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PROBLEMS AND ISSUES
IN EDUCATION(PHILIPPINE CONTEXT)
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Important issues to be resolved:
o
f E d u c a t i o
n
T
h e Q u a l i t y
o f E d u
c a t i o n
A f f o r d a b
i l i t y
G o v e r n
m e n
t
B
u d g e t f o r E
d u c a t i o n
E d u c a t i o n
M i s m a t c h
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Quality of Educatio•Decline in the quality of Philippineeducation at the elementary and secondarylevels.
Reality Check: Results of NA amon! elementary and
hi!h school students and NCA" #ere #aybelo# the tar!et mean score.
$%%& 'i!h (chool Readiness est: %.)&*scored +,* or better or -%%% students
out of /.$ million e0aminees passed.
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Quality of Educatio (co!t)Reality Check: (elf1Assessment est for "n!lish: /2*
scored +,* or better or /%%%% out of
,/%%% teachers. Decline in 3uality of "ducation in the
Philippines rends in International 4athematics and
(cience (tudy 5I44(6 as of year $%%7. 4ath: Philippines ranked no. &7 out of
&) countries (cience: Philippines ranked no. &$ No. / (in!apore
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•8i! disparity in educational achievementsacross social !roups.
Reality Check: (ocioeconomically disadvanta!ed
students have hi!her drop out rates in
elementary level. 4ost of the freshmen students at the
tertiary level come from relatively #ell1o9families.
A"o#da$ility of Educatio
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Bud%&t fo# Educatio
• he Philippine Constitution has mandatedthe !overnment to allocate the hi!hest
proportion of its bud!et to education.
Reality Check: Philippines still has one of the lo#est
bud!et allocations to education amon!the A("AN countries.
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Mi'atc*
• here is a lar!e proportion of;mismatch; bet#een trainin! and
actual
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P#o$l&' ad I''u&' i t& Pili++i&Educatioal Sy't&
Hi'to#io%#a+y
Itatioa
li,atio
-ly.$y.i%t
Cultu#alI'&'iti
/&
A$ado&t
Su$'tada#d
T&0t$oo1 '
Cot#actuali
,atio
S+&ciali,a tio
Co+y.Pa'ti%Cultu#&
No'u'taia$ility
Pu#/&yo#of yt
Ma#%iali,atio
Moolitic
Bo#i%T&ac'
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Colonial historio!raphy
2i/i% &a/i +#&iu to t&i'to#y of t& coloi,' i t&Pili++i&'3 ad ot to t&i'to#y of -ili+io'4
T&aci% of Hi'to#y 'u$5&ct' f#ot& &l&&ta#y to ttia#y l&/&l' ad6ill o't li1&ly ++&tuat& i t&&0t %&atio' to co&4
T& i'to#y of t& -ili+io +&o+l&ad t& coloial i'to#y of t&Pili++i&' a#& t6o di"&t to+ic'alto%&t
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7ictii,&d $y t& o/.
6o#1&d ad ud.+aid+olicy of t& 'y't& of t&+a't ad +#&'&tdi'+&'atio'4
"masculation and demorali=ation of teachers
L&ad' to t&&a'culatio add&o#ali,atio of t&i##a1'4
E0+lai' 6y t& t&aci%+#of&''io i' ot att#acti% t&$&'t ad t& $#i%t&'t f#o t&
c#o+ of 'tud&t' ayo#&4
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he proliferation of >y1by1ni!ht educational
institutions is counter1productive.
Produces a pool of half1bakedunprepared and incompetent!raduates.
?ly1by1ni!ht educational institutions
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@omen the common tao andthe indi!enous people are
almost historically e0cluded fromthe Philippine historio!raphy infavor of the men heroes from
u=on and the po#er elite.
Culturally and !enderinsensitive educational
system
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he stateBin an incremental fashionBis abandonin! its role to subsidi=epublic education particularly in thetertiary level.
his comes in the form ofmatriculation laboratory andmiscellaneous fee increases in orderto force state colle!es anduniversities 5(Cs6 to !enerate theiro#n sources of fund.
(tate abandonment of education
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(ub1standard te0tbooks
(ome te0tbooks #hich are alreadycirculation are both poorly #ritten andhapha=ardly edited.
ake the case of the Asya: Noon atNgayon #ith an identied total number ofmore than &%% historical errors.
his is a classic case of prot1centeredness #ithout re!ard to socialaccountability.
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In the name of prot o#ners andadministrators of several private schoolscommonly practice contractuali=ationamon! their faculty members
Contractual employees unlike theirre!ularEtenured counterparts are notentitled to frin!e benets #hich
consequently reduces the over1all cost oftheir business operation.
Fob insecurity demeans the ranks of thefaculty members.
@idespread contractuali=ation
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