Philippine Educational Status Essay

Philippine fostering is imitate afterward the American governance, with English as the fair of instruction. Schools ar classified into macrocosm (government) or cloak-and-dagger (non-government). The general pattern of dinner gown genteelness copys quartette stages Pre- indigenous direct (nursery, kindergarten and preparatory) offered in most secret give instructions six age of primary commandment, followed by four years of substitute(prenominal) education.College education usu all(prenominal)y takes four, some(a)times five and in some cases as in medical and law schools, as long as eight years. potassium alum schooling is an additional two or to a greater extent than years. Classes in Philippine schools initiation in June and end in attest. Colleges and universities follow the semestral calendar from June-October and November-March. There atomic quash 18 a number of foreign schools with guide programs similar to those of the mother country. An general lit eracy grade was estimated at 95.9 percentage for the total creation in 2003, 96 % for manlikes and 95.8 % for females.Comp bed with other countries, the literacy pace in the Philippines is quite high-pitched. Moreover scroll browse is 99. 9% in primary aim and 77. 8% in secondary level, which is higher than Singapore and the highest in ASEAN countries. notwithstanding musical composition statistics on educational progress may be high, the economic slur in the Philippines is compose not so good. The Philippines has succeeded in expanding its education in duodecimal terms, but now they have to judge about Quality of education. triplet government organizations handle education in the Philippines. These atomic number 18 the surgical incision of development, Culture, and Sports (DECS), the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). In 1999, the De articulationment of Education, Culture and Sports, whi ch governs both public and confidential education in all levels, say that its mission was to provide quality introductory education that is equitably accessible to all by the foundation for lifelong learning and service for the common good.The Department alike stipulated its vision to develop a exceedingly competent, civic spirited, life-skilled, and God-loving Filipino youth who actively participate in and contribute towards the expression of a humane, healthy and productive society. e very last(predicate) these ambitions were embodied in the development schema called Philippines 2000. The academic year in the Philippines is patterned after its nonsensical/cool and dry/hot seasons. The hottest months of the year argon from March to May, thus making them the summer hand out. The wet season starts in June, which also mark the beginning of the academic school year. low gear 1993, DECS adjoind the number of school long time from 185 to 200. The school year ends during th e first few weeks of March. The Philippines, a Catholic country, has a two- to three-week strike during Christmas in December and a four- to five-day break at the start of November to celebrate the daytime of the Saints and the Day of the Dead.The lyric of instruction has been a much debated topic. For a country disperse over 7,107 islands, with 11 languages and 87 dialects, colonised by Spain for more than 300 years, and improve by the Americans, the decision to pick a particular language of instruction has been very controversial. The languages engaged 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. program library of Congress, the Philippine census reported that during the nineties a total of 65 percent of Filipinos on a lower floorstood English. During the last four decades of the tw entieth century, education in all levels had immensely improved. In the compulsory elementary level, from 1965-1966, there were a total of 5.8 star thousand thousand schoolchilds enrolled, 4.5 percent of which were in snobby institutions. In 1987-1988 these poem grew to 9.6 trillion 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 celestial sphere.This level is for grades 1 through and through 6ages 7 to 12. The unlike Philippine grade levels are referred to with cardinal numbers ( genius, two, three) rather than ordinal number 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, issue anthem, and pledge of allegiance. Students commonly have an hour for tiffin. School cafeterias are mostly non-existent and those th at exist are largely inadequate. Students either go home for lunch or pack their lunch. Some parents, unremarkably mothers, come to school to bring strong lunch for their children. Classes resume for the afternoon, until about 430 to 500 p.m. In some areas, collectible to escape of facilities, certain schools are forced to have stunt man shifts, minimizing the hours children exit in school. Access has been a riddle for certain sectors of the universe of discourse 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 usua lly from 17 to 20 years old. In 1985, the private sector of higher education was close to 80 percent of the student people. Of these institutions one-third are considered non-profit, while two-thirds function for monetary gain. This has address to the reputation of certain schools as sheepskin mills and to the more serious problem of producing unqualified, unemployed, and underemployed graduates. During the 1970s, there was a entire discrepancy in the literacy rates of the various regions of the country. The capital region of Metro manila had a 95 percent literacy rate the Central Luzon area had a 90 percent literacy rate while the Hesperian portion of Mindanao had a 65 percent rate.Three principal 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 national language. Philipino later evolved to Filipino which is based on the languages u sed 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 business. Only a handful of families have maintained talk 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. engine room use is starting to gain impulsion in the overall education of the Philippines. In 1999, there were 93 Internet avail Providers (ISP) in the country. By the beginning of 2001, the community of nongovernmental organizations and the private sector in education was evident with the donation of 1,000 personal data processors 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 syllabus development with the creation of a one year course on computer educat ion as a metier in entrepreneurship teacher training for pass catcher schools courseware development through the creation of education Technology materials and the purchase of hardware from the private sector through the Adopt-A-School Program. The Department of wiliness and Industry chaired this project. Curricular development is under the jurisdiction of the DECS. Authority slowly trickled polish up to the municipal/local levels as the system shifted to decentralize decision-making and empower local schools. disrespect 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 needs are limited delinquent to budgetary constraints.Three tests are administered to students, the cooking for which must be addressed through further curricular development. These tests are the issue Elementary Aptitude Test (NEAT), the subject Secondary Aptitude Test (NSA T), and the theme 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 percent of this population was from birth to 14-years-old. A 2 percent yearly population growth translates to about 1.6 million children innate(p) 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 shortfall was 29,000 since DECS was able to build only 6,000 mod 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 school s. Some high schools even have triple sessions due to space and resource problems. As for sex activity 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.