Education in the Philippines

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Education in Philippines

Department of Education
Commission on Higher Education
Technical Education and Skills Development
Authority

Secretary of Education

Armin Luistro

Chairwoman of Higher
Education

Patricia Licuanan

Director-General of
Technical Education and
Skills Development

Joel Villanueva

National education budget (2014)

Budget

309.43 billion

[1]

(US$ 7.07 billion)

Per student

Around 14,705
(around US$ 328)

General details

Primary languages

Filipino

English

Philippine
regional languages

System type

Centralized
National
Enrollment (20142015)

Total

21,042,250[2](public
schools only)

Primary

15,114,208[2] (only public

elementary schools)

Secondary

5,928,042[2] (only public

junior high schools)

Post secondary

Unknown

Education in the Philippines is managed and regulated by the Department of Education,

commonly referred to as the DepEd in the country. The Department of Education controls the
Philippine education system, including the creation and implementation of thecurriculum and the
utilization of funds allotted by the central government. It also manages the construction of schools,
acquisition of books and other school materials, and the recruitment of teachers and staff.
Before the Philippines attained independence in 1946, the country's education system was patterned
before the systems of Spainand the United Statescountries which colonized and governed the
country for more than three hundred years. However, after the independence, the country's
educational system soon changed radically.
From 1945 until 2011, the basic education system was composed of six years of elementary
education starting at the age of 6, and four years of high school education starting at the age of 12.
Further education was provided by technical or vocational schools, or in higher education institutions
such as universities. Although the 1987 Constitution stated that elementary education was
compulsory, this was never enforced.[citation needed]

In 2011, the country started to transition from its old 10-year basic educational system to a K-12
educational system, as mandated by the Department of Education. [3] As of 2016, compulsory
education has been expanded to cover junior high school (Grades 7-10) and senior high school
(Grades 11-12). A revised curriculum for all schools has also been put in place (see 2010s and the
K12 program). The transition period will end in 2018, when the first commencement exercises for
the first group of students who has entered the new educational system will finally be held.
All public schools in the Philippines must start classes on the date mandated by the Department of
Education (usually the first Monday for public schools, second Monday for private schools, and third
or last Monday of June for most universities and colleges) since the presidency of Joseph Estrada in
1999, and must end after each school completes the mandated 200-day school calendar organized
by the Department of Education (usually around the third week of March to the second week of
April). Private schools are not obliged to abide by a specific date, but must open classes no later
than the last week of August.

Life in the Philippines

Culture

Cuisine

Dance

Demographics

Economy

Education

Higher education

Health

Film
Holidays

Kinship

Languages

Literature

Martial arts

Music

Politics

Religion

Sports
Tourism
Transport

Contents
[hide]

1History
o

1.1Pre-colonial period

1.2Spanish period

1.3First Republic

1.4American period

1.5Third Republic

1.6Fourth Republic

1.7Fifth Republic

1.82000s

1.92010s
1.9.1Enrollment figures

2Formal Education
2.1K-12

2.1.1Some Implications of the Change in the System

2.1.2Curriculum

2.1.3Implementation

2.1.4Elementary Education

2.1.5Secondary education

2.1.5.1Junior High School

2.1.5.2Vocational School

2.1.5.3Senior High School

2.1.6Tertiary education

2.2Types of Schools Adhering to Compulsory Education and Senior High School

2.2.1Science high schools

2.2.2Chinese schools

2.2.3Islamic schools

3Alternative Learning Systems

4Issues regarding the Educational System

o

4.1Quality of Education

4.2Budget for Education

4.3Affordability of Education

4.4Drop-out Rate (Out-of-school youth)

4.5Mismatch

4.6Brain Drain

4.7Social Divide

4.8Lack of Facilities and Teacher Shortage in Public Schools

4.9Issues regarding the K-12

5See also

6References

7External links

History[edit]
Pre-colonial period[edit]
Further information: Ancient Philippine scripts and Baybayin
During the pre-colonial period, most children were provided with vocational training but there was no
schooling or traditional academics. Training was headed by parents, tribal tutors or those assigned

for specific, specialized roles within their communities (for example, the babaylan.)[4] In most
communities, stories, songs, poetry, dances, medicinal practices and advice regarding all sorts of
community life issues were passed from generation to generation mostly through oral tradition.
[5]
Some communities utilised a writing system known as Baybayin, whose use was wide and varied,
though there are other syllabaries used throughout the archipelago. [4]

Spanish period[edit]
Main article: Education in the Philippines during Spanish rule
Formal education was brought to the Philippines by the Spanish. During the early period, this was
conducted mostly by religious orders.[6] Upon learning the local languages and writing systems, they
began teaching Christianity, the Spanish language, and Spanish culture.[7]
The religious orders opened the first schools and universities as early as the 16th century. Spanish
missionaries established schools immediately after reaching the islands. TheAugustinians opened a
parochial school in Cebu in 1565. The Franciscans, immediately took to the task of improving literacy
in 1577, aside from the teaching of new industrial and agricultural techniques. The Jesuits followed
in 1581, as well as the Dominicans in 1587, setting up a school in Bataan.[8] The church and the
school cooperated to ensure that Christian villages had schools for students to attend. [9]
Schools for boys and for girls were then opened. Colegios were opened for boys, considerably the
equivalent to present day senior high schools.[7] The Universidad de San Ignacio, founded
in Manila by the Jesuits in 1589 was the first colegio. Eventually, it was incorporated into
the University of Santo Tomas, College of Medicine and Pharmacyfollowing the suppression of the
Jesuits. Girls had two types of schools - the beaterio, a school meant to prepare them for the
convent, and another, meant to prepare them for secular womanhood. [7]

Cover of Doctrina Christiana

The Spanish also introduced printing presses to produce books in Spanish and Tagalog, sometimes
using baybayin.[10] The first book printed in the Philippines dates back to 1590. It was a Chinese
language version of Doctrina Christiana. Spanish and Tagalog versions, in both Latin script and the
locally used baybayin script, were later printed in 1593. In 1610, Tomas Pinpin, a Filipino printer,
writer and publisher, who is sometimes referred as the "Patriarch of Filipino Printing", wrote his
famous "Librong Pagaaralan nang manga Tagalog nang Uicang Castilla", which was meant to help
Filipinos learn the Spanish language. The prologue read:

Let us therefore study, my countrymen, for although the art of le

Other Tagalogs like us did not take a year to learn the Spanish language when us

The Educational Decree of 1863 provided a free public education system in the Philippines,
managed by the government. The decree mandated the establishment of at least one primary school
for boys and one for girls in each town under the responsibility of the municipal government, and the
establishment of a normal school for male teachers under the supervision of the Jesuits.[7] Primary
education was free and available to every Filipino, regardless of race or social class. Contrary to
what the propaganda of the SpanishAmerican War tried to depict, they were not religious schools,
but schools that were established, supported, and maintained by the Spanish Government. [12]
After the implementation of the decree, the number of schools and students increased steadily. In
1866, the total population of the Philippines was 4,411,261. The total number of public schools for
boys was 841, and the number of public schools for girls was 833. The total number of children
attending those schools was 135,098 for boys, and 95,260 for girls. In 1892, the number of schools
had increased to 2,137, of which 1,087 were for boys, and 1,050 for girls. [12] By 1898, enrolment in
schools at all levels exceeded 200,000 students.[13][14]
Among those who benefited from the free public education system were a burgeoning group of
Filipino intellectuals, the Ilustrados ('enlightened ones'), some of whom includedJos Rizal, Graciano
Lpez Jaena, Marcelo H. del Pilar, Mariano Ponce, and Antonio Luna,all of whom played vital roles
in the Propaganda Movement, whose ideas inspired the founding of the Katipunan.[15]

First Republic[edit]
The defeat of Spain following the SpanishAmerican War led to the short-lived Philippine
Independence movement, which established the insurgent First Philippine Republic. The schools
maintained by Spain for more than three centuries were closed briefly, but were reopened on August
29, 1898 by the Secretary of Interior. The Burgos Institute (the country's first law school), the
Academia Militar (the country's first military academy), and the Literary University of the Philippines
were established. Article 23 of the Malolos Constitution mandated that public education would be
free and obligatory in all schools of the nation under the First Philippine Republic. However,
the PhilippineAmerican Warhindered its progress.

American period[edit]

Main article: Education in the Philippines during the American rule

About a year after having secured Manila, the Americans were keen to open up seven schools with
army servicemen teaching with army command-selected books and supplies. [16]In the same year,
1899, more schools were opened, this time, with 24 English-language teachers and 4500 students. [16]
A highly centralised, experimental public school system was installed in 1901 by the Philippine
Commission and legislated by Act No. 74. Act No. 74 exposed a severe shortage of qualified
teachers, brought about by large enrolment numbers in schools. As a result, the Philippine
Commission authorized the Secretary of Public Instruction to bring more than 1,000 teachers from
the United States, who were called the Thomasites, to the Philippines between 1901 and 1902.
These teachers were scattered throughout the islands to establish barangay schools.[14] The same
law established the Philippine Normal School (now the Philippine Normal University) to train aspiring
Filipino teachers.
The high school system was supported by provincial governments and included special educational
institutions, school of arts and trades, an agricultural school, and commerce and marine institutes,
which were established in 1902 by the Philippine Commission.
Several other laws were passed throughout the period. In 1902, Act 372 authorised the opening of
provincial high schools.[17] 1908 marked the year when Act No. 1870 initiated the opening of
the University of the Philippines.
The emergence of high school education in the Philippines, however, did not occur until 1910. It was
borne out of rising numbers in enrolment, widespread economic depression, and a growing demand
by big businesses and technological advances in factories and the emergence of electrification for
skilled workers.[17] In order to meet this new job demand, high schools were created and the
curriculum focused on practical job skills that would better prepare students for professional white
collar or skilled blue collar work. This proved to be beneficial for both the employer and the
employee; the investment in human capital caused employees to become more efficient, which
lowered costs for the employer, and skilled employees received a higher wage than employees with
just primary educational attainment.
However, a steady increase in enrolment in schools appeared to have hindered any revisions to
then-implemented experimental educational system.[17] The Gabaldon Law (or Act No. 1381), passed
in 1907, provided a fund of a million pesos for construction of concrete school buildings and is one of
many attempts by the government to meet this demand. In line as well with the Filipinization tone of
the government then, The Reorganization Act of 1916 provided the Filipinization of all department
secretaries except the Secretary of Public Instruction. [18]
The emergence of high school education in the Philippines, however, did not happen until 1910. It
was borne out of the rise in big businesses and technological advances in factories and the
emergence of electrification, which required skilled workers. In order to meet this new job demand,
high schools were created and the curriculum focused on practical job skills that would better
prepare students for professional white collar or skilled blue collar work. This proved to be beneficial
for both the employer and the employee; the investment in human capital caused employees to
become more efficient, which lowered costs for the employer, and skilled employees received a
higher wage than employees with just primary educational attainment.

A series of revisions (in terms of content, length, and focus) to the curriculum began in 1924, the
year the Monroe Survey Commission released its findings. After having convened in the period from
1906 to 1918, what was simply an advisory committee on textbooks was officiated in 1921 as the
Board on Textbooks through Act No. 2957.[19] The Board was faced with difficulties, however, even up
to the 1940s, but because financial problems hindered the possibility of newer adaptations of books.
[19]

Third Republic[edit]
In 1947, under Executive Order No. 94, the Department of Instruction was changed to
the Department of Education. During this period, the regulation and supervision of public and private
schools belonged to the Bureau of Public and Private Schools.

Fourth Republic[edit]
In 1972, the Department of Education became the Department of Education and Culture
under Proclamation 1081, which was signed by President Ferdinand Marcos.
Following a referendum of all barangays in the Philippines from January 1015, 1973, President
Marcos ratified the 1973 Constitution by Proclamation 1102 on January 17, 1973. The 1973
Constitution set out the three fundamental aims of education in the Philippines:

To foster love of country;

Teach the duties of citizenship; and

Develop moral character, self-discipline, and scientific, technological and vocational

efficiency.[20]

On September 24, 1972, by Presidential Decree No. 1, the Department of Education, Culture and
Sports was decentralized with decision-making shared among thirteen regional offices. [21]
In 1978, by the Presidential Decree No. 1397, the Department of Education and Culture became the
Ministry of Education and Culture.
The Education Act of 1982 provided for an integrated system of education covering both formal and
non-formal education at all levels. Section 29 of the act sought to upgrade education institutions'
standards to achieve "quality education", through voluntary accreditation for schools, colleges, and
universities. Section 16 and Section 17 upgraded the obligations and qualifications required for
teachers and administrators. Section 41 provided for government financial assistance to private
schools.[22] This act also created the Ministry of Education, Culture and Sports.

Fifth Republic[edit]
A new Constitution for the Philippines was ratified on February 2, 1987, and proclaimed in force of
February 11.[23] Section 3, Article XIV of the 1987 Constitution contains the ten fundamental aims of
education in the Philippines.[24] It is also seen that under the 1987 Constitution (under Section 2 (2),
Article XIV), only elementary school was made compulsory.

In 1987, the Ministry of Education, Culture and Sports became the Department of Education, Culture
and Sports under Executive Order No. 117. The structure of DECS as embodied in the order
remained practically unchanged until 1994.
On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655 and the Free
Public Secondary Education Act of 1988, which mandated free public secondary education
commencing in the school year 19881989.[25][25][26]
On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students aged
15 to 25 may be employed during Christmas and summer vacation with a salary not lower than the
minimum wagewith 60% of the wage paid by the employer and 40% by the government. [25][27]
The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of
DECS into three parts. On May 18, 1994, the Congress passed Republic Act 7722, the Higher
Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the
functions of the Bureau of Higher Education and supervised tertiary degree programs. [28] On August
25, 1994, the Congress passed Republic Act 7796, the Technical Education and Skills Development
Act of 1994, creating the Technical Education and Skills Development Authority (TESDA), which
absorbed the Bureau of Technical-Vocational Education as well as the National Manpower and Youth
Council, and began to supervise non-degree technical-vocational programs. [29] DECS retained
responsibility for all elementary and secondary education.[25] This threefold division became known as
the "trifocal system of education in the Philippines".

2000s[edit]
In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was
passed. This act changed the name of the Department of Education, Culture and Sports (DECS) to
the Department of Education and redefined the role of field offices (regional offices, division offices,
district offices and schools). The act provided the overall framework for school empowerment by
strengthening the leadership roles of headmasters and fostering transparency and local
accountability for school administrations. The goal of basic education was to provide the school age
population and young adults with skills, knowledge, and values to become caring, self-reliant,
productive, and patriotic citizens.[18]
In 2005, the Philippines spent about US$138 per pupil compared to US$3,728 in Japan, US$1,582
in Singapore and US$852 in Thailand.[30]
In 2006, the Philippine Education for All (EFA) 2015 National Action Plan was implemented. It states
that "The central goal is to provide basic competencies to everyone, and to achieve functional
literacy for all. Ensuring that every Filipino has the basic competencies is equivalent to providing all
Filipinos with the basic learning needs, or enabling all Filipinos to be functionally literate." [31] In terms
of secondary level education, all children aged twelve to fifteen, should be on track to completing the
schooling cycle with satisfactory achievement levels at every year. "Public funding and official
encouragement are provided to increase volume, variety and quality of technical and scientific work
on the basic education curriculum and instruction in Filipino and English." [32]
In January 2009, the Department of Education signed a memorandum of agreement with the United
States Agency for International Development to seal $86 million assistance to Philippine education,

particularly the access to quality education in the Autonomous Region in Muslim Mindanao (ARMM),
and the Western and Central Mindanao regions.[33]

2010s[edit]
The former system of basic education in the Philippines consists of pre-primary education (one
year), primary education (six years), and secondary education (four years). Although public preprimary, primary, and secondary education are provided free, only primary education is stipulated as
compulsory according to the 1987 Philippine Constitution. Pre-primary education caters to children
aged five. A child aged six may enter elementary schools with, or without pre-primary education.
Following on from primary education is four-years of secondary education, which can theoretically be
further divided into three years of lower secondary and one year of upper secondary education.
Ideally, a child enters secondary education at the age of 12. After completing their secondary
education, students may progress to a technical education and skills development to earn a
certificate or a diploma within one to three years, depending on the skill. Students also have the
option to enrol in higher education programmes to earn a baccalaureate degree. [34]

Former educational system

(used from 1945 until June 3, 2012)

School

Grade

Other names

Age

Kindergarten was not compulsory

Grade 1
Grade 2

67
Primary

78

Grade 3

89

Grade 4

910

Elementary school (Primary)

Grade 5

Intermediate

Grade 6

1011
1112

First Year

Freshman

1213

Second Year

Sophomore

1314

Third Year

Junior

1415

Fourth Year

Senior

1516

High school (Secondary)

The start of the twenty-first century's second decade saw a major improvement in the Philippine
education system.

In 2011, the Department of Education started to implement the new K-12 educational system, which
also included a new curriculum for all schools nationwide. The K-12 program [35][36] has a so-called
"phased implementation", which started in S.Y 2011-2012.
Enrollment figures[edit]

School
year

Kindergarten

Elementary

High school

2012-2013

1,773,505 ( )

13,259,489 ( )

5,641,898 ( )

2013-2014

2,213,973 ( 24.84%)

14,523,353 ( 9.53%)

7,127,475 ( 26.33%)

Formal Education[edit]
Formal education is the hierarchically structured, chronologically graded 'education system', running
from primary school through the university and including, in addition to general academic studies, a
variety of specialised programmes and institutions for full-time technical and professional training.
[37]
K-12 and tertiary education from colleges are characterized as formal education. This does not
include the informal education in the Philippines learned from daily experience and the educative
influences and resources in his or her environment. Nor does this include non-formal education like
the alternative learning systems provided by DepEd and TESDA and other programs from
educational institutions.

K-12[edit]
K-12 is a program that covers kindergarten and 12 years of basic education to provide sufficient time
for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and entrepreneurship.

The 12 years of compulsory education in the Philippines is divided into Kindergarten, Primary Education, Junior High
School, Senior High School.

Its general features include (1) Strengthening Early Childhood Education (Universal Kindergarten),
since the early years of a human being, from 0 to 6 years, are the most critical period when the brain
grows to at least 60-70 percent of adult size; (2) Making the Curriculum Relevant to Learners
(Contextualization and Enhancement) by making lessons localized and relevant to Filipinos including

discussions on Disaster Risk Reduction, Climate Change Adaptation, and Information &
Communication Technology (ICT);(3) Ensuring Integrated and Seamless Learning (Spiral
Progression) which means that students will be taught from the simplest concepts to more
complicated concepts through grade levels; (4) Building Proficiency through Language (Mother
Tongue-Based Multilingual Education) hence the introduction of 12 Mother Tongue Languages as
mediums of instruction from grades 1-3 before the introduction of English; (5) Gearing Up for the
Future (Senior High School) wherein the seven learning areas and three tracks for students to
choose (See 2.1.1.3 Curriculum) prepare them for senior high school, the two years of specialized
upper secondary education; and (6) Nurturing the Holistically Developed Filipino (College and
Livelihood Readiness, let Century Skills) so that every graduate to be equipped with information,
media and technology skills; learning and innovation skills; effective communication skills; and life
and career skills.[38]

Current educational system

(used since June 4, 2012 as partial; starting June 5, 2017 as total )

Implementati
on status

What are the changes?

School

Elementa
ry school

Grades

Ag
e
Is it a
new
grade?

Did it now
become
compulsory?

Did the
curriculum
change?

Did it
have a
new
name?

Kindergart
en

No

Yes

Yes

No

Since 2011

Grade 1

No

Retained
compulsory
status

Yes

No

Since 2012

Grade 2

No

Retained
compulsory
status

Yes

No

Since 2013

Grade 3

No

Retained
compulsory
status

Yes

No

Since 2014

Grade 4

No

Yes

No

Since 2015

Retained
compulsory
status

Grade 5

10

No

Retained
compulsory
status

Yes

No

Since 2016

Grade 6

11

No

Retained
compulsory
status

Yes

No

Starting 2017

Grade 7

12

No

Retained
compulsory
status

Yes

Yes

Since 2012

Grade 8

13

No

Retained
compulsory
status

Yes

Yes

Since 2013

Grade 9

14

No

Retained
compulsory
status

Yes

Yes

Since 2014

Grade 10

15

No

Retained
compulsory
status

Yes

Yes

Since 2015

Grade 11

16

Yes

Yes

Yes

Yes

Since 2016

Grade 12

17

Yes

Yes

Yes

Yes

Starting 2017

Junior
high
school

Senior
high
school

Some Implications of the Change in the System[edit]

Senior High School, an important feature of the new K-12 program, creates several opportunities.
Standard requirements will be applied to make sure graduates know enough to be hirable. Senior
High School students will now be able to apply for TESDA Certificates of Competency (COCs) and
National Certificates (NCs) to provide them with better work opportunities. Partnerships with different
companies will be offered for technical and vocational courses. Senior High School students can
also get work experience while studying. Aside from these, entrepreneurship courses will now be
included. Instead of being employed, one can choose to start his or her own business after
graduating, or choose to further one's education by going to college. [38]
Senior High School, as part of the K to 12 Basic Curriculum, was developed in line with the
curriculum of the Commission of Higher Education (CHED) the governing body for college and
university education in the Philippines. This ensures that by the time one graduates from Senior High
School, one will have the standard knowledge, skills, and competencies needed to go to college. [38]

Because of the shift of the curriculum in K-12, the College General Education curriculum will have
fewer units. Subjects that have been taken up in Basic Education will be removed from the College
General Education curriculum. Details of the new GE Curriculum may be found in CHED
Memorandum Order No. 20, series of 2013.
Regarding teachers, there are common misconceptions that teachers will lose their jobs because of
the shift to the K-12. However, DepEd ensures that "no high school teachers will be displaced." [38]
The Department of Education (DepEd) is in constant coordination with CHED and DOLE on the
actual number of affected faculty from private higher education institutions (HEIs). The worst-case
scenario is that 39,000 HEI faculty will lose their jobs over 5 years. This will only happen if none of
the HEIs will put up their own Senior High Schools; however, DepEd is currently processing over
1,000 Senior High School applications from private institutions.[38]
DepEd is also hiring more than 30,000 new teachers in 2016 alone. The Department will prioritize
affected faculty who will apply as teachers or administrators in Senior High Schools. [38]
Curriculum[edit]

In kindergarten, the pupils are mandated to learn the alphabet, numbers, shapes, and colors
through games, songs, and dances, but in theirmother tongue; thus after Grade 1, every student
can read on his/her mother tongue.

The 12 original mother tongue languages that have been introduced for the 2012
2013 school year are Bahasa
Sug, Bikolano, Cebuano,Chabacano, Hiligaynon, Iloko,Kapampangan, Maguindanaoan, Mar
anao, Pangasinense, Tagalog, and Waray.

7 more mother tongue languages have been introduced for the 20132014 school
year. These are Ibanag, Ivatan, Sambal, Akeanon,Kinaray-a, Yakan and Surigaonon.

In Grade 1, the subject areas of English and Filipino are taught, with a focus on "oral
fluency".

In Grade 4, the subject areas of English and Filipino are gradually introduced, but now, as
"languages of instruction".

The Science and Mathematics subjects are now modified to use the spiral progression
approach starting as early as Grade 1 which means that every lesson will be taught in every
grade level starting with the basic concepts to the more complex concepts of that same lesson
until Grade 10.

The high school from the former system will now be called junior high school, while senior
high school will be the 11th and 12th year of the new educational system. It will serve as a
specialized upper secondary education. In the senior high school, students may choose a
specialization based on aptitude, interests, and school capacity. The choice of career track will
define the content of the subjects a student will take in Grades 11 and 12. Senior high
school subjects fall under either the core curriculum or specific tracks.

Core curriculum learning areas

include languages, literature, communication, mathematics, philosophy, natural sciences,
and social sciences.

There are three choices that are available to be chosen by the students or the socalled "specific tracks". These are:

Academic, which includes four strands which are:

1. Accountancy, Business & Management
2. Humanities, Education & Social Sciences
3. Science, Technology, Engineering & Mathematics
4. General Academic Strand

Technical-Vocational-Livelihood, which specializes in vocational learning. A student

can obtain a National Certificate Level II (NC II), provided he/she passes the
competency-based assessment of the Technical Education and Skills Development
Authority. This certificate improves employability of graduates in fields
like agriculture,electronics, and trade.

Arts and Design, which is helping interested senior high school students in the
particular fields of journalism, media, and arts.

Sports, which is responsible for educating senior high school students in the fields
of sports and health.

Disciplines

Subjects

Grade

Junior
High
School

Elementary
School

Nam
e

Sen
ior
Hig
h
Sch
ool

Na
me
Kin
der
gar
ten

G
r
a
d
e
1

G
r
a
d
e
2

G
r
Gr
a
ad
d
e3
e
4

G
r
a
d
e
5

G
r
a
d
e
6

G
r
Gr
a
ad
d
e7
e
8

G
r
a
d
e
9

G
r
a
d
e
1
0

G
r
a
d
e
1
1

G
r
a
d
e
1
2

Disciplines

Subjects

Grade

Elementary
School
#

Nam
e

Langua
ge Arts

Na
me

Englis
h

Filipin
o

Moth
er
Tongu
e

Numb
ers
and
Numb
er
Sense

Meas
urem
ent

Mathe
matics

Patter
ns
and
Algeb
ra

Junior
High
School

Sen
ior
Hig
h
Sch
ool

Disciplines

Nam
e

Science

Araling
Panlipu
nan

Subjects

Na
me

Geom
etry

Statis
tics
and
Proba
bility

Chem
istry

Biolo
gy

Physi
cs

Earth
and
Space
Scien
ce

Grade

Elementary
School

Junior
High
School

Sen
ior
Hig
h
Sch
ool

Disciplines

Subjects

Grade

Elementary
School

Nam
e
Values
Educati
on/Edu
kasyon
sa
Pagpap
akatao

Na
me

Music

Art

Physi
cal
Educ
ation

Healt
h

AgriFisher
y Arts

MAPEH

Technol
ogy
and
Liveliho
od
Educati
on/Edu
kasyon
g

Home
Econo
mics

Junior
High
School

Sen
ior
Hig
h
Sch
ool

Disciplines

Nam
e

Subjects

Na
me

Indus
trial
Arts

Pantahan
an at
4
Pangkab
uhayan
(for
Grades 4
and 5)

Grade

Elementary
School

Junior
High
School

Sen
ior
Hig
h
Sch
ool

Infor
matio
n and
Com
muni
catio
ns
Techn
ology

Implementation[edit]

Program implementation in public schools is being done in phases starting SY 20122013. Grade 1 entrants in
SY 20122013 are the first batch to fully undergo the program, and current 1st year Junior High School students
(or Grade 7) are the first to undergo the enhanced secondary education program. To facilitate the transition from
the existing 10-year basic education to 12 years, DepEd is also implementing the SHS and SHS Modeling.

K-12's implementation began in 2011 when kindergarten was rolled out nationwide. It continued
by fully implementing the system for grades 1-7 during the school year 2012-2013, for grade 11
during 2016, and for grade 12 on 2017.
There are four "phases" during the implementation of the new system. These are:

Phase I: Laying the Foundations. Its goal is to finally implement the universal kindergarten,
and the "development of the (entire) program".

Phase II: Modeling and Migration. Its goal is to promote the enactment of the basic
education law, to finally start of the phased implementation of the new curriculum for Grades
1 to 4 and 7 to 10, and for the modeling of the senior high school.

Phase III: Complete Migration. Its goal is to finally implement the Grades 11 and 12 or
the senior high school, and to signal the end of migration to the new educational system.

Phase IV: Completion of the Reform. Its goal is to complete the implementation of the K12
education system

In terms of preparing the resources, specifically classrooms, teacher items, textbooks, seats,
and water and sanitation improvements, the following table shows the accomplished material
from 2010 to 2014 and those planned for 2015.

RESOUR
CE

2010
SHORTA
GE

2010 TO 2014
ACCOMPLISHMEN
T

Classroom
66,800
s

86,478 constructed
classrooms as of
February 2015

Teacher
Items

128,105 teachers
hired as of
December 31, 2014

145,827

PLANS FOR 2015

41,728 classrooms for Kinder to Grade

12
30,000 of which are for Senior High School
(Grades 11 and 12)

39,066 additional teacher items

80,197 completed
Water and
Sanitation

135,847

Textbooks

61.7M

Seats

2,573,21
2

23,414 ongoing
construction 43,536
ongoing procurement as
of May 2014

13,586 programmed for 2015

1:1 student-textbook
69.5 million additional learning
ratio since
materials
December 2012
1:1 student-school
seat ratio since
December 2012

1,547,531 additional new seatsThe

Department of Education's
justifications in this change, in

implementing 13 years of basic

education, is that the Philippines is the
last country in Asia and one of only
three countries worldwide with a 10year pre-university cycle (Angola and
Djibouti are the other two), and that
13-year program is found to be the
best period for learning under basic
education. It is also the recognized
standard for students and professionals
globally.

Private schools craft their transition plans based on: (1) current/previous entry ages for Grade 1 and final year of
Kinder, (2) duration of program, and most importantly, (3) content of curriculum offered.

The Department of Education's justifications in this change, in implementing 13 years of basic

education, is that the Philippines is the last country in Asia and one of only three countries
worldwide with a 10-year pre-university cycle (Angola and Djibouti are the other two), and that
the 13-year program is found to be the best period for learning under basic education. It is also
the recognized standard for students and professionals globally.[38]
Elementary Education[edit]

Signage showing the different shifts for students attending the H. Bautista Elementary School in Marikina, Metro
Manila. Starting in the 201011 school year, different year levels are given different class hours and are
scheduled to go to school in different shifts to compensate for the lack of school buildings, teachers, and
materials.

Elementary school, sometimes called primary school or grade school (Filipino: paaralang
elementarya, sometimes mababang paaralan), is the first part of the educational system, and it
includes Kindergarten and the first six years of compulsory education (Grades 16).

Upper Uma Elementary School, Pasil Valley, Upper Kalinga, viewed from Ag-gama track, July 2008. Note
distance from road (centre left).

In public schools, the core/major subjects that were introduced starting in Kindergarten and
Grade 1 include mathematics, Filipino, and Araling Panlipunan (this subject is synonymous
to social studies).English is only introduced after the second semester of Grade 1.Science is
only introduced starting Grade 3. Other major subjects then include music, arts, physical
education, and health(abbreviated as MAPEH), TLE (Technology and Livelihood Education) for
Grade 6, EPP (Edukasyong Pantahanan at Pangkabuhayan) for Grades 4 and 5, Mother Tongue
(until Grade 3) and Values Education. In private schools, subjects in public schools are also
included with the additional subjects including:computer education. In Christian and Catholic
schools, religious education is also part of the curriculum. International schools also have their
own subjects in their own language and culture.

Only access from roadside (mid centre) to Upper Uma Elementary School Kalinga (behind) is via this one-hour
mud climb. Viewed December 2008.

From Kindergarten-Grade 3, students will be taught using their mother tongue, meaning the
regionallanguages of the Philippines will be used in some subjects (except Filipino and English)
as a medium of instruction. It may be incorporated as a separate subject. But from Grade 4,
Filipino and English as a medium of instruction will then be used.
On December 2007, the Philippine president Gloria Macapagal Arroyo announced that Spanish
is to make a return as a mandatory subject in all Filipino schools starting in 2008, but this didn't
come into effect.[39][40]
DepEd Bilingual Policy is for the medium of instruction to be Filipino for: Filipino, Araling
Panlipunan, Edukasyong Pangkatawan, Kalusugan at Musika; and English for: English, Science
and Technology, Home Economics and Livelihood Education. [41] Article XIV, Section 7 of the 1987
Philippine constitution mandates that regional languages are the auxiliary official languages in
the regions and shall serve as auxiliary media of instruction therein.[42] As a result, the language
actually used in teaching is often a polyglot of Filipino and English with the regional language as
the foundation, or rarely the local language. Filipino is based on Tagalog, so in Tagalog areas
(including Manila), Filipino is the foundational language used. International English language
schools use English as the foundational language. Chinese schools add two language subjects,
such as Min Nan Chinese and Mandarin Chinese and may use English or Chinese as the
foundational language. The constitution mandates that Spanish and Arabic shall be promoted on
a voluntary and optional basis. Following on this, a few private schools mainly catering to the
elite include Spanish in their curriculum. Arabic is taught in Islamic schools.[42]
In July 2009, the Department of Education moved to overcome the foreign language issue by
ordering all elementary schools to move towards initial mother-tongue based instruction (grades
13). The order allows two alternative three-year bridging plans. Depending on the bridging plan
adopted, the Filipino and English languages are to be phased in as the language of instruction
for other subjects beginning in the third and fourth grades.[43]
Until 2004, primary students traditionally took the National Elementary Achievement Test (NEAT)
administered by the Department of Education, Culture and Sports (DECS). It was intended as a
measure of a school's competence, and not as a predictor of student aptitude or success in
secondary school. Hence, the scores obtained by students in the NEAT were not used as a
basis for their admission into secondary school. During 2004, when DECS was officially
converted into the Department of Education, the NEAT was changed to the National
Achievement Test (NAT) by the Department of Education. Both the public and private elementary
schools take this exam to measure a school's competency. As of 2006, only private schools
have entrance examinations for secondary schools.
The Department of Education expects over 13.1 million elementary students to be enrolled in
public elementary schools for school year 20092010.[44]
Though elementary schooling is compulsory, as of 2010 it was reported that 27.82% of Filipino
elementary-aged children either never attend or never complete elementary schooling, [45] usually
due to the absence of any school in their area, education being offered in a language that is
foreign to them, or financial distress.
Secondary education[edit]

PSHS Main Campus. There is a disparity between rural and urban education facilities in the Philippines.

Secondary school in the Philippines, more commonly known as "high school" (Filipino:
paaralang sekundarya, sometimes mataas na paaralan), consists of 4 lower levels and 2 upper
levels. It formerly consisted of only four levels with each level partially compartmentalized,
focusing on a particular theme or content. Because of the K-12 curriculum, the high school
system now has six years divided into 2 parts. The lower exploratory high school system is now
called "Junior High School" (Grades 7-10) while the upper specialized high school system is now
called "Senior High School" (Grades 11 and 12).
Secondary students used to sit for the National Secondary Achievement Test (NSAT), which was
based on the American SAT, and was administered by the Department of Education. Like its
primary school counterpart, NSAT was phased out after major reorganizations in the education
department. Its successors, the National Career Assessment Examination (NCAE) and National
Achievement Test (NAT) were administered to third- and fourth-year students respectively,
before the implementation of the K-12 system. The National Career Assessment Examination
(NCAE) is now being administered for Grade 9 and the National Achievement Test (NAT) is
being administered at Grade 6, 10, and 12. Neither the NSAT nor NAT have been used as a
basis for being offered admission to higher education institutions, partly because pupils sit them
at almost the end of their secondary education. Instead, higher education institutions, both public
and private, administer their own College Entrance Examinations (CEE) (subjects covered will
depend on the institutions). Vocational colleges usually do not have entrance examinations,
simply accepting the Form 138 record of studies from high school, and enrolment payment.
Junior High School[edit]
Students graduating from the elementary level automatically enroll in junior high, which covers
four years from grades 7 to 10. This level is now compulsory and free to all students attending
public schools.
There are two main types of high school: the general secondary school, which enroll more than
90 percent of all junior high school students, and the vocational secondary school. In addition,
there are also science secondary schools for students who have demonstrated a particular gift in
science at the primary level.
Admission to public school is automatic for those who have completed six years of elementary
school. Some private secondary schools have competitive entrance requirements based on an
entrance examination. Entrance to science schools is also by competitive examination.

The Department of Education specifies a compulsory curriculum for all junior high school
students, public and private. Grade 7 has five core subjects: Mathematics 7, Science 7, English
7:Philippine Literature, Filipino 7:Regional Literature, and Asian Studies as part of Araling
Panlipunan 7. The Grade 8 curriculum has Mathematics 8, Science 8, English 8:Afro-Asian
Literature, Filipino 8:Philippine Literature, and World History as part of Araling Panlipunan 8.
Grade 9 has Mathematics 9, Science 9, English 9:British and American Literature, Filipino
9:Asian Literature, and Economics as part of Araling Panlipunan 9. The Grade 10 curriculum has
Mathematics 10, Science 10, English 10:World Literature, Filipino 10:World Literature, and
Contemporary Issues as part of Araling Panlipunan 10. Other subjects in all levels of junior high
school include MAPEH (Music, Art, Physical Education and Health), Values Education and TLE
(Technology and Livelihood Education).
In selective schools, various languages may be offered as electives, as well as other subjects
such as computer programming and literary writing. Chinese schools have language and cultural
electives. Preparatory schools usually add some business and accountancy courses, while
science high schools have biology, chemistry, and physics at every level.
Vocational School[edit]
Formal technical and vocational education starts at secondary education, with a two-year
curriculum, which grants access to vocational tertiary education. [35] However, there is also nonformal technical and vocational education provided as alternative learning programs.
Vocational schools offer a higher concentration of technical and vocational subjects in addition to
the core academic subjects studied by students at general high schools. These schools tend to
offer technical and vocational instruction in one of five main fields: agriculture, fisheries, tradetechnical, home industry, and non-traditional courses while offering a host of specializations.
During the first two years, students study a general vocational area, from the five main fields
mentioned. During the third and fourth years they specialize in a discipline or vocation within that
area. Programs contain a mixture of theory and practice.[46]
Upon completion of grade 10 and junior high, students can obtain Certificates of Competency
(COC) or the vocationally oriented National Certificate Level I (NC I). After finishing a TechnicalVocational-Livelihood track in Grade 12 of senior high school, a student may obtain a National
Certificate Level II (NC II), provided he/she passes the competency-based assessment
administered by the Technical Education and Skills Development Authority(TESDA). [46]
Senior High School[edit]
The new high school curriculum includes core classes and specialization classes based on
student choice of specialization. Students may choose a specialization based on aptitude,
interests, and school capacity. There are seven learning areas under the core curriculum. These
are languages, literature, communication, mathematics, philosophy, natural sciences, and social
sciences.

SHS will be offered free in public schools and there will be a voucher program in place for public junior high
school completers as well as ESC beneficiaries of private high schools should they choose to take SHS in
private institutions. This means that the burden of expenses for the additional two years need not be completely
shouldered by parents.

For their specialization classes, students choose from three tracks: Academic; technicalvocational-livelihood; and sports & arts. The Academic track includes three strands: business,
accountancy, management (BAM); humanities, education, social sciences (HESS); and science,
technology, engineering, mathematics (STEM). The Technical Vocational Livelihood track
includes four specializations: Home economics, agri-fishery, industrial arts, ICT.
The government projects some 1.2 to 1.6 million students will enter senior high school in the
2016-17 academic year.
Senior High School "completes" basic education by making sure that the high school graduate is
equipped for work, entrepreneurship, or higher education. This is a step up from the 10-year
cycle where high school graduates still need further education (and expenses) to be ready for
the world. There are 334 private schools with Senior High School permits beginning in SY 2014
or 2015. Last March 31, 2015, provisional permits have been issued to 1,122 private schools
that will offer Senior High School in 2016.
Senior High School will be offered free in public schools and there will be a voucher program in
place for public junior high school completers as well as ESC beneficiaries of private high
schools should they choose to take Senior High School in private institutions. This means that
the burden of expenses for the additional two years need not be completely shouldered by
parents. All grade 10 completers from a public Junior High School who wish to enroll in a private
or non-DepEd Senior High School automatically get a voucher.
Tertiary education[edit]
Main article: Higher education in the Philippines
All tertiary education matters are outside of the jurisdiction of DepEd, which is in charge of
primary and secondary education, but is instead governed by the Commission on Higher
Education (CHED). As of 2013, there are over 2,229 higher education institutions (HEIs) in the
country which can be divided into public and private institutions. There are 656 public higher
education institutions which account for 28.53% of all HEIs. While 1,643 private institutions
account for 71.47% of all HEIs.

Public HEI's are further divided into state universities and colleges (SUCs), local colleges and
universities (LUCs), special HEIs, and government schools. State universities and colleges are
administered and financed by the government as determined by the Philippine Congress. LUC's
are established by the local government units that govern the area of the LUC. The local
government establish these institutions through a process and number of ordinances and
resolutions, and are also in charge of handling the financing of these schools. Special HEI's are
institutions that offer courses and programs that are related to public service. Examples of these
include the Philippine Military Academy (PMA), Philippine National Police Academy (PNPA),
Development Academy of the Philippines (DAP), etc. These institutions are controlled and
administered through the use of specific laws that were created for them. Finally, government
schools are public secondary and post-secondary technical-vocational education institutions that
offer higher education programs.
Private HEI's are established, and governed by special provisions by a Corporation Code, and
can be divided into sectarian and non-sectarian. Non-sectarian are characterized by being
owned and operated by private entities that have no affiliation with religious organizations; while
sectarian HEI's are non-profit institutions that are owned and operated by a religious
organization. Of the 1,643 institutions, 79% are non-sectarian, and 21% are sectarian. [47]
According to the last CHED published statistics on its website, there were 7,766 foreign
nationals studying in various higher education institutions in the Philippines as of 2011-2012.
Koreans were the top foreign nationals studying in the country with 1,572. The rest were Iranian,
Chinese, American and Indian. [48]

Types of Schools Adhering to Compulsory Education and Senior High

School[edit]
There are other types of schools, aside from the general public school, such as private
schools, preparatory schools, international schools, laboratory high schools, and science high
schools. Several foreign ethnic groups, including Chinese,
British, Singaporeans, Americans, Koreans, and Japanese operate their own schools.
Science high schools[edit]
The Philippine Science High School System is a specialized public system that operates as an
attached agency of the Philippine Department of Science and Technology. There are a total of
nine regional campuses, with the main campus located in Quezon City. Students are admitted
on a selective basis, based on the results of the PSHS System National Competitive
Examination.
As well as following the general secondary curriculum, there are advanced classes in science
and mathematics. The PSHSS system offers an integrated junior high and senior high six-year
curriculum.
Students who successfully completed a minimum of four years of secondary education under
the pre-2011 system were awarded a Diploma (Katibayan) and, in addition, the secondary
school Certificate of Graduation (Katunayan) from the Department of Education. Students are
also awarded a Permanent Record, or Form 137-A, listing all classes taken and grades earned.

Under the new K-12 system, the permanent record will be issued after the completion of senior
high school.[46]
Chinese schools[edit]
Main article: List of Chinese schools in the Philippines
Chinese schools add two additional subjects to the core curriculum, Chinese communication arts
and literature. Some also add Chinese history, philosophy and culture, and Chinese
mathematics. Still, other Chinese schools called cultural schools, offer Confucian classics and
Chinese art as part of their curriculum. Religion also plays an important part in the curriculum.
American evangelists founded some Chinese schools. Some Chinese schools have Catholic
roots.
Islamic schools[edit]
In 2004, the Department of Education adopted DO 51, putting in place the teaching of Arabic
Language and Islamic Values for (mainly) Muslim children in the public schools. The same order
authorized the implementation of the Standard Madrasa Curriculum (SMC) in the
private madaris(Arabic for schools, the singular form is Madrasa).
While there has been recognized Islamic schoolsi.e., Ibn Siena Integrated School (Marawi),
Sarang Bangun LC (Zamboanga), and Southwestern Mindanao Islamic Institute (Jolo)their
Islamic studies curriculum varies. With the Department of Education-authorized SMC, the
subject offering is uniform across these private madaris.
Since 2005, the AusAID-funded Department of Education project Basic Education Assistance for
Mindanao[37] (BEAM) has assisted a group of private madaris seeking government permit to
operate (PTO) and implement the SMC. To date, there are 30 of these private madaris scattered
throughout Regions XI, XII and the ARMM.
The SMC is a combination of the RBEC subjects (English, Filipino, Science, Math,
and Makabayan) and the teaching of Arabic and Islamic studies subjects.
For school year 20102011, there are forty-seven (47) madaris in the ARMM alone.

Alternative Learning Systems[edit]

The alternative learning systems in the Philippines caters to the needs of the following:
elementary and secondary school dropouts, kids that are older than the normal age for a specific
grade level (this may be a 12 year old in grade 4), unemployed adults that havent finished their
education degree, indigenous people, people with disabilities or are mentally challenged, and
inmates. It is possible to have both informal and formal references for these alternative learning
systems because these are apart from the formal teaching institutions. Although similarly to the
formal teaching institutions, there will be a diagnostic test for everyone that will participate in
order to gauge the level they are in in terms of the skills needed per grade level. If there are
people that do not have the basic skills such as reading and writing there will be an additional
program that will help them first learn the basics before taking the diagnostic test. There will be a

specific number of hours that is required of the student in order for him/her to be able to finish
the program. There will be a final assessment to test the comprehensive knowledge of the
student. If the students passes he/she will be given a certificate that is signed by the secretary of
the department of education allowing the student to apply for college degrees, work, formal
training programs, and can re-enroll in elementary/secondary education in formal teaching
institutions.
There are other avenues of alternative learning in the Philippines such as the Radio-Based
Instruction (RBI) Program. This is designed to give the lectures through a radio transmission
making it easier for people to access wherever they are. The goal is for the listeners to receive
the same amount of education that people that sit in classroom lectures.
Non-formal technical and vocational education is assumed by institutions usually accredited and
approved by TESDA: center-based programs, community-based programs and enterprise-based
training, or the Alternative Learning System (ALS).[49] The Institutions may be government
operated, often by provincial government, or private. They may offer programs ranging in
duration from a couple of weeks to two-year diploma courses. Programs can be technology
courses like automotive technology, computer technology, and electronic technology; service
courses such as caregiver, nursing aide, hotel and restaurant management; and trades courses
such as electrician, plumber, welder, automotive mechanic, diesel mechanic, heavy vehicle
operator & practical nursing. Upon graduating from most of these courses, students may take an
examination from TESDA to obtain the relevant certificate or diploma.
In the country, there are a number of people particularly kids that do not receive proper
education from formal education institutions because of various reasons. These reasons usually
pertain to financial problems.

Issues regarding the Educational System[edit]

When it comes to influence, the educational system of the Philippines has been affected
immensely by the country's colonial history including the Spanish period, American period, and
Japanese rule and occupation. Although having been significantly influenced by all its colonizers
with regard to the educational system, the most influential and deep-rooted contributions arose
during the American occupation (1898); it was during this aforementioned period that 1. English
was introduced as the primary language of instruction and 2. A public education system was first
established - a system specifically patterned after the United States school system and further
administered by the newly established Department of Instruction. Similar to the United States of
America, the Philippines has had an extensive and extremely inclusive system of education
including features such as higher education.
The present Philippine Educational system firstly covers six years of compulsory education (from
grades 1 to 6), divided informally into two levels - both composed of three years. The first level is
known as the Primary Level and the second level is known as the Intermediate Level.
However, although the Philippine educational system has extensively been a model for other
Southeast Asian countries, in recent years such a matter has no longer stood true, and such a
system has been deteriorated - such a fact is especially evident and true in the country's more
secluded poverty-stricken regions.

Nationwide the Philippines faces several issues when it comes to the educational system.

Quality of Education[edit]
First of which, is the quality of education. In the year 2014, the National Achievement Test (NAT)
and the National Career Assessment Examination (NCAE) results show that there had been a
decline in the quality of Philippine education at the elementary and secondary levels. The
students performance in both the 2014 NAT and NCAE were excessively below the target mean
score. Having said this, the poor quality of the Philippine educational system is manifested in the
comparison of completion rates between highly urbanized city of Metro Manila, which is also
happens to be not only the country's capital but the largest metropolitan area in the Philippines
and other places in the country such as Mindanao and Eastern Visayas. Although Manila is able
to boast a primary school completion rate of approximately 100 percent, other areas of the
nation, such as Eastern Visayas and Mindanao, hold primary school completion rate of only 30
percent or even less. This kind of statistic is no surprise to the education system in the Philippine
context, students who hail from Philippine urban areas have the financial capacity to complete at
the very least their primary school education.

Budget for Education[edit]

The second issue that the Philippine educational system faces is the budget for education.
Although it has been mandated by the Philippine Constitution for the government to allocate the
highest proportion of its government to education, the Philippines remains to have one of the
lowest budget allocations to education among ASEAN countries.

Affordability of Education[edit]
The third prevalent issue the Philippine educational system continuously encounters is the
affordability of education (or lack thereof). A big disparity in educational achievements is evident
across various social groups. Socioeconomically disadvantaged students otherwise known as
students who are members of high and low-income poverty-stricken families, have immensely
higher drop-out rates in the elementary level. Additionally, most freshmen students at the tertiary
level come from relatively well-off families.

Drop-out Rate (Out-of-school youth)[edit]

France Castro, secretary of Alliance of Concerned Teachers (ACT), stated that there is a graved
need to address the alarming number of out-of-school youth in the country. The Philippines
overall has 1.4 million children who are out-of-school, according to UNESCO's data, and is
additionally the only ASEAN country that is included in the top 5 countries with the highest
number of out-of-school youth. In 2012, the Department of Education showed data of a 6.38%
drop-out rate in primary school and a 7.82% drop-out rate in secondary school. Castro further
stated that "the increasing number of out-of-school children is being caused by poverty. The
price increases in prices of oil, electricity, rice, water, and other basic commodities are further
pushing the poor into dire poverty." Subsequently as more families become poorer, the number
of students enrolled in public schools increases, especially in the high school level. In 2013, the
Department of Education estimated that there are 38, 503 elementary schools alongside 7,470
high schools.[50]

Mismatch[edit]
There is a large proportion of mismatch, wherein there exists a massive proportion of mismatch
between training and actual jobs. This stands to be a major issue at the tertiary level and it is
furthermore the cause of the continuation of a substantial amount of educated yet unemployed
or underemployed people.

Brain Drain[edit]
Brain Drain is a persistent problem evident in the educational system of the Philippines due to
the modern phenomenon of globalization,[51] with the number of Overseas Filipino Workers
(OFWs) who worked abroad at anytime during the period April to September 2014 was
estimated at 2.3 million.[52] This ongoing mass emigration subsequently inducts an unparalleled
brain drain alongside grave economic implications. Additionally, Philippine society hitherto is
footing the bill for the education of millions who successively spend their more productive years
abroad. Thus, the already poor educational system of the Philippines indirectly subsidizes the
opulent economies who host the OFWs.

Social Divide[edit]
There exists a problematic and distinct social cleavage with regard to educational opportunities
in the country. Most modern societies have encountered an equalizing effect on the subject of
education. This aforementioned divide in the social system has made education become part of
the institutional mechanism that creates a division between the poor and the rich. [47]

Lack of Facilities and Teacher Shortage in Public Schools [edit]

There are large-scale shortages of facilities across Philippine public schools - these include
classrooms, teachers, desks and chairs, textbooks, and audio-video materials. According to
2003 Department of Education Undersecretary Juan Miguel Luz, reportedly over 17 million
students are enrolled in Philippine public schools, and at an annual population growth rate of 2.3
per cent, about 1.7 million babies are born every year which means that in a few years time,
more individuals will assert ownership over their share of the (limited) educational provisions.
[47]
To sum it up, there are too many students and too little resources. Albeit the claims the
government makes on increasing the allocated budget for education, there is a prevalent
difficulty the public school system faces with regard to shortages. Furthermore, state universities
and colleges gradually raise tuition so as to have a means of purchasing facilities, thus making
tertiary education difficult to access or more often than not, inaccessible to the poor. However, it
is worth taking note of what the Aquino administration has done in its five years of governance
with regard to classroom-building - the number of classrooms built from 2005 to the first half of
the year 2010 has tripled. Additionally, the number of classrooms that were put up from the year
2010 to February 2015 was recorded to be at 86,478, significantly exceeding the 17,305
classrooms that were built from 2005 to 2010 and adequate enough to counterbalance the
66,800 classroom deficit in the year 2010.
In President Aquino's fourth state of the nation address (SONA), he spoke of the government's
achievement of zero backlog in facilities such as classrooms, desks and chairs, and textbooks
which has addressed the gap in the shortages of teachers, what with 56,085 new teachers for

the 61, 510 teaching items in the year 2013. However, the data gathered by the Department of
Education shows that during the opening of classes (June 2013), the shortages in classrooms
was pegged at 19, 579, 60 million shortages when it came to textbooks, 2.5 million shortages
with regard to chairs, and 80, 937 shortages of water and sanitation facilities. Furthermore, 770
schools in Metro Manila, Cebu, and Davao were considered overcrowded. The Department of
Education also released data stating that 91% of the 61, 510 shortages in teachers was filled up
alongside appointments (5, 425 to be specific) are being processed.[50]

Issues regarding the K-12[edit]

There is dispute with regard to the quality of education provided by the system. In the year 2014,
the National Achievement Test (NAT) and the National Career Assessment Examination (NCAE)
results show that there had been a decline in the quality of Philippine education at the
elementary and secondary levels. The students performance in both the 2014 NAT and NCAE
were excessively below the target mean score. Having said this, the poor quality of the
Philippine educational system is manifested in the comparison of completion rates between
highly urbanized city of Metro Manila, which is also happens to be not only the country's capital
but the largest metropolitan area in the Philippines and other places in the country such as
Mindanao and Eastern Visayas. Although Manila is able to boast a primary school completion
rate of approximately 100 percent, other areas of the nation, such as Eastern Visayas and
Mindanao, hold primary school completion rate of only 30 percent or even less. This kind of
statistic is no surprise to the education system in the Philippine context, students who hail from
Philippine urban areas have the financial capacity to complete at the very least their primary
school education.
The second issue that the Philippine educational system faces is the budget for education.
Although it has been mandated by the Philippine Constitution for the government to allocate the
highest proportion of its government to education, the Philippines remains to have one of the
lowest budget allocations to education among ASEAN countries. The third prevalent issue the
Philippine educational system continuously encounters is the affordability of education (or lack
thereof). A big disparity in educational achievements is evident across various social groups.
Socioeconomically disadvantaged students otherwise known as students who are members of
high and low-income poverty-stricken families, have immensely higher drop-out rates in the
elementary level. Additionally, most freshmen students at the tertiary level come from relatively
well-off families. Lastly, there is a large proportion of mismatch, wherein there exists a massive
proportion of mismatch between training and actual jobs. This stands to be a major issue at the
tertiary level and it is furthermore the cause of the continuation of a substantial amount of
educated yet unemployed or underemployed people.

Legal Bases of Philippine Educational System

MAJOR LEGAL BASES

The Philippine Constitutions
1. 1935 CONST. Article XIV Section 5

2. 1973 CONST. Article XV Section 8 (1-8)

3. 1987 CONST. Article XIV Sections 1-5(5)

THE 1987 CONSTITUTIONS

Article XIV Sections 1-5(5)
Section 1. The state shall protect and promote the right of all the citizens to quality
education at all levels and shall take appropriate steps to make
such educationaccessible to all.
Section 2. The state shall:
1.

Establish, maintain and support a complete, adequate and integrated system of

education relevant to the needs of the people and society;

2.

Establish and maintain s system of free public education in the elementary and
high school levels. Without limiting the natural rights of parents to rear their
children, elementary education is compulsory for all children of school age;

3.

Establish and maintain a system of scholarship grants, student loan programs,

subsidies and other incentives which shall be available to deserving students in
both public and private schools, especially to the underprivileged;

4.

Encourage non- formal, informal and indigenous learning system, as well as

self- learning independent and out-of-school study programs particularly those
that respond to community needs; and

5.

Provide adult citizens, the disabled and out-of-school youth with training in
civics, vocational efficiency and skills.

Section 3.

1.

All educational institutions shall include the study of the Constitution as part of
the curricula.

2.

They shall inculcate patriotism and nationalism, foster love of humanity,

respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge and promote efficiency.

3.

At the option expressed in writing by the parent or guardians, religion shall be

allowed to be taught to their children or wards in the public elementary and high
schools within the regular class hours by instructors designated or approved by
the religious authorities of the religion to which the children or wards belong,
additional cost to the Government.

Section 4.
1.

The state recognizes the complementary roles of the public and private
institutions in the educational system and shall exercise reasonable supervision
and regulation of all educational institutions.

2.

Educational institutions, other than those established by religious groups and

mission boards, shall be allowed solely by citizens of the Philippines or
corporations or associations at least sixty per centum of the capital of which is
owned by such citizens. The Congress may, however, require increased Filipino
equity participation in all educational institutions. The control and
administration of educational institutions shall vested in citizens of the
Philippines. No educational institution shall be established exclusively for aliens
and no group of aliens shall comprise more than one third of the enrollment in
any school. The provisions of this subsection shall not apply to schools

established for foreign diplomatic personnel and their dependents and, unless
otherwise provided by law, for other foreign temporary residents.
3.

All revenues and assets of non- stock, non- profit educational institutions used
actually, directly and exclusively for educational purposes shall be exempt from
taxes and duties. Upon the dissolution or cessation of the corporate existence of
such institutions, their assets shall be disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively owned, may
likewise be entitled to such exemptions subject to the limitations provided by
law including restrictions on dividends and provisions for reinvestment.

4.

Subject to conditions prescribed by law, all grants endowments, donations or

contributions used actually, directly and exclusively for educational purposes
shall be exempt from tax.

Section 5.
1.

The State shall take into account regional and sectoral needs and conditions and
shall encourage local planning in the development of educational policies and
programs.

2.

Academic freedom shall be enjoyed in all institutions of higher learning.

3.

Every citizen has a right to select a profession or course of study, subject to fair,
reasonable and equitable admission and academic requirements.

4.

The State shall enhance the right of teachers to professional advancement. Nonteaching academic and non-academic personnel shall enjoy the protection of the
State.

5.

The State shall assign the highest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available talents

through adequate remuneration and other means of job satisfaction and

fulfillment.

BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT

OF 1982)
This was an act providing for the establishment and maintenance of an integrated
system of education. In accordance with Section 2, this act shall apply to and govern
both formal and non- formal system in public and private schools in all levels of the
entire educational system.
As provided by this Act, the national development goals are as follows:
1.

To achieve and maintain an accelerating rate of economic development and

social progress.

2.

To assure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and

3.

To achieve and strengthen national unity and consciousness and preserve,

develop and promote desirable cultural, moral and spiritual values in changing
world.

It is also stated in Section 3 that:

The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed socio- economic status, physical and mental conditions,
racial or ethnic origin, political or other affiliation. The State shall therefore promote
and maintain equality of access to education as well as the benefits of education by all
its citizens.

RIGHTS OF STUDENTS IN SCHOOL (Section 9)

1.

The right to receive competent instruction, relevant quality education.

2.

The right to freely choose their field of study subject to the existing curricula
and continue their course up to graduation, except in cases of academic
deficiency or violations of disciplinary regulations.

3.

The right to school guidance and counseling services.

4.

The right to access to his owns school records and the confidentiality of it.

5.

The right to issuance of official certificates, diplomas, transcript of records,

grades, transfer credentials and similar document within thirty days from
request.

6.

The right to publish a student newspaper and invite resource persons during
symposia, assemblies and other activities.

7.

The right to free expression of opinions and suggestions and to effective

channels of communication with appropriate academic and administrative bodies
of the school or institutions.

8.

The right to form or establish, join and participate in organizations and societies
recognized by the school, or to form, join and maintain organizations and
societies for purposes not contrary to law.

9.

The right to be free from involuntary contributions except those approved by

their organizations and societies.

RIGHT OF ALL SCHOOL PERSONNEL (Section 10)

1.

Free expression of opinions and suggestions.

2.

To be provided with free legal service by the appropriate government office in

case of public school personnel and the school authorities concerned in case of
private school personnel, when charged in administrative, civil and/or criminal
proceedings, by parties other than the school authorities concerned, for actions
committed directly in the lawful discharged of professional duties and/or in
defense of school policies.

3.

Establish join, maintain labor organization of their choice to promote their

welfare and defend their interest.

4.

To be free from involuntary contributions except those imposed by their own

organizations.

SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING

OR ACADEMIC STAFF (Section 11)
1.

Right to be free compulsory assignment not related to their duties defined in

their appointment or employment contracts unless compensated thereof.
(additional compensation Sec. 14 R.A. 4670- at least 25% his regular
remuneration)

2.

Right to intellectual property

3.

Teachers are persons in authority when in lawful discharge of duties and

responsibilities shall therefore be accorded due respect and protection
(Commonwealth Act No. 578)

4.

Teachers shall be given opportunity to choose career alternatives for

advancements.

RIGHTS OF ADMINISTRATORS (Section 12)

1.

School administrators shall be deemed persons in authority while in the lawful

discharge of their duties and responsibilities. Shall be accorded due respect
and protection (Commonwealth Act No. 578)

RIGHTS OF SCHOOLS (Section 13)

1.

The right of their governing boards.to adopt and enforce administrative or

management systems.

2.

The right of institutions of higher learning to determine on academic grounds

who shall be admitted to study, who may teach, and who shall be the subjects of
the study and research.

MAINTENANCE OF QUALITY EDUCATION

1.

Voluntary Accreditation (Section 29)

2.

Teachers and Administrators obligations and qualification (Sections 176 and

17)

3.

Government Financial Assistance to Private Schools (Section 41)

OTHER LEGAL BASES

1. Act No. 74
This law was enacted on January 21, 1901 by the Philippine Commission, and
provided:
a. establishment of the Department of Public Instruction headed by the General
superintendent
b. the archipelago was divided into school divisions and districts for effective
management of the school system.
c. English was made as medium of instruction in all levels of schooling

d. optional religious instructions in all schools (Section 16)

e. establishment of a Trade school in Manila (Philippine College of Arts and TradePCAT now known as Technological University of the Philippines), a school of
Agriculture in Negros, a Normal school in Manila (Philippine Normal School)
(Section 18)
Philippine Normal School, however, was renamed Philippine Normal College (PNC)
by virtue of Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the
PNC was converted to Philippine Normal University as provided by Republic Act No.
7168.
2. Act No. 2706
This was known as the Private School Law, enacted on March 10, 1917 by the
Philippine Legislature, which made obligatory the recognition and inspection of
private schools and colleges by the Secretary of Public Instruction so as to maintain a
standard of efficiency in all private schools and colleges in the country.
This law was amended by Commonwealth Act No. 180 passed on November 13, 1936
which provided that:
The Secretary of Public Instruction was vested with power to supervise, inspect and
regulate said schools and colleges in order to determine the efficiency of instruction
given in the same.
And all private schools come under the supervision and regulation of the Secretary of
DPI, thus eliminating diploma mills and substandard schools.
3. Commonwealth Act No. 1 (Amended by R.A. 9163)
Known as the National Defense Act passed by the Philippine Assembly on
December 21, 1935, which provided in Section 81 that:

Preparatory Military training shall be given with the youth in the elementary grade
school at the age of ten years and shall extend through the remainder of his schooling
into college or post-secondary education.
By virtue of Presidential Decree 1706, issued by the late President Marcos on August
8, 1980, otherwise known as the National Service Law, Commonwealth Act No. 1
was amended, and required all citizens to render, civic welfare service, law
enforcement service and military service.
4. Commonwealth Act No. 80
This law created the Office of Adult Education on October 26, 1936, so as to eliminate
illiteracy and to give vocational and citizenship training to adult citizens of the
country.
5. Commonwealth Act No. 578
Enacted on June 8, 1940, conferred the status of persons in authority upon the
teachers, professors, and persons charged with the supervision of public or duly
recognized private schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from six months and one
day to six years and a fine ranging from 500 to 1, 000 pesos upon any person found
guilty of assault upon those teaching personnel.
6. Commonwealth Act No. 586 (Repealed by R.A. 896)
This is known as Education Act of 1940. It was approved on August 7, 1940 by the
Philippine Assembly.
The law provided for the following:

a. reduction of seven- year elementary course to six- year elementary course.

b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll in Grade I.
e. introduction of double- single session- one class in the morning and another in the
afternoon under one teacher to accommodate more children.
7. Commonwealth Act No. 589
This law, approved on August 19, 1940, established a school ritual in all public and
private elementary and secondary schools in the Philippines.
The ritual consists of solemn and patriotic ceremonies that include the singing of the
National Anthem and Patriotic Pledges.
8. Republic Act No. 139 (Repealed by R. A. 8047)
Enacted on June 14, 1947, and the Board of Textbooks. This law provided that all
public schools must only use books that are approved by the Board for a period of six
years from the date of their adoption.
The private schools may use books of their choice, provided the Board of Textbooks
has no objections with those books.
9. Republic Act No. 896
Enacted on June 20, 1953 and known as the Elementary Education Act of 1953, it
repealed Commonwealth Act 586 and provided for the following:
a. restoration of Grade VII (but never implemented due to lack of funds)
b. abolition of the double- single session and return to the former practice of only one
c. class under one teacher in the primary and three teachers to two classes or five
teachers to three classes in the intermediate level

d. compulsory completion of the elementary grades

e. compulsory enrollment of children in the public schools upon attaining seven years
of age.
10. Republic Act No. 1124 (Repealed by R. A. 7722)
Approved on June 16, 1954, this law created the Board of National Education charged
with the duty of formulating general educational policies and directing the educational
interests of the nation.
However, this Board which was later renamed National Board of Education (P.D. No.
1), was abolished bu virtue of the Creation of the board of Higher Education as
stipulated in Batas Pambansa Blg. 232. The Boards function is now assumed by the
commission on Higher Education or CHED by virtue of Republic Act No. 7722.
11. Republic Act No. 1265 (amended by R. A. 8491)
This law was approved on June 11, 1955, and provided that a daily flag ceremony
shall be compulsory in all educational institutions. This includes the singing of the
Philippine National Anthem.
12. Republic Act No. 1425
It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all
schools, both public and private, from elementary schools to the universities, the life,
works and writings of Jose Rizal especially the Noli Me Tangere and El
Filibusterismo.
13. Republic Act No. 4670
Known as the Magna Carta for Public School Teachers. This was approved on June
18, 1966 to promote and improve the social and economic status of public school
teachers, their living and working conditions, their employment and career prospects.

It also provided the following:

1.

Recruitment qualifications for teachers

2.

Code of Professional Conduct for Teachers

3.

Teaching hours- 6 hours of classroom teaching (maximum load)

4.

Additional compensation- 25% of the regular remuneration

5.

Health and injury benefits (thru the GSIS)

6.

One year study leave (sabbatical leave) after seven years of continuous
teaching, the teacher should receive 60% of the monthly salary.

7.

One range salary increase upon retirement (basis computing the retirement fee).

8.

Freedom to form organizations.

14. Republic Act No. 1079

Approved on June 15, 1959, it provided that Civil Service eligibility shall be
permanent and shall have no time limit.
15. Republic Act No. 6655
Known as the Free Public Secondary Education Act of 1988, it was approved on
May 26, 1988 and provided for:
a. Free public secondary education to all qualified citizens and promote quality
education at all level.
b. No tuition or other fees shall be collected except fees related to membership in the
school community such I.D., student organization and publication.
c. Non- payment of these shall not hinder a student from enrollment or graduation.

d. Nationalization of all public secondary schools ( Section 7)

e. A student who fails in majority of his academic subjects for two consecutive years
could no longer avail of their program.