The Dynamics of Educational Reforms in

the Philippine Basic and Higher Education

Sectors
Reporter: Rica B.
Merino

Professor: Dr. Rex

Argate
 ● Mirror of educational
forces
● Its dynamism has
curricular reforms in
organization, modes of

EDUCATI delivery,policy structures

and pedagogical

ON philosophies could alter

and enrich by forces in the
environment
As a dynamic
● Failure of any school
system to align its
modalities may result in
either entropy and
atrophy.
 THE PHILIPPINE EDUCATIONAL
●
S YSTE M
It has followed the same pattern of education as that of the rest of
the world
● It is the clear example of a boat sailing in a body of changes and
challenges.
● It passed through various stages of the development and
undergone dramatic changes depicted in the various epochs of
educational evolution.
● Exposure and contact with the Spaniards, Americans, and
japanese created a spectrum of educational variations and line of
emphasis
 THE PHILIPPINE EDUCATIONAL
●
SYSTEM
10 years of pre-university education

- 6 years in elementary

- 4 years in secondary under the control of, regulation and

supervision of the DepEd

● Educational system face multiple and diverse problems that affect

the four pillars of education
- Learning to know
- Learning to do
- Learning to be
- Learning to live together
Educational Decree ofof
1
●863
Establishment of complete secondary and collegiate levels
of instruction.
● The government supervision and control of these school
● The establishment of teacher training institutions.
Educational Reforms instituted and
im
● p
Tolem entedand maintain an accelerated
achieve rate of
economic development and social progress.
● To ensure the maximum participation of all people in the
attainment and enjoyment of the benefits of such
growth
● To achieve and strengthen national unity and consciousness
and preserve, develop and promote desirable cultural,
moral and spiritual values in a changing world.
Congressional Commission on Education(EDCOM)

● Provide the impetus for congress to pass RA 7722 and RA 7796 in

1994 creating the Commission on Higher education(CHED) and the
Technical Education and Skills Development Authority(TESDA)
respectively
● Tri-focalization approach in the management of the present-day
education in the Philippines refocused the DepEd’s ( RA 9155)
mandate to the basic education which covers elementary,secondary,
and non-formal education.
● TESDA- administers the post secondary, middle-level manpower
training and development
● CHED - is responsible for higher education
Bases of the Curriculum Reforms in the
PhDecisions
ilippinemade
s by educational
planners and classroom teachers
based on specific variables, operating
in the internal and external enablers.

These enablers are gathered and

culled by educational agencies from
school records, research outputs,
textbooks and references
empirically grounded documents
available in the field.
● External enablers:
-legislation
-public opinion
-education studies
- technological
advances
- social demands
- industry demands
● Internal enablers:
-research findings
-national testing
-new leadership
-accreditation
- cross-country
evalution
 Educational Reforms of Higher
EBASIC
ducEDUCATION
ation HIGHER EDUCATION

1. Expansion of tertiary level student capacity 1. Extending pubic funding

2. System building and institutional streaming 2. Central and national government influence

3. The shift of the cost of higher education 3.Intensified emphasis on scientific

and technological subject areas.
4.More direct linkage between higher education
and industrial research and development. 4.Expanded use of standardized examination and
centralized evaluation
5.Adoption of more quantifiable measure of
performance 5. Greater dependence on central government

6.Greater accountability to the central 6.Greater autonomy to school, thereby doing

government away with traditional governance.
Contextualized Internal and External
Enablers
Enabler Education Studies Enabler
Recommendation

Contextualized enabler EDCOM 1991 Elementary Level:

- Increase in the number
of school days per year

-Increase in the daily

class time by 36%

-Increase in study time

for critical subjects

- administration of the
NEAT to all grade 6 pupils
Contextualized Internal and External
Enablers
Enabler Education Studies Enabler
Recommendation

Contextualized enabler EDCOM 1991 Secondary Level:

- Increase in the number
of school days in a yaer
by 8%
-Increase in the daily
class time by 33%
-Increase the number of
contact time for academic
subjects
-Administration of NSAT to
measure achievement in
the English, Science and
mathematics.
Contextualized Internal and External
Enablers
Enabler Education Studies Enabler
Recommendation
Contextualized enabler EDCOM 1991 Teacher Development:
- Professionalization of
teachers and teaching
through the creation
of NTB under the
PRC
-Creation of and clear
career service paths
for promotions and
career planning
-Improvements in
teachers welfare and
benefits, and
strengthening of
pre-service
education
Contextualized Internal and External
Enablers
Enabler Education Studies Enabler
Recommendation

Contextualized enabler The 1998 Philippine Basic Education Level:

Education Sector - improving access for the
Study(PESS) poor
-Improving teacher
effectiveness

-improving student
learning by increasing the
supply of instructional
materials and textbook
and programs
Contextualized Internal and External
Enablers
Enabler Education Studies Enabler
Recommendation

Contextualized enabler The 1998 Philippine Higher Education:

Education Sector -Changing the
Study(PESS) structure and
management of higher
education

-Improving the quality of

teaching and research

-Introducing a
comprehensive program
of student financial
assistance
Contextualized Internal and External
Enablers
Enabler Teachnological
advances
Enabler
Recommendation

Contextualized enabler 1. DepEd’s School - Making computer

of the future education accessible to all
project ICT as a school clientele
separate -ICT cutting across
Study Program disciplinary boundaries
Societal demands

2. The need for Value -Operation of the

Transformation Department’s Values
education
framework ( DECS
order no.
8,s,1998)
Contextualized Internal and External
Enablers
Enabler Teachnological
advances
Enabler
Recommendation

Contextualized enabler 3. Mismatch between the -Fostering an empowered

competencies of school industry-academic linkages
graduates and industry -Periodic Curriculum
requirements review and revision,
if necessary.

- aligning the instructional

4. National Testing system with the
( NEAT and NSAT) competencies tested by
the examination
-improving the
achievement rate of both
elementary and secondary.
Contextualized Internal and External
Enablers
Enabler Teachnological
advances
Enabler
Recommendation

Contextualized enabler 5. Licensure Examination - Improving program

Given by the delivery of the school’s
Professional Regulations study program
Commision ( PRC )
Contextualized Internal and External
Enablers
Enabler Cross- Country
Evaluation
Enabler
Recommendation

Contextualized enabler 1. Third International - Develop renewed

Mathematics culture Of science among
Science Study Students
-Curricular Simplification
-Production of low-cost
instructional materials
-Change in the medium of
instruction.

2. Asia Week Survey - Make use of these

of the Top 50 rankings as
Universities benchmarking
mechanisms
Contextualized Internal and External
Enablers
Enabler Cross- Country
Evaluation
Enabler
Recommendation

Contextualized enabler 3. Accreditation - Standardization of

accreditation instruments
to be used by
accrediting agencies

4. Federation of -increasing the number of

Accrediting agencies of accredited institutions
the Philippines

5. Philippine Quality - Increasing the number of

Award, ISO Certification school as quality systems
institutions
Contextualized Internal and External
Enablers
Enabler Cross- Country
Evaluation
Enabler
Recommendation

Contextualized enabler 6. Commission on Higher - Increasing the number of

Education Center of HEI’s enjoying the
EXcellence of Excellence deregulated and
and Development autonomous status.
- Maintaining institutions
with high level of standards
In instructions, research
and extensions.
 CURRENT REFORMS AT THE BASIC ANDHIGHER
EDUCATION LEVELS
● Educational programs, projects and activities are
designed, developed, implemented and evaluated from
the context of the reasons for which they are intended
● A clear-cut framework has to be adopted to ensure that
individual and collective understanding of systemic
strategies is achieved.
 Quality Reforms in Basic
Education
Quality View Reputational View Reform Strategies

Education Reform Improving Teachers -Checkless payroll system

Welfare
-Loan restructure

-Increasing the take home

pay

-Increase in election per

diem

-salary increase
 FOUR QUALITY MEASUREMENT
1. VIEWSVIEW- assumes that the quality cannot be
REPUTATIONAL
measured and is best inferred through the judgment of experts in
the field.
2. RESOURCES VIEW- emphasizes the human, financial and physical
assets available to the program.
3. OUTCOMES VIEW- quality draws attention from resources to the
quality draws attention from resources to quality of the product.
4. VALUE - ADDED VIEW- directs attention to what the institution has
contributed to a students education.
 Quality Reforms in Basic
Education
Quality View Success Indicators Reform Strategies

Reputational View Widening the poor access -Zero collection policy

to the school -Non-Commercialization
- Increased Public Access
- Transparency or sunshine
Good governance Principle
measure - Third Elem. Education
Project ( TEEP )
Resources View -Secondary Education
Development (SEDEP)
- Adopt-A-School
Decentralized Programs Project (RA 8525)
-Multigrade Program in the
Philippine Education
( MPPE)
 Quality Reforms in Basic
Education
Quality View Success Indicators Reform Strategies

Improved Teacher -Upgrade the quality and

Training Program competence of teaching
force
Outcome View - DepEd Preschool Program
Institutionalized of Early -DepEd Preschool Service
Childhood Care and Service Contracting
Development ( ECCD ) Scheme
-Early Childhood
Development Program ADB
Strengthening English, and WB
Science and mathematics - Project RISE
Education -Computerization Program
-Philippine Australian
Project In Basic Education
 Quality Reforms in Basic
Education
Quality View Success Indicators Reform Strategies

Modernized Basic -Localization and

Education indigenization of curriculum

Value-Added View -DepEd preschool program

Institutionalization of - DepEd Preschool Service
Early Childhood Care and Contracting Scheme
Development ( ECCD ) -Early Childhood & Dev.
Program ADB and WB.

Improved Implementation - Lingua Franca

of the Lingua Franca Project
Project
 The programs, projects and activities of the

The department are based on the identified five

priority sector activities
Department of 1. Expanding access to the basic
Education educations.
2. Improving the quality and relevance of
the basicneducation
3. Improving the efficiency and
effectiveness of the schools and
system
4. Institutionalization of Early Childhood
Care and Development ( ECCD)
5. Strengthening of local culture and arts,
media and school sports
 Ensures the attainment of empowered and globally
COMMISION ON competitive Filipinos through:
HIGHER EDUCATION 1. Provision of undergraduate education competitive
( CHED) with international standards of quality and
excellence.
2. Generation and diffusion of knowledge in the
broader range of disciplines relevant and
responsive to the dynamically changing domestic
and international environment.
3. Broadening access of deserving and qualified
Filipinos to higher education opportunities
4. Optimization of social, institutional and individual
returns and benefits from the utilization of higher
education resources.
QUALITY REFORMS IN HIGHER
EDUCATION
QUALITY VIEW SUCCESS INDICATORS REFORMS STRATEGIES

Quality Program Delivery Establishment and Dev. of Centers

of Excellence and centers of
Developments

Establishment of the Zonal Decentralized the research

Reputational view Research Centers management of the
CHED Research Division

Improved Institutional and Benchmarking and comparative

Program Delivery studies of policies
Practices
QUALITY REFORMS IN HIGHER
EDUCATION
QUALITY VIEW SUCCESS INDICATORS REFORMS STRATEGIES

Improved Publication Publication of the Refereed Journal

Index of Higher Education

Institutional Capacity Building

Resources view Improved Educational Project
Delivery Services
Policy on international
Linkages
Expanded access to Expansion and restructuring of the
educational Opportunities system of Public scholarship
QUALITY REFORMS IN HIGHER
EDUCATION
QUALITY VIEW SUCCESS INDICATORS REFORMS STRATEGIES

Greater access to Expanded Tertiary education

Educational services Equivalency and accreditation
Program.
Improved Institutional and Benchmarking and comparative
Outcomes view program delivery practices studies of policies, standards and
guidelines of ASIAN, US and
Europian Universities

Responsive and timely Emphasis o curriculum that is

Curriculum needs-based, competency-based,
values-based and future-based
QUALITY REFORMS IN HIGHER
EDUCATION
QUALITY VIEW SUCCESS INDICATORS REFORMS STRATEGIES

Improved Information Higher education management

system Delivery Information System
VALUE ADDED VIEW

Improved school State Universities and Colleges

Networking for technology Netowk
Update and exchange
CONCLUSIO
N
● : Today education is not only life itself. It is
investment in the human capital. Any
systemic reform in education calls for a
high degree of pro-activity, which in turn,
defines the system’s quality.
● Despite the fact that the Philippines is
committed to the ideal of liberal
democracy , its educational system is still
bound to be globally oriented but locally
responsive and at the same time ensure
program quality.