This document is a term paper presented to a professor on the topic of globalization of education. It contains an introduction that discusses issues with the Philippine education system such as inadequate facilities, large class sizes, and graduates not having necessary employability skills. The statement of the problem notes that while the Department of Education is implementing a K-12 program to align with international standards, it is unclear if this will truly address the system's handicaps or just result in greater financial burden. Additionally, there is too much politics involved in the education system through politicians appointing school administrators and teachers.
This document is a term paper presented to a professor on the topic of globalization of education. It contains an introduction that discusses issues with the Philippine education system such as inadequate facilities, large class sizes, and graduates not having necessary employability skills. The statement of the problem notes that while the Department of Education is implementing a K-12 program to align with international standards, it is unclear if this will truly address the system's handicaps or just result in greater financial burden. Additionally, there is too much politics involved in the education system through politicians appointing school administrators and teachers.
This document is a term paper presented to a professor on the topic of globalization of education. It contains an introduction that discusses issues with the Philippine education system such as inadequate facilities, large class sizes, and graduates not having necessary employability skills. The statement of the problem notes that while the Department of Education is implementing a K-12 program to align with international standards, it is unclear if this will truly address the system's handicaps or just result in greater financial burden. Additionally, there is too much politics involved in the education system through politicians appointing school administrators and teachers.
This document is a term paper presented to a professor on the topic of globalization of education. It contains an introduction that discusses issues with the Philippine education system such as inadequate facilities, large class sizes, and graduates not having necessary employability skills. The statement of the problem notes that while the Department of Education is implementing a K-12 program to align with international standards, it is unclear if this will truly address the system's handicaps or just result in greater financial burden. Additionally, there is too much politics involved in the education system through politicians appointing school administrators and teachers.
PRESENTED TO PROFESSOR MARILYN BISCOCHO TANAUAN, INSTITUTE INC. TANAUAN CITY
“GLOBALIZATION OF EDUCATION”
SUBMITTED BY:
PETATE, JEAN C. RICALDE, MAY R. LUNA, JOY CLAUDINE L. ENRIQUEZ, RYAN PATRICK C. LAUREL, HARVBY V. BSE-1C
Table of Contents
Title Page
Chapter 1 Introduction 1
Statement of the Problem 2
Objectives of the Problem 3
Importance of study 4
Definition of Terms 5
Chapter 2
Conclusions
Recommendations
Bibliography INTRODUCTION
Philippine Education is a product of long history of struggle. Its metamorphosis was a
gradual process which was a product of generations of colonialism and imperialism The
Filipinos regarded education as the most effective vehicle for social mobility. Education
during the American period brought with it progress, together with its ills and
shortcomings. On the one hand, it is undeniable that the establishment of the public
school system was beneficial to the Filipinos and to the Philippines. Even if its impact
cannot be quantified, it was assumed that higher literacy rate among the people
contributed to the improvement of their standard of living, improvement in public health
and employment opportunities that hasten economic growth. It had also awakened in
them their political participation. Paradoxically, one may ask how the educational
system that is in crisis can contribute to economic growth. True, there was growth in the
economy but problems encountered that were rooted in social conditions, were often
blamed on the inadequacies of the educational system. Studies showed that earning a
college degree was not a guarantee for a stable job that can provide better income. This
motivated the educated Filipinos, especially the middle class to shift their interest in
finding better paying jobs abroad. This phenomenon contributed to the exodus of the best educated Filipinos resulting to “brain drain.” The rise of student activism during the
60’s was partly fueled by the education crisis. Even with the new ways of producing and
transmitting knowledge developed in the different sectors; this was not enough to
overrun the inadequacy of public education. Even the fourteen years of martial law,
characterized by repression and authoritarian policies, was not successful in restoring
the moral objectives of education. After the EDSA people power revolution, the Aquino
administration brought a new period in education history. New concepts were
introduced such as schools for the people, democratic and relevant education, and
education as a right not a privilege, emerged and taken up by the civil society.
Presently, the Philippine educational system is faced by several issues that need to be
addressed in order to improve the delivery of education to the most number of the
population. One of this is the quality and accessibility of education to its takers.
Undeniably, the Philippines government, in spite of its inadequacy of providing some
basic services to its people, is doing its best to provide the rudiments of basic schooling
to its people for free. To provide quality education to all students is the most important
mission of every educational institution. However, with the multifarious problems facing
the public schools, its delivery is hindered. Reality tells us that even if the public school
teachers are qualified to teach, the lack of instructional materials, inadequate facilities
and lack of training for professional growth hindered them to perform at their best. It is
sad to note that with students reaching up to sixty pupils and students in a classroom,
the learning environment is distorted. Sadly, CHED, in spite of all its efforts, failed to
regulate the opening of programs. This resulted to a mismatch of the educational
system to the needs of the society. Universities and colleges produce graduates who
cannot be absorbed by the labor market in the Philippines. These situations bring us to
look into the different issues and concerns now facing the Philippine educational
system.
STATEMENT OF THE PROBLEM
This concern was a response to the ever changing milieu in the international academic
community where students must be globally competitive. Thus, schools must transform
their orientation from being parochial to liberal. Programs must be aligned to meet
international standards. Qualifications of teachers, facilities of the institutions and
instructional materials and strategies must conform to international accreditation
requirements. But how many of our institutions, are able to meet this requirement?
Tertiary institutions continue to produce graduates who do not have the necessary
employability skills, not only in terms of the local norms but more so with international
standards. Sadly, even if our graduates work abroad they end up working as laborers,
domestics and other blue collar workers which do not fit their educational credentials. I
believe, that you will agree with me that this is not the concept of globalization we have
in mind. The Department of Education will implement the K-12 program by the next
school year. This is in response to the alignment of the basic education curriculum to
international standards. The present system of 6 – 4 – 4, according to the education
experts lacks the required number of years that our students have to spend in school,
from the elementary, secondary up to the tertiary level. Hence, there is a need to add
two more years to our basic education so that the students will have more years in
developing the necessary employability skills they must have after they graduate from
secondary school. But is this really the answer to the present handicap of our
educational system? Will adding two years bring more benefits? Or will it just result to
more financial implications, not only to the parents but also to the government? This is a
concern that has to be addressed before it becomes too late for us to realize the impact
it will create in the succeeding years. The educational system does not receive much
budget from the government. This resulted to poor facilities. Schools in the rural areas
do not receive much support from the government. School supplies such as books are
received by them almost at the end of the year. What use will it give the pupils and
students? To add more insult, textbooks contain a lot of errors in spelling and facts
presented. This is a clear indication of a government’s failure to provide the basic
services needed by its people. Students took it upon themselves to ventilate school
budget concerns for these can redound to increase in their matriculation fees, non-
upgrading or updating of school and library facilities, and non-hiring of additional faculty
members, among others. State run institutions are empowered to generate their income
in order that they can manage their finances and not depend so much from government subsidies. It is in this context that school administrators do their best to win favors from
politicians, whom they believe can support their school programs and projects. This
results to another concern of too much politics in education. Politics in education is an
issue that presently pervades educational system in the country. The government,
specifically the legislators, is inept in formulating laws that can address the crisis in the
educational system. A sad reality that is happening right now is the formulation of
policies with the main purpose of making our educational system at par with those in
other countries, but there are no concrete guidelines as to how these are to be
implemented. Most educational experts are technocrats with no experience in the field.
Yes, their programs are good, to say the but because of their lack of experience in
actual classroom teaching, they fail to study the application of these programs. One
specific example is the Bridge Program that was implemented a few years ago. This
program assessed the competency of Grade Six pupils to be promoted to High School.
There were grade six pupils who scored below the passing mark that were made to
repeat grade six to bridge their admission to high school. Thus, this added another year
of elementary schooling. However, after a year of its implementation, the program was
stopped. Worst, teachers in the classrooms were not duly informed of the reasons for its
non-continuance. This is just one of the many educational programs implemented in the
Philippine educational system that were not properly monitored and evaluated. This
brings to a conclusion that Filipinos are only good planners but not good implementers
and evaluators. Undeniably, administrators of state run institutions solicit financial
support from politicians who can sustain their school projects. There is nothing wrong with this. However, if the support given by politician must be equated by some favors
from school officials, this becomes a major concern by everybody. There are cases
where principals, supervisors and even superintendent of schools and divisions are
appointed because they are recommended by well-known senators, congressmen,
governors and even mayors. This practice extends even up to the lowest level.
Politicians recommend their relatives to be hired as teachers and other school staff. And
if the principal has some debt of gratitude to the politician because of the support he is
giving to the school, his recommendation cannot be refused. This practice defeats the
purpose of screening applicants for teaching positions because even if you are first in
the ranking, but you do not have a political back up, you will be the least priority in
hiring. Although we cannot totally separate politics in education, it is of great import that
objectivity, fairness and justice must be observed. It is very ironic that schemes like
these happen in an institution that is expected to teach and inculcate good moral values
and virtues among the young people of Philippine society. As educators, what then can
we do to transform the image that the educational system had propagated through the
years? As an educator, I believe that total transformation must be implemented in the
education sector of the country. When I say transformation of the education sector I
refer to the total re orientation of the system which would start from policy
transformation. Education policies and programs, including the curriculum must be
carefully evaluated and studied whether they are attuned to the needs of the people and
the country. Review of the provisions must be done in all levels and participation of the
stakeholders must be solicited. Experts must be realistic in coming up with more
attainable policies, that will address not only the educational problems but more so
contribute to economic growth and development of the country. I also believe in the
values reorientation of the Filipinos as a key to national development. The integration of
values education in the curriculum, I believe is still not enough to address this need.
Values become more permanent in the minds and hearts of the pupils and students
when they are caught, modeled by their mentors, rather than being discussed as
abstract concepts in the classrooms. Thus, there is an urgent call for teacher
transformation, in terms of their values orientation. I believe that teachers cannot
become effective models of good moral values unless they undergo some process of
values transformation. It is always wise to say “follow what I say and do,” rather than
“follow what I say, do not follow what I do.” It is only when pupils and students
concretely observe their teachers consistently practice these good values that they will
be able to replicate these in themselves. These, I believe is easier said than done. But
unless we start doing it, we cannot claim tried. Lastly, I believe that teachers’
transformation must include their upgrading or updating for professional and personal
development. Even if the salary of the ordinary public school teacher had been
standardized to be competitive, with the increasing economic crisis, it will still be not
enough to afford them attendance to seminars, trainings and enrollment in graduate
education. Hence, government support and intervention, along this line is very much
needed. Our teachers are professionals, and I believe their pre-service training had
equipped them with the necessary skills to teach. Yet, with the advancement in science
and technology, there is a great need for them to acquire competence in the use of these state of the art equipments to enhance their teaching skills. The government must
invest on our teachers because it is through them that we train and develop the minds
of our future leaders. As they say, show me your schools and I will tell you what society
Globalization has become a widespread idea in national and international dialogue in
recent years. Globalization’s shifting and controversial parameters make it difficult to
describe it as clearly as a dominant force, both positively and negatively, shaping the environment in which we live. It links individuals and institutions across the world with
unprecedented Interconnection. Remain a dominant paradigm for the foreseeable future
despite of the ambiguities and significance and anxieties and blackheads it generates.
Globalization has a wide ranging potential to influence all sectors of development. Its
impact on the pace and pattern of economic development, it also casts its shadow on
the system of education.
CONCLUSIONS
Most people believe that globalization is only a matter of industry and business, and
that education is no part of this development. However, if we understand education
as a part of the business, education systems can be seen as the core of the globalization process. Recent developments in the education sector like widened
education access for all, creation of new educational network organizations point to
the implications of the global information society in the education system.
Today, the forces of globalization are affecting youth, families, and education
systems worldwide. All social systems are predicated on the need to impart values,
morals, skills, and competencies to the next generation. The lives and experiences
of the youth are linked to economic realities, social processes, technological and
media innovations, and cultural flows that traverse national boundaries with ever
grater momentum. These global transformations require the youth to develop new
skills that are far ahead of what most educational systems can deliver. Education
systems therefore, need both rethinking and restructuring if schooling is to best
prepare the youth to engage in globalization’s new challenges, opportunities & costs.
