punctual in
attending their classes.
Your Personality Teachers personality is very important factor for success in teaching.
Improvement of your personality must come from within. Teaching is certainly strenuous enough to
drain an unhealthy or overtired body so take care of your food habits.
2. Learn to get along with people Relationship with different people will greatly condition your success as
a new teacher. Each contact will add something to your growth as a teacher of children and as a learner of
human nature.
Your Relationship with your Pupils There is no surefire prescription for achieving desirable
relations with pupils. Instead the best way to have a wholesome relationship is to know the
characteristic of the age group you are teaching. Treat the as children and not as adults. Be a good
example to them in every respect. Maintain an atmosphere of impartiality.
Your Relationship with your Superiors People who work in harmony achieve more satisfying
results. Establish good rapport and cooperate to perform some tasks. Maintain relationships on a
friendly but professional basis. Do not be too personal nor too intimate.
Your Relationship with Parents Learn to talk with parents, visit their homes, record conferences
with them, and plan help cooperatively with them. These will help a lot to know your pupils.
 Your Relationship with the Community As a new teacher you must have a working knowledge of
the nature of the community. Respect their customs, mores and the social values of the people in the
community. Show pleasure in being with them by participating sincerely in the various activities of the
community. Avoid a know-it-all attitude. Remember our chief concern is to learn from the people so
that you will be better able to help them.
If we follow these tips when we are in the right path in assisting and guarding the young children.

Quality of Education in the Philippines Through

Educational Technology
Getting Our Priorities Right on Computers
In our desire to improve the quality of Education in the Philippines, our top priority for reform and change, we
sometimes look on computers as a panacea or universal remedy for the ills of Philippine education. It is felt in
some quarters that if we put our children in the barrios in contact with computers, we shall put them on the
path of rapid progress and on the way to the twenty one first century. To use the terms now being used by
President Benigno Noynoy Aquino III, we shall jumpstart the towards development and help them leapfrog
into the future.
There is nothing wrong with these terms. They apply to societies such as ours and they certainly apply to
individuals who are getting ready to colonize the twenty one first century. However, panaceas rarely work.

Computers are powerful electronic tools; they evolved from labor-saving speedy calculating machines which
eased the burden of long computations by hand and by the brain. As such they are extensions of some
functions of the human brain; as we discover more and more about brain functions and as we know more and
more about electronics, we are able to develop faster and quite accurate electronic substitutes for some of these
brain functions. But as computer specialist told us early i the game, Garbage in, garbage out. That is to say,
the computer is a machine tool; it does work well if instructed to do work well. It cannot of itself think for
human beings but frees the human being from the monotonous and tedious work of record keeping, storage,
retrieval, and complicated mental calculations which must first be done by the human brain; a program is then
created to imitate or reach the same end through a proper sequence of instructions for the machine.

In developing countries such as ours, the first thing we must each our children is to be computer literate, that is
to say, to know what computers can do and cannot do and how computers can do and cannot do and how
computers have changed and will continue to change human living through the facilities they offer. The other
marvelous development we must tell the young is the wonders of telecommunications or distance
communication through waves reflected by satellites circulating the globe or through powerful optical cables
that transmit electronic messages almost instantaneously and at the speed of light. We can do this through
science classes in basic electronics. We can begin computer literacy by using the computer as a super efficient
typewriter, teach the students the touch system using the computer, then use the newer word processing
programs to make typing easier. But this is only the first step: this can be dome as early as grade school.
Computer literate children, who can use existing programs or software, must advance in high school and in
college to be able to create their own sequences of instructions or programs to make the machine work for
them. Using a computer only for typing and word processing is an expensive although convenient way of
utilizing the machine since the machine can do so much more in computations and solutions in science, for
electronic storage of date and the processing of date for statistical analysis, accounting computations that take
away the tedium of long and multi-step calculations and the possibilities of mistakes because of human
distractions and fatigue, automatic follow-up of routine instructions and processes done with error-free
repetition in the case of manufacturing. The uses are infinite.
However, the solution for remedying the quality problem of Philippine basic and advanced education is not
being prey to salesmen who have their machines to sell and who exploit the greed of decision-makers with
promised commissions in cash or in kind so these decision makers will select their products. More important
than the hardware is the software of programs and human skills to use these programs. We should put priority
on training teachers and administrators to be computer literate and eventually sophisticated to match the
rapidity with which the children will learn to use the machines and the wonders of telecommunications. The
computer can likewise now be use for telecommunications or distance communication through the relatively
cheap way of electronic mail and Internet, joining the individual student with the worldwide network to
communicate with people and to share data with them. The training of teachers and administrators on what
computers can do, how they work, what uses they can be creatively put to, the proper choice of configurations,
the choices with regard to models and their capabilities, the creation of networks within a school and with
other schools and eventually with the world outside, are the things we should be spending money on. Before
machines are ordered, schools already know what they are ordering the machines for and what they intend to
use them for, not the other way around, which is what is happening in most schools.
Above all, there is the bread-and-butter issue of maintenance, proper power sources without fluctuations (we
cannot take these electric requirement for granted in the provinces and even in many cities), trouble-shooting
when the machine is down and using the machines creatively rather than for word processing which can be
learned in a couple of hours.

After we have clarified with the school heads and teachers what they want the computers for and what they
will want the computers to do for them, after we have determined the teaching programs we want for the pupils
and trained the teachers to be able to handle these programs, then it is time to discuss the machines and the
configuration or the machine with its peripherals or side equipment to be set up and bought. In this way the
investment is worthwhile and we can use the computer as a tool, to jumpstart our children towards
development and to help them leapfrog int the twenty one first century. However, the computer will remain a
tool; more than the use of the tool, the concepts of science and their principles as well as their applications in
technology or engineering are what will jumpstart Filipinos into the twenty one first century, not the
computers.

Reforms in the Philippine

education system: The K to
12 Program
By
Cyril John Barlongo
-
MAY 26, 2015
0
80774
In Photo: Students of the Bagong Tanyag Elementary School in Bicutan,
Taguig, shows their Abakada book. In each classes, three school hours per
session is only being accommodated for they are lacking in classrooms. The
question is what can a student learn from a three-hour class. The Philippine
educational system is faced with a slew of problems, including lack of
classrooms, dilapidated school buildings and shortage of teachers.
By Cyril John Barlongo

QUALITY education is viewed as any countrys pillar of success.

Restructuring the Philippiness basic educational system through the K to 12

Program is a tough but strategic move by the government to ensure that it
produces competent graduates who can serve as the backbone for a highly
skilled and employable work force.
 In Photo: Grade 1 pupils from
Pasay City Elementary School at Leveriza Street in Pasay City take time to
write on their paper during the opening of classes in Metro Manila area and
other provinces.
Introduced in 2011 by the Department of Education (DepEd), headed by
Secretary Armin Luistro, FSJ, the K to 12 Program made kindergarten a
prerequisite to basic education. It lengthened basic schooling to include a two-
year senior high school and offered technical and vocational courses to students
not planning to go to college, thus giving them more chances of getting
employed in blue-collar work.

The program replaced the 10-year basic education curriculum, which consisted
of six years in grade school and four years in high school that concentrated on
the English language and Filipino, the sciences, arithmetic and mathematics,
and the social sciences.

It also incorporated these basic lessons to include basic science and technology,
engineering, mathematics, accountancy, business and management, humanities
and social sciences, and general academic courses such as technical-vocational-
livelihood, arts and design, and sports.
The implementation of the program has aroused fear among 13,600 teachers and
11,400 nonteaching staff in higher education institutions (HEIs) that they would
end up losing their jobs due to the lack of college enrollees.

Petitions have been submitted to the Supreme Court to suspend the program
because politicians and groups find the new system as insufficient preparation
for life after school.

Lack of infrastructure is also one of the issues confronting the DepEd prior to
and during the initial implementation of the program. Needed for the new
curriculum are 30,000 new classrooms; 30,000 new teachers; and 6,000
nonteaching staff.

Like most government endeavors, public education cannot succeed without the
support of the private sector. With the help of companies and business groups,
programs by the government are important in building a strong future for the
country that would enhance our competitiveness in the global community and
would advance the competencies of Filipino graduates to stand at par with
global practices and be equipped with relevant skills and knowledge in their
chosen professions. Different programs will give the youth a steady and
confident footing in pursuing a career that will empower them to become able
and productive participants in the shared task of nation-building.

Toward this end, business organizations have been supporting the K to 12

Program on its continued and proper reform implementation. Consistent support
has been provided by the Makati Business Club, Philippine Business for
Education (PBEd), Philippine Chamber of Commerce and Industry,
Management Association of the Philippines, the Information Technology and
Business Process Association of the Philippines, Employers Confederation of
the Philippines, American Chamber of Commerce of the Philippines, German-
Philippine Chamber of Commerce and Industry, and the Australia-New Zealand
Chamber of Commerce of the Philippines.

Studies have repeatedly shown that more schooling leads to a higher income,
averaging a 10-percent increase for every additional year in school.

The League of Cities of the Philippines has also expressed its full and
unwavering support for the flagship education reform of the Aquino
administration, led by Quezon City Mayor Herbert Bautista.

Quality education is the best that the country can offer, a call that leads to
quality employment for a better quality of life. Hence, lawmakers should still be
in the lookout for potential advancements in the current status of our education
system.

As of January 2015, the Philippine Statistics Authority Labor Force Survey

showed a 6.6-percent unemployment rate from 7.5 percent the previous year.
Meanwhile, the survey also showed employment grew to 93.4 percent, up from
92.5 percent the preceding year.

If industries, members of academe and society as a whole can work concertedly

toward empowering the students with global-standard competencies, the
countrys employment rate will improve further.

Despite the massive number of graduates the countrys institutions of higher

learning produce annually, not all possess the life skills needed to enter and
become productive members of the work force.

Workers in the services sector dominated the largest proportion by 54.6 percent,
comprised of those engaged in wholesale and retail trade, or in the repair of
motor vehicles as the largest percentage. Meanwhile, workers in the agriculture
and industry sector comprised the second and the smallest group with 29.5
percent and 15.9 percent, respectively. Laborers and unskilled workers have
remained in the largest group, accounting for 31 percent.

Due to financial reasons, many high-school graduates today cannot proceed to

college, which contributes to the aggregate of about 15 million out-of-school
youth, according to PBEd.

The nonprofit organization proposes a voucher system to the DepEd and

Commission for Higher Education (CHED) to give out-of-school youth a
chance to pursue tertiary education.

According to PBEd, the Unified Financial Assistance System for Higher and
Technical Education (UniFAST) and the Tertiary Education Transition Fund
(TETF) will facilitate the funding for the program if Congress will pass the two
bills into law.

The UniFAST bill will harmonize government scholarships, grants-in-aid and

loan programs, while the TETF bill, in turn, will establish a development and
welfare fund, PBEd says.

The UniFAST bill has been approved on third and final reading in the House of
Representatives and on second reading at the Senate.

The community where the students live is a key factor in collective assistance
and encouragement. With the help of volunteers through the DepEds Brigada
Eskuwela program, the public and private sectors unite to provide services and
resources through the repair and ensuring the safety and cleanliness of
classrooms and schools for the opening of public schools this June.
The program brings together teachers, parents, community members and
stakeholders every third week of May in an effort to maximize civil
participation and utilize local resources to prepare public schools for the
opening of classes.

During the long week event, volunteers take time doing minor repairs, painting
and cleaning of school campuses.

The program has become the DepEds model of genuine public and private
partnership to curb challenges that Philippine education is facing and serves as
one of its front-line initiatives.

The Gulayan sa Paaralan Program of the DepEd, which began in 2007, also
helps to address child malnutrition among elementary students. The crops
harvested from school gardens, which were also planted by the students, are
used to sustain the schools feeding programs. Children lacking proper nutrients
have lesser energy, physically and mentally, hence are unable to fully
participate in class.

Because of significant inflation in the country and improvement of facilities,

private institutions have raised their tuition in 313 private colleges and
universities for the coming school year, slightly higher than the 287 HEIs
allowed by the CHED last year, for an increase in tuition and other fees.

The CHED said that of the 313 schools, only 283 HEIs were allowed to increase
tuition, 212 would increase other fees, and 182 out of 313 schools were allowed
to increase both tuition and other school fees.

Despite the higher number compared to that of last year, the increases were
lower from an average of P35.66 per unit to P29.86. Other school fees were also
lowered to P135.60 from P141.55 last year.
Due to Supertyphoon Yolanda that devastated a wide swath of land in Eastern
Visayas in 2013, the CHED did not approve any application from the schools
affected to increase tuition and other school fees.

As no applications were submitted to CHED, no increases were imposed in the

provinces of Batanes, Cagayan, Isabela, Nueva Vizcaya and Quirino in Region
2; Albay, Camarines Norte, Camarines Sur, Catanduanes, Masbate and
Sorsogon in Region 5; Bohol, Cebu, Negros Oriental and Siquijor in Region 7;
Camiguin, Misamis Oriental, Lanao del Norte, Bukidnon and Misamis
Occidental in Region 10.

For a program to go through, right appropriation is essential to deliver a smooth

program implementation. Mandated by the Philippine Constitution, the
government must allocate the highest proportion of its budgetary needs to
education. As part of the Aquino administration vow, of the P2.606-trilliion
national budget, the Department of Budget and Management (DBM) allocated
P367.1 billion for the DepEd, the highest among the government agencies. The
2015 budget increased by 18.6 percent from last year.

Among the DepEds programs are Abot-Alam Program, Alternative Delivery

Mode Projector e-IMPACT, Basic Education Madrasah Program,
Computerization Program, Redesigned Technical-Vocational High School
Program and Government Assistance to Students and Teachers in Private
Education.

Modernizing the higher public education system is an integral part of making

school facilities a conducive environment for students to learn. Hence, to
improve the countrys state universities and colleges (SUCs), a total of P44.4
billion was allocated to the SUCs, 16.8 percent higher from last year.
The P2.5-billion allocation is designed to aid 40,453 Pantawid Pamilyang
Pilipino Program beneficiaries.

To aid students who want to earn a college degree, the DBM allotted P7.9
billion for scholarship grants and financial assistance. Under this allocation, the
CHEDs Students Financial Assistance Program was appropriated a total of
P763 million that will help 54,208 students nationwide.