Theories about Education

 Functionalist Theory
The functionalist theory focuses on the ways that universal education serves the needs of
society. Functionalists first see education in its manifest role: conveying basic knowledge and
skills to the next generation. Durkheim (the founder of functionalist theory) identified the latent
role of education as one of socializing people into society's mainstream. This “moral education,”
as he called it, helped form a more‐cohesive social structure by bringing together people from
diverse backgrounds, which echoes the historical concern of “Americanizing” immigrants.
Functionalists point to other latent roles of education such as transmission of core values and
social control. The core values in American education reflect those characteristics that support
the political and economic systems that originally fueled education. Therefore, children in
America receive rewards for following schedules, following directions, meeting deadlines, and
obeying authority.

 Conflict Theory
Conflict theory sees the purpose of education as maintaining social inequality and preserving
the power of those who dominate society. Conflict theorists examine the same functions of
education as functionalists. Functionalists see education as a beneficial contribution to an
ordered society; however, conflict theorists see the educational system as perpetuating the
status quo by dulling the lower classes into being obedient workers.
Both functionalists and conflict theorists agree that the educational system practices sorting,
but they disagree about how it enacts that sorting. Functionalists claim that schools sort based
upon merit; conflict theorists argue that schools sort along distinct class and ethnic lines.
According to conflict theorists, schools train those in the working classes to accept their position
as a lower‐class member of society. Conflict theorists call this role of education the “hidden
curriculum.”
Conflict theorists point to several key factors in defending their position. First, property taxes
fund most schools; therefore, schools in affluent districts have more money. Such areas are
predominantly white. They can afford to pay higher salaries, attract better teachers, and
purchase newer texts and more technology. Students who attend these schools gain substantial
advantages in getting into the best colleges and being tracked into higher‐paying professions.
Students in less affluent neighborhoods that do not enjoy these advantages are less likely to go
to college and are more likely to be tracked into vocational or technical training. They also
represent far higher numbers of minority students.

 Symbolic Internationalists Theory

Symbolic interactionists limit their analysis of education to what they directly observe
happening in the classroom. They focus on how teacher expectations influence student
performance, perceptions, and attitudes.
Robert Rosenthal and Lenore Jacobson conducted the landmark study for this approach in
1968. First, they examined a group of students with standard IQ tests. The researchers then
identified a number of students who they said would likely show a sharp increase in abilities over
the coming year. They informed the teachers of the results, and asked them to watch and see if
this increase did occur. When the researchers repeated the IQ tests at the end of the year, the
students identified by the researchers did indeed show higher IQ scores. The significance of this
study lies in the fact that the researchers had randomly selected a number of average students.

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The researchers found that when the teachers expected a particular performance or growth, it
occurred. This phenomenon, where a false assumption actually occurs because someone
predicted it, is called a self‐fulfilling prophesy. For example, the stock market may be stable with
rising values. If investors become afraid that the market will crash, however, they may suddenly
sell their stocks, which causes the market to crash. The crash occurred simply because investors
feared it would do so.

 Learning Theory
Learning Theory describes how students absorb, process, and retain knowledge during learning.
Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in
how understanding, or a world view, is acquired or changed and knowledge and skills retained.

 Cognitivism
Cognitivism is a learning theory developed by Jean Piaget in which a child develops cognitive
pathways in understanding and physical response to experiences. In this theory, students learn
most effectively through reading text and lecture instruction.

 Behaviorism
Behaviorism is a view in which behavior can be explained by external factors and behavioral
conditioning can be used as a universal learning process. In behaviorism, the ideas of positive and
negative reinforcement are effective tools of learning and behavior modification, as well as a
punishment and reward system.

 Constructivism
Constructivism is the idea that people are responsible in creating their own understanding of
the world and using what they know based on previous experiences in the process of linking new
information to these experiences. People use these experiences and new information to
construct their own meaning.

 Humanism
Humanism focuses on the individual as the subject and asserts that learning is a natural
process that helps a person reach self-actualization. Scenarios and role modeling are important
factors in humanistic learning, as are experiences, exploring and observing others.

 Connectivism
Connectivism is a relatively new learning theory, developed and based upon the idea that
people process information by forming connections. This theory has developed with the digital
and technology age, adapting to advances in these arenas. This new theory suggests that people
no longer stop learning after formal education and continue to gain knowledge from other
avenues such as job skills, networking, experience and access to information with new tools in
technology.

 Experiential learning
Experiential learning is about the learner experiencing things for themselves and learning
from them. Kolb (1984) proposed a four stage model known as the experiential learning cycle. It
is a way by which people can understand their experiences and, as a result, modify their behavior.
It is based on the idea that the more often a learner reflects on a task, the more often they have
the opportunity to modify and refine their efforts. The process of learning can begin at any stage
and is continuous, i.e. there is no limit to the number of cycles which can be made in a learning

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situation. This theory suggests that without reflection, people would continue to repeat their
mistakes.

 Pedagogy
Formal teaching is known as pedagogy, where the teacher directs all the learning. Pedagogy
does not always allow for individual knowledge to be taken into account and often focuses on
teaching the same topic at the same time to all learners. Most commonly understood as the
approach to teaching, refers to the theory and practice of learning, and how this process
influences, and is influenced by, the social, political and psychological development of learners.
Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted
in an educational context, and it considers the interactions that take place during learning. Both
the theory and practice of pedagogy vary greatly, as they reflect different social, political, and
cultural contexts.

 Andragogy
Informal teaching is known as andragogy, where the learner is the focus, for example, via
group work and discussions. Knowles et al. (2005) initially defined andragogy as the art and
science of helping adults learn. An andragogical approach places more emphasis on what the
learner is doing. One can include learners’ experiences and knowledge by involving them
whenever possible, and building upon what they already know and what interests them. Learners
can also learn from their peers’ knowledge and experiences, as well as from you.

 Pragmatism
John Dewey (1859-1952) believed that formal schooling was falling short of its potential. He
emphasized facilitating learning through promoting various activities rather than by using a
traditional teacher-focused method. He believed that learners learnt more from guided
experiences than from authoritarian instruction. He subscribed to a pragmatist theory which
placed the learner as the focus rather than the teacher. Dewey argued that learning is life, not
just preparation for life. Using different delivery approaches, combined with practical activities,
will help reach the different learning preferences of the individuals you are teaching.

 Sensory theory
Laird (1985) suggests that learning occurs when the senses of sight, hearing, touch, smell and
taste are stimulated. This is easy if you are teaching a practical session, but not so if you are
teaching a theoretical subject. However, if you are willing to try something different, you can
make your sessions really interesting and memorable. Whenever possible, link theory to practice,
and use practical activities based around the subject and the areas of interest of your learners. If
you can make your session fun and interesting, relating to all the senses, it will help your learners
remember the topics better. Don’t forget two other senses you can use as a teacher: a sense of
humor and common sense.

 Extension Activity
Research the theories explained here and compare and contrast them. Find out what other
relevant theories there are. Use textbooks and journals, or key the words ‘learning theories’ into
an internet search engine.

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  Curriculum theory
Descriptive theories of curriculum explain how curricula "benefit or harm all publics it
touches". One descriptive concept from curriculum theory is that of the hidden curriculum, which
is “some of the outcomes or by-products of schools or of non-school settings, particularly those
states which are learned but not openly intended.”

 Instructional theory

Instructional theories focus on the methods of instruction for teaching curricula. Theories
include the methods of: autonomous learning, coyote teaching, inquiry-based instruction,
lecture, maturationism, socratic method, outcome-based education, taking children seriously,
transformative learning

 Educational Psychology

Educational psychology is an empirical science that provides descriptive theories of how

people learn. Examples of theories of education in psychology are: constructivism, behaviorism,
cognitivism, and motivational theory

 Sociology of education

The sociology of education is the study of how public institutions and individual experiences
affect education and its outcomes. It is most concerned with the public schooling systems of
modern industrial societies, including the expansion of higher, further, adult, and continuing
education. Examples of theories of education from sociology include: functionalism, conflict
theory, social efficiency, and social mobility.

 Educational anthropology

Educational anthropology is a sub-field of anthropology and is widely associated with the

pioneering work of George Spindler. As the name would suggest, the focus of educational
anthropology is obviously on education, although an anthropological approach to education
tends to focus on the cultural aspects of education, including informal as well as formal
education. As education involves understandings of who we are, it is not surprising that the single
most recognized dictum of educational anthropology is that the field is centrally concerned with
cultural transmission. Cultural transmission involves the transfer of a sense of identity between
generations, sometimes known as enculturation and also transfer of identity between cultures,
sometimes known as acculturation. Accordingly, thus it is also not surprising that educational
anthropology has become increasingly focused on ethnic identity and ethnic change.

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Education Act

 Republic Act 10533

Republic Act (RA) 10533, otherwise known as the “Enhanced Basic Education Act of 2013.”
This law provides for at least one year of preschool and 12 years basic education (six years of
elementary; four years of junior-high school; and two years of senior-high school).

 RA 10157
RA 10157, also known as the “Kindergarten Education Act,” which makes kindergarten
education the first stage of compulsory and mandatory formal education prior to Grade 1. (This
was actually passed before the K to 12 law.) Before the passage of this law, a 6-year-old child may
proceed to Grade 1 without going to any form of formal preschool or kindergarten education.
Recognizing the importance of a good preschool education to have a good foundation “in the
crucial years in the formative development of a child,” Education Secretary Bro. Armin A. Luistro,
FSC, embarked on a universal kindergarten program for 5-year-olds to give our children entering
basic education the proper preparation on the rigors of elementary schooling.

 RA 10627
RA 10627, or the “Anti-Bullying Act of 2013.” This law is one of the first “anti-bullying laws”
in the world. Under this law, all public and private basic-education schools are mandated to adopt
anti-bullying policies and establish intervention programs for both the child victim and the child
bully. Schools should also impose the appropriate disciplinary measures against the perpetrators
depending on the gravity and nature of the bullying case.

 RA 10612
RA 10612 (“Fast-Tracked Science and Technology [S&T] Scholarship Act of 2013”) which not
only assists in the implementation of Section 8 of the K to 12 law urging the hiring of teachers
from among the graduates of science, technology, engineering and mathematics courses but also
enhances the current science and technology scholarships offered by the Department of Science
and Technology under RA 7687;

 RA 10618
RA 10618 (“Rural Farm Schools Act”) which aims to provide alternative mode of secondary
education in rural areas with the establishment of rural farm schools in the country (and shall
follow the general secondary education curriculum with additional courses focused on agri-
fishery arts);

 RA 10648
RA 10648 (“Iskolar ng Bayan Act of 2014”) which mandates all state universities and colleges
to admit and provide scholarship grants to the top 10 public high-school graduates subject to
some requirements and conditions provided by said law and the implementing rules and
regulations to be formulated by the Commission on Higher Education (CHED) and the DepEd; and

 RA 10588
RA 10588 (“Palarong Pambansa Act of 2013”) which institutionalizes the conduct of the
Palarong Pambansa every year, making the event the “primary avenue for providing in-school
sports opportunities to improve the physical, intellectual and social well-being of the youth.”

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While not all of these laws were originally proposed by the DepEd, we have to commend the
leadership of our Bro. Armin and Education Undersecretary for Legal and Legislative Affairs
Alberto T. Muyot for providing the guidance (together with the other concerned agencies) to the
proper Congressional committees during the hearings on these measures so as to ensure that
the laws as enacted shall be truly relevant and meaningful to our children.

 RA 7722

This Act shall be known as the "Higher Education Act of 1994". The State shall protect, foster
and promote the right of all citizens to affordable quality education at all levels and shall take
appropriate steps to ensure that education shall be accessible to all. The State shall likewise
ensure and protect academic freedom and shall promote its exercise and observance for the
continuing intellectual growth, the advancement of learning and research, the development of
responsible and effective leadership, the education of high-level and middle-level professionals,
and the enrichment of our historical and cultural heritage.

 RA 7796

This Act shall be known as the “Technical Educational and Skills Development Act of 1994” or
the “TESDA Act of 1994.” It is hereby declared the policy of the State to provide relevant,
accessible, high quality and efficient technical education and skills development in support of the
development of high quality Filipino middle-level manpower responsive to and in accordance
with Philippine development goals and priorities.

 RA 9156
an act further amending the provisions of presidential decree no. 1866, as amended, entitled
codifying the laws on illegal/unlawful possession, manufacture, dealing in, acquisition or
disposition of firearms, ammunition or explosives or instruments used in the manufacture of
firearms, ammunition or explosives, and imposing stiffer penalties for certain violations thereof,
and for other relevant purposes"

 EO NO. 356
Renaming the bureau of non-formal education to bureau of alternative learning system. it is
a declared State policy, “to protect and promote the right of all citizens to quality basic education
and to promote the right of all citizens to quality basic education and such education accessible
to all by providing all Filipino children in the elementary level and free education in the high
school level. Such education small also include alternative learning system for out-of-school
youth and adult learners.” (Section 2 of R.A. 9155, The Governance of Basic Education Act of
2001).

 RA 9293
an act amending certain secs of republic act numbered seventy-eight hundred and thirty-six
(r.a. no. 7836), otherwise known as the “Philippine teachers professionalization act of 1994”

 RA 7610

This Act shall be known as the "Special Protection of Children Against Abuse, Exploitation and
Discrimination Act." It is hereby declared to be the policy of the State to provide special
protection to children from all firms of abuse, neglect, cruelty exploitation and discrimination
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and other conditions, prejudicial their development; provide sanctions for their commission and
carry out a program for prevention and deterrence of and crisis intervention in situations of child
abuse, exploitation and discrimination. The State shall intervene on behalf of the child when the
parent, guardian, teacher or person having care or custody of the child fails or is unable to protect
the child against abuse, exploitation and discrimination or when such acts against the child are
committed by the said parent, guardian, teacher or person having care and custody of the same.

 RA 7877

an “Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training

Environment, and for other purposes” was approved on February 14, 1995 and became effective
on March 5, 1995, fifteen (15) days after its publication in the Malaya and Times Journal on
February 18, 1995.

 RA 8980
This Act shall be known as the "ECCD Act," It is hereby declared the policy of the State to
promote the rights of children to survival, development and special protection with full
recognition of the nature of childhood and its special needs; and to support parents in their roles
as primary caregivers and as their children's first teachers. The State shall institutionalize a
National System for Early Childhood Care and Development (ECCD) that is comprehensive,
integrative and sustainable, that involves multi-sectoral and inter-agency collaboration at the
national and local levels among government; among service providers, families and communities;
and among the public and private sectors, nongovernment organizations, professional
associations, and academic institutions, This System shall promote the inclusion of children with
special needs and advocate respect for cultural diversity. It shall be anchored on complementary
strategies for ECCD that include service delivery for children from conception to age six (6),
educating parents and caregivers, encouraging the active involvement of parents and
communities in ECCD programs, raising awareness about the importance of ECCD, and promoting
community development efforts that improve the quality of life for young children and families,

 RA 7836
— This Act shall be known as the "Philippine Teachers Professionalization Act of 1994." The State
recognizes the vital role of teachers in nation-building and development through a responsible
and literate citizenry. Towards this end, the State shall ensure and promote quality education by
proper supervision and regulation of the licensure examination and professionalization of the
practice of the teaching profession.

 RA 6566
It is hereby declared the policy of the State to protect the security of tenure of civil service officers
and employees in the reorganization of the various agencies of the National Government and of
local governments, state colleges and universities expressly authorized by law, including
government-owned or controlled corporations with original charters, without sacrificing the
need to promote morale, efficiency in the civil service pursuant to Article IX, B, Section 3 of the
Constitution.

 RA 9155
also known as the Governance of Basic Education Act of 2001, provides the overall framework
for principal empowerment by strengthening principal and leadership goals, and local school
based management within the context of transparency and local accountability.

 RA 9646

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 This Act shall be known as the "Philippine Normal University Modernization Act of 2009". t is
hereby declared the policy of the State to give priority to the continuing professional training and
development of all Filipino teachers and optimize potentials of the country's teaching force to
increase access to, promote equity in, and improve the quality of basic and higher education. The
State shall likewise give priority to studies education with emphasis on innovations and
alternative systems and their utilization and application to teacher training and development.

 RA 9512
This Act shall be known as the "National Environmental Awareness and Education Act of
2008". Consistent with the policy of the State to protect and advance the right of the people to
a balanced and healthful ecology in accord with the rhythm and harmony of nature, and in
recognition of the vital role of the youth in nation building and the role of education to foster
patriotism and nationalism, accelerate social progress, and promote total human liberation and
development, the state shall promote national awareness on the role of natural resources in
economic growth and the importance of environmental conservation and ecological balance
towards sustained national development.

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Free Tuition Fee
The Universal Access to Quality Tertiary Education Act is a law in the Philippines that
institutionalises free tuition and exemption from other fees in state universities and colleges
(SUCs), local universities and colleges (LUCs) in the Philippines. The law also foresees subsidies
also for private higher education institutions. It is intended to give underprivileged Filipino
students a chance to earn a college degree. It is also known as the Republic Act 10931 and has
the full title An Act Promoting Universal Access to Quality Tertiary Education by Providing for Free
Tuition and Other School Fees in State Universities and Colleges, Local Universities and Colleges
and State-Run Technical Vocational Institutions, Establishing the Tertiary Education Subsidy and
Student Loan Program, Strengthening the Unified Student Financial Assistance System for
Tertiary Education and Appropriating Funds Therefor.
The law was filed first by senator Ralph Recto, principally sponsored by Senator Bam Aquino,
and was signed by Rodrigo Duterte, President of the Philippines, on August 3, 2017. The bill is
supported by almost all members of Congress. In September 2017, the chairman of the House
Committee on Appropriations announced that P40 billion had been gathered and that this
amount would finance all expenses foreseen by the law for 2018.
On March 26, 2018, the Commission on Higher Education (CHED) released the implementing
rules and regulations (IRR) pertaining to the Act.
Before the signing of the bill by the President, the government took the view after intense
political discussions that "the long-term benefits that will be derived from a well-developed
tertiary education on the part of the citizenry will definitely outweigh any short-term budgetary
challenges". The government also stated that the "bottom 20 percent" was to have priority
concerning the allocation of subsidies for educational-related expenses.
To continuously benefit from the law, students must meet all the admission and retention
requirements. That is, they need to pass the admission and retention requirements of the
universities, which includes finishing their degree on time and enrolling in the required number
of units per year.
Persons who have already obtained a bachelor’s degree or comparable undergraduate
degree from any public or private higher education institution are not eligible for free education.
The Implementing Rules and Regulations (IRR) foresee different benefits depending on the
type of institution in which the student enrols:
All (eligible) Filipino students enrolled in courses leading to a bachelor’s degree in state
universities and colleges (SUCs), local universities and colleges (LUCs) and technical-vocational
schools will be exempted from paying tuition and other school fees. They are also exempted from
admission fees and fees for the use of library, laboratory and computers. For those enrolled in
technical-vocational schools, further fees are exempted, including the cost of utilities, facilities,
equipment and tools maintenance, as well as the honoraria of trainers. Other school fees that
are covered are specified under Sections 4 and 5 of RA 10931 and are further detailed in the
Implementing Rules and Regulations.
For those enrolled in private higher education institutions, a subsidy for tuition and other
school fees is available.
The law also includes provisions for student loans. According to the IRR, students with
financial capacity may opt out of the benefits foreseen by the law.

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Philosophies of Education
3 Types:
1. Teacher-centered philosophies are those that transfer knowledge from one
generation of teachers to the next. In teacher-centered philosophies, the
teacher’s role is to impart a respect for authority, determination, a strong work
ethic, compassion for others, and sensibility. Teachers and schools succeed when
students prove, typically through taking tests, that they have mastered the
objectives they learned.

o Essentialism is the educational philosophy of teaching basic skills. This philosophy

advocates training the mind. Essentialist educators focus on transmitting a series
of progressively difficult topics and promotion of students to the next level or
grade. Subjects are focused on the historical context of the material world and
culture, and move sequentially to give a solid understanding of the present day.
This philosophy stresses core knowledge in reading, writing, math, science,
history, foreign language, and technology. The tools include lecturing,
memorization, repetition, practice, and assessment.
o Perennialism is the educational philosophy that the importance of certain works
transcends time. Perennial works are those considered as important and
applicable today as they were when they were written, and are often referred to
as great books. Common examples include Melville’s Moby Dick, Shakespeare’s
Macbeth, Dickens’s Great Expectations, and Dante’s Inferno. Perennialism is
sometimes referred to as “culturally conservative,” because it does not challenge
gender stereotypes, incorporate multiculturalism, or expose and advocate
technology, as would be expected of contemporary literature.

2. Student-centered philosophies are another essential philosophy that educators

should be aware of. By focusing on the needs of students, teachers are able to
assist and teach students within the classroom ensuring a higher level of student
success. In this article three types of student-centered philosophies will be
discussed which are progressivism, social reconstructionism, and existentialism.

Student-centered philosophies focus more on training individual students. These

philosophies place more emphasis on the individuality of students and helping
them to realize their potential. A student-centered classroom may be less rigid or
structured, less concerned about past teaching practices and drilling academics,
and more focused on training students for success in an ever-changing world.
Students and teachers typically decide together what should be learned, as well
as how this can best be achieved.

o Progressivism is based on the positive changes and problem-solving approach that

individuals with various educational credentials can provide their students.
Progressivist educators are outcome focused and don’t simply impart learned
facts. Teachers are less concerned with passing on the existing culture and strive
to allow students to develop an individual approach to tasks provided to them.

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o Social reconstructionism is an educational philosophy that views schools as tools
to solve social problems. Social reconstructionists reason that, because all leaders
are the product of schools, schools should provide a curriculum that fosters their
development. Reconstructionists not only aim to educate a generation of problem
solvers, but also try to identify and correct many noteworthy social problems that
face our nation, with diverse targets including racism, pollution, homelessness,
poverty, and violence. Rather than a philosophy of education, reconstructionism

o Existentialism promotes attentive personal consideration about personal

character, beliefs, and choices. The primary question existentialists ask is whether
they want to define who they are themselves, or whether they want society to
define them. Although freedom and individuality are highly valued American
principles, existentialists argue that there is an underlying message of conformity.
Rather than the belief that the mind needs to understand the universe,
existentialists assume that the mind creates its universe. Their beliefs incorporate
the inevitability of death, as the afterlife cannot be experienced personally with
the current senses, focusing on the fact that the experience we have of the world
is temporary and should be appreciated as such may be referred to as more of a
remedy for society that seeks to build a more objective social order.

3. Society-centered philosophies go beyond focusing on the student and focus

instead on a group or a population. Society-centered philosophies focus on
educating a group of people—whether a minority group or the world as a whole—
rather than a curriculum or a student. The objective is to improve society as a
whole.

o Critical theory is a philosophy of education that analyzes institutions,

organizations, and instruction in terms of power relationships. According to
proponents of critical theory, schools are controlled by the powerful, wealthy
upper class that marginalizes the lower classes by using their control to maintain
or reproduce their favored position on an issue. The supporters of critical theory
strive to empower subordinate classes by analyzing social and educational
circumstances in schools and in society. They draw attention to exploitative power
relationships such as determination or marginalization to foster change.

o Globalization. On a wider scale than the educational landscape, globalization

refers to the processes that promote worldwide participation and relationships
between people of different countries, cultures, and languages. Four main
processes promote globalization: communication processes, economic processes,
political processes, and educational processes.

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Education System in other Countries

South Korea: The main focus of their system is primary education. They make a good start with
students, which carries them through the rest of their educational life. The students are known
to go to school seven days a week. South Korea spends 8% of its GDP on education as compared
to a 6% average of other OECD participating countries. Culturally there is high emphasis placed
on education. Parents are very involved and are willing to spend a lot of money to get their child
the education they need. Teachers have to be highly qualified and are also paid good salaries. It
is one of the coveted career choices in South Korea.
Japan/Hong Kong: All three systems have a technology-based education structure. They are also
similar to South Korea in the fact that their main focus is also primary education and they spend
a good percentage of their GDP on education. The primary, secondary and higher education
levels are exemplary in their approach and work. Student retention is a common practice. The
education system has moved instruction further away from the rote memorization and repetitive
tasks on which it had originally focused to deeper conceptual understanding and problem-based
learning. The Singapore’s ministry of education's recent policy of ‘Teach less, learn more’ is highly
popular and has catapulted its education system onto the top rungs in the world.
Finland: Although a top runner in the past, it is losing ground to its Asian counterparts.
Regardless, Finland still figures in the top 10 performing countries in the world. School does not
begin for children until they are 7 years old. There is no homework and no standardized testing
until they reach high school. They have shorter school days. All schools follow a national
curriculum. Students and teachers spend less time in schools in comparison to their American
counterparts. Finland also provides three years of maternity leave, subsidized daycare and pre-
school for 5-7 year olds where the emphasis is on playing and socializing.
Canada: In the last few years, Canada has been a surprise entry in the top 10 education systems
surprising many. Their system is very simple. They focus on three main parts: literacy, math and
high school graduation. With a clear vision, they have created a transparent system in
collaboration with administrators, teachers and the union to create a curriculum and
methodology that is successful. The system encourages teamwork, quality education, continued
teacher training, transparent results and a culture of sharing best practices. The teacher morale
is also high because their pay is acceptable, working conditions are favorable, facilities are good
and there are all kinds of opportunities for teachers to improve their practice. Most importantly,
perhaps, there is discretion for teachers to make their own judgments.
Indonesia: The education system is a reflection of the country’s rich culture, religious diversity
and historical struggle for a distinct identity on the global map. With a background of fighting for
independence, civil war, the New Order and the student revolution in more recent years,
Indonesia is a nation facing many challenges. The population is young and growing fast, yet
resources are disparately allocated. Education then becomes a critical factor in improving the
overall well being of Indonesia and its people.
Bangladesh: The goal of 'Education for All' is being vigorously pursued in the country.
The education system is divided into 4 levels-- Primary (from grades 1 to 5), Secondary (from
grades 6 to 10), Higher Secondary (from grades 11 to 12) and tertiary. Alongside national
educating system, English medium education is also provided by some private enterprises. They
offer 'A' level and 'O' level courses. There is also Madrasa system which emphasizes on Arabic
medium Islam-based education.This system is supervised by the lone Madrasa Board of the
country.

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Barbados: The Barbados government has invested heavily in education, resulting in a literacy rate
of 98%, one of the highest in the world. Primary runs from 4 to 11, with secondary 11 to 18. The
majority of schools at both levels are state-owned and run.
New Zealand: Primary and secondary education in New Zealand runs from aged 5 to aged 19,
with school compulsory between 6 and 16. There are three types of secondary schools in New
Zealand: state schools educate approximately 85% of students, state-integrated schools —
private schools that have been integrated into the state but keep their special charter — educate
12%, and private schools educate 3%.
Estonia: Estonia spends around 4% of its GDP on education, according to 2015 figures. The
country's 1992 Education Act says that the goals of education are "to create favourable
conditions for the development of personality, family and the Estonian nation; to promote the
development of ethnic minorities, economic, political and cultural life in Estonia and the
preservation of nature in the global economic and cultural context; to teach the values of
citizenship; and to set up the prerequisites for creating a tradition of lifelong learning nation-
wide."
Ireland: The majority of secondary schools in Ireland are privately owned and managed but state-
funded, but there are also state comprehensives and vocational schools. However, a recent
report shows that Ireland's spending on education fell 15% behind the developed world during
the height of the financial crisis, 2008 to 2013, suggesting its education system could suffer in
future.
Qatar: The BBC reported in 2012 that oil-rich Qatar was "becoming one of the most significant
players in the field of education innovation, supporting a raft of projects from grassroots basic
literacy through to high-end university research." The country is investing heavily in improving
educational standards as part of its Vision 2030 programme to make the country self-sufficient.
Government-funded schools offer free education but only to Qatari citizens and most foreign
nationals tend to send their children to private schools.
Netherlands: Dutch children were found to be the happiest in the world in a 2013 Unicef study,
leading the way globally educational well-being among others. Schools typically don't give much
homework until secondary level and students report little pressure and stress. Schools are
divided between faith schools and "neutral" state schools, with only a small number of private
schools.
Singapore: Singapore scores incredibly highly in the PISA (Programme for International Student
Assessment) tests, which aim to measure and compare the performance of students across
different countries. However, the school system also has a reputation as being a pressure cooker,
putting students under a lot of stress at a young age.
Belgium: Belgium has four different genres of secondary schools, namely general secondary
schools, technical secondary schools, vocational secondary education schools, and art secondary
education institutions. The Fulbright Commission in the US, which organises student exchanges
with Belgium and Luxembourg says: "Education enjoys high priority, and the largest share of the
regional governments’ annual budget in Belgium. Complete systems of public and private schools
are available to all children between the ages of 4 and 18, at little or no cost."
Switzerland: Just 5% of children attend private schools in Switzerland. Lessons are taught in
different languages depending on the region of Switzerland, with German, French or Italian the
most common languages of instruction. From secondary onwards students are separated by
ability.

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Denmark: Denmark has never been a celebrated country for its ranking in the poll yet it has been
known for its developed education system among elites. Earlier, Denmark was on position 8, but
due to passing the five newly included indicators, it has taken a giant leap from 8th position to
4th.The indicator that helped Denmark to jump on the 4th position is – increased teacher-to-
student ration for secondary and primary schools.
Russia: No matter Russia has gained 5th position, yet it should be applauded for being in the top
5 countries with the world’s best education system. Russia’s education system is known for
preparing students workspace ready. It also has a good teacher-to-student ratio.
Norway: Norway was on 16th position in the earlier quarter. However, with certain changes in
its education system, it has jumped ten positions and successfully landed to 6th position. If we
talk about its teacher-to-student ratio than it is ‘1 teacher to 10 students approximately.’
United Kingdom: Although this country would have been a great competitor to all the five-
pointers in the list, yet current clashes between government and teachers has made it fall back
on 7th position. United Kingdom, could get better if government prudently handles the current
situations like giving better wages to teachers, enhanced classroom support to students and
rendering each class with modern educational facilities.

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Legal Decisions
REPUBLIC ACT NO. 7662
AN ACT PROVIDING FOR REFORMS IN THE LEGAL EDUCATION, CREATING FOR THE PURPOSE, A
LEGAL EDUCATION BOARD AND FOR OTHER PURPOSES.
Section 1. Title. - This Act shall be known as the "Legal Education Reform Act of 1993."

Sec. 2. Declaration of Policies. - It is hereby declared the policy of the State to uplift the standards
of legal education in order to prepare law students for advocacy, counselling, problem-solving,
and decision-making, to infuse in them the ethics of the legal profession; to impress on them the
importance, nobility and dignity of the legal profession as an equal and indispensable partner of
the Bench in the administration of justice and to develop social competence.
Towards this end, the State shall undertake appropriate reforms in the legal education system,
require proper selection of law students, maintain quality among law schools, and require legal
apprenticeship and continuing legal education.chanrobles virtualaw library
Sec. 3. General and Specific Objective of Legal Education. - (a) Legal education in the Philippines
is geared to attain the following objectives:
(1) to prepare students for the practice of law;cralaw
(2) to increase awareness among members of the legal profession of the needs of the poor,
deprived and oppressed sectors of society;cralaw
(3) to train persons for leadership;cralaw
(4) to contribute towards the promotion and advancement of justice and the improvement of its
administration, the legal system and legal institutions in the light of the historical and
contemporary development of law in the Philippines and in other
countries.chanroblesvirtuallawlibrary
(b) Legal education shall aim to accomplish the following specific objectives:
(1) to impart among law students a broad knowledge of law and its various fields and of legal
institutions;cralaw
(2) to enhance their legal research abilities to enable them to analyze, articulate and apply the
law effectively, as well as to allowthem to have a holistic approach to legal problems and
issues;cralaw
(3) to prepare law students for advocacy, counselling, problem-solving and decision-making, and
to develop their ability to deal with recognized legal problems of the present and the
future;cralaw
(4) to develop competence in any field of law as is necessary for gainful employment or sufficient
as a foundation for future training beyond the basic professional degree, and to develop in them
the desire and capacity for continuing study and self-improvement;cralaw
(5) to inculcate in them the ethics and responsibilities of the legal profession; and
(6) to produce lawyers who conscientiously pursue the lofty goals of their profession and to fully
adhere to its ethical norms.

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Sec. 4. Legal Education Board; Creation and Composition. - To carry out the purpose of this Act,
there is hereby created the Legal Education Board, hereinafter referred to as the Board, attached
solely for budgetary purposes and administrative support to the Department of Education,
Culture and Sports.
The Board shall be composed of a Chairman, who shall preferably be a former justice of the
Supreme Court or Court of Appeals, and the following as regular members: a representative of
the Integrated Bar of the Philippines (IBP); a representative of the Philippine Association of Law
Schools (PALS); a representative from the ranks of active law practitioners; and, a representative
from the law students' sector. The Secretary of the Department of Education, Culture and Sports,
or his representative, shall be an ex officio member of the Board.
With the exception of the representative of the law students' sector, the Chairman and regular
members of the Board must be natural-born citizen of the Philippines and members of the
Philippine Bar, who have been engaged for at least ten (10) years in the practice of law, as well
as in the teaching of law in a duly authorized or recognized law school.chanrobles virtualaw
library
Sec. 5. Term of Office; Compensation. - The Chairman and regular members of the Board shall be
appointed by the President for a term of five (5) years without reappointment from a list of at
least three (3) nominees prepared, with prior authorization from the Supreme Court, by the
Judicial and Bar Council, for every position or vacancy, and no such appointment shall need
confirmation by the Commission on Appointments. Of those first appointed, the Chairman and
the representative of the IBP shall hold office for five (5) years, the representatives of the PALS
and the PALP, for three (3) years; and the representative from the ranks of active law
practitioners and the representative of the law students' sector, for one (1) year, without
reappointment. Appointments to any vacancy shall be only for the unexpire portion of the term
of the predecessor.
The Chairman and regular members of the Board shall have the same salary and rank as the
Chairman and members, respectively, of the Constitutional Commissions: Provided, That their
salaries shall not be diminished during their term of office.chanrobles virtualaw library
Sec. 6. Office and Staff Support. - The Department of Education, Culture and Sports shall provide
the necessary office and staff support to the Board, with a principal office to be located in
Metropolitan Manila.
The Board may appoint such other officers and employees it may deem necessary in the
performanceof its powers and functions.chanrobles virtualaw library
Sec. 7. Powers and Functions. - For the purpose of achieving the objectives of this Act, the Board
shall havethe following powers and functions:
(a) to administer the legal education system in the country in a manner consistent with the
provisions of this Act;cralaw
(b) to supervise the law schools in the country, consistent with its powers and functions as herein
enumerated;cralaw
(c) to set the standards of accreditation for law schools taking into account, among others, the
size of enrollment, the qualifications of the members of the faculty, the library and other
facilities, without encroaching upon the academic freedom of institutions of higher
learning;cralaw
(d) to accredit law schools that meet the standards of accreditation;cralaw

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(e) to prescribe minimum standards for law admission and minimum qualifications and
compensation of faculty members;cralaw
(f) to prescribe the basic curricula for the course of study aligned to the requirements for
admission to the Bar, law practice and social consciousness, and such other courses of study as
may be prescribed by the law schools and colleges under the different levels of accreditation
status;cralaw
(g) to establish a law practice internship as a requirement for taking the Bar which a law student
shall undergo with any duly accredited private or public law office or firm or legal assistance
group anytime during the law course for a specific period that the Board may decide, but not to
exceed a total of twelve (12) months. For this purpose, the Board shall prescribe the necessary
guidelines for such accreditation and the specifications of such internship which shall include the
actual work of a new member of the Bar.
(h) to adopt a system of continuing legal education. For this purpose, the Board may provide for
the mandatory attendance of practicing lawyers in such courses and for such duration as the
Board may deem necessary; and
(i) to perform such other functions and prescribe such rules and regulations necessary for the
attainment of the policies and objectives of this Act.chanroblesvirtuallawlibrary
Sec. 8. Accreditation of Law Schools. - Educational institutions may not operate a law school
unless accredited by the Board. Accreditation of law schools may be granted only to educational
institutions recognized by the Government.chanrobles virtualaw library
Sec. 9. Withdrawal or Downgrading of Accreditation. - The Board may withdraw or downgrade
the accreditation status of a law school if it fails to maintain the standards set for its accreditation
status.chanrobles virtualaw library
Sec. 10. Effectivity of Withdrawal or Downgrading of Accreditation. - The withdrawal or
downgrading of accreditation status shall be effetive after the lapse ofthe semester or trimester
following the receipt by the school of the notice of withdrawal or downgrading unless, in the
meantime, the school meets and/or upgrades the standards or corrects the deficiencies upon
which the withdrawal or downgrading of the accreditation status is based.chanrobles virtualaw
library
Sec. 11. Legal Education Fund. - There is hereby created a special endowment fund, to be known
as the Legal Education Fund, which shall be under the control of the Board, and administered as
a separate fund by the Social Security System (SSS) which shall invest the same with due and
prudent regard to its solvency, safety and liquidity.
The Legal Education Fund shall be established out of, and maintained from, the amounts
appropriated pursuant to paragraph 2, Sec. 13 hereof, and from sixty percent (60%) of the
privilege tax paid by every lawyer effective Fiscal Year 1994; and from such donations, legacies,
grant-in-aid and other forms of contributions received by the Board for the purposes of this Act.
Being a special endowment fund, only the interests earned on the Legal Education Fund shall be
used exclusively for the purposes of this Act, including support for faculty development grants,
professorial chairs, library improvements and similar programs for the advancement of law
teaching and education in accredited law schools.
The Fund shall also be used for the operation of the Board. For this purpose, an amount not
exceeding ten percent (10%) of the interest on the Fund shall be utilized.

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The Board, in consultation with the SSS, shall issue the necessary rules and regulations for the
collection, administration and utilization of the Fund.chanrobles virtualaw library
Sec. 12. Coverage. - The provisions of this Act shall apply to all schools and colleges of law which
are presently under the supervision of the Department of Education, Culture and Sports.
Hereafter, said supervision shall be transferred to the Board. Law schools and colleges which shall
be established following the approval of this Act shall likewise be covered.chanrobles virtualaw
library
Sec. 13. Appropriation. - The amount of One Million Pesos (P1,000,000.00) is hereby authorized
to be charged against the current year's appropriation of the Contingent Fund for the initial
expenses of the Board.
To form part of the Legal Education Fund, there shall be appropriated annually, under the budget
of the Department of Education, Culture and Sports, the amount of Ten Million Pesos
(P10,000,000.00) for a period of ten (10) years effective Fiscal Year 1994.chanrobles virtualaw
library
Sec. 14. Separability Clause. - If any provision of this Act is declared unconstitutional or the
application thereof to any person, circumstance or transaction is held invalid, the validity of the
remaining provisions of this Act and the applicability of such provisions to other persons,
circumstances and transactions shall not be affected thereby.chanrobles virtualaw library
Sec. 15. Repealing Clause. - All laws, decrees, executie orders, rules and regulations, issuances or
parts thereof inconsistent with this Act is hereby repealed or amended accordingly.chanrobles
virtualaw library
Sec. 16. Effectivity. - This Act shall take effect after fifteen (15) days following the completion of
its publication in the Official Gazette or in any two (2) newspapers of general circulation.
Approved: 23 December 1993.
(Robles, 2019)

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