Saturday, March 9, 2019

Quality Education in the Philippines

We know that Philippines hoidenish is rich in market-gardening and economicals. But dont you know that Philippines argon one of the top that is great in impairment of learning. And I can prove that in simply law-abiding the status of my country and surveys in the rank of schools. Literacy rate in the Philippines has modify a lot over the last few years- from 72 portion in 1960 to 94 percent in 1990. This is attri neverthelessed to the gain in two the number of schools built and the train of accedement in these schools.The number of schools grew quick in all three take aims mere(a), secondary, and third. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the elementary schools and 362 percent in the third schools. For the corresponding period, enrollment in all three levels overly roseate by 120 percent. more(prenominal) than 90 percent of the elementary schools and 60 percent of the secondary schools atomic number 18 semipublicly owned. However, only 28 percent of the tertiary schools argon publicly owned.A big percentage of tertiary-level students enroll in and finish employment and business management courses. Table 1 shows the distribution of courses taken, based on School Year 1990-1991. Note that the residual amidst the number of enrollees in the commerce and business courses and in the plan and technology courses may be small 29. 2 percent for commerce and business and 20. 3 percent for engineering and technology. However, the gap widens in terms of the number of graduates for the said courses.Aside from the numbers presented above, which are impressive, there is excessively a need to look closely and resolve the future(a) strategic issues 1) musical none of statement 2) affordability of rearing 3) administration calculate for bringing up and 4) training mismatch. In Quality There was a decline in the flavor of the Philippine education, curiously at the elementary and secondary levels . For example, the results of standard tests conducted among elementary and high school students, as healthy as in the internal College of Entrance Examination for college students, were way below the target mean score.In Affordability There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, e finickyly in the elementary level. And most of the freshmen students at the tertiary level practise from relatively well-off families. In Budget The Philippine Constitution has mandated the government to allocate the highest equaliser of its budget to education. However, the Philippines still has one of the terminal budget allocations to education among the ASEAN countries.In Mismatch There is a giant proportion of mismatch between training and actual jobs. This is the major(ip) fuss at the tertiary level and it is also the cause of the existence of a large group of educated u nemployed or underemployed. Improved feature of education in the Philippine schools The Philippine education system is plagued with problems from the basic level until the tertiary level, and although previous and present administrations took steps to reform the system, these reforms failed to separate the countrys education system.According to the latest Economic Policy superintend, released in April 2012 of government think tank Philippine Institute for training Studies, despite the reforms pursued by the Aquino administration to address these failures, yet more than reforms are needed to improve the fiber of education in the Philippines. The kindred information found that even the reforms initiated by the government may even bring more problems to the education system. Foremost among the problems in the early childhood education is the ine theatrical role to access to kindergarten education.THE INTENSE ECONOMIC CRISIS that the Philippines are currently undergoing has c ertainly buried the sanguine and unreasonable hopes that the government had projected for the scarce about future. The triumphalism of Philippines 2000 has been shaken to the core and reduced to a laughable joke for the register books. This crisis only confirms that the Philippines have yet to liberate itself from the age-old problems, which have plagued it in the economic and polity-making spheres.The much-trumpeted new epoch of free competition and borderless economies has non resulted in any real learning but only in a more intense form of economic domination and developing of the poorer countries by the advanced capitalist countries. The seemingly neutral facade of globalisation has turned out to be more of the same old Imperialism that just cannot be wished away. Nevertheless, it would be too much of a simplification to fetch at the conclusion that the present global order has not resulted in any significant changes.It would certainly be correct to ay that for the ed ucational system, as in Philippine society as a whole, that nothing of the spirit has changed. However, even if it is true that the essential traits and defining characteristics of Philippine education has remained the same all throughout this so-called period of Globalization, it is also equally necessarily true that certain changes have occurred and are still occurring that may not have actually touched the essence of things as they are but still have important implications for the understanding of the current situation and the various(a) effective political responses that can lead to genuine social transformation. ace of the main tasks is to attempt to identify what these changes are without losing sight of the sum of these phenomena in relation to an essentially unchanged exploitative global economic and political system which must be identified as imperialism. The changes in enquire can be identified by analyzing the so-called three major areas of concern in education wh ich have been underlined in the Medium verge Education Development Plan (MTEDP).These are (1) increasing access to and improve of the quality of basic education (2) liberalizing the regulation of private schools, and (3) rationalizing the programs of State Universities and Colleges (SUCs). The head of increasing access to and improving the quality of education have been unremitting themes since even before the intricate and obfuscators jargon of globalization entered the scene. It cannot even be asserted that these ideas have changed in the sense that they previously had an altruistic meaning which has currently been lost in this period of technocratic appeals to efficiency rather than morality. Reyes, privy Christian A. BSIT-109I Improved quality of education in the Philippines schools This is the first major issue that the Philippine government should resolve but somehow it is deep improving.The quality of Philippine education has declined few years ago imputable to poor re sults from standard entrance tests conducted among elementary and secondary students, as well as the tertiary levels. The results were way below the target mean score. uplifted dropout ates, high number of repeaters, low passing grades, lack of particular phrase skills, failure to adequately respond and address the needs of people with special needs, overcrowded classrooms, and poor teacher performances, have greatly affected the quality of education in the Philippines. Philippine education is strongly viewed as a mainstay of national development and a primary avenue for social and economic mobility. It has undergone several stages of development from the pre-spanish time to the present. It is handled by three government organizations, namely, the department of Education, Culture, and Sports.The Commission on Higher Education (CHED) and the TESDA. The DECS govern both public and private education in all levels, with its mission to provide quality basic education that is equitabl y accessible to all by the ass for lifelong learning and service for the common good. The government was mandated by the Philippine Constitution to allocate the highest proportion of its budget to education. However, among the ASEAN countries, the Philippines still has one of the lowest budget allocations to education.This is due to some mainstream political issues and humungous problems that the government is facing particularly corruption. There are some measures that the Philippine government has looked into for the reformation of quality education. Technology use is dumbfounding to gain momentum in the overall education of this country. This helped improve the quality of education in the Philippines and to be globally competitive in this millennium. Improving the Quality of Education in our countrified The Philippines has the highest number of college graduates among developing Asian countries, but that isnt a refilling for quality.The role of education in economic develo pment is widely acknowledge education increases the innovative capacity of an economy and facilitates the diffusion, adoption, and adaptation of new ideas. More specifically, education increases the amount of human capital available, thereby increasing productivity and ultimately output. Education is especially important in a rapidly evolving economic environment where a rapid rate of job demolition and creation might otherwise lead to a gap between the skills demanded in the labor market and the skills of job-seekers.So how can regional cooperation improve the quality and availability of education? The role of regional cooperation in a particular country and what means of cooperation are viable will mostly depend on that countrys position on the development ladder and the status of its education sector. The role of regional cooperation in a particular country and what means of cooperation are viable will more often than not depend on that countrys position on the development ladder and the status of its education sector.Since 1975 both GDP and education levels in China, Indonesia, Malaysia, Thailand, and Vietnam have been catching up. Over the same period GDP reaping and improvements to education levels have been losing momentum in developed countries including the United States, Canada, and newborn Zealand. The Philippines exhibits a curious pattern in this respect, because even as the level of education attainment plateaued, its GDP has been falling behind. This is an apparent contradiction.Given the well-established adept effects of education on GDP and on GDP harvest-feast rates, the Philippines should have witnessed an era of high growth since 1975, when it had the highest rate of completion of tertiary education among developing Asian countries higher than Japan, South Korea, Taiwan, or Singapore. This suggests that the problem in the Philippines has been the quality of education, rather than its availability or accessibility. Regional cooper ation in education is often identified with trade in education serve.In the Asia Pacific, this most commonly takes the form of direct exchanges of people, whether they be students from less-developed countries going to study in more-developed ones, or, as in the case of Singapore and Malaysia, academics from more-developed countries encouraged to move to universities in less-developed countries by partnerships between the two institutions. Trade in education services also takes place through transnational education, for example when orthogonal institutions are encouraged to establish campuses in developing countries.Yet these forms of cooperation are not the most appropriate for the Philippines for instance because poor local floor pass ons it difficult to attract foreign institutions and academics. And, moreover, the principal effect of these forms of education cooperation is to make education more available, when the problem in the Philippines is the quality of education no t its availability. Regulatory reform is needed to ensure that the quality of education stock at home is high enough to give domestic Filipino students access to education and work abroad.This reform process must start by establishing a credible accreditation system, because under the current system of uncoerced self-regulation, less than 20 percent of higher education institutions in the Philippines are accredited. Forms of external cooperation other than through trade in education services would allow the Philippines to improve the quality of domestic education by following the example set by Malaysia, which has linked its own accreditation system to international ones.Malaysia has also been active in promoting the development of a regional quality assurance framework, the ASEAN Quality Assurance Network (AQAN). The AQAN was organized in 2008 in order to promote collaboration among quality assurance agencies in exclusive ASEAN countries. Though the Philippines has not yet fully acceded to the AQAN, negotiations are underway to declare an agreement to adopt common standards in the education sector. The Philippines can also pursue symmetrical mutual recognition agreements. Such agreements should include quality assurance on the part of both countries.In this way, even if the standards are not at the same level as in higher-income countries, there will be pressure on some of the higher education institutions in the Philippines to improve their programs and facilities in order to gain accreditation. Such agreements, whether bilateral or as part of the AQAN, might make it easier for Filipino policy makers to argue for domestic reform on the basis that it is necessary to fall in international agreements. With a higher-quality higher education system, the Philippines would then be better placed to reap the well-documented economic benefits of an educated population.

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