ESTONIA

Capital: Tallinn

Official EU language: Estonian

EU member country: May 1, 2004

Currency: Euro

Political system
Estonia is a parliamentary republic. Its head of government - the prime minister - is
nominated by the president and approved by Parliament. The country is divided into 15
counties and 79 municipalities.

Educational Policies
Students: Students in Estonia perform above the OECD average in mathematics, reading and science in PISA 2012 and their
socio-economic background had less impact on performance than in other OECD countries. Performance in reading increased
across PISA cycles, while performance in mathematics remained unchanged. Estonia has a comprehensive schooling system from
age 7 to 17 which covers all compulsory education
and is integrated within a single structure. Grade repetition is low, tracking starts at age 15, and school choice is possible. Estonia’s
enrolment rates in upper secondary vocational education and training (VET) programmes are below the OECD average. Attainment
rates are high in upper secondary education and around the OECD average in tertiary education, VET included. In the Survey of
Adult Skills, Estonia showed high proficiency levels in
literacy and numeracy among 16-65 year-olds compared to their peers in other countries participating in this survey, and even
higher results among 16-24 year-olds. However, unemployment rates are above the OECD average.

Institutions: Schools in Estonia have autonomy above the OECD average, including the capacity to make decisions on curriculum
and to hire and dismiss teaching staff. Lower secondary teachers are required to have five years of initial teacher training, including
a mandatory teaching practicum, and follow continuous professional development. Primary and secondary education teachers have
below-average class size and teaching time. Their
salaries are lower than the OECD average, despite a significant increase since 2000. A lower proportion of teachers in Estonia than
the TALIS average consider that the teaching profession is valued in society and would choose to work as teachers if they could
decide again. Teacher appraisal is used for career advancement and is moderately used to determine the need for professional
development, but there is no appraisal system for school leaders. The assessment of the education system on a system level is
carried out yearly by the Ministry of Education and Research. 

System: In Estonia, governance of the education system is shared between central and local authorities, with schools having a
high level of autonomy on resource allocation. The state sets national standards and establishes principles of education funding,
state supervision and quality assessment. Early childhood education and care (ECEC) is managed by local authorities, and most of
the decisions in lower secondary education are taken at the school level. Estonia’s expenditure on educational institutions as a
percentage of GDP (for all education levels combined) is below the OECD average, with a higher share of public funding than the
OECD average. Estonia had one of the greatest increases in expenditure per student among OECD countries during 2005-11
at the tertiary level.

‌Key issues and goals

Students: A priority reported by Estonia is ensuring that all students have access to a basic school close to home and an upper
secondary school in the closest regional centre offering high-quality study choices that meet the students’ needs. Estonia aims to
further develop the skills required by today’s labour market in bothVET and higher education. This includes strengthening
apprenticeships and practice in the work place, in collaboration with employers.
Institutions: Estonia reports a lack of attractiveness of the teaching profession, with teachers’ salaries still considered
uncompetitive and insufficient practical training in teacher training programmes. Moreover, no systematic appraisal mechanisms
are used to reward the performance of school leaders.
System: Other important issues in Estonia include guaranteeing funding of salaries for non-teaching staff in general education
institutions and efining the responsibility of the national and local governments in securing the salaries.
 

‌Selected policy responses

 The recent amendment to the Pre-school Act of 2000 (2010) (covering children from 1.5 to 7 years of age)
introduces an obligation for local governments to provide childcare services where there is a shortage of places
in municipal care centres. The cost for parents will be capped at 20% of the minimum wage (the same rule
applies to pre-school institutions). The new act also aims to ensure that children from the same family can access
the same institution. Presently, around one-third of local governments have shortages, mainly for the group up to
3 years of age, and the same principle applies to major urban areas.

 Estonia aims to continue modernising VET programmes by focusing on key competencies and workplace
practice. Estonia is reforming its VET system with the implementation of the Vocational Educational Institution Act
(2013), which sets the legal framework to improve the quality of teaching and practical training in VET,
implement distributive leadership in VET institutions and modernise the funding structure and infrastructures. The
Vocational Education Standards (2013) aim to create an output-based curriculum, introduce new courses in
upper secondary VET, create conditions to intensify and shorten studies, and create a new unit of calculation of
course credits.

 A multi-actor working group is developing a new continuous professional development system for teachers that
will be driven by teachers’ needs for professional development. The new system will be based on the Lifelong
Learning Strategy 2014-20, and expected to start in 2015.
 The Lifelong Learning Strategy for 2014-20 addresses obstacles to lifelong learning and proposes strategic
measures in five areas: 1) changing the approach to learning and teaching; 2) raising the status of teaching
profession and developing school leadership; 3) improving the match between lifelong learning opportunities with
the needs of the labour market; 4) applying modern digital technology in learning processes; and 5) creating
equal opportunities for lifelong learning for everyone.

 A higher education reform that introduces means-tested financial support for students and ensures the right of
free education for all full-time students was implemented (2013). As part of this reform, legislative changes were
made in the University Act (Ülikooliseadus) and Professional Higher Education Act (Rakenduskõrgkooli seadus)
to introduce free education for full-time students starting with the academic year 2013/14. A new performance-
based funding system for Higher Education Institutions has also been introduced (2013), that puts more
emphasis on the quality and internationalisation of the system.

 Starting with the academic year 2013, efforts have been made to increase teachers’ salaries, changing the
calculation base from contractual hours to full-time employment pay.

Estonian education system

The history of formal education in Estonia dates back to the 13–14th centuries
when the first monastic and cathedral schools were founded. By now, Estonia
has combined a belief in learning with equal-access technology to create one of
world’s best education systems. PISA tests have shown that Estonia has also
been successful in increasing equity in education – here, everyone has the
access to high-quality education.

Estonia follows a comprehensive school system which is aimed to provide all students
with the best education, regardless of their background.

Estonia follows a comprehensive school system that is aimed to provide all students with the best education,
regardless of their background.

Schools in Estonia enjoy quite extended autonomy. The national curriculum leaves space for the school to
develop their own curriculum. All schools can decide on their goals and the focus of studies. Principals can
hire and fire teachers, decide on how to allocate the budget and evaluate the needs for teacher
training. Teachers decide on the textbooks and teaching methods that they consider appropriate and would
like to use in their lessons.

In Estonia, education by law is for free, unless the parents decide otherwise and choose private schools for
their children. Apart from free services, such as lunch, textbooks, school transport, students get supporting
services if needed.

The length of the study period consists of at least 175 teaching days (35 weeks) and four intervals of school
breaks.

According to the child’s interests, the child may also be enrolled in a hobby school.

Educational Ladder
What are the levels of education in Estonia?
Levels of education comprise preschool education (ISCED level 0), basic education (ISCED levels
1 and 2), upper secondary education (ISCED level 3) and higher education (ISCED levels 6, 7 and
8). The obligation to attend school applies to children who have attained 7 years of age by 1
October of the current year.

Estonia’s Curriculum for PPT

The obligation to attend school applies to children who have attained 7 years of age by 1 October
of the current year. Children up to 7 years may attend preschool childcare institutions. 

1. Educational Structures

 Levels of Education comprise of:

 Pre-school Education 
 Basic Education
 Upper Secondary Education 
 Higher Education

Pre-School Education
 Pre-school education: Pre-school education is not compulsory in Estonia, but it is widely
available and is typically intended for children aged 3 to 7 years. The curriculum for pre-
school education is designed to support the holistic development of the child, including their
social, emotional, cognitive, and physical skills. It typically includes activities such as play,
music, arts, and physical education.

Basic education
 Basic Education in Estonia is compulsory and typically lasts for nine years, divided into two
stages: primary education (grades 1-6) and lower secondary education (grades 7-9). 

General secondary education

General secondary education is acquired at the upper secondary school level. Upper secondary schools are designed
to help students become creative, multi-talented, socially mature and reliable citizens.
⦁ The study programs at upper secondary school is arranged into mandatory and voluntary courses. Studies last for 3
years.
⦁ In order to graduate, students must complete a curriculum consisting of 96 individual courses as a minimum.
⦁ At the end of their studies, students must pass three state exams and school examinations.
⦁ Attaining general secondary education entitles students to continue their studies at a higher educational institution
or to obtain vocational education.

Higher Secondary /Vocational education

Vocational education serves the purpose of fostering the knowledge, skills and attitudes, occupational know-how
and the social readiness required for working, participating in social life and participating in the lifelong learning
process. Vocational education can be obtained: after basic school as vocational secondary education (length: 3-4
years) or as vocational skills only without general education (length: 3 months to 2.5 years).

⦁ Vocational education is free of charge, regardless of age, educational background, and individual needs.
⦁ There are close collaborations with companies in curriculum development and in creating opportunities for
apprenticeship.
⦁ Moving from vocational education to higher education and vice versa is becoming increasingly popular.

Higher education and research

Higher education is flexible and accessible. It is supported by a wide range of study forms, consideration of learning
and work experience in studying, and the opportunity to work during studies. For a comprehensive overview of
higher education in Estonia.
Estonia boasts a long tradition of high-quality higher education, with the first university established in 1632, thus
being one of the oldest universities in Northern Europe.

Currently, Estonian universities offer more than 150 recognized degree programs  in English at Bachelor's, Master's,
and PhD level with internationally recognized diplomas and scholarship possibilities. Shorter periods of study in
Estonia are also available in semester or summer courses.

Estonian universities have facilitated programs and structural changes in accordance with the European-wide
Bologna Process and the creation of a common European higher education area. Local universities also place a
strong emphasis on internationalization:

 increasing the number and quality of English taught diploma programs every year
 designing new degree programs, which are unique all over the world
 taking part out regular quality control assessments and accreditation processes
 taking part of international cooperation and research projects
 increasing exchange possibilities in Europe, Asia, and the USA

The following are some of the most popular study programs in Estonia:
 Computer Science degrees in Estonia 
 Engineering degrees in Estonia 
 Social Science degrees in Estonia 
 Design degrees in Estonia 
 Business degrees in Estonia
Postgraduate opportunities in Estonia 
As the home of Skype and countless other tech companies, Estonia is rightfully proud of its reputation for innovation.
Back in 1997, the Estonian government began investing in digital solutions for its citizens, eventually becoming the
first country to allow ‘i-Voting’ in a national election – and this is just one example of the ways in which information
technology is at the heart of Estonian society.

That forward-thinking attitude is reflected in the quality of Estonia’s universities, which offer internationally-
recognized qualifications, a great environment for entrepreneurship and world-class research opportunitie

 Digital society – As a leader in digitalization, Estonia is an ideal place to study if you’re passionate about
technology and how it can be used to improve everyday life.
 Scholarships – The Estonian government runs a scholarship scheme for international students, providing up
to €500 per month. The cost of living in Estonia is low by Western European standards, so this should prove
extremely helpful!
 Employment prospects after Masters – Estonia offers generous terms for international students who want to
carry on living in the country after their studies have finished, allowing six months to find a job after
graduation. Estonia’s start-up culture also means that there are various state-backed and private schemes to
encourage graduate students who want to create their own company.

BEST PRACTICE IN TEACHING

 English
 What method do you practice and does it work to improve English in Estonia?
Make it a habit to practice English regularly, by doing a short 5-10 minute activity
every day. Learning 'little and often' is more effective than occasional intensive
study.

 Is English taught in school in Estonia?

In Estonia, students traditionally learn at least two foreign languages in school.
According to the national curricula, students of Estonian-medium schools can
teach English, French, German or Russian as the first (A) foreign language.
The majority of students study English as their first foreign language.

 Is English popular in Estonia?

English is the most widely spoken foreign language in Estonia. The top three
foreign languages have remained the same in the last three censuses.

 Math
 The Eight Mathematical Practice in Estonia.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look foe and express regularity in repeated reasoning

 What is the best practice for learning math facts?

 Flashcards are a great no-fuss way to learn math facts. Shuffling a deck makes it
easy to mix up the order in which students practice, a learner can study them
together with a tutor, a peer, or on their own, and flashcards provide both visual
stimuli and a chance for kinesthetic learning.

 Science
 What are best practice in teaching science?
1. Establishing and maintaining classroom environments that are: ...
2. Using an empirical approach.
3. Regularly employ active learning strategies.
4. Employ inquiry labs.
5. Talk about the nature of science.

 What makes a teacher effective in teaching science?

Effective science teachers involve students in making sense of natural events
and the science ideas underlying them. In other words, they actively engage
students in wondering and figuring out science phenomena around them and how
they happen.

III. Benefits it offers to Philippines Educational System

 Can Philippine education learn from the experiences in Northern Europe? Conditions
might be different, but basic lessons and insights can be found, considering that
everyone follows some international standards or metrics.

 Finland has consistently ranked among the top five countries that participate in the
triennial Program for International Student Assessment (PISA) since the test was
initiated in 2000. Under the auspices of the Organization for Economic Cooperation
and Development (OECD), PISA is administered world-wide to 15-year-old students
to measure their skills and knowledge in mathematics, science, and reading.

NATIONAL PROFILE

-The Philippines are the highest portions of a partly submerged mountain chain and is made up of
more than 7,000 islands; the three main island groups are Luzon, Visayas, and Mindanao. The
Philippines is one of the most westernized nations in Southeast Asia, a unique blend of eastern and
western cultures.

Spain (1565-1898) and the United States (1898-1946) colonized the country and have been the most
significant influences on the Philippine culture.

This is about to change. Philippine President Duterte announced a 'separation' from the US; he
declared he has realigned with China as the two countries agreed to resolve their South China Sea
dispute through talks. Duterte said in his speech at a forum in the Great Hall of the People in Beijing:
"America has lost. I've realigned myself in your ideological flow, and maybe I will also go to Russia
to talk to Putin and tell him that there are three of us against the world — China, Philippines, and
Russia. It's the only way."

FACTS ABOUT THE COUNTRY

- Filipinos are predominantly of Malay descent, frequently with Chinese and sometimes American
or Spanish ancestry.

Many Filipinos have Spanish names because of a 19th-century Spanish decree that required them
to use Spanish surnames, or last names. Parents often name their children after the saint whose
feast day was on the day of their birth.

Elementary education in the Philippines starts at age seven, is required by law, and lasts for six
years. Secondary education begins at age 13 and lasts for four years; undergraduate college
instruction typically is four years.

Filipinos elect their president. The president is the head of state and the commander-in-chief of the
armed forces and serves a six-year term.

The economy is based on agriculture, light industry, and services. The country produces bananas,
rice, coconuts, corn, fish, mangos, pineapples, sugarcane, pork, and beef.

Ferdinand Magellan first landed in the Philippines in 1521. The name Philippines comes from Philip
II who was the king of Spain during the 16th century when the country became a Spanish colony.

The Philippines was granted to the United States in 1898 following the Spanish-American War. In
1935 the Philippines became self-governing, but their independence was delayed by World War II
and the invasion of Japanese troops.

The islands were liberated by U.S. forces in 1944-45, and the Republic of the Philippines was
proclaimed in 1946, with a government patterned on that of the United States.

In 1965 Ferdinand Marcos was elected president. He declared martial law in 1972, which lasted until
1981. After 20 years of rule, Marcos was driven from power in 1986. Corazon Aquino became
president and instituted a period of democratic rule in the country.

COUNTRY’S EDUCATIONAL POLICIES

- The Philippine education system has evolved over hundreds of years of colonial occupation, first
by Spain and then by the US, through martial law and the people’s power revolution that brought
democracy to the sprawling archipelago. The education sector’s development has mirrored the
changes in the country’s administration. Today the focus is on expanding access and ensuring
more Filipinos receive a decent basic education, as a means of reducing poverty and improving
national competitiveness. The World Bank notes that in other countries such initiatives have
brought “large economic benefits”. The K-12 reform was introduced in 2016 and funding was
increased, easing concerns that its implementation would be hindered by limited resources and
winning over new President Rodrigo Duterte, who was initially sceptical about the plan.
- Despite these successes and President Duterte’s commitment to socio-economic issues as his
policy priorities, the education system continues to struggle with deep inequalities. Quality also
remains a concern. Addressing these problems will require a continued commitment to increased
funding for education, and an efficient mechanism to ensure the money is spent in the most
effective manner.
- System
- The Philippines has a vibrant and diverse education system, with the government, assisted by the
private sector, providing a wide range of education from early years up to college and university
 across the archipelago. The Department of Education (DepEd) oversees the provision of basic
education. The private sector includes kindergartens, international schools and religious schools.
In 2015/16 there were 14.9m children enrolled at primary school and 6.01m at secondary level.

HISTORY

- Today’s system has been shaped by the Philippines’ colonial and post-war history. Under the
Spanish, education was largely provided by missionaries and the study of religion was
compulsory, but most Filipinos were not included. It was only in the 19th century that they were
able to attend the universities that had been established two centuries earlier, and it was only
when the US took control of the Philippines in 1898 that consideration was given to non-
religious education, English-language teaching and free primary school education for all.
- The country was ill-prepared for the sudden expansion of education and did not have enough
teachers to meet the new demand, so the colonial authorities established a teacher-training school
and brought in 1000 teachers from the US to provide training. An emphasis on vocational and
adult education was introduced in the early 20th century, while bilingual teaching – with maths,
science and literature taught in English – was introduced under Ferdinand Marcos in 1974. The
commitment to a bilingual education and universal access was enshrined in the 1987 constitution.

K-12 IMPLEMENTATION

- Three years since the Enhanced Basic Education Act (EBEA, known as the K-12 law) was
signed, the Philippines has finally embarked on its most ground-breaking change to the schooling
system in decades, the K-12 reform.
- K-12 extends compulsory schooling to grades 11 and 12, adding two years to secondary school,
and makes secondary education compulsory. Prior to its implementation, the Philippines was the
only country in Asia, and one of only a few in the world, to have a basic education system of just
10 years. The EBEA also mandated kindergarten as the start of compulsory formal education,
while the Kindergarten Act of 2012 made pre-school free. In August 2016, 1.5m Filipino children
attended 11th grade, with senior school students choosing between four tracks through the
system: academic, technical-vocational, sports or the arts. Much of the opposition to the
initiative, which triggered five separate petitions to the Supreme Court, centred on whether the
country’s teachers, schools and administration were in a position to implement the reform.
President Duterte expressed scepticism about the programme before he was elected, but changed
his mind in May 2016 after a delegation from DepEd told him that the change was necessary, as
Filipino students were falling behind their neighbours Indeed, increased spending on basic
education – including an expanded Alternative Learning System (ALS) is a centrepiece of the
new president’s 10-point socio-economic agenda. President Duterte insists that the development
of the Philippines’ human capital is a priority of his administration. Building on existing
programmes, the education secretary, Leonor Briones, said that the Duterte administration’s
education policy intends to ensure that the country provides a quality education that is accessible
to all and relevant to the needs of the nation. Filipinos should also find education “truly
liberating” through the development of critical thinking skills and an appreciation of culture and
the arts.

10-POINT PLAN

- The shift to K-12 began under President Duterte’s predecessor, Benigno Aquino III, who
approached education as an investment in Filipinos, and offered a 10-point plan for improving
education as part of his election campaign. As well as K-12, the 10 fixes included pre-schooling
for all, technical-vocational training as an alternative in senior high school, working with local
 governments to build new schools, proficiency in science and maths, and working with private
schools as “essential partners” in basic education. The plan is to expand the Government
Assistance to Students and Teachers in Private Education, supporting as many as 1m students at
private high schools through the Education Service Contracting Scheme.

EDUCATION FOR ALL

- In 2015 the Education for All (EFA) initiative included provisions to ensure all Filipinos were
able to achieve what UNESCO calls “functional literacy”, the ability to read, write and do
calculations at a level that is sufficient for the country in which a particular person lives. Further
supporting the K-12 reform, the government set four key objectives for the EFA initiative:
providing education options for all out-of-school adults and young people; eliminating drop-outs
and repetition during the first three years of school; encouraging the completion of a full cycle of
basic schooling to a satisfactory level at every grade by all Filipino children; and committing to
the attainment of basic education competencies for everyone.
- In fact, recognition of the need to move towards K-12 was evident much earlier. In 2005 the
government promised, under the Basic Education Reform Agenda, to remove all hurdles limiting
access to and delivery of basic education, whether regulatory, structural, financial or institutional.
The policy involved five key thrusts: school-based management; the development of teacher
education; national learning strategies; quality assurance and accountability; and changes to the
administration of DepEd, using the latest technology to ensure more effective use of resources,
whether staff or funds.
- World Bank Assessment
- In June 2016 the World Bank published its assessment on the Philippines reform of basic
education, “Assessing Basic Education Service Delivery”, noting that reforms were now backed
with a substantial increase in funding, after years of underinvestment exacerbated by average
population growth in excess of 2%.
- The World Bank estimates that public spending increased by 60% in real terms between 2010 and
2015, helping finance infrastructure improvements and provide the means to hire more teachers.
As a result, between 2010 and 2013 the student-to-teacher ratio in public high schools fell from
38:1 to 29:1, while the student-to-classroom ratio dropped from 64:1 to 47:1. However, “despite
impressive recent increases, the Philippines still spends less on education than many neighboring
and middle-income countries,” the study noted. “Recent analysis has confirmed the need for
more spending to meet national education norms and standards.”
- The World Bank study was commissioned by DepEd to assess how the public budget was being
used, in order for funds to be allocated more efficiently and effectively. It tracked 80% of the
government’s national education budget, as well as spending by local authorities, in the last
quarter of 2014.
- In a separate report looking at the EFA initiative, UNESCO noted that even though the largest
portion of the Philippine budget had consistently been devoted to education, in percentage terms
this fell short of international standards, with the state spending only 2.6% of GDP on the sector
in 2011.
- That figure has risen over the past few years to an expected 3.5% in 2017, but the Philippines
continues to spend far less on education as a proportion of GDP than many of its neighbours.
Both Vietnam and South Korea, which have some of the world’s best-performing schools
according to international benchmarks, spend 5% of GDP on education.

EARLY ENCOURAGEMENT

- DepEd itself assessed the implementation of K-12 at a January 2017 conference with
stakeholders including government officials, school administrators and teachers.
- Among the encouraging news, it found that the situation in kindergartens had improved, with a
more localised curriculum, the construction of clean, safe and child-friendly classrooms, and
closer cooperation with the community. Children were developing a love of reading, while
teachers’ skills had been enhanced via use of technology and the adoption of more effective
teaching strategies.
- For grades one to six, best practice included a curriculum more suited to the needs of Christian
and Muslim pupils, closer cooperation with indigenous communities, the provision of self-paced
learning materials, catch-up programmes at all levels and the introduction of Learning Action
Cell sessions for teachers’ professional development. DepEd noted that in schools that had
adopted these practices enrolment rose and the drop-out rate fell. Minority groups were also more
confident, with Muslim children having the opportunity to learn Arabic.
- Junior high schools also focused on programmes to reduce the drop-out rate and nurture
continued learning, including the use of ALS through a virtual classroom, a basic literacy
programme for adults, and scholarships for adult learners and students with special needs.
Schools reported increased enrolment and participation, along with rising community awareness.
Teacher competency also improved with training in new learning strategies focused on real-world
application.
- In senior high schools, where the full roll-out of grade 12 is now taking place, DepEd said that
the policy has been largely successful, noting the transfer of junior high school teachers to fill
vacancies, and improved cooperation both between local and national government, and with the
private sector on the provision of facilities, including classrooms and dormitories for pupils
living in remote areas. A large percentage of those enrolled in private schools received vouchers,
with scholarships also available.

RAISING STANDARDS

- Much of the official discussion on K-12 centres on the need to raise standards, improve teacher
quality and encourage completion of basic schooling. The drop-out rate has remained high, and
data from the “Functional Literacy, Education and Mass Media Survey” produced by the
Philippine Statistics Authority, shows that around 4m children and young people were out of
school in 2013, while as of April 2016, 16.6m Filipinos – or 39% of the workforce – had not
completed basic education. The World Bank noted continuing problems with access and
inequality. The report found that only 53% of the poorest 20% of households sent their children
to high school, while 81% of the wealthiest families did so. To address the problem, the
government aims to incentivise attendance, extend school feeding programmes and expand
programmes under the ALS, a “second chance” designed to ensure more Filipinos complete their
basic education. President Duterte has indicated that an enhanced ALS – better targeted with
wider coverage, more partnerships and approaches that meet learners’ needs – will be one of his
administration’s major legacies.

REGIONAL INEQUALITIES

- The World Bank also found differences in allocations to education in different regions at the level
of both national and local government. While both have responsibility for funding education, the
World Bank estimates the local contribution, which is funded by property taxes, has been
declining since 2006. Currently, more than 90% of school funding originates from the national
government, with the proposed allocation to DepEd at P569.1bn ($12bn) in 2017, compared with
P431.5bn ($9.1bn) in 2016. Most goes towards teachers’ salaries, but a significant amount funds
financial assistance programmes for children from low-income families. Regional disparities in
funding levels do not necessarily correspond directly with outcomes. The report found that
although city schools received higher funding, their pupils tended to do less well in national tests
 than their rural peers. The report cited insufficient infrastructure to cope with the larger student
bodies at urban schools and higher rates of teacher absences as reasons for this.
- “Many schools, particularly in urban areas, have insufficient and poor quality facilities and a
shortage of teachers,” the report said. “Operational funding still falls short of the amounts that
schools need to pay bills, undertake basic repairs, and provide the day-to-day materials their
students need. And there is rarely anything left over to fund school-level initiatives to improve
student learning achievement.”
- Allocation Of Funds
- More effective targeting of funds to the areas of greatest need is therefore a priority alongside an
overall increase in budget allocations. Briones told the Education Summit in November 2016
there is “a need for a drastic improvement in absorptive capacity”. The Duterte administration is
planning to introduce a series of financial management reforms to improve education outcomes,
including: enhanced leadership supervision and oversight over finance, administration and
procurement; the creation of an education programme delivery unit to monitor budget execution
and intervene to ensure funds move smoothly to where they are needed; a financial management
information system to track budget spending in real time; and a more proactive approach to
spending.
- Teaching Standards
- In recent years DepEd has introduced a number of measures to improve the standard of teaching,
revising professional benchmarks and providing more on-the-job training. It has also made a
concerted effort to attract the brightest and the best by raising compensation and making the
selection process more competitive. In the past, teaching was poorly paid and often seen as the
fall-back course for university applicants who did not get onto their preferred course. Studies
found teacher knowledge in both elementary and high school was low, and that the professional
development programmes were insufficient.
- Civil society is also helping. Non-profit organisation Philippine Business for Education launched
the Scholarships in Teacher Education Programme to Upgrade Teacher Quality in the Philippines
(STEPUP), which is funded by Australian Aid, in 2015. The idea is to encourage the country’s
best-performing college graduates and professionals to join the profession, with the aim of
producing 1000 high-quality teachers for the public school system by 2019. Accepting candidates
up to the age of 45, STEPUP covers full tuition fees and offers a range of benefits for
participants. In return, successful applicants must work with DepEd for three years. The
organisation offers a similar scheme to encourage the best high school seniors to pursue degrees
in education, majoring in subjects including maths and English. The Philippines has not
participated in an international survey of school performance since a 2003 study showed only
one-third of children in elementary and secondary school were able to reach the lowest
international benchmark in maths. It also revealed stark differences in performance between
children from low-and high-income families. While that makes it hard to get a sense of how well
the country’s children are doing relative to their peers in region, results in national tests remain
patchy. At elementary school, the average score rose to 69.97% in 2013/14, but slipped back to
69.1% in 2014/15. The government targeted a score of 77% in 2016. A similar trend is evident at
the secondary level, where the average score edged up to 53.77% in 2013/14 before dropping
back to 49.48% in 2014/15. In 2016 the target was 65%. National results also show that pupils in
urban schools do not perform as well as those in rural areas, according to the World Bank. The
average score in the 2014 grade six exam was 66% in city schools and 75% in those outside
urban areas, even though the former tended to have larger revenues.
- Meeting National Needs the government insists that the education system must be more
appropriate to the needs of the country, including its economy. The aim is to improve students’
abilities in science and technology, and nurture critical thinking, creativity and entrepreneurial
spirit, as well as to encourage them to support the wider community, especially those on the
margins. Sex education, along with awareness of the issues surrounding teenage pregnancy and
 the dangers of drugs (from grade four), will be strengthened, and there will be a special emphasis
on the environment, climate change and disaster preparedness in a country that has frequently
endured earthquakes, volcanic eruptions and severe weather. To achieve these goals, the
government is overhauling the curriculum to establish a “spiral” approach, which is designed to
challenge and stimulate pupils so that they develop critical thinking skills. DepEd consulted
industry during the development of the new curriculum, although the final design was the work
of DepEd alone. Those learning science under the spiral approach, for example, learn general
science, biology, chemistry and physics on a per quarter basis. The basics are taught in grade
seven, with more complicated theories added as pupils progress through subsequent grades.
- Higher Education
- The Philippines is one of the few countries where the number of private higher education
institutions and students enrolled there is greater than in the state sector. Leading private
universities, such as the University of Santo Tomas, were established hundreds of years before
their public sector counterparts – although Filipinos were not allowed to attend until the 19th
century – while the University of the Philippines, the archipelago’s leading state university, was
set up in 1908, when the country was under US control.
- National government spending on the tertiary education segment has risen in recent years, but at
12.2% of the sector budget, spending remains below the international benchmark of 15-20%. The
2017 allocation reflects a government decision to scrap tuition fees at all state universities and
colleges. However, students will still need to pay their living expenses with grants and other
forms of aid available to those from low-income families.
- “In the short term, this will incrementally improve enrolment rates, and will help free up
financial resources for other college expenses and needs of the students,” Patricia Licuanan, chair
of the Commission on Higher Education (CHED), said in a statement after the budget was passed
in December. “From a wider perspective, this amount will eventually increase the available
income of families.”
- The Philippine higher education system is managed by CHED and the Technical Education and
Skills Development Authority (TESDA). The country’s 228 state universities and colleges, which
had 1.88m students in the 2015/16 academic year, are operated and subsidised by the
government, with each university run by a board of regents and a board of trustees supervised by
the chair of CHED. Local government units can also establish local universities. The state
universities and colleges have a total of 454 satellite campuses, according to CHED.
- The 1706 private universities and colleges, which have a total of 2.22m students, are generally
much smaller, are governed under the Corporation Code and can be non-profit religious
institutions or for-profit secular colleges. The greatest density of higher education institutions is
in the south of the largest island of Luzon, including Manila. In 2015/16, 26% of students
(1.07m) were enrolled in business-related courses, followed by 19% (791,000) studying
education and teaching, and 13% (517,000) on courses in engineering and technology.
- Quality Of Instruction
- Despite the size of the higher education sector, the quality of instruction remains low, according
to the Asian Development Bank (ADB). In professional board examinations, for instance, median
pass rates between 2005 and 2015 ranged from 34% to 43%. The ADB also noted a “worrisome
preponderance” within both the state and private sector of institutions with a pass rate of zero,
“indicative of a large number of low-quality higher education institutions.”
- “CHED has instituted a vertical/horizontal typology approach to assess the quality of higher
educational institutions,” Caroline Marian Enriquez, president of Our Lady of Fatima University,
told OBG. “However, given that the current university landscape is composed of over 2000
institutions of very uneven quality, some of the standards may be too stringent or not applicable
to the core competencies of certain institutions.”
- The government has been trying to rationalise the state sector by putting a halt to the
establishment of new course programmes by state universities and local colleges that do not meet
 the standards set by CHED, by encouraging rationalisation and hopefully reducing course
duplication. It is also trying to raise standards through the introduction of quality institutional
sustainability assessment.
- “For the government to truly improve the quality assurance system of education, it should
provide strong data on the performance of schools. Once analysis is provided on the 10 best- or
worst-performing schools, the market will be able to decide based on this information,” Chito
Salazar, president and CEO of Phinma Education, told OBG PHILIPPINE QUALIFICATIONS
FRAMEWORK: In addition, the government has enhanced the Philippine Qualifications
Framework (PQF) to put it in line with the ASEAN Qualifications Reference Framework and
ensure academic programmes meet international standards. “The PQF can significantly reduce
jobs-skills mismatch. It can also boost international confidence among Filipino workers by
making them more competitive and employable,” Senator Joel Villanueva, a former TESDA
director-general, said in August 2016 (see analysis). The government is committed to creating a
system that is more aligned to 21st century needs, positioning higher education as an accelerator
for innovation and inclusive development. It is encouraging cooperation between academia and
industry, supporting the professional development of teaching and research staff who want to
complete their doctorate, and promoting research cooperation between institutions and across
borders. Already, courses in subjects including meteorology, business analytics and naval
architecture have been developed with industry, and a degree in health informatics is under
development.
- Research Partnerships
- Research and development (R&D) has also been a focus in areas such as food security, the
environment and natural disasters, biodiversity and health systems in order to support the Duterte
administration’s socio-economic objectives. As part of the push for reform, the government is
keen to encourage increased private investment and internationalisation in higher education.
- Some institutions already partner with overseas universities on select courses, while the
Philippine-California Advanced Research Institute (PCARI) was initiated in 2013 by the
scientific community and academics to boost the country’s research capacity by supporting post-
doctoral scholars and R&D proposals with the potential to address the Philippines’
developmental issues.
- The PCARI’s R&D projects involve 15 private institutions working with partners at the
University of California, and include work on traffic management in urban areas, the
development of affordable solar energy systems for remote areas, and improving local capacity to
design and develop medical devices.
- Outlook
- The Philippines has embarked on education reforms that it considers crucial to its economic
development, bringing its school system into line with international standards and seeking to
open up its higher education sector to more people, while supporting R&D that will raise its
academic profile and bring lasting benefits to the country.
- The government had to overcome substantial opposition to introduce K-12, a sign of its
determination to bring lasting change, but sustained funding to support the increased demand on
resources will be crucial if these bold reforms are to be a success.

EDUCATIONAL LADDER

The educational ladder in the Philippines has a 6-4-4 structure, that is, six years of elementary or
primary education (some private schools require seven years), four years of high school or
secondary education, and another four years of higher education for a degree program (except for
some courses like Engineering, Law and Medical Sciences which require five or more years of
schooling).
 The 1987 Philippine Constitution mandates the establishment of a system of free public
education in the elementary and high school levels. The entry age for elementary education is 6
years effective School Year 1995-96; for secondary education, it is 12-15 years; and for higher
education, it is 16-19 years. Pre-school education is optional. Some private schools offer seven
years of primary education.
There are two types of secondary schools according to curricular offerings: the general high
school and the vocational high school. General high schools offer the four-year general academic
secondary curriculum while vocational high schools offer the same secondary curriculum with
additional vocational courses. Science high schools offer an enriched Science, Mathematics, and
English curriculum in addition to the requirements of the secondary education curriculum.
Higher education is divided into collegiate, masters and doctorate levels in various programmes
or disciplines. Foreign students are allowed to pursue higher education in some 150 colleges and
universities in the Philippines. A list of these schools, colleges and universities authorized to
accept foreign students is available in Philippine Embassies and Consulates.

The responsibility of administering, supervising, and regulating basic education (elementary and
secondary education) is vested in the Department of Education (DepEd) while that of higher
education is with the Commission on Higher Education (CHED). The post-secondary technical-
vocational education is under the Technical Education and Skills Development Authority
(TESDA) which is also in charge of skills orientation, training and development of out-of-school
youth and unemployed community adults.
Schools open in June and close in April. There is a two-week Christmas break before classes
resume in January. The Philippines uses a bilingual medium of instruction. Certain subjects are
taught in English and the rest in the national language which is Filipino.
K-12 Basic Education Curriculum in the Philippines

A. The national curriculum developed is by the Department of Education.

B. Schools in the Philippines are divided into:
 Kindergarten
 Elementary
 Junior High 
 Senior High.

C. Core Curriculum
 Compulsory core subjects in both Elementary and Secondary:
 Languages
 Mathematics
 Sciences
 ICT
 Physical Education and the Arts. 
  Grades 7 and 8 additional subject:
 Technology and Livelihood Education (TLE)
 In Senior High schools, the choice of career track defines content of subjects::
 Academic (ABM, HUMMS, STEM, General Academic, Pre-Baccalaureate Maritime).
 Technical-Vocational-Livelihood (Agri-fishery, Home Economics, ICT, Industrial Arts,
TVL Maritime)
 Sports
 Arts and Design
(Students select a specialization track based on their aptitude, interests and school
provision.)

D. Ensuring Integrated and Seamless Learning (Spiral Progression)

 Subjects are taught from the simplest concepts to more complicated concepts
through grade levels.
E. Building Proficiency Through Language (Mother Tongue-Based Multilingual Education)
 Twelve (12) MT languages: Bahasa Sug, Bikol, Cebuano, Chabacano,
Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense,
Tagalog, and Waray.
 English and Filipino are taught as subjects starting Grade 1, with a focus on oral
fluency. From Grades 4 to 6, English and Filipino are gradually introduced as
languages of instruction. Both will become primary languages of instruction in Junior
High School (JHS) and Senior High School (SHS).

F. TVET (Technical Vocational Education & Training) National Certificate

 After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a
National Certificate Level I (NC I). 
 After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a
National Certificate Level II (NC II), provided he/she passes the competency-based
assessment of the Technical Education and Skills Development Authority (TESDA).

References: 

(Department of Education and Knowledge) Philippine Curriculum. Retrieved from

https://www.adek.gov.ae/Education-System/Private-Schools/Curriculum/Philippine-
Curriculum#:~:text

(GOVPH) K to 12 Basic Education Curriculum. Retrieved from

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/

(GOVEPH) What is K to 12 Program. Retrieved from

https://www.officialgazette.gov.ph/k-12/#:~:text

Secondary Education
Secondary education in the Philippines is also known as high school, and it consists of two levels:
 Lower Secondary Education (Junior High school): Grades 7 to 10
  Upper Secondary Education (Senior High school):  Grades 11 to 12
There are different types of junior high school in the Philippines:
 General secondary school: Consists of four levels mainly based on the American curriculum.
 Vocational secondary school: Technical and vocational education programme offered by the
government and private institutions.
 *Science secondary schools: Research-orientated and specialised public high school for students
with demonstrated maths and sciences skills.
In the new education system in the Philippines, the curriculum gained two additional years, now referred to
as Senior High School. It is now compulsory for students to attend Senior High School, wherein the courses
have two division:
 Core curriculum subjects: Consists of 8 learning areas made up of 15 core courses.
 Track subjects: Further divided into Applied Subjects and Specialisation Subjects. There are 7
Applied Subjects and 9 Specialisation Subjects.
By finishing Senior High School, students graduate equipped with knowledge and skills necessary for
Higher Education or employment.

Higher Education
After finishing the mandatory K-12 program, students in the Philippines have the option to pursue Higher
Education. There are over 2,000 Higher Education Institutions (HEIs) in the Philippines, with over
3,000,000 students enrolled in the courses (SY 2019-2020). 
There are different classifications of HEIs in the Philippines:
 College or university
 Colleges typically offer specialised courses (e.g. Hotel & Restaurant Management, Nursing,
Information Technology).
 Universities must meet stringent requirements (e.g. 6 undergraduate courses consisting of a 4-
year liberal arts course, 4-year science and mathematics course, 4-year social sciences course,
at least 3 courses that lead to government licensure, and; 2 graduate-level courses leading to a
PhD).
 Public or private
 Public colleges and universities are non-sectarian entities publicly funded by the government.
 Private colleges and universities can either be sectarian or non-sectarian, non-profit or for-
profit and are privately managed and funded.


 Secular or religious
 Universities in the Philippines can also either be associated with a religious group or not. 

HEIs are either classified as a college or a university, and either public or private, and also either secular or
religious. As of 2020, records from CHED showed that the country has 1,975 HEIs (excluding satellite
campuses of state universities and colleges). From this number, 246 are public HEIs, while 1,729 are private
institutions. 
In the Philippines, college is a tertiary institution that typically offer a number of specialized courses in the
sciences, liberal arts, or in specific professional areas, e.g. nursing, hotel and restaurant
management and information technology. Meanwhile, to be classified as a university—such as state
universities and colleges (SUCs), CHED-supervised higher education institutions (CHEIs), private higher
education institutions (PHEIs) and community colleges (CCs)—it must meet the following requirements: 

 operate at least eight different degree programs; including

 at least six undergraduate courses, specifically
  a four-year course in liberal arts,
 a four-year course in science and mathematics,
 a four-year course in the social sciences, and
 a minimum of three other active and recognized professional courses
leading to government licensures; and
 at least two graduate-level courses leading to doctoral degrees.
Local universities have less stringent requirements than private HEIs. They are only required to operate at
least five undergraduate programs—as opposed to eight for private universities—and two graduate-level
programs. 

Higher Education in the Philippines is then divided into three phases:

1. Undergraduate (Bachelor’s Degree)
2. Postgraduate (Master’s Degree)
3. Doctoral (PhD)
Post graduate program in the Philippines takes two years to complete. This will be mostly true if you will be
pursuing a Master’s Degree and Doctorate Degree however, it will depend on how many subjects you can
complete per semester and how long you can finish your thesis.  

Best Practices in the teaching

English
There are several best practices that can be followed when teaching English in the Philippines. Here are some of them:

Focus on the basics: It is important to ensure that students have a strong foundation in the basics of the English language. This
includes teaching grammar, vocabulary, pronunciation, and sentence structure.

Use a variety of teaching methods: Students have different learning styles and preferences, so it is important to use a variety of
teaching methods, such as lectures, group discussions, games, and multimedia materials.

Incorporate authentic materials: Using authentic materials, such as newspaper articles, videos, and songs, can help students
develop their language skills and provide them with exposure to real-life English usage.

Encourage active participation: Students should be encouraged to actively participate in the classroom, such as through
discussions, debates, and presentations. This can help them develop their speaking and listening skills.

Provide feedback: Providing feedback on students' language skills is crucial for their improvement. Teachers should provide
both positive feedback and constructive criticism to help students identify their strengths and weaknesses.
Create a supportive environment: Creating a supportive classroom environment can help students feel more comfortable
practicing their English skills. Teachers should encourage collaboration and respect among students, and create opportunities for
students to practice English outside the classroom.

Integrate culture: Teaching English in the Philippines should also include an understanding of Philippine culture. This can help
students develop cultural competency and appreciate the diversity of English language usage around the world.

Overall, the best practices in teaching English in the Philippines involve a focus on the basics, using a variety of teaching
methods, incorporating authentic materials, encouraging active participation, providing feedback, creating a supportive
environment, and integrating culture.

MATH
Here are some best practices in teaching math in the Philippines:

Build strong foundational skills: Mathematics is a subject that builds upon itself, so it's important to ensure
that students have a strong foundation in basic math skills. Teachers should start with simple concepts and
gradually move on to more complex ones.

Use a variety of teaching methods: As with teaching English, students have different learning styles and
preferences, so it's important to use a variety of teaching methods. This can include lectures, group
discussions, problem-solving activities, and hands-on projects.

Use real-world examples: Mathematics can be abstract and difficult for students to understand. Using real-
world examples can help students see the practical application of math in their daily lives.

Encourage critical thinking: Math is a subject that requires critical thinking and problem-solving skills.
Teachers should encourage students to think critically about math problems and to come up with multiple
solutions.

Provide opportunities for practice: Like any subject, practice is key to improving math skills. Teachers
should provide opportunities for students to practice math problems and to receive feedback on their work.

Make use of technology: Technology can be a valuable tool in teaching math. Teachers can use interactive
whiteboards, math software, and other tools to help students visualize math concepts and solve problems.

Create a positive learning environment: It's important to create a positive learning environment where
students feel comfortable asking questions and making mistakes. Teachers should encourage collaboration
and respect among students and provide a supportive learning environment.
Overall, the best practices in teaching math in the Philippines involve building strong foundational skills,
using a variety of teaching methods, using real-world examples, encouraging critical thinking, providing
opportunities for practice, making use of technology, and creating a positive learning environment.

SCIENCE
Here are some best practices in teaching science in the Philippines:

Make it hands-on: Science is a subject that is best learned through hands-on experiences. Teachers should
provide opportunities for students to engage in experiments, demonstrations, and field trips.

Emphasize critical thinking: Science requires critical thinking and problem-solving skills. Teachers should
encourage students to question, hypothesize, and evaluate evidence.

Use real-life examples: Like math, science can be abstract and difficult to understand. Using real-life
examples can help students see the practical application of science in their daily lives.

Connect science to other subjects: Science is interconnected with other subjects, such as math and language
arts. Teachers should make connections between science and other subjects to help students see the broader
context of scientific inquiry.

Foster curiosity: Science is a subject that can inspire curiosity and wonder. Teachers should foster a sense of
curiosity and wonder in their students by encouraging them to ask questions and explore the world around
them.

Use technology: Technology can be a valuable tool in teaching science. Teachers can use videos, interactive
simulations, and other tools to help students visualize scientific concepts and processes.

Provide a safe and supportive learning environment: Science experiments can involve hazardous materials
and procedures. Teachers should ensure that students are working in a safe and supportive environment and
are following proper safety procedures.

Overall, the best practices in teaching science in the Philippines involve making it hands-on, emphasizing
critical thinking, using real-life examples, connecting science to other subjects, fostering curiosity, using
technology, and providing a safe and supportive learning environment.

Effects of Using Mother Tongue as the Medium of Instruction in Mathematics

The Effect of language in teaching of any subject has been a significant issue to psychologists and teachers
over the years. The language used to convey mathematical ideas to students has become a topic of increasing
concern to mathematics educators (Bolaji, 2007). Language influences all aspects of human endeavor even
though not all languages are equally well developed for such use. One finds that some languages are more
frequently and extensively used than others in a particular area or location (Ali, 2000).

There is a significant higher achievement of the pupils in literacy and numerical skills when taught using the
mother tongue as medium of instruction compared to those pupils who are taught in conventional strategy as
medium of instruction.

The use of Mother Tongue as a medium of instruction in teaching and learning Mathematical Problem
Solving improves learner’s knowledge comprehension and strategies in solving problems; and, it is equally
effective as the use of the English Language. Furthermore, this study affirms the findings of existing
literatures in which mother-tongue based approach is effective not only in getting the interest of students in
the lesson but as a springboard in teaching new mathematical concepts and principles and in deepening
student understanding on why mathematical operations or processes work.

The study found out that the use of Mother Tongue as a medium of instruction in teaching and learning
mathematical problem solving improves learners' knowledge comprehension and strategies in solving
problems.

It is concluded that when Mathematics is taught in mother-tongue, the retention skills and performance of
the learners increases. Thus, it is effective and beneficial to the students' learning.

Great Number of Non-Readers/Non-Decoders in English

In the 2018 Programme for International Student Assessment (PISA), the Philippines scored lowest in
Reading out of 79 countries. The PISA further showed that only one in five Filipino learners aged 15
achieved at least the minimum proficiency level in Overall Reading Literacy.

The World Bank reported in 2022 that 9 in 10 Filipinos in late primary age cannot read well. The two years
of remote learning made the learning gaps worse. Though even before the pandemic, there was already a
looming problem with reading proficiency.

Effects of Exclusion of Science Subject in Grades 1 and 2

Contrary to popular belief, the DepEd noted that the new curriculum will not totally ‘exclude’ Science from
the Grade 1 curriculum. Instead, it will make use of the “thematic learning approach”—a method that
integrates rudimentary science concepts among the offered subjects in Grade 1. For instance, concepts such
as the ‘Living and Non-Living things’ will be included in the English readings; in MAPEH, particularly in
Health, ‘Go, Grow and Glow food’ will be taught, and in Araling Panlipunan, ‘Ecosystem’ will be
incorporated in the lessons.
The Department of Education believes that it is crucial for the young learners to develop natural love for
learning and feel that it is not something being imposed on them. Removing Science as a subject from the
Grade 1 curriculum, or so they claim, will give the pupils a lighter load for more effective and fun learning.
However, this sudden move of the DepEd, as expected, caused a furor across the country, with many
questionings why Science is deemed as a complicated and non-child-friendly subject. A lot of people from
various groups and positions slammed the Department of Education for relegating Science to the back
burner at a time when the country gravely needs it.