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2011 PY Chapter 6

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2011 PY Chapter 6 6 Education and Culture Introduction Q uality education and information links the country to progress and economic development thus educational Institutions are constantly improving, providing, equipping and broadening the educational system and the individuals’ knowhow in dealing with his environment. The principles of the Aquino administration on education are guided by the 10 Point Basic Education Agenda. These are: A 12-year basic education cycle, universal pre-schooling for all, establish the Madaris Education as a sub- system in the current educational system, re-introduce technical and vocational education in public high schools, every child a reader by Grade I, improve science and mathematics, expand government assistance to private education, use of mother-language instruction, better textbooks, and build more schools in cooperation with LGUs. CHED in 2010, was on its last year of implementation of the Medium- Term Development Plan for Higher Education 2005-2010 that includes continued acquisition of additional equipment for information systems, and help to promote, direct and support the research and extension function of Higher Education Institutions (HEIs) in order to produce high quality research that will advance learning and national development as well as international comparability of Philippine higher education. Evaluating and monitoring of universities and university system, alternative learning systems, scholarships and student auxiliary services and other CHED Inter-agency linkages were also part of the programs and project of the department. Budgetary allocation for education in 2010 was PhP188.85 billion broken down as follows: DepEd PhP161.19 billion, CHED1.67 billion, State Universities and Colleges PhP22.40 billion, and TESDA PhP2.89 billion. This chapter presents the accomplishments and development programs of the government for the education sector. 6.1 The Philippine Educational System Republic Act 9155 otherwise called the Governance of Basic Education Act transformed the name of the Department of Education, Culture and Sports (DECS) to Department of Education (DepEd) in August 2001. It provides the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self reliant, productive and patriotic citizens. Education and Culture Formal Education Formal education refers to the hierarchically structured and chronologically graded learnings organized and provided by the formal school system and for which a certification is required for the learner to progress through the grades or move to higher levels. K to 12 starts with Universal kindergarten which mandates all public elementary schools to offer kindergarten class and accept 5-year old learners beginning 2011. It is followed by six years of Elementary, four years of Junior High School, and two years of Senior High School where students will pursue their preferred career track depending on their skills and inclination. K to 12 does not preclude students from pursuing a college degree and gives them better preparation for the rigors of higher education. One to two years of postsecondary nondegree technical or vocational education is also considered formal education. Preschool education. Preschool education complements elementary education. This level aims to guide children in the development of their potentials, proper attitude, and behavior through chronologically sequenced learning experiences. Preschool education is mostly offered by the private sector. However, realizing the importance of preschool education in upgrading the quality of education, all public schools starting 2011 are mandated to offer and adopt the policy of requiring schoolchildren to undergo preschool education before admission to the elementary level. Elementary education. Public elementary education is entirely subsidized by the national government as mandated by the Constitution. The elementary education program is designed to give six years of basic literacy, numeracy, thinking, and work skills to enhance the children’s learning capabilities and values. The normal age bracket for schoolchildren in this level is from seven to 12 years old. Starting school year (SY) 1994-95, however, the age of entry for elementary level was lowered to six-and-one-half years old. This was further lowered to six years old in the SY 1996-97. This means that six-year-old children may now be admitted in Grade 1. Top education officials reasoned out that it is ideal for children to go to school at an earlier age because of the children’s high absorption capacity. This policy has long been adopted and implemented by many countries in the world. Secondary education. Graduates of the elementary course are admitted to the secondary course. This level is the continuation of general education given in the elementary level and serves as preparation for vocational or college education. Tertiary education. Students who have completed secondary education can be admitted to the collegiate or university level. The scope of tertiary education covers all postsecondary courses ranging from one- or two-year vocational or technical courses to four- or five-year degree and professional programs (higher NSO 2010 Philippine Yearbook education), including graduate education at the master’s and doctoral levels. Tertiary education is the chief source of professionals, as well as skilled and semiskilled workforce needed by the country. Consistent with the aims of education, tertiary education is geared to enable the Filipinos to develop their full potentials for self-actualization and productivity. Vocational or technical education. Vocational-technical (VT) education is an integral part of the educational program of the country. Students under this program are also required to finish secondary education and undergo the formally organized and structured school system. Its primary objective is the development of a strong and appropriately trained middle-level skilled work force that possesses the capabilities supportive of national development. All postsecondary or nondegree VT courses range from six months to two years. In 2010 enrolment in vocational-technical education in the country, TVET as it is now called, decreased by almost 21 percent from 1,984,646 students in 2009 to 1,568,617 in 2010. More students in the National Capital Region (NCR) availed of the program as they numbered to 305,336 or 19.5 percent of the total. Region IV-A (CALABARZON) followed with 251,000 enrollees or 16.0 percent of the total. No registered enrollees was recorded in Autonomous Region in Muslim Mindanao (ARMM) Meanwhile, about 85.7 percent of the registered students in TVET Program in 2010 graduated at a total of 1,344,371. As expected, NCR, having the highest number of enrollees had also the highest number of graduates (232,661 or 17.3 %). Southern Mindanao had the least number of graduates recorded at 22,330 or only 1.7 percent of the total graduates. Nonformal Education and Training Nonformal education (NFE) is for individuals who are unable to avail of the facilities of formal education. It is any organized, structured, and systematic educational activity going on outside the established formal educational system and provides selected types of learning to particular groups of population. These groups are supplied with instructional materials relevant to their training. NFE is designed to help solve the unemployment and underemployment problems of the country by equipping the adults and youths who are unable to undergo formal schooling with employable skills in short-term nondegree courses. Basic literacy skills, reading, writing, and numeracy skills are likewise strengthened in this system. Enhancing the poor's capacity to engage in self-help and community development is the desired end of all nonformal education programs operating in the country today. To have an extensive strategy for this, the government partners actively with non-government organizations (NGOs) in seeding community-based literacy programs. Education and Culture 6.2 Educational Institutions The country’s educational system is comprised of several institutions varying from government and private preschools, to elementary and secondary schools, colleges and universities, VT schools, and special schools. Free government elementary and secondary schools have been established in many barangays throughout the country. Students who cannot be admitted in government or public high schools may still avail of the free secondary education by enrolling in private schools at government's expense, through a DepEd program. Some of the secondary and postsecondary schools are private-stock (nonsectarian) or nonstock corporations (sectarian schools, foundations, and corporation schools). Public colleges and universities are classified into three categories, as follows: 1. Chartered state universities and colleges are institutions that enjoy autonomy under a self-governing board of regents, chaired by the Secretary of the Department of Education (DepEd) or by his or her designated representative. 2. Nonchartered state colleges and universities are higher educational institutions offering higher education courses. Many of them evolved from technical schools, such as schools of arts and trades (SATs), agriculture, and others.
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