PRE-SCHOOL, PRIMARY SCHOOL, SECONDARY SCHOOL SUBSYSTEMS

Rationale:

Educational Systems are like organisms which were grouped into parts to be able to

handle a specific task for the whole system to function. These subsystems are integral

in the survival of the whole system because these units divide the operation and

function of the educational system and thus provide an efficient and effective

mechanism for things to work. Thus, it is very important to determine how educational

systems are divided into subsystems and how to these subsystems function to provide

holistic learning to the learners. This paper will discuss the Basic Education Subsystems

specifically the Pre-school, Primary School and Secondary Schools. The discussion will

revolve around three countries--- the United States, Singapore and the Philippines.

These countries were selected because these educational systems are usually the basis

of other countries (usually being the frontrunners in the field of education) based on

their influence as well as efficiency.

Discussion:

Structural Subsystem defined

Structural subsystems implies the pattern of interrelationships among people designed

formally to accomplish co-ordination among them. It also includes the physical setting

or the environment in which work is to be done.

Pre-school Subsystem

United States

Pre-school programs usually occur in the year preceding school entry and sometimes

the previous year as well, or around ages 3-5. The first year of pre-school education is

often called pre-kindergarten or nursery school, while the second year is often called

kindergarten or preschool. Just fewer than one million children currently enroll in the

first year of pre-school education each year, and some 3.4 million enroll in the second

year.

During the initial year of preschool education, children typically attend school for two to

three days a week, usually for a period of 3-4 hours. In the second year, or in

kindergarten, the instruction is a bit more rigorous and the time commitment is longer,

with children attending school five days a week for 4-5 hours a day.

Singapore

Preschool education is an essential aspect of the education system in Singapore. It

consists of one year of nursery and two years of kindergarten (although some

institutions admit children at a much younger age). At preschool, children learn to

develop basic language and writing skills, as well as social skills, creativity, and physical

activities. At the same time, they will learn two languages (usually English and either

Chinese, Malay, or Tamil).

Philippines
Republic Act 10157, or “The Kindergarten Education Law” made Kindergarten the

compulsory and mandatory entry stage to basic education. Section 2 of this Act

provides that all five (5)-year old children shall be given equal opportunities for

Kindergarten Education to effectively promote their physical, social, emotional and

intellectual development, including values formation so they will be ready for school.

Primary Education Subsystem

United States

Elementary or primary education in the United States typically begins at age six and

represents the beginning of a student’s compulsory education. This stage of education

lasts six years, beginning with grade one and culminating in grade six (age 12).

Elementary schools in the United States provide instruction in the fundamental skills of

reading, writing and mathematics, with each grade building on the year before.

Students are also introduced to several other subjects throughout this six-year stage of

education, including history and geography (taught together as social studies), crafts,

music, science, art and physical education.

Singapore

From the age of six it’s compulsory to attend primary school in Singapore. This stage of

schooling is provided free of charge, and there are penalties for parents who don’t

comply. Primary school lasts for sixth grades, split into a four year foundation period,

and two years of ‘orientation’ to prepare children for secondary education. The main

aim of the primary years is to grasp English language, the local mother tongues, and
maths. Students can select subjects which play to their strengths beyond these core

areas.

Philippines

Primary school in the Philippines begins when children are six, and lasts for six years.

Students are promoted from one grade to the next each year, assuming they meet the

academic standards for each grade. There’s no final test that students must take in

order to move on. Students from Grades 1 to 3 are taught in the mother tongue and in

Filipino and English from grade 4 onwards.

Students are being taught with the basic subjects such as reading and writing as well as

basic numeracy starting from Grade 1; likewise, MAPEH is already taught at this grade

level. Science concepts & skills are integrated in Health, Languages, Math, and other

subjects in Grades 1-2. Focus on literacy & numeracy for K to Grade 2 provides stronger

foundation to acquire more sophisticated competencies in latter grade levels. School

hours are also reduced from 60 minutes per subject to 30 to 50 minutes depending on

the subject.

Secondary Education Subsystem

United States

Secondary education is available in both public and private schools. This stage is

divided into two levels: the middle school or more commonly known as the junior high

school and the senior high school. Middle school is composed of two years (grades 7
and 8) and students who enter this level are usually aged 12 to 14 years old. On the

other hand, senior high school spans 4 years (grades 9 to 12) and cater students aged

14 to 18.

The initial year of secondary school represents the first time in which students have

multiple teachers for various subjects. The initial year of secondary school represents

the first time in which students have multiple teachers for various subjects. National

standards dictate that secondary school students must take and complete certain core

courses for a prescribed number of years or terms as determined by each state. These

core courses generally include English, mathematics, general science, health, physical

education, foreign languages and social studies or social sciences, an area which may

include American history, World History, Government, Geography, and Sociology or

Social Problems. Once students complete the middle school requirements, they are

promoted to high school, where they enter as 9 graders.

After the first two years of high school, students with no interest in pursuing an

academic education at the college or university level can begin taking vocational classes

in addition to the academic requirements mentioned above. These courses range from

auto body and woodworking classes to computer-aided drafting and restaurant

management. Collectively, these classes are designed to give students a head start by

providing them with an opportunity to learn a marketable skill or trade.

Students who successfully complete their six-year secondary school requirements

receive a high school diploma and are honored at a graduation ceremony. This diploma

is the minimum requirement for pursuing a college or university education.

Singapore

The compulsory stage of secondary education lasts for four or five years. At the end of

this period, all students take an exam, and can then choose to continue to pre-

university education if they score well. Those in the Special and Express courses take

the General Certificate of Education "Ordinary" Level (GCE "O" Level) Examination at

the end of their fourth year. Students in the "Normal Course" may take the Normal

(Academic) or Normal (Technical) course, both of them leading to the GCE "N" Level

examination at the end of their fourth year. Those who do well at the "N" Level may

take a fifth year in preparation for the GCE "O" Level.

Philippines

Secondary education follows the elementary level in the Philippines. Based on the

Enhanced Basic Education Curriculum, students will take their secondary education for 6

years (4 years in junior high school and 2 years in senior high school). Students are

expected to enter their secondary education at the age of 12 and graduate at least at

the age of 18. After their Junior High School level, the students are being given a

certificate of completion but this is not equal to a secondary school diploma.

Among the salient features of the secondary education are the following: use of spiral

progressions in teaching, especially in mathematics and science; for the first two years,

TLE subject provides instruction in exploratory courses and eventually specialization at

the last two years of the junior high school; the curriculum is contextualized and global;

the curriculum uses pedagogical approaches that are constructivist, inquiry-based,

reflective, collaborative and integrative; and career guidance programs are enacted to

help the students choose their track for Senior High School.

After the Junior High School, students will enter the Senior High School where they will

choose among the four tracks, namely: Academic, Technical Vocational, Sports and Arts

and Design. Each track is further divided into strands. The students are taught subjects

like Science, Math, English, Filipino, Contemporary Issues and Specializations among

others.

Synthesis:

A system cannot function well without each unit properly working. Even in the field of

education, each component leads to another; that is why the educational systems are

divided into subsystems for them to operate systematically and correctly. These

educational systems are formed through constant research to be able to cater the

varying needs of the learners. However, if one could examine the given educational

system substructures, most have the same patterns and years of learning. Based from

the Bologna accord, the ideal length of schooling for learners is at least 12 years and

most of the countries follow this guideline. Philippines, despite the resistance of many,

tries to implement the new system of education as smoothly as possible. The current

curriculum can be deemed as patterned from other schools but it was designed to cater

the needs of the Filipino learners through localization and contextualization.

TERITIARY SCHOOL SUBSYSTEM
What Is Tertiary Education?

Tertiary education refers to any type of education pursued beyond the high school

level. This includes diplomas, undergraduate and graduate certificates, and associate's,

bachelor's, master's and doctoral degrees.

Defining Tertiary Education

Tertiary education, more commonly referred to as postsecondary education, refers to

academic pursuit undertaken after high school. Undergraduate programs include any

postsecondary education that takes up to four years to complete, including certificates,

diplomas, and associate's and bachelor's degrees. Graduate programs typically require

prior completion of an undergraduate degree and include diploma, certificate, master's

and doctoral degree programs. You can find tertiary education programs at vocational

schools, community colleges, technical schools, professional schools, colleges and

universities.

TYPES OF HEIS

There are three types of public tertiary education institutions in the Philippines as

classified by CHED:

1. State universities and colleges or SUCs are defined as public institutions

“with independent governing boards and individual charters established by and

financed and maintained by the national government “. In order to be classified

as a university (as opposed to a college), institutions need to offer graduate

 programs in addition to a minimum number of bachelor programs in a range of

disciplines. There are presently 112 SUCs in the Philippines.

2. Local colleges and universities are public institutions established and funded

by local government units. There are presently 107 local universities and

colleges.

3. Other government schools form a category that comprises specialized HEIs that

provide training related to public services, such as the Philippine National

Police Academy or the Philippine Military Academy, for example. There

are presently 14 of these institutions.

Degree Structure

1. Associate Degree- Even though the Associate degree is not included in the

Philippine Qualifications Framework, it is still awarded by several institutions in

the Philippines. Associate programs are typically two years in length, although

some older programs used to be three years in length. Associate programs often

have a more vocationally-oriented focus, but also include a general education

component and may be transferred into bachelor’s programs. Some institutions

offer associate degrees as part of a laddered 2+2 system leading to a bachelor’s

degree.

2. Bachelor’s Degree- Bachelor’s degree programs in standard academic

disciplines are four years in length (a minimum of 124 credits, but most typically

between 144-180 credits). The credentials awarded most frequently are the

Bachelor of Science and the Bachelor of Arts. Bachelor’s programs in professional

 disciplines like engineering or architecture, on the other hand, are typically five

years in length and have higher credit requirements. Programs include a sizeable

general education core curriculum in addition to specialized subjects. Until

recently, general education courses were typically completed in the first half of

the program, while major-specific courses were mostly taken in higher

semesters. The K-12 reforms, however, will lead to changes in curricula and

likely reduce the general education component in bachelor’s programs.

3. Master’s Degree- Master’s programs require a bachelor’s degree for admission.

Programs are typically two years in length (a minimum of 30 credits, but credit

requirements vary from institution to institution). Depending on the discipline,

master’s programs may include a thesis or be offered as non-thesis programs,

with non-thesis programs usually requiring a higher number of credits and

passing of a comprehensive examination. Master's degree programs are designed

to build upon your undergraduate academic experience through advanced

courses and independent research opportunities. Master's programs in some

fields, such as education, will also require you to obtain professional experience.

4. Doctoral Degree- The doctoral degree is the highest degree in the Philippine

education system. Doctoral programs require a master’s degree for admission

and typically involve coursework and a dissertation, although some pure research

programs without coursework also exist. The most commonly awarded credential

is the Doctor of Philosophy. In addition, there are professional doctorates, such

the Doctor Technology or the Doctor of Education. Most programs have a

 minimum length of three years, but students often take much longer to complete

the program. Doctoral degree programs allow you to continue research or

coursework from your master's-level work. After several years of coursework and

research, you'll produce a dissertation or doctoral thesis to obtain your degree.

Professional Education

Professional degree programs in disciplines like medicine, dentistry, veterinary

medicine or law are either post-graduate programs that require a bachelor’s degree for

admission or long six-year first degree programs that involve two years of foundation

studies after high school. While there are some variations in the programs offered, the

general structure is as follows.

Law programs require a bachelor’s degree for admission, are usually four years

in length, and conclude with the award of the Juris Doctor. Medical programs lead to

the award of the Doctor of Medicine and require four years of study after the bachelor’s

degree, including two years of clinical study. Graduate medical education in medical

specialties involves a further three to six years of residency training after licensure.

Programs in dental and veterinary medicine, on the other hand, usually do not

require a bachelor’s degree for admission. Instead, students are required to complete a

two-year preliminary foundation program with a sizeable general education component

before commencing professional studies. Students graduate with the Doctor of Dental

Medicine Doctor of Veterinary Medicine after a total of six years of study.

 In order to practice, graduates from professional programs must pass licensing

examinations, the standards of which are set forth by a national Professional Regulation

Commission. This Commission regulates most professions and oversees more than 40

Professional Regulatory Boards that conduct the relevant licensing exams. Lawyers have

to pass bar exams administered by a Bar Examination Committee under the jurisdiction

of the Supreme Court of the Philippines.

Teacher Education

The standard teaching credential in the Philippines is a four-year bachelor’s

degree. Elementary school teachers earn a Bachelor of Elementary Education, whereas

secondary school teachers earn a Bachelor of Secondary Education, with curricula being

tailored to the respective level of education. Curricula are set by CHED and consist of

general education subjects, education-related subjects, specialization subjects and

practice teaching. Holders of bachelor’s degrees in other fields can earn a teacher

qualification by completing a post-graduate program in education. These programs are

between one semester and one year in length and lead to a credential most commonly

referred to as the Certificate of Professional Education.

Teacher education refers to the policies and procedures designed to equip prospective

teachers with the knowledge, attitudes, behaviors and skills they require to perform

their tasks effectively in the classroom, school and wider community. Teacher education

is a programme that is related to the development of teacher proficiency and

competence that would enable and empower the teacher to meet the requirements of

the profession and face the challenges therein.

 Teacher Education = Teaching Skills + Pedagogical theory + Professional

skills.

Teaching skills would include providing training and practice in the different

techniques, approaches and strategies that would help the teachers to plan and impart

instruction, provide appropriate reinforcement and conduct effective assessment. It

includes effective classroom management skills, preparation and use of instructional

materials and communication skills

Pedagogical theory includes the philosophical, sociological and psychological

considerations that would enable the teachers to have a sound basis for practicing the

teaching skills in the classroom. The theory is stage specific and is based on the needs

and requirements that are characteristic of that stage.

Professional skills include the techniques, strategies and approaches that would help

teachers to grow in the profession and also work towards the growth of the profession.

It includes soft skills, counseling skills, interpersonal s kills, computer skills, information

retrieving and management skills and above all lifelong learning skills. An amalgamation

of teaching skills, pedagogical theory and professional skills would serve to create the

right knowledge, attitude and skills in teachers, thus promoting holistic development

Some of the most important objectives of teacher education are as follows:

1. Imparting an adequate knowledge of the subject- matter: The objective of

teacher education is to develop a good command of the subject matter of the

assignment given to him in the colleges.

 2. Equipping the prospective teachers with necessary pedagogic skills: The

main objective of teacher education is to develop a skill to stimulate experience in the

taught, under an artificially created environment, less with material resources and more

by the creation of an emotional atmosphere. The teacher should develop a capacity to

do, observe, infer and to generalize.

3. Enabling the teacher to acquire understanding of child psychology: The

objective is to understand the child psychology so that the teacher is able to appreciate

the difficulties experienced by children so as to bring about new modes and methods of

achieving the goals in consonance with the reactions of the children.

4. Developing proper attitudes towards teaching: One of the major objectives of

teacher education is to develop proper altitudes towards teaching as a result of which

he will be able to maximize the achievements from both the material and human

resources. T here is also development of a proper perception of the problems of

universal enrolment, regular attendance, year-to-year promotion.

5. Developing self-confidence in the teachers: The objectives of teacher

education are development of the ability to take care of himself in terms of: 5 (a)

Adjustment with the physical conditions, (b) Healthy adjustment with the social

environment (c) Adjustment with himself to derive emotional satisfaction with his life.

6. Enabling teachers to make proper use of instructional facilities: The

objective of teacher education is to develop the capacity to extend the resources of the

school by means of improvisation of instructional facilities.

7. Enabling teachers to understand the significance of individual differences

of child and to take appropriate steps for their optimum development: The

objective of teacher education is to know the causes of individual differences as a result

of which he will be able to develop the ability to be a child with children, an adult with

the adults, a responsible citizen among the community.

8. Development of the ability to give direct satisfaction of parents from the

achievement of children in terms of: (a) Proper habits of taking care of the

body, (b) Proper attitudes reflected in the behaviour of the children at home,

in the school, in the streets, at the farms and fields etc. (c) Progress in the

class.

The duties of the teacher is very much relevant in nursery, primary, middle,

secondary, higher secondary schools. Hence the scope of teacher education is very

vast. The duties of the teacher in different stages of education depend on the

foundational general education of the teacher. Emphasis is to be on the practical

aspects rather than theory.

TECHNICAL/ VOCATIONAL SUB- SYSTEMS

Technical - Vocational Education

The education system in the Philippines embraces formal and non-formal education. It

is closely related to the American mode of education but differs in the number of school

years as other countries have 12 years basic education. In the country however,
elementary education is composed of 6 years and secondary education is 4 years which

together with the tertiary education comprise the formal education system.

On the other hand, non-formal education includes education opportunities, even outside

school premises, that facilitate achievement of specific learning objectives for particular

clienteles, especially the out-of-school youths or adult illiterates who cannot avail of

formal education. An example is functional literacy programmes for non-literate and

semi-literate adults which integrate basic literacy with livelihood skills training
THE CONGRESSIONAL COMMISSION ON EDUCATION

 Enacted in the Congress in 1990 Joint Resolution No. 2

 Reviews and Assesses the education and manpower training system of the

country inclusive of formal and non-formal educational system in both public

and private.

 Concluded that the different levels/categories of education should be managed

separately.

Changes o Trifocalization of the management of the country’s educational

system

Basic Education was subsequently changed to Department of Education (DepEd)

Technical-Vocational Education became the jurisdiction of Technical Education and

Skills Development Authority (TESDA)

Higher Education involving tertiary education in community colleges, universities

and specialized colleges became the domain of the Commission on Higher

Education (CHED)

TVET in the Philippines

TVET Clientele

High School Graduates

Secondary School Leavers

College Undergraduates
 Graduates who want to acquire competencies in different occupational fields

Other Public TVET Providers

 State Universities and Colleges (SUCs)

 Local Colleges Offering Non- Degree Programs

 Local Colleges Offering Non- Degree Programs

 LGUs

 Other Government Agencies Providing Skills Training Programs

TESDA as the Authority in TVET

TESDA is mandated to provide relevant, accessible, high quality and efficient

technical education and skills development in support of the development of

high quality Filipino middle level manpower responsive to and in accordance with the

Philippine development goals and priorities.

Vision

TESDA envision to be the leading partner in the development of the Filipino workforce

with world class competence and positive work values.

Mission

TESDA sets direction, promulgates relevant standards, and implements programs

geared towards a quality-assured and inclusive technical education and skills

development and certification system.

Vaues Statement

We believe in demonstrated competence, institutional integrity, personal commitment,

culture of innovativeness and a deep sense of nationalism.

Quality Policy

"We measure our worth by the satisfaction of the customers we serve"

Technical Vocational Education Strands

Agri-Fishery

What do you need to know about Agri-fishery Arts strand?

Agri-fishery Arts strand is one of the programs under the Technical-Vocational-

Livelihood track in senior high school. This strand is designed to provide students with

adequate knowledge and skills relating to agriculture and aquaculture. But did you

know that this strand is not just about farming and fishing? Under this strand, you will

also learn various topics that are connected to other jobs such as food processing,

rubber production, animal production, or landscape installation.

Animal production – Animal Health Care Management, Poultry-Chicken, Large

Ruminants, Swine

Crop production – Agricultural Crops Production, Organic Agriculture, Pest

Management, Horticulture

Landscaping – Landscape Installation and Maintenance

Food processing – Fish-Products Packaging,

Fisheries – Fish Wharf Operation, Slaughtering Operations

What college courses or degree programs can I take after Senior High School?

• Animal Science

• Horticulture

• Agri-business

• Agricultural Engineering

• Fisheries

• Forestry

What are your possible professions?

• Fish farm manager

• Commercial farmer

• Agriculturist

• Livestock specialist

• Agritechnologist
• Aquatic Ecologist

• Development Researcher

Home Economic Strand

The Home Economics track offers various specializations that can lead to livelihood

projects at home. This strand aims to give you job-ready skills that can help you in

finding the right employment.

Subjects in the Home Economics can also lead to National certifications based on

TESDA standards. You will be taking up courses on barbering, bartending, beauty

care, bread and pastry, caregiving, cookery, dressmaking, food and beverage,

housekeeping, tourism, handicrafts among others.

There are so many careers that you can explore after taking this strand! You can

have a future of becoming a baker, barista, makeup artist, barber, stylist, therapist,

clerk, tailor, tour guide, or chambermaid. Various business set ups are also into this

track like dress shop, beauty salon, coffee shop, bakery, snack bar, food cart,

handicrafts among others.

This strand can also prepare you to college degrees on Hospitality and Tourism

Management, Nutrition, Food Technology, Culinary Arts, Business Education, or

Interior Designing.

Industrial Arts Strand

Technical Livelihood Education subjects under this track are following the TESDA

curriculum so if you are thinking of taking any of technical-vocational courses, this is

the strand you should take. Industrial Arts will provide you the skills and knowledge

on carpentry, automotive servicing, driving, electronics repair, electrical installation,

welding, plumbing, and tile setting.

This course offers different specializations from car mechanics to transmission line

installation. You should also expect subjects on domestic refrigeration and

airconditioning servicing, electrical installation and maintenance, power distribution

line construction, mechatronics, and masonry.

Look forward to immediate jobs after taking up this strand. You can work as painter,

pipe filler, welder, mason, pottery maker, shoemaker, foreman, or bag maker. If you

got the guts and capital to start a business venture, you can open a hardware,

masonry shop, souvenir shop, or building contractor.

If you are pursuing an undergraduate degree in college, you can take up industrial

engineering, mechanical designing, applied technology, or mechanical engineering.

Information and Communications Technology (ICT) Strand

If you are computer-savvy or a technological freak, step right into the ICT strand.

Under this strand, you will be encouraged to utilize information and communication

technological tools to contextualize, collaborate, and create experiences for learning

in this professional strand.

 You can take different careers after taking the ICT strand. With the right set of skills

and knowledge, you can take a job as a call center agent, a web designer, a data

encoder, a radio technician, a graphic designer, or a junior programmer. You can

also take up sales positions such as online sales agent and IT sales clerk.

If you are planning to continue your studies in college with this as your strand, you

can take up electrical computer engineering, information technology, software and

network engineering!

Under this strand, you can learn writing computer programs, illustrating, and

designing websites. You will also be taking up technical drafting, animation, and

java programming that would be essential if you are planning to work on creative

technological field. Other subjects in the strand are medical transcription and

telecom installation which are relevant to the telecommunications industry.

SPECIAL EDUCATION IN THE PHILIPPINES

Special Education- is the design and delivery of teaching and learning strategies for

individuals with disabilities or learning difficulties who may or maynot be enrolled in regular

schools.

- also known as special needs education, aided education, vocational education and limb care

authority education is the practice of educating students with special educational needs in a

way that addresses their individual differences and needs..

- facilitate academic progress by providing the least restrictive environment and tailoring

instruction and assessment to the individual.

Legal Bases of Special Education in the Philippines

Articles 356 and 259 of Commonwealth Act No. 3203- the right of every child to live in

an atmosphere conducive to his physical, moral and intellectual development and the

concomitant duty of the government to promote the full growth of the faculties of every child.

Republic Act 3562- An Act to promote the education of the blind in the Philippines provided

for the formal training of special education teachers of blind children at the Phil. Normal

College, the rehabilitation of the Phil. National School for the Blind and the establishment of the

Philippine Printing House of the Blind.

Republict Act No. 5250 – An act of Establishing a Ten- Year Teacher Training Program for

Teachers of Special and Exceptional Children provided for the formal training of teachers for

deaf, hard of hearing, speech handicapped, socially and emotionally disturbed, mentally

retarded and mentally gifted.

Section 8, Article XV of the 1973 Constitution of the Philippines- “A complete adequate

and integrated system of education relevant to the goals of national development.

Articles 3 and 74 of the Presidential Decree No. 603 of 1975- “The emotionally

disturbed or socially mal adjusted child shall be treated with sympathy and understanding and

shall be given the education and care required by his particular condition.

Education Act of 1982 or Batas Pambansa Bilang 232- “The State shall promote the right

of every individual to relevant quality education regardless of sex, age, breed,

socioeconomically status, physical and mental condition, social and ethnic origin, political and

other affiliations.

Problems Encountered by SPED Teachers in the Philippines

SPED Teacher Training/ Seminar/ Workshop Development- lack of funds, there are

some schools who sponsor their teacher trainings, local school board but most of the time the

SPED teacher will spend for his/ her trainings.

Limited Facilities, Materials and Equipment for Systematic and Scientific Early

Identification and Screening Procedure - This remains a drawback in some of the public

elementary schools with SPED programs. Except a handful of schools like the Philippine School

for the Deaf (PSD) which is one of the special schools in the country.
Early Intervention Program Is Not Sufficient - An initiative has been undertaken by the

SPED Division of the Department of Education in collaboration with Christoffel Blinden-mission

International, an NGO in conducting Training Workshops since 1998 for SPED and regular

teachers, social workers and parents of children with disabilities for them to be trained in the

home teaching process using the Portage Guide to Early Intervention.

Fast Turn-Over of Special Education Teachers - A good number of SPED trained teachers

has left the service in favor of a better pay offered by schools abroad. Or, some easily get

promoted to higher positions.

Imbalance Between the Demand and Supply for SPED-Trained Personnel -

Institutionalization of the SPED program in regular schools was mandated through DECS Order

No. 26, s. 1997. This was deemed important to be able to address the increasing demand of

clients with special needs in the light of the dearth of trained SPED teachers. Through the

directive all school divisions throughout the country are required to organize at least one SPED

Center in each school division.

Attitudinal Barrier - This is the worst barrier and considered very critical especially in the

implementation of a viable and systematic special education program. Information

dissemination campaigns and strengthening the advocacy programs through parent education,
orientation sessions with the regular teachers, school administrators, other school personnel,

the students and the community helped a lot in the gradual removal of this barrier.

SCIENCE HIGH SCHOOL

To strengthen Science and Mathematics Education in the Philippines and in support of

the 2010 Secondary Education is providing financial subsidy to the following school types:

1. Type A – are the 197 schools offering Special Science classes which were formerly

referred to as Engineering and Science Education Program (ESEP) of the S & T Oriented

high school

2. Type B- is the 600 additional selected regular secondary schools that will establish one

Special Science Class in each curriculum level.

The policies governing the delivery of Science and Mathematics education in the

above cited schools are stipulated Enclosure # 1 of DepEd Order no. 55 s. 2010 which

focuses on the following;

a. 2010 SEC and relevant provisions of the DepEd Order 41 s., 2004

b. Organization of Classes

c. Participation of the Program

c.1 admission

c.2 retention

c.3 transfer
 c.4 grading system

c.5 selection of honor students

d. teacher selection

e. instructional materials

f. financial assistance

g. course description of additional subjects

Public high schools with a specialized science curriculum are regarded as the place for

the cream of the crop. Enrollment in these schools usually require passing an entrance exam.

Moreover, the perceived greater challenge in the curriculum adds both value and prestige in the

diploma received from any of these schools.

SCIENCE EDUCATION IN THE PHILIPPINES

SCIENCE CURRICULUM FRAMEWORK

 This science curriculum framework is a result of a series of brainstorming and marathon

sessions to rethink the vision for Grades 1-10 school science based on the expectations

for citizens in a technologically-driven world. Its goals and content are oriented towards
 producing scientifically literate citizens, and decision makers. It takes into account

emerging social and global issues and concerns, new international trends in curriculum

planning and design, and other pedagogical developments.

FOR WHOM IS THE FRAMEWORK?

 The science curriculum framework is a resource for curriculum developers, faculty of

teacher education institutions, teachers, school administrators, and policy makers to

design, implement, and assess the content of the science curricula.

THE GUIDING PRINCIPLES OF SCIENCE CURRICULUM FRAMEWORK

1. Science is for everyone- this principle recognizes the proactive relationship between

science and society. This means putting science into the service of individuals and

society. Science education should aim for scientific literacy that is operational in

understanding oneself, common human welfare, social, and civic affairs.

2. Science is both content and process- science content and science process are

intertwined. The value of science processes is to advance content or the body of

knowledge.

3. School science should be relevant and useful- to be relevant and useful, the teaching

of science should be organized around situations, problems or projects that engage the

students both as an individual and a member of a team.

4. School science should nurture interest in learning- students are generally interested
 in

problems that puzzle them. They have a natural urge to find solutions.

APPRENTICESHIP SUB-SYSTEMS AND DUAL TRAINING SUB-SYSTEMS

II. Introduction:

The changing role of vocational education and training (VET) in a changing world

of work underpinned by the fourth industrial revolution, obliges the economic unions to

face the question of how to place and manage apprenticeships, within the education

and training system, and in connection to the labor market. It is becoming increasingly

important to understand the relevance and the role of apprenticeships in national

policies for collective skills formation, as part of human capital development strategies.

Stakeholders have done much to increase the apprenticeship offer and its

quality following the launch for apprenticeships, and the focus on the added value of

work-based learning.

There is a greater need to understand the relevance and the role of

apprenticeships as part of collective skills formation, to improve their quality in line with

the proposal for establishing a European framework for quality and effective

apprenticeships, boost cross-country mobility of apprentices, and reflect on future

developments of this traditional learning tool in the context of Industry 4.0.

III. Discussion:

A. A Purposive Approach to Analyzing Apprenticeships

The first part of the analysis, led by a purposive approach, confirms that the

apprenticeship schemes under analysis (4) are fundamentally different in their strategic

function and purpose, with implications for the way they are defined and placed in

national education and training systems.

Two main distinct purposes and functions, plus a hybrid one, are attached to

apprenticeships and exist side by side:

(a) function group A: apprenticeship as an education and training system.

Apprenticeship aims at providing people with full competence and

capability in an apprenticeable occupation or trade (clear and established

education and training function). In this group the apprenticeship system is

distinct from the school-based VET system, with or without compulsory

work placements.

The apprenticeship qualification is unique to apprenticeship training

(as in journeyman, tradesman qualifications) and is a trademark on the

labour market, though it is not a statutory or mandatory requirement for

employment in such a trade. It signals that it was achieved in a certain

way guaranteed for all those studying for a certain apprenticeship

qualification.
(b) function group B: apprenticeship as a type of VET delivery within the formal

VET system. Apprenticeship aims at providing a diverse way to deliver VET

to achieve formal VET qualifications by bringing people into the labour

market (mixed education and employment functions). In this group,

apprenticeship shares the same purpose and scope as other types of VET

delivery and may replace or complement them in delivering a VET

qualification. Generally, qualifications do not specify if achieved in

apprenticeship or other types of VET delivery. The value of the qualification

is given by its learning outcomes and not by the way the training is

organised and delivered.

(c) function group C: apprenticeship as a hybrid system. Apprenticeship is aimed

at offering young people a way of reaching a qualification by bringing them

onto the labour market (strong link with social inclusion and employment).

Hybrid function group C combines elements of groups A and B, but does

not fully fall under either of the two.

The purposive analysis of the apprenticeship schemes already indicates

that the dominant approach to the organisation of apprenticeships is

characterised by a high-level flexibility, delegated to the level of schoolindividual-

company and facilitated by the definition of apprenticeships as a contract and/or

paid employment.
 The presence of a contract is one organisational feature that is

indisputably common across the schemes under analysis; this is accompanied by

remuneration paid by the company.

Alternance between two learning venues is also a common organisational

feature and is, in most cases, compulsory. However, many schemes allow the

learner to spend the whole of his/her apprenticeship training time in the

company provided that it has the capacity also to deliver the theoretical part of

the qualification.

Responsibility sharing, between education and training and labour market

sides, shows a demarcation in approaches, where sector representatives and

companies have responsibility for implementation of the in-company training

(most common among function group A) and where the schools are responsible

also for the in-company training (most common among function group B).

THE DUAL TRAINING SYSTEM IN THE PHILIPPINES

Tek-Bok BUZZ/Manila Bulletin/ May 7, 2010

Adaptation from the German model
B. Dual Training Sub-Systems

One of the more preferred training modality for enterprise-based training in the

Philippines today is the dual training system (DTS) being implemented by TESDA.

The DTS, as its name suggests, is a training modality that combines theoretical

and practical training. It is called dual training because learning takes place alternately

in two venues: the school or training center and the company or workshop.

In DTS, the school and workplace share the responsibility of providing trainees

with well-coordinated learning experiences and opportunities.

This close cooperation between the school and the company ensures that the

trainees are fully equipped with employable skills, work knowledge, and attitudes at the

end of the training.

The general and occupation-related theoretical instruction provided by the school

is complemented by on-the-job training in the workplace. Trainees under the DTS

spend at least 40 percent of the training/learning time in school and 60 percent for

practical training in the company.

Dual approach in training

The dual approach in education and training has been put to work in such

country programs as apprenticeship, on-the-job training, supervised industry training,

practicum and internship.

 The German model of the DTS was first introduced in the Philippines in the

1980s through a joint project of the Southeast Asian Science Foundation and the Hanns

Seidel Foundation in the pioneer school- Dualtech Training Center.

The Dualtech experience was replicated in select public and private technical

schools nationwide by the then Bureau of Technical and Vocational Education in 1991.

In February 1994, President Fidel V. Ramos signed into law Republic Act No.

7686 or the Dual Training System Act of 1994 which calls for the institutionalization of

the DTS in accredited public and private educational institutions, training centers, and

agricultural, industrial and business establishments.

Under the DTS Law, TESDA is mandated to promote, coordinate, and administer

the dual training system. The school-industry partnership component of the system is a

vital determinant of program success and effectiveness. They start working together in

making the training plan and determining the best way by which the trainee can learn

as much knowledge and skills during the training period.

Two training venues

In school, the trainee learns basic trade theory, work values, good citizenship,

safety and related theory subjects in mathematics, drawing and social sciences.

At the company or workshop, the trainees learn job skills through practical

exercises using state of the art technology. Aside from technical skills, the trainees also

learn good work habits and how to get along well with others.
 The many benefits for the trainee, school or training institution, and the

company made the DTS click as a training modality.

The trainees’ access to the expertise and resources available and the well-

coordinated delivery of instructional activities in both learning venues guarantees

quality and relevant training.

DTS graduates are equipped with up-to-date and appropriate work knowledge,

skills and attitudes making them highly competitive and “wanted” in the labor market.

The companies’ participation in drawing up the DTS training plan helps ensure

that the workers being trained are the type and quality that industry requires. Optimum

use of school and company facilities and resources allows the admission of more

trainees- mostly from

poor families who have no means of attending vocational training courses in fee-

charging schools and training centers.

More than skilled technicians

Economist Bernardo Villegas reports that DTS graduates in the Philippines are

more than just skilled technicians. Besides their technical skills, Villegas adds, they are

steeped in virtues and work values that make them contribute significantly to their

company’s productivity and esteemed citizen-workers in their communities.

 In 2009, there were 348 TESDA accredited companies and 57 schools in the DTS

program. Some 1, 009 trainees were enrolled in various training qualifications and

1,187 trainees competed their training during the year.

DTS model implementors include the partnerships of Punlaan School and EDSA

Shangri-la Hotel for food and beverage services and Jacobo Z. Gonzales Memorial

School of Arts and Trades and Fujitso Ten Corporation, Philippines in electronics

technology.

Foreign chambers of commerce based in Manila acknowledge the advantages of

dual training and the need for students to undergo longer and rigorous internships in

companies to equip them with better skills.

Chris Ward, board member of the Australia-New Zealand Chamber of Commerce,

said that there is a need to develop a dual training program where college students will

have longer working hours in companies.

The Meralco Technological Institute (formerly Meralco Foundation) has been

offering scholarships for two-year DTS courses in automotive and motorcycle

technology, industrial mechatronics, refrigeration and air-conditioning, network

administration, and marine technology.

IV. Conclusion
  The DTS has a significantly positive impact on labor market earnings, that is,

more than 75% increase relative to the regular program graduates.

 OJT component of DTS is an important factor that contributes to higher labor

market earnings among the DTS graduates (i.e., the impact significantly

increases with the OJT intensity, measured by the proportion of in-company

training and hours of works per week in company).

 In contrast, the impact on current employment is nil, which may imply that the

impact on earnings is not stable over time (note that we used the latest

earnings).

 A simple calculation based on the estimated impact on earnings seems to

suggest that the government’ subsidy to employers providing DTS should more

than pay for itself in increased income tax revenue (However, this issue requires

a careful calculation of social rate of return incorporating program cost

information).

 There is perhaps need for tightening eligibility regulations for

employers/industries that require only low skills and absorb few trainees after

DTS/DTP (e.g., highway toll collection).

CONTINUING EDUCATION AND EQUIVALENCY AND ACCREDITATION SYSTEM

I. INTRODUCTION

People are generally more aware now of the power and significance of

education as a tool for improving life. They also know that education is no
longer just something for children. Education is a lifelong and continuing

activity. To organize continuing education more relevantly and meaningfully

for empowering our people, we should have a vision of what education can

achieve. Learning is not just limited to reading, writing and arithmetic.

Learning is about improving one’s knowledge, skills and attitudes to make life

easier, fuller, longer and more enjoyable. Learning then has a practical

purpose. It can help us to cope with the changing world socially,

economically, culturally, physically and spiritually. Learning provides us with

practical tools to improve the quality of life or to change it. Our efforts to

educate ourselves should not stop after the completion of primary schooling

or a basic literacy program. Continuing education gives us opportunities to

engage in lifelong learning.

As most countries of Asia and the Pacific move towards universal basic

literacy they are challenged by a most significant further step in development.

This is their emergence as learning societies. The idea of a learning society

was first advanced by UNESCO almost twenty years ago in its famous report

Learning to Be. According to this UNESCO Report, a learning society is one in

which all agencies of a society are educational providers, not just those

whose primary responsibility is education. The primary responsibility of a

factory is not education but the manufacture of goods it can and should have

an educational role as well. It can provide training for its employees and also
 can educate the general public about its processes and products, its

environmental policies and its societal contributions.

II. BODY

Continuing Education and Lifelong Learning

Under APPEAL, the UNESCO Sub-Regional Seminar on Continuing

Education held in Canberra, Australia, in November 1987, defined continuing

education as a «broad concept which includes all of the learning opportunities all

people want or need outside of basic literacy education and primary education».

This definition implies the following:

i) Continuing education is for literate youth and adults

ii) It is responsive to needs and wants

iii) It can include experiences provided by the formal, non-formal and informal

education sub-sectors

iv) It is defined in terms of «opportunity» to engage in lifelong learning after the

conclusion of primary schooling or its equivalent.

Continuing Education is as essential extension of literacy and primary education

to promote human resource development.

Continuing education is offered in different formats, with many being flexible to

accommodate work schedules. These programs can take place at colleges and

universities, training centers, or at the workplace. Continuing education is often

delivered as degree-completion programs, certificate programs, and diploma programs

at colleges.

“Non-traditional higher and continuing education programs are available now to

a greater degree than ever,” Howard says. “In addition to the formats mentioned, e-

learning (Blackboard and WebEx) is becoming more widespread, along with other

technology-based, interactive instruction, and electronic conferencing.”

Whether it is required or not, continuing education can be important for career

satisfaction. Continuing education can boost confidence and lead to opportunities for

career advancement.

Systems of Education

The terms formal and non-formal and informal are defined by various educators

and educational systems in different ways and there is some confusion and overlap

between these ideas and the concept of continuing education. Under APPEAL, it is

proposed to use the term formal to apply to programs offered by established

educational institutions such as schools, technical colleges and universities and to use

the term non-formal for courses and programs offered outside the formal system. The

term informal education is more controversial.

The term informal education, refers to educational programs initiated, and

organized by individual learners who set and pursue in a structured way, the

achievement of specific objectives independently of any system or agency, either formal

or non-formal. One of the key aims of continuing education is to promote and foster
informal learning so that adults are empowered to structure and pursue any educational

project that they may wish to undertake without being dependent on courses or

programs formal or non-formal, provided by systems or institutions.

Continuing education to be pursued formally, non-formally or by informal self-

learning according to need. It makes it clear that continuing education and non-formal

education are NOT the same thing, but that continuing education can draw on both

formal and non-formal education.

The term non-formal education equivalent to the concept continuing

education as a whole, has created another problem. Because historically most

Departments of Non-formal Education in Asia and the Pacific have been concerned

mainly with Equivalency Programs, there has been a tendency neglect other types of

life-long learning.

Formal education tends to be selective. elitist, academic in orientation and

largely irrelevant to real needs. Because traditional formal education is urban in

orientation it has encouraged a drift to the cities and there has been a denial of the

best traditional values.

Socio-economic growth is the main thrust of most development plans in the

Third World and most policies are directed at strengthening formal education to ensure

that there is adequate knowledge and skill to enable development to occur.

Unfortunately, this policy has largely failed and social and economic inequalities, low

productivity and high levels of illiteracy and semi-literacy remain. Many graduates from
formal schooling are unemployed and unemployable and because the formal

educational system is largely urban in its orientation there has been a massive

population shift from rural areas to cities.

Continuing education, that is the opportunity to engage in lifelong learning,

therefore emerges as a way of compensating for the inadequacies of the formal system

by giving people a second chance, and also of ensuring a continual growth and

upgrading of human resources throughout the lives of all citizens.

Human resource development (HRD) becomes the focus of attention.

Appropriately educated people develop positive attitudes and skills, can improve the

quality of their work and can increase their incomes. With such improved human

resources and in particular because of both a stronger domestic economy and an

improved quality of the human mind, the third world would be better able to manage its

scarce national resources and so ensure effective, appropriate and sustainable

development.

Types of Continuing Education Programs

The definitions expressed in terms of program aims, have been further refined in

the various UNESCO workshops which drafted the volumes in the ATLP-CE series. CE

should offer more diversified programs to cater for a wide range of needs on the part of

specific population groups. We should make CE programs more appropriate for our

living conditions and economic life. In other words, CE programs should be related

more closely to economic, social and cultural development.

 There are six types of CE programs described in the APPEAL Training Materials

for Continuing Education Personnel:

 Post Literacy Programs (PLPs)

 Equivalency Programs (EPs)

 Quality of Life Improvement Programs (QLIPs)

 Income-generating Programs (IGPs)

 Individual Interest Programs (IIPs)

 Future Oriented Programs (FOPs)

The key definitions in the area of continuing education are as follows:

1. Concepts

The key concept is of a learning society. In a learning society all agencies and adult

individuals are educational providers. All Member Sates are striving to achieve this goal.

2. Systems

These include the formal, non-formal and self-learning educational systems and all

three contribute to life-long learning.

3. Processes

The process central to the concept of a learning society is life-long learning which

involves taking full advantage of the educational opportunities provided by the learning

society. The term continuing education refers to the processes of providing such

opportunities.

4. Programs
Flexibility in providing continuing education

Formal education normally describes programs offered by established educational

institutions such as schools, colleges and universities, where a programme of study

results in a diploma being granted.

Non-formal education refers to educational programmes, short courses and

training programmes offered by different institutions including government and non-

government organizations, private enterprise and cooperatives. Universities and

colleges also offer some non-formal programmes. Formal educational degrees and

diplomas can also be obtained through equivalency programmes (discussed below).

One of the major differences between the two approaches is flexibility flexibility

flexibility flexibility flexibility . For example, the curriculum and reading materials of the

literacy courses offered through nonformal education are designed and selected

according to the needs of the learners.

Informal education, learning can take place in other ways. A person can also

increase his or her knowledge and skills through self-directed learning. An individual can

learn through reading, television and radio programmes, or a close observation of

activities. Some people describe this type of learning as informal education or

selfdirected learning.

ALS ACCREDITATION AND EQUIVALENCY TEST

The Alternative Learning System Accreditation and Equivalency (ALS A&E) Test,

formerly known as the Non-formal Education A&E Test, is a paper and pencil test
designed to measure the competencies of those who have neither attended nor finished

elementary or secondary education in the formal school system.

Passers of the A&E Test are given a certificate/diploma, bearing the Department

of Education (DepEd) seal and the signature of the Secretary, certifying their

competencies as comparable graduates of the formal school system. Passers are

qualified to enroll in secondary and post-secondary schools.

Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP)

The ETEEAP of the Commission on Higher Education (CHED) is an educational

assessment scheme which recognizes knowledge, skill and prior learning attained by

individuals from non-formal and informal educational experiences.

Using equivalency competence standard and a comprehensive assessment

system which employ written tests and combined assessment methodologies, a higher

education institution may administer competency-based evaluation as basis of

accrediting learning experiences.

A panel of assessors is convened to determine the candidate's knowledge, skills

and attitudes relevant to a particular discipline and consequently equivalent credits and

appropriate certificates and degrees are awarded by administering higher education

institutions.

Equivalency Programmes (EPs)

 These programmes are designed as alternative ways to gain a formal or vocational

qualification. The EPs are usually structured in more flexible ways than those used in

the formal school system. In our community, there are school dropouts and literate

youth and adults who want to continue their study to obtain educational and vocational

certificates and diplomas equivalent to those awarded by formal schools. We can help

them to undertake an EP through distance education or evening classes. Some primary

schools in our community or nearby organize evening equivalency classes for youth and

adults who have completed primary education or its equivalent. EPs recognize the prior

learning of the learners and their experiences (including life skills). Therefore, the

duration of study for these equivalence classes is normally shorter than that in formal

schools. For example, Ms. Meena completed her primary education more than ten years

ago. After completing primary school, she started working. Later, she continued her

study at the lower secondary level. Because of her previous learning and work

experience, she only needed to attend a course for one and a half years to get a lower

secondary education certificate equivalent to that awarded by formal schools. If Ms

Meena wants, she can continue her study in formal schools. EP courses and their

timeframe provide flexibility suited to the needs of learners.

The ETEEAP aims to achieve the following objectives to ensure the fulfillment of the

intent and substance of EO 330:

General Objective: To develop fully the system of equivalency and accreditation in

higher education as a bridging mechanism for the flexible entry and exchange among

the formal, non-formal and informal systems.

III. SYNTHESIS

Continuing education has been defined in this chapter as an opportunity to pursue

lifelong learning after the completion of primary education or its equivalent. It has

been argued that it is the mechanism for human resource development which in

turn is the basis of meaningful sustainable socio-economic development. These

arguments, if accepted, give continuing education a key role in society. Indeed since

formal education alone is now seen to be insufficient and inadequate as the enabling

force for development, viable alternatives are needed. Continuing education offers

countries an opportunity to face and solve their social and economic problems and

to grow and develop according to a meaningful and effective plan.