This Special Report on education is reprinted from the latest issue of Development and Cooperation (D+C), an international development magazine funded by Germany’s Federal Ministry for Economic Cooperation and Development
Top tier schools and diploma mills
By Alan C. Robles
It is a cruel paradox that a college education helps to escape poverty, but Filipinos have to be rich to afford one. Furthermore, those who do manage to go to college run the risk that the education they pay for may turn out to be sub-standard or defective.
Critics say the root of the problem is that Philippines’ system of higher education follows the American model. Most universities and colleges are private and profit-driven. JC Tejano, the national spokesperson of the Student Council Alliance of the Philippines (SCAP), says: “All schools want to do is earn money.” In the SCAP’s view, they do far too little to ensure quality.
According to government data, there are 2,247 Higher Education Institutions (HEIs) in the Philippines, and 88?% of them are private colleges and universities. Of the country’s 2.9 million higher education students, 1.74 million (60?%) are enrolled in private schools. Though they are smaller in number, public HEIs tend to be crowded, underfunded and overstretched.
Education cost issues
The government’s Council on Higher Education (CHED) currently estimates that, on the average, a student in a private school will pay 237,600 pesos (€4,200) for a four year course. On average, however, public schools, are not much cheaper. The CHED reckons that tuition for a complete four-year course will cost 233,600 pesos.
At a top tier university, however, the costs will amount to 400,000 pesos. The best and most expensive schools are in the private sector – but that is equally true for the worst and cheapest ones.
Compared with what a typical Filipino household earns, the costs of higher education are stiff. According to the official Philippines’ 2009 Family Income and Expenditure Survey, the average family’s annual income is a mere 206,000 pesos. The survey notes that for the families in the bottom 30?% the average is only 62,000 pesos.
HEIs tend to increase tuition every year. In the Philippines, college subjects are taught in small “units”. In 2005, according to the online magazine Bulatlat, the average cost per unit was more than 330 pesos. By 2011, the average tuition per unit had risen to more than 500 pesos.
Tuition isn’t the only financial worry of college students of course. The CHED figures do not include board, lodging, transportation and other expenses. These are not trifling outlays. For example, professors tell stories of students skipping classes because they cannot pay for transportation to go to school; there have also been reports of students who can’t focus because they’re weak from not having eaten properly.
Aggravating matters, HEIs are creative in devising ways of padding their bills. Among other things, they levy fees for “laboratories”, “energy” and “development”. Last year, Antonio Pascua Jr., an official of the youth group Anakbayan, claimed one school was charging a “restricted fee”, the purpose of which was not clear to students. He says this is “completely baffling”.
Patricia Licuanan, the CHED chairperson, wants “all HEIs to carefully study their tuition and fee increases each year”. On behalf of the government, she insists that every HEI should “spend wisely and judiciously in order to lessen the costs to its most important stakeholders – its students”.
The sad truth, however, is that many students discover at some point or another that they are no longer able to afford tuition and drop out of the HEI they have been attending. They either stop studying altogether or transfer to a cheaper HEI. The new schools are worse, of course, but they are also in the habit of increasing fees.
In 2005, the Bulatlat report stated the dropout rate was as high as 73?%. Today, student leader Tejano demands a freeze on tuition and other fees. His organisation wants the burden on ordinary people to decrease. It also wants to ensure that more youngsters get a good education.
Private HEIs respond by saying they have to raise tuition fees or go bankrupt. CHED’s Licuana agrees and says that “quality education has a price”. She points out costs for faculty salaries, laboratories, equipment et cetera. Therefore, she argues, tuition hikes are “necessary”. At the same time she wants them to be “justified, reasonable and transparent”.
Quality concerns
Apart from the cost of education there is also the matter of quality. Among the private HEIs, there is a handful of top tier universities. Their graduates can probably compete with those of other elite schools around the world. Most other private-sector HEIs, however, basically seem to seek profits at the expense of substance.
A university faculty member, who asks not to be identified, says: “Some of them shouldn’t even be schools at all – there’s a proliferation of HEIs which are not qualified.” This educator speaks of fly-by-night operations” and “diploma mills”. While some do not charge high tuition, their quality is below standard.
Other teachers, who decline to be identified, tell disturbing stories too. One school, for instance, does not stock books in its library because its president argues that books are obsolete and everything can be downloaded from the Internet. A few semesters ago, another HEI was still using a textbook on international studies dated 1976. The world has changed since. 1976 was one year after the Vietnam War, 13 years before the fall of the Berlin wall and 25 years before September 11.
Another professor tells of a school that refuses to give faculty members money for photocopying exam papers. They either have to pay for copying themselves or write everything out on a blackboard.
The government of President Benigno “Noynoy” Aquino III is not blind to the problem of low standards in higher education. In fact, it has ambitious reform plans for the education sector. They include adding extra years to primary and secondary schooling (see K+12 below).
There is indeed room for improvement, as CHED Chairperson Licuanan says: “The Aquino administration inherited a chaotic higher education system.” In her view it is marked by too many higher-education institutions and programmes, a job-skills mismatch, oversubscribed and undersubscribed programmes, deteriorating quality and limited access to quality higher education.
For these reasons, the CHED is pursuing a Higher Education Reform Agenda. Among other things, it aims to improve standards and expand access.
At the same time, the commission’s political clout is being tested at the ground level. For some time, it has been trying to close down a Manila school called the International Academy of Management and Economics. This school uses the acronym IAME, which sounds a bit like the vastly more prestigious Asian Institute of Management (AIM). The CHED accuses the IAME of “gross and serious violations, continued defiance and failure to comply with existing laws, rules and regulations”. Nonetheless, IAME is still in business. It claims to have close ties to President Aquino himself.
Shady schools, however, are not the only challenge. Because secondary education tends to be poor in the Philippines, HEIs take off from a rather low level. The writer and scholar Isagani Cruz, who is a visiting fellow at Oxford University and has taught at various top-tier HEIs in the Philippines, asserts that first year college in the Philippines is really only equivalent to high school in other countries in academic terms.
All these issues prevent education from effectively contributing to economic growth and national development. The issue is well understood. Bill Luz of the National Competitiveness Council states: “Many in the business community have complained about our state of education. Indeed in global competitive indices, we have been rated poorly in terms of quality of basic education, quality of science and math education.” He points out that cooperation between industry and academia must improve.
Indeed, many graduates lack the kind of skills and knowledge that employers expect of professionals. “A large number of college graduates are taking low productivity jobs,” was the assessment of the Asian Development Bank (ADB) in a country study of the Philippines in 2007. In the same document, the ADB bemoaned a “scarcity of skilled workers in industries such as information technology and business process outsourcing”.
Earlier this year, the World Bank made basically the same point about the Philippines in a report on higher education in Asia. It argued that there was a disconnect between the education system, government programmes and private sector needs. Unsurprisingly, the report recommended improving the quality of higher education in order to boost the professional competence of graduates.
K+12
One way the administration of President Noynoy Aquino wants to improve higher education is by intervening farther upstream. Primary and secondary schools are not doing enough to prepare Filipinos for college. So far, most Filipinos spend ten years in elementary and high school. The government is implementing what it calls the “K+12” programme to add two years of schooling (“K” stands for “kindergarten”).
According to math professor Queena Lee-Chua, the idea is to “protect the rights of Filipino children who, at 18, are legally and emotionally still kids, unprepared for work or university”. She says programme aims “to do away with college remedial classes, by improving the quality of high-school instruction”. One year of pre-school kindergarten will lay the base, followed by six years of elementary school (grades one to six), four years of junior high school (grades seven to 10), and two years of senior high school (grades 11 to 12).“
The programme is controversial. Some critics argue public education is suffering from issues such as teacher incompetence, corruption, insufficient funding and debates over what language to use. They say that K+12 does not address these problems.
Parents, on the other hand, worry about the added costs of two more years of school. As basic education is free in public schools, the government’s approach does not put as much stress on parents’ budgets as it would be expanding college classes. There has also been confusion about implementation, with each school given discretion on how and when to add the years. (ar)
vander anievas says
my take here is, the k+12 program will be beneficial to our students, whatever imperfections there might have. maturity of our youth is the main gain. a lot, if not all, of our HS graduates without this k+12 were really immature to face the harsh of reality when due to poverty or incapacity of their parents to send them to colleges, they can’t decide for themselves what to do or figure out how to pursue or start up for their future that most of them became out of school or dropouts. with k+12, at least they will be better off should they opt to find jobs here or abroad.
solving the problems like incompetency of teachers, corruption in the education sector, etc., will be a long shot just like the problems in our political sector.
so we, for the meantime or for years to come, can brace this k+12 and polish the system thru its course.
let’s hope for the best. go-go-go k+12!
Balikbayan says
What seems to be missing in the discussion is how these changes in our educational program may affect the global success of the Philippines in business processing operations.
(Cf. http://www.economist.com/node/21557350).
Jobs are at stake. It would be prudent for the President to tread on this issue carefully.
Victin luz says
How will it affects TESDA and other vocational courses that will be offered to the K12 program? For example a machine operator of an industrial machines say CALIBRATION MACHINE for diesel engines. I don’t think you need an additional 2 years to be literate enough to operate such machine/job. Say you have completed the K12 program and an expert machine operator. How do we treat TESDA’s of the same subject? Remove the subject to TESDA? Make it a masteral/doctoral degree in machine operations if you want to continue your learning with TESDA? Is it not a REDUNDANCY and waste of time,effort and MONEY ?
I agree@ balikbayan it should be first studied carefully by PINOY before implementation.
Cheng '86 says
As I understand another reason why Philippines has overtaken India in BPO is that India shifted its focus on hardware and other heavy industries which give better return to their economy. Any college graduates of any course with good command of the english language can work on BPO but you need more than your mechanical engineering degree to design and built an engine.
I believe if the Philippines want to become a developed Country our educational program should also focus on producing graduates to work on heavy industries from steel production to shipbuilding, etc. We can’t even build the wheel for our breakdown prone trains which is already more than a hundred years old technology . . .
Alan says
I agree Cheng ’86. Our manufacturing capability is so woebegone we can’t even turn out a decent plastic sprinkling can. I know: I bought one and it’s pathetic
coco says
Thanks Alan for raising this education subject.
It is refreshing to notice the drive of all CPM’ers in this debate. To produce a commonly accepted answer to “the cruel paradox” and to get a broader support from the “quality first” camp and from the “2 extra years” camp, the administration will have to enhance its communication to the public. My head is still full of questions:
What do they want to achieve, what are the long term objectives? Do they want an education for future professionals or educating to become better human beings? Do they give priority to the strongest 15% that will drive the economy or do they spread-out in every school equally from the beginning? How will they deal with differences between students, do they try to reduce this variation in abilities and help the weakest at the cost of the brightest by mixing classes or do they want to differentiate, A classes for the best grades so they can learn faster and B classes for the weaker. Classes geared up for stronger mathematical skills, language skills, technical skills, artistic skills… or all subjects equally treated in all schools for all students? Provide more support for the strongest or for the weakest schools? …
Who was demanding what change: captains of industry wanting an in-stream of better prepared graduates, university deans wanting to spent less time on high school subjects and then be able to score better in international rankings, educational experts driven by research results, parents? …
What is the long term plan, what are the success indicators, what are the milestones, when to decide if the plan has to be adjusted, what is the budget, what was taken out of the plan because too expensive, how will it be communicated, who were the authors of the plan? …
I only saw fractional information so far. When will the school invite parents to listen to our concerns and to explain Deped’s and their intentions?
Victin luz says
@coco, I fully agree with you and they should have done it before the full implementation of K12 program.
I am very sorry to our ” kasama dito sa blog ni mam RAISSA ” with my little knowledge of everything , I learned a lot of many things from you most especially to SIR BAYCAS…..but on K 12 program I believed it should have been properly discuss and explain to the” masa” by the government of PINOY before it was implemented.
Try to conduct a survey nationwide and see what will be the result.
Victin luz says
Decrease/remove subjects that are not needed or redundant ( ex. Spanish ) and increase/add sujbects ( ex. Welding or tailoring in our industrial arts subjects ) plus a quality/qualified teachers on the K10 program will be sufficient enough to be competitive or at par with our Asian counterpart on landing of good job locally and abroad even without the implementation of K12 program.
And not to omit the improvements of the accessories/principals like classrooms and equipments or materials.
AnuBayan! says
Kung hindi sana nahaluan ng matinding korupsyon ang sistema ng edukasyon sa Pilipinas, mas madali sana nating masusukat kung epektibo ba talaga o hindi ang ating 10-year elem at hs education. Wala naman kasi sa programa yan eh kundi sa nagpapatupad ng programa. Ke 10-year o K to 12 pa yan, kung walang malasakit sa bayan ang nagpapatupad o kung puro katiwalian lang ang nasa isip nila, sa kangkungan pa din ang bagsak ng kalidad ng edukasyon ng Pilipinas. Taun-taon na lang problema natin ang kakulangan ng classroom, mga upuan, libro, pati na rin ang mababang kalidad ng mga teachers, Kung ito ba ay na-address na ng mga kinauukulan noon pa, wala sana tayong pinag-uusapan na K-12 ngayon. Baka ang pinag-uusapan natin, Kelan kaya tayo makakapasok sa top ten best universities in the world? Uulitin ko, Its not the system but the people who run the system that is the problem.
Victin luz says
@tama ka sa lahat ng mga sinabi mo @ Anu bayan. Ang dami nilang dapat gawin na Hindi yang K12. like helping our licensed nurses or graduates who are asked to PAY for their 6 months compulsory training in HOSPITALS and etc.,to GRADUATE and earned diploma or prerequisites for a job abroad ……. INSTEAD of the HOSPITALS paying those said nurses of minimum wage or the least giving them an allowances for meryenda or for transfortation but what have they DONE………………… They discourage us not to take up NURSING COURSES……………instead of passing a LAW that will forced local officials to give priorities in hiring nurses to be distributed to every barrios/communities to cater the near 100million FILIPINOS……….. hired so many casuals ” nagpapaikot ikot sa loob at labs nang munisipyo, kapitolyo na walang ginagawa at ang iba ay 15…30 …Kung pumasok”.
Pumunta po tayo , sama sama tayo na pumunta sa isang bayan dito sa PILIPINAS , tingnan natin sa mapa at random, at makikita natin na tama at alam ninyo na Ito ang tunay na nangyayari sa ating BANSA.
K12 dagdag GASTOS Lang PO iyan.
jorge bernas says
Tama ka victimluz,
Bakit kailangan pang magbayad ang ating mga registered nurse sa mga ospital na dapat ay ang ospital mismo ang magbigay nang bayad para sa mga serbisyong nagawa nang mga NURSES? At ang masakit ay mga hospitals pa na pinamamahalaan nang mga PARI at MADRE ang Naniningil at ginawang negusyo at pinagkakitaan…
Ano na kaya nangyari sa Imbistigasyon tungkol sa katiwalian ito? Natutulog na yata o nasuhulan naman ang mga nag-iimbistiga?
Nakakalungkot isipin na ang mga NURSES natin na may napakalaking naiambag sa ating ECONOMIYA ay parang pinababayaan abusuhin/tratuhin nang mga ospital na mga MUKHANG PERA, At ang Pamahalaan ay walang ginagawa at patuloy na nagbingi bingihan sa daing nang mga NURSES?
Kong ang mga illegal/professional squatters ay binibigyan nang pamahalaan nang bahay at lupa? Kong ang mga rebelde ay tinutugunan ang kanilang hinaing? Kong ang mahihirap ay may tulong/subsidy mula sa pamahalaan? Sana mamulat ang kinauukulan? GISING…
baycas says
Understanding the K-12 Basic Education Program in slide presentation, updated April 23, 2012
http://www.depedregion6.ph/pdf/Understanding%20the%20K-12%20Basic%20Education%20Program_updated%20042312.ppt
baycas says
@Rod,
No, that was rhetorical and needs no answer as I was educated by a newfound information on the Education Act: one Act in 1953 and, you pointed out and I thanked you for that, another in 1982.
—–
To all,
Well, judging from the two Acts now mentioned in this thread, the one in 1953 is very specific:
1. As the name implies, R.A. No. 896 is the “Elementary Education Act of 1953″, and
2. There is a command to follow:
The Elementary Education shall be composed of seven (7) grades.
As Kindergarten is incorporated and will be mandatory next year…
Children now have eight (8) years to finish Elementary Education in order to comply with the existing laws.
Contrast the foregoing to the provision of BP 232 which is general and not even a command (but more of a narrative?)…
Thus, the provision of BP 232 did not effectively amend the Elementary Education Act of 1953.
Please note also that other pre-school programs (e.g., Nursery) have yet to be institutionalized in order to include it in the Elementary Education. In the same manner, come to think of it…
I believe it’s quite elementary that the DepEd’s K-12 Model of K-6-4-2 must also be institutionalized as the six (6) years Elementary Education runs counter to RA 986.
Johnny lin says
@baycas
If RA 896 Section Law in 1953 is accurate, as you posted, that elementary education is mandated up to grade, then all students until 1982 did not follow the law because all public and private schools offered only grades 1-6 as mandatory requirement for elementary schooling.
You also posted the new law breakdown is 6-4-2. What does that mean or how is it categorized?
What does K-12 mean? My understanding of K-12, is broken down to 13 years as: Kinder, elementary at grades1-8 and Secondary(high school) 4 years equivalent to US educational system?
Or is it 12 years as: Kinder, grades 1-7 and 4 years high school, the old pre WW Ii, Philippine educational system?
I am more confused? Any one in authority, Please educate us based on the 2 laws and proposed exact curriculum.
baycas says
@Johnny lin,
It seems you didn’t follow the wwwdotgovdotph site below (Comment No. 36).
Well, the K-12 Model (Kinder to Grade 12) is as follows…
K – kindergarten
6 – elementary
4 – junior high school
2 – senior high school
It appears there were violations of law. However, I believe the Education Acts do not conform, in the strict sense, to the Austinian Theory of Law wherein fear of penalty is included in the Acts. No time to verify this yet.
Catch you later…
Johnny lin says
So i
Johnny lin says
So it’s the same cat(13 years) like the US educational system skinned differently.
Current Philippine MANDATORY educational system is 10 years, based on RA 896 Section 3 is a violation of law unless proven otherwise.
The new mandate added 3 years instead of general impression just 2 years because Kinder is mandatory included.
My opinion is:
1. Mandatory lowering school entrance to Kinder at age 41/2 or 5 years so that the students will graduate at age 17-18 if the propose system is inevitable. Otherwise, keep the system intact since the system is not broken except many teachers are incompetent
2. Add Kinder mandatory to the current system since many families already enroll their children to schools offering this level.
3. Improve the poor quality of teachers. Many teachers are unprepared in their lesson plans because their outlook on teaching lately is just another “income producing job instead of old principle of heartfelt commitment to shape the future of children and build a great nation.
4.Don’t punish the children and parents financially
baycas says
More slide presentations…
http://www.depedmalolos.com/cms-assets/documents/62641-571380.k-to-12-presentation-2.pdf
http://www.depedregion6.ph/pdf/The_Enhamced_%20Kto12_Basic_Education_Program.pdf
baycas says
In both slide presentations linked immediately above this post (viz., still awaiting moderation), the following are enumerated…
parekoy says
Good suggestions!
Yong sa student teacher ratio pa lang, lugi na ang mga Pinoy na estudyante. Daming estudyante kulang ang attention ng teacher sa bata, therefore bawas ang oras. Mathematicallly, yong dagdag na 2 years sa highschool ay dagdag oras para makapagaral ang bata, ergo advantage sa bata.
Yong mahihirapan ang mga magulang dahil sa dagdag na gastos, parte yan ng buhay at talagang handicap yong mga pamilya na mahihirap, and kalimitan talagang hindi rin makakatapos ng highschool yong iba dahil sa gutom. Meron man K-12 o yong dati ang mga batang ito ay talagang disadvantaged pero hindi dapat isakripisyo ang buong kabataan dahil sa isang sektor na ang priority ay tiyan at hindi edukasyon. Triage ang nangyayari.
Yon namang mga pamilya na kaya lang muna na makapagpaaral hanggang highschool (alam natin na mas mahal ang college tuition keysa sa libreng hs) ay mas matatag ang kanilang kaalaman dahil sa ekstrang 2 taon at ang mga taong edukado ay statistically nakakapagcontibute sa society at makabawas sa krimen.
Yong kawalan ng trabaho dito sa Pilipinas ay isa pang problema, pero ang mas edukadong kabataan ay isang magaling na potential keysa kulang sa kaalaman. Pag may pagkakataon na makatrabaho sa abroad mas magiging competitive, at yong mga naiwan sa Pinas ay magsisilbing reserva at selling point sa mga kompanyang gustong magtatag ng mga pabrika at opisina dahil sa ating improved na work force.
Mas edukado ang kabataan at mahabahaba ng 2 taon sa hs, madelay yong iba na magasawa agad dahil sa dagdag na kaalaman at maturity at mababawasan ang populasyon ng Pilipinas. Mas bawas ang bilang ng tao sa mahihirap na antas mas mababa ang krimen.
Mas matagal sa HS, may mas pagkakataon na matuto ng tamang sexual behavior. Mas magiging responsible at mas open sa paggamit ng contraceptives dahil sa karagdagang kaalaman, mas kokonti ang accidental na pagbubuntis at mababawasan ang bilang ng mga taong lunod sa cycle of poverty.
Mas mahabahaba ang pagkakataon na matuto sa hs, mas malawak ang exposure sa pangyayari sa mundo, may pagkakataon na gumamit ng libreng computer at makapag internet, mas maraming makakalap na makakatulong na impormasyon at opinyon. Bukas at matutuo sa mga bansang mauunlad at pwedeng tularan. May pagkakataon na mkatungo dito sa raissarobles.com, mabasa ang mga opinyon at kuro-kuro at makapulot ng aral na hindi basta basta makukha sa kanilang mga guro dahil ang mga opinyon dito ay galing sa wisdom at experience ng mga contributors na ang layon ay makapagambag sa pag-unlad ng bayan.
K-12 na!
baycas says
Actually it was already mentioned in the blog post:
Rod says
RA 896 is not the law that governs the current educational structure of the Philippines since it repealed by BP 232 in the sense. So, hindi na yun ang susundin natin… The link I provide might help also in detail about the current philippine education setting. It is a UNESCO World Data on Education… Hindi pa included yung Univeral Kindergaten Law na kakapasa lang last January 2012… Thanks…
Here is the link:
http://unesdoc.unesco.org/images/0019/001931/193188e.pdf
baycas says
1. If we are talking of reality, there is no question about it as regards number of years in Elementary Education…
a. 1930s – 7 years
b. 1940s – 6 years
c. 1953 up to the present – 6 or 7 years
Even though there was an Elementary Education Act of 1953 (RA 896) the 7-year requirement was not carried out “due to lack of funds” as the implementing rule was “subjected to availability of funds”.
2. On the other hand, perhaps there are questions as to the laws which I believe are pertinent to this discussion…
a. Education Act of 1940 (Commonwealth Act No. 586) – imposed 6 years
b. Elementary Education Act of 1953 (Republic Act No. 896) – imposed 7 years
c. Education Act of 1982 (Batas Pambansa Blg. 232) – This law describes the Elementary phase as “usually corresponding to six or seven grades, including pre-school programs” thereby rendering the law a general one: either 6 or 7 years; without any imposition.
The repealing clause in the 1953 Act effectively repealed the 1940 Act because both laws are inconsistent with each other: 1940 imposed six years while 1953 imposed seven years.
The 7 years stated in the 1982 Act is still consistent with the 1953 Act. How will the 1982 Act effectively repeal or modify the 1953 Act?
But the 6 years stated in the 1982 Act is likewise inconsistent with the 1953 Act. Will this repeal or modify the latter?
We must remember that the Elementary Education Act of 1953 is a specific law imposing a 7-year Elementary Education while the Education Act of 1982 is a general law stating either a 6-year or a 7-year Elementary Education. A specific provision trumps a general provision. How will the 1982 Act supersede the 1953 Act?
baycas says
References:
http://unesdoc.unesco.org/images/0007/000774/077485eb.pdf (December 1987) on pertinent laws (esp. Commonwealth Act No. 586 or the Educational Act of 1940) and the non-implementation of RA 896 because accommodation of its provisions “continued to be a problem”. “Only in exclusive private schools was the restoration of Grade VII implemented.”
http://thelegallyinclined.blogspot.com/2010/02/education-nation-not-philippines.html on the premise that RA 896 was not yet amended (or effectively repealed)
http://ireadmodule.blogspot.com/2008/09/historical-foundations-of-education.html on the non-implementation of RA 896 “due to lack of funds”
http://floriejane.blogspot.com/2010_01_01_archive.html on implementation of RA 896 “subject to availability of funds”
http://alexmoises.tripod.com/mind-and-soul/id51.html on “Some Legal Bases of Philippine Education” and the non-inclusion of RA 896 in the list of pertinent laws
http://www.chanrobles.com/republicacts/republicactno896.html
http://www.chanrobles.com/bataspambansabilang232.htm
Addendum: http://www.lawphil.net/statutes/repacts/ra2012/ra_10157_2012.html on institutionalization of Kindergarten
raissa says
Thank you for finding all these links, and the ones before, Baycas.
I highly appreciate it.
baycas says
You’re welcome.
I still have kids in the elementary. Although they are in a private school I would want the inequity in basic education be erased from reality…
I hope and pray.
Rod says
Ay sir, mali po, specific law po ang 1982 Act since it pertains to the Educational System of the Pphils. Na-supersede na po nya ang 1953 act since it is the latest law. Hindi na po kinu-consider ang Elem Act of 1953 kahit po itanong nyo sa mga educ and law students and classes…
The following are considered the legal bases of Philippine Education and its Profession namely:
1. 1987 Philippine Constitution (Art. XIV)
2. BP 232 – Education Act of 1982
3. RA 9155 – Governance of Basic Education Act of 2001
4. RA 7722 – CHED Law (1994)
5. RA 7796 – TESDA Law (1994)
6. EO 356 – Bureau of Alternative Learning System (BALS)
7. RA 4670 – Magna Carta for Public Schools
8. RA 7836 – Professionalization Act of 1994
9. Teachers Board Resolution 435 s. 1997 – Code of Ethics of Teachers
Thanks po… :)
baycas says
@Rod,
Thanks for the reply even if you did not specifically answer my questions. :)
I already explained above that the return to the pre-WW II seven-year Elementary Education (as RA 896 had “wished for”) did not take off simply because of LACK OF FUNDS. Well, that’s reality.
But, let’s tackle your statement that BP 232, the Education Act of 1982, is a “specific law”…
Based on my limited Internet search, I knew already what law laid the foundation for the six (6) years (CA 586 in 1940 specified 6) and what law laid the foundation for the seven (7) years (RA 896 in 1953 specified 7) of Elementary Education.
(For easy reference, please read the 1988 UNESCO PDF in the link I provided yesterday at 4:16 pm; few comments above.)
Now, you’ve volunteered the information on BP 232 (also listed in the same 1988 UNESCO PDF) stating a “usually” six- (6) or seven- (7) year duration of Elementary Education.
Which is which? Six (6) or seven (7) years?
How can BP 232 be specific when it is not commanding, imposing, ordering, or authorizing the DepEd to implement a specific number of years of compulsory Elementary Education?
—–
This is specifically for @Leona…
If the 7-year Elementary Education (EE) Law repealed the 6-year EE Law (as the UNESCO Study in 1988 specified), then we have a 7-year EE.
However, if the 6-or-7-year EE Law repealed the 7-year EE Law (as @Rod specified), then the 6-year EE Law is “resurrected” thereby allowing for a 6-year EE.
Now, what is the enabling law of the 7-year EE as stated in the 6-or-7-year EE Law?
Hmmm, I guess we don’t need enabling law for the 7-year EE simply because there is LACK OF FUNDS for that.
baycas says
Oops, the UNESCO PDF was in December 1987.
leona says
It confuses everybody…so many “laws,” and so many “republic acts” on same topics! Why can’t Congress make any “amendments” to be done on the specific laws concerned, rather than giving it a separate existence in “another Act”? The same with other laws, like criminal laws? Simple lang, confusing pa ang gawa. Even lawyers will have to delve into “so much researching” to check and check on such laws, etc. How much more the ordinary person?
baycas says
I hope I made it clear for you on June 28, 2012 at 5:44 pm…
:D
DaveofBacolod says
Sa mga Nanay diyan na nag bubudget, may kutob ako na magmamahal ang presyo nang asukal pagpatak nang agosto-setyembre, election year na naman kasi :)
Hello po sa SRA sana po maging patas kayo, wag na palusutin ang imported sweetener ng coke galing sa labas, malaki ata ang kickback no? hek hek hek :D
parekoy says
I favor the K-12 model.
Una, yung mga late bloomers eh may pagkakataon na makarecover dahil yung karagdagan na 2 taon ay malaking bagay sa pag-mamature ng isang estudyante. Meaning yung mga kulelat ay may pagkakataon pang humabol sa pamamagitan ng summer classes at extended na 2 years.
Pangalawa, yong mga average na estudyante ay may pagkakataon na mamaster ang mga haligi na subjects tulad ng English (Reading and Comprehension at Writing), Math (Arithmetic, Pre-algebra, Algebra, Geometry at Trigo, at Pre-calculus), at Science. Yong social studies ay importante rin. Ang pinoy ay hindi kulang sa arts and music kasi bata pa nasa dugo na ang pagkanta at pagsasayaw, although dahil sa kakulangan ng pera kulang sa mga instrumento. Yong arts ay depende sa eskwelahan kung mayroong masinop na art teacher.
Pangatlo, yong mga high achiever ay mas maraming oras na magpaka dalubhasa sa mga advance subjects na pwede nilang puntiryahin sa grade 11 at grade 12 para makaprepare sila sa mga entrance sa magagaling na Unibersidad.
Para sa lahat na antas o kalibre ng estudyante, Yong dalawang taon na ito rin ay magsisilbing guide kung anong kurso ang kanilang kukunin sa Universidad o vocational schools. Dahil by that time ay nasa mga 18 na sila bago pumasok sa Universidad o Colleges, kilala na nila ang kanilang saril at may tamang maturity sa pagpili ng kanilang kurso. Sa ngayon kasi at kahit na sa mga nakalipas na panahon, karamihan ng mga papasok ng college ay kinukuha ay yong rekomendasyon ng magulang at pag nakapasok na sila karamihan nagsisisi dahil na-find out nila hindi nila hilig yong kanilang kurso at dahil dyan wala silang masyadong disiplina at drive sa kani-kanilang mga kurso. Karamihan ng Pinoy ay natuto o humahabol pag nakakuha nang trabaho kung palarin, pero nasasayang ang pera ng mga magulang kung yong estudyante ay wala sa kalooban nila ang kanilang kinukuhang kurso, ang suspetsa ko ay dahil sa immaturity. Ako ay dumaan din sa ganitong “phase” na lito kung ano talag ang gusto kung kunin, pero dahil nandon na sige na lang, naswerte rin at nakatapos at nakakuha ng magandang trabaho, pero sa tingin ko 1 in 1000 lang ang ganitong pagkakataon.
Yung mga UP, Ateneo, La Salle, UST at ibang pang mga magagaling na Uni na mga grad s ditto sa CPM, nahalata nyo ba ang immaturity nyo noong kayo ay 1st o 2nd year pa lang kayo sa Uni?
So sa akin, malaking advantage ang extrang 2 taon sa preparasyon sa paghahanap ng kurso o trade na talagang gustong kunin ng isang tao at dahil dito pagnaka kuha sya ng trabaho mas lalo syang magiging propesyonal dahil mahal nya ang kanyang trabaho at hindi dahil sa napipilitan lang dahil yon na kasi ang napili ng kanyang magulang noon panahong wala pa syang masyadon self-confidence at hindi nya pa alam ang talagang gusto nyang maging!
Isa pa, dapat bago sila mag graduate sa High School, sana merong programa na tinatawag na apprenticeship para makatikim sila kung paano magtrabaho, ito yong tinatawag na parang summer jobs na walang sahod, pwedeng bigyan lang sila ng allowance, pero ang exposure na ito ay importante. Sa Amerika, ang mga batang high school ay sanay magtrabaho sa mga tindahan, fastfoods, at iba pang negosyo na ang bata ay nagkakaroon ng pagkakataon na maexperience kung paano bumanat ng buto at nabigyan ng pagkakataon na humwak ng responsabilidad at kung paano kahirap kitain ang pera at dahil ditto ang kanilang pananaw sa buhay ay naiiba. Sabi nila, “There is no free lunch!”
Alizarin Viridia says
THIS IS NOT ABOUT THE EDUC SYSTEM but more on other things like the Award for Dolphy . . .
I WAS JUST A BOY when I started walking by, crossing wide Quiapo’s Plaza until the time in late afternoons I stopped for a while to listen to speeches in the makeshift wooden stage.
I can not remember speakers eloquently telling the government what to do. Instead I heard a lot of criticisms of things done wrongly by bureaucrats and politicians.
It seems all right to tell govt what to do but not too much NAMAN, as if the public know better how to do specific govt tasks. Give the guys the benefit of the doubt about knowing their jobs from the President down to the janitor. THEN give them HELL if they BUNGLED it wholesale or retail. That was to me CLASSIC Plaza Miranda. Don’t jump the gun on the President about constructing highways or giving Dolphy the highest Award, wait for the right guys beneath him to do their jobs. THAT’S THE KIND OF CPMers—I noticed—of long ago.
leona says
This is only related to the news report that Dolphy cannot yet even be considered for that award because of a TRO issued by the SC on the case filed vs GMA “adding” some other people to be awardees when such were not included by the CCP nor NCCA, etc. That case is still pending since when? 2010? 2011? With what Division of the SC? Or pending with the En Banc Court? We copied our judicial system, not all of it, from US judicial system structure. In the US Sup Ct, that Court in almost many instances, if not all, decides all cases submitted to it within 90 days or a bit more but not years. And USA has 50 different local or State Supreme Courts. But just to ponder, why does out high Court takes that case of the CCP & NCCA vs GMA more than 90 or a bit more to finish and come out with a ruling? Why more than 12 months or more? Yes, we have a rule that cases with the SC should be decided within 24 months from date of submission. There are three Divisions now with the SC. 24 months is 730 days! If the case is with a Division, say for 600 days it takes to decide it, then ask for a review En Banc (whole Court) it will take more than 730 days to finish it. What was the reason dividing the Court into 3 divisions? To expedite the cases and help unload a backlog of cases. Did we succeed in that? Same delay, seems to be happening.
So, when will the TRO in that case expire or will it be specifically lifted as for Dolphy’s case? Dolphy’s health is on the balance. Is our SC concerned for one guy like him who may at any time go to the next world? How many Dolphy do we have now?
So, even if Dolpho is recommended by the CCP and NCCA to Malacanang, still the president cannot, due to the TRO, make that award to him. How sad can it be? So sad if things are not otherwise.
Alizarin Viridia says
Sorry, I am not aware of Dolphy’s case in the Supreme Court. I was talking of Plaza Miranda of yore when men of Supreme integrity man the Supreme Court. If Dolphy’s case is only micro then it might fit my conjecture that micro management inspired and fueled by corruption in the executive branch had already contaminated the judiciary’s highest office. AS they say kahit barya barya lang pag naipon marami, malaki din. KAYA SEGURO NAGTATAGAL, walang isang tawag o isang sulat lang.
Rolly says
In other words, let’s give the President the full support…if I may intrude to Alizarin Viridia’s thought.
Once in a lifetime lang ang pagkakataong ito, we have a glimmer of hope…sunggabin natin.
In my opinion, Cyber Plaza Miranda would nowhere be near to this height if the winning president in 2010 elections is either of the other candidates rather than the one we have right now. People here, by droves continually converged because we can sense progress is on the card, that we once more believe in the true spirit and greatness of the Filipino people, that in the very near future, good governance will prevail and we stand proud, elated and victorious.
OF COURSE, thanks to the owner/driver of this site…the vehicle we used and still using to reach our destination…long live to them.
Mabuhay ang mga CPMers.
Alizarin Viridia says
THANKS ROLLY. It still surprises some people (the selfish ones) how the
meeting of two or more minds can result from selfless thoughts, the concern
for the welfare of others.
Khoypeeh says
Agree rin ako very strongly! Now Lang tayo may President na walang baggage…let’s support him and his programs for our one and only country!
CHAVYDADA says
POVERTY
Poverty is both the cause and effect of the failure of the educational system. Failure to educate leads to ignorance. Ignorance leads to poverty. Poverty results in the lack of resources for quality education. Poverty leads to vice and criminality. But probably the BIGGER CRIME IS THE FAILURE TO DEVELOP THE FULL POTENTIAL OF AN INDIVIDUAL and of the nation.
RESPONSIBILITY TO EDUCATE
Having said that, who is responsible for educating the nation? THE FAMILY? THE STATE?
The FAMILY
The family is often described as a laboratory of life. The child learns basic positive values in the family. He is taught that life is a matter of give and take. He learns the basic skills that needs to survive in life. Before the universities were created, the family was the first school.
The STATE
Since the state has assumed a larger share of responsibility in the education of the citizenry, government must provide the right policies, adequate organization, infrastructure, and resources for education. The budget for education must be restored as the biggest item in the national budget.
jjvillamor says
K+12 is not the solution. Quality of education is.
I was told by someone who attended the recent “pre-school” seminar in Baguio City. “Kawawa ang mga matuturan na bata” in reference to the lack of qualification of other participants. “wala silang alam”.
DepEd is also not prepared so where is K+12 heading. I was told that they still do not have the curriculum for Grade 1 so pres-schools do not know how to tailor-fit their kinder program to properly prepare kinder students for Grade 1.
I also believe that the K+12, in view of the current teacher and class room shortage, will only aggravate the education problem. More students will drop out while those who graduated will have little to show for the 2 additional years wasted. Maybe not in exclusive schools which will include advance subjects in their curriculum but not in the rest, specially public schools.
For me the K+12 is politically motivated. Government officials are trying to convince us that education is a major problem and they’re correct. But they’re also trying to convince us that K+12 is the solution – that they are doing something. Experimenting and playjng around is more like it. Unlike lab tests, they’re not using guinea pigs but humans – and they’re our children.
duquemarino says
@jjvillamor
Your introductory sentence in your post states, “K+12 is not the solution. Quality of education is.”
I agree with you that quality education is the solution. but what exactly is quality education for you. I believe the K+12 is a better option. If you go to the Official Gazette site (gov.ph/k-12/) you’ll find the Schematic Implementation Plan of the K to 12 that you may find helpful in appreciating the program.
I personally believe that our educational system has greatly deteriorated and there is a lot cleansing to rid if of corruption.
pelang says
test
Mike A. says
As Einstein once said the insanity is doing the same thing and expecting a different result. For the K + 12, there is a chance to have a different result, than doing the same thing and expect a different result.
pelang says
K+12 is practiced by most schools in Europe. In Germany, all children (without exception) upon reaching the age of 3 attend Kindergarten (subsidized partly by govt. and run by catholic or protestant institution) they have to attend Kindergarten for 3 years until they reach the age of 7. this is to give time to mothers to return to work or be able to do their household chores if they are housewives. they attend the kindergarten from 9-12 and from 3-5 PM. at the early stage, the children are excused from attending afternoon sessions if they find it too much for them. as time goes by, they get used to attending both sessions. The children go to the same kind of school for the next 4 years (public schools in their location). After the 4th grade, the students are evaluated according to their mental ability. They are now categorized into 3 levels. The first level are the above average who turn into teachers, Doctors, lawyers. They go to the schools called Gymnasium (for academics). and they stay there for a period of 8 years (it used to be 9 years until 2 years ago when they cut it down to 1 year). so, by the time you graduate in the gymnasium (equivalent to our high school) they have finished Grade 12. Only after successfuly finishing Grade 12 do they apply to study as teacher or other academic profession, it takes another 5 years maybe and more if you study other fields like medicine. so, if you want to become a teacher, you should enter the university only after finishing Grade 12 (Kindergarten years are not counted as learning years). Those who want to become engineers can either go to a gymnasium school and both study and undergo apprenticeship for about 6 years. But most engineers don’t go to Gymnasium because it’s a waste of time. Instead they go to technical school (2nd category for students who are better in Math, Science and Technology). After the 4th grade, they attend the Technical School and graduate when they reach Grade 10. Then they apply for apprenticeship in many establishments (yes, you can apply at Mercedes Benz, Siemens, Aesculap etc.). You go to a special school for your theory (probably 2 times a week at the same time you go to the company for your apprenticeship. while you are an apprentice, you receive salary from the company, increasing gradually as your stay longer with the company. Usually, it takes 3 or 3 1/2 years to finish the apprenticeship. If you pass both the theoritical and practical exam, you get a license called “Geselle”. It means, you can apply to any steel industry company. You become Professional Engineer only if you further study you academic which would last you another 3 years. Or if you just want to earn Mastership of your trade, you will have to study further 2 1/2 years (a year apprentice of another company, at the same time go to a special school and get a Mastership Licenship Exam after your study.. The third category is called “Hauptschule”. The students graduate at 9th grade. And then they go for apprenticeship for 2 and 1/2 years. then, they become salesgirls, builders, welder etc.
percy1007 says
I think this should be the model or template for the Phl. It considers the ability, intelligence and inclination of the student. It provides opportunity to grow in your chosen profession while being productive as you gain mastery.
coco says
“K+12 is not the solution. Quality of education is”
If you want to compete with the rest of the world, do you really believe that you can choose between extending the curriculum or improving the quality of the current one? The K+12 starters will finish college in 2022, the world will be more knowledge driven, more competitive then! We have to prepare now.
In the old days in the private sector we also thought you had to choose between better quality or cost reductions. Since Crosby in the 70ies we know that you can improve both, cost and quality at the same time! It took decades before this became common and accepted knowledge. Toyota being a showcase of this philosophy.
E.g.: A teacher knowing that he has the time to drill and exercise until the item is understood will be more motivated, a teacher knowing she will be able to get results will me more motivated to self-study and improve herself. Schools will feel the responsibility to improve in order to defend the curriculum extension.
The list of possible synergies is endless, as proven again and again in the quality / cost improvement drives in the privat world.
We should start searching for synergies instead of arguing if one or the other should be priority. We should look for solutions to address the current K+12 implementation flaws.
(Fighting corruption and improving the economy goes hand in hand too, discussing what to do first is irrelevant too)
Victin luz says
I agree to your assessment aboutK12 @jjvillamor, politically motivated and an additional cost to our parents. It is not also a guarantee that after completing the K12 program we are already at par with our Asian counterparts.
parekoy says
I favor the K-12 model.
Una, yung mga late bloomers eh may pagkakataon na makarecover dahil yung karagdagan na 2 taon ay malaking bagay sa pag-mamature ng isang estudyante. Meaning yung mga kulelat ay may pagkakataon pang humabol sa pamamagitan ng summer classes at extended na 2 years.
Pangalawa, yong mga average na estudyante ay may pagkakataon na mamaster ang mga haligi na subjects tulad ng English (Reading and Comprehension at Writing), Math (Arithmetic, Pre-algebra, Algebra, Geometry at Trigo, at Pre-calculus), at Science. Yong social studies ay importante rin. Ang pinoy ay hindi kulang sa arts and music kasi bata pa nasa dugo na ang pagkanta at pagsasayaw, although dahil sa kakulangan ng pera kulang sa mga instrumento. Yong arts ay depende sa eskwelahan kung mayroong masinop na art teacher.
Pangatlo, yong mga high achiever ay mas maraming oras na magpaka dalubhasa sa mga advance subjects na pwede nilang puntiryahin sa grade 11 at grade 12 para makaprepare sila sa mga entrance sa magagaling na Unibersidad.
Para sa lahat na antas o kalibre ng estudyante, Yong dalawang taon na ito rin ay magsisilbing guide kung anong kurso ang kanilang kukunin sa Universidad o vocational schools. Dahil by that time ay nasa mga 18 na sila bago pumasok sa Universidad o Colleges, kilala na nila ang kanilang saril at may tamang maturity sa pagpili ng kanilang kurso. Sa ngayon kasi at kahit na sa mga nakalipas na panahon, karamihan ng mga papasok ng college ay kinukuha ay yong rekomendasyon ng magulang at pag nakapasok na sila karamihan nagsisisi dahil na-find out nila hindi nila hilig yong kanilang kurso at dahil dyan wala silang masyadong disiplina at drive sa kani-kanilang mga kurso. Karamihan ng Pinoy ay natuto o humahabol pag nakakuha nang trabaho kung palarin, pero nasasayang ang pera ng mga magulang kung yong estudyante ay wala sa kalooban nila ang kanilang kinukuhang kurso, ang suspetsa ko ay dahil sa immaturity. Ako ay dumaan din sa ganitong “phase” na lito kung ano talag ang gusto kung kunin, pero dahil nandon na sige na lang, naswerte rin at nakatapos at nakakuha ng magandang trabaho, pero sa tingin ko 1 in 1000 lang ang ganitong pagkakataon.
Yung mga UP, Ateneo, La Salle, UST at ibang pang mga magagaling na Uni na mga grad s ditto sa CPM, nahalata nyo ba ang immaturity nyo noong kayo ay 1st o 2nd year pa lang kayo sa Uni?
So sa akin, malaking advantage ang extrang 2 taon sa preparasyon sa paghahanap ng kurso o trade na talagang gustong kunin ng isang tao at dahil dito pagnaka kuha sya ng trabaho mas lalo syang magiging propesyonal dahil mahal nya ang kanyang trabaho at hindi dahil sa napipilitan lang dahil yon na kasi ang napili ng kanyang magulang noon panahong wala pa syang masyadon self-confidence at hindi nya pa alam ang talagang gusto nyang maging!
Isa pa, dapat bago sila mag graduate sa High School, sana merong programa na tinatawag na apprenticeship para makatikim sila kung paano magtrabaho, ito yong tinatawag na parang summer jobs na walang sahod, pwedeng bigyan lang sila ng allowance, pero ang exposure na ito ay importante. Sa Amerika, ang mga batang high school ay sanay magtrabaho sa mga tindahan, fastfoods, at iba pang negosyo na ang bata ay nagkakaroon ng pagkakataon na maexperience kung paano bumanat ng buto at nabigyan ng pagkakataon na humwak ng responsabilidad at kung paano kahirap kitain ang pera at dahil ditto ang kanilang pananaw sa buhay ay naiiba. Sabi nila, “There is no free lunch!”
Allan says
Of all the anti-K-12 reasoning, the dumbest in my opinion is that we should instead improve the quality of education instead of putting more time. Let’s put this in numbers for easier understanding. Let’s say that teachers gives 50 points of knowledge per year in their current state of quality. Now let’s say we follow that suggestion of improving the quality. So we train the teachers so that they can provide 100 points of knowledge instead. so that’s 100 points multiplied by 10 years of basic education for a total of 1000 points. Now the other countries let say also gives about 50 points of knowledge per year in their K-12 system. So they only give a total of 600 points for the whole 12 years of basic education. In this scenario, improving the quality might seem the better choice. Of course, provided that other countries does not also train their teachers to achieve 100 points of knowledge per year. Cause if they do, we’ll be left out again.
More time will almost always mean better quality. If let say your boss give you a task to be finished in 1 day. And he gave your officemate the same task to be submitted after a week. Provided that you are both equal in skills, whose work will be of better quality?
parengtony says
In the specific case that is being discussed, spending many billions of additional funds for K+12 vs spending same for strengthening crucial weaknesses of the present system, the proposition that more time will always mean better quality does not apply.
As a layman with no claim of expertise in this noble field of work, I can only cite the experience of Finland with their 9 years of compulsory basic education where emphasis is not on length of time (morning sessions only, 9 years only, less home works), significantly lower teacher-student ratios, steadfast teacher competence enhancement programs, and, of course, adequate books and other updated (modern) educational tools and resources.
Johnny lin says
Mandatory years of education:
Pre WW II: 11 years grade 1-7 and 4 years high school; 12 if enrolled in kinder
Current: 10 years grade 1-6 and 4 years high shool; 11 individually for those who enrolled Kinder before grade 1, 12 for those enrolling pre kinder, kinder before grade 1
Proposed: 13 years for K-12; kinder, grade 1-8 and 4 in high school.
What is international standard in years of schooling?
Kinder is now mandatory in current proposal.
Could the solution be to lower the age requirement to enter school to 4 years for pre kinder, age 5 for kinder and beyond for those wanting to earn income at an early age.
Lowering the age requirement along with K-12 implementation would not make make difference from current system exceptthe illusion that it was prolonged by 2 years which in reality did not because the age requirement was lowered by 2 years by starting mandatory kinder at age 5 which is a practice now by some families.
baycas says
Ayan, more or less, nagkakaintindihan na…
Basa pa po tayo.
We are basically educating ourselves in basic education here in this blog. Marami pa akong links sa ibaba na worth reading…
Lalo na ‘yung kontra sa K-12 sa site na multilingualphilipinesdotcom sa Comment No. 36.
—–
Masusing ibinalangkas ng kasalukuyang mga nagpapatupad ang umaarangkada pa lang na K-12 Program…
Ito’y mula sa Manila Bulletin:
Enhanced K-12 basic education
By DR. FLORANGEL ROSARIO BRAID
February 8, 2011, 10:35pm
Johnny lin says
“difficult to teach an old dog new tricks”
Same thing with homo sapiens. Teach them early; learning process and retention skills is greatest at young age.
Implement K-12 only along with lowering of schoolage entrance. The current concept to lengthen school years without legislating entrance age is overburdening the poor people with unecessary financial load.
Enact law to make age 5 to start school entry in kindergarten. At 17, the student has finished high school. At age 5 the parents have more free time at home since the child is already in school.
Compare this to the current system:
The schoolage entry is 7 for grade 1 plus 10 which makes age 17 the year of high school graduation. The drawback is for 2 years age 5-7, the child is at home being cared fulltime by the parents.
Following this concept of lowering schoolage with implementation of K-12, the problem would be the Transition Period because most affected are those who entered grade 1 at age 7 and by adapting grade 12 graduation requirement the child will be age 19 at the time of graduation. That is not an ordinary problem because lots of students would be affected. Possible solution is summer schooling for one grade or give one year credit to those who entered kindergarten so the student would graduate a year earlier, be able to be productive financially at an early age to augment family income.
In this case, concerns from all sectors could be addressed fairly.
Victin luz says
Subjects in 4th year High School are repeatation in 1st year college………like geometry, algebra, english , Rizal’s teaching and many others. What subjects are they going to offer for the additional 2 years that will not be a repeatation in the high school and college? Basic Computer , carpentry and home economics ( quality cooking ) so as draftings and others are already offered in high school ONLY MOST SCHOOLS PUBLIC and PRIVATE are of INFERIOR QUALITY TEACHINGS and POOR or SUB STANDARD MATERIALS/EQUIPTMENTS are UTILIZED in backing up their teachings. WHY K 12?
Will the the Private and Public Enterprises guarantees that upon completing k12 program, finished college, passed licensure exam and a position/vacancies in their department is up for promotion, let say head of ELECTRICAL/MECHANICAL MAINTENANCE DEPARTMENT will not anymore asking/requiring a candidate for an MBA or DOCTORATE DEGREE as their minimum requirement ?
Or in Government Offices, if a managerial position is vacant and for filling up, is their any guarantee that ones a candidate had undergone K 12 , they will not require an MBA or CESO passer as minimum requirement , and ultimately if a strong powerful people/politician recommends a candidate possessing none of what I have mentioned will be appointed to that said position.
Abroad if a vacant position for chief mechanics in a certain company, if you are a K12 graduate, do we have a guarantee that THOSE LOCAL AGENCIES tasked to fill up this position will not be asking for a higher degree of learning to the would be candidates?
GASTOS LANG IYAN K12 NA IYAN, BETTER QUALITY TEACHERS, teaching EQUIPTMENTS and MATERIALS coupled it with DECIPLINE and HONESTY to both the teacher and the student . my opinion.
Victin luz says
Graduate of K12, master baker in a panaderia needed abroad or locally, will their be a guarantee that the owner/proprietor or the agency will not require a higher degree of learning for the candidate? Will the POEA or Department of Labor police this practiced especially if the candidate is qualified , honest and had undergone k 12 ?
What is the difference of X + Y= X + Y In math as we studied in K 10 and in K 12? compared to other countries ? NONE only that we lacked discipline and honesty in dealing/bargaining with our would be employer , and it is because the employer are also asking beyond the Qualification what is needed for the job. Kung pwede lang sa mga employer ay ang isang machinist na gusto at kukunin nila ay graduate ng mechanical engineering.
EQUATION and COMENSURATION to what we have studied vis a vis our JOB is one the main problem but not that K 12. my opinion.
Victin luz says
Nurses working at Call Centers receiving a salary of 18th a month, nurses working at St. Lukes Hospiatl and a graduate of well known universities in Manila, so as those working in Rural Areas or local Hospitals chargeable to the IRAA of local officials concerned receives ONLY 9th to 10th basic fee.
K10 ba ang may kasalanan dito? K12 ba ang solution? HINDI PO at alam natin iyan.
At saka inamin ni SEN. LAPID high school graduate Lang daw sya, Hindi sya nag K12 at dahil wala pa ang program na Ito. Pero ibinoto ng Tao at senador ngayon…….hmmm maari pag mag K12 sya hmmm……. …… pwedi syang maging PRESIDENTE NANG PILIPINAS………LAPID for PRESIDENT……….. may konsensya sya………. Si BINAY WALA. He he……………
RATIONALIZATION on EVERYTHING is one of the answer not K12……… but how will PINOY do these?tigas BAROK ang FILIPINO dipoba?
Angel C. de Dios says
Canada looks up to Finland in its evaluation of
its educational system….
On the other hand, Canada regards a four year college education in the
Philippines as equivalent to only two years of tertiary education.
http://philbasiceducation.blogspot.com/2012/06/depeds-take-on-math-and-science.html
http://philbasiceducation.blogspot.com provides commentaries on K to 12,
As Flor Lacanilao has described:
A critique of some commentaries on the Philippine K-12 program
By Dr. Flor Lacanilao
Note that in my critiques below, the comments of scientists (1 to 3) on the Philippine K-12 program are supported by properly published studies or authorities, whereas those by nonscientists (4 to 8 ) are not.
Note further that the nonscientist authors and cited authorities include prominent people in education, and that these nonscientist authors and cited authorities enjoy wide media coverage. I think this situation explains the present state of Philippine education. [My comments are in brackets]
A. Views of Filipino academic scientists [By definition, academic scientists are defined as those who have made a major contribution or contributions to one’s field as shown by publications in peer-reviewed international journals; that is, in journals covered in Science Citation Index (SCI) or Social Sciences Citation Index (SSCI). You can find that out with Google Scholar.]
To read more
http://philbasiceducation.blogspot.com/2012/04/critique-of-some-commentaries-on.html