Chapter Ix. History Of Philippine Educational Systemeducation During The New Society 1972 1986 Education During 1986 Til Present (1)

Republic of the Philippines Laguna State Polytechnic Unibersity Province of Laguna GRADUATE STUDIES and APPLIED RESEARCH Course Code: Educ 202 Course Title: Foundations of Education Topic: Education during the new society (1972-1986) and the 1986 Education System to present Major: Filipino Professor: Agripina F. Banayo Ed. D. Personal Information Discussant: Louren L. Fajardo Contact No. 09123520931 Gmail: [email protected] Address: Lopez, Quezon Work Connected: DepEd-Hondagua NHS Lopez, Quezon I. INTENDED LEARNING OBJECTIVES 1. Explain the Educational system during the New Society (1972-1986) and the 1986 Education System to present. 2. Discuss the outstanding contributions of the New Society and 1986 Education System up to present to the present form of education. 3. Value the importance of the contributions of New Society and the 1986 education system to modern day times. II. RATIONALE This written research deals with the features of the Philippine Educational system during the New Society and during 1986 up to present. It also includes the educational aim and objectives, methods and types of education, major contribution to educational system and the organization and structure of education. III. CONTENT  INTRODUCTION –Education under the New Society  The emphasis of the New Society is on moral values, relevance, proper methods of teaching, retraining of

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teachers, vocational and technical education, bilingualism, national consciousness and cultural values. To guarantee that the educational system would be relevant and responsive to the challenges and requirements of national, provincial, and local development.

AIMS OF EDUCATION  Pursuit of a more egalitarian social order  Make schools responsive to the needs of the new society.  Provide broad general education that will assist each individual in their development as a whole human being useful to their fellowmen and to their country.  To train the nation’s manpower in middle level in skills required for national development.  Develop high-level professions that will provide leadership for the nation and advance knowledge through research. METHODS OF EDUCATION Three educational reform areas emerge as 1.) critical - governance and funding education; 2.) revival and expansion of technical and vocational education; and 3.) political solution to the language of education policy. TYPES OF EDUCATION 1. History and Civics Education Key concepts and messages about the history and civics education were also tied in government-wide initiatives in moral education, food production and promotion of “Green Revolution” and a “Buy Filipino” campaign. 2. Language in Education / Bilingual Medium of Instruction Promotion of bilingual education policy (Tagalog Based Filipino and English) promulgated in 1974. 3. Expansion of Technical Vocational Education To address the need for middle-level skills development or labor institutions, the government democratized access to postsecondary education by offering a more affordable route towards obtaining certifiable skills; and it ensured a steady supply of a new technical skills needed. OUTSTANDING CONTRIBUTION TO EDUCATION 1. Re-engineering the Philippine education system became the test case or model for further bureaucratic changes under the New Society. 2. Creation of the Ministry of Education satellite offices 3. The introduction of National College Entrance Examination, a national leaving examination.

4. Development of Professional Regulation Commission in 1973, to institute the Board Exams and licensing of professions. CONTENT  INTRODUCTION –Education during 1986 to present The bilingual policy of education was reiterated in the 1987 Constitution of the Philippines. With English as the medium if instruction, the Philippine education is a prototype of the American system.  Organization and Structure of Education The main objectives and aims of education have been mentioned on the national constitution. Sec3 (2), Article IV of the Constitution states that: “All educational institutions shall inculcate patriotism ad nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and promote vocational efficiency.”  Schools are categorized into public (government) or private (non-government). The preparatory-primary level consists of nurseries, kindergartens, moving on to six years of primary education, followed by four years of secondary education and college-meaning the general pattern of education has four stages.  Basic education is free and required at the elementary level only, while only a handful elementary and secondary schools are either government-supported or privately funded. The school year for elementary and secondary levels is made up of 40 weeks or 200 days. Classes are held to Mondays to Fridays and the school year is divided onto four grading periods(i.e. until 1st to 4th quarter)  Colleges or universities make up the higher education in the Philippines and are generally categorized as private or public.  At present, K to 12 had been implemented under the Department of Education that aims to enhance learner’s basic skills to produce more competent citizens, and prepare graduates for lifelong learning and employment. “K” stands for Kindergarten and “12” refers to the

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succeeding 12 years of basic education, (6 years of elementary education, 4 years of junior high school, and 2 years of senior high school.)  The K-12 program offers a decongested 12 year program that gives students sufficient time to master skills and absorb basic competencies. The new curriculum gives students the chance to choose among different tracks. PROBLEMS 1. There are many problems observable not only in the system itself, but also in the wider nature of the education system, starting with the lack of school facilities (i.e. classrooms, laboratories, etc.) to the low teacher salaries. 2. the government’s sluggishness in providing quality ans standard education to provinces; they rather focus on schools near Manila. Thus, performance was poorest among students from Mindanao and somewhat better to those from Visayas Region, whereas the best performance was in Central Luzon and Southern Tagalog Regions. REFERENCES  https://www.researchgate.net/publication/324840037 , Mark Maca  https://www.slideshare.net  European Journal of Contemporary Education, 2012, Vol.(2), № 2  K12philippines.com