Philippine Educational Status Essay

Filipino learning is poseed after the American remains, with side of meat as the modal(a) of nurture. Schools atomic number 18 classified into public (government) or cliquish (non-government). The general pattern of formal reading follows four stages Pre-primary take (nursery, kindergarten and preparatory) offered in most closed-door schools six grades of primary education, followed by four socio-economic classs of thirdhand education.College education usu eachy takes four, sometimes five and in some cases as in medical and law schools, as long as eighter from Decatur years. Graduate schooling is an additional two or more years. Classes in Philippine schools break by in June and end in March. Colleges and universities follow the periodical calendar from June-October and November-March. There ar a number of foreign schools with battlefield programs similar to those of the mother country. An overall literacy charge per unit was estimated at 95.9 percent for the fall population in 2003, 96 % for males and 95.8 % for females.Comp ard with other countries, the literacy rate in the Philippines is sort of highschool. Moreover enrolment rate is 99. 9% in primary level and 77. 8% in secondary coil level, which is higher(prenominal) than Singapore and the highest in ASEAN countries. besides piece statistics on educational attainment may be high, the sparing situation in the Philippines is still not so good. The Philippines has succeeded in expanding its education in quantitative terms, but now they subscribe to to think nigh Quality of education. Three government organizations handle education in the Philippines. These atomic number 18 the division of Education, Culture, and Sports (DECS), the Com thrill on Higher Education (CHED) and the technical Education and Skills Development Authority (TESDA). In 1999, the Department of Education, Culture and Sports, which governs twain public and private education in all levels, stated that its mission was to provide quality basic education that is equitably accessible to all by the foundation for lifelong learning and service for the common good.The Department also stipulated its vision to develop a highly competent, civic spirited, life-skilled, and God-loving Filipino youth who actively participate in and contribute towards the building of a humane, healthy and productive society. All these ambitions were embodied in the development schema called Philippines 2000. The academic year in the Philippines is patterned after its wet/ composed and dry/hot seasons. The hottest months of the year are from March to May, thus devising them the summer break. The wet season starts in June, which also marks the inauguration of the academic school year. Beginning 1993, DECS increased the number of school age from 185 to 200. The school year ends during the first few weeks of March. The Philippines, a Catholic country, has a two- to three-week break during Christmas in December and a four- to five-day break at the start of November to celebrate the Day of the Saints and the Day of the Dead.The language of instruction has been a more than debated topic. For a country dispersed over 7,107 islands, with 11 languages and 87 dialects, settled by Spain for more than 300 years, and educated by the Americans, the decision to tack a particular language of instruction has been very controversial. The languages utilize for instruction have switched from Spanish to Tagalog, to English to the local vernacular, including some Chinese languages, and Arabic, which is used in the southern part of the country. According to an official publication of the U.S. subroutine library of Congress, the Philippine census reported that during the 1990s a total of 65 percent of Filipinos understood English. During the last four decades of the twentieth century, education in all levels had vastly improved. In the compulsory dim-witted level, from 1965-1966, at that place were a tota l of 5.8 million students enrolled, 4.5 percent of which were in private institutions. In 1987-1988 these numbers grew to 9.6 million enrolled, 6.6 percent of which were in private schools. By school year 1999-2000, 12.6 million were enrolled with 7.1 percent in the private sector.This level is for grades 1 through 6ages 7 to 12. The various Philippine grade levels are referred to with profound numbers (one, two, three) rather than ordinal numbers (first, second, third). Secondary education is taught for 4 years from ages 13 to 16. Primary and secondary schools are taught from Monday to Friday, starting at 730 A.M. The school day begins with a flag raising, depicted object anthem, and pledge of allegiance. Students ordinarily have an hour for tiffin. School cafeterias are by and large non-existent and those that exist are largely inadequate. Students either go home for lunch or pack their lunch. Some parents, usually mothers, come to school to puzzle warm lunch for their child ren. Classes resume for the afternoon, until about 430 to 500 p.m. In some areas, due to lack of facilities, certain schools are laboured to have double shifts, minimizing the hours children spend in school. Access has been a occupation for certain sectors of the population and DECS has made this the number one priority. In the secondary level for 1965-1966, approximately 1.17 million students were enrolled with 62.3 percent in the private sector.In 1987-1988, there was a total of 3.49 million students enrolled, 40.8 percent of whom were in private schools. By 1999-2000 there was an overall total of 5.1 million students, with 24 percent in private schools. Higher education in the Philippines is strongly in the private sector. Most bachelor degrees are for four years. Students are usually from 17 to 20 years old. In 1985, the private sector of higher education was close to 80 percent of the student population. Of these institutions one-third are considered non-profit, while two-thir ds function for monetary gain. This has lead to the reputation of certain schools as diploma mills and to the more serious problem of producing unqualified, unemployed, and underemployed graduates. During the 1970s, there was a wide discrepancy in the literacy rates of the various regions of the country. The with child(p) region of Metro Manila had a 95 percent literacy rate the Central Luzon area had a 90 percent literacy rate while the Western portion of Mindanao had a 65 percent rate.Three read/write head indigenous languages in the Manila area are Cebuano in the Visayas, Tagalog and Ilocano in the northern portion of Luzon. In 1939 Philipino (which is based on the Tagalog language) was made the subject area language. Philipino later evolved to Filipino which is based on the languages used in the Philippines. English still remains the most important non-indigenous language used by media, higher education, private, primary and secondary schools, government administration, and b usiness. Only a fistful of families have maintained speaking in Spanish. The multiplicity of languages used in the Philippines has not affected its literacy rate of 94.6 percent, one of the highest in East Asia and the pacific region. Technology use is starting to gain momentum in the overall education of the Philippines. In 1999, there were 93 Internet Service Providers (ISP) in the country. By the beginning of 2001, the participation of nongovernmental organizations and the private sector in education was evident with the donation of 1,000 personal computers for use during school year 2001-2002 in 1,000 public high schools of 16 regions.The program, called One Thousand PCs, has four major components, namely curriculum development with the public of a one year course on computer education as a specialisation in entrepreneurship teacher training for recipient schools courseware development through the creation of Information Technology materials and the purchase of hardware fro m the private sector through the Adopt-A-School Program. The Department of Trade and Industry chaired this project. Curricular development is under the jurisdiction of the DECS. Authority slowly trickled down to the municipal/local levels as the system shifted to decentralize decision-making and empower local schools. Despite these efforts, much of the important decisions, such as the purchase of all public school textbooks, is done by DECS. Important curricular changes needed to respond to emerging student demand are limited due to budgetary constraints.Three tests are administered to students, the forwardness for which must be addressed through further curricular development. These tests are the National Elementary readiness Test (NEAT), the National Secondary Aptitude Test (NSAT), and the National College Entrance Examination (NCEE). The Philippine population grows at a rate of 2.07 percent per year. In July 2000, the estimated population was 81,159,644 people. About 37 perc ent of this population was from birth to 14-years-old. A 2 percent periodical population harvest-festival translates to about 1.6 million children born every year. This growth rate strains the resources of the educational system. During 1999-2000, a 2 percent increase in the number of students meant 8,000 more classrooms needed. The deficit was 29,000 since DECS was able to build only 6,000 youthfulfound rooms for the year.More teachers required (total lack of 21,000 since the budget allowed for hiring only 4,700 new teachers) 400,000 more desks (of the 2.2 million needed, only 500,000 were purchased) and 10 million additional textbooks with a ratio of 2 students per book. To alleviate this strain, certain schools hold double sessions (one in the morning and another in the afternoon) in elementary schools. Some high schools even have triple sessions due to space and resource problems. As for gender distribution in the elementary level, male and female students are almost equally represented, while there are more females students at the secondary and higher education level. In rural areas, men are expected to do work while women are allowed to pursue education. Males have a higher rate of failure, dropout, and repetition in both elementary and secondary levels.