Philippine Educational System

Reflection #1

Submitted by: Ethan Richard F. Lee

Submitted to: Emmanuelle C. Manalang, MAED, LPT

January 13, 2023

 The Philippine educational system has a long and varied history. The earliest form of
education in the Philippines was the Baybayin, an indigenous writing system used by the pre-
colonial Filipinos. This was followed by the introduction of formal education by the Spanish
colonizers in 1565. During the Spanish period, education was mainly religious in nature, with the
primary goal of converting the natives to Catholicism.

In 1898, the United States took control of the Philippines and introduced a new
educational system. This system was based on the American educational model and focused on
the development of English literacy and vocational skills. In 1935, the Philippine Commonwealth
was established and the government began to implement a more comprehensive educational
system. This system was based on the American model, but with a greater emphasis on Filipino
culture and values. (Opiniano et al., 2022)

Goals and Objectives

The primary goal of the Philippine educational system is to provide quality education to all
Filipinos. This goal is achieved through the following objectives:

1. To promote the development of Filipino values and culture.

2. To promote the development of critical thinking, problem-solving, and decision-making

skills.

3. To promote the development of language and communication skills.

4. To promote the development of scientific and technological skills.

5. To promote the development of social and emotional skills.

 6. To promote the development of physical and health skills.

7. To promote the development of moral and ethical values.

Organization Structure
The Philippine educational system is organized into three levels: primary, secondary, and tertiary.

Primary education is divided into two levels: elementary and junior high school. Elementary
education is compulsory for all children aged 6 to 12 years old. Junior high school is optional and
is for students aged 13 to 15 years old.

Secondary education is divided into two levels: senior high school and college. Senior high school
is compulsory for all students aged 16 to 18 years old. College is optional and is for students aged
18 and above.

Tertiary education is divided into two levels: undergraduate and graduate. Undergraduate
education is for students aged 18 and above who wish to pursue a bachelor’s degree. Graduate
education is for students aged 21 and above who wish to pursue a master’s or doctoral degree.

Policies
The Philippine educational system is guided by several policies. These include the following:

1. The Education Act of 1982, which provides the legal framework for the Philippine
educational system.

2. The K-12 Program, which seeks to provide quality education for all Filipino students.

3. The National Education Plan, which outlines the goals and objectives of the Philippine
educational system.
 4. The National Qualifications Framework, which provides a system for recognizing and
validating educational qualifications.

Programs
The Philippine educational system offers a variety of programs to meet the needs of its students.
These include:

1. The Alternative Learning System, which provides alternative pathways for students
who cannot attend traditional schools.

2. The Special Education Program, which provides special education services for students
with disabilities.

3. The Technical Education and Skills Development Authority, which provides technical
and vocational training for students.

4. The National Service Training Program, which provides civic education and military
training for students.

5. The Student Financial Assistance Program, which provides financial assistance to

students from low-income families.
How crucial is the budgetary allocation of the government for education? Would you say that
with the current national budget, allocation for education is enough? Why or why not?

The budgetary allocation of the government for education is one of the most important
investments a nation can make. Education is the foundation of any country’s economic, social,
and political development, and it is essential for the growth of any society. Investing in education
leads to improved economic outcomes, increased social cohesion and enhanced political
stability. It is essential for governments to allocate a significant portion of their budgets for
education.

According to the Department of Budget and Management (DBM) recently submitted the
proposed 2023 national budget to Congress. The proposed budget aims to support the
government's development priorities, such as education, infrastructure, health, social
protection, and agriculture. Education is a top priority, with P824.6 billion allocated for basic
education, P105.4 billion for higher education, and P32 billion for technical education and skills
development. The budget seeks to improve the quality of basic education through the provision
of additional learning resources and equipment, as well as the modernization of public schools.
It also aims to ensure the availability of quality higher education by providing funding for state
universities and colleges. The budget also seeks to support the government's social protection
programs and health services, as well as the revitalization of the agriculture sector. (DBM, 2022)

The current national budget for education generally varies from country to country, but in most
cases the allocated funds are not enough. This is due to the fact that educational needs are
constantly changing and evolving, and the resources available for education are limited. As a
result, governments are often forced to prioritize their spending on other sectors such as health
and infrastructure, leaving education with inadequate funds.

In addition, the current budget allocation for education is often not sufficient to meet the needs
of the most vulnerable and disadvantaged members of society. This is especially true in
developing countries, where access to education is limited and the quality of education is low. In
these countries, the allocation of funds for education is often not sufficient to provide access to
quality education for all.

Furthermore, the budget allocated for education is often not enough to cover the costs of
providing a quality education. Educational systems require a range of resources to operate,
including qualified teachers, classrooms, textbooks, and other educational materials. However,
the budget allocated for education is often insufficient to cover the costs of these resources and
therefore, the quality of education suffers.

Also, the budget allocated for education is often not sufficient to cover the costs of innovative
educational practices and technologies. In today’s world, technology is an essential tool for
learning, and it is essential for schools to have access to the latest technologies in order to provide
high-quality education. However, the current budget allocated for education is often not enough
to cover the costs of implementing new technologies.

The budgetary allocation of the government for education is essential for the growth of any
society. However, with the current national budget, allocation for education is often not enough
to meet the needs of the most vulnerable and disadvantaged members of society, and to cover
the costs of providing a quality education. Therefore, governments must allocate more funds for
education in order to ensure access to quality education for all.

Do the Child Protection Policy and Anti Bullying Act provide effective protection to children from
various forms of harm and danger in school? Why or why not?

The Child Protection Policy and Anti Bullying Act, while providing some protection to children in
school, do not provide the most effective protection against all forms of harm and danger. The
Child Protection Policy outlines the responsibilities of schools, school staff, and other
professionals to ensure the safety and welfare of children, including the reporting of suspected
child abuse and neglect, and the implementation of various procedures and controls to protect
children from harm. However, the policy does not go into detail about the types of harm and
danger that children may be exposed to in school and does not provide comprehensive guidance
on how to prevent and respond to all forms of harm.

Bullying is a form of violence that is often overlooked but is a serious issue that needs to be
addressed. Republic Act No. 10627, or the Anti-Bullying Act of 2013, is the first law in the
Philippines that specifically addresses bullying and cyberbullying. This law aims to protect the
welfare and rights of students by making schools accountable for preventing, investigating, and
addressing bullying incidents. The law requires schools to adopt policies and procedures to
protect students from all forms of bullying, including physical, verbal, and cyberbullying. The law
also requires schools to have a system in place to report and investigate bullying incidents, as
well as to provide counseling for victims. Furthermore, the law mandates the establishment of a
special committee to investigate and resolve cases of bullying and to provide recommendations
for solutions. (Menguin, 2020)

The Anti Bullying Act, on the other hand, provides more detailed guidance on bullying prevention
and intervention. The Act requires schools to establish anti-bullying policies and procedures, as
well as to provide training for staff and students on bullying prevention. The Act also requires
schools to provide victims of bullying with support and resources. However, the Act does not
address other forms of harm and danger, such as physical and sexual abuse, which are more
prevalent in schools than bullying.

The effectiveness of the Child Protection Policy and Anti Bullying Act in providing protection to
children from harm and danger in school is limited due to the lack of comprehensive guidance
and resources provided by the policies. While the policies do provide some guidance and
resources, they are not comprehensive enough to cover all forms of harm and danger that
children may be exposed to in school.
In order to provide effective protection to children from all forms of harm and danger in school,
it is important that schools have comprehensive policies and procedures in place. Schools should
have policies and procedures in place that address all forms of harm and danger, such as physical
and sexual abuse, bullying, harassment, and cyberbullying. Schools should also provide training
and resources to staff, as well as to students, on how to recognize and respond to various forms
of harm and danger. Schools should also provide support to victims of harm and danger, as well
as resources to help prevent and intervene in incidents of harm and danger.

It is also important for schools to establish strong relationships with parents and community
members. Parents and community members can be invaluable resources in providing additional
support and resources to schools in addressing and preventing harm and danger. Schools must
be willing to collaborate and partner with parents and community members in order to ensure
the safety and well-being of all children.

The Child Protection Policy and Anti Bullying Act provide some protection to children from harm
and danger in school, however, they do not provide the most effective protection due to the lack
of comprehensive guidance and resources provided by the policies. In order to provide the most
effective protection to children from all forms of harm and danger in school, it is important for
schools to have comprehensive policies and procedures in place, provide training and resources
to staff and students, and establish strong relationships with parents and community members.

How do you think the government can help the teachers become more effective facilitators of
learning in the classroom?

The government can help the teachers become more effective facilitators of learning in the
classroom in a variety of ways. The most important thing is for the government to provide
teachers with the appropriate resources and training to help them become more effective
facilitators.
Firstly, teachers need to be equipped with the necessary resources to be able to effectively
facilitate learning in the classroom. This includes access to up-to-date textbooks, technology, and
other teaching materials. The government should provide teachers with access to the latest
resources and ensure that they have the necessary resources to be able to teach effectively.

Secondly, the government should ensure that teachers have access to quality professional
development opportunities to help them become more effective facilitators of learning. This
could include providing teachers with access to workshops and seminars on effective teaching
strategies, as well as access to online training programs. This would ensure that teachers have
the necessary skills and knowledge to be able to effectively facilitate learning in the classroom.

Thirdly, the government should ensure that teachers are provided with the necessary support to
be able to effectively facilitate learning in the classroom. This includes providing teachers with
access to mentoring and coaching opportunities, as well as providing them with access to the
necessary resources and materials to be able to effectively teach their students.

Lastly, the government should ensure that teachers are provided with the necessary resources
to be able to effectively assess and evaluate student learning in the classroom. This includes
providing teachers with access to assessment tools, such as standardized tests and rubrics, as
well as providing them with access to resources to help them understand student learning and
development. (Termes et al., 2019)

Based on the article from the Asian Development Bank examines how teacher quality is essential
for improving education in Asia and the Pacific. The article begins by providing an overview of
the importance of teacher quality in education, and the need for investment in teacher training
and professional development. It discusses the potential benefits of teacher quality
improvement, such as increased student achievement, improved teacher retention, and reduced
dropout rates. It offers several recommendations for improving teacher quality, including
investments in teacher education, improving the quality of teacher recruitment and selection
processes, and developing more effective evaluation systems. (ADB, 2016)

Overall, the government can help the teachers become more effective facilitators of learning in
the classroom by providing them with the necessary resources and training to help them become
more effective facilitators. By providing teachers with access to the latest resources, professional
development opportunities, and the necessary support and assessment tools, the government
can help ensure that teachers are able to effectively facilitate learning in the classroom.

Conclusion

Knowing the legal bases of education in the Philippines can help to understand the different laws,
regulations, and policies that govern the educational system. It can also help to understand the
rights and responsibilities as students, such as the right to receive quality education, the right to
access educational resources, and the right to be treated fairly and with respect. Understanding
the legal bases of education in the Philippines can help individuals understand the different types
of educational opportunities available, the different types of educational qualifications and
certifications, and the different types of educational policies and procedures. The Philippine
education is the foundation of the country's development. It is the key to unlocking the potential
of the Filipino people and to helping them reach their full potential. Philippine education provides
the necessary skills and knowledge needed to compete in the global economy. It also helps to
create a more equitable society, where everyone has access to quality education and the
opportunity to reach their goals. Ultimately, Philippine education helps to promote national unity
and pride, as well as a sense of shared identity and purpose.
References

Asian Development Bank. (2020, April 16). Teacher Quality: Key to Improving Education in Asia
and the Pacific. Retrieved from https://blogs.adb.org/blog/teacher-quality-key-
improving-education-asia-and-pacific

Department of Budget and Management. (2020, October 6). DBM Submits 2023 Budget to
Congress: Education, Infrastructure, Health, Social Protection, Agriculture Top Budget
Priorities. Retrieved from https://www.dbm.gov.ph/index.php/secretary-s-corner/press-
releases/list-of-press-releases/2352-dbm-submits-2023-budget-to-congress-education-
infrastructure-health-social-protection-agriculture-top-budget-priorities

Menguin, J. (2020). Bullying: What is bullying and how to combat it? Jefmenguin.com. Retrieved
from https://jefmenguin.com/bullying/#:~:text=a%20different%20name.-
,Republic%20Act%20No.,adopt%20policies%20to%20prevent%20bullying.

Opiniano, G. A., Jackson, L., Cortez, F. G. F., de los Reyes, E. J., Mancenido-Bolaños, M. A. V., Altez-
Albela, F. R., ... & Azada-Palacios, R. (2022). Philosophy of education in a new key: A
collective writing project on the state of Filipino philosophy of education. Educational
Philosophy and Theory, 54(8), 1256-1270.

Termes, A., Edwards Jr, D. B., & Verger, A. (2020). The development and dynamics of public–
private partnerships in the Philippines’ education: a counterintuitive case of school
choice, competition, and privatization. Educational Policy, 34(1), 91-
117.https://journals.sagepub.com/doi/full/10.1177/0895904819886323