Republic of the Philippines

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
Mindanao
Multicultural Education Hub

CRITICAL ESSAY
(THE
PHILIPPINE
EDUCATIONAL
LANDSCAPE)
Submitted by: Viel B. Tingcoy

BPHE-II Student

Submitted to : Honey Jaysa Antigua

Course Teacher

The Teacher and the School Curriculum

 As the world revolves, changes and modifications seemed inevitable. These phenomena

greatly affect every individual in various aspects of their lives and it even manifest in the field of

education. Education, a powerful tool in creating change which is significant in every individuals’

life and is the most important factor which plays a great role in the development of an individual

as well as a country. Philippines as a third world country is presently faced with issues

concerning education. The country is undergoing various innovations and at adaptation process

of the global education standard which will foretell its development and future which makes this

issue a crucial one.

The Philippine educational landscape has undergone countless influences which can be traced

back by looking through the annals of the country’s rich history under various colonizers. With

such events the Philippines acquired such vibrant and diverse education system, the

government, together with the assistance of the private sector, who collaborates to provide a

wide range of education from early years up to college and university across the country’s group

of islands.

The Department of Education (DepEd) oversees the provision of basic education. The

private sector includes kindergartens, international schools and religious schools. According to

the Philstar global, a digital newspaper in the Philippines, that student population soars to 27.7

during the year 2018 which was described as historic according to the Department of education

(DepEd). With this number, it shows that there is truly a need for changes and reforms in the

country’s education system. The government created plans, programs which aims to positively

modify Philippine education but with the other issues at hand, are these changes adequate? Are

these necessary or just a waste of time and effort for nothing? Is the Philippine education really

moving forward or is it deteriorating? How is the government and Filipinos responding to these

types or kinds of issues and changes? What is its importance for individual Filipinos and for the
country as a whole? These are the questions that keep on bugging most Filipino’s mind which

they hunger answers and actions for.

As we talked about changes, the Philippine education is a topic worth the gaze of

attention. Changes and reforms are necessary since the world holds such changing demands.

Trends obliged everyone to change, for people created a standard out of it which taps the

education sector. The world is a competition and the Philippines and Filipinos are merely

players who need to get along with what we call as quality for us not to be left behind. Various

competencies are raised that everyone should have developments on. One evident situation is

the common scenario where Filipino professionals wanted to work abroad with the degree they

are holding and end up considered incompetent enough which seemed to oppose to the belief

the Filipinos hold, as well as what the international community believes that Filipinos are of a

competitive race, and the education system was considered the root cause of hindering Filipinos

to perform as what they are known.

Reforms are what Philippine education is looking up to as an answer to the number of

problems and issues being encountered. But are these reforms necessary? In an ABS-CBN

news last August 29, 2018, lawmakers raised their concerns to they call “massive cuts” in the

proposed 2019 budget of the Department of Education (DepEd). For 2019, DepEd was

allocated P528.8 billion, which is lower by P51.8 billion or 8.9 percent than its 2018 budget of

P580.6 billion. Allocation for textbooks and instructional materials for the year 2019 has been

reduced by 40 percent from the 2018 budget to P1.8 billion, while funding for new teachers saw

a 90 percent reduction to P2.2 billion. The 2019 budget for basic education facilities like

classrooms is also lower by over P70 billion or 67 percent from the year 2018. The P34.7 billion

budget for basic education facilities for the year 2019 is expected to build 4,110 new

classrooms, significantly less than the 47,000 new classrooms funded in 2018. Other items that

suffered lower allocations are the computerization program, school-based feeding program,
flexible learning options, indigenous people’s education, development and promotion of campus

journalism and the national assessment for basic education. And with this happening, it just

shows that the allocated budget for education is not fixed which could possibly affect the quality

of education as the allocation being reduced where in fact it is supposed to be well-planned in

terms of budgeting because it is a very crucial sector that contributes to the country’s

development in many aspects.

The K to 12 curriculum, in an article entitled “Reforms in the Philippine education

system: The K to 12 Program” written by Cyril John Barlongo states that it was introduced in

2011 by the Department of Education (DepEd), headed by Secretary Armin Luistro, FSJ. The

curriculum 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. And in a paragraph it was presented that 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. With this problem that alarmed

Filipinos who are entailed to education, is it still an option to continue such curriculum when

even before it was implemented until now several concerns and issues are vying for answers

and along with these are the occurring unsolved issues of the implementation of the curriculum.

It could possibly create aware yet scared individuals within the country.

In an opinionated article “K-12 is 6 years of high school for nothing” by Manila (CNN

Philippines Life), one of the first graduates of K to 12 wrote about failures of the new education
system and how DepEd may improve it wherein the student stated , “Employability was the top

selling point of the K to 12 curriculum, but it was clear as early as January of the year 2018 that

graduates of senior high school, or Grade 12, would not be able to compete in the workforce as

promised by the Department of Education (DepEd). A 2018 JobStreet report shows that only 24

percent of employers were willing to hire K to 12 graduates as the rest still cited having a

college degree as the primary qualification for employment. Worse, the department currently

has no data on how many senior high school graduates were able to find work related to the

track that they had completed. If this is the case, then two years of tuition fees, insurmountable

effort, and time from the students’ part had gone to waste as they had only ended up in the

same inhumane Philippine labor force where labor rights are routinely violated. When you have

an education system that seems to be riddled with more problems than solutions, students are

the ones to take the hit the hardest. K to 12 worsens, not improves, poor families’ conditions by

aggravating their circumstances with added costs of education. This shows that the department,

in its efforts to review the whole curriculum, should still answer to the very real concerns of the

pioneer batch of K to 12 who are still trying to reconcile what seems like two years of wasted

time and resources. But senior high school had no significant impact to the majority of students

who worked or proceeded to college and in the end; we have thousands of students who feel

they’ve been delayed by K to 12”. As seen on the student’s opinion, it is very evident that the

unpreparedness and the lack of efficiency of the implementation of this new educational system

were brought everything to nothing.

These reforms at present, is struggling to find space in some Filipinos’ awareness which

can be clearly seen on the support given by them. Also, it was the ineffective parts of the plans

of the government upon implementing such curriculum reform that even made it worse. In fact,

in a Business Mirror interview, DepEd Secretary Leonor Briones claims that for 2017-2018, the

Department created 40,104 teacher items for the K-12 program. However, she also confesses
that we still lack teachers and classrooms to fill in its demands. Alarming isn’t it the the DepEd

secretary herself admitted and confessed the issue left being faced and in need for response

and action. Now with these alarming events and facts happening, should we just wait and sit? Is

there still a space for us to stay still and to not adapt changes? The system being changed,

encountered problems and are these enough to say that we should be stagnant and be left

behind?

Change is considered to be intertwined with the human life with problems, it is

undeniably observable that it does contribute a lot in one’s development. The world is slowly

gliding to changes to achieve whatever it wants and the Philippines as a contributing member

should keep pace with it. The world demands and international community is up for change and

adaptation, taking risks for progression. And for the Philippines, we are not ordered to, but it is

necessary for us to stay with it. Possibilities are present which obliged us to not close ourselves

from the opportunities that we have to take which could either result negatively or positively, but

still we should hold the belief that education reforms in the Philippines aims for better quality

and more access, as what an article by OXFORD BUSINESS GROUP 2019 is entitled to. The

article presented that DepEd itself assessed the implementation of K-12 at a January 2017

conference with stakeholders including government officials, school administrators and

teachers. Among the encouraging news, it found that the situation in kindergartens had

improved, with a more localized curriculum, the construction of clean, safe and child-friendly

classrooms, and closer cooperation with the community. Children were developing a love of

reading, while teachers’ skills had been enhanced via use of technology and the adoption of

more effective teaching strategies. For grades one to six, best practice included a curriculum

more suited to the needs of Christian and Muslim pupils, closer cooperation with indigenous

communities, the provision of self-paced learning materials, catch-up programs at all levels and

the introduction of Learning Action Cell sessions for teachers’ professional development. DepEd
noted that in schools that had adopted these practices enrolment rose and the drop-out rate fell.

Minority groups were also more confident, with Muslim children having the opportunity to learn

Arabic. Junior high schools also focused on programs to reduce the drop-out rate and nurture

continued learning, including the use of ALS through a virtual classroom, a basic literacy

program for adults, and scholarships for adult learners and students with special needs. Schools

reported increased enrolment and participation, along with rising community awareness.

Teacher competency also improved with training in new learning strategies focused on real-

world application. In senior high schools, where the full roll-out of grade 12 is now taking place,

DepEd said that the policy has been largely successful, noting the transfer of junior high school

teachers to fill vacancies, and improved cooperation both between local and national

government, and with the private sector on the provision of facilities, including classrooms and

dormitories for pupils living in remote areas. A large percentage of those enrolled in private

schools received vouchers, with scholarships also available. And so with this data, we can say

that the great change we have embraced is now slowly paying its way back. It reflects of why

reforms is called “reforms”, which is mainly because it aims to change something and this

change have showed its impact which is what we are procuring at present.

Amidst all the critics that the K-12 has garnered upon its implementation, it continuously

improve the quality of education which is slowly digging deep to the understanding and

awareness of the open-minded Filipinos. Numbers of Filipino including organizations and group,

and the present administration have shown cooperation and support for the change in the

educational system to be but a successful one. “The Changing Educational Landscape:

Challenges”, an article written by Joel E. Tabora, talks about the answers to “Why is the

educational landscape changing?” and he stated 3 reasons. First is that, these changes in the

Philippine educational landscape was not mainly brought by President Duterte’s actions who

does not style himself as an education president which can also be seen in him who did not
made dramatic policy announcements concerning education. But it stated that his actions and

policy directions signal profound changes in the educational landscape based on what the

administration envisioned which is to have Philippines as prosperous, with predominantly

middle-class society and all but description of a well-developed and improving nation by the

year 2040. Secondly, Tabora wrote that it is also because of the ASEAN of why changes in

Philippine educational landscape is evident due to the adoption of ASEAN Economic

Community (AEC) which aims means people are trained professionally in schools and must be

competent not only for our local standards. And so, ASEAN affects the educational landscape in

demanding critical thought and consequent transformational education both on the basic and

higher education levels. Third, is that he believed that it changes was also because of education

is increasingly regarded in the 1987 Philippine Constitution which. And the last cause of change

according to Tabora, was after the K-12 basic education reform, more attention is now being

focused on higher education. With this at hand, the assurance of the change of the Philippine

educational landscape is moving forward towards a bright direction. It undeniably satisfied the

Filipinos of the risk that was taken and the change that was implemented.

The educational reforms need support from various sectors and from the communities

especially to get along with the trendy and helpful yet somehow costly technology and it is but a

challenged that puts on Filipinos’ cooperation and unity. Manila Bulettin (2018, August 17)

“Transforming the Educational Landscape in the PH with Tech”, Clarissa Segismundo,

Education Programs Lead of Microsoft Philippines, explained the importance of digital tools in

learning. “Engaging students remains one of the core pillars in the digital transformation of

education. How they use technology is crucial in promoting collaboration, critical thinking, and

problem-solving skills” said Segismundo. But technology alone cannot develop the 21st-century

skills students require. Technology is an accelerator and an equalizer, but it needs guidance

and knowledge on proper utilization to truly have an impact on student development. Through
the Microsoft Education Ambassadors Program, Microsoft and UnionBank are working together

to transform the educational landscape in the Philippines by equipping our educators and

students with the right skills. The program aims to empower schools, educators and students

with 21st century skills through the proper use of technology for teaching and learning. To date,

there are over 1,000 Microsoft Education Ambassadors advocating teaching with technology in

various parts of the country. Alongside is the opening of doors which gives opportunity to the

youth with the Microsoft Education Ambassadors from UnionBank undergone training in

technology literacy. This news only implies that the Philippine community, with unity and hand in

hand taking actions, is getting along with the necessary global literacy through support of

realizing it.

We cannot deny the fact that in order for an action to be successful especially in country

related issues and topics, budget and money are concepts which if less or lacking will surely

reflects its effects to negativity. So with the alarming issue regarding the massive cuts for 2019

budget the Commission on Higher Education (CHED) and the Department of Education

(DepEd) had their respective budget hearings at the House of Representatives and Senate,

respectively. During both hearings, legislators raised concerns regarding several budget cuts in

the education agencies’ budgets and Education is still top priority in proposed 2019 budget.

Together with this is the effort of Unified Financial Assistance System for Higher and Technical

Education (UniFAST) and the Tertiary Education Transition Fund (TETF) who facilitates the

funding for the free tuition program in colleges. It is indeed good news but as possible, they

should have it fixed and planned accurately for we are not up to wasting and even overspending

a crucial element to a crucial development contributing sector.

The Philippine educational landscape have undergone various modifications and

changes. These events are done through the means of modernization and one of the most

significant phenomena, the changing of the curriculum to K to 12 which seemed to give Filipinos
divided insights which made the issue still vying for concrete explanation, solution and action

from the government. With the present experience the Filipino students are going through, it

seemed hard to tell if it has made significant positive change or great negative effects. The

government along with concern organizations and the Filipino people are up to establishing

various solutions even with the lack of resources. The support and cooperation is what

everyone is holding in to where in anxious Filipinos are unsure of these reforms that seemed to

stand at a balance beam. In a nutshell, Changes and reforms are essential for development, but

for education to undergo such thing, detailed and deep planning and understanding should be

anchored before arriving at a decision. But it is solely up to us Filipinos if we will let ourselves be

blindfolded by anxiousness and fear of going through change and stay still, stagnant and miles

away from development and progress; or open up, embrace changes and let our actions decide

to what conclusion this commitment will procure.