Collegio de la Prurisima Concepcion

School of Graduate Studies

Foundations of Guidance and Counseling

Vincent B. Viñas Linda A. Villasis, Ph.D

Reporter Professor

The Educational Foundation of Guidance in the Philippines

The Beginnings of Philippine Education

“The political events and social conditions during successive periods of Philippine political history
contributed towards inception and development of the present system of education” (Leus and
Langanlangan, 1999).

Spaniards – directed education in the religious life and the need to educate the native Filipinos
Americans – directed education in the political and social
Japanese – directed education in the cultural

The Filipinos moved through various stages of national life and in the process, developed an
education characterized by an eclectic conglomeration and synthesis of several ideologies.

Philippine Educational System (Old in comparison with present K12)

A. Nursery to Kindergarten – about age 4

B. Elementary – about age 7
C. Secondary (4 years)
D. College

Different Types of Schools

A. Private Schools
B. Preparatory Schools
C. International Schools
D. Laboratory High Schools
E. Science High Schools
F. Other Special Schools

Origins of Philippine Education

Revolutionary Government – Emilio Aguinaldo created 4 government departments and one of these was
the Department of Education and Hygiene (1898). Renamed this Department as Department of interior with
3 divisions, one was Education and General Sanitation.
Malolos Constitution – Provided for a counsel of Government composed of a President/Prime Minister and
7 Secretaries each to head a department. One of these was a Secretary of Public Instruction.
The American Regime – saw the installation of a highly centralized public school system.
Philippine Legislature – approved Act No. 1870 which created the University of the Philippines.
Thomasites – 600 teachers from the USA to solve the heavy shortage of teachers.

An Overview of the Present Educational System

A. Early Childhood Education for children Age 4 – 6 years
B. Formal Basic Education (6 years elementary education and 4 years of secondary education) DepEd
C. Non-formal education
D. Post Secondary and vocational-technical education TESDA
E. Tertiary education CHED
F. Graduate Education
Legal Basis of Education

1935 Constitution – mandates all schools to develop moral character, personal discipline, civic conscience,
and vocational efficiency and to teach the duties of citizenship (Article XIV, Sec. 5)
1973 Constitution – mandates all educational institutions to inculcate love of country, teach the duties of
citizenship and develop moral character personal discipline and scientific technological and vocational
efficiency (Article XV, Sec. 8.4)
1986 Constitution – mandates the State to give priority to education, science and technology, arts, culture
and sports and promote total human liberation and development (Article II, Sec. 17)

The Department of Education (DepEd)

DepEd’s vision is to assist the Filipino child to discover his/her full potential in a child-centered and
value driven teaching-learning environment and thereby, enable him/her to create his/her destiny in the
global community. Its mission is to provide quality basic education that is equitably accessible to all and lay
the foundation for life-long learning service for the common good.

Technical Education (TESDA)

It is primarily responsible for formulating continuing, coordinating and fully integrating the nation’s
technical education and skill development, policies, plans and programs. Objectives and Goals:

 Promote and strengthen the quality of technical education and skills development programs to
attain international competitiveness;
 Focus technical education and skills development on meeting the changing demands for middle-
level manpower
 Encourage critical thinking and creative thinking by disseminating the scientific and technical
knowledge base of middle-level manpower development programs;
 Recognize and encourage the complementary roles of public and private institutions in technical
education skills development training systems, and;
 Inculcate desirable values through the development of moral character with emphasis on work
ethics, discipline, self-reliance and nationalism.

The Commission of Higher Education

It was established by virtue of Republic Act. No. 7722, otherwise, known as the Higher Education
Act of 1994. It covers both public and private higher education institutions as well as degree-granting
programs in all public and private post-secondary educational institution. Mandates the following tasks:

 Promote quality education

 Take appropriates steps to ensure that education shall be accessible to all
 Ensure and protect academic freedom for the continuing intellectual growth, the advancement of
learning and research, the development of responsible and effective leadership, the education of
high level professionals and the enrichment of historical and cultural heritage.

1,605 higher education institutions in the country and they are classified as either public or private HEIs.

Public Higher Education Institution

Categories of HEIs
1. Chartered state Universities and Colleges
2. Non-chattered state colleges
3. Community Universities and Colleges

SUCs – State Universities and Colleges are chattered HEIs established by law, administered and
financially subsidized by the government.
LUCs – Local Universities and Colleges are those established by the local government through resolution
ordinance.
CSIs – CHED Supervised Higher Education Institutions are non-chartered public post secondary education
institutions established by law, administered, supervised and financially supported by the government.
OGS – Other Government Schools are public and secondary education institutions that offer higher
education programs.
Special HEIs – are directly under the government agency stipulated in the law that created them and
provide specialized training in areas such as military science and national defense.

Private Higher Education Institution

Private HEIs are established under the Corporation Code and are governed by special laws and
general provisions laws and general provisions of this code. Generally, Private HEIs are covered by the
policies and standards set by the CHED in terms of course offerings, curriculum, and administration and
faculty academic qualifications. Private HEIs are either sectarian or non-sectarian.

Basic Education in the Philippines

Under DepEd are the Bureau of Elementary Education and the Bureau of Secondary Education.

Bureau of Elementary Education – is to provide access, progress and quality in elementary education. Key
programs and projects:
1. Multiple Program in Philippine Education (MPPE) – improve access to quality elementary
education through the opening of complete multigrade classes and completion of incomplete
schools in far-flung barangays.
2. Preschool Service Contracting Program – This program is an alternative delivery system to provide
preschool education to prospective Grade I enrollees throughout the country through contracting.
3. SPED Personnel Enhancement Program – are short term summer/semester courses, seminar or
training workshops and national conferences done year round primarily aimed to hone the
capabilities of regular and SPED teachers, administrators, supervisors etc. in addressing the
educational needs of gifted children with disabilities and in managing programs appropriate for
them.
4. Resource Materials Development for Children with Special Needs – Production of Educational
materials for Teachers of Children with Learning Disabilities.
5. Early Intervention Program for Children with Disabilities – This program focuses on training of
SPED teachers and social workers.
6. Standard for Quality Elementary Education (SQEE) – This project intends to generate competency
standards for the workforce in all levels of elementary education.

Bureau of Secondary Education

The Bureau aims that by the third millennium, every Filipino youth shall further enjoy a better
quality of life due to access to quality secondary education, good spiritual and moral life, economic stability,
relevant cultural values, comprehensive work skills, strong sense of national identity and successful
adjustment to his rapidly changing environment. Their objectives are:

1. Develop an enlightened commitment to the national ideals by cherishing, preserving and

developing moral, spiritual, and socio-cultural values as well as other desirable aspects of Filipino
heritage;
2. Obtain knowledge and form desirable attitudes for understanding the nature and purpose of man
and, therefore, of one’s self, one’s own people and other races, places and times, thereby
promoting a keen sense of self, of family and of national and international situations;
3. Develop skills in higher intellectual operations and more complex comprehension and expression
activities and in thinking intelligently and critically and creatively in life’s situations;
4. Acquire work skills, knowledge and information and a work ethic essential for making an intelligent
choice of an occupation or a career and for specialized training in specific occupations;
5. Broaden and heighten one’s abilities in and appreciation for the arts, and science and technology
as means of maximizing one’s potentials for self-fulfillment and promoting the welfare of others.

Divisions of the Bureau:

 1. The Curriculum Development Division (CDD) coordinates research projects on curriculum
innovations which are initiated by the Bureau for implementation in the field.
2. The Staff Development Division (SDD) formulates the plans and programs to upgrade the
competencies of the teaching and non-teaching staff of secondary schools.
3. The Population Education Unit (Pop-Ed) is asked to provide an understanding of population related
matters and issues to enable individuals to make rational and responsible decisions concerning
them.

Its Key Programs are:

1. The GASTPE (Government Assistance to Students and Teachers in Private Education) through the
Education Service Contracting (ESC) Scheme and the Tuition Fee Supplement (TFS) has entered
into a contract with the private schools in order to accommodate those otherwise will not be able to
avail of free public secondary education.
2. The CS-PST (Community Service and Public Safety Training) is a pilot program on community
service and public safety training.
3. The TSD-MCP (Thinking Skills Development for Maximized Cognitive Performance) aims to
improve high school student’s cognitive skills through the purposeful teaching skills.
4. Teacher Training programs is the upgrading of teacher competence in order to improve
performance that is, the quality of teaching.
5. Adopt-A-School Program is a school-industry partnership between the private and the government
to provide resources the public system needs.
6. The SIP (Self-instructional Packages) in SRA (Social Reform) Provinces is a program that provides
instructional materials to prevent students from quitting schools due to poverty or illness.
7. BP-OSA (Balik-Paaralan Para sa Out-Of-School Adults) is a novel alternative delivery system that
provides out-of-school adults high school education and assistance on entrepreneurial and
employable skills for job opportunity.
8. Project EASE (Effective and Affordable Secondary Education) caters for students who cannot
attend class regularly due to personal, economic or financial reasons.
9. School Based Education – it is initiated, planned and implemented by the principal and the
teachers themselves.
10. The Indigenization/Localization of the Secondary Education Curriculum project focuses on the
relevance of the curriculum to the local culture.
11. RHGP (Revitalized Homeroom Guidance Program) is a curriculum that guides the learner’s need in
making sound decisions that match his/her aptitude and interest.
12. Population Education Program are competitions in population education in promoting curricular
programs related to societal concerns.
13. PEPTALK is a quarterly publication which aims to supplement the existing population education
instructional materials for all levels.
14. The POPEDIN (The Population Education Information Network) is a monthly newsletter which
contains PopEd updates and other related information for various types of user groups.
15. The Home Partnership Program complements the existing school program in population education.

Issues and Concern

Average Completion Rate School Year Failed to Complete
2007 – 200 Basic Education
Public Elementary Public High School
70.24% 71.67% 25% (more or less)

96.97% of elementary graduates enroll in high school

99.32% of high school graduates enroll in higher education institution
5.99% pupils who do not finish grade level education
7.45% pupils who do not finish high school

Achievement Rate of School Year 2007 – 2008

Subject Elementary High School
 Mathematics 63.89% 42.85%
Science 57.90% 46.71%
English 61.62% 53.46%
Filipino 73.18% 47.64%
Araling Panlipunan 55.63%

Number of Schools in the Philippines Offering Basic Education Year 2007 – 2008
School Level Type Number
Public Private
Elementary 37,807 6,664 44,471
Secondary 5,110 4,392 9,502

total 53,973

Enrollement Figures in Basic Education Year 2007 – 2008

School Level Type Number
Public Private
Preschool 588,818 410,778 999,596
Elementary 12,304,207 1,092,781 13,396,988
Secondary 5,126,459 1,332,846 6,459,305
total 20,855,889

About 90 Million Philippine Population and 25% enrolls in Basic Education Program