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Education in the Philippines

October 15, 2023

Education in the Philippines is compulsory at the basic education level, composed of kindergarten, elementary school (grades 1–6), junior high school (grades 7–10), and senior high school (grades 11–12).[5] The educational system is managed by three government agencies by level of education: the Department of Education (DepEd) for basic education; the Commission on Higher Education (CHED) for higher education; and the Technical Education and Skills Development Authority (TESDA) for technical and vocational education. Public education is funded by the national government.

Education in the Philippines
Secretary of EducationSara Duterte
Chairperson of CHEDProspero de Vera
Director-General of TESDASuharto Mangudadatu
National education budget (2023)
Budget₱852.8 billion[1] (DepEd + CHED + TESDA + SUCs)
General details
Primary languagesFilipino
English
Philippine regional languages
System typeNational
Literacy (2019[2])
Total98.4%
Male97.9%
Female98.9%
Enrollment (2021–2022[3])
Total27.56 million (public schools) + 1.44 million (private schools)
Primary2.18 million (public kindergarten schools) + 12.79 million (public elementary schools)
Secondary8.75 million (public junior high schools) + 3.82 million (public senior high schools)
Post secondary5.6 million
Attainment (2010[4])
Secondary diploma19.1%
Post-secondary diploma12.8%1
1 Figures include post-baccalaureate data.

Private schools are generally free to determine their curriculum in accordance with existing laws and regulations. Institutions of higher education are classified as public or private; public institutions are subdivided into state universities and colleges (SUCs) and local colleges and universities (LCUs).

History Edit

 
University of Santo Tomas Baybayin Documents

Pre-colonial period Edit

See also: Ancient Philippine scripts and Baybayin

During the pre-colonial period, most children were provided solely vocational training, supervised by parents, tribal tutors or those assigned to specific, specialized roles within their communities (for example, the babaylan).[6] In most communities, stories, songs, poetry, dances, medicinal practices and advice regarding all sorts of community life issues were passed from generation to generation, primarily through oral tradition.[7] Some communities utilized a writing system known as baybayin, whose use was wide and varied, though other syllabaries were used throughout the archipelago.[6]

Spanish period Edit

Main article: Education in the Philippines during Spanish rule

Formal education was brought to the Philippines by the Spanish, which was primarily conducted by religious orders.[8] Upon learning the local languages and writing systems, they began teaching Christianity, the Spanish language, and Spanish culture.[9] 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, and the Dominicans, in 1587, set up a school in Bataan.[10] The church and the school cooperated to ensure that Christian villages had schools for students to attend.[11]

Schools for boys and girls were then opened. Colegios were opened for boys, ostensibly the equivalent to present-day senior high schools.[9] 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 life at convent, and another, a Colegio , meant to prepare them for secular womanhood.[9]

 
Cover of Doctrina Christiana

The Spanish also introduced printing presses to produce books in Spanish and Tagalog, sometimes using Baybayin.[12] 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, sometimes called 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.[13]

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 municipal government's responsibility and the establishment of a regular school for male teachers under the supervision of the Jesuits.[9] Primary education was also declared free and available to every Filipino, regardless of race or social class. Contrary to what the Spanish–American War propaganda tried to depict and current popular media, they were not religious schools; instead, they were schools established, supported, and maintained by the Spanish government.[14]

After implementing 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.[14] By 1898, enrollment in schools at all levels exceeded 200,000 students.[15][16] There was some opposition to universal education from Spanish priests; only 1.6% of the population gained more than primary school education.[17]

Among those who benefited from the accessible 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.[18]

Non-Spaniards founded some schools during this period that were not colonial creations.[citation needed] Damian Domingo established in 1823 a fine arts school known as the Academia de Dibujo y Pintura,[19] now the Fine Arts College of the University of the Philippines. In 1868, Doña Margarita Roxas de Ayala established the girls' school La Concordia.[20]

First Republic Edit

The defeat of Spain following the Spanish–American War led to the short-lived Philippine Independence movement, which established the First Philippine Republic. The schools maintained by Spain for over three centuries were closed briefly but reopened on August 29, 1898, by the Secretary of Interiors.[21] The Instituto Burgos (Burgos Institute), the Academia Militar (the country's first military academy), [citation needed] and the Universidad de Literaria de Filipinas (Literary University of the Philippines) were established.[22][23] Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic.[24] However, the Philippine–American War hindered its progress.[25] Established in the American-occupied zone, Colegio Filipino (now National University) is a Philippine college that dates from this period and has survived.[26][27] There also existed for many decades the Rosa Sevilla Memorial School, originally founded on July 15, 1900, as the Instituto de Mujeres, an all-girls private school.[28]

American period Edit

Main article: Education in the Philippines during American rule

About a year after securing Manila, the Americans were keen to open up seven schools with army service members teaching with army command-selected books and supplies.[29] In the same year, 1899, more schools were opened, this time with 24 English-language teachers and 4500 students. In that system, primary education consisted of 6 years of elementary and four years of secondary schooling. Until recently, it prepared students for tertiary-level instruction to earn a degree and secure a job later in life.[29]

A highly centralized, experimental public school system was installed in 1901 by the Philippine Commission and legislated by Act No. 74.[30] The law exposed a severe shortage of qualified teachers 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, called the Thomasites, to the Philippines between 1901 and 1902. These teachers were scattered throughout the islands to establish barangay schools.[16] The same law established the Philippine Normal School (now the Philippine Normal University) to train aspiring Filipino teachers. Provincial governments supported the high school system. It included particular educational institutions, schools of arts and trades, an agricultural school, and commerce and marine institutes established in 1902 by the Philippine Commission.[31]

Several other laws were passed throughout the period. In 1902, Act No. 372 authorized the opening of provincial high schools.[29] While in 1908, Act No. 1870 initiated the opening of the University of the Philippines, now the country's national university.[32][33]

However, the emergence of high school education in the Philippines did not occur until 1910. It was borne out of rising numbers in enrollment, widespread economic depression, growing demand by big businesses and technological advances in factories, the emergence of electrification, and the growing need for skilled workers.[29] High schools were created to meet this new job demand, and the curriculum focused on practical job skills that would better prepare students for professional white-collar or skilled blue-collar work. This proved 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 school enrollment has hindered revisions to the then-implemented experimental educational system.[29] Act No. 1801, also known as Gabaldon Law, was passed in 1907, which provided a fund of a million pesos for the construction of concrete school buildings and is one of many attempts by the government to meet this demand.[34][35] In line 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 natural-born Filipinos.[36][37]

A series of revisions (in terms of content, length, and focus) to the curriculum began in 1925 when the Monroe Survey Commission released its findings. The survey also started the process of implementing the K-12 curriculum and took decades before it was finally implemented on June 4, 2012. After convening 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.[29] However, the Board faced difficulties even up to the 1940s because financial problems hindered the possibility of newer adaptations of books.[29]

 
Boys of the Moro Agricultural School, Jolo, Sulu, 1923

The Moro Province originally had its own Department of Public Instruction, separate from the national system. Education rapidly expanded, with the number of teachers rising from 74 in 1904 to 239 by 1914. The number of schools rose from 52 in 1904 to 366 in 1920, with a corresponding increase in enrollment from 2114 to over 33,000.[38]: 68  Such registration was primarily made up of first- and second-year students, after which attendance decreased. This increase also disproportionately benefited Christian inhabitants of the province, and most staff were Christians from elsewhere in the Philippine Islands. Perhaps less than 10% of Muslim children attended public schools in 1920,[38]: 70  with attendance, remaining low throughout the American period.[38]: 88  Education was primarily in English,[38]: 73–74  and aimed to introduce American values to the local population.[38]: 76–78  The Department of Public Instruction moved under the control of the National Bureau of Education in 1915. It was fully integrated into the national system by 1922,[38]: 68  part of transferring government to local Filipinos as part of a pathway towards independence.[38]: 83  Educational materials, when they began incorporating stories and cultural aspects from the Philippines, represented the mainstream Christian narrative.[38]: 88–89  Under the Commonwealth of the Philippines, the national curriculum served as a tool to inoculate a single national identity across the diverse ethnolinguistic groups of the archipelago.[38]: 110 

Japanese period and Second Republic Edit

During the Japanese occupation, education indoctrinated the public to inculcate Japanese ideologies, causing low enrollment rates.[39] The Japanese Military Administration's Order No. February 2, 17, 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 the love of labour".[40][39]

After having been closed following the outbreak of the Pacific War, elementary schools, followed by vocational and regular schools, reopened. Colleges offering agriculture, medicine, fisheries, and engineering courses also resumed teaching. However, law courses were not instructed. Textbook passages concerning American ideologies of democracy were censored.[41] Educational reforms required teachers to obtain licenses following rigorous examinations. All heads of educational institutions were also required to get support. Also, the teaching of Tagalog, Philippine History, and character education was 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 the Japanese authorities even increased its student population. A school established during the Japanese period which still exists is St. Paul College of Makati.

Third to Fifth Republic Edit

The country's education sector underwent 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 the Department of Instruction into the Department of Education with the regulation and supervision of public and private schools belonging to the Bureau of Public and Private Schools.[42]

After the war, the public school system was rebuilt by launching the Philippine Community School program, which received worldwide recognition.[43][44] As early as 1953, the educational development in the Philippines drew attention from neighbouring Asian countries, with several Asian educators visiting the country to observe and study the vocational industrial schools.[45] The American colonial government recommended a shift to the American system: six years (instead of seven) for elementary, three years of junior high school, and three more years of senior high school, for 12 years of basic education. The transition began with the removal of Grade 6 from elementary, but the addition of two years in high school was never completed.

Following independence, Islamic schools began to spread in Mindanao, creating a parallel educational structure to higher education.[38]: 111 

Under the Marcos administration, the Department of Education became the Department of Education and Culture and, consequently Ministry of Education and Culture through Proclamation No. 1081 and Presidential Decree No. 1397, respectively.[46]

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.[47]

After the ratification of the 1987 Philippine Constitution, the fundamental aims of education in the Philippines were defined, and most importantly, elementary schooling was made compulsory for all children.[48][49] Meanwhile, the Free Public Secondary Education Act of 1988 or Republic Act 6655 mandated free public secondary education commencing in the school year 1988–1989.[50][51]

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.[46]

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 to the "tri focalization" 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[52] 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.[53] Meanwhile, the Department of Education, Culture, and Sports retained all elementary and secondary education responsibilities.[50]

Contemporary period Edit

The start of the twenty-first century saw a significant 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 department's name to the current Department of Education (DepEd) and redefined the role of field offices (regional offices, division offices, district offices and schools). The act also provided the overall framework for school empowerment by strengthening the leadership roles of principals and fostering transparency and local accountability for school administrations.[37]

In January 2009, the DepEd signed a memorandum of agreement with the United States Agency for International Development (USAID) to seal US$86 million in assistance to Philippine education, particularly the access to quality education in the Autonomous Region of Muslim Mindanao (ARMM), and the Western and Central Mindanao regions.[54]

On June 4, 2010, during the administration of Gloria Macapagal-Arroyo, the 2010 Secondary Education Curriculum (SEC, or DepEd Order 76, Series of 2010) was implemented.[55] The 2010 SEC, which focused on teaching and learning for understanding, was scheduled to be progressively mainstreamed from 2010 to 2014; however, it was only effective until June 1, 2015, and was phased out when the K–12 program of Arroyo's successor, Benigno Aquino III, was implemented on Grade 10 (which changed from Fourth Year to Grade 10).

 
Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, was signed by President Benigno Aquino III in May 2013.

After decades of surveys, consultations, and studies starting with the Monroe Survey in 1925 during the American period, the 9-year implementation process of K–12 curriculum finally materialized on May 20, 2008 when Senator Mar Roxas filed the Omnibus Education Reform Act of 2008 (Senate Bill 2294) to strengthen the Philippine education system through timely interventions on the quality of teachers, the medium of instruction used and the evaluation of students' aptitude, among other aspects. It mandates the implementation of K–12 four years later four years later on June 4, 2012 which increase in the number of years in basic education, from 10 years to 12 years as consistent with global standards. Senator and presidential candidate Benigno Aquino III then adopted the position of SB 2294 seven days after the start of the 2010s decade on January 7, 2010; he said this will "give everyone an equal chance to succeed" and "have quality education and profitable jobs."[56][57][58] On June 6, 2011, Kindergarten became compulsory as a requirement for the implementation of K–12 and start of phasing out K–10 on June 4 of the following year.

The K–12 educational 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—started to be implemented on School Year (SY) 2012–2013 in June 4, 2012; the K–12 also included a new curriculum for all schools nationwide.[59][60][61] To guarantee continuity of the K–12 Program in the succeeding years, Kindergarten was formally made compulsory by the Kindergarten Education Act of 2012,[62] while the further twelve years were institutionalized by the Enhanced Basic Education Act of 2013.[63] The 1945 K–10 system was entirely phased out on June 5, 2017 upon implementing K–12 in Grade 6, ending the 9-year implementation process of the K–12 curriculum that spanned from the administrations of Gloria Macapagal-Arroyo to Rodrigo Duterte.

In 2017, the Universal Access to Quality Tertiary Education Act was signed by President Duterte, mandating the government through all state universities and colleges (SUCs) to provide free tertiary education for all Filipino citizens.[64][65] The mandate does not include private schools; however, certain subsidies for students enrolled in private higher education institutions are available. In January 2021, the alternative learning system (ALS) was institutionalized by a law signed by President Duterte.[66]

A new "less congested" curriculum for Kindergarten to Grade 10, called the "Matatag curriculum", was launched by the DepEd, headed by Vice President Sara Duterte, in August 2023. The new curriculum reduced the learning areas for students from seven to five, and removed Mother Tongue as a separate subject; it also emphasized a "Makabansa" learning area to instill Filipino identity and nationalism among students.[67]

Educational stages Edit

 
The 13 years of compulsory education in the Philippines is divided into kindergarten, primary education, junior high school, and senior high school.

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, various specialized programs and institutions for full-time technical and professional training.[68]

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, the educative influences and resources in their environment, or alternative learning systems provided by the Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA) and other programs from educational institutions.

Basic education is 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).

K–11 (1901–1945) Edit

Education system used from 1901 to 1945 (K–11)
School Grade level Ages
Pre-elementary school Kindergarten 5–6
Basic education
Elementary school Grade 1 6–7
Grade 2 7–8
Grade 3 8–9
Grade 4 9–10
Grade 5 10–11
Grade 6 11–12
Grade 7 12–13
High school 1st year 13–14
2nd year 14–15
3rd year 15–16
4th year 16–17
Higher education
College Varies 17 or 18 and up

During the American period, the Philippines had three levels of education: the "elementary" level, which consisted of four primary years and 3 intermediate years; the "secondary" or high school level, consisting of four years; and the "college" or tertiary level. Every child from age 7 was required to register in schools in their respective town or province; students were given free school materials. Religion was not part of the curriculum of the schools as it had been during the Spanish period.

K–10 (1945–2017) Edit

Education system used from 1945 until June 5, 2017 (K–10)
School Grade Age
Pre-elementary school Kindergarten 5–6 or 4–5
Compulsory education
Elementary school Grade 1 6–7 or 5–6
Grade 2 7–8 or 6–7
Grade 3 8–9 or 7–8
Grade 4 9–10 or 8–9
Grade 5 10–11 or 9–10
Grade 6 11–12 or 10–11
High school 1st year 12–13 or 11–12
2nd year 13–14 or 12–13
3rd year 14–15 or 13–14
4th year 15–16 or 14–15
Higher education
College Varies 15 or 16 and up

The K–10 system was used for 72 years from 1945 until the implementation of the K–12 curriculum in Grade 6 on June 5, 2017. The K-10 consisted of one-year non-compulsory preschool education, six-year compulsory elementary education, and four-year compulsory high school education. Although public preschool, elementary, and high school education are free, only primary education is mandatory according to the 1987 Philippine Constitution.

Pre-primary education caters to children aged five; a child aged six could enter elementary school without pre-primary education. Following primary education is four years of secondary education, divided into three years of lower secondary and one year of upper secondary education; ideally, a child would enter secondary education at the age of 12. After completing 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.

The K–10 system co-existed with the current K–12 curriculum from June 4, 2012, until K–10 was entirely phased out on June 5, 2017, upon implementing K–12 in Grade 6. The last batch of the K–10 elementary and high school students have completed primary and secondary education at the end of School Years 2014–2015 and 2016–2017, respectively.

K–12 (2012–present) Edit

Current education system used since June 4, 2012 (K–12)
Implementation process: May 20, 2008–June 5, 2017
School Grade level Ages
Pre-elementary school Kindergarten 5–6 or 4-5
Basic education
Elementary school Grade 1 6–7 or 5–6
Grade 2 7–8 or 6–7
Grade 3 8–9 or 7–8
Grade 4 9–10 or 8–9
Grade 5 10–11 or 9–10
Grade 6 11–12 or 10–11
Junior high school Grade 7 12–13 or 11–12
Grade 8 13–14 or 12–13
Grade 9 14–15 or 13–14
Grade 10 15–16 or 14–15
Senior high school Grade 11 16–17 or 15–16
Grade 12 17–18 or 16–17
Higher education
College Varies 17 or 18 and up

The current basic education system in the Philippines, first used at the start of School Year (SY) 2012–2013 in June 4, 2012 as part of the 9-year K–12 implementation process from May 20, 2008 to June 5, 2017, comprises kindergarten and 12 years of primary and secondary education, all of which are compulsory. Students also have the option to enrol in higher education programs to earn a baccalaureate degree.[69][70]

The new system divided secondary education into two: junior high school (from the first four years of the 1945–2017 K–10 system), and senior high school, which encompasses the 11th and 12th year of the new educational system. Senior high school serves as specialized upper secondary education, where 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. Because of the shift in the curriculum, the general education curriculum in college will have fewer units, as these subjects taken up in basic education will be removed.

Despite dating back as far as 1925 with the Monroe Survey during the American period, the implementation process of the K–12 curriculum materialized only in May 20, 2008 with the filing of the Omnibus Education Reform Act of 2008 (Senate Bill 2294) by Senator Mar Roxas. Kindergarten then became compulsory three years later on June 6, 2011, as a requirement for the implementation of K–12 and start of phasing out process the 1945 or K–10 system on June 4 of the following year upon the start of the next school year (SY 2012–2013). On June 4, 2012, the K–12 was implemented where the new curriculum was implemented on Grades 1 and 7 (with the latter changing from First Year to Grade 7); the K–10 system was entirely phased out on June 5, 2017, when K–12 was implemented on Grade 6 which ended the 9-year implementation process of the new curriculum that spanned from the administrations of Gloria Macapagal-Arroyo to Rodrigo Duterte.

There were four phases during the implementation of the new system: Phase I: Laying the Foundations, which aimed to implement the universal kindergarten and the development of the program; Phase II: Modeling and Migration, which aimed to promote the enactment of the fundamental education law and to start the phased implementation of the new curriculum for grades 1 to 10, and for the modelling of the senior high school; Phase III: Complete Migration, which aimed to implement the old high school finally and to signal the end of migration to the new educational system; and Phase IV: Completion of the Reform, where the implementation of the K–12 education system is completed.

The Philippine government and DepEd in 2012 justified implementing 13 years of primary education because prior to the new K–12 in June 4, 2012, the Philippines was the only country in Asia and one of the three countries worldwide with a 10-year pre-university cycle (Angola, Djibouti and Myanmar); they also said the 13-year program is found to be the best period for learning under primary education, and is also the recognized standard for students and professionals globally.[69][71]

Timeline Edit

K-12 education Edit

K-12 education in the Philippines covers kindergarten and 12 years of primary 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.[69] Education is compulsory for all children, and free public education is provided for pre-elementary, elementary, and high school.

Schooling is divided into pre-elementary school, primary education, called elementary school, and secondary education, divided into junior high school and senior high school.

Pre-elementary Edit

Children usually enter kindergarten at age 5. Pupils are mandated to learn the alphabet, numbers, shapes and colors through games, songs, pictures, and dances in their native language; thus, after grade 1, every student can read in their native tongue. The 12 original mother tongue languages introduced for the curriculum's implementation on 2012–2013 school year are:[72]

Seven more mother tongue languages were added during the 2013–2014 school year: Aklanon, Ibanag, Ivatan, Kinaray-a, Sambal, Surigaonon and Yakan.[72]

Primary education Edit

 
Carranglan Central School in Carranglan, Nueva Ecija
 
An elementary school graduation ceremony in Caloocan on July 8, 2022

Elementary school, sometimes called primary or grade school (Filipino: paaralang primarya, paaralang elementarya, or mababang paaralan), includes the first six years of compulsory education (grades 1–6) after mandatory preschool education Kindergarten.[5]

From Kindergarten until grade 3, students are taught using their mother tongue, except for Filipino and English subjects; the mother tongue is also a separate subject for grades 1–3. English and Filipino are taught with a focus on "oral fluency". By grade 3, English and Filipino are gradually introduced as languages of instruction for other subjects.

Before the adoption of the Mother Tongue-Based Multilingual Education (MTB-MLE) system in 2012, a bilingual policy was used, wherein the medium of instruction was the Filipino language for Filipino, Araling Panlipunan, Edukasyong Pangkatawan, Kalusugan at Musika; English language was used for English, Science and Technology, Home Economics, and Livelihood Education.[73] In July 2009, the DepEd ordered all elementary schools to implement mother-tongue-based instruction (from grades 1–3), with Filipino and English languages to be phased in as the language of instruction.[74] A few private schools mainly catering to the elite include Spanish in their curriculum. In December 2007, President Gloria Macapagal Arroyo planned to reinstate Spanish as a mandatory subject in all Filipino schools starting in 2008, but this did not come into effect.[75][76] International English language schools use English as the foundational language. Chinese schools add two language subjects, Min Nan Chinese and Mandarin Chinese, and may use English or Chinese as the foundational language.

In public schools, the core subjects introduced starting in grade 1 include Mathematics, Filipino, and Araling Panlipunan (synonymous with Social studies). English is only taught after the second semester of grade 1; Science is introduced starting in grade 3. Starting as early as grade 1, Science and Mathematics subjects use the spiral progression approach that requires every lesson be taught in increasing complexity in every grade level until grade 10. Other significant subjects include Mother Tongue (grades 1–3); Edukasyong Pantahanan at Pangkabuhayan (EPP) for grades 4 and 5; Technology and Livelihood Education (TLE) for grade 6; and Edukasyon sa Pagpapakatao (synonymous to Ethics, Values or Character Education), and Music, Arts, Physical Education, and Health (MAPEH). In private schools, separate subjects are offered, including Computer Education; however, Computer Education is included in EPP and TLE through its ICT component. Religious Education is part of the curriculum in Christian and Catholic schools. International schools offer subjects in their language and culture.

Until 2004, primary students traditionally took the National Elementary Achievement Test (NEAT) administered by the Department of Education, Culture and Sports (DECS). The NEAT was intended to measure a school's competence, 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. In 2004, when DECS was officially converted into the Department of Education, the NEAT was changed to the National Achievement Test (NAT); both 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.

Secondary education Edit

 
Banga National High School in Banga, South Cotabato

Secondary school in the Philippines, more commonly known as "high school" (Filipino: paaralang sekundarya or mataas na paaralan), consists of 4 lower and two upper levels: the lower exploratory high school system called "junior high school" (grades 7–10), and the upper specialized high school system called "senior high school" (grades 11 and 12).[5] 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. Prior to the K-12 system, high school consisted of only four groups, with each level partially compartmentalized, focusing on a particular theme or content.

There are four main types of high school: the general secondary school, which enrol more than 90 per cent of all junior high school students; the general comprehensive high school; the secondary vocational school; and the special secondary school.[77]

Junior high school Edit

Students graduating from the elementary level automatically enrol in junior high, which covers four years from grades 7 to 10. Some private secondary schools have competitive entrance requirements based on an entrance examination. Entrance to science, art, and schools with special curricular programs is also by competitive analysis, sometimes including interviews and auditions.

The Department of Education specifies a compulsory public and private curriculum for all junior high school students. 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), Character Education (Edukasyon sa Pagpapakatao) and Technology and Livelihood Education (TLE).

Other public or private secondary schools offer specialized curricular programs for students with gifts and talents and aptitude in 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 offer comprehensive secondary education in a particular academic or career pathway field. Because of being career-pathway oriented, unique and advanced subjects are provided in place of TLE subjects and sometimes include even more time and topics for specialized learning and training.

In selective schools, various languages may be offered as electives, like in an SPFL program, and 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 offer electives or subjects like writing, culture, history, language, art, or a particular subject unique to the school. Preparatory schools like technical vocational schools or schools with TVL Programs usually add some business, entrepreneurship, and accountancy courses.

A particular government-run art school, such as the Philippine High School for the Arts (PHSA) (which the Cultural Center of the Philippines administers in coordination with the Department of Education and the National Commission for Culture and the Arts) offers a specialized and exclusive curricular program. Students from PHSA must maintain grades in their art field of specialization to continue studying in the institution. Only SPA students can enrol in PHSA for the second year after passing the exclusive test, auditions, and interviews. These schools offer scholarships for students with high aptitude and talents in science fields or the art fields, granting those who pass rigorous and exclusive tests many unique 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.

Senior high school Edit

Senior high school "completes" primary education by ensuring the graduate is equipped for work, entrepreneurship, or higher education. The old high school curriculum includes core classes and specialization classes based on student choice of specialization. Students may choose a field based on aptitude, interests, and school capacity. Classes or courses are divided into Core Curriculum Subjects and Track Subjects. All subjects (core, applied, and specialized) have 80 hours per semester each, except for Physical Education and Health, having 20 hours per semester.

The senior high school will be offered free in public schools. A voucher program will be in place for public junior high school completers and 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 should be borne only partially by parents. All grade 10 completers from a public junior high school who wish to enroll in a private senior high school will automatically get a voucher.[needs update]

There are eight learning areas under the core curriculum: languages, humanities, communication, physical education, mathematics, philosophy, natural sciences and social sciences. These will make up 15 core courses with the same contents and competencies but with allowed contextualization based on the school's location despite specializations of tracks and strands. Track subjects will be divided into Applied or Contextualized and Specialization Subjects. There would be 7 Applied Subjects with competencies common to tracks and strands or specializations but with different contents based on specialization. There would be 9 Specialization Subjects with unique contents and competencies under a track or strand. Applied subjects include English for Academic and Professional Purposes, Practical Research 1, Practical Research 2, Inquiries, Investigations, and Immersion, Pagsulat sa Filipino sa Piling Larangan, Empowerment Technologies, Entrepreneurship, and the Research Project.[needs update]

Tracks Edit

For their specialization classes, students choose from four tracks: Academic; Technical-Vocational-Livelihood; Sports; and Arts and Design. The Academic track includes five strands of specializations:

  • Accountancy and Business Management (ABM) will prepare students for college courses in business-related careers such as accountancy, business management, business administration, office management, economics, or entrepreneurship.
  • Humanities and Social Sciences (HUMSS) will prepare students for college courses in humanities like languages, mass communication and journalism, literature, philosophy, history, education, liberal arts, and the rest of the humanities and social sciences.
  • Science and Technology, Engineering, and Mathematics (STEM) will prepare students for college courses in basic and applied sciences, biological sciences, physical sciences, laboratory sciences, nutrition and allied medicine, mathematics, and engineering.
  • General Academic (GA) is a generic strand for students still deciding what to study in college or what track and strand to take, with the freedom to choose electives from any track or strand offered by the school.
  • The new Pre-Baccalaureate Maritime Strand is an academic maritime field preparatory strand with pre-engineering courses like pre-calculus, calculus, and physics, as well as one chemistry and introductory maritime course, preparing students who wish to pursue higher education in a maritime-related field.[78]

The Technical-Vocational-Livelihood (TVL) track includes five current specializations from which TESDA-based courses can be chosen: Home Economics, Agri-Fishery Arts, Industrial Arts, Information and Communications Technology, and 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 schools offering the TVL track.[79]

The Sports track will prepare students with sports science, sports-related, physical education-related, health-related, and movement-related courses. This will be with safety and first aid systems, fitness testing and basic exercise programming, psychosocial aspects of sports and exercise, and human movement. This track will prepare students for careers in sports athletics, fitness, training, recreational leadership, sports event management, coaching, and physical therapy.[80][needs update]

The Arts and design track will prepare students for the creative industries in various creative and artistic fields, including but not limited to performing arts and visual arts. Students will be trained with lectures and immersions in art appreciation, production, and performing arts. They will also learn and be prepared with physical and personal development, integrating elements and principles of art and building cultural and national identity in arts. Students also will be immersed in an art field of their choice.[81][needs update]

Vocational school Edit

 
Luciano Millan Memorial School of Arts and Trades, a TESDA-accredited training center in Asingan, Pangasinan

Formal technical and vocational education starts in secondary education, with a two-year curriculum, which grants access to vocational tertiary education. However, non-formal technical and vocational education is also provided as alternative learning programs.

Vocational schools offer a higher concentration of technical and vocational subjects besides the core academic subjects studied by students at public 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. Students study a general vocational area from the five main fields mentioned during the first two years. During the third and fourth years, they specialize in a discipline or vocation within that area. Programs contain a mixture of theory and practice.[82]

Upon completing 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 they pass the competency-based assessment administered by TESDA.[82]

Science high schools Edit

 
Philippine Science High School - Eastern Visayas Campus in March 2017

Science high schools are special schools for the more intellectually promising students to foster the problem-solving approach of critical thinking. As separate high schools, they have specific characteristics not found in regular high schools. However, any private or public high school can aspire to meet these minimum standards and be considered a science high school.[83] These science schools are more exclusive and have higher standards than public high schools.

Precise science high schools like the Philippine Science High School System (PSHS) administered by Department of Science and Technology (DOST) and the RSHS System (RSHS) administered by the DepEd have biology, chemistry, and physics at every level or exclusive and advanced science and math subjects as subjects in technology, pre-engineering, and research. PSHS or RSHS students may transfer to a STEM program school but not the way around. PSHS students may assign to an RSHS and vice versa only for the incoming sophomore year. PSHS and RSHS students must maintain an average grade, especially in their advanced sciences and math subjects, on a quarterly basis or continue their education in these schools.

Students who completed at least four years of secondary education under the pre-2011 system were awarded a Diploma (Katibayan) and a secondary school Certificate of Graduation (Katunayan) from the DepEd. Students are also granted a Permanent Record or Form 137-A,[84] 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.[82][needs update]

Other types of schools Edit

Aside from the general public school, other types of schools exist: private schools, preparatory schools, international schools, laboratory high schools, and science high schools. Several foreign ethnic groups operate their schools, including Chinese, British, Singaporeans, Americans, Koreans, and Japanese.[citation needed]

Chinese schools Edit

Main article: List of Chinese schools in the Philippines
 
A Chinese high school in Manila

Chinese schools add two subjects to the core curriculum: Chinese communication arts and literature. Some schools add Chinese history, philosophy and culture, and Chinese mathematics. Other Chinese schools, called cultural schools, offer Confucian classics and Chinese art as part of their curriculum. Religion also plays an integral role in the curriculum. American evangelists founded some Chinese schools, while some have Catholic roots.

Islamic schools Edit

In 2004, the Department of Education adopted Department Order No. 51, including Arabic Language and Islamic Values in the standard curriculum for Muslim children in public schools. The same order authorized the implementation of the Standard Madrasa Curriculum (SMC) in the private madaris.[85][86] The SMC combines the RBEC subjects (English, Filipino, Science, Math, and Makabayan) and the teaching of Arabic and Islamic studies.[87] Islamic schools have a separate subject for Arabic Language and Islamic Values (ALIVE). Arabic is taught in Islamic schools.[88]

While there have 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 (BEAM) has assisted a group of private madaris seeking government permits to operate (PTO) and implement the SMC.[87]

School year and class hours Edit

Further information: Academic year § Philippines

The school year usually runs from June to March, with an intervening semestral break at the last week of October (around All Saints' Day). By law, the school year can begin as early as June or as late as August.[89]

There are two major school breaks: a semestral break from the last week of October to the first week of November including All Saints Day, and a two-week school break at the 3rd and last weeks of December around Christmas and New Year's Day (including Rizal Day). Other national school holidays are for Independence Day (June 12), Ninoy Aquino Day (August 21), National Heroes Day (last Monday of August), Bonifacio Day (November 30), Feast of the Immaculate Conception (December 8), Chinese New Year and People Power Day (February 25). The Muslim holidays Eid'l Fitr and Eid'l Adha are also national school holidays when they fall anywhere within the school year. Schools may also have additional holidays at the provincial, city and municipal levels.

Students are required to go to school for five days (Monday to Friday). School days are usually divided into morning and afternoon shifts, the former usually beginning 6:00 am and ending at noon, and the latter from noon to 6:00 pm. Urban public schools may add a mid-day shift to alleviate classroom overcrowding.

Uniforms Edit

Further information: School uniforms by country § Philippines
 
Female students in school uniform at Licab, Nueva Ecija

Filipino students at both public and private schools usually wear school uniforms, designated by each individual school. Mandatory school uniforms at public schools were abolished in 2008 under President Gloria Macapagal-Arroyo's orders.[90][91]

Boys usually wear a collared shirt with pants or shorts (usually up to elementary level),[92] and black leather shoes and white socks. Girls usually wear a collared blouse, with or without a necktie or ribbon, a calf-length skirt or jumper dress,[92] and black shoes and white socks. Colors used usually vary by school,[92] but usually match school colors, and most uniforms incorporate the school's seal, crest or logo. Students also wear Scouting and physical education (PE) uniforms at designated days each week. Schools may also prohibit students from wearing make-up, jewelry or certain hairstyles.

Higher education Edit

Main article: Higher education in the Philippines
 
The Diliman campus of University of the Philippines, the country's national state university, in Quezon City
 
University of Santo Tomas, a private Catholic university in Manila

Tertiary education matters are outside the jurisdiction of DepEd and are instead governed by the Commission on Higher Education (CHED). As of 2020, there are over 1,975 higher education institutions (HEIs) in the country (excluding satellite campuses of state universities and colleges), classified into public and private institutions. There are 246 public higher education institutions which account for 12% of all HEIs; private institutions number at 1,729, accounting for 88% of all HEIs.[93]

Public HEIs are further divided into state universities and colleges (SUCs), local colleges and universities (LUCs), and Other Government Schools (further composed of OGS, CSI [CHED Supervised Institution], and Special HEIs).[94][93][95] SUCs are administered and financed by the national government as the Philippine Congress determines. LUCs are funded and established through ordinances and resolutions by local government units governing its area.[96][97] Special HEIs, such as the Philippine Military Academy, offer programs related to public service and are administered through the use of specific laws that were created for them. Finally, government schools[clarification needed] are public secondary and post-secondary technical-vocational education institutions that offer higher education programs.

Private HEIs are established and governed by special provisions by a Corporation Code and are classified as sectarian and non-sectarian. Sectarian HEIs are non-profit institutions owned and operated by religious organizations. Non-sectarian institutions are owned and operated by private entities that have no affiliation with religious organizations.[97] Of the 1,729 institutions as of the Academic Year 2019–2020, 356 (21%) are sectarian, and 1,373 (79%) are non-sectarian.[93]

According to CHED statistics, there were 7,766 foreign nationals studying in various HEIs 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.[98]

Secondary students used to sit for the National Secondary Achievement Test (NSAT), based on the American SAT and administered by the DepEd. Like its primary school counterpart, NSAT was phased out in November 2001 after significant reorganizations in the education department.[99] Its successors, the National Career Assessment Examination (NCAE) (since 2006) and National Achievement Test (NAT) were administered to 3rd and 4th Year students, respectively, before the implementation of the K-12 system.[100][101] The National Career Assessment Examination (NCAE) is now being distributed for grade 9, and the National Achievement Test (NAT) is being administered for grades 3, 6, 10, and 12. Neither the NSAT nor NAT has 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, HEIs, both public and private, administer their own entrance examinations. Vocational colleges usually do not have entrance examinations.

Alternative Learning System Edit

Main article: Alternative Learning System (Philippines)
 
An ALS learning center in Pasay

The alternative learning system (ALS) in the Philippines caters to the needs of those unable to access formal education or those that have yet to receive proper instruction from traditional education institutions for various reasons.[102] According to DepEd, ALS is a laddered and modular non-formal education program for dropouts in elementary and secondary schools. The program enables students to attend classes according to their desired timetables.[103]

Although similar to formal teaching institutions, there will be a diagnostic test for any student to gauge their skill level needed per grade level. If a student needs to gain essential skills, such as reading and writing, an additional program is offered to help them learn the basics before taking the diagnostic test; a specific number of hours is required of the student to finish the program. There will be a final assessment to test the student's comprehensive knowledge. If the student passes, they will be given a certificate signed by the DepEd secretary, allowing them to apply for college degrees, work, and formal training programs. The student can re-enroll in elementary/secondary education in formal teaching institutions.

Non-formal technical and vocational education (such as centre-based programs, community-based programs and enterprise-based training, or the Alternative Learning System (ALS)) is assumed by institutions usually accredited by TESDA.[104] These institutions may be government operated, often by a local government, or run by private organizations. They may offer programs ranging from a couple of weeks to two-year diploma courses. Upon graduating from most of these courses, students take an examination from TESDA to obtain the relevant certificate or diploma.

Indigenous peoples' schools Edit

The 1987 Philippine Constitution provides for recognizing and promoting indigenous learning systems under Article XIV, Section 2, Paragraph 1.[103]

The national education policy framework for indigenous peoples was signed in 2011 by the DepEd to help promote the rights of Philippine indigenous peoples. The framework directs the DepEd, the National Commission on Indigenous Peoples, National Commission for Culture and the Arts, and other government agencies to provide adequate and culturally relevant learning to Philippine indigenous peoples. Government agencies are also tasked to develop textbooks and other learning materials.[105][106]

Schools for the handicapped Edit

 
The Philippine National School for the Deaf in Pasay, established in 1907, is the Philippines' and Asia's pioneer school for the handicapped.[107]

Schools for the handicapped in the Philippines cater to children with intellectual disability, including those with visual, hearing, and orthopedic impairments.[77]

Teachers Edit

 
A Grade 9 Science teacher

There are 876,842 public school teachers in the Philippines as of 2021.[108] The teacher-learner ratio in Philippine public schools in 2020 was 1:28 in public elementary schools, 1:25 in junior high school, and 1:29 in senior high school.[109] There are 500,000 teaching and non-teaching staff members in private schools as of 2022.[110]

The starting pay for public school teachers in the Philippines is ₱20,754 monthly.[111] As many as 92% of public school teachers receive a monthly salary of ₱25,000 to ₱30,000.[112] Some private school teachers are paid ₱6,000 monthly.[112] There are pending bills in Congress proposing salary increases for public school teachers.[113][114][111]

To improve the quality of teachers' education in the country, in April 2022, Republic Act No. 11713 was signed. The law mandated the establishment of a scholarship program for aspiring education students; enhancing the Teacher Education Council; and designation of at least one teacher education institution, recognized by the Commission on Higher Education, as Center of Excellence in Special Needs Education in each of three island groups and three metropolitan areas in the country.[115]

Students Edit

More than 27.2 million students are enrolled in 2021, 23.9 million of whom are in public schools.[116] An estimated 2 million students aged 16 to 18 were not attending schools as of 2023.[117]

Classrooms Edit

 
A public school classroom in Pasay

As of 2023, there are 327,851 school buildings in the country, 104,536 of which are in good condition.[118] The 2019 National School Building Inventory reported a shortage of 167,901 classrooms in the country.[118] The Senate Committee on basic education estimates that ₱420 billion is needed to build classrooms for the country's education system.[118]

Issues Edit

 
PSHS Main Campus. There is a disparity between rural and urban education facilities in the Philippines.
 
Signage showing the different shifts for students in a school in Marikina. Some schools implement shifts in class schedules to compensate for inadequate school buildings, teachers, and materials.

The Philippine education system struggles with policy implementation, and many government schools need more classroom space, textbooks, desks and learning equipment, such as libraries, computers and science laboratories. Most government schools with large class sizes run in two or three shifts. A local context of political and socio-religious tensions and a high rate of school principal turnover compound these bureaucratic weaknesses.[119]

The Human Rights Measurement Initiative (HRMI)[120] finds that the Philippines is fulfilling 79.0% of what it should be for the right to education based on the country's income level.[121] HRMI breaks down the right to education by examining the rights to both primary and secondary education. While considering the Philippines' income level, the nation is achieving 87.8% of what should be possible based on its resources (income) for primary education but only 70.2% for secondary education.[121]

Affordability Edit

A prevalent issue the Philippine educational system continuously encounters is the affordability of education. A significant disparity in academic achievements is evident across various social groups. Students from low-income families have higher drop-out rates at the elementary level.[122]

Poor learning outcomes Edit

The Programme for International Student Assessment conducted by the Organisation for Economic Co-operation and Development in 2018 showed that 15-year-old students in the Philippines scored lower in mathematics, science, and reading compared to students from other countries.[123][124]

The State of Global Learning Poverty 2022 Update rated the Philippines' learning poverty at 90.9% for the year 2019.[125][123]

Quality of teacher education Edit

Poor quality in teaching, questionable teachers' expertise on subjects that they teach, and below-average passing rates in Licensure Examination for Teachers (LET) have been identified as major issues in the country's educational system.[126][127] Elementary teacher LET from 2014 to 2019 revealed an average passing rate of only 28 percent, while secondary teacher LET showed an average passing rate of 36 percent.[128]

A 2021 World Bank report showed that learning poverty in the Philippines was linked to most teachers in the Philippines using ineffective teaching practices, teachers' lack of mastery, as well as teacher absenteeism.[129]

Inadequate funding Edit

According to the 2023 Philippine development plan, poor educational outcomes have been caused by "decades of incapacity and suboptimal investment in education."[130] Government think tank Philippine Institute for Development Studies (PIDS) said that the country has not been spending enough to improve education.

PIDS linked underinvestment in education—including inadequate funding for classroom construction and maintenance, teachers' salaries, teacher training, and teaching materials—to the poor performance of students.[131]

The Department of Education has proposed a budget of PHP758.6 billion for 2024, an increase of PHP36.8 billion. The increase is only 39% of the increase the department received in 2022-2023.[132] The Philippine High School for the Arts, the National Museum, and other agencies under the Department of Education will be subject to substantial budget cuts under the proposed budget.[132]

The Alliance of Concerned Teachers called for setting targets for addressing classroom shortages and proposed raising the salary grade of public school teachers.[130]

Impact of the COVID-19 pandemic Edit

Further information: Impact of the COVID-19 pandemic on education and Mental health during the COVID-19 pandemic

Several schools shut down and student enrollment dropped during the COVID-19 pandemic in the Philippines.[133] As schools shifted to remote learning, students and teachers experienced difficulties due to the lack of gadgets, inadequate allowance for internet fees, and poor internet connection.[134]

Students experienced learning loss and increased incidence of mental health issues.[133]

The Philippines and Venezuela were the last countries to resume face-to-face classes.[134]

Mismatch Edit

There needs to be a significant match between educational training and actual jobs. This stands to be a major issue at the tertiary level. It is, furthermore, the cause of the continuation of a substantial amount of educated yet unemployed or underemployed people.

Brain drain Edit

Brain drain is a persistent problem evident in the educational system of the Philippines due to the modern phenomenon of globalization,[135] with the number of Overseas Filipino Workers (OFWs) who worked abroad at any time from April to September 2014 estimated at 2.3 million.[136] This ongoing mass emigration subsequently induces brain drain alongside grave economic implications.

See also Edit

Main links
Categories

References Edit

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Further reading Edit

  • Factora, Agapito Quevedo. "A critical examination of the American school system in the Philippine Islands" (PhD dissertation, University of Southern California; ProQuest Dissertations Publishing, 1940. DP23453).
  • Florido, Alethea M. (2006). Education Profile of the Philippines and Best Practices in Filipino Schools and Classrooms (PDF) (Report). University of North Carolina.
  • FOX, HENRY FREDERICK. "OFFICIAL SPANISH POLICY CONCERNING ELEMENTARY EDUCATION IN THE PHILIPPINES FROM 1863 TO 1898, COMPARED WITH OFFICIAL AMERICAN POLICY FROM 1900 TO 1935" (PhD dissertation, The University of Chicago; ProQuest Dissertations Publishing, 1952. T-01719).
  • Monroe, Paul, ed. Cyclopedia of Education (5 vol 2015)
  • Quirante, Luceno L. "A study of the policy of centralization of education in the Philippines, 1898-1953" (PhD dissertation,  University of Maryland, College Park; ProQuest Dissertations Publishing, 1953. DP70532).

External links Edit

 
Wikimedia Commons has media related to Education in the Philippines.
  • Department of Education
  • Commission on Higher Education
  • Technical Education And Skills Development Authority
  • World Data on Education, UNESCO-IBE (2011) – overview of the education system
  • TVET in the Philippines, UNESCO-UNEVOC (2014) – overview of the technical and vocational education system
  • Overseas Workers Welfare Administration Scholarship

October 15, 2023
education, philippines, this, article, needs, additional, citations, verification, please, help, improve, this, article, adding, citations, reliable, sources, unsourced, material, challenged, removed, find, sources, news, newspapers, books, scholar, jstor, feb. This article needs additional citations for verification Please help improve this article by adding citations to reliable sources Unsourced material may be challenged and removed Find sources Education in the Philippines news newspapers books scholar JSTOR February 2023 Learn how and when to remove this template message Education in the Philippines is compulsory at the basic education level composed of kindergarten elementary school grades 1 6 junior high school grades 7 10 and senior high school grades 11 12 5 The educational system is managed by three government agencies by level of education the Department of Education DepEd for basic education the Commission on Higher Education CHED for higher education and the Technical Education and Skills Development Authority TESDA for technical and vocational education Public education is funded by the national government Education in the PhilippinesDepartment of Education DepEd Commission on Higher Education CHED Technical Education and Skills Development Authority TESDA Secretary of EducationSara DuterteChairperson of CHEDProspero de VeraDirector General of TESDASuharto MangudadatuNational education budget 2023 Budget 852 8 billion 1 DepEd CHED TESDA SUCs General detailsPrimary languagesFilipinoEnglishPhilippine regional languagesSystem typeNationalLiteracy 2019 2 Total98 4 Male97 9 Female98 9 Enrollment 2021 2022 3 Total27 56 million public schools 1 44 million private schools Primary2 18 million public kindergarten schools 12 79 million public elementary schools Secondary8 75 million public junior high schools 3 82 million public senior high schools Post secondary5 6 millionAttainment 2010 4 Secondary diploma19 1 Post secondary diploma12 8 11 Figures include post baccalaureate data Private schools are generally free to determine their curriculum in accordance with existing laws and regulations Institutions of higher education are classified as public or private public institutions are subdivided into state universities and colleges SUCs and local colleges and universities LCUs Contents 1 History 1 1 Pre colonial period 1 2 Spanish period 1 3 First Republic 1 4 American period 1 5 Japanese period and Second Republic 1 6 Third to Fifth Republic 1 7 Contemporary period 2 Educational stages 2 1 K 11 1901 1945 2 2 K 10 1945 2017 2 3 K 12 2012 present 2 4 Timeline 3 K 12 education 3 1 Pre elementary 3 2 Primary education 3 3 Secondary education 3 3 1 Junior high school 3 3 2 Senior high school 3 3 2 1 Tracks 3 3 3 Vocational school 3 3 4 Science high schools 3 4 Other types of schools 3 4 1 Chinese schools 3 4 2 Islamic schools 3 5 School year and class hours 3 6 Uniforms 4 Higher education 5 Alternative Learning System 5 1 Indigenous peoples schools 5 2 Schools for the handicapped 6 Teachers 7 Students 8 Classrooms 9 Issues 9 1 Affordability 9 2 Poor learning outcomes 9 3 Quality of teacher education 9 4 Inadequate funding 9 5 Impact of the COVID 19 pandemic 9 6 Mismatch 9 7 Brain drain 10 See also 11 References 12 Further reading 13 External linksHistory Edit nbsp University of Santo Tomas Baybayin DocumentsPre colonial period Edit See also Ancient Philippine scripts and Baybayin During the pre colonial period most children were provided solely vocational training supervised by parents tribal tutors or those assigned to specific specialized roles within their communities for example the babaylan 6 In most communities stories songs poetry dances medicinal practices and advice regarding all sorts of community life issues were passed from generation to generation primarily through oral tradition 7 Some communities utilized a writing system known as baybayin whose use was wide and varied though other syllabaries were used throughout the archipelago 6 Spanish period Edit Main article Education in the Philippines during Spanish rule Formal education was brought to the Philippines by the Spanish which was primarily conducted by religious orders 8 Upon learning the local languages and writing systems they began teaching Christianity the Spanish language and Spanish culture 9 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 and the Dominicans in 1587 set up a school in Bataan 10 The church and the school cooperated to ensure that Christian villages had schools for students to attend 11 Schools for boys and girls were then opened Colegios were opened for boys ostensibly the equivalent to present day senior high schools 9 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 life at convent and another a Colegio meant to prepare them for secular womanhood 9 nbsp Cover of Doctrina ChristianaThe Spanish also introduced printing presses to produce books in Spanish and Tagalog sometimes using Baybayin 12 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 sometimes called 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 13 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 municipal government s responsibility and the establishment of a regular school for male teachers under the supervision of the Jesuits 9 Primary education was also declared free and available to every Filipino regardless of race or social class Contrary to what the Spanish American War propaganda tried to depict and current popular media they were not religious schools instead they were schools established supported and maintained by the Spanish government 14 After implementing 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 14 By 1898 enrollment in schools at all levels exceeded 200 000 students 15 16 There was some opposition to universal education from Spanish priests only 1 6 of the population gained more than primary school education 17 Among those who benefited from the accessible public education system were a burgeoning group of Filipino intellectuals the Ilustrados enlightened ones some of whom included Jose Rizal Graciano Lopez 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 18 Non Spaniards founded some schools during this period that were not colonial creations citation needed Damian Domingo established in 1823 a fine arts school known as the Academia de Dibujo y Pintura 19 now the Fine Arts College of the University of the Philippines In 1868 Dona Margarita Roxas de Ayala established the girls school La Concordia 20 First Republic Edit The defeat of Spain following the Spanish American War led to the short lived Philippine Independence movement which established the First Philippine Republic The schools maintained by Spain for over three centuries were closed briefly but reopened on August 29 1898 by the Secretary of Interiors 21 The Instituto Burgos Burgos Institute the Academia Militar the country s first military academy citation needed and the Universidad de Literaria de Filipinas Literary University of the Philippines were established 22 23 Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic 24 However the Philippine American War hindered its progress 25 Established in the American occupied zone Colegio Filipino now National University is a Philippine college that dates from this period and has survived 26 27 There also existed for many decades the Rosa Sevilla Memorial School originally founded on July 15 1900 as the Instituto de Mujeres an all girls private school 28 American period Edit Main article Education in the Philippines during American rule About a year after securing Manila the Americans were keen to open up seven schools with army service members teaching with army command selected books and supplies 29 In the same year 1899 more schools were opened this time with 24 English language teachers and 4500 students In that system primary education consisted of 6 years of elementary and four years of secondary schooling Until recently it prepared students for tertiary level instruction to earn a degree and secure a job later in life 29 A highly centralized experimental public school system was installed in 1901 by the Philippine Commission and legislated by Act No 74 30 The law exposed a severe shortage of qualified teachers 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 called the Thomasites to the Philippines between 1901 and 1902 These teachers were scattered throughout the islands to establish barangay schools 16 The same law established the Philippine Normal School now the Philippine Normal University to train aspiring Filipino teachers Provincial governments supported the high school system It included particular educational institutions schools of arts and trades an agricultural school and commerce and marine institutes established in 1902 by the Philippine Commission 31 Several other laws were passed throughout the period In 1902 Act No 372 authorized the opening of provincial high schools 29 While in 1908 Act No 1870 initiated the opening of the University of the Philippines now the country s national university 32 33 However the emergence of high school education in the Philippines did not occur until 1910 It was borne out of rising numbers in enrollment widespread economic depression growing demand by big businesses and technological advances in factories the emergence of electrification and the growing need for skilled workers 29 High schools were created to meet this new job demand and the curriculum focused on practical job skills that would better prepare students for professional white collar or skilled blue collar work This proved 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 school enrollment has hindered revisions to the then implemented experimental educational system 29 Act No 1801 also known as Gabaldon Law was passed in 1907 which provided a fund of a million pesos for the construction of concrete school buildings and is one of many attempts by the government to meet this demand 34 35 In line 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 natural born Filipinos 36 37 A series of revisions in terms of content length and focus to the curriculum began in 1925 when the Monroe Survey Commission released its findings The survey also started the process of implementing the K 12 curriculum and took decades before it was finally implemented on June 4 2012 After convening 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 29 However the Board faced difficulties even up to the 1940s because financial problems hindered the possibility of newer adaptations of books 29 nbsp Boys of the Moro Agricultural School Jolo Sulu 1923The Moro Province originally had its own Department of Public Instruction separate from the national system Education rapidly expanded with the number of teachers rising from 74 in 1904 to 239 by 1914 The number of schools rose from 52 in 1904 to 366 in 1920 with a corresponding increase in enrollment from 2114 to over 33 000 38 68 Such registration was primarily made up of first and second year students after which attendance decreased This increase also disproportionately benefited Christian inhabitants of the province and most staff were Christians from elsewhere in the Philippine Islands Perhaps less than 10 of Muslim children attended public schools in 1920 38 70 with attendance remaining low throughout the American period 38 88 Education was primarily in English 38 73 74 and aimed to introduce American values to the local population 38 76 78 The Department of Public Instruction moved under the control of the National Bureau of Education in 1915 It was fully integrated into the national system by 1922 38 68 part of transferring government to local Filipinos as part of a pathway towards independence 38 83 Educational materials when they began incorporating stories and cultural aspects from the Philippines represented the mainstream Christian narrative 38 88 89 Under the Commonwealth of the Philippines the national curriculum served as a tool to inoculate a single national identity across the diverse ethnolinguistic groups of the archipelago 38 110 Japanese period and Second Republic Edit During the Japanese occupation education indoctrinated the public to inculcate Japanese ideologies causing low enrollment rates 39 The Japanese Military Administration s Order No February 2 17 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 the love of labour 40 39 After having been closed following the outbreak of the Pacific War elementary schools followed by vocational and regular schools reopened Colleges offering agriculture medicine fisheries and engineering courses also resumed teaching However law courses were not instructed Textbook passages concerning American ideologies of democracy were censored 41 Educational reforms required teachers to obtain licenses following rigorous examinations All heads of educational institutions were also required to get support Also the teaching of Tagalog Philippine History and character education was 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 the Japanese authorities even increased its student population A school established during the Japanese period which still exists is St Paul College of Makati Third to Fifth Republic Edit The country s education sector underwent 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 the Department of Instruction into the Department of Education with the regulation and supervision of public and private schools belonging to the Bureau of Public and Private Schools 42 After the war the public school system was rebuilt by launching the Philippine Community School program which received worldwide recognition 43 44 As early as 1953 the educational development in the Philippines drew attention from neighbouring Asian countries with several Asian educators visiting the country to observe and study the vocational industrial schools 45 The American colonial government recommended a shift to the American system six years instead of seven for elementary three years of junior high school and three more years of senior high school for 12 years of basic education The transition began with the removal of Grade 6 from elementary but the addition of two years in high school was never completed Following independence Islamic schools began to spread in Mindanao creating a parallel educational structure to higher education 38 111 Under the Marcos administration the Department of Education became the Department of Education and Culture and consequently Ministry of Education and Culture through Proclamation No 1081 and Presidential Decree No 1397 respectively 46 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 47 After the ratification of the 1987 Philippine Constitution the fundamental aims of education in the Philippines were defined and most importantly elementary schooling was made compulsory for all children 48 49 Meanwhile the Free Public Secondary Education Act of 1988 or Republic Act 6655 mandated free public secondary education commencing in the school year 1988 1989 50 51 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 46 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 to the tri focalization 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 52 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 53 Meanwhile the Department of Education Culture and Sports retained all elementary and secondary education responsibilities 50 Contemporary period Edit The start of the twenty first century saw a significant 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 department s name to the current Department of Education DepEd and redefined the role of field offices regional offices division offices district offices and schools The act also provided the overall framework for school empowerment by strengthening the leadership roles of principals and fostering transparency and local accountability for school administrations 37 In January 2009 the DepEd signed a memorandum of agreement with the United States Agency for International Development USAID to seal US 86 million in assistance to Philippine education particularly the access to quality education in the Autonomous Region of Muslim Mindanao ARMM and the Western and Central Mindanao regions 54 On June 4 2010 during the administration of Gloria Macapagal Arroyo the 2010 Secondary Education Curriculum SEC or DepEd Order 76 Series of 2010 was implemented 55 The 2010 SEC which focused on teaching and learning for understanding was scheduled to be progressively mainstreamed from 2010 to 2014 however it was only effective until June 1 2015 and was phased out when the K 12 program of Arroyo s successor Benigno Aquino III was implemented on Grade 10 which changed from Fourth Year to Grade 10 nbsp Republic Act No 10533 or the Enhanced Basic Education Act of 2013 was signed by President Benigno Aquino III in May 2013 After decades of surveys consultations and studies starting with the Monroe Survey in 1925 during the American period the 9 year implementation process of K 12 curriculum finally materialized on May 20 2008 when Senator Mar Roxas filed the Omnibus Education Reform Act of 2008 Senate Bill 2294 to strengthen the Philippine education system through timely interventions on the quality of teachers the medium of instruction used and the evaluation of students aptitude among other aspects It mandates the implementation of K 12 four years later four years later on June 4 2012 which increase in the number of years in basic education from 10 years to 12 years as consistent with global standards Senator and presidential candidate Benigno Aquino III then adopted the position of SB 2294 seven days after the start of the 2010s decade on January 7 2010 he said this will give everyone an equal chance to succeed and have quality education and profitable jobs 56 57 58 On June 6 2011 Kindergarten became compulsory as a requirement for the implementation of K 12 and start of phasing out K 10 on June 4 of the following year The K 12 educational 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 started to be implemented on School Year SY 2012 2013 in June 4 2012 the K 12 also included a new curriculum for all schools nationwide 59 60 61 To guarantee continuity of the K 12 Program in the succeeding years Kindergarten was formally made compulsory by the Kindergarten Education Act of 2012 62 while the further twelve years were institutionalized by the Enhanced Basic Education Act of 2013 63 The 1945 K 10 system was entirely phased out on June 5 2017 upon implementing K 12 in Grade 6 ending the 9 year implementation process of the K 12 curriculum that spanned from the administrations of Gloria Macapagal Arroyo to Rodrigo Duterte In 2017 the Universal Access to Quality Tertiary Education Act was signed by President Duterte mandating the government through all state universities and colleges SUCs to provide free tertiary education for all Filipino citizens 64 65 The mandate does not include private schools however certain subsidies for students enrolled in private higher education institutions are available In January 2021 the alternative learning system ALS was institutionalized by a law signed by President Duterte 66 A new less congested curriculum for Kindergarten to Grade 10 called the Matatag curriculum was launched by the DepEd headed by Vice President Sara Duterte in August 2023 The new curriculum reduced the learning areas for students from seven to five and removed Mother Tongue as a separate subject it also emphasized a Makabansa learning area to instill Filipino identity and nationalism among students 67 Educational stages Edit nbsp The 13 years of compulsory education in the Philippines is divided into kindergarten primary education junior high school and senior high school 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 various specialized programs and institutions for full time technical and professional training 68 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 the educative influences and resources in their environment or alternative learning systems provided by the Department of Education DepEd Technical Education and Skills Development Authority TESDA and other programs from educational institutions Basic education is 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 K 11 1901 1945 Edit Education system used from 1901 to 1945 K 11 School Grade level AgesPre elementary school Kindergarten 5 6Basic educationElementary school Grade 1 6 7Grade 2 7 8Grade 3 8 9Grade 4 9 10Grade 5 10 11Grade 6 11 12Grade 7 12 13High school 1st year 13 142nd year 14 153rd year 15 164th year 16 17Higher educationCollege Varies 17 or 18 and upDuring the American period the Philippines had three levels of education the elementary level which consisted of four primary years and 3 intermediate years the secondary or high school level consisting of four years and the college or tertiary level Every child from age 7 was required to register in schools in their respective town or province students were given free school materials Religion was not part of the curriculum of the schools as it had been during the Spanish period K 10 1945 2017 Edit Education system used from 1945 until June 5 2017 K 10 School Grade AgePre elementary school Kindergarten 5 6 or 4 5Compulsory educationElementary school Grade 1 6 7 or 5 6Grade 2 7 8 or 6 7Grade 3 8 9 or 7 8Grade 4 9 10 or 8 9Grade 5 10 11 or 9 10Grade 6 11 12 or 10 11High school 1st year 12 13 or 11 122nd year 13 14 or 12 133rd year 14 15 or 13 144th year 15 16 or 14 15Higher educationCollege Varies 15 or 16 and upThe K 10 system was used for 72 years from 1945 until the implementation of the K 12 curriculum in Grade 6 on June 5 2017 The K 10 consisted of one year non compulsory preschool education six year compulsory elementary education and four year compulsory high school education Although public preschool elementary and high school education are free only primary education is mandatory according to the 1987 Philippine Constitution Pre primary education caters to children aged five a child aged six could enter elementary school without pre primary education Following primary education is four years of secondary education divided into three years of lower secondary and one year of upper secondary education ideally a child would enter secondary education at the age of 12 After completing 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 The K 10 system co existed with the current K 12 curriculum from June 4 2012 until K 10 was entirely phased out on June 5 2017 upon implementing K 12 in Grade 6 The last batch of the K 10 elementary and high school students have completed primary and secondary education at the end of School Years 2014 2015 and 2016 2017 respectively K 12 2012 present Edit Current education system used since June 4 2012 K 12 Implementation process May 20 2008 June 5 2017School Grade level AgesPre elementary school Kindergarten 5 6 or 4 5Basic educationElementary school Grade 1 6 7 or 5 6Grade 2 7 8 or 6 7Grade 3 8 9 or 7 8Grade 4 9 10 or 8 9Grade 5 10 11 or 9 10Grade 6 11 12 or 10 11Junior high school Grade 7 12 13 or 11 12Grade 8 13 14 or 12 13Grade 9 14 15 or 13 14Grade 10 15 16 or 14 15Senior high school Grade 11 16 17 or 15 16Grade 12 17 18 or 16 17Higher educationCollege Varies 17 or 18 and upThe current basic education system in the Philippines first used at the start of School Year SY 2012 2013 in June 4 2012 as part of the 9 year K 12 implementation process from May 20 2008 to June 5 2017 comprises kindergarten and 12 years of primary and secondary education all of which are compulsory Students also have the option to enrol in higher education programs to earn a baccalaureate degree 69 70 The new system divided secondary education into two junior high school from the first four years of the 1945 2017 K 10 system and senior high school which encompasses the 11th and 12th year of the new educational system Senior high school serves as specialized upper secondary education where 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 Because of the shift in the curriculum the general education curriculum in college will have fewer units as these subjects taken up in basic education will be removed Despite dating back as far as 1925 with the Monroe Survey during the American period the implementation process of the K 12 curriculum materialized only in May 20 2008 with the filing of the Omnibus Education Reform Act of 2008 Senate Bill 2294 by Senator Mar Roxas Kindergarten then became compulsory three years later on June 6 2011 as a requirement for the implementation of K 12 and start of phasing out process the 1945 or K 10 system on June 4 of the following year upon the start of the next school year SY 2012 2013 On June 4 2012 the K 12 was implemented where the new curriculum was implemented on Grades 1 and 7 with the latter changing from First Year to Grade 7 the K 10 system was entirely phased out on June 5 2017 when K 12 was implemented on Grade 6 which ended the 9 year implementation process of the new curriculum that spanned from the administrations of Gloria Macapagal Arroyo to Rodrigo Duterte There were four phases during the implementation of the new system Phase I Laying the Foundations which aimed to implement the universal kindergarten and the development of the program Phase II Modeling and Migration which aimed to promote the enactment of the fundamental education law and to start the phased implementation of the new curriculum for grades 1 to 10 and for the modelling of the senior high school Phase III Complete Migration which aimed to implement the old high school finally and to signal the end of migration to the new educational system and Phase IV Completion of the Reform where the implementation of the K 12 education system is completed The Philippine government and DepEd in 2012 justified implementing 13 years of primary education because prior to the new K 12 in June 4 2012 the Philippines was the only country in Asia and one of the three countries worldwide with a 10 year pre university cycle Angola Djibouti and Myanmar they also said the 13 year program is found to be the best period for learning under primary education and is also the recognized standard for students and professionals globally 69 71 Timeline EditK 12 education EditIt has been suggested that portions of this section be split out into another article Discuss April 2022 K 12 education in the Philippines covers kindergarten and 12 years of primary 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 69 Education is compulsory for all children and free public education is provided for pre elementary elementary and high school Schooling is divided into pre elementary school primary education called elementary school and secondary education divided into junior high school and senior high school Pre elementary Edit Children usually enter kindergarten at age 5 Pupils are mandated to learn the alphabet numbers shapes and colors through games songs pictures and dances in their native language thus after grade 1 every student can read in their native tongue The 12 original mother tongue languages introduced for the curriculum s implementation on 2012 2013 school year are 72 Bicolano Cebuano Chavacano Hiligaynon Ilocano Kapampangan Maguindanaoan Maranao Pangasinense Tagalog Tausug Waray Waray Seven more mother tongue languages were added during the 2013 2014 school year Aklanon Ibanag Ivatan Kinaray a Sambal Surigaonon and Yakan 72 Primary education Edit nbsp Carranglan Central School in Carranglan Nueva Ecija nbsp An elementary school graduation ceremony in Caloocan on July 8 2022Elementary school sometimes called primary or grade school Filipino paaralang primarya paaralang elementarya or mababang paaralan includes the first six years of compulsory education grades 1 6 after mandatory preschool education Kindergarten 5 From Kindergarten until grade 3 students are taught using their mother tongue except for Filipino and English subjects the mother tongue is also a separate subject for grades 1 3 English and Filipino are taught with a focus on oral fluency By grade 3 English and Filipino are gradually introduced as languages of instruction for other subjects Before the adoption of the Mother Tongue Based Multilingual Education MTB MLE system in 2012 a bilingual policy was used wherein the medium of instruction was the Filipino language for Filipino Araling Panlipunan Edukasyong Pangkatawan Kalusugan at Musika English language was used for English Science and Technology Home Economics and Livelihood Education 73 In July 2009 the DepEd ordered all elementary schools to implement mother tongue based instruction from grades 1 3 with Filipino and English languages to be phased in as the language of instruction 74 A few private schools mainly catering to the elite include Spanish in their curriculum In December 2007 President Gloria Macapagal Arroyo planned to reinstate Spanish as a mandatory subject in all Filipino schools starting in 2008 but this did not come into effect 75 76 International English language schools use English as the foundational language Chinese schools add two language subjects Min Nan Chinese and Mandarin Chinese and may use English or Chinese as the foundational language In public schools the core subjects introduced starting in grade 1 include Mathematics Filipino and Araling Panlipunan synonymous with Social studies English is only taught after the second semester of grade 1 Science is introduced starting in grade 3 Starting as early as grade 1 Science and Mathematics subjects use the spiral progression approach that requires every lesson be taught in increasing complexity in every grade level until grade 10 Other significant subjects include Mother Tongue grades 1 3 Edukasyong Pantahanan at Pangkabuhayan EPP for grades 4 and 5 Technology and Livelihood Education TLE for grade 6 and Edukasyon sa Pagpapakatao synonymous to Ethics Values or Character Education and Music Arts Physical Education and Health MAPEH In private schools separate subjects are offered including Computer Education however Computer Education is included in EPP and TLE through its ICT component Religious Education is part of the curriculum in Christian and Catholic schools International schools offer subjects in their language and culture Until 2004 primary students traditionally took the National Elementary Achievement Test NEAT administered by the Department of Education Culture and Sports DECS The NEAT was intended to measure a school s competence 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 In 2004 when DECS was officially converted into the Department of Education the NEAT was changed to the National Achievement Test NAT both 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 Secondary education Edit nbsp Banga National High School in Banga South CotabatoSecondary school in the Philippines more commonly known as high school Filipino paaralang sekundarya or mataas na paaralan consists of 4 lower and two upper levels the lower exploratory high school system called junior high school grades 7 10 and the upper specialized high school system called senior high school grades 11 and 12 5 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 Prior to the K 12 system high school consisted of only four groups with each level partially compartmentalized focusing on a particular theme or content There are four main types of high school the general secondary school which enrol more than 90 per cent of all junior high school students the general comprehensive high school the secondary vocational school and the special secondary school 77 Junior high school Edit Students graduating from the elementary level automatically enrol in junior high which covers four years from grades 7 to 10 Some private secondary schools have competitive entrance requirements based on an entrance examination Entrance to science art and schools with special curricular programs is also by competitive analysis sometimes including interviews and auditions The Department of Education specifies a compulsory public and private curriculum for all junior high school students 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 Character Education Edukasyon sa Pagpapakatao and Technology and Livelihood Education TLE Other public or private secondary schools offer specialized curricular programs for students with gifts and talents and aptitude in 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 offer comprehensive secondary education in a particular academic or career pathway field Because of being career pathway oriented unique and advanced subjects are provided in place of TLE subjects and sometimes include even more time and topics for specialized learning and training In selective schools various languages may be offered as electives like in an SPFL program and 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 offer electives or subjects like writing culture history language art or a particular subject unique to the school Preparatory schools like technical vocational schools or schools with TVL Programs usually add some business entrepreneurship and accountancy courses A particular government run art school such as the Philippine High School for the Arts PHSA which the Cultural Center of the Philippines administers in coordination with the Department of Education and the National Commission for Culture and the Arts offers a specialized and exclusive curricular program Students from PHSA must maintain grades in their art field of specialization to continue studying in the institution Only SPA students can enrol in PHSA for the second year after passing the exclusive test auditions and interviews These schools offer scholarships for students with high aptitude and talents in science fields or the art fields granting those who pass rigorous and exclusive tests many unique 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 Senior high school Edit Senior high school completes primary education by ensuring the graduate is equipped for work entrepreneurship or higher education The old high school curriculum includes core classes and specialization classes based on student choice of specialization Students may choose a field based on aptitude interests and school capacity Classes or courses are divided into Core Curriculum Subjects and Track Subjects All subjects core applied and specialized have 80 hours per semester each except for Physical Education and Health having 20 hours per semester The senior high school will be offered free in public schools A voucher program will be in place for public junior high school completers and 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 should be borne only partially by parents All grade 10 completers from a public junior high school who wish to enroll in a private senior high school will automatically get a voucher needs update There are eight learning areas under the core curriculum languages humanities communication physical education mathematics philosophy natural sciences and social sciences These will make up 15 core courses with the same contents and competencies but with allowed contextualization based on the school s location despite specializations of tracks and strands Track subjects will be divided into Applied or Contextualized and Specialization Subjects There would be 7 Applied Subjects with competencies common to tracks and strands or specializations but with different contents based on specialization There would be 9 Specialization Subjects with unique contents and competencies under a track or strand Applied subjects include English for Academic and Professional Purposes Practical Research 1 Practical Research 2 Inquiries Investigations and Immersion Pagsulat sa Filipino sa Piling Larangan Empowerment Technologies Entrepreneurship and the Research Project needs update Tracks Edit For their specialization classes students choose from four tracks Academic Technical Vocational Livelihood Sports and Arts and Design The Academic track includes five strands of specializations Accountancy and Business Management ABM will prepare students for college courses in business related careers such as accountancy business management business administration office management economics or entrepreneurship Humanities and Social Sciences HUMSS will prepare students for college courses in humanities like languages mass communication and journalism literature philosophy history education liberal arts and the rest of the humanities and social sciences Science and Technology Engineering and Mathematics STEM will prepare students for college courses in basic and applied sciences biological sciences physical sciences laboratory sciences nutrition and allied medicine mathematics and engineering General Academic GA is a generic strand for students still deciding what to study in college or what track and strand to take with the freedom to choose electives from any track or strand offered by the school The new Pre Baccalaureate Maritime Strand is an academic maritime field preparatory strand with pre engineering courses like pre calculus calculus and physics as well as one chemistry and introductory maritime course preparing students who wish to pursue higher education in a maritime related field 78 The Technical Vocational Livelihood TVL track includes five current specializations from which TESDA based courses can be chosen Home Economics Agri Fishery Arts Industrial Arts Information and Communications Technology and 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 schools offering the TVL track 79 The Sports track will prepare students with sports science sports related physical education related health related and movement related courses This will be with safety and first aid systems fitness testing and basic exercise programming psychosocial aspects of sports and exercise and human movement This track will prepare students for careers in sports athletics fitness training recreational leadership sports event management coaching and physical therapy 80 needs update The Arts and design track will prepare students for the creative industries in various creative and artistic fields including but not limited to performing arts and visual arts Students will be trained with lectures and immersions in art appreciation production and performing arts They will also learn and be prepared with physical and personal development integrating elements and principles of art and building cultural and national identity in arts Students also will be immersed in an art field of their choice 81 needs update Vocational school Edit nbsp Luciano Millan Memorial School of Arts and Trades a TESDA accredited training center in Asingan PangasinanFormal technical and vocational education starts in secondary education with a two year curriculum which grants access to vocational tertiary education However non formal technical and vocational education is also provided as alternative learning programs Vocational schools offer a higher concentration of technical and vocational subjects besides the core academic subjects studied by students at public 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 Students study a general vocational area from the five main fields mentioned during the first two years During the third and fourth years they specialize in a discipline or vocation within that area Programs contain a mixture of theory and practice 82 Upon completing 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 they pass the competency based assessment administered by TESDA 82 Science high schools Edit nbsp Philippine Science High School Eastern Visayas Campus in March 2017Science high schools are special schools for the more intellectually promising students to foster the problem solving approach of critical thinking As separate high schools they have specific characteristics not found in regular high schools However any private or public high school can aspire to meet these minimum standards and be considered a science high school 83 These science schools are more exclusive and have higher standards than public high schools Precise science high schools like the Philippine Science High School System PSHS administered by Department of Science and Technology DOST and the RSHS System RSHS administered by the DepEd have biology chemistry and physics at every level or exclusive and advanced science and math subjects as subjects in technology pre engineering and research PSHS or RSHS students may transfer to a STEM program school but not the way around PSHS students may assign to an RSHS and vice versa only for the incoming sophomore year PSHS and RSHS students must maintain an average grade especially in their advanced sciences and math subjects on a quarterly basis or continue their education in these schools Students who completed at least four years of secondary education under the pre 2011 system were awarded a Diploma Katibayan and a secondary school Certificate of Graduation Katunayan from the DepEd Students are also granted a Permanent Record or Form 137 A 84 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 82 needs update Other types of schools Edit Aside from the general public school other types of schools exist private schools preparatory schools international schools laboratory high schools and science high schools Several foreign ethnic groups operate their schools including Chinese British Singaporeans Americans Koreans and Japanese citation needed Chinese schools Edit Main article List of Chinese schools in the Philippines nbsp A Chinese high school in ManilaChinese schools add two subjects to the core curriculum Chinese communication arts and literature Some schools add Chinese history philosophy and culture and Chinese mathematics Other Chinese schools called cultural schools offer Confucian classics and Chinese art as part of their curriculum Religion also plays an integral role in the curriculum American evangelists founded some Chinese schools while some have Catholic roots Islamic schools Edit In 2004 the Department of Education adopted Department Order No 51 including Arabic Language and Islamic Values in the standard curriculum for Muslim children in public schools The same order authorized the implementation of the Standard Madrasa Curriculum SMC in the private madaris 85 86 The SMC combines the RBEC subjects English Filipino Science Math and Makabayan and the teaching of Arabic and Islamic studies 87 Islamic schools have a separate subject for Arabic Language and Islamic Values ALIVE Arabic is taught in Islamic schools 88 While there have 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 BEAM has assisted a group of private madaris seeking government permits to operate PTO and implement the SMC 87 School year and class hours Edit Further information Academic year Philippines This article needs to be updated Please help update this article to reflect recent events or newly available information September 2023 The school year usually runs from June to March with an intervening semestral break at the last week of October around All Saints Day By law the school year can begin as early as June or as late as August 89 There are two major school breaks a semestral break from the last week of October to the first week of November including All Saints Day and a two week school break at the 3rd and last weeks of December around Christmas and New Year s Day including Rizal Day Other national school holidays are for Independence Day June 12 Ninoy Aquino Day August 21 National Heroes Day last Monday of August Bonifacio Day November 30 Feast of the Immaculate Conception December 8 Chinese New Year and People Power Day February 25 The Muslim holidays Eid l Fitr and Eid l Adha are also national school holidays when they fall anywhere within the school year Schools may also have additional holidays at the provincial city and municipal levels Students are required to go to school for five days Monday to Friday School days are usually divided into morning and afternoon shifts the former usually beginning 6 00 am and ending at noon and the latter from noon to 6 00 pm Urban public schools may add a mid day shift to alleviate classroom overcrowding Uniforms Edit Further information School uniforms by country Philippines nbsp Female students in school uniform at Licab Nueva EcijaFilipino students at both public and private schools usually wear school uniforms designated by each individual school Mandatory school uniforms at public schools were abolished in 2008 under President Gloria Macapagal Arroyo s orders 90 91 Boys usually wear a collared shirt with pants or shorts usually up to elementary level 92 and black leather shoes and white socks Girls usually wear a collared blouse with or without a necktie or ribbon a calf length skirt or jumper dress 92 and black shoes and white socks Colors used usually vary by school 92 but usually match school colors and most uniforms incorporate the school s seal crest or logo Students also wear Scouting and physical education PE uniforms at designated days each week Schools may also prohibit students from wearing make up jewelry or certain hairstyles Higher education EditMain article Higher education in the Philippines nbsp The Diliman campus of University of the Philippines the country s national state university in Quezon City nbsp University of Santo Tomas a private Catholic university in ManilaTertiary education matters are outside the jurisdiction of DepEd and are instead governed by the Commission on Higher Education CHED As of 2020 update there are over 1 975 higher education institutions HEIs in the country excluding satellite campuses of state universities and colleges classified into public and private institutions There are 246 public higher education institutions which account for 12 of all HEIs private institutions number at 1 729 accounting for 88 of all HEIs 93 Public HEIs are further divided into state universities and colleges SUCs local colleges and universities LUCs and Other Government Schools further composed of OGS CSI CHED Supervised Institution and Special HEIs 94 93 95 SUCs are administered and financed by the national government as the Philippine Congress determines LUCs are funded and established through ordinances and resolutions by local government units governing its area 96 97 Special HEIs such as the Philippine Military Academy offer programs related to public service and are administered through the use of specific laws that were created for them Finally government schools clarification needed are public secondary and post secondary technical vocational education institutions that offer higher education programs Private HEIs are established and governed by special provisions by a Corporation Code and are classified as sectarian and non sectarian Sectarian HEIs are non profit institutions owned and operated by religious organizations Non sectarian institutions are owned and operated by private entities that have no affiliation with religious organizations 97 Of the 1 729 institutions as of the Academic Year 2019 2020 356 21 are sectarian and 1 373 79 are non sectarian 93 According to CHED statistics there were 7 766 foreign nationals studying in various HEIs 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 98 Secondary students used to sit for the National Secondary Achievement Test NSAT based on the American SAT and administered by the DepEd Like its primary school counterpart NSAT was phased out in November 2001 after significant reorganizations in the education department 99 Its successors the National Career Assessment Examination NCAE since 2006 and National Achievement Test NAT were administered to 3rd and 4th Year students respectively before the implementation of the K 12 system 100 101 The National Career Assessment Examination NCAE is now being distributed for grade 9 and the National Achievement Test NAT is being administered for grades 3 6 10 and 12 Neither the NSAT nor NAT has 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 HEIs both public and private administer their own entrance examinations Vocational colleges usually do not have entrance examinations Alternative Learning System EditMain article Alternative Learning System Philippines nbsp An ALS learning center in PasayThe alternative learning system ALS in the Philippines caters to the needs of those unable to access formal education or those that have yet to receive proper instruction from traditional education institutions for various reasons 102 According to DepEd ALS is a laddered and modular non formal education program for dropouts in elementary and secondary schools The program enables students to attend classes according to their desired timetables 103 Although similar to formal teaching institutions there will be a diagnostic test for any student to gauge their skill level needed per grade level If a student needs to gain essential skills such as reading and writing an additional program is offered to help them learn the basics before taking the diagnostic test a specific number of hours is required of the student to finish the program There will be a final assessment to test the student s comprehensive knowledge If the student passes they will be given a certificate signed by the DepEd secretary allowing them to apply for college degrees work and formal training programs The student can re enroll in elementary secondary education in formal teaching institutions Non formal technical and vocational education such as centre based programs community based programs and enterprise based training or the Alternative Learning System ALS is assumed by institutions usually accredited by TESDA 104 These institutions may be government operated often by a local government or run by private organizations They may offer programs ranging from a couple of weeks to two year diploma courses Upon graduating from most of these courses students take an examination from TESDA to obtain the relevant certificate or diploma Indigenous peoples schools Edit The 1987 Philippine Constitution provides for recognizing and promoting indigenous learning systems under Article XIV Section 2 Paragraph 1 103 The national education policy framework for indigenous peoples was signed in 2011 by the DepEd to help promote the rights of Philippine indigenous peoples The framework directs the DepEd the National Commission on Indigenous Peoples National Commission for Culture and the Arts and other government agencies to provide adequate and culturally relevant learning to Philippine indigenous peoples Government agencies are also tasked to develop textbooks and other learning materials 105 106 Schools for the handicapped Edit nbsp The Philippine National School for the Deaf in Pasay established in 1907 is the Philippines and Asia s pioneer school for the handicapped 107 Schools for the handicapped in the Philippines cater to children with intellectual disability including those with visual hearing and orthopedic impairments 77 Teachers Edit nbsp A Grade 9 Science teacherThere are 876 842 public school teachers in the Philippines as of 2021 update 108 The teacher learner ratio in Philippine public schools in 2020 was 1 28 in public elementary schools 1 25 in junior high school and 1 29 in senior high school 109 There are 500 000 teaching and non teaching staff members in private schools as of 2022 update 110 The starting pay for public school teachers in the Philippines is 20 754 monthly 111 As many as 92 of public school teachers receive a monthly salary of 25 000 to 30 000 112 Some private school teachers are paid 6 000 monthly 112 There are pending bills in Congress proposing salary increases for public school teachers 113 114 111 To improve the quality of teachers education in the country in April 2022 Republic Act No 11713 was signed The law mandated the establishment of a scholarship program for aspiring education students enhancing the Teacher Education Council and designation of at least one teacher education institution recognized by the Commission on Higher Education as Center of Excellence in Special Needs Education in each of three island groups and three metropolitan areas in the country 115 Students EditMore than 27 2 million students are enrolled in 2021 23 9 million of whom are in public schools 116 An estimated 2 million students aged 16 to 18 were not attending schools as of 2023 117 Classrooms Edit nbsp A public school classroom in PasayAs of 2023 there are 327 851 school buildings in the country 104 536 of which are in good condition 118 The 2019 National School Building Inventory reported a shortage of 167 901 classrooms in the country 118 The Senate Committee on basic education estimates that 420 billion is needed to build classrooms for the country s education system 118 Issues EditThe neutrality of this section is disputed Relevant discussion may be found on the talk page Please do not remove this message until conditions to do so are met May 2019 Learn how and when to remove this template message nbsp PSHS Main Campus There is a disparity between rural and urban education facilities in the Philippines nbsp Signage showing the different shifts for students in a school in Marikina Some schools implement shifts in class schedules to compensate for inadequate school buildings teachers and materials The Philippine education system struggles with policy implementation and many government schools need more classroom space textbooks desks and learning equipment such as libraries computers and science laboratories Most government schools with large class sizes run in two or three shifts A local context of political and socio religious tensions and a high rate of school principal turnover compound these bureaucratic weaknesses 119 The Human Rights Measurement Initiative HRMI 120 finds that the Philippines is fulfilling 79 0 of what it should be for the right to education based on the country s income level 121 HRMI breaks down the right to education by examining the rights to both primary and secondary education While considering the Philippines income level the nation is achieving 87 8 of what should be possible based on its resources income for primary education but only 70 2 for secondary education 121 Affordability Edit A prevalent issue the Philippine educational system continuously encounters is the affordability of education A significant disparity in academic achievements is evident across various social groups Students from low income families have higher drop out rates at the elementary level 122 Poor learning outcomes Edit The Programme for International Student Assessment conducted by the Organisation for Economic Co operation and Development in 2018 showed that 15 year old students in the Philippines scored lower in mathematics science and reading compared to students from other countries 123 124 The State of Global Learning Poverty 2022 Update rated the Philippines learning poverty at 90 9 for the year 2019 125 123 Quality of teacher education Edit Poor quality in teaching questionable teachers expertise on subjects that they teach and below average passing rates in Licensure Examination for Teachers LET have been identified as major issues in the country s educational system 126 127 Elementary teacher LET from 2014 to 2019 revealed an average passing rate of only 28 percent while secondary teacher LET showed an average passing rate of 36 percent 128 A 2021 World Bank report showed that learning poverty in the Philippines was linked to most teachers in the Philippines using ineffective teaching practices teachers lack of mastery as well as teacher absenteeism 129 Inadequate funding Edit According to the 2023 Philippine development plan poor educational outcomes have been caused by decades of incapacity and suboptimal investment in education 130 Government think tank Philippine Institute for Development Studies PIDS said that the country has not been spending enough to improve education PIDS linked underinvestment in education including inadequate funding for classroom construction and maintenance teachers salaries teacher training and teaching materials to the poor performance of students 131 The Department of Education has proposed a budget of PHP758 6 billion for 2024 an increase of PHP36 8 billion The increase is only 39 of the increase the department received in 2022 2023 132 The Philippine High School for the Arts the National Museum and other agencies under the Department of Education will be subject to substantial budget cuts under the proposed budget 132 The Alliance of Concerned Teachers called for setting targets for addressing classroom shortages and proposed raising the salary grade of public school teachers 130 Impact of the COVID 19 pandemic Edit Further information Impact of the COVID 19 pandemic on education and Mental health during the COVID 19 pandemic Several schools shut down and student enrollment dropped during the COVID 19 pandemic in the Philippines 133 As schools shifted to remote learning students and teachers experienced difficulties due to the lack of gadgets inadequate allowance for internet fees and poor internet connection 134 Students experienced learning loss and increased incidence of mental health issues 133 The Philippines and Venezuela were the last countries to resume face to face classes 134 Mismatch Edit There needs to be a significant match between educational training and actual jobs This stands to be a major issue at the tertiary level It is furthermore the cause of the continuation of a substantial amount of educated yet unemployed or underemployed people Brain drain Edit Brain drain is a persistent problem evident in the educational system of the Philippines due to the modern phenomenon of globalization 135 with the number of Overseas Filipino Workers OFWs who worked abroad at any time from April to September 2014 estimated at 2 3 million 136 This ongoing mass emigration subsequently induces brain drain alongside grave economic implications See also EditMain linksDistance 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 Aiducation CategoriesCategory 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 PhilippinesReferences Edit Cabuenas Jon Viktor August 22 2022 Double digit increases in education infra health social welfare agri in 2023 budget GMA News Retrieved February 1 2023 Literacy rate youth female of females ages 15 24 Philippines worldbank org Retrieved August 18 2023 Geronimo Jee June 5 2017 22 9M students return to public schools nationwide Rappler The Educational Attainment of the Household Population Results from the 2010 Census psa gov ph Philippine Statistics Authority January 10 2013 Retrieved August 14 2017 a b c Hickok John June 12 2019 Serving Library Users from Asia A Comprehensive 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Store ISBN 971 08 6511 0 p160 DepEd Order 74 of 2009 PDF archived from the original on June 16 2012 VanEgas Alvaro August 8 2007 GMA considering reinstating Castilian as official in the Philippines proyectos saluda org Retrieved January 15 2009 Translation from Castilian original Pinel Luis December 26 2007 Spanish to be reintroduced as school subject in the Philippines tresculturasspanish net Archived from the original on July 24 2012 Retrieved January 15 2009 a b Department Order No 88 s 2010 2010 Revised Manual of Regulations for Private Schools in Basic Education PDF Department of Education June 24 2010 pp 16 17 Archived from the original PDF on November 23 2018 Retrieved August 26 2023 Academic Track Department of Education Technology and Livelihood Education TLE and Technical Vocational Livelihood TVL Track Department of Education Archived from the original on February 11 2018 Retrieved October 17 2016 Sports Track Department of Education Arts and Design Track Department of 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blind named important cultural property The Philippine Star Archived from the original on May 28 2023 Retrieved August 26 2023 DepEd Data Bits Public School Teachers SY 2020 2021 PDF Department of Education 2022 Retrieved April 23 2023 President s Final Report to the People 2016 2021 PDF Official Gazette 2021 Retrieved April 23 2023 Tadle Rene Luis September 21 2022 Opinion Why are salaries of private school teachers so low and what should be done Rappler Retrieved April 23 2023 a b Michael Joe Delizo May 30 2019 Overworked underpaid Teachers renew cry over low pay poor working conditions ABS CBN News Retrieved April 25 2023 a b Mendoza John Eric September 15 2022 Filipino teachers migrating abroad amid low pay says ACT Philippine Daily Inquirer Retrieved April 25 2023 Bill to increase salaries of public school teachers non teaching personnel filed Philippine Daily Inquirer July 13 2022 Retrieved April 25 2023 Cabico Gaea Katreena July 8 2019 Bill seeks to raise public school teachers pay to at least P30K Philippine Star Retrieved April 25 2023 Manahan Job April 29 2022 Duterte signs law strengthening quality of teacher education ABS CBN News Retrieved May 3 2022 Cabrera Romina November 19 2021 1 million more students enrolled this year DepEd Philippine Star Retrieved April 26 2023 Pinlac Beatrice April 25 2023 Gatchalian flags DepEd More SHS students enrolled but still far from ideal Philippine Daily Inquirer Retrieved April 26 2023 a b c Flores Helen January 31 2023 Marcos vows upgrade of schools teachers Philippine Star Retrieved April 26 2023 Brooks Melanie Brooks Jeffrey 2018 Culturally ir relevant school leadership Ethno religious conflict and school administration in the Philippines International Journal of Leadership in Education 22 1 6 29 doi 10 1080 13603124 2018 1503819 S2CID 150017056 Human Rights Measurement Initiative The first global initiative to track the human rights performance of countries humanrightsmeasurement org Retrieved March 26 2022 a b 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Philippine News Agency September 30 2020 Archived from the original on July 2 2022 Retrieved August 17 2023 Chi Cristina September 22 2023 Learning poverty in the Philippines linked to poor teaching quality World Bank study The Philippine Star Archived from the original on September 22 2023 Retrieved September 22 2023 a b Palatino Mong February 22 2023 The Philippines Basic Education Crisis The Diplomat Retrieved September 8 2023 Desiderio Louella June 25 2023 Government urged to hike investments in education Philippine Star Retrieved September 8 2023 a b San Miguel Minerva Jane August 30 2023 2024 education budget When will government learn IBON Foundation Retrieved September 8 2023 a b The Philippine crisis in education Center for Media Freedom and Responsibility September 17 2021 Retrieved April 29 2023 a b Mateo Janvic Tech woes among top concerns for distance learning Philippine Star Retrieved April 29 2023 Meinardus Ronald The Crisis Of Public Education In The Philippines Liberal Opinion Fnf Org Ph Retrieved May 10 2016 Overseas Filipinos Philippine Statistics Authority Psa Gov Ph last modified 2016 accessed May 10 2016 Further reading EditFactora Agapito Quevedo A critical examination of the American school system in the Philippine Islands PhD dissertation University of Southern California ProQuest Dissertations Publishing 1940 DP23453 Florido Alethea M 2006 Education Profile of the Philippines and Best Practices in Filipino Schools and Classrooms PDF Report University of North Carolina FOX HENRY FREDERICK OFFICIAL SPANISH POLICY CONCERNING ELEMENTARY EDUCATION IN THE PHILIPPINES FROM 1863 TO 1898 COMPARED WITH OFFICIAL AMERICAN POLICY FROM 1900 TO 1935 PhD dissertation The University of Chicago ProQuest Dissertations Publishing 1952 T 01719 Monroe Paul ed Cyclopedia of Education 5 vol 2015 Quirante Luceno L A study of the policy of centralization of education in the Philippines 1898 1953 PhD dissertation University of Maryland College Park ProQuest Dissertations Publishing 1953 DP70532 External links Edit nbsp Wikimedia Commons has media related to Education in the Philippines Department of Education Commission on Higher Education Technical Education And Skills Development Authority World Data on Education UNESCO IBE 2011 overview of the education system TVET in the Philippines UNESCO UNEVOC 2014 overview of the technical and vocational education system Overseas Workers Welfare Administration Scholarship Retrieved from https en wikipedia org w index php title Education in the Philippines amp oldid 1177834113, wikipedia, wiki, book, books, library,

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