The expansion of basic education program is an old proposal

dating back to 1925. As one of the most well studied reforms,

recommendations of either adding or restoring 7th grade or adding an
extra year to basic education have been put forward.
a) Monroe Survey (1925): Secondary education did not prepare for life
and recommended training in agriculture, commerce, and industry.
b) Prosser Survey (1930): Recommended to improve phases of
vocational education such as 7th grade shopwork, provincial schools,
practical arts training in the regular high schools, home economics,
placement work, gardening, and agricultural education.
c) UNESCO Mission Survey (1949): Recommended the restoration of
Grade 7.
d) Education Act of 1953: Under Section 3, mandates that [t]he
primary course shall be composed of four grades (Grades I to IV) and
the intermediate course of three grades (Grade V to VII).
e) Swanson Survey (1960): Recommended the restoration of Grade 7
f) Presidential Commission to Survey Philippine Education (PCSPE)
(1970): High priority be given to the implementation of an 11-year
program; Recommended program consists of 6 years of compulsory
elementary education and 5 years of secondary education
g) Congressional Commission on Education (EDCOM) Report (1991): If
one year is to be added in the education program, it recommends one
of two alternatives: Seven years of elementary education or Five years
of secondary education
h) Presidential Commission on Educational Reforms (2000): Reform
proposals include the establishment of a one-year pre-baccalaureate
system that would also bring the Philippines at par with other countries
i) Presidential Task Force on Education (2008): In discussions on a 12year pre-university program, it is important to specify the content of
the 11th and 12th years and benchmark these with programs abroad.
Every graduate of the Enhanced K+12 Basic Education Program
is an empowered individual who has learned, through a program that is
rooted on sound educational principles and geared towards excellence,
the foundations for learning throughout life, the competence to engage
in work and be productive, the ability to coexist in fruitful harmony with
local and global communities, the capability to engage in autonomous
critical thinking, and the capacity to transform others and ones self.

EDUCATION VISION

1. A Vision Grounded on Human Development: The complete human

development of every graduate is at the core of the Enhanced K+12
Basic Education Program. Every graduate holds an understanding of
the world around and a zest for life-long learning, which addresses
every childs basic learning needs, including learning to learn, the
acquisition of numeracy, literacies, and scientific and technological
knowledge as applied to daily life.
2. The graduate also has the courage, the drive, and the relevant skills
to engage in work and have a productive life. Every graduate will be
able to embark in the modern world prepared to meet challenges.
3. Every graduate will be able to think for himself/herself and make
sound decisions on the best courses of action to take in the different
circumstances of his or her life. The graduates autonomous thinking is
a product of the capability for comprehension and critical thinking as
well as the full development of ones unique personality.
4. Every graduate is inculcated with the respect for human rights and
values, notably, Maka-Diyos, Maka-tao, Makabansa, and MakaKalikasan. This makes every graduate empowered to effect positive
changes in his/her life and that of others.
5. A Vision Achieved through an Enhanced Curriculum: Every graduate
of the Enhanced K+12 Basic Education Program will benefit from a
reformed and updated curriculum that is focused on enabling every
child to achieve mastery of core competencies and skills.
6. A Vision that has Socio-Economic Relevance: Every graduate of the
Enhanced K+12 Basic Education Program is ready to take his or her
place as a productive member of society. They are equipped to take on
every opportunity in life he or she choosesto find work, to engage in
higher studies, or to start an entrepreneurial endeavor.
7. This vision is consistent with the definition of an educated Filipino as
conceived in the Philippine Constitution and the World Declaration on
Education for All.
GOALS
The goal of the Enhanced K+12 Basic Education Program is to
create a functional basic education system that will produce productive
and responsible citizens equipped with the essential competencies and
skills for both life-long learning and employment. The program will
enhance the basic education system to full functionality to fulfill the
basic learning needs of students. This is in line with the agenda of the
President Aquino of having quality education as a long-term solution to
poverty. In order to achieve these goals, the program has the following
twin-objectives:
a) To give every student an opportunity to receive quality education
based on an enhanced and decongested curriculum that is
internationally recognized and comparable

 Develop a curriculum that is rational and focused on excellence

(decongested, uses research-based practices, uses quality
materials and textbooks, etc.)
Produce a pool of highly qualified and adequately trained
teachers.
Achieve high academic standards, especially in Mathematics,
Science, and English at all levels
Produce graduates who are globally competitive and whose
credentials are recognized internationally
b) To change public perception that high school education is just a
preparation for college; rather, it should allow one to take advantage of
opportunities for gainful career or employment and/or self-employment
in a rapidly changing and increasingly globalized environment
Produce graduates who possess skills and competencies that
will allow them to be productive members of society or pursue
higher education.
Through coordination between the academic and business
sectors, to change industry hiring practices taking into account
the enhanced skills and competencies of K+12 graduates.

THE MONROE SURVEY

Historical Antecedents

The cession of the Philippines by the Spaniards to the Americans

in 1898 required fulfillment by latter of two conditions. The first was
the conduct of a mock battle with the Americans to save the Spaniards
faces and honor. For it is the tradition of Spanish soldiers to resist the
enemy before a surrender is executed. The second is the provision of
America of $20 million as a compensation package for war loans
incurred by Spain. The United States congress will determine civil and
political rights of the inhabitants of the ceded territory.
History is witness to the military government established in the
Philippines by the Americans. Under American rule the Philippines had
experienced the democratic leadership of Governor General Wesley
Merritt, Governor General Elwell S. Otis and Governor General Arthur
McArthur.
The President of the United States at this period was McKinley.
President McKinley had created the Schurman Commission (18991900) and the Taft Commission. The Taft Commission had instruction
from President McKinley which stated that the American policy to be
observed in the Philippines will be based on democratic principles. The
democratic principles are not designed for American satisfaction or for
the expression of their theoretical views but for the happiness, peace
and prosperity of the people of the Philippines with economic prospects
remaining in silence.
The Americans kept their promise to grant Filipinos participation
in the governance of themselves. Under William H. Taft the Filipinos
were granted government control at the local level for all pacified
provinces while for the unpacified provinces military rule will be
exercised and shall be under the jurisdiction of the military. The civil
government in Manila was inaugurated on July 4, 1901.
The Filipino people have been granted representation in
American Congress by two resident commissioners: Benito Legarda
(1902-1907) and Pablo Ocampo (1907-1909).
These resident
commissioners were to represent and defend Filipino interests in
America. This scenario was made possible by the Philippine Bill of
1902 (Ibid.).
The Jones Law of 1916 which was authored by William Atkinson,
enacted by the United States Congress and then signed by President
Wilson, promised to grant independence to the Philippines as soon as a
stable government has been set up therein.
The Americans introduced a better communication system and
improved the mail service including the need for sound Philippine
currency. The Sound Philippine Currency Act was enacted in 1903.
This act placed the Philippine peso on gold standard.
Advent of Popular Education
One of the most vital contributions of the American leadership
experienced by the Filipinos was popular education. Education is no
longer a privilege to be enjoyed by few rich families. This first
American school to open was in Corrigidor Island. American soldiers
became the first teachers along with American teachers transported by

the sea vessel THOMAS. These American teachers came to be known

as Thomasites. They served as the vanguard of American culture and
democracy in the Philippines. Under their tutelage Filipino learners
learned to use English in their daily conversation, letters, prose and
poetry (Ibid.).
The Filipinos clamor for popular education inspired the
Americans in the helm of the Philippine government to conduct an
educational survey to assess the condition of Filipino education.
The Monroe Survey of 1925 was a sincere way of expressing the
Americans sentiments occupying the Philippine Islands to improve
their education. The Monroe Survey of 1925 was conducted 25 years
after the establishment of the Philippine Education System during the
American occupation. The survey was headed by Paul Monroe. It
consisted of 9 American members with the addition of 13 research
associates. The 13 research associates were composed of 9 Filipinos
and 4 Americans. The research was done on a massive scale which
included Manila and 29 provinces in the Philippines.
The total
population sample of the research study were 32,000 pupils and 1,077
teachers.
Results of the Survey
The survey showed that the most critical issue is the extent to
which Filipinos learned English. It was confirmed that the Filipinos
performed below the standard when compared with their American
counterparts in the extent of learning English. Nevertheless in the
Province of Laguna learners are an exemption of the findings of the
Monroe Survey. Also the study found that teachers from Iloilo posted
much higher scores over those of the Laguna and Bulacan teachers.
The difference in learners scores in English is attributed to the
silent reading techniques of instruction and inadequate time exposure
in English at school. Another reason which may account for the
learners low English scores is due to poor teaching at school.
Supporting this view is the lower performance level of learners at the
higher grades than those at the primary level.
Perhaps, the
progressive accumulation of poor reading skills of learners as they
advance through the grades maybe caused by the lack of reading
materials in the home environment, inadequate speech models as
English was neither used as a language at home. And thus may be
made possible probably because of parents neglect to intervene in
their childrens education.
On the basis of the findings of the Monroe Survey the following
recommendations were made:
1. the materials which will be used in learning English should be
within the scope of the reality background of experiences of
the learners; and
2. teacher training should be improved in order for the teachers
to be proficient in speaking and in teaching English to provide
the speech models for the learners and the course of study in
science should be revised.

The Prosser Survey.

In 1930, C. A. Prosser made a follow-up study on vocational education
in the Philippines. He observed various types of schools and
schoolwork. He interviewed school officials and businessmen. He
recommended in the survey to improve various phases of the
vocational educational such as 7th grade shop work, provincial trade
schools, practical arts training in the regular high schools, home
economics, placement work, gardening, and agricultural education.
UNESCO Survey (1949)
The UNESCO undertook a survey on Philippine Education from March
30 to April 16, 1948 headed by Mary Trevelyan. The objective of the
survey was to look at the educational situation of the Philippines to
guide planners of subsequent educational missions to the Philippines.
The report of the surveys was gathered from a conference with
educators and layman from private and public school all over the
country.
The following were the results:
1. There is a language problem
2. There is a need to for more effective elementary education.
3. Lengthening of the elementary-secondary program from 10 to 12
years.
4. Need to give attention to adult education.
5. Greater emphasis on community school
6. Conduct thorough surveys to serve as basis for long-range planning
7. Further strengthening of the teacher education program
8. Teachers income have not kept pace with the national income or
cost of living
9. Delegation of administrative authority to provinces and chartered
cities
10. Decrease of national expenditures on education
11. Advocated more financial support to schools from various sources
After the UNESCO study, it was followed by further government
studies. In 1951, the Senate Special Committee on Educational
Standards of Private schools undertook a study about private schools.
The study was headed by Antonio Isidro where he investigated the
standards of instruction in private institutions of learning, and provide
certificates of recognition in accordance with their regulations.
In 1967, the Magsaysay Committee on General Education was created
which was financed by the University of the East Alumni Association. In
1960, the National Economic Council and the International Cooperation
Administration surveyed public schools. The survey was headed by
Vitaliano Bernardino, Pedro Guiang, and J. Chester Swanson. Three
recommendations were provided to public schools: (1) To improve the
quality of educational services, (2) To expand the educational services,
and (3) To provide better financing for the schools.
The assessment conducted in the early years were mostly mandated
and/or commissioned by the government. The private sectors were not
included in the studies as proponents. Most of these studies are usually
headed by foreign counterparts such as the UNESCO, Monroe, and

Swanson survey. The focus of the assessments was on the

implementation of education in the country.
These national researches were conducted with the need of the
government to determine the status of the education in the country.
Assessment in the Contemporary Period and Future Directions
"Elementary Education Act of 1953
REPUBLIC ACT NO. 896
REPUBLIC ACT NO. 896 - AN ACT TO DECLARE THE POLICY ON
ELEMENTARY EDUCATION IN THE PHILIPPINES

Section 1.
of 1953."

This Act shall be known as the "Elementary Education Act

Sec. 2. In pursuance of them of all schools expressed in section five,

Article XIV of the Constitution, and as amplified by subsequent
legislation, it shall be the main function of the elementary school to
develop healthy citizens of good moral character, equipped with the
knowledge, habits, and ideals needed for a happy and useful home and
community life.
Sec. 3. To put into effect the educational policy established by this
Act, the Department of Education is hereby authorized to revise the
elementary-school system on the following basis: The primary course
shall be composed of four grades (Grades I to IV) and the intermediate
course of three grades (Grade V to VII). Pupils who are in the sixth
grade of the time this Act goes into effect will not be required to
complete the seventh grade before being eligible to enroll in the first
year of the secondary school: Provided, That they shall be allowed to
elect to enroll in Grade VII if they so desire.
Sec. 4. The Secretary of Education may, with the approval of the
President, authorize, in the primary grades, the holding of one class,
morning and afternoon, under one teacher. In the intermediate grades,
classes may be authorized on the basis of two classes under three
teachers or of three classes under five members. Where there is not
enough number of children to meet the minimum requirements for
organizing one-grade or two-grade combined classes, the Secretary of
Education may authorize the organization of classes with more than
two grades each.
Sec. 5. It shall be compulsory for every parent or guardian or other
person having custody of any child to enroll such child in a public
school, the next school year following the seventh birthday of such
child, and such child shall remain in school until the completion of an
elementary education: Provided, however, That this compulsory
attendance shall not be required in any of the following cases: First,
when the child enrolls in or transfers to a private school; Second, when
the distance from the home of the child to the nearest public school
offering the grade to which he belongs exceeds three kilometers or the
said public school is not safely or conveniently accessible to the child:

Third, when such child is mentally or physically defective in which case

a certificate of a duly licensed physician or competent health worker
shall be required; Fourth, when, on account of indigence, the child
cannot afford to be in school; Fifth, when the child cannot be
accommodated because of excess enrolment; and Sixth, when such
child is being regularly instructed by its parent or guardian or private
tutor, if qualified to teach the several branches of study required to be
taught in the public schools, under conditions that will be prescribed by
the Secretary of Education.
Sec. 6. There is hereby authorized to be appropriated out of any
funds in the National Treasury not otherwise appropriated, such sums
as may be necessary to carry out the purposes of this Act.
Sec. 7. All acts or parts of acts inconsistent with the provisions of this
Act are hereby repealed.
Sec. 8.

This Act shall take effect upon its approval.

Approved: June 20, 1953

THE SWANSON SURVEY

Prelude
The second education survey conducted regarding the Philippine
Educational System was the Swanson Survey of 1960. The Swanson
Survey was said to be a joint project conducted by the International
Cooperation Administration of the United States of America and the
National Economic Council of the Philippines.
The Swanson Survey team was composed of an American
Technical Staff and 11 Filipino counterparts. All of the Philippine public
schools were studied.
The research study covered: Elementary
Education, Secondary Education, Vocational Education, Teacher
Education, Organization and Administration in the public schools
including the financing of the same.
While it can be seen that the Swanson Survey team and the
Monroe Survey team have Americans and Filipinos as members it was
claimed that the premise of the Swanson Survey was similar to that of
the Monroe Survey.
The premise of the Swanson Survey was
predicated on the philosophy that education can be a major
determinant to social change.
The American economist Schultz
succinctly stated that education is a social investment in the
development of human capital formation. Education is an investment
for man and the facilitation of investment in personal development.
The collectively developing capabilities and skills of the human person
may usher in a stable economy, political integrity and industrial
development which are the portents of a strong republic.

But in the 1960s the Philippines has a low per capita

expenditure for education.
As a result of the low per capita
expenditure for the education of the Filipino there was the
corresponding effect on low per capita income inspite of abundant
natural resources.
Five Areas of Concern
The Swanson Survey of 1960 identified five areas of concern of
the Philippine Educational System.
These are the quantity of
educational services, the quality of educational services, the financing
of the public schools, the problem on cultural minorities, and the
problem caused by the adoption of foreign educational practices which
do not at all match to the local conditions.
Assessment Results
The results of study showed that there was no difference in the
performance of learners from the community and learners from the
general elementary school. There was a significant difference between
the scores of the learners of the community and general elementary
and that of the laboratory school.
The differing performance of learners may perhaps be due to the
philosophy espoused by the school. For example the philosophy
adopted by the schools as a matter of policy was to integrate the
education of the child with that of the adult toward home and
community improvement, to utilize community resources in
instruction to make school learning fundamentally related to the
realities of life, and to develop people (children, youth and adults)
tobecome useful members of society through their continuous and
maximum participation in democratic way of life.
Probably another reason for the difference in the performance of
learners in the general elementary school, the community school, and
the laboratory school may be in the test administered to the learners.
The test administered may not have jibed with the philosophy of the
school as the test was based on a test performance on language,
arithmetic and reading. On the basis of the findings, it can be gleaned
that the tests administered to the learners have no validity and were
not therefore reliable because the tests did not measure what they
intend to measure
Recommendations
The Swanson Survey of 1960 established a positive relationship
existing between low per capita investment in the education of the
Filipino and their per capita income as an outcome of the low degree of
the Filipinos educational achievement. It might be inferred that the
Swanson Survey team may have moved for the increase in the budget
appropriation to be given to education to ameliorate if not to rectify the
unfavorable situation affecting Philippine education.
In 1960, Dr. Carlos P. Romulo, former ambassador and president
of the United Nations General Assembly and statesman, made certain
admissions regarding the state of the Philippine Educational System.

According to Romulo the prospect for excellence in the

educational system is discouraging.
The Philippine Educational
System is in dismal state. He enumerated the array of factors that
affect the delivery of quality education:
1. Many of our schools are substandard;
2. The learners are ill-prepared to cope with further learning and
to face life; and
3. Our teachers are not professionally prepared for the duties of
a teacher.
Based on Romulos observations regarding the state of the
Philippine Educational System, he recommended overhauling it. He
suggested the formation of an all-Filipino commission to make a survey
of the entire Philippine Educational System starting from the
elementary level, to the secondary level, and to the tertiary level in
both the public and private schools. The Philippine Commission to be
created will survey all phases of the educational process to include
financing of education, administration of education and teacher
training as these were important considerations to improve education.
When tasked to carry out the duties and responsibilities as
Secretary of Education in 1965 Romulo immediately convened Division
Superintendents and Supervisors in Baguio City. Romulo required the
Division Superintendents and Supervisors to answer a questionnaire
that was devised to get their expert opinions about the Philippine
Educational System.
The response of the experts substantiated
Romulos pronouncement of the dismal state of the Philippine
Educational System.
On July 18, 1967 the Philippine President by virtue of R.A. 4372
caused the reactivation of the Board of National Education. Republic
Act 4372 entrusted to the Board of National Education various
functions. In view of the many functions to be discharged by the Board
of National Education a number of standing committees were created.
These standing committees which were to assist the Board of National
Education improve the Philippine Educational System were:

the
the
the
the

curriculum committee;
administrative committee;
finance committee; and
legislative committee.

Moreover, two other special committees were organized to take

charge of Teacher Education and Vocational Technical Education.
The Department of Education under the able leadership of
Romulo constituted an extra unit, the Department of Education Project
Execution and Coordination System (DEPECS). The DEPECS has a
competent research component consisting of economic statistician and
experts in the different fields in education.
There were important reforms in education which were achieved
by the Board of National Education. These important reforms in
education were:

the revision of the curriculum and its organizational aspects;

the increase in the credit units for the Rizal course of from 1
unit to 3 credit units at the collegiate level;
the approval of a policy of the use of Filipino National
Language as a medium of instruction at the elementary level;
and
the reduction to 12 units of the course in Spanish at the
tertiary level.

Under the different committees which were put up by the Board

of National Education (BNE), the following were accomplished:

the revision of the teacher education program,

elementary school curriculum,
revisions of the objectives of education in all levels of the
educational system, and
educational financing.

Aside from the achievements of the Board of National Education,

rapport was also established between the Department of Education
and Congress. Bills in education were referred to the B.N.E. for
comments and recommendations. With such amiable interactions of
Congress and the Department of Education, education for the Filipino
became a collaborative enterprise geared to national development.
Inspite of the enumerated achievements in education there
remained the still nagging problems which remained unresolved.
These were:
the lack of classrooms and the lack of textbooks;
An objective and farsighted man that Romulo is, he
recommended that in order for Philippine education to be more
effective, administration and supervision should be well
organized;
staffing
of
administrators
and teachers
should
be
decentralized;
revision in financing the schools such as redistribution of
revenues and
funding obligations between the national and
local government;
review of the schools curricula should be an a continuous
basis; and
allow variations due regional and economic circumstances of
learners to be able to cope with such a plan.
Romulo reminded the Filipino people responsible for educating
the citizenry to harness our energies and resources to preserve what
was already gained. But the most challenging area of concern are
those in ourselves dispositions, core values and loyalties (Education
Quarterly, 1968).
Presidential Commission to Survey Philippine Education (PCSPE) 1970

In 1970, the Presidential Commission to Survey Philippine Education

(PCSPE) submitted policy recommendations to improve and strengthen
higher education.
Among others, it recommended that schools be encouraged to join or
organize accrediting associations, and that a Federation of Accrediting
Agencies (FAAP) be established.
The Commission Report better known as the Integrated Reorganization
Plan (IRP), was approved by President Marcos in his PD 201 and
subsequently issued Presidential Decree 6-A, otherwise known as the
Educational Development Act of 1972, making accreditation one of the
means of upgrading standards of education in the Philippines and
providing therein a program of financial assistance.
Laws and regulations have been issued to articulate the governments
policy on accreditation. BATAS PAMBANSA 232;R.A. 7722, Creating the
Commission on Higher Education (CHED): DepEd Order 32, s 2005;
CHED Order 1, s 2005 and the 2008 Manual of Regulations for Private
Schools, have stipulated voluntary accreditation as means of ensuring
quality education.

EDCOM Report (1991)

The EDCOM report in 1991 indicated that high dropout rates especially
in the rural areas were significantly marked. The learning outcomes as
shown by achievement levels show mastery of the students in
important competencies. There were high levels of simple literacy
among both 15- 24 year olds and 15+ year olds. Repetition in Grade 1
was the highest among the six grades of primary education which
reflects the inadequacy of preparation among the young children. The
children with which the formal education system had to work with at
the beginning of EFA were generally handicapped by serious
deficiencies in their personal constitution and in the skills they needed
to successfully go through the absorption of learning.
THE PCER STUDY
A study on budget-feasible reform measures to improve the
Philippine educational system was conducted by the PCER.
Previous similar undertakings although of a smaller scale were
used as springboards of the PCER study. They are:

The EDCOM findings;

The Philippine Education Sector (PESS) study jointly

conducted by the World Bank and Asian Development Bank;

NEDAs (1998) Medium Term Philippine Development Plan

(MTPDP); and

Various internet resources.

The PCER study revolved around six areas of concern:

Financing (FIN);
Governance (GOV);
Information Technology, Science/Math Education and Other
Technologies (ITSMEOT);
Medium of Instruction (MOI);
Quality Assurance (QA); and
Teacher Development and Welfare (TDAW).
Six committees corresponding to said six areas of concern were
formed. Each committee had a Working Committee composed of some
of the Commissioners themselves and consultants.
REFORM AGENDA
Nine major reform agenda items were identified as reforms that
can be done immediately and are budget-feasible. The chapter details
these nine key reform areas.
The Presidential Commission on Educational Reform (PCER) has
completed in thirteen months its mandate of defining budget-feasible
reform measures, and identifying executive priority policy
recommendations and means for a legislative agenda on education.
Two sets of such reform measures have been identified: the first, a set
of nine immediately doable ones, and the second set, an contained in
Part Two, are each Committees recommendations for reform. Though
not recommended for immediate implementation, they are
nonetheless crucial. Owing to the countrys scarce resources, PCER
has had to narrow down its key reform agenda into just nine.
Delors (1996) Learning: The Treasure Within, report of UNESCOs
International Commission on Education has guided the Commissions
work. Thus, thread of this framework can be seen running through the
recommendations.
PCERs mandate revolves around ten, later conflated into six,
priority areas of concern: Financing (FIN), Governance (GOV),
Information
Technology,
Science/Math
Education
and
Other

Technologies (ITSMEOT), Medium of Instruction (MOI), Quality

Assurance (QA), and Teacher Development and Welfare (TDAW).
It deserves to be noted that PCER did not have to start its
endeavors anew. Previous similar undertakings have proved to be
useful springboards:

EDCOM (Congressional Committee on Education),

PESS (Philippine Education Sector Study),

the MTPDP (Medium Term Philippine Development Plan),

findings of research studies conducted both locally and

abroad, and

various internet sources.

THE NINE KEY REFORM AREAS

Establishment of the National Coordinating
Council for Education (NCCE)
The tri-focalization of the education sector into DECS, CHED and
TESDA in 1992 has allowed the departments concerned to focus more
sharply on their respective mandates.
Over time, however, there has been felt a growing need for
greater coordination among departments, a common approach to
trans-sectoral issues such as assessment mechanism and articulation
between levels, and a more harmonized approach to total education
planning and resource allocation.
Rationalization of the Creation and Conversion
of State Universities and Colleges
State Colleges and Universities represent a significant expenditure
of government resources, and it is felt that these resources are not
being sufficiently targeted rationally and according to an integrated
plan for the principal purposes of guaranteeing needed programs or
ensuring access to those capable intellectually but not financially.
Optimizing scarce resources and correcting inequity are the reasons
for the need to rationalize SUCs and impose a moratorium on the
creation of new ones and conversions of high schools into colleges
while such a rationalization plan is being designed and prepared.
Reorienting the Premises of Financing Public Higher Education
The use of the large allocations of the government budget for public
higher education is perceived to be inefficient and inequitable.

Budgets are allocated to state colleges and universities on the basis

of incremental expenditures, without much regard for the basic
rationale by which these institutions were established.
Clearly the rationalization of the public higher education system
must be based on a system of financing these institutions which
reflect fulfillment of students demand, equity of access, and
program considerations, as well as greater accountability and
efficiency.
Establishment of a One-year Pre-baccalaureate System
A good deal of debate has taken place in the Philippines about its
ten-year basic education cycle, which is the shortest among all the
countries in Asia. Although it is not feasible at this time to add an
eleventh year, this proposal recommends a one-year period
between secondary education and a tertiary degree program. This
is not only to bring the Philippines at par with other countries, but to
ensure readiness of high school graduates for tertiary education,
thereby reducing wastage of dropouts and expensive repetitions.
Faculty Development at the Tertiary Level
The quality of higher education in any institution depends on the
quality of its faculty. For this reason the government prescribes that
teachers at the tertiary level must have a Masters degree in the
field in which they teach. Unfortunately only about one third of
college faculty members in the Philippines have these credentials.
It is the purpose of this proposal to launch a nationwide system
using a network of key centers of teacher training to raise the
numbers of qualified teachers with Masters degree from 30% to
70%.
Strengthening Teacher Competencies at the Basic Education Level
Teachers in the twenty-first century need new and expanded skills
besides just knowledge of the subject matter. They need to be
empowered in four key specific key result areas (KRAs) to meet the
demands of the future: ability to teach reading and comprehension,
initiative and creativity, training in values education, and a
familiarity and use of instructional technology.
This proposal aims to build on similar past efforts and to provide the
countrys teachers with these four capabilities, through a program
that is in-service, innovative, nationwide, and conducted in a
decentralized manner.

Expanding the Options for the Medium of Instruction in Grade 1

Through the Use of the Regional Lingua Franca or the Vernacular
While re-affirming the Bilingual Education Policy and the
improvement in the teaching of English and Filipino, this proposal
aims to introduce the use of the regional lingua franca or vernacular
as the medium of instruction in Grade One.
Studies have shown that this change will make students stay in,
rather then drop out of, school learn better, quicker and more
permanently, and will in fact be able to use the first language as a
bridge to more effective learning in English and Filipino as well as
facilitate the development of their cognitive maturity.
Establishment of the National Educational Evaluation and Testing
System (NEETS)
Evaluations and assessment are necessary means to establish the
extent to which quality, relevance and other educational goals are
being met.
This proposal envisions a body that can coordinate and harmonize
various existing agencies and efforts in this field, and assume
responsibility for educational assessment at all levels (basic
education, higher education and technical education and skills
development).
Establishing Common Standards for Accreditation Per Discipline
There are four accrediting agencies operating in the Philippines. For
various reasons, the different agencies use different procedures and
standards in accrediting specific academic or professional programs.
Employers and the public are not always in a position to familiarize
themselves with the accrediting groups or their methods and would
prefer to see for each profession and discipline common standards
regardless of who does the accrediting. This proposal aims to meet
that demand.
The six committees identified other recommendations. The
Commissions view is that these recommendations may be
considered in the long term. The nine major areas of reform as
identified and briefly discussed above are the immediately doable
and budget-feasible ones. The long-term recommendations are not
discussed in this paper.
Summary

This chapter presented the nine critical areas of reform in Philippine

education. These are establishment of the National Coordinating
Council for Education (NCCE), rationalization of the creation and
conversion of state universities and colleges, reorienting the
premises of financing public higher education, establishment of a
one-year pre-baccalaureate system, faculty development at the
tertiary level, strengthening teacher competencies at the basic
education level, expanding the options for the medium of
instruction in Grade 1 through the use of the regional lingua franca
or the vernacular, establishment of the National Educational
Evaluation and Testing System (NEETS), and establishing common
standards for accreditation per discipline.

REFRENCES:
http://perj.wordpress.com/2010/12/07/the-enhanced-k12-basiceducation-program-rationale/
www.openuni-clsu.edu.ph/openfiles/modules/ed755/Lesson3.doc
http://www.chanrobles.com/republicacts/republicactno896.html#.Viml9
34rLIU
http://www.pacucoa.ph/general_info.htm