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1. Education System: Basic education curriculum Philippine Educational Legislation JOAN P. ANADIO

2. Education System in the Philippines Education is vital in almost every part of the world. Though every country has its education system, most nations would have a similar concept or equivalent qualification. The education system in the Philippines is different as it adopted a combination of influences from its colonial history. The education system in the Philippines has been greatly influenced by the colonisation of Malaysia, China, Spain and America. However, much of the country’s current schooling system follows American educational practices. To give you a better understanding of the topic, we’ve laid out a guide below.

3. In the Philippines, a thirteen-year education is mandatory by law. These thirteen years run from kindergarten up to grade 12, also known as the K-12 programme . After which, students have the option of whether to pursue higher education or not. Three government agencies manage the different levels of education in the Philippines. The Department of Education (DepEd) sets the standards and implements standardised tests for public schools throughout K-12. Meanwhile, private schools tend to have more freedom in developing their curricula as long as they adhere to DepEd’s existing laws. The Commission on Higher Education (CHED) oversees higher education institutions, such as colleges and universities. The Technical Education and Skills Development Authority (TESDA) regulates the Technical and Vocational Education and Training (TVET) programmes .

4. The medium of instruction in the Philippines is English and Filipino. However, since the Philippines is an archipelago made up of over 7,000 islands, there are also over 100 languages used across the country. To make it easier for younger children, different provinces then use the local languages in primary school. Afterwards, the language of instruction used is primarily English, especially in more urban areas. In the Philippines, the academic year usually commences in June and ends in March or April.

5. Philippine Education structure For a long time, the education system in the Philippines was one of the shortest in the world. Back then, formal education was only required for 10 years (6 years of primary school and 4 years of high school). In 2012, the government introduced new legislation requiring students to attend school from kindergarten (around age 5) to grade 12 (around age 18). This meant that the new legislation added 2 years to the curriculum before students could finish high school. Since then, the education system in the Philippines became more similar to American K-12 schooling.

6. K-12 in the Philippines has 3 levels: Primary School (Primary Education) – K to 6 Junior High School (Lower Secondary Education) – 7 to 10 Senior High School (Upper Secondary Education) – 11 to 12 After which, students have the option to pursue Higher Education. This includes a Bachelor’s degree, Master’s degree, Doctor of Medicine, Juris Doctor and PhD. Primary Education Generally, the duration of primary school in the Philippines is about six years, and it is divided into two cycles

7. Primary cycle (4 years): Grades 1 to 4 Intermediate cycle (2 years): Grades 5 to 6 This type of curriculum is mandatory in public schools. However, private schools usually offer a 7-year curriculum instead of 6, so children attend school a year earlier. At the end of every school year, the student’s cumulative grades are evaluated. If the students pass or earn at least 75%, they can move forward to the next year level. After completing six years of primary school, the students graduate and earn a diploma from the institution. After earning this diploma, they can move onto secondary education. Secondary Education Secondary education in the Philippines is also known as high school, and it consists of two levels: Lower Secondary Education (Junior High school): Grades 7 to 10 Upper Secondary Education (Senior High school): Grades 11 to 12

8. There are different types of junior high school in the Philippines: General secondary school : Consists of four levels mainly based on the American curriculum. Vocational secondary school : Technical and vocational education programme offered by the government and private institutions. * Science secondary schools : Research-orientated and specialised public high school for students with demonstrated maths and sciences skills.

9. In the new education system in the Philippines, the curriculum gained two additional years, now referred to as Senior High School. It is now compulsory for students to attend Senior High School, wherein the courses have two division: Core curriculum subjects: Consists of 8 learning areas made up of 15 core courses. Track subjects: Further divided into Applied Subjects and Specialisation Subjects. There are 7 Applied Subjects and 9 Specialisation Subjects. By finishing Senior High School, students graduate equipped with knowledge and skills necessary for Higher Education or employment. Higher Education After finishing the mandatory K-12 programme , students in the Philippines have the option to pursue Higher Education. There are over 2,000 Higher Education Institutions (HEIs) in the Philippines, with over 3,000,000 students enrolled in the courses (SY 2019-2020).

10. There are different classifications of HEIs in the Philippines: * College or university Colleges typically offer specialized courses (e.g. Hotel & Restaurant Management, Nursing, Information Technology). -Universities must meet stringent requirements (e.g. 6 undergraduate courses consisting of a 4-year liberal arts course, 4-year science and mathematics course, 4-year social sciences course, at least 3 courses that lead to government licensure, and; 2 graduate-level courses leading to a PhD). * Public or private Public colleges and universities are non-sectarian entities publicly funded by the government. -Private colleges and universities can either be sectarian or non-sectarian, non-profit or for-profit and are privately managed and funded. Secular or religious Universities in the Philippines can also either be associated with a religious group or not. Higher Education in the Philippines is then divided into three phases: 1. Undergraduate (Bachelor’s Degree) 2. Postgraduate (Master’s Degree) 3. Doctoral (PhD)

11. Basic Education Curriculum The BEC focuses on the basics of reading, writing, arithmetic, science and patriotism. Values is integral to all the subject areas. Students can then be ready for lifelong learning. It seeks to cure the inability of students who cannot read with comprehension at grade 3 and worse, at grade 6. The Basic Education Curriculum (BEC) aims to produce more functionally literate students by empowering them with life skills and promote more ideal teachers that will perform collaborative teaching and transcending knowledge in a non-authoritative way of instructing.

12. It has reduced the number of subjects from an average of eight to five, focusing on Filipino, English, Science and Math, which is seen to prepare students for global competitiveness. A fifth subject, Makabayan, also called as the “laboratory of life,” instructs complete learning to students. Makabayan intends to develop personal and national identity through adequate knowledge of Philippine history and its politico-economic system, local cultures, crafts, arts, music and games. It covers a wide range of values system that stresses the development of social awareness, understanding and commitment to the common good.

13. The subjects in the new curriculum respond to the individual needs of the students, and are contextualized in their present conditions. Reciprocal interaction between student-teacher, among students, students-instructional materials, students-multi-media sources, students-teachers of different disciplines is also reinforced. The approach to the subjects is “integrated,”. Thus, Filipino and English would, in addition to reading, writing and grammar, include literature and current affairs. The school principal is authorized to make adjustments, but not modification, to the content of the subjects (Guzman and Sevilleno 2003).

14. Development of the basic education curriculum (SEAMEO INNOTECH 2002) is the responsibility of the Central Office Bureau of Elementary and Secondary Education, Curriculum Development Divisions. This bureau defines the learning competencies for the different subject areas; conceptualizes the structure of the curriculum; and formulates national curricular policies. These functions are exercised in consultation with other agencies and sectors of society (e.g. industry, social and civic groups, teacher-training institutions, professional organizations, school administrators, parents, students, etc.). the subject offerings, credit points and time allotments for the different subject areas are also determined at the national level. In this sense, a national curriculum exists in the Philippines. However, while curriculum implementation guidelines are issued at the national level, the actual implementation is left to school-teachers. They determine the resources to be used; teaching and assessment strategies and other processes. Furthermore, schools have the option to modify the national curriculum (e.g. content, sequence and teaching strategies) in order to ensure that the curriculum responds to local concerns.

15. The approach to curriculum design in the country is based on content topic and competency. The Department of Education prescribes competencies for the subject areas in all the grade/year levels. The Bureau of Elementary and Secondary Education develops, publishes and disseminates these learning competencies to the field. Most of the subject/learning areas have a list of learning competencies expected to be mastered by the children at the end of each grade/year level and also at the end of elementary/secondary schooling. Some subject/learning areas have a combination of both (i.e. learning competencies under each content/topic). The curriculum is designed to be interpreted by teachers and implemented with variations. Schools are encouraged to innovate and enrich or adapt, as along as they have met the basic requirements of the curriculum. The curriculum plan (learning competencies) does not present teaching methods and learning activities that teachers must follow in implementing the curriculum. The guiding philosophy is that the creativity of teachers is stimulated by the option to plan and use the appropriate teaching/learning activities independently. However, teacher’s manuals or guides do incorporate higher-level content areas and suggestions for teaching and assessing” ( Mariñas and Ditapat , 2000).

16. Features of the 2002 Basic Education Curriculum for Elementary and Secondary Education (Department of Education, 2002): Features of the 2002 Basic Education Curriculum for Elementary and Secondary Education (Department of Education, 2002): restructuring of the learning areas, reducing them to five (Filipino, English, science, mathematics and Makabayan); stronger integration of competencies and values within and across learning areas; greater emphasis on the learning process and integrative modes of teaching; and increased time for tasks to gain mastery of competencies of the basic tool subjects. The objectives are expressed in terms of competencies, which are knowledge, skills and attitudes that the learner is expected to acquire at the end of the program. A significant feature of the competencies is the inclusion of the use of ICTs, articulated in terms of skills in accessing, processing, and applying information, and using educational software in solving mathematical problems and conducting experiments. Content is delivered using a variety of media and resources. The teaching-learning process considers the learner an active partner rather than an object of pedagogy. The learner takes on the role of the constructor of meaning, while the teacher serves as facilitator, enabler and manager of learning.

17. Antonio Tinio , national coordinator of the Alliance of Concerned Teachers (ACT), said the new curriculum will have a strategically adverse impact on the promotion of a scientific and nationalist education program which are critical components in the holistic development and progress of a nation. He said the BEC is a scheme crafted to produce lowly paid labor force that will support the niche marketing schemes of the government and corporations in the era of globalization. He added that the DepEd rushed the implementation of the program to catch up with the full implementation of World Trade Organization agreements in 2004. According to ACT, BEC will be producing cheap skilled laborers for the world market instead of Filipinos with a strong sense of history, culture, arts and life skills.

18. In spite of the negative impressions, the restructured curriculum allows teachers to address important issues promoting social awareness to the students. It develops wider views of each subject matter while reducing redundancy of content. It also helps to keep pace with the changes in the global context of our educational system and to attain functional literacy. It aims to provide more attention on the means of learning and at the same time promote values development to all the students. It features greater importance on helping every learner particularly in Grades 1-3 to become successful reader. Mathematics on the other hand is the focus in the secondary level. It emphasizes interactive teaching approaches and values formation in all subject areas.

19. Philippine Educational Constitution What is the educational legislation? “School legislation” is the term used to designate all the legal provisions that relate to the school system as a whole. Specifically these include regulations on school system organisation (structure and division), on school supervision and administration. REPUBLIC ACT NO. 9155 - AN ACT INSTITUTING A FRAME WORK OF GOVERNANCE FOR BASIC EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES.

20. EDUCATIONAL LEGISLATIONEDUCATIONAL LAWS IN THE PHILIPPINESI. The Philippine traditional value of stressing the importance of education has been codified and incorporated into the constitutions and laws of the country. The first Philippine constitution, or the 1899 Constitution (also called the Malolos Constitution), expressly provided in Article 23 of Title IV that "public education shall be free and obligatory in all schools of the nation." Section 5 Article XIV of the 1935 Constitution, which was enacted for the Commonwealth government, stated that the "Government . . . shall provide at least freeprimary instruction, and citizenship training to adult citizens." The provision for free publicelementary education was retained under the 1943 Constitution adopted by the Provisionalgovernment during World War II. This was carried over to the 1973 Constitution that tookeffect during the regime of the dictator Ferdinand Marcos. The 1987 Constitution took effectduring the presidential term of Corazon Aquino. Several significant provisions on education were embodied in this constitution. Public elementary education was declared to be free and compulsory. Public high school and secondary education were also to be provided for free. Moreover, it was categorically stated in Section 5(5) of Article XIV that the "State shall assign the highest budgetary priority to education and ensure that teaching will attract and retain its rightful share of the best available talents through adequate remuneration and other means of job satisfaction and fulfillment. "II. Highlights