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Shortage of School Buildings, Textbook, and Equipment

This document discusses current issues and problems in the Philippine education system. It outlines three main issues: 1) Shortages of school buildings, textbooks, and equipment that have persisted for many years and handicap teaching. 2) Deteriorating quality of education due to various factors like low budgets, teacher quality, and school facilities/resources. 3) Effects of globalization, including foreign control of the education system through loans promoting privatization and commercialization of education. The reflection notes the system is slowly deteriorating but an idealistic curriculum must be realistic and attainable.

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Mary Rhose Dela Cruz
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2K views2 pages

Shortage of School Buildings, Textbook, and Equipment

This document discusses current issues and problems in the Philippine education system. It outlines three main issues: 1) Shortages of school buildings, textbooks, and equipment that have persisted for many years and handicap teaching. 2) Deteriorating quality of education due to various factors like low budgets, teacher quality, and school facilities/resources. 3) Effects of globalization, including foreign control of the education system through loans promoting privatization and commercialization of education. The reflection notes the system is slowly deteriorating but an idealistic curriculum must be realistic and attainable.

Uploaded by

Mary Rhose Dela Cruz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Name: MARY RHOSE D.

DELA CRUZ
Course: MAED
Course Title: CURRENT ISSUE AND PROBLEM IN EDUCATION
Course Unit: 3
Class Day/Time: Saturday, October 2, 2021 (1:30am – 4:30pm)

1. Shortage of School Buildings, Textbook, and Equipment

Since 1960, elementary enrolment has been expanding at the rapid rate of 4% a year
owing to increase in the number of children and in the enrolment ratio.

The shortages of classrooms and textbooks are particularly severe. The nationwide
classroom shortage is estimated to be 40,000 and the DECS (now DepEd) operates two
shifts in many schools. The textbook problem is even more serious. A survey done in
preparation for a World Bank education loan found that the pupil-textbook ration in the
public elementary schools is 10:1 and 79% of the textbooks are more than 5 years old.
This situation has persisted for many years.

Other teaching tools, such as science materials, teaching devices and audio-visual aids,
are also in short supply. Perennial graft and corruption in the acquisition of books and in
the construction of school buildings has often been reported. This situation handicaps
the teaching staff in their work.

2. Deteriorating Quality of Education

It is uncommon to hear college teachers decry the quality of students that come to
them. They lament the students’ inability to construct a correct sentence, much less a
paragraph. Private schools have been assailed as profit-making institutions turning out
half-baked graduates who later become part of the nation’s educated unemployed. All
these are indications of the poor quality of education.

There are multiple factors which have led to low educational standards. Studies and
fact-finding commissions have shown that the deteriorating quality of education is due to
the low government budget for education; poor quality of teachers; poor management of
schools; poor school facilities such as laboratory and library facilities; poor learning
environment; the content of the curriculum; inadequate books and science equipment;
the poor method of instruction; shortages of classrooms; and others.

3. Globalization issue in education

It is in the educational sector where the concept of globalization is further refined and
disseminated. It comes in varied forms as “global competitiveness,” “the information
highway,” “the Third Wave Theory,” “post modern society,” “the end of history,” and
“borderless economy.”

The so-called Philippines 2000 was launched by the Philippine government to promote
“global competitiveness,” Philippine Education 2000 carried it to effect through training
of more skilled workers and surplus Filipino human power for foreign corporations to
reduce their cost of production.

The Philippines, including its educational sector, is controlled by US monopoly capital


through loan politics. This task is accomplished by the IMF, the World Bank and a
consortium of transnational banks, called the Paris Club, supervised by the WB. The
structural adjustments as basis for the grants of loans, basically require liberalization,
deregulation and privatization in a recipient country.

As transplanted into the educational sector, deregulation is spelled reduced


appropriation or reduced financial assistance to public schools through so called fiscal
autonomies; privatization and liberalization is spelled commercialized education or
liberalization of governments’ supervision of private schools and privatize state colleges
and universities.

The WB-IMF and the Ford Foundation have earmarked $400M for Philippine education.
These loans financed the Educational Development Project (EDPITAF) in 1972; the
Presidential Commission to Survey Philippine Education (PCSPE) in 1969; the Program
for Decentralized Educational Development (PRODED) in 1981-1989. As pointed out by
many critics, “the massive penetration of WB-IMF loans into the Philippine Educational
System has opened it wide to official and systematic foreign control, the perpetuation of
US and other foreign economic interest, and to maximize the efficiency of exploiting
Philippine natural resources and skilled labor.”

A number of studies and fact-finding commissions such as the Sibayan and Gonzales
Evaluation (1988), the Presidential Commission to Survey Philippine Education
(PCSPE, 1969), and the Congressional Commission on Education (EDCOM, 1991-
1992) have pointed out that the problems of Philippine education are the problems of
quality and political will.

REFLECTION: I realized that education is forever developing, changing, growing and


alive. It is a continuous process. One should not cease finding opportunities for learning
new things; the knowledge that a person acquires for himself/ herself is his/ her treasure
in life. Yes, it is slowly deteriorating, sad but true, with the different factors involved.
Idealistic curriculum should not only be reflected in a paper as a mere vision, but it
should be something realistic and attainable. Try to note of the newly implemented
Secondary School Curriculum, yet, no single textbook is being provided for it. It is really
sad and depressing when we look at our public school system nowadays. Teachers in
the far-flung areas or in rural public schools will have a hard time reproducing the
learning materials and students also will have a hard time doing a follow-up activity for
the suggested topic. Be reminded that not all public schools have the Internet
connection, and not all teachers and students are computer literate. Thus, teachers will
have a hard time modifying the activities to be given. With this, there is no assurance
that the ultimate goal of our educational system will be achieved.

Reference:
https://www.imbalife.com/7-key-issues-and-problems-of-
philippineeducation?
fbclid=IwAR3Olrz4zCCdW87xfQhflgbP21BdaYXz2aj2BtHlHVgKetkb7ukP
ShGKiws

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