'Problems and Issues in Philippine Education Essay\r'

'1. Colonial historiography.\r\nMost of the ago and evince teachers, book authors, and amicable Studies consultants give heavier premium to the invoice of the colonizers in the Philippines, and non to the record of Filipinos. Mostly, this has been the fiber in the teaching method of History subjects from the master(a) to tertiary levels and volition most likely perpetuate in the side by side(p) generations to come. The history of the Filipino battalion and the colonial history of the Philippines be two different topics altogether. 2. Internationalization of the surgical incision of cut into.\r\nTo a certain extent, the Philippine preparational arrangement conditions its savants to be skillful in arithmetic and data processor literacy, fluent in foreign languages (specific totallyy English and Nihonggo), and amen get nevertheless in purchase order to dish out as workers of the international businesses of the advanced, capita propensity countries. load down t he case of the call mid authority phenomenon in the Philippines, India and other developing states.\r\nsee to a greater extent:k-12 advantages and disadvantages\r\n3. Emasculation and demoralization of teachers.\r\nTeachers, to a greater extent than often than not, argon victimized by the over-worked and under-paid policy of the placement of the past and manifest dispensations. This leads to the emasculation and demoralization of their ranks. This probably explains wherefore the teaching transaction is not attracting the best and the brightest from the harvest of students anymore. Expectedly, this will correspondingly result to the vicious reparation recurrence of mediocrity in growth.\r\n4. Fly-by-night pedagogyal institutions\r\n. By any measure, the proliferation of fly-by-night reproductional institutions is counter-productive. In the huge ramble, it produces a pool of half-baked, unprep ard, and incompetent graduates. Alarmingly, the untaught is having an over-s upply already. around would raze consider them as liabilities than assets. This case is straight for two(prenominal) undergraduate and graduate studies.\r\n5. Culturally and sexual practice insensitive rearingal remains.\r\nWomen, the common tao and the indigenous people be almost historically excluded from the Philippine historiography in favor of the men, heroes from Luzon and the power elite. Women argon marginalized and trivialized until now in language of teaching methodal activity. Take the case of the terms womanish lawyer (as if lawyer as a profession is exclusive except to men) and manpower (which should clear been human beings resources or human capital to be more politically correct). 6. State abandonment of facts of life.\r\nIn the comprise of imperialist globoseisation, the stateâ€in an incremental fakeâ€is abandoning its role to subsidize public grooming specially in the tertiary level. This comes in the form of matriculation, testing grou nd and miscellaneous fee increases in order to draw and qu cunninger state colleges and universities (SCUs) to generate their own sources of fund. Ironically, the bulk of the compute (in fact, more than unitary-third in the case of 2005 issue Budget) goes to debt servicing.\r\n7. Sub-standard textbooks.\r\n close to textbooks which are already circulation are both poorly scripted and haphazardly edited. Take the case of the Asya: Noon at Ngayon with an identified total add up of more than 400 historical errors. Unfortunately, it is just one of the many a(prenominal) other similar atrociously written textbooks which are yet to be identified and exposed. This is a gradeic case of arrive at-centeredness with let on regard to social noteability.\r\n8. widespread contractualization.\r\nIn the name of profit, owners and administrators of several private schools comm lone(prenominal) practice contractualization among their faculty members. Contractual employees unlike their regu lar/tenured counterparts are not entitled to outer boundary benefits which consequently reduces the over-all cost of their business operation. Job risk demeans the ranks of the faculty member\r\n9. Un callable disregard for specialization.\r\nSome colleges and universities encourage their faculty pool to be everydayists (under the guise of multidisciplinary approach to learning) in order to be able to hold various subjects all at once. besides some faculty members comport turned out to be objects of mockery and go for lost their self-assertion since some of them were pushed to handle Technical Writing, General Psychology, Filipino, and Algebra at the same time. This is prevalent among some franchised academic institutions plane if the subjects are already off-tangent their area of interest and specialization. 10. Copy-pasting culture.\r\nOver-dependence to the network has dramatically reduced the capability of students (even teachers) to undertake research. ‘Copy-pas ting’ has even turned into a norm among some students whenever they are tasked to submit a research paper or even a film review. Needless to say, plagiarization has already transformed into a more train form in the context of use of today’s electronic age.\r\n11. Mc Donaldized education.\r\nThe system, methodology, and even content of education in the Philippines are mere haphazard transplanting from the West. It is on that pointfore Eurocentric, culturally insensitive, and non-reflective of the local milieu. This is based on the xenocentric (foreign-centered) premise that other culture or system is far more superior than one’s own.\r\n12.The problem of non-sustainability and non-continuity.\r\nTeachers, administrators and publishers are all left in limbo whenever the DepEd would come up with another entirely different directive from what it used to have in a rather in truth sudden interval. Take the case of the grading system, timeframe allotted to various subjects, MAKABAYAN political platform, courtesy test, and learning competencies.\r\n13. Poor regard for liberal art/education.\r\nLiberal education is intended to form a holistic individual equipped with communication, critical thinking, mathematical, creative, inter-personal and intra-personal skills. This explains wherefore we in any case have Philosophy, Languages, Humanities, Natural Science, Social Science, material Education and even Theology in our college curriculum, and not only our major subjects. The curriculum is specifically designed to produce a total person, and not only a technical specialist. Unfortunately, the desired mark is not being met at all since liberal education is regarded only as a set of pocket-sized subjects.\r\nWith the way these subjects are being handled (taking into account both content and methodology), students view the entire exercise as an unnecessary duplication of what they have already cover in high school. Equally alarming is the p retermit of enthusiasm and motivation exhibited by some professors to handle the subject especially if they believe that it has nothing to do with the head for the hills or area of specialization of their students (say, guile Appreciation for Accounting majors or Algebra for yeasty Writing majors).\r\n13. Education a purveyor of myth.\r\nEducation has been very effective in mainstreaming and perpetuating the social myths in a subtle and indirect manner. Some of these myths are the perceived superiority of white, educated men, ‘official’ history as advanced by the western point of view, globalization as the only way to achieve scotch development, and stereotypes against the minoritized and the disenfranchised.\r\n14. Further marginalization of the undersubscribed courses.\r\nIn the name of profit and as a response to the dictates of the market forces, colleges and universities privilege to offer more courses in line with the health sciences like nursing, medical tr anscription, and care-giving. This is done at the put down of the already undersubscribed yet relevant courses like sector Studies, Pilipinolohiya (Philippine Studies), Development Studies, Philippine Arts, Art Studies, Community Development, Social Work, Islamic Studies, Clothing Technology, and Ceramics Engineering.\r\n15. Monolithic education.\r\nSome educators in the name of conservatism and for the sake of convenience, prefer the old-style teaching figure where they view themselves as the fountain of knowledge and their students as nothing yet empty vessels to be filled up (banking method of education). Modern education has ushered in student-centered approach to education (from being the clear-sighted in the stage to just a read on the side).\r\n16. Atrociously tedious teachers.\r\nAs I ceaselessly underscore, there are no boring subjects, only boring teachers.\r\n plainly at to the lowest degree we should recognize them because they still serve a purpose. They serv e as bad examples.\r\n16. Brain drain\r\n isolated from the much debated political, social and psychological aspects, this ongoing intensity emigration constitutes an unparalleled brain drain with effective scotch implications.Arguably, the phenomenon also has an educational dimension, as the Philippine society is footing the bill for the education of millions of people, who then(prenominal) spend the better part of their productive eld oversea. In effect, the poor Philippine educational system is indirectly subsidizing the affluent economies hosting the OFWs. With 95 per cent of all dim-witted students attending public schools, the educational crisis in the Philippines is baseally a crisis of public education. The wealthy rear end easily send their offspring to private schools, many of which offer first-class education to the privileged class of pupils.\r\nRead more: Current Issues in the Philippines\r\nProblems and Issues in K to 12 Curriculum\r\nOverview\r\nIt is not that effortful to understand why, despite the supererogatory be the program would entail, the public generally appears to take President Benigno Aquino iii’s K to 12 basic education program sitting down. That is if state-sponsored surveys are to be believed. The reside Committee on Basic Education claims mass of the public surveyed during its consultations favored the K to 12 program, season separate consultations by theDepartment of Education (DepEd) showed 77 percent of the 1,417 people consulted nationwide detained Aquino’s flagship education program. For one, DepEd tried to nock the lengthening of the basic education cycle palatable by saying the spare junior and senior high school levels would make students ready for the world of work when they graduate in high school.\r\n rase as public elementary and high school education continues to be publish under the in the buff system, other expenses such as transportation, allowance, food, school projects and ot her school expenses would still rouse families and take up a signifi dealt piece of the family budget. However, what apparently makes parents willing to shoulder such costs is the empty promise of employability after their children receive their hard-earned diplomas. In the personate scheme of things, the function of education is already reduced to the individual’s mere employability. The K to 12 program reinforces this societal function of education. rules of order also continues to regard education as inwrought to social mobility, an â€Å"investment” worth undertaking as the â€Å"costs do not outweigh the benefits.” owe to its highly commercialized character, tertiary education has also drop dead inaccessible for many Filipinos.\r\nDominated by the private sector, higher educational institutions charge students with sky-high tuition and miscellaneous fees that remain unregulated and unchecked. Even as college education gives the student an advantage i n the vicious and highly-competitive search for job opportunities, many youths abandon college schooling simply because they cannot afford it. This makes the K to 12’s employability factor more appealing and unobjectionable to the parents, who are made to believe that under the new education system, college education is a path which is not for everyone to tread. Lastly, any educational reform almost forever appeals to many especially since there is a general consensus that our present state of education is in disarray. The invent â€Å"reform” is always easy for the public to withdraw because any move to veer away from the present arrangement of things is viewed as a welcome development. response/comment\r\nGovernment officials and other advocates who are so insistent in adding two more years in the school cycle should thus nitty-gritty the clamor for higher wages and the regulation of prices of basic commodities and services, push for the expansion and institu tionalization of student financial support systems and scholarships, and more importantly, fight for greater state support to education at all levels. Any education reform program that does not take into account stinting and other social factors that affect a person’s schooling is bound to break especially when its supposed beneficiaries cannot keep pace. The public should not take the K to 12 program as a bitter pill to swallow. It should not draw out judgment on the program based altogether on its glittery promise of honing the student for employability, and the additional costs that parents have to shoulder.\r\nThe heavy financial preventive that comes with the implementation of the program is just one of the many issues on the surface. Basic problems such as want of teacher training and the failure of the political sympathies to cite input gaps are also considerations that if left unaddressed may imperil the full implementation of the program. But a fundamental fla w of the program that merits equal attention is its inability to address the problem of lessen access to education. Aquino’s K to 12 is anchored on improving the competencies of in-school youths besides fails to consider the situation of the maturement number of out-of-school youths in the boorish who should have sex the universally-acknowledged right of access to educational services. Furthermore, school choice rates are not merely influenced by the student’s mental and cognitive abilities.\r\nPoverty, the mollification situation, and other societal factors all contribute to the change magnitude drop-out rates that cannot be remedied by mere curricular reforms and additional years of schooling. What use does a more â€Å"enjoyable” learning experience have when the student cannot even afford to go to school payable to his or her financial woes? The K to 12 is marketed as a program wherein the student is given the excerption to pursue different paths u pon graduation: employment, entrepreneurship, and higher education. This granting immunity of choice touted by the K to 12 proponents, however, is illusive since the student’s choice is actually modified by the corporeality that higher education has become a privilege and that the worsening economical conditions in the country are pushing Filipinos to seek jobs sooner of pursue higher education.\r\nThe program’s objective to produce â€Å"globally competitive graduates” also run counter to the supposed freedom that the student possesses in choosing his or her career path. In reality, under the present economic set-up, the prescriptions of market dictates shape our choices and decisions, be it in the brands we purchase, the artists we subscribe to, the course we take in college, and even in the profession or occupation we give care to have. With the government systematically and aggressively promoting the export of poke and the dependence on external sou rces of jobs and economic egression by means of its economic policies, it can be anticipate that majority of the jobs and fields of learning that the students would be pursuing are those that are in tune with the demands of global marketâ€call center jobs, technical-vocational jobs abroad, etc.\r\nIt is contemptible, how at a young age people are told to pursue whatever dreams they have but education agencies would be coming up with a list of courses that are highly discouraged simply because they are not what the global market demands. Thus, the observation that the real motive behind the K to 12 education reform program is to further intensify force export by systematically targeting the country’s young labor force, and further service the demands of multinational firms is not without basis. As seen from the K to 12 curriculum, there is a noticeable focus given to technology and livelihood education (TLE) during high school, with the learner even entertaining a cer tificate of competency required by industries. In suckers 7 and 8, TLE subjects are exploratory, which means that the learner is given the opportunity to learn 5 basic competencies:\r\n1) mensuration and calculation,\r\n2) use of tools and equipment,\r\n3) interpretation of plans/drawing\r\n4) occupational health and safety in the workplace\r\n5) sustainment of tools and equipment.\r\nIn Grade 9, the learner chooses one course to specialize in from among the exploratory courses and in Grade 10, he/she pursues the TLE specialization that he/she has chosen in the previous grade in order for him/her to obtain at least a National credentials Level I or Level II. in that respect is completely nothing wrong with developing the technical and vocational skills of the citizens if these are oriented towards genuine economic development finished national industrialization. However, the present economic orientation of the country shows that tech-voc courses supply either the demands abroad or the pool of skilled reserve labor servicing multinational firms which take advantage of the country’s cheap skilled labor.\r\nWhile the intentions seem laudable at first glance, the underlying context of the implementation of the K to 12 program could be best understood by looking at the government’s problematic general development framework that is the Philippine Development Plan, which seeks to reinforce the country’s adherence to the flawed development paradigm of neoliberal globalization. The K to 12 program’s thrust of producing â€Å"21st century graduates” is nothing but an affirmation and a reinforcement of the country’s role in the uneven world order where economies such are ours are molded agree to the interests of the powers-that-be. Thus, the K to 12 education program can be considered a sine qua non for the fulfillment of the government’s agenda of trawling the path of the globalization project, which has only made the country vulnerable to the world economic crisis and has yielded the very crisis that plagues Philippine education. Our country has gone through many changes and development for the past few years. The sustained process made great impacts in the lives of millions of Filipinos.\r\nRelatively, the changes have given us advantages not to mention the disadvantages it brought cause downfall to many people. There are many questions concerning the issues and problems existing in the Philippine Educational frame as to how we can resolve it the best way we could to attain that kind of quality of education we have been searching and longing for. Where do we begin and how do we respond to such? Public schools are the construct blocks of our societies. They can be considered our foundational instruments. Although these venues of learning play real roles, they are unable to entrust the best they can, due to their numerous flaws.\r\nAs I’ve gone through different readings and res earches, questions were arising in my mind as to what solutions are applicable in addressing the problems about the quality of education, affordability, budget, mismatch, integrating of sex education in the curriculum, R.A. 9710 (Magna Carta for Women) and other concerns which are somehow related to it. I will always stand for what I believe in accord to my observations that we have good guidelines and policies on education but what is lacking is the ability to implement such in accordance to the needs of every school, majority of which become to the public education system. Generally, Philippine Education aims to provide quality and free education both for the elementary and secondary public schools but again this have not been observed and understood well cause it to be a burden most especially to the students and parents.\r\n'