PHILIPPINE EDUCATION: ISSUES AND CONCERNS

Tertiary education responds to three distinct national goals. First, it aims to educate the youth to
become active and productive members of society. Second, it seeks to meet and match industry
demand with a competent and globally competitive workforce. Finally, through a continuing effort
to reach global education standards, our universities aim to increase the quality of human capital and
productivity vis-à-vis national and economic progress.

We have also seen the proliferation of so-called state and community colleges that create poor
options for students by providing substandard education. Given these circumstances, the following
tertiary education components now deserve tighter scrutiny.

A deficient in-service program

This weak exposure that student teachers have to actual classroom situation translates into poor
classroom teaching methods: “many classrooms appear to be operating in a very authoritarian,
undemocratic, teacher-centered, hierarchical fashion” (Brigham 1998). Other identified ineffective
teacher practices include: teacher dependence on guides and manuals; heavy emphasis on recall and
repetition rather than understanding; learning environments that elicit passive pupil behavior; under-
development of pupil problem-solving skills; lack of attention to individual learning needs; and under-
use of group methods to foster cooperative learning.

Job-skill mismatch

This is one of the major problems of the tertiary level and also the cause of the existence of the large
group educated unemployed or underemployed. This job skill mismatch crisis in the country has been
ongoing and continues to grow because of lack of job. Competition is getting higher so the
employers are putting additional qualifications into job offers. It is difficult to land jobs for college
graduates because of growing mismatch between their training and the skills required by most
employers. Labor mismatch impacts the economy in such a way that the time spent pursuing a
particular course in college becomes a futile exercise for the student and brings about an oversupply
of talents to a certain profession.

Tuition and other fees increase

There is a problem on the commercialization of education through the continuing increase of tuition
and education becoming more expensive. Private school raising their fees is justifiable but the
question lies now on the justification and appropriation of the fees collected.

Teacher Exodus

Philippine Overseas Employment Administration (POEA) Data reveals that 1,666 Filipino teachers
leave the country every year to teach in Africa, Europe and Asia while other work as caregivers and
domestic help in the Middle East, Hongkong and Singapore. It is saddening that the teachers give up
their profession for caregiver or domestic helper job abroad because of the living salary gap. The
domestic helper in Hongkong for instance earns a minimum HK$3,480 or equivalent to PhP21,500.
The shortages of teachers abroad, especially in U.S. entices Filipino teachers to migrate. This
prospect of employment in U.S. and other prosperous nations gives a larger salary gap along with
other teacher benefits such as free access teacher trainings seminar. More so, teachers in U.S. are
being paid when they go to trainings/seminars.

State Abandonment of Education

The state—in an incremental fashion—is abandoning its role to subsidize public education
particularly in the tertiary level. This comes in the form of matriculation, laboratory and
miscellaneous fee increases in order to force state colleges and universities (SCUs) to generate their
own sources of fund. Moreover, the Philippine Constitution has mandated the goverment to allocate
the highest proportion of its budget to education. However, the Philippines still has one of the
lowest budget allocations to education among the ASEAN countries.

Future Marginalization of Undersubscribed Courses

In the name of profit and as a response to the dictates of the market forces, colleges and universities
prefer to offer more courses in line with the health sciences like nursing, medical transcription, and
care-giving. This is done at the expense of the already undersubscribed yet relevant courses like Area
Studies, Pilipinolohiya (Philippine Studies), Development Studies, Philippine Arts, Art Studies,
Community Development, Social Work, Islamic Studies, Clothing Technology, and Ceramics
Engineering.

RESEARCH

1. Going Beyond the Spoon-feeding Metaphor

Spoon-feeding: it’s a familiar metaphor that implies doing too much for students, doing what they
should be doing for themselves, and making something easier than it should be. I heard it used
recently in reference to a well-organized, detailed online syllabus that made explicit everything
students had to do and why they were being asked to do it.
The objections to spoon-feeding start with the belief that by the time students are in college, they
should be feeding themselves. If they can’t, how will they survive in professional contexts in which
bosses don’t expect to need to spoon-feed college-educated employees? At its best, spoon-feeding
evokes the old “teach a man to fish” adage.
Spoon-feeding is a descriptor most teachers want to avoid; it’s not delivered as a compliment. It
implies valuing success more than standards and assumes that teachers who tell students everything
they need to know and do end up teaching courses that lack rigor. Such courses are part of the grade
inflation problem.
There’s also the issue of how well students take to spoon-feeding. But then, who among us doesn’t
like sitting down to a deliciously prepared meal? The problem is that students end up expecting us to
feed them all the time. They see it as part of our job, what teachers are supposed to do—“just tell us
what you want.” If that’s what some teachers do, then when others among us expect students to
accept responsibility for their own nutritional sustenance, students won’t like it and will resist
mightily. Feeding oneself is more work and comes with greater responsibilities.
We all have a basic understanding of what spoon-feeding is. What we don’t have is a shared
understanding of the instructional practices that illustrate it. What does it look like when teachers do
it? Most of us think we know it when we see it, but can we characterize the features of those
practices? Is a well-organized syllabus with objectives for every module and assignment details fully
spelled out an example of spoon-feeding, or does it indicate a well-designed course? What should be
left off a syllabus for students to figure out on their own? What about an in-class exam review
session—one in which the teacher solves the problems, re-explains the concepts, points out key
passages in the reading, and shares copies of old exams? Is that spoon-feeding, or is it simply setting
accurate exam expectations?
Does the concept of spoon-feeding differ based on who we’re teaching? There’s a difference
between a first-semester student and a senior finishing up with a capstone course. Some students
arrive on our campuses never having eaten on their own or been fed anything like the rich dietary
content provided in even our beginning courses. Is it wrong to feed them this new kind of food, or to
at least spend some time helping them learn how to eat it? But here, as well, the devil is in the
details. How might instructions for a major assignment look different in a beginning course versus an
upper-division course? And then there’s the content—does some of it merit more detailed
explanations, more sample problems, and more teacher directives, hints, and advice? Isn’t that what
the research on threshold concepts and decoding the disciplines seems to imply?
Metaphors can obfuscate meaning when we fail to go beyond the metaphor to deal with its subject.
I think that’s the case with spoon-feeding. It’s a good metaphor because it so vividly encapsulates
the problem. It doesn’t make sense to feed students who are old enough to be eating on their own.
But we haven’t gone beyond the metaphor to the level of detail that allows us some shared
understanding of how spoon-feeding looks when it happens. Oh, we’re quick to name it when we
see it; but do we all attach the spoon-feeding label to the same actions? Further, because it has such
negative connotations, we struggle to recognize it in our own practices.
We need to get beyond the spoon-feeding metaphor and generate some criteria that add objectivity
to the identification process. After or during that process, we need to address whether spoon-
feeding is inherently bad or whether there might be terms, conditions, or situations in which it’s
exactly what’s needed to launch learning.

2. WHY IS WORK EXPERIENCE IMPORTANT?

You might think that the only point of doing work experience is for CV fodder. You probably think
you’ll just sit there twiddling your thumbs, or be given a stack of 2,000 envelopes to stuff, stamp and
send. Although some work experience does involve doing menial tasks, it can still be very important.

Some work experience placements might even give you the opportunity to take on some really
interesting and challenging responsibilities. However, if you still need convincing, we present to you
our top ten reasons why you should do work experience:

 In at number one: young people are more likely to be successful in their job hunt if they have
done some good work experience. Fact. Want some evidence? Well, over half of the
graduate recruiters that took part in a recent research study by Highfliers said that,
"graduates who have had no previous work experience at all are unlikely to be successful
during the selection process and have little or no chance of receiving a job offer for their
organisations’ graduate programmes.

 If you haven’t got a clue what career you want to do, work experience is a perfect way to
sample all the career options out there. It’s a way of exploring different jobs without actually
committing to anything. You can dip your toe in the water without taking the full plunge.

 It’s the best way to get a real sense of your chosen industry. You’ll get to speak to employees
and ask them questions. You won’t know what it’s like until you get closer to the action.

 Doing work experience shows passion and interest. Evidence that you have done work
experience shows the employer that you are motivated to get into a chosen career and that
you’ve done your homework.

 If you’re floundering about and frankly aren’t that bothered about your career, work
experience might just be the kick up the backside you need. If you do a variety of
different work placements, you might find something you are passionate about and get
motivated.

 Work experience gently introduces you to the world of work. You get to learn the do’s and
don’ts, get work place savvy and learn to navigate your way through the jungle of office
politics. Vitally, it’ll give you an idea of the skills you might need to thrive in the workplace.

 It’ll help you identify your own skills and perhaps even highlight the areas that you might
want to work on. Ok, so we’re not going to go all ‘Gap Yaaah’ on you and tell you how it’ll
totally “change your world view, man”, but it’ll definitely give you a good understanding of
your strengths and weakness.
  It’s all about networking, darling. It’ll help you build up contacts and, you never know, they
might even give you a heads up about a future job or recommend you to another company.

3. Higher tuition fees are distorting the choices poorer students make

Research shows a decrease in tuition fees could see students from poorer backgrounds choosing
different courses and working less during term time

Tuition fees have been at the forefront of political parties’ pre-election campaigning, but what do we
really know about how the cost of higher education affects the number of students going to
university, and the choices they make when applying?

What happened following the trebling of tuition fees in 2012 has surprised virtually all of those
working in higher education and politics: for full-time young students (the situation is quite different
for part-time older students) applications have not fallen. For young people from deprived
neighbourhoods it has actually increased.

This may encourage some to argue that young people are immune to the impact of rising costs, and
that it may even be possible – and desirable – to further increase fees. This would be a dangerous
step to take.

Fees may not be deterring many from going to university, but they are distorting the choices young
people make at the application stage, and once they start their course.

Research undertaken by the National Education Opportunities Network (Neon), involving nearly
1,500 year 13 students from eight different areas of the country applying to university this year,
showed that those from lower participation neighbourhoods were 20% more likely to choose to
study near to home, and to live at home while studying, than those from the highest participation
neighbourhoods.

The research showed that if fees were reduced to £6,000 then 45% of respondents would choose a
different course and nearly 60% would work less during term time.

More recently, the focus has rightly turned to whether learners from widening access backgrounds
are reaching their potential when they enter higher education.

Access without success is not really access at all – especially when fees are so high. The Higher
Education Funding Council for England’s (Hefce) own research in 2013 showed that students from
disadvantaged backgrounds are significantly less likely to get graduate jobs, an upper 2:1 or even
complete their course.

Perhaps it’s not surprising that these students aren’t doing as well. Driven by financial concerns, they
are choosing courses they don’t really want to do, in places they don’t really want to be, and are
spending time working rather than studying.
What can universities do about this though? The research from Neon provides some initial clues.

Over 40% of all the respondents did not know whether they were even eligible for a grant, and less
than one fifth of those who responded (18%) knew that they could borrow up to around £5,700 per
year towards maintenance costs if they live away from home outside London.

There are still big gaps in young people’s understanding of the university finance system, and their
perceptions of university are formed long before they apply. That’s why we need the government,
universities, Student Finance England and schools and colleges to collaborate to construct a student
finance learning ladder that would outline for young people, parents and those who advise both
groups, what young people should know at different points over their educational progression.

No one is suggesting that year 7s should know exactly how much maintenance grant they are
entitled too, but they should know something about what university costs. And prospective students
should certainly know what they are entitled too when they apply.

As the first cohorts of students graduate later this year with an average debt of over £40,000,
universities have to ensure that these students have done sufficiently well to make this investment
worthwhile. Supporting them to make the best choices they can will go a long way to doing this.

4. THE EXODUS OF FILIPINO TEACHERS

Philippine provides the best teachers in the world, the reasons Filipino teachers are in demand
abroad.This has been the problems-the country is facing ever since.
The experts called the mass departure of Filipino Teachers "Brain Drain" which only not referred to
medical term of brain problems.
My last year entry was also discussing about "The Brain Drain" which was debatedly tells the mass
exodus of Filipino skilled professional workers.
The grass is greener at the other side that continually lure our Teachers.With a very high
compensations, who wouldn't be tempted to leave as that our Government cannot afford to elevate
the good offers abroad.Can we stop our teachers from leaving? If only our Government provides the
exact needs of our educators,surely our skilled teachers won't tempt to depart.
Teaching is a noble profession,they are the ones who inspired the students to dream and achieved
their goals in life.The teachers, are among of those mediocre job(as they said) who just receiving-not
ample of salary but meager,may it be at Private school the least at Public school.
I never dreamed of becoming a teacher because there's no money in teaching,nor predicting myself
as an educator and molding students.Contrariwise, I graduated as a Secondary Education major but
having no choice but to teach.However, travelling abroad has been a top choice and teaching abroad
would be the second option if given the chance.
When I read Philippine Daily Star (which I forgot the exact date)just to be updated of the current
events globally, my instinct led me to the Editorial column to check the latest and hottest issue in the
Government,usually among the unsolved crisis which is the influx of skilled Filipino teachers.
The column startled me to cause my curiosity of reading the article seriously.My heart was awfully
distressed as my eyes sadly gazing at the picture inscribed of a crying teacher flying away from her
students begging her to stop on leaving.If this dilemma would continue to happen uncontrollably
what will happen to our young future leaders? Mostlikely, the mediocre teachers are the one who'll
be left behind.
I know a certain two Math teachers who were being hired by the US government and they are
currently enjoying their lives in Southern Carolina provided by car and house of the government.The
salary they're earning is just an equivalent of a CEO wage..
Herewith, was an article:
" A WIDENING DIVIDE FROM THE PHILIPPINE STAR"
Here we are facing a crisis in education, and nearly 200 teachers are leaving for high-paying jobs in the
United States.A report said 198 Filipinos will soon be teaching in a county in Maryland,with starting
salaries of up to $43,841 a year.There's no way the Philippine Government can match that salary, and
teachers cannot be prevented from leaving for better livelihood opportunities.This doesn't make the
exodus of teachers any less painful for the country.
Globalization has created a huge marketplace for certain skills, and people are moving around the world
to take advantage of the job opportunities.The movement has created an imbalance in labor supply that
favors affluent economies.Rich countries can hire all the foreign workers they need; developing
countries are hard-pressed to replace the professionals and skilled workers who leave.
Conservative estimates place the number of Filipinos working overseas at eight million.That's a tenth of
the entire population, and the number continues to grow.The annual multibillion-peso remittances are
good for economic growth figures, helping keep the peso strong and reducing the country's debt
burden.But the burden on many other aspects of national life is getting worse.
Experts have warned that low teaching salaries have resulted in a drastic drop in the number of Filipinos
seeking careers in education.Those who do pursue careers as teachers are often in a hurry to find jobs
overseas.Inevitably, the best teachers are the ones who get hired, leaving the less qualified to handle
teaching jobs in the Philippines.
Most of the country's best teachers are in private schools that can afford to pay high salaries.This leave
millions of students in public schools with teachers who lack the skills that are urgently needed to
bridge a widening education divide between the rich and poor.
A program can be undertaken to develop a competent pool of teachers who can impart skills to
colleagues across the country.This is not an impossible task and should not entail an enormous amount
of investment.There are ways of enticing teachers to stay in their own land, or to at least set aside
several years of their lives to serve their own people.It is good to know that Filipinos are finding high-
paying jobs and better lives overseas.
It will be even better if Filipinos can be encouraged to remain in their own country and help make life
better for their compatriots.

GROUP REFLECTION

Education is not just to read and write. It is about using education for their own advantages and to
utilize the knowledge for their growth. Also one can lead their own life without depending on others.
It is not about making people literate, literacy is entirely different from education. Literacy is meant
for ability to read and write, whereas education is finding out the reason behind everything and
using the reading-writing skills to improve their lives. It helps the countries to grow economically and
cherish with prosperity. To live flawless life, education is very important for every individual.

We all know that education is very important to everyone and it is an instrument to have a better
future. Education is the best instrument to help every student to grow, to develop skills and to
better understand and to improve knowledge about something. The thing we value about education
as a group is that despite many improvements in the educational system of our country, there are
still issues present and connected with it. These issues can be a possible hindrance to attain a quality
education in attaining a better future for students. These issues will also hinder the students who
want to study and to be successful in life, to achieve what they want to be and the dreams they have.
So as individuals and students, we must value education as a precious gift. Not all students are
privileged and not all students have the opportunity to study. Teachers and students should also be
unified in doing their parts to achieve common goal and to promote common good with each other.
We should help each other; extend our helping hands to reduce barriers in studying. It is because if
two brains meet across confusion and think for possible solutions to destroy those confusions, then
problems will be solved. We also realized that the government should also do their part as the
governing body. The government should improve more the innovations and implementations of new
educational system which is the K-12 together with the people who implemented it. They must work
hand in hand to have the best result.

INSIGHTS AND LEARNINGS

These are some insights and learnings that we’ve got based on the different loopholes in our
educational system. Deficient in service program is having poor teaching methods in which it is not
focusing on the learnings that will be nurtured by the students rather it keeps on repeating the
lesson again and again. Another one is, they are basing the content of their lessons on guides and
manuals, and they are not trying to gather some info’s and resources outside their manuals.
Regarding to this matter, teachers should improve their way of teaching and give additional
information by gathering/collecting information other than basing into their syllabus, so that there
will be wide-range of sharing knowledge that will greatly affect the student. Job skills mismatch is
very rampant because of lack of job opportunities in which college graduates land into jobs even if it
is not their specialization. In spite of this, college graduates should find a job while they are still
undergrad so that sooner or later they will not suffer and compete in finding a job. Increase of tuition
fee and other fees is one of the problems of Filipino students’ nowadays. The only thing in this
matter is that if there is an increase in tuition fee, you have no choice but to pay, what you can do is
to excel in classes so that it will be compensated in your part and try those things that included in
your tuition and other fees. Try to demand also for a quality education and some improvement of the
facilities and educational materials. (If Possible). Due to the fact that there is a Job Skill Mismatch
that is happening, professionals tend to go abroad because of a higher income in which there is
scarcity of professionals here in our country. Some agencies should increase their income and try to
match the income from other countries so that professionals/teachers will not go outside of the
country anymore.

References:

http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.1%282%29/AJSSH2012%281.2-08%29.pdf

http://www.ph.net/htdocs/education/issue.htm

http://www.ibe.unesco.org/National_Reports/ICE_2008/philippines_NR08.pdf

http://manilastandard.net/opinion/columns/over-sight-by-danilo-suarez/180361/the-challenge-of-
education-in-the-philippines.html

Lobo, Jovito Jr., Challenges in the Philippine Basic Education System, Mar 2009

http://www.depeed.gov.ph/k-12-issues

http://news.abs-cbn.com/focus/05/08/15/philippine-education-reform-program-faces-challenges

https://www.rappler.com/thought-leaders/96459-k-12-challenge

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