Education in the Philippines

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Education in the Philippines

Department of Education (DepEd), Commission on Higher

Education(CHED), and Technical Education and Skills

Development Authority (TESDA)

Secretary of Leonor M. Briones

Education

Chairperson of Prospero De Vera

CHED

Director-General of Isidro Lapeña

TESDA
 National education budget (2018)

Budget PHP 672.41 billion[1] (DepEd + CHED +

TESDA + SUCs)

General details

Primary languages Filipino

English

Philippine regional languages

System type national

Literacy (2010[2])

Total 97.5%

Male 97.6%

Female 97.4%

Enrollment (2017-2018[3])

Total 22.9 million (public schools) + 4.8 million

(private schools)

Primary 1.8 million (public kindergarten schools) +

13.2 million (public elementary schools)

Secondary 6.3 million (public junior high schools) + 1.6

million (public senior high schools)

Post secondary 3.6 million

 Attainment (2010[4])

Secondary diploma 19.1%

Post-secondary 12.8%1

diploma

1 Figures include post-baccalaureate data.

Education in the Philippines is provided by public and private schools, colleges, universities,
and technical and vocational institutionsin the country. Funding for public education comes from
the national government. For the academic year 2017–2018, about 83% of K–12 students attended
public schools and about 17% either attended private schools or were home-schooled.
With the "trifocalization" of the educational system in the country, three government agencies handle
each level of education. At the basic education level, the Department of Education (DepEd) sets
overall educational standards and mandates standardized tests for the K–12 basic education
system, although private schools are generally free to determine their own curriculum in accordance
with existing laws and Department regulations. On the other hand, at the higher education level,
the Commission on Higher Education(CHED) supervises and regulates colleges and universities.
Meanwhile, the Technical Education and Skills Development Authority(TESDA) regulates and
accredits technical and vocational education programs and institutions in the country.
By law, education is compulsory for thirteen years (kindergarten and grades 1–12) and is grouped
into three levels: elementary school(kindergarten–grade 6), junior high school (grades 7–10),
and senior high school (grades 11–12). They may also be grouped into four key stages: 1st key
stage (kindergarten–grade 3), 2nd key stage (grades 4–6), 3rd key stage (grades 7–10) and 4th key
stage (grades 11–12). Children could enter kindergarten at age 5.
Institutions of higher education may be classified as either public or private college or university, and
public institutions of higher education may further be subdivided into two types: state universities and
colleges and local colleges and universities.

Contents

 1History
o 1.1Pre-colonial period
o 1.2Spanish period
o 1.3First Republic
o 1.4American period
o 1.5Japanese period and Second Republic
o 1.6Third to Fifth Republic
o 1.7Contemporary period
 2Statistics
 3Formal education
o 3.1K-12
  3.1.1Implications of the change in the system
 3.1.2Curriculum
 3.1.3Implementation
 3.1.4Elementary Education
 3.1.5Secondary Education
 3.1.5.1Junior High School
 3.1.5.2Vocational School
 3.1.5.3Senior High School
 3.1.6Tertiary education
o 3.2Types of Schools Adhering to Compulsory Education and Senior High School
 3.2.1Science high schools
 3.2.2Chinese schools
 3.2.3Islamic schools
 4Alternative Learning Systems
 5Issues
o 5.1Quality
o 5.2Budget
o 5.3Affordability
o 5.4Drop-out rate (Out-of-school youth)
o 5.5Mismatch
o 5.6Brain drain
o 5.7Social divide
o 5.8Lack of facilities and teacher shortage in public schools
o 5.9Issues regarding the K-12
 6See also
 7References
 8Further reading
 9External links

History[edit]

University of Santo Tomas Baybayin Documents

Pre-colonial period[edit]
Further information: Ancient Philippine scripts and Baybayin
During the pre-colonial period, most children were provided with solely vocational training, which
was supervised by parents, tribal tutors or those assigned for specific, specialized roles within their
communities (for example, the baybayin).[5] In most communities, stories, songs, poetry, dances,
medicinal practices and advice regarding all sorts of community life issues were passed from
generation to generation mostly through oral tradition.[6] Some communities utilized a writing system
known as baybayin, whose use was wide and varied, though there are other syllabaries used
throughout the archipelago.[5]
Spanish period[edit]
Main article: Education in the Philippines during Spanish rule
Formal education was brought to the Philippines by the Spaniards, which was conducted mostly
by religious orders.[7] Upon learning the local languages and writing systems, they began
teaching Christianity, the Spanish language, and Spanish culture.[8] These religious orders opened
the first schools and universities as early as the 16th century. Spanish missionaries established
schools immediately after reaching the islands. The Augustinians opened a parochial school
in Cebu in 1565. The Franciscans, took to the task of improving literacy in 1577, aside from the
teaching of new industrial and agricultural techniques. The Jesuits followed in 1581, as well as
the Dominicans in 1587, setting up a school in Bataan.[9] The church and the school cooperated to
ensure that Christian villages had schools for students to attend.[10]
Schools for boys and for girls were then opened. Colegios were opened for boys, ostensibly the
equivalent to present day senior high schools.[8] The Universidad de San Ignacio, founded
in Manila by the Jesuits in 1589 was the first colegio. Eventually, it was incorporated into
the University of Santo Tomas, College of Medicine and Pharmacology following the suppression of
the Jesuits. Girls had two types of schools - the beaterio, a school meant to prepare them for the
convent, and another, meant to prepare them for secular womanhood.[8]

Cover of Doctrina Christiana

The Spanish also introduced printing presses to produce books in Spanish and Tagalog, sometimes
using baybayin.[11] The first book printed in the Philippines dates back to 1590. It was a Chinese
language version of Doctrina Christiana. Spanish and Tagalog versions, in both Latin script and the
locally used baybayin script, were later printed in 1593. In 1610, Tomas Pinpin, a Filipino printer,
writer and publisher, who is sometimes referred to as the "Patriarch of Filipino Printing", wrote his
famous "Librong Pagaaralan nang manga Tagalog nang Uicang Castilla", which was meant to help
Filipinos learn the Spanish language. The prologue read:

“
Let us therefore study, my countrymen, for although the art of learning is somewhat difficult, yet
if we are persevering, we shall soon improve our knowledge.

Other Tagalogs like us did not take a year to learn the Spanish language when using my book.
This good result has given me satisfaction and encouraged me to print my work, so that all may
derive some profit from it.[12] ”
The Educational Decree of 1863 provided a free public education system in the Philippines,
managed by the government. The decree mandated the establishment of at least one primary school
for boys and one for girls in each town under the responsibility of the municipal government, and the
establishment of a normal school for male teachers under the supervision of the Jesuits.[8] Primary
education was also declared free and available to every Filipino, regardless of race or social class.
Contrary to what the propaganda of the Spanish–American War tried to depict, they were not
religious schools; rather, they are schools that were established, supported, and maintained by the
Spanish government.[13]
After the implementation of the decree, the number of schools and students increased steadily. In
1866, the total population of the Philippines was 4,411,261. The total number of public schools for
boys was 841, and the number of public schools for girls was 833. The total number of children
attending those schools was 135,098 for boys, and 95,260 for girls. In 1892, the number of schools
had increased to 2,137, of which 1,087 were for boys, and 1,050 for girls.[13] By 1898, enrollment in
schools at all levels exceeded 200,000 students.[14][15]
Among those who benefited from the free public education system were a burgeoning group of
Filipino intellectuals: the Ilustrados ('enlightened ones'), some of whom included José
Rizal, Graciano López Jaena, Marcelo H. del Pilar, Mariano Ponce, and Antonio Luna—all of whom
played vital roles in the Propaganda Movement that ultimately inspired the founding of
the Katipunan.[16]
Some schools established during this period were founded by non-Spaniards, and were therefore
not colonial creations. Damian Domingo, a Chinese mestizo, established in 1823 a fine arts school
known as the Academia de Dibujo y Pintura, which is now the Fine Arts College of the University of
the Philippines. In 1868, Doña Margarita Roxas de Ayala, also of Chinese mestizo ancestry,
established the girls' school La Concordia.
First Republic[edit]
The defeat of Spain following the Spanish–American War led to the short-lived Philippine
Independence movement, which established the insurgent First Philippine Republic. The schools
maintained by Spain for more than three centuries were closed briefly, but were reopened on August
29, 1898 by the Secretary of Interior. The Burgos Institute (the country's first law school), the
Academia Militar (the country's first military academy), and the Literary University of the Philippines
were established. Article 23 of the Malolos Constitutionmandated that public education would be free
and obligatory in all schools of the nation under the First Philippine Republic. However,
the Philippine–American War hindered its progress. Although established in the American-occupied
zone, National University is a Philippine college which dates from this period which has survived to
the present. There also existed for many decades the Rosa Sevilla Memorial School, which was
originally founded as the Instituto de Mujeres on 15 July 1900.
American period[edit]
Main article: Education in the Philippines during American rule
About a year after having secured Manila, the Americans were keen to open up seven schools with
army servicemen teaching with army command-selected books and supplies.[17]In the same year,
1899, more schools were opened, this time, with 24 English-language teachers and 4500 students.In
that system, basic education consisted of 6 years elementary and 4 years secondary schooling
which, until recently, prepared students for tertiary level instruction for them to earn a degree that
would secure them a job later on in life.[17]
A highly centralized, experimental public school system was installed in 1901 by the Philippine
Commission and legislated by Act No. 74. The law exposed a severe shortage of qualified teachers,
brought about by large enrollment numbers in schools. As a result, the Philippine Commission
authorized the Secretary of Public Instruction to bring more than 1,000 teachers from the United
States, who were called the Thomasites, to the Philippines between 1901 and 1902. These teachers
were scattered throughout the islands to establish barangay schools.[15] The same law established
the Philippine Normal School (now the Philippine Normal University) to train aspiring Filipino
teachers.The high school system was supported by provincial governments and included special
educational institutions, schools of arts and trades, an agricultural school, and commerce and
marine institutes, which were established in 1902 by the Philippine Commission.
Several other laws were passed throughout the period. In 1902, Act No. 372 authorized the opening
of provincial high schools.[17] while in 1908, Act No. 1870 initiated the opening of the University of the
Philippines, now the country's national university.
The emergence of high school education in the Philippines, however, did not occur until 1910. It was
borne out of rising numbers in enrollment, widespread economic depression, and a growing demand
by big businesses and technological advances in factories and the emergence of electrification for
skilled workers.[17] In order to meet this new job demand, high schools were created and the
curriculum focused on practical job skills that would better prepare students for professional white
collar or skilled blue collar work. This proved to be beneficial for both the employer and the
employee; the investment in human capital caused employees to become more efficient, which
lowered costs for the employer, and skilled employees received a higher wage than those
employees with just primary educational attainment.
However, a steady increase in enrollment in schools appeared to have hindered any revisions to
then-implemented experimental educational system.[17] Act No. 1381, also known as Gabaldon Law,
was passed in 1907, which provided a fund of a million pesos for construction of concrete school
buildings and is one of many attempts by the government to meet this demand. In line as well with
the Filipinization policy of the government, the Reorganization Act of 1916 provided that all
department secretaries except the Secretary of Public Instruction must be a natural-born Filipino.[18]
A series of revisions (in terms of content, length, and focus) to the curriculum began in 1924, the
year the Monroe Survey Commission released its findings. After having convened in the period from
1906 to 1918, what was simply an advisory committee on textbooks was officiated in 1921 as the
Board on Textbooks through Act No. 2957.[17] The Board was faced with difficulties, however, even
up to the 1940s, but because financial problems hindered the possibility of newer adaptations of
books.[17]
Japanese period and Second Republic[edit]
The Japanese Military Administration's Order No.2 of 17 February 1942 had six basic points: the
propagation of Filipino culture; the dissemination of the principle of the Greater East Asia Co-
Prosperity Sphere; the spiritual rejuvenation of the Filipinos; the teaching and propagation
of Nippongo; the diffusion of vocational and elementary education; and the promotion of love of
labor.
After having been closed following the outbreak of the Pacific War, elementary schools followed by
vocational and normal schools, reopened. Colleges offering courses in agriculture, medicine,
fisheries, and engineering also resumed teaching, however law courses were not instructed.
Educational reforms required teachers to obtain licenses following rigid examinations. All heads of
educational institutions were also required to obtain licenses. Also, the teaching of Tagalog.
Philippine History, and character education were reserved for Filipinos.
The Japanese created the following educational institutions: the Training Institute, for former
USAFFE soldiers; the Normal Institute; the Preparatory Institute of Government Scholars to Japan;
the Government Employees Training Institute; the New Philippines Cultural Institute; Constabulary
Academy No. 1, at the Mapa High School Building in Bagumpanahon; Constabulary Academy No. 2,
at the former Araullo High School Building in Bagumbayan; Constabulary Academy No. 3 at
the Torres High School Building in Bagumbuhay; and Constabulary Academy No. 4 at the Legarda
Elementary School in Bagumpanahon. During this period the Philippine Nautical School, now known
as the Philippine Merchant Marine Academy, remained in operation and its student population was
even increased by the Japanese authorities. A school established during the Japanese period which
still exists is St. Paul College of Makati.
Third to Fifth Republic[edit]
The education sector of the country had undergone several changes throughout the years after the
relinquishment of the United States of its authority all over the Philippines in 1947. Then
President Manuel Roxas issued Executive Order No. 94 which renamed Department of Instruction
into Department of Education with the regulation and supervision of public and private schools
belonging to the Bureau of Public and Private Schools. Under the Marcos administration, the
Department of Education became the Department of Education and Culture and consequently
Ministry of Education and Culture according to Presidential Decree No. 1 and Presidential Decree
No. 1397.
The Education Act of 1982 provided for an integrated system of education covering both formal and
non-formal education at all levels. Section 29 of the act sought to upgrade educational institutions'
standards to achieve "quality education" through voluntary accreditation for schools, colleges, and
universities. Section 16 and Section 17 upgraded the obligations and qualifications required for
teachers and administrators. Section 41 provided for government financial assistance to private
schools.[19]
After the ratification of the 1987 constitution, the fundamental aims of education in the Philippines
were defined and most importantly, elementary schooling was made compulsory for all
children.[20][21] Meanwhile, the enactment of the Free Public Secondary Education Act of 1988 or
Republic Act 6655, mandated free public secondary education commencing in the school year
1988–1989.[22][22][23]
In 1987, the Ministry of Education, Culture and Sports again became the Department of Education,
Culture, and Sports under Executive Order No. 117 and remained practically unchanged until 1994.
According to the 1991 report by the Congressional Commission on Education (EDCOM), the
department was recommended to be divided into three parts. Thus, the passage of the Republic
Acts 7722 and 7796 in 1994 led the "trifocalization" of the educational system in the Philippines.
Republic Act 7722 or the Higher Education Act of 1994 created the Commission on Higher
Education (CHED), which assumed the functions of the Bureau of Higher Education and supervised
tertiary degree programs[24] Republic Act 7796 or the Technical Education and Skills Development
Act of 1994, created the Technical Education and Skills Development Authority (TESDA), which
absorbed the Bureau of Technical-Vocational Education as well as the National Manpower and
Youth Council, and began to supervise non-degree technical-vocational programs.[25] Meanwhile, the
Department of Education, Culture, and Sports retained responsibility for all elementary and
secondary education.[22]
Contemporary period[edit]
The start of the twenty-first century saw a major change in the Philippine education system.
In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was
passed. This act changed the name of department to the current Department of Education (DepEd)
and redefined the role of field offices (regional offices, division offices, district offices and schools).
The act provided the overall framework for school empowerment by strengthening the leadership
roles of headmasters and fostering transparency and local accountability for school administrations.
The goal of basic education was to provide the school age population and young adults with skills,
knowledge, and values to become caring, self-reliant, productive, and patriotic citizens.[18]
In 2005, the Philippines spent about US$138 per pupil, compared to US$3,728 in Japan, US$1,582
in Singapore and US$852 in Thailand.[26] In January 2009, the Department of Education signed a
memorandum of agreement with the United States Agency for International Development (USAID) to
seal $86 million assistance to Philippine education, particularly the access to quality education in
the Autonomous Region in Muslim Mindanao (ARMM), and the Western and Central
Mindanao regions.[27]

Educational system used from 1945 until June 2011

School Grade/Level Other names Age

Kindergarten was not compulsory

Grade 1 6–7

Grade 2 Primary 7–8

Grade 3 8–9
Elementary school (Primary)
Grade 4 9–10

Grade 5 Intermediate 10–11

Grade 6 11–12

First Year Freshman 12–13

Second Year Sophomore 13–14

High school (Secondary)
Third Year Junior 14–15

Fourth Year Senior 15–16

In 2010, then-Senator Benigno Aquino III expressed his desire to implement the K–12 basic
education cycle to increase the number of years of compulsory education to thirteen years.
According to him, this will "give everyone an equal chance to succeed" and "have quality education
and profitable jobs".[28] After further consultations and studies, the government under President
Aquino formally adopted the K–6–4–2 basic education system—one year of kindergarten, six years
of elementary education, four years of junior high school education and two years of senior high
school education.[29] Kindergarten was formally made compulsory by virtue of the Kindergarten
Education Act of 2012, while the further twelve years were officially put into law by virtue of the
Enhanced Basic Education Act of 2013. Although DepEd has already implemented the K–12
Program since SY 2011–2012, it was still enacted into law to guarantee its continuity in the
succeeding years.
The former system of basic education in the Philippines consists of one-year preschool education,
six-year elementary education and four-year high school education. Although public preschool,
elementary and high school education are provided free, only primary education is stipulated as
compulsory according to the 1987 Philippine Constitution. Pre-primary education caters to children
aged five. A child aged six may enter elementary schools with, or without pre-primary education.
Following on from primary education is four-years of secondary education, which can theoretically be
further divided into three years of lower secondary and one year of upper secondary education.
Ideally, a child enters secondary education at the age of 12. After completing their secondary
education, students may progress to a technical education and skills development to earn a
certificate or a diploma within one to three years, depending on the skill. Students also have the
option to enroll in higher education programs to earn a baccalaureate degree.[30] In 2011, the
Department of Education started to implement the new K-12 educational system, which also
included a new curriculum for all schools nationwide. The K-12 program has a so-called "phased
implementation", which started in School Year 2011-2012. [31][32]
In 2017, the Universal Access to Quality Tertiary Education Act was promulgated mandating the
government through all state universities and colleges (SUCs) to provide free tertiary education for
all Filipino citizens.[33] The mandate does not include private schools. However, certain subsidies for
students enrolled in private higher education institutions are available.

Statistics[edit]

School year Kindergarten Elementary High school

2012-2013 1,773,505 ( ) 13,259,489 ( ) 5,641,898 ( )

2013-2014 2,213,973 ( 24.84%) 14,523,353 ( 9.53%) 7,127,475 ( 26.33%)

Formal education[edit]
Formal education is the hierarchically structured, chronologically graded 'education system', running
from primary school through the university and including, in addition to general academic studies, a
variety of specialized programs and institutions for full-time technical and professional training.[34] K-
12 and tertiary education from colleges are characterized as formal education. This does not include
the informal education in the Philippines learned from daily experience and the educative influences
and resources in his or her environment. Nor does this include non-formal education like the
alternative learning systems provided by the Department of Education (DepEd), Technical Education
and Skills Development Authority (TESDA) and other programs from educational institutions.

Current education system used since June 2011

School Grade/Level Age

Preschool Kindergarten 4-6

Grade 1 6–7

Elementary school Grade 2 7–8

Grade 3 8–9
 Grade 4 9–10

Grade 5 10–11

Grade 6 11–12

Grade 7 12–13

Grade 8 13–14
Junior high school
Grade 9 14–15

Grade 10 15–16

Grade 11 16–17
Senior high school
Grade 12 17–18

K-12[edit]
K-12 is a program that covers kindergarten and 12 years of basic education to provide sufficient time
for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and entrepreneurship.

The 12 years of compulsory education in the Philippines is divided into Kindergarten, Primary Education, Junior
High School, Senior High School.

Its general features include:

(1) Strengthening Early Childhood Education (Universal Kindergarten), since the early years
of a human being, from 0 to 6 years, are the most critical period when the brain grows to at
least 60-70 percent of adult size;
(2) Making the Curriculum Relevant to Learners (Contextualization and Enhancement) by
making lessons localized and relevant to Filipinos including discussions on Disaster Risk
Reduction, Climate Change Adaptation, and Information & Communication Technology
(ICT);
(3) Ensuring Integrated and Seamless Learning (Spiral Progression) which means that
students will be taught from the simplest concepts to more complicated concepts through
grade levels;
(4) Building Proficiency through Language (Mother Tongue-Based Multilingual Education)
hence the introduction of 12 Mother Tongue Languages as mediums of instruction from
grades 1-3 before the introduction of English;
(5) Gearing Up for the Future (Senior High School) wherein the seven learning areas and
three tracks for students to choose (See 2.1.1.3 Curriculum) prepare them for senior high
school, the two years of specialized upper secondary education; and
(6) Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st
Century Skills) so that every graduate to be equipped with information, media and
technology skills; learning and innovation skills; effective communication skills; and life and
career skills.[35]

Current education system used since June 6, 2011

What are the changes?

Did
Ag Implementat
School Grades Is it a Has it Did the
it
e have ion status
new become curriculu
a
grade compulsor m
new
? y? change?
name
?

In
Kindergart 4– Public
Schoo
Yes Yes No Since 2011
en 6
ls

Retained
6–
Grade 1 No compulsor Yes No Since 2012
7 y status

Retained
7–
Grade 2 No compulsor Yes No Since 2013
8 y status

Elementa
Retained
ry school 8–
Grade 3 No compulsor Yes No Since 2014
9 y status

Retained
9–
Grade 4 No compulsor Yes No Since 2015
10 y status

10 Retained
Grade 5 – No compulsor Yes No Since 2016
11 y status

Grade 6 11 No Retained Yes No Since 2017

– compulsor
 12 y status

12 Retained
Grade 7 – Yes compulsor Yes Yes Since 2012
13 y status

13 Retained
Grade 8 – Yes compulsor Yes Yes Since 2013
14 y status
Junior
high
school
14 Retained
Grade 9 – Yes compulsor Yes Yes Since 2014
15 y status

15 Retained
Grade 10 – Yes compulsor Yes Yes Since 2015
16 y status

16
Grade 11 – Yes Yes Yes N/A Since 2016
17
Senior
high
school
17
Grade 12 – Yes Yes Yes N/A Since 2017
18

Implications of the change in the system[edit]

Senior High School, an important feature of the new K-12 program, creates
several opportunities. Standard requirements will be applied to make sure
graduates know enough to be hirable. Senior High School students will now
be able to apply for TESDA Certificates of Competency (COCs) and
National Certificates (NCs) to provide them with better work opportunities.
Partnerships with different companies will be offered for technical and
vocational courses. Senior High School students can also get work
experience while studying. Aside from these, entrepreneurship courses will
now be included. Instead of being employed, one can choose to start his or
her own business after graduating, or choose to further one's education by
going to college.[35]
Senior High School, as part of the K to 12 Basic Curriculum, was developed
in line with the curriculum of the Commission of Higher Education (CHED) –
the governing body for college and university education in the Philippines.
This ensures that by the time one graduates from Senior High School, one
will have the standard knowledge, skills, and competencies needed to go to
college.[35]
Because of the shift of the curriculum in K-12, the College General
Education curriculum will have fewer units. Subjects that have been taken
up in Basic Education will be removed from the College General Education
curriculum. Details of the new GE Curriculum may be found in CHED
Memorandum Order No. 20, series of 2013.
Regarding teachers, there are common misconceptions that teachers will
lose their jobs because of the shift to the K-12. However, DepEd ensures
that "no high school teachers will be displaced."[35]
The Department of Education (DepEd) is in constant coordination with
CHED and DOLE on the actual number of affected faculty from private
higher education institutions (HEIs). The worst-case scenario is that 39,000
HEI faculty will lose their jobs over 5 years. This will only happen if none of
the HEIs will put up their own Senior High Schools; however, DepEd is
currently processing over 1,000 Senior High School applications from
private institutions.[35]
DepEd is also hiring more than 30,000 new teachers in 2016 alone. The
Department will prioritize affected faculty who will apply as teachers or
administrators in Senior High Schools.[35]
Curriculum[edit]

 In kindergarten, the pupils are mandated to learn the alphabet,

numbers, shapes and colours through games, songs, pictures and
dances, but in their native language; thus after Grade 1, every student
can read on his/her native tongue.
o The 12 original mother tongue languages that have been
introduced for the 2012–2013 school year
are Bicolano, Cebuano, Chavacano, Hiligaynon, Ilocano, Kapampa
ngan, Maguindanaoan, Maranao, Pangasinense, Tagalog, Tausug
and Waray-Waray.
o 7 more mother tongue languages have been introduced for the
2013–2014 school year. These
are Aklanon, Ibanag, Ivatan, Kinaray-
a, Sambal, Surigaonon and Yakan.
o A common poem read in Filipino kindergartens is Ang aking
alaga (My pet); a common song, Ako ay may lobo (I have a
balloon).
 In Grade 1, the subject areas of English and Filipino are taught, with a
focus on "oral fluency".
 In Grade 4, the subject areas of English and Filipino are gradually
introduced, but now, as "languages of instruction".
 The Science and Mathematics subjects are now modified to use the
spiral progression approach starting as early as Grade 1 which means
that every lesson will be taught in every grade level starting with the
basic concepts to the more complex concepts of that same lesson until
Grade 10.
 The high school from the former system will now be called junior high
school, while senior high school will be the 11th and 12th year of the
new educational system. It will serve as a specialized upper secondary
 education. In the senior high school, students may choose a
specialization based on aptitude, interests, and school capacity. The
choice of career track will define the content of the subjects a student
will take in Grades 11 and 12. Senior high school subjects fall under
either the core curriculum or specific tracks.
o Core curriculum learning areas
include languages, literature, communication, mathematics, philoso
phy, natural sciences and social sciences.
o There are four choices that are available to be chosen by the
students — or the so-called "specific tracks". These are:

 Academic, which includes four strands which are:

1. Accountancy, Business & Management (ABM) - for those interested in pursuing

college or university education in fields of accountancy, business management,
business administration, office management, economics, or entrepreneurship.
2. Humanities & Social Sciences (HUMSS) - for those interested in pursuing college or
university education in fields of languages, mass communication and journalism,
literature, philosophy, history, education, liberal arts, and the rest of humanities and
social sciences.
3. Science, Technology, Engineering & Mathematics (STEM)- for those interested in
pursuing college or university education in fields of basic and applied sciences,
biological sciences, physical sciences, laboratory sciences, nutrition and allied
medicine, mathematics, and engineering.
4. General Academic Strand (GAS) - for those interested in pursuing college or
university education but are not sure of what field to pursue as a career.

 Technical-Vocational-Livelihood, which specializes in technical and vocational learning.

A student can obtain a National Certificate Level II (NC II), provided he/she passes the
competency-based assessment of the Technical Education and Skills Development
Authority. This certificate improves employability of graduates in fields of:

1. Home Economics like tourism, culinary art, cosmetology, clothing, handicraft,

housekeeping, etc.
2. Industrial Arts like automotive services, carpentry and construction, masonry,
plumbing, machining, electricity and electronics, etc.
3. Agricultural and Fishery Arts like agriculture, animal production, horticulture, food
processing, aquaculture, fish capture, landscaping, etc.
4. Information and Communications Technology like animation, illustration, technical
drafting, medical transcription, programming, and computer services.

 Arts and Design, which is helping interested senior high school students in the particular
fields of journalism, broadcast art,and mass media; media and entertainment; creative
writing like poetry, fiction writing, and playwriting; studio arts like drawing, painting,
sculpture, and printmaking, media arts like animation,photography, graphic design,
illustration, layout design, digital painting, music production, sound design, game design,
application design, film and videography; applied arts or decorative artslike fashion
design, industrial design, product and packaging design, jewelry design, clothing and
accessories, set and costume design, and ceramics; dance like folk dance, classical and
modern ballet, ballroom and Latin dances, hip-hop, contemporary and popular dances,
and choreography; theater arts like acting, theater design, technical theater, and
directing; and music like instrumental music, vocal music, ensemble and chamber music,
 and composition and music production. Art forms offered especially in visual and media
arts depends on schools' capacity, faculty, resident artists and designers in immediate or
local community, equipments and resources.

 Sports, which is responsible for educating senior high school students in the fields
of sports, physical education, fitness, and health. With pursued professions such as
sports athlete, sports coach, fitness coach, sports officiator, sports activity or event
manager, sports tournament manager, fitness leader and expert, fitness instructor, gym
instructor, sports expert, recreation leader and expert, physical and massage therapist,
physical education instructor, physical education and health instructor, MAPEH
instructor, and sports scientist.

Discipl Subje
Grade
ines cts

Seni
or
Junior
Hig
Elementary School High
h
School
Sch
ool
Nam Na
# #
e me
G G G
Ki G G G G G G G G G
r r r
nd r r r r r r r r r
a a a
er a a a a a a a a a
d d d
ga d d d d d d d d d
e e e
rte e e e e e e e e e
1 1 1
n 1 2 3 4 5 6 7 8 9
0 1 2

En
1 glis
h

Fili
2 pin
Lang
o
1 uage
Arts

Mo
the
r
3
To
ngu
e
 Nu
mb
ers
and
1 Nu
mb
er
Sen
se

Me
asu
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me
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Pat
Mat ter
2 hem ns
atics 3 and
Alg
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Ge
om
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and
5
Pro
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Ch
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 Bio
2 log
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Ph
3 ysi
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Ear
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and
Spa
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Arali
ng
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Soci
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Valu
es
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ation
/Edu
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sa
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o

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Agr
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and
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ong
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or
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and or
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and
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 cati
ons
Tec
hno
log
y

Implementation[edit]

Program implementation in public schools is being done in

phases starting SY 2012–2013. Grade 1 entrants in SY
2012–2013 are the first batch to fully undergo the program,
and current 1st year Junior High School students (or Grade
7) are the first to undergo the enhanced secondary education
program. To facilitate the transition from the existing 10-year
basic education to 12 years, DepEd is also implementing the
SHS and SHS Modeling.

K-12's implementation began in 2011 when kindergarten

was rolled out nationwide. It continued by fully
implementing the system for Grades 1 and 7 during the
school year 2012-2013, for grade 11 during 2016, and for
grade 12 during 2017.
There are four "phases" during the implementation of the
new system. These are:

 Phase I: Laying the Foundations. Its goal is to finally

implement the universal kindergarten, and the
"development of the (entire) program".
 Phase II: Modeling and Migration. Its goal is to
promote the enactment of the basic education law, to
finally start of the phased implementation of the new
curriculum for Grades 1 to 10, and for the modeling of
the senior high school.
 Phase III: Complete Migration. Its goal is to finally
implement the Grades 11 and 12 or the senior high
school, and to signal the end of migration to the new
educational system.
 Phase IV: Completion of the Reform. Its goal is to
complete the implementation of the K–12 education
system
In terms of preparing the resources, specifically
classrooms, teacher items, textbooks, seats, and water
and sanitation improvements, the following table shows the
accomplished material from 2010 to 2014 and those
planned for 2015.

2010 2010 TO 2014

RESOURC PLANS
SHORTAG ACCOMPLISHME
E FOR 2015
E NT

41,728
classrooms
for Kinder
to Grade
12
86,478 constructed
Classrooms 66,800 classrooms as of 30,000 of
February 2015 which are
for Senior
High
School
(Grades 11
and 12)

39,066
128,105 teachers
Teacher additional
145,827 hired as of December
Items teacher
31, 2014
items
80,197 completed
13,586
23,414 ongoing
Water and programm
135,847 construction 43,536
Sanitation ed for
ongoing procurement
2015
as of May 2014

69.5
1:1 student-textbook million
Textbooks 61.7M ratio since December additional
2012 learning
materials
1:1 student-school 1,547,531
Seats 2,573,212 seat ratio since additional
December 2012 new seats

Private schools craft their transition plans based on: (1)

current/previous entry ages for Grade 1 and final year of
 Kinder, (2) duration of program, and most importantly, (3)
content of curriculum offered.

The Department of Education's justifications in this change,

in implementing 13 years of basic education, is that the
Philippines is the last country in Asia and one of only three
countries worldwide with a 10-year pre-university cycle
(Angola and Djibouti are the other two), and that the 13-
year program is found to be the best period for learning
under basic education. It is also the recognized standard
for students and professionals globally.[35]
Elementary Education[edit]

Signage showing the different shifts for students attending

the H. Bautista Elementary School in Marikina, Metro Manila.
Starting in the 2010–11 school year, different year levels are
given different class hours and are scheduled to go to school
in different shifts to compensate for the lack of school
buildings, teachers, and materials.

Elementary school, sometimes called primary

school or grade school (Filipino: paaralang elementarya,
sometimes mababang paaralan), is the first part of the
educational system, and it includes the first six years of
compulsory education (Grades 1–6) after compulsory pre-
school education called Kindergarten.
 Upper Uma Elementary School, Pasil Valley, Upper Kalinga,
viewed from Ag-gama track, July 2008. Note distance from
road (centre left).

In public schools, the core/major subjects that were

introduced starting in Grade 1
include Mathematics, Filipino, and Araling
Panlipunan (this subject is synonymous to Social
Studies).English is only introduced after the second
semester of Grade 1. Science is only introduced starting
Grade 3. Other major subjects then
include Music, Arts, Physical Education,
and Health (abbreviated as MAPEH), TLE (Technology
and Livelihood Education) for Grade 6, EPP
(Edukasyong Pantahanan at Pangkabuhayan) for
Grades 4 and 5, Mother Tongue (Grades 1-3)
and Edukasyon sa Pagpapakatao (synonymous to Ethics,
Values or Character Education). In private schools,
subjects in public schools are also included with the
additional subjects including:Computer Education as a
separate subject, though it is included in EPP and TLE
through its ICT component. In Christian and Catholic
schools, Religious Education is also part of the curriculum
like Christian Values and Ethics, Christian Living, or
Bible Studies. Islamic schools like Madrasa schools have
a separate subjects for Arabic Language and for Islamic
Values or abbreviated as ALIVE. Chinese schools may
also have subjects in Chinese Language and Culture.
International schools also have their own subjects in their
own language and culture.

Only access from roadside (mid centre) to Upper Uma

Elementary School Kalinga (behind) is via this one-hour mud
climb. Viewed December 2008.
From Kindergarten-Grade 3, students will be taught using
their mother tongue, meaning the regional languages of the
Philippines will be used in some subjects (except Filipino
and English) as a medium of instruction. Aside from being
incorporated as a language of instruction, it is also a
separate subject for Grades 1-3. But from Grade 4, Filipino
and English as a medium of instruction will then be used.
In December 2007, the Philippine president Gloria
Macapagal Arroyo announced that Spanish is to make a
return as a mandatory subject in all Filipino schools starting
in 2008, but this didn't come into effect.[36][37]
DepEd Bilingual Policy is for the medium of instruction to
be Filipino for: Filipino, Araling Panlipunan, Edukasyong
Pangkatawan, Kalusugan at Musika; and English for:
English, Science and Technology, Home Economics and
Livelihood Education.[38] Article XIV, Section 7 of the 1987
Philippine constitution mandates that regional
languages are the auxiliary official languages in the regions
and shall serve as auxiliary media of instruction
therein.[39] As a result, the language actually used in
teaching is often a polyglot of Filipino and English with the
regional language as the foundation, or rarely the local
language. Filipino is based on Tagalog, so in Tagalog
areas (including Manila), Filipino is the foundational
language used. International English language schools use
English as the foundational language. Chinese schools add
two language subjects, such as Min Nan
Chinese and Mandarin Chinese and may use English or
Chinese as the foundational language. The constitution
mandates that Spanish and Arabic shall be promoted on a
voluntary and optional basis. Following on this, a few
private schools mainly catering to the elite include Spanish
in their curriculum. Arabic is taught in Islamic schools.[39]
In July 2009, the Department of Education moved to
overcome the foreign language issue by ordering all
elementary schools to move towards initial mother-tongue
based instruction (grades 1–3). The order allows two
alternative three-year bridging plans. Depending on the
bridging plan adopted, the Filipino and English languages
are to be phased in as the language of instruction for other
subjects beginning in the third and fourth grades.[40]
Until 2004, primary students traditionally took the National
Elementary Achievement Test (NEAT) administered by the
Department of Education, Culture and Sports (DECS). It
was intended as a measure of a school's competence, and
not as a predictor of student aptitude or success in
secondary school. Hence, the scores obtained by students
in the NEAT were not used as a basis for their admission
into secondary school. During 2004, when DECS was
officially converted into the Department of Education, the
NEAT was changed to the National Achievement
Test(NAT) by the Department of Education. Both the public
and private elementary schools take this exam to measure
a school's competency. As of 2006, only private schools
have entrance examinations for secondary schools.
The Department of Education expects over 13.1 million
elementary students to be enrolled in public elementary
schools for school year 2009–2010.[41]
Though elementary schooling is compulsory, as of 2010 it
was reported that 27.82% of Filipino elementary-aged
children either never attend or never complete elementary
schooling,[42] usually due to the absence of any school in
their area, education being offered in a language that is
foreign to them, or financial distress.

Elementary or Primary School General Subjects with Daily

Time Allotment (Time of Direct Contact and Teaching
Interaction)
and Language of Instruction (Language Medium Used)[43]

Grad
Grad
e
e
4(Gr
Grad Grade 6(Gr
ade Grade
e 3 (Gra ade
Grade Four/ 5 (Grad
1(Gr de Six/S
2 (Grad Four e
ade Three/ ixth
Elemen e th Five/Fif
One/ Third Grad
tary or Two/Sec Grad th
First Grade) e),
Primar ond e), Grade),
Grad , Filipi
y Grade), Filipi Filipino
e), Filipin no: B
School Filipino: no: B : Baita
Filipi o: Bait aitan
Genera Baitang aitan ng
no: B ang g
l 2(Panga g 5(Panli
aitan 3(Pang 6(Pa
Subject lawang/I 4(Pa mang/I
g atlong/ ng-
s kalawan ng- kalima
1(Un Ikatlon anim
g apat ng
ang g na/Ik
Baitang) na/Ik Baitang
Baita Baitan aani
aapat )
ng) g) m na
na
Baita
Baita
ng)
ng)

Mother 50 50 50
Tongue minut minutes minutes
(Philipp es daily; daily; (Non (Non
(None)
ine daily; Uses the Uses e) e)
Region Uses regional the
al or the or ethnic regiona
Ethnic regio language l or
Langua nal or where ethnic
ges) ethni the languag
c school is e where
langu located the
age and school
wher which is
e the most located
schoo students and
l is and the which
locate public most
d and uses student
whic s and
h the
most public
stude uses
nts
and
the
publi
c
uses

30
Filipin
minut
o (Oral
es
Fluency 50 50
daily
; 50 50 minut 50 minut
begin
Langua minutes minutes es minutes es
ning
ge, daily; daily; daily; daily; daily;
2nd
Gramm Filipino Filipino Filipi Filipino Filipi
Quart
ar, and no no
er:
Literatu
Filipi
re)
no

English 30 50 50
(Oral minut minutes minutes
Fluency es daily; daily;
; daily English English
Readin begin (Oral (Begin
50 50
g and ning Fluency) ning
minut 50 minut
Writing 3rd for 1st Literac
es minutes es
; Quart and 2nd y) for
daily; daily; daily;
Beginni er or Quarters, 1st and
Engli English Engli
ng 2nd and 2nd
sh sh
Literac Seme English Quarter
y; ster; (Reading s, and
Develo Engli and English
ping sh Writing) (Devel
Literac (Oral for 3rd oping
y; Fluen and 4th Literac
Langua cy) Quarters y) for
ge, 3rd and
Gramm 4th
ar, and Quarter
Literatu s
re)

50
minut 50 50
50 50
es minut 50 minut
minutes minutes
Mathe daily; es minutes es
daily; daily;
matics Moth daily; daily; daily;
Mother Mother
er Engli English Engli
Tongue Tongue
Tong sh sh
ue

50 50
50
minut 50 minut
minutes
(Non es minutes es
Science (None)* daily;
e)* daily; daily; daily;
Mother
Engli English Engli
Tongue
sh sh

Aralin 40
g minut 40 40
40 40
Panlip es minut 40 minut
minutes minutes
unan(E daily; es minutes es
daily; daily;
nglish: Moth daily; daily; daily;
Mother Mother
Social er Filipi Filipino Filipi
Tongue Tongue
Studies Tong no no
) ue

Edukas
yon sa 30
Pagpap minut 30 30
30 30
akatao( es minut 30 minut
minutes minutes
English daily; es minutes es
daily; daily;
: Moth daily; daily; daily;
Mother Mother
Charact er Filipi Filipino Filipi
Tongue Tongue
er Tong no no
Educati ue
on)

Musika 40 40 40 40 40 40
, minut minutes minutes minut minutes minut
Sining, es daily; daily; es daily; es
Edukas daily; Mother Mother daily; Filipino daily;
yong Moth Tongue Tongue Filipi Engli
Pangka er no sh
tawan, Tong
at ue
Kalusu
gan /
Music,
Arts,
Physic
al
Educat
ion,
and
Health
[abbr.
MAPE
H]

Edukas
yong
Pantah
anan at
Pangka
buhaya
n[abbr.
EPP]
(Englis
h:
Home
and
Livelih 50 50
ood minut 50 minut
Educati (Non es minutes es
(None) (None)
on) for e) daily; daily; daily;
Grades Filipi Filipino Engli
4-5 no sh
/ Techn
ology
and
Livelih
ood
Educat
ion [ab
br.
TLE]
for
Grade 6
as
transiti
on to
High
School
TLE

Secondary Education[edit]

PSHS Main Campus. There is a disparity between rural and

urban education facilities in the Philippines.

Secondary school in the Philippines, more commonly

known as "high school" (Filipino: paaralang sekundarya,
sometimes mataas na paaralan), consists of 4 lower levels
and 2 upper levels. It formerly consisted of only four levels
with each level partially compartmentalized, focusing on a
particular theme or content. Because of the K-12
curriculum, the high school system now has six years
divided into 2 parts. The lower exploratory high school
system is now called "Junior High School" (Grades 7-10)
while the upper specialized high school system is now
called "Senior High School" (Grades 11 and 12).
Secondary students used to sit for the National Secondary
Achievement Test (NSAT), which was based on the
American SAT, and was administered by the Department
of Education. Like its primary school counterpart, NSAT
was phased out after major reorganizations in the
education department. Its successors, the National Career
Assessment Examination (NCAE) and National
Achievement Test (NAT) were administered to third- and
fourth-year students respectively, before the
implementation of the K-12 system. The National Career
Assessment Examination (NCAE) is now being
administered for Grade 9 and the National Achievement
Test (NAT) is being administered at Grade 6, 10, and 12.
Neither the NSAT nor NAT have been used as a basis for
being offered admission to higher education institutions,
partly because pupils sit them at almost the end of their
secondary education. Instead, higher education
institutions, both public and private, administer their own
College Entrance Examinations (CEE) (subjects covered
will depend on the institutions). Vocational colleges usually
do not have entrance examinations, simply accepting the
Form 138 record of studies from high school, and
enrollment payment.
Junior High School[edit]
Students graduating from the elementary level
automatically enroll in junior high, which covers four years
from grades 7 to 10. This level is now compulsory and free
to all students attending public schools. There are two
main types of high school: the general secondary school,
which enroll more than 90 percent of all junior high school
students, and the vocational secondary school. In addition,
there are also science secondary schools for students who
have demonstrated a particular gift in science at the
primary level as well as special secondary schools and
special curricular programs.
Admission to public school is automatic for those who have
completed six years of elementary school. Some private
secondary schools have competitive entrance
requirements based on an entrance examination. Entrance
to science schools, art schools, and schools with special
curricular programs is also by competitive examination
sometimes including interviews, and auditions.
The Department of Education specifies a compulsory
curriculum for all junior high school students, public and
private. There are five core subjects: Science,
Mathematics, English, Filipino, and Araling Panlipunan
(Social Studies).
Other subjects in all levels of junior high school
include MAPEH (a collective subject comprising Music, Art,
Physical Education and Health), Values
Education and Technology and Livelihood Education.

Grade
9 (Gra
de
Grade Nine/N
Grade
7 (Grade inth Grade
8 (Grade
Seven/Sev Grade) 10 (Grade
Eight/Eigh
Junior enth , Ten/Tenth
th Grade),
High Grade), Filipin Grade),
Filipino: B
School Filipino: o: Bait Filipino: Bai
aitang
Core Baitang ang tang
8(Panwalo
Subjects 7(Pampito 9(Pang 10(Pansamp
ng/Ikawal
ng/Ikapito -siyam ung/Ikasamp
ong
ng na/Ikas ung Baitang)
Baitang)
Baitang) iyam
na
Baitan
g)

Science Science 7 Science 8 Science 10

Science
 9

Mathe
Mathemat Mathemati Mathemati Mathematics
matics
ics cs 7 cs 8 10
9

English
9:
English 7: English 8: British- English 10:
English Philippine Afro-Asian Americ World
Literature Literature an Literature
Literatu
re

Filipino
9:
Panitik
Filipino 10:
ang
Filipino 7: Filipino 8: Panitikang
Saling-
Panitikang Panitikang Saling-wika
wikang
Panlalalwi Pambansa ng Daigdig
Asyano
gan (Philippine (World
Filipino (Asian
(Regional National Translated
Transla
Literature) Literature); Literature);
ted
; Ibong Florante at El
Literatu
Adarna Laura Filibusterism
re);
o
Noli
Me
Tangere

Araling
Araling Araling Araling
Panlipunan
Araling Panlipuna Panlipu Panlipunan
8:
Panlipuna n 7: nan 9: 10: Mga
Kasaysaya
n (English: Araling Ekono Kontemporar
n ng
Social Asyano miks yong Isyu
Daigdig
Studies) (Asian (Econo (Contemporar
(World
Studies) mics) y Issues)
History)

Edukasyo Edukas
Edukasyon Edukasyon
n sa yon sa Edukasyon sa
sa sa
Pagpapak Pagpap Pagpapakatao
Pagpapaka Pagpapakat
atao (Engl akatao 10
tao 7 ao 8
ish: 9
Character
Education)

Musika,
Sining,
Edukasyo
ng
Pangkata
wan, at
Kalusuga
MAPE
n / Music, MAPEH 7 MAPEH 8 MAPEH 10
H9
Arts,
Physical
Education
, and
Health[ab
br.
MAPEH]

Technolog
y and
Livelihoo TLE 7 TLE 8 TLE 9
TLE 10
d (Explorato (Explorator (Specia
(Specialized)
Education ry) y) lized)
[abbr.
TLE]

In other public schools or private secondary schools offers

specialized curricular programs for students with gifts and
or talents as well as aptitude in fields of: sciences and
mathematics, sports, the arts, journalism, foreign language,
or technical-vocational education. These are under the
DepEd with the latter in partnership with TESDA. These
special programs for special schools are: Science,
Technology, Engineering, and Mathematics
Program (STEM, formerly called ESEP); Special Program
in Sports (SPS); Special Program in the
Arts (SPA); Special Program in Journalism (SPJ); Special
Program in Foreign Language (SPFL); and Technical-
Vocational-Livelihood Program (TVL). These programs
offers comprehensive secondary education in a particular
academic or career pathway field. Because of being
career-pathway oriented, special and advanced subjects
are offered in replace of TLE subject and sometimes
includes even more time and subjects for specialized
learning and training.
In selective schools, various languages may be offered as
electives like in a SPFL program, as well as other subjects
such as computer programming and literary writing like in
STEM schools or Laboratory High Schools. Chinese
schools have language and cultural electives. International
Schools offers electives or subjects like writing, culture,
history, language, art, or a special subject unique to the
school. Preparatory schools like technical vocational
schools or schools with TVL Program usually add some
business, entrepreneurship, and accountancy courses.
Special science high schools like those of PSHS
System (administered by DOST) and RSHS
System (administered by DepEd) have biology, chemistry,
and physics at every level and or exclusive and advanced
science and math subjects as well as subjects in
technology, pre-engineering, and research. These science
schools are more exclusive and with higher standards
compared to general high school's STEM Program. PSHS
or RSHS students may transfer to a STEM program school
but not the way around. PSHS students may also transfer
to a RSHS and vice versa only for incoming sophomore
year. Both PSHS and RSHS students must maintain an
average grade especially in their advanced sciences and
math subjects on a quarterly basis or else will lose the
chance of continuing education in these schools, therefore,
will make students transfer to a STEM Program school or a
general high school. This systems makes sure the quality
and exclusiveness of science high schools. In special
government-run art school such as Philippine High School
for the Arts, which is administered by the Cultural Center of
the Philippines in coordination with Department of
Education, and as well as the National Commission for
Culture and the Arts offers a much specialized and
exclusive curricular program than general high school's
SPA Program. Like the PSHS and RSHS to STEM schools
system, students from PHSA should maintain grades in
their art field of specialization or will transfer to an SPA
school or a general high school. But SPA students can
enroll in PHSA only for incoming sophomores passing
exclusive test, auditions, and interviews, and not from
general high schools but from SPA school only. Both
schools of Philippine Science High School System and the
Philippine High School for the Arts are administered by
government agencies apart from DepEd but still is in
coordination with it. These schools offers scholarship for
students with high aptitude and talents in science fields or
the art fields granting those who passes rigorous and
exclusive tests with many special benefits like free board
and lodging, free books, a monthly stipend, and classes
taught by experts, masters, and active practitioners of their
respective fields among others.
Vocational School[edit]
Formal technical and vocational education starts at
secondary education, with a two-year curriculum, which
grants access to vocational tertiary education. [35] However,
there is also non-formal technical and vocational education
provided as alternative learning programs.
Vocational schools offer a higher concentration of technical
and vocational subjects in addition to the core academic
subjects studied by students at general high schools.
These schools tend to offer technical and vocational
instruction in one of five main fields: agriculture, fisheries,
trade-technical, home industry, and ‘non-traditional’
courses while offering a host of specializations. During the
first two years, students study a general vocational area,
from the five main fields mentioned. During the third and
fourth years they specialize in a discipline or vocation
within that area. Programs contain a mixture of theory and
practice.[44]
Upon completion of Grade 10 of Junior High School,
students can obtain Certificates of Competency (COC) or
the vocationally oriented National Certificate Level I (NC I).
After finishing a Technical-Vocational-Livelihood track in
Grade 12 of Senior High School, a student may obtain a
National Certificate Level II (NC II), provided he/she
passes the competency-based assessment administered
by the Technical Education and Skills Development
Authority(TESDA).[44]
Senior High School[edit]
The new high school curriculum includes core classes and
specialization classes based on student choice of
specialization. Students may choose a specialization
based on aptitude, interests, and school capacity. Classes
or courses are divided into two: Core Curriculum Subjects
and Track Subjects.
There are eight learning areas under the core curriculum.
These are Language, Humanities, Communication,
Mathematics, Science, Social Science, Philosophy, and PE
and Health. These will make up 15 core courses with the
same contents and competencies but with allowed
contextualization based on school's location despite of
specializations of tracks and strands.

Senior High School Core Subjects

Oral Communication

Language
Reading and Writing

Komunikasyon at Pananaliksik sa Wika at

 Kulturang Pilipino

Pagbasa at Pagsusuri ng Iba’t Ibang Teksto

Tungo sa Pananaliksik

21st Century Literature from the Philippines

and the World

Humanities
Contemporary Philippine Arts from the
Regions

Communication Media and Information Literacy

General Mathematics

Mathematics
Statistics and Probability

Earth and Life Science

Physical Science

Science
Earth Science (for STEM Strand only)

Disaster Readiness and Risk Reduction (for

STEM Strand only)

Personal Development / Pansariling

Kaunlaran
Social Science

Understanding Culture, Society and Politics

Introduction to the Philosophy of the Human

Philosophy
Person / Pambungad sa Pilosopiya ng Tao
PE and Health Physical Education and Health

Track subjects will be further divided into Applied or

Contextualized Subjects and the Specialization Subjects.
There would be 7 Applied Subjects with competencies
common to tracks and strands or specializations but with
different contents based on specialization, and there would
be 9 Specialization Subjects with unique contents and
competencies under a track or strand.

SHS Applied Subjects (For All Tracks)

Track 1 English for Academic and Professional Purposes

Track 2 Practical Research 1

Track 3 Practical Research 2

Track 4 Pagsulat sa Filipino sa Piling Larangan

Empowerment Technologies (E-Tech): ICT for

Track 5
Professional Tracks

Track 6 Entrepreneurship

Track 7 Research Project / Culminating Activity

SHS Specialized Subjects

Academic Track
S
Arts
tr
and Sports
a Accoun Human Science Genera Design Track
n tancy, ities , l Track
d Busines and Techno Acade
s and Social logy, mic
Manag Science Engine Strand
 ement ( (HUM ering (GAS)
ABM) SS) and
Mathe
matics
(STEM
)

Creativ
e
Industri
Creativ
T es I:
e
r Arts Safety
Applied Writing Pre-
a Humani and and
Econo /Malikh Calculu
c ties 1 Design First
mics aing s
k Appreci Aid
Pagsula
1 ation
t
and
Product
ion

Creativ
T Busines Creativ
e
r s Ethics e
Nonfict Basic Human
a and Humani Industri
ion: Calculu Movem
c Social ties 2 es II:
The s ent
k Respon Perform
Literary
2 sibility ing Arts
Essay

Fundam
Introdu Physica
entals
T ction to l and
of Fundam
r World Persona
Accoun General Social entals
a Religio l
tancy, Biology Science of
c ns and Develo
Busines 1 1 Coachi
k Belief pment
s and ng
3 System in the
Manage
s Arts
ment 1

Fundam Trends,
T Develo Sports
entals Networ
r ping Officiat
of ks and General Applied
a Filipino ing and
Accoun Critical Biology Econo
c Identity Activity
tancy, Thinkin 2 mics
k in the Manage
Busines g in the
4 Arts ment
s and 21st
Manage Century
 ment 2 Culture

Integrat
ing the Fitness,
T Philippi
Organiz Elemen Sports
r ne
General ation ts and and
a Busines Politics
Physics and Principl Recreat
c s Math and
1 Manage es of ion
k Govern
ment Organiz Leaders
5 ance
ation in hip
the Arts

Commu Psychos
Leaders
T nity Disaster ocial
hip and
r Engage Readine Aspects
Busines General Manage
a ment, ss and of
s Physics ment in
c Solidari Risk Sports
Finance 2 Differe
k ty and Reducti and
nt Arts
6 Citizens on Exercis
Fields
hip e

Discipli Fitness
T
Organiz nes and Elective Testing
r
ation Ideas in General 1 (from and
a
and the Chemis any Exercis
c
Manage Social try 1 Track/S Apprent e
k iceship Progra
ment Science trand)
7 and
s mming
Explora
tion of
Differe
Discipli nt Arts
T nes and
Elective Fields
r Principl Ideas in Practicu
General 2 (from (160
a es of the hours) m (in-
Chemis any
c Marketi Applied campus
try 2 Track/S
k ng Social )
trand)
8 Science
s

T Work Work Work Work Work Work

r Immers Immers Immers Immers Immers Immers
a ion/Res ion/Res ion/Res ion/Res ion/Res ion/Res
c earch/C earch/C earch/C earch/C earch/C earch/C
k areer areer areer areer areer areer
9 Advoca Advoca Advoca Advoca Advoca Advoca
cy/Cul cy/Cul cy/Cul cy/Cul cy/Cul cy/Cul
 minatin minatin minatin minatin minatin minatin
g g g g g g
Activity Activity Activity Activity Activity Activity
i.e. i.e. i.e.
Busines Exhibit Apprent
s for Arts iceship
Enterpri Product (off-
se ion/ campus
Simulat Perform )
ion ing Arts
Product
ion

All the subjects (core, applied and specialized) are having

80 hours per semester each, except for Physical Education
and Health, having 20 hours per semester.
And for the subjects under General Academics Strand
(GAS), Humanities 1 and 2 will be chosen from the
HUMSS track subjects 1 to 4, and for the Social Science 1
will be chosen from HUMSS track subjects 5 to 8.

SHS will be offered free in public schools and there will be a

voucher program in place for public junior high school
completers as well as ESC beneficiaries of private high
schools should they choose to take SHS in private
institutions. This means that the burden of expenses for the
additional two years need not be completely shouldered by
parents.

For their specialization classes, students choose from four

tracks: Academic; Technical-Vocational-Livelihood; Sports;
and the Arts and Design.
The Academic track includes five strands of
specializations:

 Accountancy and Business Management (ABM) which

will prepare students for college courses in the
business-related careers such as accountancy,
business management, office administration, finance,
economics, marketing, sales, human resource
 management, business operations, entrepreneurship,
etc.
 Humanities and Social Sciences (HUMSS) which will
prepare students to college courses in the fields of
humanities like language arts, literature, history,
philosophy, religious studies, and the liberal arts as
well as in the field of social sciences and applied social
sciences like anthropology, economics, political
science, psychology, sociology, criminology,
geography, counseling, social work, journalism and
communications, etc.
 Science and Technology, Engineering, and
Mathematics (STEM) which will prepare students for
college courses in the fields of natural and physical
sciences, applied sciences, allied medicine, computer
studies, architecture, engineering, mathematics, etc.
 General Academic (GA) is a generic strand for
students who are not yet sure of what to study in
college or what track and strand to take with much like
liberal arts subjects like electives from humanities and
social sciences, applied business and science courses,
and a freedom to choose electives from any track or
strand offered by the school
 The new Pre-Baccalaureate Maritime Strand which is
an academic maritime field preparatory strand with pre-
engineering courses lie pre-calculus, calculus, and
physics as well as one chemistry and introductory
maritime courses, preparing students who wishes to
pursue higher education in a maritime-related field.[45]
The Technical-Vocational-Livelihood (TVL) track includes
current five specializations from which TESDA-based
courses can be chosen:

 Home Economics
 Agri-Fishery Arts
 Industrial Arts
 Information and Communications Technology
 The new field of TVL Maritime (a Technical-Vocational-
Livelihood counterpart of the Pre-Baccalaureate
Maritime of Academic Track).
A mixture of specialization courses from these four fields
can also be done, depending on the curricular program and
offerings offered by schools who offers TVL track.[46]
Sports track will prepare students with sports science,
sports-related, physical education-related, health-related,
and movement-related courses which will let them explore
and specialize in fields like sports fundamental coaching,
student-athlete development, sports officiating and activity
management, recreational and fitness or sports leadership.
This will be with courses in safety and first aid, fitness
testing and basic exercise programming, psychosocial
aspects of sports and exercise, and human movement.
Students will have an immersion or practicum in a sports,
fitness, exercise, or recreation specialization of one will be
in-campus practicum and one will be off-campus
apprenticeship. This track will prepare students with
careers in sports athletics, fitness, exercise, recreational
leadership, sports event management, coaching, and
physical therapy.[47]
Arts and Design Track will prepare student for the creative
industries in various creative and artistic fields such as but
not limited to: music, dance, creative writing and literature,
visual arts, global media arts, broadcast arts, film and
cinema, applied arts, architecture and design, theater,
entertainment, etc. Students will be trained with lectures
and immersions in arts appreciation and production and
the performing arts. They will also learn and be prepared
with physical and personal development which will help
them with physical, personal, and health factors in the arts
fields as an introduction to workplaces; integration of
elements and principles of art which will deepen their
understanding about art elements and principles and their
applications; building cultural and national identity in arts
which will help them appreciate cultural icons and
traditional or indigenous materials, techniques, and
practices in their art field. Students also will be immersed
to an art field of their choice: music, theater, literary art,
visual art, or media art under apprenticeship with
practitioner/s of the field and will culminate showcasing
their skills and talents in either a performing arts
performance, a visual and media art exhibit, or a literary art
production.[48]
The government projects some 1.2 to 1.6 million students
will enter senior high school in the 2016-17 academic year.
Senior High School "completes" basic education by making
sure that the high school graduate is equipped for work,
entrepreneurship, or higher education. This is a step up
from the 10-year cycle where high school graduates still
need further education (and expenses) to be ready for the
world. There are 334 private schools with Senior High
School permits beginning in SY 2014 or 2015. Last March
31, 2015, provisional permits have been issued to 1,122
private schools that will offer Senior High School in 2016.
Senior High School will be offered free in public schools
and there will be a voucher program in place for public
junior high school completers as well as ESC beneficiaries
of private high schools should they choose to take Senior
High School in private institutions. This means that the
burden of expenses for the additional two years need not
be completely shouldered by parents. All grade 10
completers from a public Junior High School who wish to
enroll in a private or non-DepEd Senior High School
automatically get a voucher.
Tertiary education[edit]
Main article: Higher education in the Philippines
All tertiary education matters are outside of the jurisdiction
of DepEd, which is in charge of primary and secondary
education, but is instead governed by the Commission on
Higher Education (CHED). As of 2013, there are over
2,229 higher education institutions (HEI's) in the country
which can be divided into public and private institutions.
There are 656 public higher education institutions which
account for 28.53% of all HEI's. While 1,643 private
institutions account for 71.47% of all HEI's.
Public HEI's are further divided into state universities and
colleges (SUC's), local colleges and universities (LUC's),
special HEI's, and government schools. State universities
and colleges are administered and financed by the
government as determined by the Philippine Congress.
LUC's are established by the local government units that
govern the area of the LUC. The local government
establish these institutions through a process and number
of ordinances and resolutions, and are also in charge of
handling the financing of these schools. Special HEI's are
institutions that offer courses and programs that are related
to public service. Examples of these include the Philippine
Military Academy (PMA), Philippine National Police
Academy (PNPA), Development Academy of the
Philippines (DAP), etc. These institutions are controlled
and administered through the use of specific laws that
were created for them. Finally, government schools are
public secondary and post-secondary technical-vocational
education institutions that offer higher education programs.
Private HEI's are established, and governed by special
provisions by a Corporation Code, and can be divided into
sectarian and non-sectarian. Non-sectarian are
characterized by being owned and operated by private
entities that have no affiliation with religious organizations;
while sectarian HEI's are non-profit institutions that are
owned and operated by a religious organization. Of the
1,643 institutions, 79% are non-sectarian, and 21% are
sectarian.[49]
According to the last CHED published statistics on its
website, there were 7,766 foreign nationals studying in
various higher education institutions in the Philippines as of
2011-2012. Koreans were the top foreign nationals
studying in the country with 1,572. The rest were Iranian,
Chinese, American and Indian.[50]
Types of Schools Adhering to Compulsory
Education and Senior High School[edit]
There are other types of schools, aside from the general
public school, such as private schools, preparatory
schools, international schools, laboratory high schools,
and science high schools. Several foreign ethnic groups,
including Chinese,
British, Singaporeans, Americans, Koreans,
and Japanese operate their own schools.
Science high schools[edit]
Science high schools are special schools for the more
intellectually promising students, with the objective of
fostering the problem-solving approach of critical thinking.
They are separate high schools and not merely special
classes in regular secondary schools. As such, they have
certain characteristics not found in regular high schools,
although any private or public high school can aspire to
meet these special minimum standards and be considered
as science high schools.[51]
The Philippine Science High School System is a
specialized public system that operates as an attached
agency of the Philippine Department of Science and
Technology. There are a total of nine regional campuses,
with the main campus located in Quezon City. Students are
admitted on a selective basis, based on the results of the
PSHS System National Competitive Examination.
As well as following the general secondary curriculum,
there are advanced classes in science and mathematics.
The PSHSS system offers an integrated junior high and
senior high six-year curriculum.
Students who successfully completed a minimum of four
years of secondary education under the pre-2011 system
were awarded a Diploma (Katibayan) and, in addition, the
secondary school Certificate of Graduation (Katunayan)
from the Department of Education. Students are also
awarded a Permanent Record, or Form 137-A, listing all
classes taken and grades earned. Under the new K-12
system, the permanent record will be issued after the
completion of senior high school.[44]
Chinese schools[edit]
Main article: List of Chinese schools in the Philippines
Chinese schools add two additional subjects to the core
curriculum, Chinese communication arts and literature.
Some also add Chinese history, philosophy and culture,
and Chinese mathematics. Still, other Chinese schools
called cultural schools, offer Confucian classics and
Chinese art as part of their curriculum. Religion also plays
an important part in the curriculum. American evangelists
founded some Chinese schools. Some Chinese schools
have Catholic roots.
Islamic schools[edit]
In 2004, the Department of Education adopted DO 51,
putting in place the teaching of Arabic Language and
Islamic Values for (mainly) Muslim children in the public
schools. The same order authorized the implementation of
the Standard Madrasa Curriculum (SMC) in the
private madaris (Arabic for schools, the singular form is
Madrasa).
While there has been recognized Islamic schools—i.e., Ibn
Siena Integrated School (Marawi), Sarang Bangun LC
(Zamboanga), and Southwestern Mindanao Islamic
Institute (Jolo)—their Islamic studies curriculum varies.
With the Department of Education-authorized SMC, the
subject offering is uniform across these private madaris.
Since 2005, the AusAID-funded Department of Education
project Basic Education Assistance for
Mindanao[37] (BEAM) has assisted a group of private
madaris seeking government permit to operate (PTO) and
implement the SMC. To date, there are 30 of these private
madaris scattered throughout Regions XI, XII and the
ARMM.
The SMC is a combination of the RBEC subjects (English,
Filipino, Science, Math, and Makabayan) and the teaching
of Arabic and Islamic studies subjects.
For school year 2010–2011, there are forty-seven (47)
madaris in the ARMM alone.

Alternative Learning Systems[edit]

The alternative learning systems in the Philippines caters
to the needs of the following: elementary and secondary
school dropouts, kids that are older than the normal age for
a specific grade level (this may be a 12 year old in grade
4), unemployed adults that haven't finished their education
degree, indigenous people, people with disabilities or are
mentally challenged, and inmates. It is possible to have
both informal and formal references for these alternative
learning systems because these are apart from the formal
teaching institutions. Although similarly to the formal
teaching institutions, there will be a diagnostic test for
everyone that will participate in order to gauge the level
they are at in terms of the skills needed per grade level. If
there are people that do not have the basic skills such as
reading and writing there will be an additional program that
will help them first learn the basics before taking the
diagnostic test. There will be a specific number of hours
that is required of the student in order for him/her to be
able to finish the program. There will be a final assessment
to test the comprehensive knowledge of the student. If the
students passes he/she will be given a certificate that is
signed by the secretary of the department of education
allowing the student to apply for college degrees, work,
formal training programs, and can re-enroll in
elementary/secondary education in formal teaching
institutions.
There are other avenues of alternative learning in the
Philippines such as the Radio-Based Instruction (RBI)
Program. This is designed to give the lectures through a
radio transmission making it easier for people to access
wherever they are. The goal is for the listeners to receive
the same amount of education that people that sit in
classroom lectures.
Non-formal technical and vocational education is assumed
by institutions usually accredited and approved by TESDA:
center-based programs, community-based programs and
enterprise-based training, or the Alternative Learning
System (ALS).[52] The Institutions may be government
operated, often by provincial government, or private. They
may offer programs ranging in duration from a couple of
weeks to two-year diploma courses. Programs can be
technology courses like automotive technology, computer
technology, and electronic technology; service courses
such as caregiver, nursing aide, hotel and restaurant
management; and trades courses such as electrician,
plumber, welder, automotive mechanic, diesel mechanic,
heavy vehicle operator & practical nursing. Upon
graduating from most of these courses, students may take
an examination from TESDA to obtain the relevant
certificate or diploma.
In the country, there are a number of people particularly
kids that do not receive proper education from formal
education institutions because of various reasons. These
reasons usually pertain to financial problems.

Issues[edit]
When it comes to influence, the educational system of the
Philippines has been affected immensely by the country's
colonial history including the Spanish period, American
period, and Japanese rule and occupation. Although
having been significantly influenced by all its colonizers
with regard to the educational system, the most influential
and deep-rooted contributions arose during the American
occupation (1898); it was during this aforementioned
period that:

1. English was introduced as the primary language of

instruction and
2. A public education system was first established - a
system specifically patterned after the United
States school system and further administered by
the newly established Department of Instruction.
Similar to the United States, the Philippines has had an
extensive and extremely inclusive system of education
including features such as higher education.
The present Philippine educational system firstly covers six
years of compulsory education (from grades 1 to 6),
divided informally into two levels - both composed of three
years. The first level is known as the Primary level and the
second level is known as the Intermediate level.
However, although the Philippine educational system has
extensively been a model for other Southeast Asian
countries, in recent years such a matter has no longer
stood true, and such a system has been deteriorated -
such a fact is especially evident and true in the country's
more secluded poverty-stricken regions.
Most of the Philippines faces several issues when it comes
to the educational system.
Quality[edit]
First of which, is the quality of education. In the year 2014,
the National Achievement Test (NAT) and the National
Career Assessment Examination (NCAE) results show that
there had been a decline in the quality of Philippine
education at the elementary and secondary levels. The
students’ performance in both the 2014 NAT and NCAE
were excessively below the target mean score. Having said
this, the poor quality of the Philippine educational system is
manifested in the comparison of completion rates between
highly urbanized cities of Metro Manila, which is also
happens to be not only the country's capital region but the
largest metropolitan area in the Philippines and other
places in the country such as Mindanao and Eastern
Visayas.[53] Although Manila is able to boast a primary
school completion rate of approximately 100 percent, other
areas of the nation, such as Eastern Visayas and
Mindanao, hold primary school completion rate of only 30
percent or even less. This kind of statistic is no surprise to
the education system in the Philippine context, students
who hail from Philippine urban areas have the financial
capacity to complete at the very least their primary school
education.
Budget[edit]
The second issue that the Philippine educational system
faces is the budget for education. Although it has been
mandated by the Philippine Constitution for the
government to allocate the highest proportion of its
government to education, the Philippines remains to have
one of the lowest budget allocations to education among
ASEAN countries. The third prevalent issue the Philippine
educational system continuously encounters is the
affordability of education (or lack thereof). A big disparity in
educational achievements is evident across various social
groups. Socioeconomically disadvantaged students
otherwise known as students who are members of high
and low-income poverty-stricken families have immensely
higher drop-out rates in the elementary level. Additionally,
most freshmen students at the tertiary level come from
relatively well-off families. Lastly, there is a large proportion
of mismatch, wherein there exists a massive proportion of
mismatch between training and actual jobs. This stands to
be a major issue at the tertiary level and it is furthermore
the cause of the continuation of a substantial amount of
educated yet unemployed or underemployed people.
Affordability[edit]
The third prevalent issue the Philippine educational system
continuously encounters is the affordability of education (or
lack thereof). A big disparity in educational achievements is
evident across various social groups. Socioeconomically
disadvantaged students otherwise known as students who
are members of high and low-income poverty-stricken
families, have immensely higher drop-out rates in the
elementary level.[54] Additionally, most freshmen students at
the tertiary level come from relatively well-off families.
[Source needed]
Drop-out rate (Out-of-school youth)[edit]
France Castro, the secretary of Alliance of Concerned
Teachers (ACT), stated that there is a grave need to
address the alarming number of out-of-school youth in the
country. The Philippines overall has 1.4 million children
who are out-of-school, according to UNESCO's data, and
is additionally the only ASEAN country that is included in
the top 5 countries with the highest number of out-of-
school youth. In 2012, the Department of Education
showed data of a 6.38% drop-out rate in primary school
and a 7.82% drop-out rate in secondary school. Castro
further stated that "the increasing number of out-of-school
children is being caused by poverty. The increases in the
price of oil, electricity, rice, water, and other basic
commodities are further pushing the poor into dire poverty."
Subsequently, as more families become poorer, the
number of students enrolled in public schools increases,
especially in the high school level. In 2013, the Department
of Education estimated that there are 38, 503 elementary
schools alongside 7,470 high schools.[55]
Mismatch[edit]
There is a large mismatch between educational training
and actual jobs. This stands to be a major issue at the
tertiary level and it is furthermore the cause of the
continuation of a substantial amount of educated yet
unemployed or underemployed people. According to Dean
Salvador Belaro Jr., the Cornell-educated Congressman
representing 1-Ang Edukasyon Party-list in the House of
Representatives, the number of educated unemployed
reaches around 600,000 per year. He refers to said
condition as the "education gap".[56]
Brain drain[edit]
Brain drain is a persistent problem evident in the
educational system of the Philippines due to the modern
phenomenon of globalization,[57] with the number
of Overseas Filipino Workers (OFWs) who worked abroad
at any time during the period April to September 2014 was
estimated at 2.3 million.[58] This ongoing mass immigration
subsequently induces an unparalleled brain drain
alongside grave economic implications. Additionally,
Philippine society hitherto is footing the bill for the
education of millions who successively spend their more
productive years abroad. Thus, the already poor
educational system of the Philippines indirectly subsidizes
the opulent economies who host the OFWs.
Social divide[edit]
There exists a problematic and distinct social cleavage with
regard to educational opportunities in the country. Most
modern societies have encountered an equalizing effect on
the subject of education. This aforementioned divide in the
social system has made education become part of the
institutional mechanism that creates a division between the
poor and the rich.[49]
Lack of facilities and teacher shortage in
public schools[edit]
There are large-scale shortages of facilities across
Philippine public schools - these include classrooms,
teachers, desks and chairs, textbooks, and audio-video
materials. According to 2003 Department of Education
Undersecretary Juan Miguel Luz, reportedly over 17 million
students are enrolled in Philippine public schools, and at
an annual population growth rate of 2.3 per cent, about 1.7
million babies are born every year which means that in a
few years time, more individuals will assert ownership over
their share of the (limited) educational provisions.[49] To sum
it up, there are too many students and too little resources.
Albeit the claims the government makes on increasing the
allocated budget for education, there is a prevalent
difficulty the public school system faces with regard to
shortages. Furthermore, state universities and colleges
gradually raise tuition so as to have a means of purchasing
facilities, thus making tertiary education difficult to access
or more often than not, inaccessible to the poor. However,
it is worth taking note of what the Aquino administration
has done in its five years of governance with regard to
classroom-building - the number of classrooms built from
2005 to the first half of the year 2010 has tripled.
Additionally, the number of classrooms that were put up
from the year 2010 to February 2015 was recorded to be at
86,478, significantly exceeding the 17,305 classrooms that
were built from 2005 to 2010 and adequate enough to
counterbalance the 66,800 classroom deficit in the year
2010.
In President Aquino's fourth state of the nation address
(SONA), he spoke of the government's achievement of
zero backlog in facilities such as classrooms, desks and
chairs, and textbooks which has addressed the gap in the
shortages of teachers, what with 56,085 new teachers for
the 61, 510 teaching items in the year 2013. However, the
data gathered by the Department of Education shows that
during the opening of classes (June 2013), the shortages
in classrooms was pegged at 19, 579, 60 million shortages
when it came to textbooks, 2.5 million shortages with
regard to chairs, and 80, 937 shortages of water and
sanitation facilities. Furthermore, 770 schools in Metro
Manila, Cebu, and Davao were considered overcrowded.
The Department of Education also released data stating
that 91% of the 61, 510 shortages in teachers was filled up
alongside appointments (5, 425 to be specific) are being
processed.[55]
Issues regarding the K-12[edit]
There is a dispute with regard to the quality of education
provided by the system. In the year 2014, the National
Achievement Test (NAT) and the National Career
Assessment Examination (NCAE) results show that there
had been a decline in the quality of Philippine education at
the elementary and secondary levels. The students’
performance in both the 2014 NAT and NCAE were
excessively below the target mean score. Having said this,
the poor quality of the Philippine educational system is
manifested in the comparison of completion rates between
highly urbanized city of Metro Manila, which is also
happens to be not only the country's capital but the largest
metropolitan area in the Philippines and other places in the
country such as Mindanao and Eastern Visayas. Although
Manila is able to boast a primary school completion rate of
approximately 100 percent, other areas of the nation, such
as Eastern Visayas and Mindanao, hold primary school
completion rate of only 30 percent or even less. This kind
of statistic is no surprise to the education system in the
Philippine context, students who hail from Philippine urban
areas have the financial capacity to complete at the very
least their primary school education.
The second issue that the Philippine educational system
faces is the budget for education. Although it has been
mandated by the Philippine Constitution for the
government to allocate the highest proportion of its
government to education, the Philippines remains to have
one of the lowest budget allocations to education among
ASEAN countries. The third prevalent issue the Philippine
educational system continuously encounters is the
affordability of education (or lack thereof). A big disparity in
educational achievements is evident across various social
groups. Socioeconomically disadvantaged students
otherwise known as students who are members of high
and low-income poverty-stricken families have immensely
higher drop-out rates in the elementary level. Additionally,
most freshmen students at the tertiary level come from
relatively well-off families. Lastly, there is a large proportion
of mismatch, wherein there exists a massive proportion of
mismatch between training and actual jobs. This stands to
be a major issue at the tertiary level and it is furthermore
the cause of the continuation of a substantial amount of
educated yet unemployed or underemployed people.
The third issue involves the timing for requiring Grades 11
and 12. According to Sec. 4 of Republic Act No. 10533,
"The enhanced basic education program encompasses at
least one (1) year of kindergarten education, six (6) years
of elementary education, and six (6) years of secondary
education, in that sequence. Secondary education includes
four (4) years of junior high school and two (2) years of
senior high school education."[59] However, according to
Sec. 4 of Republic Act No. 10157, "Kindergarten education
is hereby institutionalized as part of basic education and for
school year 2011-2012 shall be implemented partially, and
thereafter, it shall be made mandatory and compulsory for
entrance to Grade 1."[60] That means in order to follow the
enhanced basic education program, students must take
kindergarten before taking six years of elementary
education, followed by six years of secondary education,
which includes Grades 11 and 12. But since kindergarten
became mandatory and implemented fully only in SY 2012-
2013, then Grade 11 can only be required in SY 2023-
2024.

See also[edit]
Main links

 Distance e-Learning in the Philippines

 Higher education in the Philippines
 List of universities and colleges in the Philippines
 List of Catholic universities and colleges in the
Philippines
 List of the oldest schools in the Philippines
Categories

 Category:Filipino educators
 Category:Medical schools in the Philippines
 Category:Graduate schools in the Philippines
 Category:Law schools in the Philippines
 Category:Liberal arts colleges in the Philippines
 Category:Business schools in the Philippines
 Category:Private universities and colleges in the
Philippines
 Category:Military education and training in the
Philippines

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