CHAPTER 1 History of the Philippine Educational System

Education in the Philippines evolved from early settlers to the present. Education in the country is in great importance because it is the primary avenue for upward social and economic mobility. Philippine educational system has a very deep history from the past in which it has undergone several stage of development going to the present system of education. Education from Ancient Early Filipinos The education of pre-Spanish time in the Philippines was informal and unstructured. The fathers taught their sons how to look for food and other means of livelihood. The mothers taught their girls to do the household chores. This education basically prepared their children to became good husband and wives. Early Filipino ancestors valued education very much. Filipino men and women knows how to read and write using their own native alphabet called alibata. The alibata was composed of 17 symbols representing the letters of the alphabet. Among these seventeen symbols were three vowels and fourteen consonants. Educational System During Spanish Period The educational system of the Philippines during the Spanish times was formal. The Religious congregations paved the way in establishing schools from the primary level to the tertiary level of education. The schools focused on the Christian Doctrines. There was a separate school for boys and girls. The wealthy Filipinos or the Ilustrados were accommodated in the schools. Colonial education brought more non-beneficial effects to the Filipinos. Educational Decree 1863 The first educational system for students in the country was established by virtue of the Education Decree of 1863. In furtherance, the decree required the government to provide school institutions for boys and girls in every town. As a consequence, the Spanish schools started accepting Filipino students. It was during this time when the intellectual Filipinos emerged. The Normal School was also established which gave men the opportunity to study a three-year teacher education for the primary level. * Education during the Spanish Regime and Its Colonial Effects to the Filipinos Educational System During American Period Like the Spaniards, the Americans brought many changes in their 45 years of reign in the country. Until now, these American influences can still be seen in our lifestyle or way of life.

The Commonwealth provided free education in public schools all over the country, in accordance with the 1935 constitution. Education also emphasized nationalism so the students

were taught about the life of the Filipino heroes. Vocational education and some household activities like sewing, cooking, and farming were also given importance.

Good manners and discipline were also taught to the students. The institute of Private Education was established in order to observe private schools. In 1941, the total number of students studying in the 400 private schools in the country reached 10,000. There was also the existence of "Adult Education" in order to give formal education even to adults. * American government gave importance to Education Changes in Education During the Japanese Occupation The government made some changes in the system of education in February, 1942. These changes were: To stop depending on western countries like the U.S., and Great Britain. Promote and enrich the Filipino culture. To recognize that the Philippines is a part of the Greater East Asia Co-Prosperity Sphere so that the Philippines and Japan will have good relations. To be aware of materialism to raise the morality of the Filipinos. To learn and adopt Nippongo and to stop using the English language. To spread elementary and vocational education. To develop love for work. Educational System in the Present Period Philippine education is patterned after the American system, with English as the medium of instruction. Schools are classified into public (government) or private (non-government). The general pattern of formal education follows four stages: Pre-primary level (nursery, kindergarten and preparatory) offered in most private schools; six years of primary education, followed by four years of secondary education. College education usually takes four, sometimes five and in some cases as in medical and law schools, as long as eight years. Graduate schooling is an additional two or more years. Classes in Philippine schools start in June and end in March. Colleges and universities follow the semestral calendar from June-October and November-March. There are a number of foreign schools with study programs similar to those of the mother country. An overall literacy rate was estimated at 95.9 percent for the total population in 2003, 96 % for males and 95.8 % for females.

CHAPTER 2 THE LITERATURE OF PHILIPPINE EDUCATION

FILIPINA SCHOOL GIRLS and their FILIPINA TEACHERS in MANILA Education in the Philippines is based on the education system of the United States, with some variations. Generally, compulsory elementary education runs for 6 years, while secondary education takes 4 years. After high school there are vocational courses or colleges which offer courses for a varying number of years depending on the course. University courses leading to a bachelors degree are usually 4 years long. The school year, which is at least 200 days or 40 weeks long, generally begins on the first Monday in June and ends by the last Friday of March, when the hot, dry season begins. School attendance takes place from Monday to Friday.

Pre-Hispanic period Early Filipinos usually taught their children at home, focusing more on vocational skills than academics. There were also tribal tutors, but there was no structured educational system. Nevertheless, the Spaniards observed that there was an overwhelmingly high literacy rate, finding most of the natives were proficient in their indigenous system of writing

Spanish colonial era With the coming of the Spaniards, missionary teachers replaced the tribal tutors. The focus of education during the Spanish Colonization of the Philippines was mainly religious education. The Catholic doctrine schools that were set up initially became parochial schools which taught reading and writing along with catechism. In 1863, an educational decree mandated the establishment of free primary schools in each town, one for boys and one for girls, with the precise number of schools depending on the size of the population. There were 3 grades: entrada, acenso, and termino. The curriculum required the study of Christian doctrine, values and history as well as reading and writing in Spanish, mathematics, agriculture, etiquette, singing, world geography, and Spanish history. Girls were also taught sewing. The decree also provided for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for women teachers were not established until 1875, in Nueva Caceres. Despite the Decree of 1863, basic education in the Philippines remained inadequate for the rest of the Spanish period. Often, there were not enough schools built. Teachers tended to use corporal punishment. The friars exercised control over the schools and their teachers and obstructed attempts to properly educate the masses, as they considered widespread secular education to be a threat to their hold over the population. The schools were often poorly equipped, lacking the desks, chairs, and writing materials that they were required to have under the decree. Though classes were supposed to be held from 7-10 am and 2:30-5 pm throughout the year, schools were often empty. Children skipped school to help with planting and harvesting or even because their clothes were ragged. For higher education, there were a few reputable private institutions such as the University of Sto. Tomas, Colegio de San Juan de Letran, and Ateneo Municipal. Though initially an institute of higher education, UST was required by an 1865 decree to open public secondary schools. Malolos Republic After the Spanish colonial government was overthrown, the schools established during the Spanish era were closed down for a time by Emilio Aguinaldos government. They were eventually reopened by the Secretary of Interior on 29 August 1898. The Malolos Constitution made elementary education compulsory and provided for free schooling. The Universidad Literaria de Filipinas, which provided courses in law, medicine, surgery,

pharmacy, and notarianship, was established by Aguinaldo on 19 October 1898. He also set up the Military Academy of Malolos and decreed that all diplomas awarded by UST after 1898 be

considered null and void. During this period, other secular institutions which emphasized local geography and history were also established, such as the Burgos Institute in Malolos. Except for the emphasis on Philippine history and geography, the curricula of schools were not much different from those under Spanish domination. While Tagalog was established as the national language by the Constitution of Biak-na-Bato, reading, writing and literary studies in Spanish were still given emphasis. American colonial period To help win over the Filipinos to the new American colonial government, General MacArthur provided $100,000 for Philippine education. New schools were established with English as the medium of instruction, with chaplains and non-commissioned officers serving as teachers. Following the surrender of Aguinaldo, President McKinley directed the Second Philippine Commission to establish a free secular public school system that would prepare the Filipinos for citizenship. The Department of Public Instruction spawned the Bureau of Education underAct 477.

The establishment of the public school system in 1901 under Act No. 74 required a great number of teachers. Thus the Secretary of Public Instruction, with the approval of the Philippine Commission, brought to the Philippines 1,000 American teachers, known as the Thomasites. Teachers were also trained in the Normal School founded in Manila in 1901 and its branches subsequently established in major towns. Elementary school teachers were trained in English language and literature, geography, mathematics, principles of education, teaching methods, and educational psychology.The free elementary schools that were established consisted of 4 primary grades and 3 intermediate grades. In the first decade, the intermediate grades focused on vocational education, with a special course for those who intended to go to high school. Apart from English language and literature and arithmetic, the elementary schools taught geography, nature study, music, drawing, physiology, hygiene, and physical education. Age-appropriate industrial skills were taught in all levels. In 1902, secular public high schools were established, teaching courses on current events, U.S. history and government, algebra, geometry and arithmetic, general sciences and history, and physics as well as English literature and composition and physical education.

For the tertiary level, the Pensionado Program was established on 26 August 1903 to enable about 300 chosen Philippine high school graduates to study in American colleges for free, under the condition that they serve the Philippine government upon their graduation. In 1908, the University of the Philippines was established. Vocational schools, however, were given more emphasis. Many Filipinos still preferred a Catholic education. Thus many private Catholic schools flourished, including those established during the Spanish period, like Ateneo, Letran, and UST, and a number of

new schools like St. Scholastica's College and San Beda College. Such schools were preferred by the elite. Some private non-sectarian schools were also founded. Reformists such as Felipe Calderon, Hipolito Magsalin, Leon Ma. Guerrero and Mariano V. Del Rosario established the Liceo de Manila and Escuela de Derecho in an attempt to produce a more nationalistic education, but they did not succeed. In general, education under American colonization led to widespread Americanization of the Philippines, with the emphasis on English language and literature, U.S. history and government, the use of American textbooks, and the emphasis on American values. Japanese occupation Most schools were damaged during World War II and had to be closed down. In June 1942, the schools were reopened by the Japanese. Their educational policies, as detailed in Military Order No. 2, mandated the teaching of Tagalog, Philippine history, and character education to Filipino students, with emphasis on love for work and dignity of labor. Post-War years After the War ended, schools that had been closed during the war years were re-opened amidst the reconstruction of their facilities. The Americans recruited Filipino educators to help in the reestablishment of their public school system. For the first time, indigenous languages as well as in English were used as the medium of instruction. In 1947, the Department of Instruction was renamed the Department of Education. Martial Law period During the Martial Law era, education as well as media was utilized for pro-government propaganda. The Department of Education became the Department of Education and Culture in 1972, the Ministry of Education and Culture in 1978, and with the Education Act of 1982, the Ministry of Education, Culture, and Sports. A bilingual education scheme was established in 1974, requiring Filipino and English to be used in schools. Science and math subjects as well as English language and literature classes were taught in English while the rest were taught in Filipino.

From 1986 to the present The bilingual policy in education was reiterated in the 1987 Constitution of the Philippines. The Ministry of Education, Culture, and Sports was renamed once more, this time as the Department of Education, Culture, and Sports (DECS). Following the report of the Congressional Commission on Education (EDCOM), Congress passed Republic Act 7722 and Republic Act 7796 in 1994, creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). The institute governing basic education was thus renamed in 2001 as the Department of Education (DepEd).

The quality of public school education is generally considered to have declined since the postwar years, mainly due to insufficient funds. The Department of Education aims to address the major problems affecting public education by 2010. Private schools are able to offer better facilities and education, but are also much more expensive. There is a wide variety of private schools, including all-boys and all-girls schools, religious schools, non-sectarian schools, Chinese schools, special schools, and international schools. Due to economic difficulties, there has been a recent increase in the popularity ofhome schooling and open universities in the Philippines. Some perennial issues in education

Lack of facilities in public schools with insufficient budget and large numbers of students, public schools lack classrooms, books, and supplies for their students. The lack of classrooms leads to prohibitively large class size, as many as 60 students in some schools, making for an undesirably high student-teacher ratio. In some schools it also translates to the shortest possible class periods, to allow for morning, afternoon, and even evening sessions so that as many students as possible may be accommodated. School year - Because of the frequent interruption of classes during the rainy season, the issue of changing the school year to September-June from the current June-March has been raised again and again over the years. Number of years - (not counting Pre-school, of course) The required number of years of basic education was reduced over the years to 6 in the elementary level. With 4 years of high school, the total number of years of basic education in the Philippines is 10, one of the lowest in the world and generally considered to be one of the factors in the inadequacy of basic education in the Philippines.

Medium of instruction There is constant debate over which language should be used in educating Filipinos: English, Tagalog, or local dialects. The use of English for teaching math and science as well as English language and literature subjects has endured for many years, however.

Subjects The number of subjects increased for some years, making it difficult to give enough class time to each subject, including the core areas of English, Filipino, math, and science. There has frequently been contention on which subjects are essential, especially with the controversial lumping together of home economics, technology, physical education, health, art, and music with social studies in a subject called Makabayan. Opponents of the scheme contend that less time will be given to the more important of these subjects, Especially social studies. Some of the subject areas are also difficult to integrate with the core subject of social studies. Gender issues There used to be differences in the subjects taught to boys and girls, especially vocational training. There has been standardization in the requirements of subjects for both genders in recent years, though some schools still adhere to a traditional curriculum with different vocational skills taught to boys and girls.

Drop-out rate Many students drop out due to poverty before completing basic education, even at the elementary level. Though schooling is free, there are other expenses which poor families have difficulty in meeting, such as school supplies, uniforms, and transportation. Philippine girls at all levels have been found to be more persistent in their schooling, whereas boys tend to drop out of school earlier. More than half of college students are female and larger numbers of women than men finish advanced degrees.

CHAPTER 3 1.) The Implementation of the K+12 Systems in the Philippines

Abstract K+12 educational systems are the additional years to secondary level. This research contains some information about the curriculum of K+12. Interview, books and newspaper were the researchers major instrument in gathering information and was augmented with other data collected through readings. Studies cited by the researchers have also shown that the countrys education program is equivalent to the 12-year education cycle followed abroad except that it is being completed in only 10 years. The respondents of this research are the high school students who will experience the implement of K+12 educational systems. These researches analyze and study

What will be the effects of the K+12 educational systems to the country, parents, and students? The K+12 plan will cost an estimated annual investment of P30 billion over five years. This amount will increase the Department of Education share of the national budget from about 12 percent to 14 percent. But the Department of Education had received as much as 18 percent of the budget before. Countries considered poorer than the Philippines invest in K+12 for their children. Filipino children deserve no less. Introduction Rep. Raymond Palatino, a member of Kabataan Party list said: The new system would translate to added burden to parents who could barely send their children to school. For poverty-stricken country such as ours, the proposal to add two years to basic education is a question of survival.

Brief Background / Rationale: why is there a need to conduct your study? The sun has a harmful ray that brings different diseases through our skin. In our investigatory project we try to find a way to avoid these diseases. So we come up with the solution better than buying commercial products like sunscreen. And our solution is making a sun block made of extracts from the vegetable broccoli.

Research Problems: What problems do you wish to address/solve? 1. The heat of the sun which results to skin problems. 2. The different cancer problems of people, especially skin cancer 3. Allergy and asthma, are effects of heat and ultraviolet rays

Significance of the study: is the study Beneficial? Practical? 1. It prevents the skin of a person against the harmful rays of the sun which leads to skin cancer. 2. When you drink the broccoli extract you will have a less chance of having bladder, prostate and stomach cancer or even heart disease and atherosclerosis. 3. It is cheaper than real sunscreen which contains certain chemicals that also leads to cancer.

Research Design: How do you conduct the study? Present or Blueprint / Plan. We first bought broccoli, and then washed and chopped it afterwards. We grounded the broccoli into powder and put it in a handkerchief. We now squeezed the handkerchief with the powdered broccoli into the mug, and we obtained the liquid green form from it which is the extract. We then mixed it with lotion. We mixed and mixed it and wait for one minute until it is finish. We apply the broccoli sun block into our skin and we go outside and test it. We have fun going outside while waiting for the effects of the cream that we made. Doing things while enjoying, is one of the scientific method of making a project. 2.) Turning Education From a Privilege into a Right JULY 13, 2011 BY EDITORS Global Geopolitics & Political Economy / IPS By Inaki Borda UNITED NATIONS, Jul 13, 2011 (IPS) Going to school and receiving an education are opportunities most people usually take for granted. But for 67 million children around the world, such possibilities do not exist. Girls comprise over half of this overwhelming figure. They are forced to work in the fields and care for family members, deprived of the chance to attend school. The character-driven documentary "To Educate a Girl", directed by Frederick Rendina and Oren Rudavsky, tries to make this reality more visible to the rest of the world by showing the lives and struggles of six girls in Nepal and Uganda. The main goal of this documentary is to "educate those in the Western world who have no idea," Rudavsky said. "Those who see the movie see how hard it is to get a step up in the developing world and what the threats are."

"I have found that most people in dire circumstances around the world, when given the opportunity to tell their stories, they really want to, and a documentary gives them a chance to have their voices heard where they otherwise would not be," filmmaker Rendina told IPS. The movie, supported by the United Nations Childrens Fund (UNICEF) and the United Nations Girls Education Initiative (UNGEI), aired for the first time on Link TVs broadcast network on Jun. 24. Progress and possibilities Despite the magnitude of this global issue, the situation holds promise of improvement, as the numbers of children unable to attend school are gradually decreasing. "The world has come from 110 million children out of school two- thirds girls to just 72 million with just over half girls 10 years later," Rendina said. He noted that the newest statistics indicate the number has dropped to 67 million, adding, "No matter how you slice it, that is progress." He attributes this not only to the effectiveness of grassroots activities like the film, but to the way enrolment and the gender gap have been addressed through the United Nations Millennium Development Goals. All of the characters in the film are victims of "pandemic" issues that prevent girls from receiving even the most basic education: gender bias, conflicts, early marriage, poverty and a lack of teachers one problem that is not exclusive to girls. In addition, the movie shows many girls lacking motivation and self- confidence. Even if parents do not foster the growth of these qualities, however, they can be developed through other sources. For instance, "Chatting with my best friend," a popular radio programme in Nepal, tries to offer solutions to girls who have no access to a formal education. "In some situations, especially with teenagers, just knowing that others have the same problems, and being able to show their parents a simple pamphlet or listen to a show really does make a difference," Rendina says. A close partnership and shared goals The ambitious project started when the filmmakers were approached by UNGEI, a partnership of organisations committed to narrowing the gender gap in primary and secondary education. "What we do is ensure that the global community speaks with one voice when it comes to advocating for girls education and gender issues in education," Cheryl Faye, head of UNGEI Secretariat, told IPS.

Faye herself and the filmmakers share goals and visions, including "to elucidate the issues around girls education and hopefully let people know that, while progress is being made, theres much to be done," Rendina said. UNGEIs aim by 2015 is for all children to be able complete primary schooling, with boys and girls having equal access to free, quality education.

"Its definitely time to start moving quickly. We are looking at not only just scaling up successful programmes, but were looking at the most marginalised children. We discovered that many interventions for providing social services sometimes reach those who are the easiest to reach. But those who are the hardest to reach will help the global community meet those numbers more quickly," Faye told IPS. "These are frequently girls with multiple deprivations. They are from poor communities, from ethnic minorities, children living in rural areas, or even children with disabilities." Specifically targeting those children will, according to Faye, lift the final numbers. One of the most important methods that UNGEI uses it is social mobilisation, a package of interventions aimed not only at policy makers, community leaders and parents, but at children as well. "They are programmes aimed at scholarships for girls, programmes that involve legislation, so that girls are not able to get married so early. Also, policies that involve ensuring that if the girl gets pregnant and drops out of school, once the baby is delivered, she is able to go back to school," Faye explained. One challenge, however, is that at times the quality of the education itself is inadequate. "We are actively engaged in helping to ensure that quality of education systems is strong," Faye said. As a result, UNICEF advocates for a child friendly schooling that makes schools more welcoming and actual places of learning for children.

All rights reserved, IPS Inter Press Service, 2011. This article may not be republished, broadcast, framed, or redistributed without the written permission of IPS Inter Press Service. Republication of this material without permission from IPS, the copyright holder, constitutes a violation of United States and international copyright laws and may result in legal action.

IS EDUCATION KIS RIGHT Students set new tone, leadership for the student movement

Nearly 200 college student organizers and leaders assembled at the University of California, Los Angeles last week for the United States Student Associations (USSA) 63rd annual National Student Congress. Members of the nations oldest, largest, and most inclusive student organization met to elect the 2010 2011 USSA President and Vice President, Board of Directors, and pass the national agenda for students.Lindsay McCluskey, the previous USSA Vice President and University of Massachusetts, Amherst graduate, was elected President of the organization. Im honored and excited to be in this role at a time when momentum is building in the student movement, said McCluskey. Its a critical time for students to be engaged in the midterm election, fighting back against severe budget cuts and tuition hikes, and defending their right to a higher education. Victor Sanchez, a recent graduate of the University of California, Santa Cruz and outgoing President of the University of California Student Association, was elected Vice President. "The real work starts now, said Sanchez. I'm excited and ready to help build the student movement from coast to coast and make sure education is a right and not a privilege."Top action agenda items to be taken up this year by USSA are passage of the Development, Relief, and Education for Alien Minors (DREAM) Act, federal jobs legislation to mitigate historic youth unemployment, voter work for the 2010 mid-term elections, and student advocacy in the federal budget and appropriations process. The 2010 2011 Board of Directors met for the first time after the conference, setting the tone for the upcoming academic year and beyond. Sitting on the USSA board of directors with students across the United States is going to be a powerful experience said National People of Color Student Coalition chair Tiffany Loftin, a student at the University of California, Santa Cruz. I look forward to the nation's reaction to our movement, because we are driven by our testimonies and empowered by each other. The next national conference held by USSA will be the 42nd annual Grassroots Legislative Conference and National Student Lobby Day March 19-22, 2011 in Washington, DC.

Posted by US Student Association at 1:38 PM 0 comments JUL 28, 2010 Students Respond to Passage of Financial Reform

The financial collapse of 2008 had rippling effects across America, including on college students. Young people, who were already victim to decades of higher education divestment, saw higher education budgets slashed by state legislatures and tuition and fees soar. With these higher costs and dwindling financial aid, student debt has risen to nearly $25,000 for the average borrower. The federal government took steps to mitigate these financial burdens by passing historic student aid reform last spring, ushering in a new era of federal investment in college students. Private lenders, however, still needed strengthened regulation. The recently signed financial reform legislation does just that. The bill creates the Consumer Financial Protection Bureau (CFPB), the first federal agency completely devoted to guarding consumers against dangerous lending practices. The Bureaus authority over private student loans will help reign in the wild west of student lending. However, the CFBP is limited to overseeing banks and credit unions making over $10 billion; Sallie Mae Bank, the nations largest student lender, makes $5 billion and will escape the agencys supervision. Students fought hard to end federal subsidies to private lenders because their lending practices lead to massive student debt; Congress shouldnt allow that progress to retreat by diluting the CFPBs authority. USSA supports the independence of the CFPB as a neutral, objective watchdog, keeping solely the interests of American consumers, including college students, in mind.Additionally, the final version of the bill does not include the House of Representatives provision requiring students be made aware of any federal loans for which they are eligible before taking out private loans. This policy is critical because, according to the U.S. Education Department, nearly two-thirds of undergraduates who borrowed private loans in the 2007-2008 academic year did so despite being eligible for lower-cost federal loans, and one quarter of these students did not take out any federal loans at all. More awareness of federal loan eligibility is critical to the effectiveness of college affordability policy.

USSA applauds Congress for taking the difficult but necessary steps to reform the nations financial framework. Students will be working to ensure the CFBP vigilantly guards students against the predatory practices of private lenders. Posted by US Student Association at 1:08 PM 1 comments JUL 7, 2010 Students Call for Passage of Financial Reform Legislation in the Senate with Stronger Consumer Financial Protection Bureau

The United States Student Association (USSA), representing over four million college and university students nationwide, applauds Senator Chris Dodd, Representative Barney Frank, and all those who having worked diligently on the historic Wall Street Reform and Consumer Protection Act. Members of Congress have recognized the importance of including regulation over private loans, the wild west of student lending, in their efforts to stabilize the nations financial framework. Unprecedented divestment from higher education has forced a third of students to borrow loans to pay for college, leading to nearly $25,000 of debt for the average graduate borrower. Private lenders have taken advantage of this situation by imposing rigid repayment plans and excessive and arbitrary interest rate hikes on students. The Consumer Financial Protection Bureaus (CFPB) authority over all private student loans is a giant step in the right direction. USSA further commends the private student loan ombudsman, which will drastically improve the student loan system through assistants to borrowers and constructive policy analysis.In addition to these provisions, USSA calls for CFBP regulatory power over banks making under $10 billion. Without this authority, Sallie Mae Bank, the largest private loan lender in the nation, will escape from under the watchful eye of the CFPB. During the recent student aid reform debates, lending practices by Sallie Mae and banks like it were brought to light that demand more rigorous federal regulation. It would be counterintuitive to end the Federal Family Education Loan program, due in large part to the lending practices of Sallie Mae, only to then remove Sallie Mae bank from CFPB oversight.

Additionally, USSA calls for a reinstatement of the House of Representatives provision requiring students be made aware of any federal loans for which they are eligible before taking out private loans. Nearly two-thirds of undergraduates who borrowed private loans in the 200708 academic year did so despite being eligible for lower-cost federal loans, and one quarter of these students did not take out any federal loans at all. More awareness of federal loan eligibility is essential for effective college affordability legislation. Not since President Roosevelts New Deal has Congress undertook such an ambitious and important reform of our nations financial system. Instrumental in that reform is the protection of consumers against unscrupulous lenders, something that each student has a vested interest in. During the Independence Day recess, students are taking action in-district on this legislation, letting their senators know why financial reform is critical to college affordability. USSA urges the Senate to swiftly pass the Wall Street Reform and Consumer Protection Act with a strengthened CFPB.

CHAPTER 4

CONCLUSION There are a lot of practices in the Philippine schools that have worked through the years. The Philippines, being a third world country is one of those low economic countries providing low budget for education. A classroom of 50 students may have only one textbook, may lack chairs, lack technology equipment needed for learning. But the great deprivation of a lot of things may have been one reason why Filipinos have very high regard for education. One other reason is the competition in jobs requiring college graduates to get good jobs. Every country may have their own practices which may work in their countries and may not work for others. But the beauty of learning from each countrys efforts to educate your minds and form young hearts in different methods from different cultural backgrounds is the purpose of this session. It helps us to realize that education is fundamental and essential to every person and every nation. It provides us a venue to know that what every country it is, the school brings outhe

need for teachers who stay and make a difference not only in the classroom, nor in his or her own country but makes a difference in the world. Therefore I concluded that Philippine Education is complex narrative analysis because the Education passes through era by different colonial nation. Knowing the threats and opportunities that lay ahead equips HEIs in thecountry to pursue strategic options. With the enhancement of quality and furtherImprovement in processes and access to education, HEIs may reap the tremendousopportunities offered by globalization and counter its accompanying enormous threats.The issue of quality assurance, its sustainability, and development in the context of aglobalized environment in higher education, need to be studied carefully.Government policies pertaining to the provision of educational services and movementof professionals should focus on developmental activities rather than purely regulatory,an activity PRC and CHED are used to and are currently doing. More than protectingincumbent professionals and educational institutions, policies should be meant toimprove incumbents competence. In line with quality assurance, the response ofeducational institutions to threats and opportunities should be studied. Details ofbenchmarking, accreditation, continuing education and curriculum revision, studiesshould be expanded to continuously improve the quality of educational services.Through various forms of quality assurance programs, the education sector will beable to reap the opportunities of globalization and mitigate its negative consequences.This will determine the readiness of HEIs in the Philippines as well as their graduates,the Filipino professionals, to participate and compete in a global setting The Asian and Pacific region is a highly diverse and rapidly changing region,exhibiting great variation across and within ADBs DMCs in population, size,economic growth, and patterns of culture. However, some commonalties canbe identified in the challenges faced as education becomes recognized as acentral concern in attaining the goals of national development. This bookletanalyzes the regional and subregional trends, policies, and strategies ineducation.Depending on the criteria of interest, a number of subregional groupingsmay be developed. In this study a typology of seven groups is identified andutilized to examine intraregional comparisons and to facilitate understanding ofthe range of education conditions and problems. The countries of South Asia,for example, contrast greatly with the more advanced East Asian economieson most economic, social, and educational indicators. The education policiesand priorities of the latter may differ sharply from those of the former.As part of the economic and social transformation taking place in Asia,education systems are expanding and being reoriented to cope with growth insocial demand and to respond to economies driven by evolving industrial andinformation technologies. The Asian and Pacific region as a whole has

mademajor advances in the quantitative and qualitative provision of education duringthe last few decades. Most DMCs have achieved, or are well on the way toachieving, universal primary education. For Southeast Asian countries basiceducation is increasingly being defined to include nine years of schooling. Formany countries, the new thrusts are in expansion of secondary education; thecoming decades will bring high rates of growth in tertiary education. SeveralEast Asian economies currently have well-established mass systems ofsecondary and tertiary education. The more economically advanced areamong the worlds leaders in student achievement on core subject areas asmeasured by comparison of national test scores. In poorer countries anddisadvantaged areas of the majority of countries, illiteracy persists andeducation opportunities remain limited and typically gender biased againstgirls. Changes in the locus of control over education are under way, beinginitiated, or subject to serious debate, in most Asian countries. The objectives of such reform vary by country and over time, but include the delegation ofcertain education responsibilities traditionally held in the central government tolower echelons. The extent of decentralization may have a profound effect on abroad range of planning, financial, curriculum, teaching, and evaluationdecisions.Although ADB and other international agencies may play significant roles,in meeting current social and education challenges in Asia, national andsubnational governments remain the key actors. In recent years, government72 Education and National Developmentefforts have been complemented to an increasing degree by private,community, and nongovernment actors. National, and in some countries local,governments are facing hard investment choices, often in the context ofpolitical uncertainty and with few resources for which there is much competition. Nevertheless, there is ample room for optimism. DMCs have demonstrated capacity for working within conditions of scarcity and uncertainty, forsharing information and knowledge regionally, and for valuing

strong educationinstitutions as requisites for attaining economic and social goalsefforts have been complemented to an increasing degree by private,community, and nongovernment actors. National, and in some countries local,governments are facing hard investment choices, often in the context ofpolitical uncertainty and with few resources for which there is much competition. Nevertheless, there is ample room for optimism. DMCs have demonstrated capacity for working within conditions of scarcity and uncertainty, forsharing information and knowledge regionally, and for valuing strong educationinstitutions as requisites for attaining economic and social goals.

CHAPTER 5 RECOMMENDATION Time spent in early childhood education enhances future learning. It has been found to have a significant relationship with achievement at age 8 and age 10 (associated with cognitive competence score including literacy, mathematics and logical problem-solving measures) for children in the Competent Children Study (Wylie, C. et al, 2001). Childrens early childhood education experiences were still contributing to their mathematics and reading comprehension scores two years later at age 12 (Wylie, C. et al, 2004). Aspects of early childhood education centre quality appear to have made some additional contribution to age-14 mathematics, reading comprehension, and attitudinal scores (Wylie, C. et al, 2006), and the age-16 study showed a continuing association with facets of 11 years later (Wylie, C. et al, 2009). When linked to a number of other variables including socio-economic mix, maternal qualification and service teachers being responsive to children, duration makes up a component of the overall contribution to children's achievement. This is important because it confirms a range of international research that demonstrates the ongoing influence of early childhood education on children's learning. Suggestions on Educational Reform in the Philippines Responses to Suggestions on Educational Reform in the Philippines ahehe on February 4, 2012 at 1:49 am Students these days also have to power of the interwebs readily available at the tip of their fingers. Why, even elementary kids have smartphones which are light years ahead of mine, lol. Whether they use them to aid their studies or keep up with their showbiz idol, that I do not know. Vincenzo B. Arellano on February 4, 2012 at 3:22 am

Mas mkakatulong prin kpag may gabay ng paaralan

ChinoF on February 4, 2012 at 3:45 am Using a Smartphone doesnt necessarily make you smart.

Vincenzo B. Arellano on February 4, 2012 at 3:16 am Lalo tayong hndi nagkakaisa sa mga sinasabi mo. Pbyaan mo nlang si Tito Noy. Alam nya ang mga gngwa nya sa pamahalaan at marami ang nagtitiwala skanya. Maganda ang K+12 at makakasabay na tayo sa ibang bansa. ChinoF on February 4, 2012 at 3:43 am Ang daling sabihin nyan pag palpak naman yung programa, ang sisisihin, iba.

yuson on February 4, 2012 at 4:46 am Yan ang tinatawag na Walang Bayag. Anonymous on February 4, 2012 at 5:57 pm

Hindi lang walang bayag, walang utak din! Vincenzo B. Arellano on February 4, 2012 at 12:53 pm

Problima sayo galit ka kay Tito Noy at naiingit ka na nagbbyad na sknya ang mga may ksalanan sa bayan. Lawrence on February 4, 2012 at 3:45 pm at ang problema sayo masyado kang bias kay Tito noy mo.. try mu kayang magbasa tungkol dyan. at kung iaasa lng natin kay tito noy mo ung bansa natin, duh? anong mangyayare? bkt porket may nasa power cya eh cya ng tama sa lahat ng mga bagay? ndi ah, may karapatan tayong magsuggest at gumawa ng action if necessary if ang buhay natin at ng ating mga anak is in danger(whether physically, socially, mentally, spiritually and etc.)

ChinoF on February 4, 2012 at 9:34 pm

OK lang kung makinig si Tito Noy sa akin, o sa mga katulad ko problema nakikinig siya sa mga buwaya. Eh, sila yung mga naglagay sa kanya dyan. domo on February 4, 2012 at 11:28 pm And again with the pnoy delusion. Enough already because youre making yourself more stupid and hes not your god.

DaidoKatsumi on February 4, 2012 at 9:16 am You heard these guys? Whats the use of K-12 if they take out SCIENCE as a subject? Proof is that your Tito Noy has NO BALLS.
o

ahehe on February 4, 2012 at 9:42 am

Tama ka vicenzio, mailalampaso na natin yung ibang bansa Thru kendeng(2x) and birit. Haaaaaaaa~

Lawrence on February 4, 2012 at 3:51 pm talagang ndi tayo magkakaisa kung may pinapanigan kang isang group of people lng. i know that you cant please every one. but you can respect them. kaya dapat neutral laht ng ipapasa ng bansa. K+12 is such a dumb, futile and illogical step taken by the government. dapat sinulusyonan muna nila ung shortage ng classrooms, teachers, proper and reliable textbooks and etc. at mas pinagbibigyan nila ng pansin at pera ang national defense?! duh???? anu to nasa war era pa tayo? try kayang ndi maging bayas sa mga katoliko ang government natin, at tignan natin kung anong sasabihin at gagawin ng mga kapatid nating muslim.

Hyden Toro on February 4, 2012 at 4:55 am Our History books are biased, and those in power, encouraged these authors to portray them as heroesWhen we were a colony of Americathe American colonialists, featured historical imbalance in our books.That they were benevolent colonialistsAdmiral Deweys Battle of Manila Bay, was like Americans liberating the Filipinos , from the Spaniardsin truth: we were sold alrady by the Spaniards, in the Treaty of ParisWhen Marcos was in powerMarcos and his Martial Law were featured as good thingWhen the Aquinos are in powerthey are featured as fighters of Democracywhich is far from the truthJapanese KALIBAPI collaboration of Benigno Aquino, Sr. was erased in our History books. Benigno Aquino , Jr. ; M.V Karagatan incident was not toldCory Aquino was featured as a SaintKris Aquino as a good daughter; and Noynoy Aquino as a good Presidential hopeful. The victors write the History booksthe vanquished, are demonizedBe a student of History, with an open mindEducate yourselfOur educational system really sucks

Vincenzo B. Arellano on February 4, 2012 at 1:11 pm

Alangan namang ilagay mo dyan na mas masama pa ang budhi ni Tito Noy kesa kay Marcos. Mas maganda kung nakalagay ay naibalik ang kalayaan ng bayan mula kay Marcos sa pangunguna ni Tita Cory. Lawrence on February 4, 2012 at 3:59 pm

alam mo ba talaga at lahat ng ngyari nung time ni marcos at time nila aquino??? ako ndi, but its much better if we dont linger any more to the pasts lies and hoaxes. sure ka na ibinalik nila tayo? or mas lalo tayong pinahirap? well im in no position to say these kinds of things kasi ndi ko alam. pero if your tito noy is really doing things then were is it???? the impeachment of chief justice? the hide and seek incident of CGMA? the Proper negotiation of the hostage taking? or his visit in the us and eating hotdogs? or his messed up lovelife? if he is really doing something atleast half of the hungry are well fed, half of the unemployed are employed, half of the people in the baluktot na daan are guided back to the right one and etc. but nooooohhh.. take a look around.

domo on February 4, 2012 at 11:34 pm I wonder what will happen if Ill bring you back in time when youll actually see with your own naked eyes and ears about the evil plans of your precious president and his oligarch mafia for our country? If you still gonna crazily deny it then you really need to be sent to a mental hospital.

benign0 on February 4, 2012 at 10:44 am I also remember this whole theory taught when I was in grade school of how the Philippines was settled by waves of migrations, first the Aetas, then a bunch of Indonesian tribes, then Malays or something like that. Someone also told me that Rizal was put up as the national hero by subsequent rulers after the end of the Spanish colonial period because of his pacifist effect on the natives; to turn them into more docile subjects..

Mercury on February 4, 2012 at 11:10 am K-12 would have been good if they reshuffled the whole curriculum with subjects that would be more beneficial as stated in this article and that they didnt remove Science as a subject and earlier years. An yeah, I noticed that some educational institutions were capitalists like the local media, which is depressing.

Vincenzo B. Arellano on February 4, 2012 at 1:26 pm Alam ni Tito Noy ang gagawin dyan. Wag m sya itulad kay Gloria na wlang ginawa sa edu sector

Lawrence on February 4, 2012 at 3:28 pm Tito Noy ka ng Tito Noy. ChinoF on February 4, 2012 at 9:46 pm Makinig si Tito Noy sa mga tamang payo, maniniwala na ko sa kanya.

WEBSITES AND BIBLIOGRAPHY

http://www.unc.edu/world/2006_K12Symp/Pres&HOs/Florido_Handout1.pdf http://www.etravelpilipinas.com/about_philippines/philippine_education.htm http://www.etravelpilipinas.com/about_philippines/philippine_education.htm http://hdn.org.ph/wp-content/uploads/2009/05/bibliography.pdf http://stlinusonlineinstitute.com/yahoo_site_admin/assets/docs/Education_System_in_the_Philip pines_WIA-IM http://planipolis.iiep.unesco.org/upload/Philippines/Philippines_EFA_MDA.pdf http://planipolis.iiep.unesco.org/upload/Philippines/Philippines_EFA_MDA.pdf Abaya, Hernando J. Betrayal in the Philippines. New York: Wyn, 1946. Abueva, Jose V. "Ideology and Practice in the `New Society'." Pages 32-84 in David A. Rosenberg (ed.), Marcos and Martial Law in the Philippines. Ithaca: Cornell University Press, 1979. Agoncillo, Teodoro A. The Fateful Years: Japan's Adventure in the Philippines. (2 vols.) Quezon City, Philippines: Garcia, 1965. Arce, Wilfredo F., and Richardo G. Abad. "The Social Situation." Pages 55-69 in John Bresnan (ed.), Crisis in the Philippines: The Marcos Era and Beyond. Princeton: Princeton University Press, 1986. Averch, Harvey A., et al. The Matrix of Policy in the Philippines. Princeton: Princeton University Press, 1971. Beckett, Jeremy. "The Defiant and the Compliant: The datus of Maguindanao under Colonial Rule." Pages 391-414 in Alfed W. McCoy and E.C. de Jesus (eds.), Philippine Social History: Global Trade and Local Transformations. Honolulu: University of Hawaii Press, 1982. Bonner, Raymond. Waltzing with a Dictator: The Marcoses and the Making of American Policy. New York: Times Books, 1987. Bresnan, John (ed.). Crisis in the Philippines: The Marcos Era and Beyond. Princeton: Princeton University Press, 1986.