COURSE GUIDE FOR EDUCATION 101

The Philippine Education System

First Trimester, SY 2017-2018

INTRODUCTION

Hi! Welcome aboard! Your decision to enroll in Education 101 is very timely. The implementation of the K
to 12 Program has created a ripple effect on the post-secondary and the tertiary level programs. These
changes had to happen to improve the quality of education in our country as technology continues to
contribute to the development of borderless societies. Your active participation in the discussions as well
as in doing the assignments and other activities will, hopefully, give you a better understanding of the
Philippine Education System as it continues to evolve. Hopefully, you will be an informed participant in
these changes. Among national development issues, education has been one of the favorite topics at
discussions and debates as it is a significant component of the socio-cultural, political and economic life of
our nation. Im sure that you have a lot of ideas to share. However, since discussions will be done online, it
will be to your advantage if you took the Distance Readiness Module of the UPOU prior to enrolling in
this course. Moreover, make sure that you log in so you can join a group in the discussions.

COURSE DESCRIPTION

This three-unit course gives a comprehensive overview of the Philippine education system, its history,
organization, policies and programs, and other related factors as well as the problems and issues that
have influenced the system.

COURSE GOALS AND OBJECTIVES

At the end of the course, the students are expected to

1. Discuss the relation of education and schooling to society, and of the nature of the schools
functions as social institutions;
2. Examine and analyze the socio-cultural issues and related conditions existing in the education
system and in schools;
3. Describe and reflect on the teachers roles within and outside the school system;
4. Describe and analyze the Philippine education system its historical background, goals and
objectives, organizational structure, policies and programs;
5. Identify and analyze factors that have influenced the Philippine education system; and
6. Analyze and discuss the issues and problems confronting the system vis--vis the changes that
happen in the country, the region and the world.

COURSE OUTLINE
The course has four units each consisting of two modules each except the last unit which has three.
Unit I Education, Society and Development
Module 1: Concepts on Education and Schooling; Socio-Cultural Context of
Education
Module 2: Education and Development; School and Community; Teachers Roles
The Magna Carta for Public School Teachers

Unit II The Philippine Education System

Module 3: Historical Overview from the Pre-colonial Period to Post-Edsa I Years
Module 4: Governance and Management (Administrative and Organizational
Structure, Financing, Planning and Policy Formulation, Issues and
Problems)

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 Unit III Curricular Programs from Pre-school to Graduate Level
Module 5: Policies, Practices and Developments, Issues and Problems
Module 6: Teacher Education in the Philippines (History, Goals, Curriculum, Problems and
Issues)

Unit IV Selected Topics

Module 7: Education for Special Learners/ Indigenous Peoples Education/
Madrasah Education
Module 8: Medium of Instruction/Education and Globalization/Education and
Information and Communication Technology
Module 9: Gender in Education/Education and Mass Media/Special Programs:
Art, Music, [NSTP/Scouting]

COURSE MATERIALS
Modules 1 to 5 use selected texts found in the book, Explorations in the Theory and Practice of Philippine
Education, 1965-1993 written by Josefina R. Cortes, Ph.D. However, additional materials are also in the
Workbook written by Ma. Theresa L. de Villa, Ph. D. These, as well as the additional reading materials, are
uploaded in the course site. At times, you will also be asked to refer to websites for supplementary/
reference materials. Do access these as required. Moreover, you will also be asked to read additional
materials on specific topics. So, check announcements in the course site.

STUDY SCHEDULE

Module Readings/References Activity/ Assignment Date

Orientation Post a very brief essay Aug 19

Course Overview about yourself and
the reasons for enrolling
in the course; include your
plans in the next five years

Education and Post a very short essay Aug 20-26

People listing and explaining the ways
by which education improves
the Filipinos quality of life.

Unit I
Module 1 Cortes, Josefina R. (1993). Do Activity 1-1 (p. 5).
Concepts on Explorations in the Theory and Formulate your definition Aug 27 -
education and Practice of Philippine Education, of education based on your Sept 2
schooling, 1965-1993, pp. 1-7, 8-31,, 38-44. personal perspective and
socio-cultural of those you interviewed
context of education . (Acts. 1-2,, 1-3). Post this
on the discussion board .

Module 2 Cortes, Josefina R. (1993). Activities 2-1 and 2-5 Sept 3-9
Education and Explorations in the Theory . . .
Development; pp. 32-37; 118-123; 185-188;
196-200.
Teachers Roles pp. 124-137. Activity 2-7 or 2-8
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Unit II
Modules 3 - 4 Cortes, Josefina R. (1993). Activity 3- 1 or Activity 3-3 Sept 10-16
Historical Overview Explorations in the Theory and
of the Philippine Practice of Philippine Education Activity 4-3
Education System 1965-1993, pp. 44-52, 84-87.

Governance
and Management de Villa, Ma. Theresa L. (2006)
The Philippine Education
System. QC: UP Open U, 25-33.
35-38.

Unit III
Module 5 Cortes, Josefina R. (1993). Activity 5-1 or 5-2 and 5-3 Sept 17-23
Curricular Programs Explorations the Theory and
from pre-school to Practice of Philippine Education Activity 5-4
secondary levels 1965-1993, pp. 187-200
de Villa, Ma. Theresa L. (2006)
The Philippine Education
System. QC: UP Open U, 39-46.

Assignment #1 Submit Assignment #1 Sept 24

Profile of a Filipino
Teacher

Module 5 (cont)
Curricular Programs de Villa, Ma. Theresa L. (2006) Activity 5-7 Sept 25-30
from post-secondary The Philippine Education
to graduate levels System. QC: UP Open U, 47-56.

Module 6 de Villa, Ma. Theresa L. (2006) Activity 6-2 and 6-3

Teacher Education The Philippine Education
in the Philippines System. QC: UP Open U, 57-63.

Unit IV
Module 7
Education for de Villa, Ma. Theresa L. (2006) Activity 7-2 or 7-4 Oct 1-7
Special Learners The Philippine Education
Indigenous Peo- System. QC: UP Open U.65-75
ples Education/
Curriculum
Contextualization/
Madrasah
Education

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 Language of Cortes, Josefina R. (1993). Activity 8 -1 or 8-2 Oct 8 - 15
Learning Explorations in the Theory and
Practice of Philippine Education
1965-1993. pp. 201-02, 237-40.
5
Education and de Villa, Ma. Theresa L. (2006) Activity 8-3
Globalization/ The Philippine Education
Education and System. QC: UP Open U
ICT

Module 9
Gender in Educa- de Villa, Ma. Theresa L. (2006) Activity 9-1 or 9-3 Oct 16-22
tion The Philippine Education
Education and System. QC: UP Open U
Mass Media
Special subjects
.
Assignment #2 Submit Assignment #2 Oct 25

Final Exam Oct 28

COURSE REQUIREMENTS
To earn a grade in this course, you must:
participate in online discussions at least 6 times and no later than two weeks after the scheduled
date and have 5 postings of answers to questions
submit two assignments
take and pass the final exams (passing means getting at least 50% of the total score);
otherwise, you have to take a removal exam on the date given in the UPOU Academic Calendar.

On the Online Discussion

Since this is an online course, the discussions, therefore, will be online. It is important that you participate
in the online discussion at least six (6) times within the trimester. This is an opportunity for you to clarify
what you have learned on your own and exchange ideas with the other members of the class.

Your contributions to the Forum will be graded based on the following requirements: should answer the
discussion questions in a concise way and with as much insight and reflection as possible; should be
concrete and clear to avoid generalizing. Should you express agreement or disagreement, make sure you
support your answers with details. You should have a minimum of two postings per Forum: one, posting
your own answer to the discussion question and the second, reacting to your classmates postings. You
can use either English or Filipino but not a mixture.

Do visit the Course Site too for additional activities and readings that may be given from time to time

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The rubric is as follows:

Quality of answers/reactions 15

clear and supported by specific examples 1 3 5

reflective of a deep understanding and analysis of
personal experiences and /or information gathered 1 3 5
grammatically correct (in Filipino or English) and coherent 1 3 5

Punctuality and number of postings 1 3 5

TOTAL 20

The discussion boards are located in the MOODLE which can be accessed through the UPOU website
http://www.upou.edu. ph

Be respectful of each other. Remember the Core Rules of Netiquette:

http://sss.albion.com/netiquette/corrules.html.

On the Assignments

You have to submit two (2) assignments (FMAs) for this course. Please visit the course site for the specific
instructions for each assignment.

The assignments should follow these requirements:

word processed (MsWord)
double spaced on short bond paper
formatted as .doc or .rtf files
uploaded in the course website
should have your name and the Assignment number on all pages
written in grammatically correct English or Filipino (as indicated)
submitted on time

Each assignment will be evaluated using the rubric below:

Content 24
gives the answer/s asked for 2 4 6 8
provides clear explanations supported
by concrete examples 2 4 6 8
reflects clear understanding of basic issues 2 4 6 8
Organization and Language Use 16
well-organized, coherent and fluid 2 4 6 8
grammatically correct 2 4 6 8
Format
follows the required format 1 3 5
Punctuality in submission 1 3 5

TOTAL 50

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Document sources used in Assignments. For references, follow the APA Citation style given at
http://www.apastyle.org/elecsource.html . For interviews, indicate the name of the interviewee, designation,
office and office address, contact number and date of interview. It will be appreciated if a photo of the
interviewee with you can be attached as well as his/her signature. REMEMBER: plagiarism is ground for
outright failure in the course and, in some cases, expulsion from the University

Please post the assignments in Moodle only.

On the Final Exam

The final exam will be comprehensive with objective type of questions and essay questions designed to
test your understanding of the texts and analyses you read. You will not be allowed to open/consult your
course materials and notes during the exam. The scored final exam will be returned through the UPOU
LCs. Your score must be at least 50% of the total score for it to be considered in the computation of your
final grade. Otherwise, you will be given an EXT which can be cleared by taking a removal exam on the
date scheduled for make-up exams. Please check the UPOU Academic Calendar for the specific date.
Inform FEd at least three weeks before the date of your intention to take the exam.

No mid-term exam will be given since the course requires you to do activities.

Grading System

Your final grade for the course will be computed as follows:

Participation in the online discussions 20 %

Faculty Marked Assignment (FMA) 1 25 %
Faculty Marked Assignment (FMA) 2 25 %
Final Exam 30 %

Total 100 %

I am Ma. Theresa L. de Villa, a retired Professor in Education and Communication Arts (English) at the UP
Integrated School of the College of Education, and currently a Professorial Lecturer at the Faculty of
Education, UPOU. I finished my BSE (major: English), M.Ed (TESL/TEFL) at the College of Education, and
my Ph. D. (Translation Theory) at the College of Arts and Letters, UP Diliman.

I served as Principal of the UP Integrated School, director of the Ugnayan ng Pahinungod Diliman, the
Volunteer Program of UP Diliman and Director/Convenor of the Education Research Program (ERP) of the
UP Center for Integrative Studies (UP-CIDS). I also served as Dean, Faculty of Education, UPOU. These
experiences and those I have had with some GOs and NGOs have brought me to the different parts of the
country for seminar-workshops, and in the process, learned from the other teachers too. All these
experiences have truly enriched my life as a teacher and as an individual. More importantly, the
interactions with the teachers have reaffirmed my belief that the Filipino teachers are still the best and the
most influential people who have continually shaped genuine Filipino consciousness.

I can be contacted via email at teretdev55@gmail.com

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