Republic of the Philippines

Commission on Higher Education

Region IX
SOUTHERN MINDANAO COLLEGES
Pagadian City
GRADUATE SCHOOL

A WRITTEN REPORT FOR

ED 304 Comparative Educational Administration

Topic: PHILIPPINE EDUCATIONAL ADMINISTRATION

Report: DEXTER LLOYD C CATIAG

🔎Learning Target👩‍🏫😇:
👍Revisit the Philippine Educational System and
Administration
👍Evaluate issues concerning the Philippine
Educational Administration
👍Propose reforms for the Philippine Educational
Administration

INTRODUCTION

A successful school is about much more than teaching.

While good teaching and learning are crucial, the

administration that underpins it the is key to providing a

well-rounded education that encompasses the whole child.

Effective administration and operations support an

education that goes well beyond imparting knowledge. Having

robust systems, policies and procedures in place ensures

that teaching and learning flows as smoothly as possible.

 It is essential to come into consideration some the

different educational systems and administrations to

further evaluate its efficiency and efficacy. In this way,

we may be able to reflect and innovate educational

practices that can be applied to our country. Let us start

with our dear Philippine Educational System and

Administration. Let us revisit the Philippine Educational

System and Administration, evaluate issues concerning the

Philippine Educational Administration and possibly, propose

reforms for the Philippine Educational Administration

DISCUSSION

Education in the Philippines is administered by three

different government agencies, each exercising largely

exclusive jurisdiction over various aspects of the

education system.

Three agencies handle different levels of education:

👍The Department of Education for basic education,

👍the Commission on Higher Education for tertiary and

graduate education, and

 👍the Technical Education and Skills Development

Authority (TESDA) for technical-vocational courses and

middle education.

INFLUENCES OF PHILIPPINE EDUCATION

The education system of the Philippines has been

highly influenced by the country’s colonial history.  That

history has included periods of Spanish, American and

Japanese rule and occupation. 

 The type of education is informal and unstructured

 The home serves as their school

 Some communities utilized a writing system known as

baybayin

 alibata - composed of 17 symbols representing the

letters of the alphabet.

 “Tell Me” or “Show Me” or demonstration method

SPANISH REGIME

• education was formal

• focused on the Christian Doctrines

 • separate school for boys (colegios) and girls

(beaterio)

• missionary teachers (friars) replaced the tribal

tutors, Catholic doctrine schools that were set up

initially became parochial schools which taught

reading and writing along with catechism.

AMERICAN REGIME

• Course of study is prescribed uniform and centralized

• Formal structured and existence of an educational

system

• 1899 - more schools were opened, this time, with 24

English-language teachers and 4500 students

• 1,000 teachers from the United States, who were called

the Thomasites, were brought to the Philippines and

were scattered throughout the islands establish

barangay schools

JAPANESE TIME

 To stop depending on western countries like the U.S.,

and Great Britain. Promote and enrich the Filipino

culture.
  To recognize that the Philippines is a part of the

Greater East Asia Co-Prosperity Sphere so that the

Philippines and Japan will have good relations.

 To be aware of materialism to raise the morality of

the Filipinos

🔎EDUCATION IN THE PHILIPPINES

Managed and regulated by the:

👍Department of Education (DepEd)

👍 Commission on Higher Education (CHED)

👍 Technical Education and Skills

Development Authority (TESDA)

👀 DepEd is responsible for the K–12 basic education;

it exercises full and exclusive control over public schools

and nominal regulation over private schools, and it also

enforces the national curriculum that has been put in place

since 2013

General Features of K to 12 Education Program

• Strengthening Early Childhood Education (Universal

Kindergarten)
 • Making the Curriculum Relevant to Learners

(Contextualization and Enhancement)

• Ensuring Integrated and Seamless Learning (Spiral

Progression)

• Building Proficiency through Language (Mother Tongue-

Based Multilingual Education)

• Gearing Up for the Future (Senior High School)

• Nurturing the Holistically Developed Filipino (College

and Livelihood Readiness, 21st Century Skills)

ADMINISTRATION OF THE EDUCATION SYSTEM

Education in the Philippines is administered by three

different government agencies, each exercising largely

exclusive jurisdiction over various aspects of the

education system.

The Department of Education oversees all aspects of

elementary, secondary and informal education. It supervises

all elementary and secondary schools, both public and

private. The Department is divided into two components: the

central office in Manila and various field offices, of

which there are currently 17 regional offices and 221

provincial and city schools divisions. The central office

sets overall policies for the basic education sector, while

the field offices implement policies at the local level.

The Autonomous Region in Muslim Mindanao (ARMM) has its own

department of education, but for the most part follows

national guidelines and uses the national school

curriculum.

ELEMENTARY EDUCATION
Elementary education in the Philippines consists of six

years of schooling, covering grades 1 to 6 (ages 6 to 12).

Before the adoption of the K-12 reforms, elementary

education was the only compulsory part of the basic

education cycle. With the reforms, however, compulsory

education has been extended and is now mandatory for all

years of schooling, inclusive of grade 12.

It is now also mandatory that children complete one-

year of pre-school Kindergarten education before enrolling

in elementary school. While it appears that this is not yet

consistent practice throughout the entire country, current

legislation mandates that all children enroll in

Kindergarten at the age of five. Kindergarten education,

like all other parts of public schooling, is free of charge

at public schools. Upon completion of the mandatory pre-

school year, pupils are eligible to attend elementary

school – there are no separate admission requirements.

The elementary school curriculum was recently revised

and includes standard subjects like Filipino, English,

mathematics, science, social science, Philippine history

and culture, physical education and arts. One notable and

important change, however, is that minority languages

(“mother tongues”) are now being used as the language of

instruction in the first years of elementary education in

areas where these languages are the lingua franca. There

are currently 19 recognized minority languages in use.

English and Filipino are introduced as languages of

instruction from grades 4 to 6, in preparation for their

exclusive use in junior and senior secondary high school. 

SECONDARY EDUCATION

Pre-reform: Prior to the 2016/17 school year, when the

first cohort entered grade 11 of the new senior secondary

cycle, basic education ended after four years of secondary

education (grades 7 to 10). Although freely available in

public schools to all interested students, these four final

years of basic education were not compulsory. Graduating

students were awarded a Certificate of Graduation at the

end of grade 10, and would progress either to higher

education, TVET, or employment.

Post-reform: With the enactment of the K-12 reforms,

secondary education was extended from four to six years and

divided into two levels: four years of Junior High School

(JHS) and two years of Senior High School (SHS), giving the

basic education cycle a structure of K+6+4+2. All six years

of secondary education are compulsory and free of charge at

public schools. Since the construction of public senior

high schools and classrooms still lags behind the need

created by the K-12 reforms, however, a new voucher

system was put in place to subsidize SHS study at private

schools. That said, the voucher amount is capped and does

not fully cover tuition at most private schools, keeping

this option out of reach for socially highly disadvantaged

families. 

JUNIOR HIGH SCHOOL (JHS)

JHS comprises grades 7 to 10 (ages 12 to 16). Students who

complete elementary education at grade 6 automatically

progress to JHS – there are no separate entry requirements

at both the junior and senior secondary levels, although

private schools may require passing of an entrance

examination. The JHS core curriculum includes the same

subjects as the elementary curriculum, with English and

Filipino being used as the language of instruction,

depending on the subject.

Pupils are assessed based on written assignments,

performance tasks and quarterly assessments (based on tests

and/or performance tasks). The minimum passing grade for

both single subjects and the cumulative year-end average

required for promotion is the grade of 75 (out of 100).

Students with lower grades must take remedial classes and

improve their grades in order to progress to the next

grade. There are no final graduation examinations at both

the junior and senior secondary levels.

SENIOR HIGH SCHOOL (SHS)

SHS consists of two years of specialized upper

secondary education (grades 11 and 12, ages 16 to 18).

Students are streamed into academic specialization tracks

with distinct curricula. Before enrolling, students choose

a specialization track, being restricted in their choice

only by the availability of that specialization at the

school they plan to attend. The four tracks are:

 Academic Track

 Technical-Vocational-Livelihood (TVL) Track

 Sports Track

 Arts and Design Track

Students in all tracks study a core curriculum of 15

required subjects from seven learning areas, which include:

languages, literature, communication, mathematics,

philosophy, natural sciences, and social sciences. The

grading scale and methods of assessment used in SHS are the

same as in JHS, but with a stronger emphasis on performance

tasks. Upon completion of grade 12, students are awarded

a high school diploma.

The Academic Track is designed to prepare students for

tertiary education. It is further divided into four

strands: general academic; accountancy, business and

management (ABM); humanities and social sciences (HUMSS);

and science, technology, engineering and mathematics

(STEM).

The TVL Track is intended for students looking to enter the

labor force or pursue further TVET after graduation. It is

also divided into four strands: home economics;

agriculture/fishery; industrial arts; and information and

communications technology (ICT). Graduates that pass the

relevant TESDA assessment tests are simultaneously eligible

for the award of a TESDA National Certificate I or II (see

TVET section below).

The Sports and Arts and Design Tracks are intended to

impart “middle-level technical skills” for careers in

sports-related fields and creative industries. Enrollments

in these two tracks will be comparatively small, however.

While the Department of Education expected an estimated

609,000 students to enroll in the academic track, and

another 596,000 students to enroll in the TVL track in

2016, only 20,000 students were anticipated to opt for the

sports or arts and design tracks.

THE QUALIFICATIONS FRAMEWORK OF THE

PHILIPPINES
In 2012, the government established an official

qualifications framework for the Philippines (PQF).

The goal of the PQF is to define standards and learning

outcomes, ease mobility between different education and

training sectors in the Philippines, and to align

Philippine qualifications with international qualifications

frameworks to facilitate international mobility.

Qualifications in the PQF range from secondary-level TVET

certificates at levels 1 and 2 to doctoral qualifications

at level 8.

TECHNICAL VOCATIONAL EDUCATION AND TRAINING

(TVET)
TVET in the Philippines is designed to train the Philippine

labor force and prepare graduates for medium- skilled

employment in various vocations, ranging from agriculture

to automotive technology, bookkeeping, business services,

computer maintenance, information technology, health

services, cookery, tourism and hospitality services,

carpentry, seafaring, housekeeping, web design or teaching

ESL. There were more than 2,000 different training

programs on offer in 2015.

While the TVET sector is smaller in terms of total

enrollments and remains less popular than the tertiary

sector, it nevertheless has expanded rapidly over the past

years. Between 2000 and 2016, the number of students

enrolled in TVET programs increased by 295 percent,

from 574,017 students to 2.27 million students. Graduation

rates in TVET programs have improved greatly in recent

years and grew from 83 percent in 2010 to 95 percent in

2016.

TVET INSTITUTIONS AND MODES OF DELIVERY

There are three main modes of TVET delivery in the

Philippines: institution-based (at schools and centers),

enterprise-based (at companies), and community-based (at

local government and community organizations).

HIGHER EDUCATION INSTITUTIONS

The number of HEIs in the Philippines has grown rapidly

over the past decades. Between 2007 and 2016/17 alone, the

number of HEIs increased from 1,776 to 1,943. That makes

the Philippines the country with the highest number of

HEIs in Southeast Asia. For example, the Philippines has

more than four times as many HEIs than Vietnam (445 in

2015), a country with a similar-size population.

TYPES OF HEIS

There are three types of public tertiary education

institutions in the Philippines as classified by CHED:

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.

Local colleges and universities are public institutions

established and funded by local government units. There are

presently 107 local universities and colleges.

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.

PRIVATE HEIS

The vast majority – 88 percent – of HEIs in the

Philippines, however, are privately owned. There were 1,710

private HEIs in operation in the 2016/17 academic year,

which include both religiously affiliated institutions

(mostly Catholic schools) and non-sectarian institutions.

Most of these institutions offer the same type of tertiary

education programs as public institutions and are overseen

by CHED. A “Manual of Regulations for Private Higher

Education” details specific guidelines for private

providers.
Many private HEIs in the Philippines are “demand-absorbing”

institutions that fill a gap in supply created by the

massification of education in the Philippines. Amidst

limited capacities and low funding levels in the Philippine

higher education system, these institutions offer those

students who cannot get admitted into competitive public

institutions access to tertiary education. It should be

noted, however, that with the exception of top Catholic

universities like Ateneo de Manila University, De La Salle

University or the University of Santo Tomas, a majority of

these institutions are smaller for-profit providers that

enroll fewer than 1,000 students. The quality of education

at many of these profit-driven institutions tends to be

below the standards of prestigious public HEIs.

Enrollment levels at public institutions therefore remain

substantial, considering the large number of private HEIs.

While the share of private sector enrollments in the

Philippines is high by international standards, 45.8

percent of the country’s 3.5 million tertiary students were

enrolled in public institutions in the 2016/17 academic

year. Just over 39 percent of students studied at state

universities and colleges, 6.2 percent at local

universities and colleges, and a small minority of 0.17

percent at other government schools. The largest university

in the Philippines is presently the public Polytechnic

University of the Philippines, which maintains branch

campuses throughout the country.

INTERNATIONAL UNIVERSITY RANKINGS

Compared to other Southeast Asian countries like Thailand,

Malaysia or Indonesia, the Philippines is currently not

very well-represented in international university rankings.

Only one Philippine university was among the 359

universities included in the 2018 Times Higher Education

(THE) Asia University Rankings, while ten Thai

universities, nine Malaysian universities and four

Indonesian universities were included in the ranking. The

University of the Philippines, arguably the most

prestigious university in the Philippines, is currently

ranked at position 601-800 out of 1,102 institutions in the

THE world ranking. Four Philippine universities are

included in the current QS World University Rankings. These

are: the University of the Philippines (367), Ateneo de

Manila University (551-600), De La Salle University (701-

750) and the University of Santo Tomas (801-1000). No

Philippine universities are included in the current

2017 Shanghai ranking.

ENROLLMENTS BY TYPE OF PROGRAM AND FIELD OF STUDY

The vast majority of Filipino students are enrolled at the

undergraduate level. Fully 89 percent were matriculated in

bachelor-level programs and another 4.8 percent in pre-

bachelor programs in the 2016/17 academic year. Graduate

level enrollments are still small: Only 5.2 percent of

students were enrolled in master’s programs and less than

one percent in doctoral programs.

The most popular fields of study in 2016/17 were business

administration, education, engineering and technology,

information and technology and medical studies. Of the more

than 2.2 million students enrolled in these subject areas,

about 41 percent chose business administration and almost

33 percent pursued education studies. Engineering,

information technology and medical studies accounted for 20

percent, 18 percent and 9 percent, respectively.

University Admissions

Admission into university in the Philippines generally

requires the high school diploma. Going forward this means

the new K-12 diploma. CHED has announced that beginning in

the 2018/19 academic year, holders of the old 10-year high

school diploma are expected to complete bridging courses

before enrolling in undergraduate programs. In addition,

more selective institutions have further requirements such

as certain minimum GPA requirements, adequate scores in

the National Achievement Test (NAT) or institution-specific

entrance examinations. There is no nation-wide university

entrance exam as found in other Asian countries.

Degree Structure

Given the impact the U.S. had on the development of the

modern Philippine education system, it is not surprising

that tertiary benchmark credentials in the Philippines

closely resemble the U.S. system. Higher education

institutions also follow a two semester system like in the

U.S., however the academic year runs from June until March.

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.

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.

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.

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.

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 or the 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.

ISSUES ON PHILIPPINE EDUCATIONAL SYSTEM

Although the Philippine educational system has

extensively been a model for other Southeast Asian

countries, in recent years such a matter has no longer

stood true, and such a system has been deteriorated - such

a fact is especially evident and true in the country's more

secluded poverty-stricken regions.

 Nationwide the Philippines faces several issues when

it comes to the educational system.

Quality of Education

First of which, is the quality of education. In the

year 2014, the National Achievement Test (NAT) and the

National Career Assessment Examination (NCAE) results

show that there had been a decline in the quality of

Philippine education at the elementary and secondary

levels. The students' performance in both the 2014 NAT

and NCAE were excessively below the target mean score.

Having said this, the poor quality of the Philippine

educational system is manifested in the comparison of

completion rates between highly urbanized city of

Metro Manila, which is also happens to be not only the

country's capital but the largest metropolitan area in

the Philippines and other places in the country such

as Mindanao and Eastern Visayas. Although Manila is

able to boast a primary school completion rate of

approximately 100 percent, other areas of the nation,

such as Eastern Visayas and Mindanao, hold primary

school completion rate of only 30 percent or even

less. This kind of statistic is no surprise to the

education system in the Philippine context, students

who hail from Philippine urban areas have the

financial capacity to complete at the very least their

primary school education.

Budget for Education

The second issue that the Philippine educational

system faces is the budget for education. Although it

has been mandated by the Philippine Constitution for

the government to allocate the highest proportion of

its government to education, the Philippines remains

to have one of the lowest budget allocations to

education among ASEAN countries.

Affordability of Education

The third prevalent issue the Philippine educational

system continuously encounters is the affordability of

education (or lack thereof). A big disparity in

educational achievements is evident across various

social groups. Socioeconomically disadvantaged

students otherwise known as students who are members

of high and low-income poverty-stricken families, have

immensely higher drop-out rates in the elementary

level. Additionally, most freshmen students at the

tertiary level come from relatively well-off families.

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

France Castro, secretary of Alliance of Concerned

Teachers (ACT), stated that there is a graved need to

address the alarming number of out-of-school youth in

the country. The Philippines overall has 1.4 million

children who are out-of-school, according to UNESCO's

data, and is additionally the only ASEAN country that

is included in the top 5 countries with the highest

number of out-of-school youth. In 2012, the Department

of Education showed data of a 6.38% drop-out rate in

primary school and a 7.82% drop-out rate in secondary

school.

Mismatch

There is a large mismatch between educational training

and actual jobs. This stands to be a major issue at

the tertiary level and it is furthermore the cause of

the continuation of a substantial amount of educated

yet unemployed or underemployed people. According to

Dean Salvador Belaro Jr., the Cornell-educated

Congressman representing 1-Ang Edukasyon Party-list in

the House of Representatives, the number of educated

unemployed reaches around 600,000 per year. He refers

to said condition as the "education gap".

Brain Drain

Brain Drain is a persistent problem evident in the

educational system of the Philippines due to the

modern phenomenon of globalization, with the number of

Overseas Filipino Workers (OFWs) who worked abroad at

any time during the period April to September 2014 was

estimated at 2.3 million. This ongoing mass emigration

subsequently inducts an unparalleled brain drain

alongside grave economic implications. Additionally,

Philippine society hitherto is footing the bill for

the education of millions who successively spend their

more productive years abroad. Thus, the already poor

educational system of the Philippines indirectly

subsidizes the opulent economies who host the OFWs.

Social Divide

There exists a problematic and distinct social

cleavage with regard to educational opportunities in

the country. Most modern societies have encountered an

equalizing effect on the subject of education. This

aforementioned divide in the social system has made

education become part of the institutional mechanism

that creates a division between the poor and the rich.

Lack of Facilities and Teacher Shortage in Public

Schools

There are large-scale shortages of facilities across

Philippine public schools - these include classrooms,

teachers, desks and chairs, textbooks, and audio-video

materials. According to 2003 Department of Education

Undersecretary Juan Miguel Luz, reportedly over 17

million students are enrolled in Philippine public

schools, and at an annual population growth rate of

2.3 per cent, about 1.7 million babies are born every

year which means that in a few years time, more

individuals will assert ownership over their share of

the (limited) educational provisions. To sum it up,

there are too many students and too little resources.

Issues regarding the K-12

There is dispute with regard to the quality of

education provided by the system. In the year 2014,

the National Achievement Test (NAT) and the National

Career Assessment Examination (NCAE) results show that

there had been a decline in the quality of Philippine

education at the elementary and secondary levels. The

students' performance in both the 2014 NAT and NCAE

were excessively below the target mean score. Having

 said this, the poor quality of the Philippine

educational system is manifested in the comparison of

completion rates between highly urbanized city of

Metro Manila, which is also happens to be not only the

country's capital but the largest metropolitan area in

the Philippines and other places in the country such

as Mindanao and Eastern Visayas. Although Manila is

able to boast a primary school completion rate of

approximately 100 percent, other areas of the nation,

such as Eastern Visayas and Mindanao, hold primary

school completion rate of only 30 percent or even

less. This kind of statistic is no surprise to the

education system in the Philippine context, students

who hail from Philippine urban areas have the

financial capacity to complete at the very least their

primary school education.

PHILIPPINE LITERACY RATE

Adult literacy rate is the percentage of people ages 15 and

above who can both read and write with understanding a

short simple statement about their everyday life.

  Philippines literacy rate for 2015 was 98.18%, a 1.78%

increase from 2013.

 Philippines literacy rate for 2013 was 96.40%, a 0.98%

increase from 2008.

 Philippines literacy rate for 2008 was 95.42%, a 2.83%

increase from 2003.

 Philippines literacy rate for 2003 was 92.59%, a 0.01%

decline from 2000

REFLECTION

Education is the sole basis on which future of the

human race depends. Our quest for knowledge is unending and

will continue till planet Earth exists. It further means

acquiring various skills in diverse fields that are vital

to our life and very existence. This is something extremely

important.

When people are educated, they can significantly

contribute to their families and society in various aspects

and fields, thus creating a stable and stimulating

community. Thus, the very important stage to mold an

individual is through creating the best educational systems

and administration for all. We all know that every system

cannot be perfected at its primary years due to some

arising issues and concerns, we have to open-minded to all

innovative as possible to come up with the systems that

best create our learners a better citizen in the community.

As the famous adage says “CHANGE IS CONSTANT”. If this

change is for the better, we should adopt.

K-12 Program in our country is a great move we make

but this is for the betterment of our learners and for our

country as a whole. We could be able to compete with

another countries and be able to meet the international

education standards. And hopefully, we could be like those

first world countries in terms of Educational System and

Administration.

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• https://wenr.wes.org/2018/03/education-in-the-philippines

• Burgonio, T. Congress adds P4B to budget of DepEd. Philippine Daily

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• Del Mundo, F. State of RP Education. 2nd of a series. Philippine Daily

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• A22.

• Cheryl M. Arcibal . Updated May 25, 2012.

http://www.philstar.com/school-special
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June 4, 2006, p. 28.

• Philippine Daily Inquirer. Editorial. Same old problems. June 6, 2006.

• Robles, J. Ground zero. Standard Today. Une 5, 2006, p. 6.

• Secretary Lapus outlines the state of Philippine Education. educnews.

December 2006, p. 1.

• Prof. John N. Ponsaran. Notes About the Problems and Issues in the
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• Educational System: A Critical Discourse.

• Tubeza, P. Challenge to big business: Put more cash in school plans.

Philippine Daily Inquirer. July 30, 2006, p. 7.

• Tubeza, P. Gov’t needs P120B a year to save public school system.

Philippine Daily Inquirer, p. 11.