THIS CHAPTER HIGHLIGHTS THE SURVEYS

AND STUDIES LEADING TO EDUCATIONAL

REFORMS AND RENEWD INTEREST IN ISSUES
OF QUALITY PERFORMANCE RESULTING
FROM QUALITY MONITORING
OUTLINE

 The education sector is tasked to

Introduction contribute to the achievement of
1970 Survey the national development goals.
Phil.  National Economic and
Education Development Authority.
Elementary
 (NEDA) the national planning
Education
Secondary
body in the Philippines.
Education  the goal for education is defined
Current in Article XIV section 3 of the
Developments 1987 Phil. Constitution.
 Introduction
All the educational
institutions shall
include the study of
Constitution as part of
 teach the rights and duties of
the curriculum. They
shall inculcate the citizenship, strengthen
patriotism, ethical and spiritual values,
nationalism, foster develop moral character and
love of humanity,
respect for human
personal discipline, encourage
rights, appreciation of critical and creative thinking,
the roles of the broaden scientific and
national heroes in the technological knowledge and
historical development
of the country, promote vocational efficiency.
Introduction  The roles of education at the
regional level reflect those at
the national level but are
modified to suit local
conditions and concerns.
 The commission was charged with the
responsibility of responsibility of undertaking
a thorough study and assessment of
philippine education
 The document was entitled Education for
National Development : New Patterns,
New Direction
 Analyze the systems performance and
relevance to national development and goals
 Ascertain and recommend ways and means
of improving its efficiency
 Identify critical areas in Philippines education
that requires more detailed study
 The commission noted the strength of the
Philippine educational system which flowed
from the virtually unanimous high regard in
which schooling was held by the people
 The Philippines has some of the highest
enrollment ratios in the world
 The commission identified the following
circumstances which had negative effects for
educational development
 These effects stopped the optimization of the
benefits
 The objectives prescribed for philippine
Education were un achievable
 The apparent purpose of the system is not to
prepare students for the real world but for
further education
 Rapid population increase puts pressure on
school facilities and resources
 Popular expectation vs. educational
standards
 Facilities vs. enrolment
 Supply of graduates vs. demand of specific
skills
 Location of facilities vs. regional
development needs
 Restructuring of the educational ladder
 6 years of elementary and 5 years of
secondary
 First 3 years of secondary- core program for
streaming students into academic or tech/voc set
 Last 2 years – college preparation or terminal
training for employment
 A nationwide network of comprehensive
secondary schools he organized
 Strong counseling and guidance services be
developed and established in all high schools
 “ Secondary education was widely
believed to be the weak link in the
education ladder”
 2-2 PLAN FROM 1958-1972
 Revised Secondary Education Program
(RSEP) in 1973
 New Secondary Education Curriculum (NSEC)
IN 1989
 Enabling act of providing free secondary
education in June 1988
 Noted increase of about 8% in the
participation by SY 1991-1992
 Problems of oversized classes and lack of
classrooms
 Clamor of LGUs to establish local high
schools
 1992 – free txt books on 1-1 basis: raised
participation rate to about 10-20%
 Government thrust on quality education is being
sustained
 Teachers and financing was predicted to be in
adequate due to implementation of reforms
 Low performance of the secondary education
sector
 Job opportunities mis matched with high school
graduates.
 Final report on the new Elementary Education
Curriculum
 The need for reform in elementary education
became imperative when the Results of Survey
of Outcomes in Elementary Education
(SOUTELE) came out a significant finding for
example, clearly showed that the average sixth
grader across the nation has mastered only 50%
of what he was expected to learn and that the
learned subjects were the 3Rs.
 To implement the recommendation of
SOUTELE
 Launched by the Bureau of Elementary
Education in 1978
 Conducted as experimental basis to 125
school divisions involving 1,500 classes
 Fewer subjects in Grade I-III more time for
development of basic skills
 The result showed viability of the
experimental curriculum in developing the
communication skills of children
 If improved and refined, could produce better
results in terms of pupil achievement
 THE impact of the aforementioned
researches paved the way for the
development of a 10-year (1980-1990)
Program for Comprehensive Elementary
Education
 Covers the first 4 years of the 10-year
development program PROCEED
 A World Bank assisted project
 Geared towards the improvement of the
elementary education
 WILL FOCUS ON:
 Upgrading the quality of education
 Increasing pupil participation and survival
rates
 Address disparities between and within
regions
 A 5 year education project jointly funded by
Philippines and Australia through the
Australian Agency for International
Development (AusAID)
 Initiated in February 1996 and concluded in
2001
 Aims to improve basic education in English,
Math, Science by upgrading teaching skills
 4 COMPONENTS
 Pre-service teacher education
 In-service teacher education
 Teacher resource material
 Project management and monitoring
 TYPES OF HIGH SCHOOLS
 CURRICULUM-WISE
 General education program
 Special curriculum (science, arts,or vocational)
BASIS OF FUNDING
 Government-supported (3,394 as of 1989)
 Privately-funded (2,156 as of 1989)
 Now known as Alternative Learning System
(ALS)
 A scheme developed by the Bureau of
Alternative Learning System
 To help out-school youth to finish high school
 Education sector is the country's biggest
employer
 87,001 as of SY 1991-1992
 Mid-1987- salaries were nationalized
 Profile:
 75% female
 100% have a teaching certificate
 60% bachelors degree, 40% post graduate
 To assist poor but deserving students, the
government provides scholarships such as
the Selected Ethnic Groups Educational
Assistance (SEGEA) and Privileges of
Sangguniang Barangay Officials (PSBO)
 Another milestone in Philippine secondary
education was the enabling act providing free
secondary education in government school
effective June 1988
  Transition rate from elementary to secondary is
91.95%
 Enrolment rate is 65.48%
 Completion rate is 71.57%
 MAJOR REASONS OF DROP OUTS
 Financial problems
 Change at residence
 illness
 Responsibility of the Bureau of Secondary
Education
 The Bureau:
 Defines the deserved learning competencies for
the different year level
 Conceptualized the structure of the curriculum
 Formulate national curricular policies
• These functions are exercised in consultation with
other agencies
• Continuously undergoing reforms to ensure its
relevance to changing needs and demands
• Learners are expected to:
▪ Learn more content
▪ Acquire and attain academic excellence
▪ Capable to cope with new knowledge and
technology
▪ They are also encourage to engage in extra-
curricular activities
 Innovative teaching- learning strategies
• Communicative approach
• Integrated approach
• Experimental approach

 Instructional Materials
 Government has established Instructional
Materials Corporation for the development,
printing and distribution of quality textbooks and
other instructional materials
 Lack of financial support
 Lack of qualified test construction
personnel
 Difficulties in assessing affective
learning's
 Central/National Office- engaged in policy
formulation
 Regional/Division Offices- implementing
bodies
 Regional/Sub-regional Levels- supervision
of schools
 Must have obtained a degree in Bachelor of
Secondary Education (BSEd)
 Must have passed the civil service
examination for teachers, now known as
Licensure Examination for Teachers (LET)
 In service training is conducted at the
national, regional, division and school levels
 Classroom observation by principals
department heads followed by post-
conference discussion
 Presently, there is a trend towards
collaborative monitoring and teaching
learning
 Principals are assessed on the basis of their
administrative leadership ability
 Generally it is the division regional office that
inspects facilities
 LOW SALARIES
 HEAVY WORKLOADS
 LARGE CLASSES
 IN ADEQUATE INSTRUCTIONAL MATERIALS