User:Tony Rose Orge-Monzales/sandbox

= Educational Developments in the Philippines =

Brief History
Pre-colonial Education: Before the arrival of the Spanish colonizers in the 16th century, education in the Philippines was informal and based on oral traditions. Indigenous Filipinos had their own systems of transmitting knowledge, which included apprenticeship, storytelling, and community-based learning. (Constantino, 1975)

Spanish Colonial Period (1565-1898): With the arrival of the Spanish, formal education was introduced as a tool for spreading Christianity and Spanish influence. The first schools were established by religious orders, such as the Dominicans and the Jesuits. Education was primarily accessible to the elite and focused on religious instruction, Latin, and Spanish language and culture. (Santiago, 1995)

American Colonial Period (1898-1946): The United States took control of the Philippines after the Spanish-American War. Under American rule, significant educational reforms were implemented. English replaced Spanish as the medium of instruction, and a public school system was established. The Thomasites, a group of American teachers, played a vital role in expanding public education across the archipelago. (Lasco, 2018)

Japanese Occupation (1942-1945): During World War II, the Japanese occupied the Philippines, and education was severely disrupted. Schools were closed, and teachers and students were subjected to harsh conditions and restrictions. Education during this period was often limited to clandestine or underground classes. (Maca, 2014)

Post-World War II Period: After the war, efforts were made to rebuild the education system. The government focused on expanding access to education, particularly at the elementary level. The Education Act of 1949 aimed to provide free and compulsory education for all Filipino children. (Benavot, 1988)

Contemporary Era: In recent years, the Philippine education system has undergone various changes and reforms. Efforts have been made to enhance the quality of education, improve teacher training, and address issues of accessibility and equity. The K-12 Basic Education Program, implemented in 2012, extended the basic education cycle from ten to twelve years to align with international standards. (Barrot, 2021)



Philippine Curriculum (1987-2023)
The Philippines' educational system has undergone significant changes over the years, transitioning from the 6-4 system to the Basic Education Curriculum (BEC), and finally to the K-12 program. Each system has its unique features, advantages, and disadvantages.

The 6-4 education system, in place before BEC, was academically focused. It consisted of six years of elementary education and four years of high school. The curriculum was heavily centered on traditional academic subjects such as Mathematics, Science, English, and Social Studies. The advantage of this system was its simplicity and focus on academic knowledge. However, it lacked in providing holistic development for students as it did not include subjects that would prepare students for real-world scenarios and life beyond school. (Durban, 2012)

In 2002, the BEC was introduced as a reform to the 6-4 system. It aimed at providing a more comprehensive and well-rounded education. The inclusion of new subjects such as Technology and Livelihood Education (TLE), Edukasyon sa Pagpapakatao (Values Education), and Music, Arts, Physical Education, and Health (MAPEH) was seen as a significant improvement. This curriculum emphasized the development of critical thinking and problem-solving skills. However, one of its disadvantages was that it required more resources, such as teachers who are trained to deliver these new subjects, which may not have been readily available in all schools. (Bernardo, 2009)

The K-12 program, introduced in 2013, added two more years to the basic education system. It includes Kindergarten, six years of elementary education, four years of Junior High School, and two years of Senior High School. The K-12 program aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. The major advantage of this system is that it aligns the Philippines' educational system with international standards. However, its implementation has faced challenges such as budget constraints, lack of facilities, and the need for teacher training. (DepEd, 2013)

In conclusion, as a researcher and a teacher each educational system has its strengths and weaknesses. The 6-4 system provided a solid academic foundation but lacked holistic education. The BEC improved on this by including more subjects for well-rounded development but faced resource challenges. The K-12 system aligns with international standards and prepares students better for their future but requires significant investment in resources. It is essential to continually assess and improve these systems to provide the best education for future generations.



The Philippine education system has several positive aspects:
1. Strong Emphasis on English Proficiency: English is widely used as a medium of instruction in Philippine schools. This emphasis on English proficiency has led to a high level of English language skills among Filipinos, which is advantageous in global communication and job opportunities.

2. High Literacy Rate: The Philippines has made significant progress in achieving a high literacy rate. Basic education is free and accessible to most Filipino children, resulting in improved literacy levels across the country.

3. Strong Higher Education System: The Philippines has a robust higher education system with many reputable universities and colleges. These institutions offer a wide range of degree programs and produce graduates who are sought-after in various fields.

4. Skilled Workforce: The country produces many skilled professionals in fields such as nursing, engineering, information technology, and business administration. Many Filipinos excel in technical and vocational fields, making them valuable contributors to the local and global workforce.

5. Cultural Diversity and Multilingualism: The Philippines is a culturally diverse country with multiple languages and dialects. This diversity promotes cultural appreciation and tolerance among students, fostering a rich multicultural environment in schools.

6. Strong Global Presence: Filipino professionals, particularly in fields like nursing, teaching, and the IT sector, are highly regarded internationally. Many Filipino workers globally contribute to the development of other countries and remit significant amounts of money back to the Philippines, boosting the economy.

7. Resilience and Adaptability: Filipino students often display resilience and adaptability, which are valuable qualities in a rapidly changing world. Despite challenges, many Filipino students demonstrate a strong work ethic and dedication to their studies. (DepEd, n.d.)

It is important to note that while there are positive aspects, there are also areas in the education system that need improvement, such as infrastructure, access to quality education in remote areas, and addressing socio-economic disparities.



References:
Barrot, J. S. (2021). K to 12 curriculum reform in the Philippines: Towards making students future ready. Asia Pacific Journal of Education, 1-15.

Benavot, A., & Riddle, P. (1988). The expansion of primary education, 1870-1940: Trends and Issues. Sociology of education, 191-210.

Bernardo, A. B., & Mendoza, R. J. (2009). Makabayan in the Philippine basic education curriculum: Problems and prospect for reforming student learning in the Philippines. In Reforming learning: Concepts, issues, and practice in the Asia-Pacific Region (pp. 181-197). Dordrecht: Springer Netherlands.

Constantino, R., & Constantino, L. R. (1975). The Philippines: A past revisited (Vol. 1). Quezon City: Renato Constantino.

Department of Education. (2013). Enhanced Basic Education Act of 2013. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

Department of Education. (n.d.). https://www.deped.gov.ph/

Durban, J. M., & Catalan, R. D. (2012). Issues and concerns of Philippine education through the years. Asian Journal of Social Sciences & Humanities, 1(2), 61-69.

Lasco, G. (2018). " Little brown brothers": Height and the Philippine–American colonial encounter (1898–1946). Philippine Studies: Historical & Ethnographic Viewpoints, 375-406.

Maca, M., & Morris, P. (2014). 12 National identity formation and the portrayal of the Japanese occupation in Filipino textbooks1. Imagining Japan in Post-war East Asia: Identity Politics, Schooling and Popular Culture, 229.

Santiago, L. P. (1995). " To love and to suffer": the development of the religious congregations for women in the Philippines during the Spanish era (1565-1898). Philippine quarterly of culture and society, 23(2), 151-195.

Waters, A., & Vilches, M. L. C. (2008). Factors affecting ELT reforms: The case of the Philippines basic education curriculum. RELC Journal, 39(1), 5-24.'