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The Educational System in Public and Private Schools

Introduction

The Philippines' education system has been heavily affected by the country's

colonial past. Throughout history, there have been periods of Spanish, American, and

Japanese authority and occupation. The most significant and long-lasting contributions

were made during America's occupation of the nation, which started in 1898. During this

time, English was adopted as the major language of teaching, and a system of public

education was formed, modeled after the school system in the United States and

overseen by the newly founded Department of Instruction.

The United States made an indelible mark on the Philippine educational system.

Several colleges and universities were established with the intention of training the

country's instructors. The Institution of the Philippines was founded in 1908, making it

the country's first comprehensive public university (Caldwell, 2011).

The Philippines, like the United States, has a comprehensive and inclusive

educational system, including higher education. The United States continues to have an

impact on the education system in the Philippines today, since many of the country's

instructors and professors have acquired graduate degrees from US colleges.

Although the Philippine education system has long served as an example for

other Southeast Asian countries, it has recently degraded. This is especially evident in

the country's most distant and impoverished regions. While Manila, the Philippines'

capital and largest city, has a nearly 100 percent primary school completion rate, other
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portions of the nation, such as Mindanao and Eastern Visayas, have a primary school

completion rate of 30 percent or less. Not surprisingly, pupils from the Philippines'

metropolitan areas outperform those from the country's more rural parts in topics like

mathematics and science (Conceincao, 2015).

The Discussion of the Assigned Topic

In the Philippines, education is provided through both official and informal

channels. Formal education normally lasts 17 years and is organized in a 1+6+4+2+4

system: one year in kindergarten, six years of primary school, four years of junior high

school, two years in senior high school, and four years of higher education leading to a

bachelor's degree (DECS Service Manual 2018).

The academic school year in the Philippines begins in June and ends in March,

for a total of 40 weeks. Every higher education school follows a semester structure, with

a fall semester, a winter semester, and an optional summer term. Schooling is

obligatory for 6 years, commencing at the age of 5 and ending at the age of 12. A child's

elementary school education lasts seven years including kindergarten (Fullan 2017).

Primary school education in the Philippines which includes kindergarten lasts

seven years and is mandatory for all pupils. Filipino children traditionally begin school at

the age of 5 or 6 in the country's public schools; however, private schools often begin a

year earlier. Students are promoted from one grade level to the next at the end of each

school year, if they satisfy the achievement requirements set for that grade. Throughout

the school year, students are graded in each subject four times. Promotion is often
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based on a point system that accumulates over time. Students must achieve at least 75

points out of 100, or 75%, to pass a grade (Gaziel, 2014).

Although secondary school is not required in the Philippines, it is commonly

used, particularly in the country's more metropolitan regions. Private schools enroll a

substantially greater number of pupils at this level than at the elementary level.

According to Department of Education data, around 45 percent of the country's high

schools are private, enrolling approximately 21 percent of all secondary school pupils

(Graves, 2018).

There are two types of secondary schools: regular secondary schools, which

enroll nearly 90% of all high school students, and vocational secondary schools. There

are also some "Science Secondary Schools" that accept kids who have exhibited a

special talent in math, science, or technology at the primary school level. Vocational

high schools in the Philippines differ from General Secondary Schools in that they

concentrate a greater emphasis on vocational training, trades, and practical arts

(Hornedo, 2017).

Secondary school pupils, like elementary school students, are evaluated four

times a year. Students who do not receive a 75 percent in any subject must repeat that

course, however, in most situations they are allowed to advance to the following grade.

After completing all four years of secondary school and receiving a 75 percent or above

in all courses, a student is awarded a secondary school graduation certificate.

There were around 1,621 higher education institutions in the Philippines, with

roughly 1,445 (almost 90%) being in the private sector. Each year, around 2,500,000
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students enroll in higher education, with private schools accounting for 66% of the total.

There are 112 chartered state universities and colleges, with a total of 271 satellite

campuses, among the public institutions of higher learning. There are about 50 local

universities and a few government colleges that specialize in technical, vocational, and

teacher training. Five specific institutes additionally provide military science and national

defense training and education (Lunenberg, 2019).

Prior to 1994, the Bureau of Higher Education, a branch of the previous

Department of Education, Culture, and Sports, was in charge of all higher education

institutions. However, following the adoption of the Higher Education Act of 1994, an

independent government organization known as the Commission on Higher Education

(CHED) now provides overall oversight and control over all public and private colleges

and universities in the country. CHED governs the establishment and/or closure of

private higher education institutions, as well as their program offers, curriculum

development, facility requirements, and tuition prices. When private universities and

colleges attain a specific degree of accreditation, they are given autonomy or

deregulated status in acknowledgment of their devoted service via exceptional

education and research.

The Higher Education Act had an effect on postsecondary vocational education

as well. In 1995, legislation was passed that directed the transfer of supervision of all

non-degree technical and vocational education programs from the Bureau of Vocational

Education, which was also under the control of the Department of Education, to a new

and independent agency known as the Technical Education and Skills Development
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Authority (TESDA). Since the formation of TESDA, there has been a greater emphasis

on and support for non-degree vocational education programs (Beck, 1998).

Reflection / Insight on the Assigned Topic

What exactly is a good education? When can we declare that we have received a

high-quality education? Why do we strive for greater and higher educational quality? Is

there a school, or at least one, in the Philippines that provides this level of education?

These are just a few of my thoughts on the true meaning of a good and quality

education, as well as the recent difficulties and changes in the Philippine educational

system. In our country, new educational systems and norms are being implemented.

First, there was the adoption of the K to 12 programs, which would extend the

basic education schedule to 12 years rather than the typical 10 years. DepEd's goal for

this newly implemented approach is to provide students ample time to perfect their

abilities, improve their learnings, and prepare them for postsecondary education or even

job. Perhaps the administration believed that in order to stay up with other nations, we

should examine adjustments to boost education in the Philippines. And, following the

adoption of the K-12 program, there were both unfavorable and good responses. There

is, of course, worry about the added financial burden on parents and students who are

already struggling to complete their education.

Education is the solution to these people's problems. Their family's future

depends on their children finishing their education, and they can't wait to let them

contribute to the family's costs. Furthermore, additional years may result in more
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dropouts. However, for some, the K-12 program is a genuine solution to one of our

country's educational difficulties. It may aid students in self-evaluation and selecting the

appropriate course or field in the future. This method would discourage graduates from

working in fields outside than their specialty and graduates from remaining unemployed

for years. This curriculum would help each student's enthusiasm, abilities, and concept

to grow.

Another suggestion to modify the academic calendar of schools in the Philippines

was recently made. Instead of June to March, the school year would extend from

August to May or September to June under this idea. The purpose of this new

modification is to embrace the academic calendar used by the majority of countries.

This is done to attract more international students to study in the Philippines and to

assist Filipino students and instructors in pursuing opportunities overseas. Another

motivation is to improve coordination between the Philippines and ASEAN, as well as

with other colleges throughout the world. Summer trainings, events, and activities are

held in other nations in June and July, making it difficult for students to enroll. However,

with the suggested academic schedule, more students would be able to enroll in such

trainings and strengthen their talents. There would also be fewer class suspensions

because there would be no school during the wet season. These are some of the key

benefits of adjusting the academic calendar.

Looking at the abrupt changes and shifts in Philippine education, we can see that

the government is taking chances and taking initiatives to provide high-quality education

to Filipino kids. But are we truly prepared for these changes? Is this suggested new
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educational system the solution to the fundamental challenges in Philippine education?

What are the country's true educational problems? The major issue that is clearly

obvious to us is scarcity. Most schools have textbooks, seats, classrooms, professors,

and even school buildings in low supply. Everything is in limited supply, both in the

countryside and in the cities. These underlying issues, particularly in public schools,

remained unaddressed and may have deteriorated as a result of the abrupt installations

of these new systems. But why can't we start with these issues? Why can't we first

resolve our minor and personal difficulties before attempting to harmonize with other

countries? Looking at all of the developments in Philippine education, we can see that

our system is being modeled after the education systems of other nations. Perhaps this

is due to the Philippines being the only country in Asia with a 10-year basic education

timetable and the only ASEAN member to begin the school year in June.

With the fact that the K-12 program would help a lot of pupils, especially in terms

of future preparedness, but our country may struggle to adjust to these new curricula.

The severe shortage of facilities and resources is a major concern, because adding two

years to our basic education would need an increase in the demand for textbooks,

classrooms, seats, and so on. As a result, it may contribute to the collapse of the new

educational system. Concerning the change in our academic calendar, it would provide

a lot of opportunities for our Filipino students to enrol abroad and develop themselves,

as well as attract foreign students or even teachers to study or teach here, but there is

the issue of having regular classes during our country's hottest months (April and May).

Students would have a difficult time staying in school during these months, which might
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lead to an increase in absences. Similarly, unlike private schools, public schools lack an

air-conditioning system, which may contribute to an increase in health concerns during

this season.

What exactly is a high-quality education? Would we be able to do this if we

modeled our education system after those of other countries? A good quality education

would also simply mean having all of the necessary conditions for a decent learning and

growing environment for students and instructors. Years of study, practice, and service

would be required to reach the high level of education that we want. There is nothing

wrong with adopting or modeling after other countries. This would also bring us new

ideas, possibilities, and progress. But what we truly need right now is to solve the

tremendous shortages that we're facing. We should first provide what Filipino kids,

instructors, and communities require in order to create a conducive environment for

appropriate growth and learning. Let us not be worried first and foremost with foreigners

who may be invited to our nation or with synchronization with other countries. We must

first consider the requirements of Filipinos and what the Philippine school system truly

requires. As a result, the country will be completely equipped to adjust to these changes

and this new system.

Proposed School Improvement Plan

Policymakers may start avoiding this problem by creating master plans that

refuse to allow even minor congestion. This process must be ongoing, and maintenance

will be required when new housing developments force changes in school capacity.

Legislators with dedicated task forces can remain on top of such changes. The school-
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to-prison pipeline problem is complicated, and contributing factors include suspensions

that disproportionately affect young African American men, in-school arrests, and zero-

tolerance rules with harsh sanctions implemented in the aftermath of the 1999

Columbine High School tragedy. Now that these tendencies have been widely identified

and addressed, policymakers may take active measures to avoid fueling the pipeline by

emphasizing restorative justice and keeping young people out of the judicial system

wherever feasible. If a school's performance is only measured by total student

accomplishment, pupils who fall below the average are more likely to be expelled.

Curriculum development and classroom priorities should instead be centered on each

student's unique achievement. A more sympathetic and understanding school climate

may lessen the need for security guards, police officers, and zero-tolerance policies, all

of which contribute to a hostile and regulated setting.

References

Beck, L.G., Murphy, J., 1998. Site-based management and school success; untangling
the variables. School Effectiveness and School Improvement 9 (4), 358–385.

Caldwell, B.J., 2011. School-based decision-making and management: International

developments. In: Chapman, J. (Ed.), School-based Decision Making and
Management. Falmer, London, UK, pp. 3–26.

Conceicao, P., Heitor, M.V., 2015. On the role of the university in the knowledge based
economy. Science and Public Policy 26 (1), 37–51.

DECS Service Manual, 2018. Department of Education Culture and Sports.

Fullan, M., Watson, N., 2017. School Effectiveness and School Improvement 11 (4),
453–473. Gamage, D.T., 1996. School-based Management: Theory, Research
and Practice. Karunaratne and Sons, Colombo.
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Gaziel, H., 2014. School-based management as a factor in school effectiveness.

International Review of Education 44 (4), 319–333.

Graves, W.H., 2018. Virtual operations, challenges for traditional higher education.
EDUCAUSE Review (March/April) 46–56.

Hornedo, F.H., 2017. Christian Education: Becoming Personfor-Others. Santo Tomas

University Press, Manila.

Lunenberg, F.C., Ornstein, A.C., 2019. Educational Administration: Concepts and

Practices, third ed. Wadsworth, USA. Magna Carta for Public School Teachers,
available at /http:// lawphil.net/statutes/repacts/ra1966/ra_4670_1966.htmlS.
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Process of the Establishment of the School based on Educ Act of 1982

Introduction

Education is highly vital in everyone, but not everyone has the opportunity to

graduate and receive their certificates. Knowledge is gained by the Filipino through

education. Although they usually agree that education may be received both within and

outside of school, they feel that schools are the major providers of information. Thus,

when it comes to education, the government is always there to create a legislation to

make it beneficial for everyone (Guevara, 2022).

Batas Pambansa Blg. 232, often known as the Education Act of 1982, contains

the most recent and explicit provisions on the rights, obligations, and responsibilities of

parents in respect to education. The requirements of the law under Rules 11 and 111

will help to promote discipline in educational communities even more. The Act includes

provisions to give teachers more authority to discipline students and ensure good

behavior, such as the ability to search students for items prohibited by school rules, the

ability to issue same-day detentions, and pre-charge anonymity when faced with an

allegation of a criminal offense made by a student (Hargreaves, 2018).

The Discussion of the Assigned Topic

By constitutional mandate, the constitution provides the legal foundation for

education in the Philippines. All educational institutions are overseen and regulated by

the state. The DECS, CHED, and TESDA are in charge of school administration. Other

significant legislation include the Education Decree of 1972, often known as P.D. 6A, as
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well as the Education Act of 1982. Prior to the passage of the Philippine Constitution Act

No.74, sometimes known as the Magna Carta of the Philippines, education was the

legal underpinning of education. The Philippine Education System is presently guided

by the 1987 Constitution. Another significant document is the Magna Carta for Public

School Teachers, which was just filed in Congress (King, 2022).

To achieve these goals, and in accordance with the Constitution, all educational

institutions must strive to instill patriotism, educate civic responsibilities, and foster

moral character, personal discipline, and scientific, technical, and vocational efficiency.

Batas Pambansa Blg. 232 (THE EDUCATION ACT OF 1982) was an act that

established and maintained an integrated educational system. Section 2 states that this

legislation applies to and governs both formal and non-formal systems in public and

private schools at all levels of the educational system. The State must encourage every

individual's right to relevant quality education, regardless of gender, age, creed,

socioeconomic situation, physical and mental conditions, racial or ethnic origin, political

or other affiliation (Levin, 2015).

Reflection / Insight on the Assigned Topic

The government may have understood that required efforts must be done to

strengthen the country's education system, prompting them to make and contemplate

various adjustments in order to keep up with other countries. Dr. Isagani Cruz, Chair of

the CHED Panel on General Education, recently released information about curriculum

development for Years 11 and 12 under the K+12 reform, which we propose calling
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"Career Academy." Essentially, the news is that CHED will be in charge of the Pre-

College stream, while TESDA will be in charge of the Pre-Work courses.

The leaders of DepEd, CHED, and TESDA have decided that the academic

element of the curriculum for Grades 11 and 12 would be designed by CHED, while the

technical portion will be designed by TESDA. DepEd will concentrate on decongesting

and upgrading the curriculum from kindergarten to grade ten. Because TESDA provides

a method for certifying competencies at needed levels for employment, it is only natural

for them to be involved in the development of technical courses for Career Academy.

Our educational system has been chastised by many segments of society for

flaws that have supposedly resulted in loss of quality as a result of agency collaboration.

The quality of education that pupils get can be influenced by their environment. Quality

education does not occur beneath a tree, but rather in a favorable atmosphere with

fundamental educational components such as a classroom, textbooks, desks, and

chairs.

DepEd, CHED, and TESDA work together to develop a quality education and

productive individuals in order to set standards, and we have the potential to compete

with other international nations. It's a good thing that the chiefs of DepEd, CHED, and

TESDA are cooperating on K-12 implementation. The government strengthens the

cornerstone of our educational system by assisting these agencies in providing dual,

adequate, and suitable education to everybody.

Proposed School Improvement Plan

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Though local units are given the authority and autonomy to make decisions about

resource generation, spending authority, hiring, and curriculum development, among

other things, key players in education, both at the national and local school levels,

should be involved in charting the direction of education through open channels of

communication. While decentralization necessitates the adoption of administrative

responsibilities, local authorities should be provided with a well-planned, needs-based,

and competency-based capacity development program designed to sharpen their

managing skills and knowledge. The decentralization process respects the inherent

potential of the local unit to decide and be empowered without prejudice. Delegating

responsibility, along with power, authority, and accountability, should be done in an

environment of mutual trust and confidence. No institution can become a self-managing,

self-governing, and self-sustaining entity unless it receives the necessary aid and

support from diverse societal sectors. Significant collaboration between the corporate

and governmental sectors promotes the interchange of resources and skills, both

conceptually and technically.

References

Guevara, M.M., n.d. The Philippine experience in decentralization: looking back and
moving forward. Retrieved on March 4, 2022, from
/http://icds.co.jp/sympo/pdf/Fiscal_decentra_ Guevara.pdfS.
Hargreaves, A., Fullan, M., 2018. What’s Worth Fighting For Out There? Teachers
College Press, New York.
King, E.M., Guerra S.C., n.d. Education Reforms in East Asia: Policy, Process, and
Impact. Retrieved on March 5, 2022, from
/http://siteresourcesworldbank.org/INTEAPDECEN/ Resources/chapter-9.pdfS.
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Levin, H., 2015. Accelerated Schools for at Risk Students. New Brunswick: Center
Research in Education, Rutgers University.
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Supervision and Regulation of Public and Private Schools

Introduction

The COVID-19 epidemic, which began in December 2019, had a significant

impact on the operation of private basic education institutions in the country and

throughout the world. It escalated into a global health disaster that touched everyone,

regardless of age, gender, or socioeconomic standing. As all companies shut down, the

world came to a halt and the economy crumbled. To stop the spread of the virus, most

nations shuttered schools, colleges, and institutions. The crisis was a problem not just

for the health and education sectors, but also for the economy as a whole. When the

Philippine government ordered the closure of all educational institutions, the disruption

was abrupt because classes were still in session. During the height of the epidemic,

educational institutions proposed remote learning as an alternative approach. The

immediate action and approach are intended to reduce the shutdown while continuing to

provide high-quality education.

The abrupt transition to online schooling sparked a heated discussion in the

Philippines, highlighting the pupils' deplorable living conditions. According to

Magsambol (2020), there is a clear divide between those who can and cannot afford the

means to use the new education platform. With the DepEd's tagline of "no kid left

behind," the overall situation of students in the public school system communicates a

message of inequity. However, learning cannot be cancelled in order to drive the

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economy. This resulted in stronger procedures for educational institutions to maintain

operations despite the imminent peril.

One of the fundamental issues identified by Kasrekar (2020) is the continuation

of lessons notwithstanding the closure order. Because face-to-face classes are more

likely to spread disease, the most practical answer is online teaching and learning. This

platform challenges both professors and students since it introduces something new to

them. This necessitates a "adapt rapidly" reaction to the new normal in teaching and

learning in the middle of the epidemic (Tanhueco and Tumapon, 2020). The change to

online learning came too quickly, but academic institutions must design and develop

new types of teaching methodology. The question of how well-prepared the schools are

in terms of technical infrastructure remains unresolved.

The Discussion of the Assigned Topic

The current educational scenario in the Philippines appears to be bleak.

According to the most recent statistics released by the Department of Education in July

2020, initial enrollment is just slightly over than half of the 27.7 million students enrolled

in 2019. The drop in enrollment is mostly due to budgetary constraints and a lack of

internet connection. While the public school system struggles to find resources for

remote learning, private educational institutions face greater closure concerns.

According to DepEd data, only 866,935 students are enrolled in private schools, a

decrease from 4 million in 2019. Due to the economic slump, approximately 200,000

pupils have switched from private to public institutions.

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The government does not subsidize private basic education institutes in the

Philippines. They follow the same curriculum as public schools and operate in

compliance with DepEd's policies and regulations. Although public education is

essentially free, parents with financial means choose to send their children to private

schools, which have lower class sizes and superior facilities and resources. In terms of

quality services, the role of private basic education institutions in the Philippines is

critical in teaching the minds of young Filipinos (Acidre, 2019). The Bureau of Private

Schools (BPS) was established by House Bill 4813 to regulate the conduct of

educational programs in all private basic education institutions in compliance with

DepEd standards. To strengthen the curriculum offerings of private schools, the bureau

conducts research and develops prototype curricular designs and guidelines. All

programs and operations of private educational institutions are still overseen by DepEd

(Carcamo 2014).

Reflection / Insight on the Assigned Topic

Most nations throughout the world are concerned with how to begin the new

school year within the 'new normal' of teaching and learning without robbing pupils of

their entitlement to a high-quality education. DepEd has directed all public and private

academic institutions in the Philippines to develop a learning continuity plan (LCP) for

the 2020-2021 school year. LCP is a set of education interventions developed in

response to the issues in basic education posed by the Covid-19 epidemic. This

strategy plan is intended to carry out the conduct of courses in the event of a pandemic.

It is the government's commitment to safeguarding the health and safety of students,

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teachers, and school workers in accordance with the Department of Health's (DOH) and

World Health Organization's health protocols (DepEd Order Nos. 12 and 13, 2020).

Aside from the LCP, all private basic education institutions must develop a school plan

to ensure compliance with the minimal health requirements outlined in DOH

recommendations on risk-based public health standards for COVID-19 mitigation (DOH

AO No.0015, 2020). All of these requirements must be submitted to the DepEd office

before the start of the 2020-2021 school year (DepEd Order No. 14, 2020).

Proposed School Improvement Plan

In accordance with DepEd Orders Nos. 12 and 13 s. 2020, the Learning

Continuity Plan (LCP) is divided into two sections: the reasoning and the

operationalization of home-based learning via modular, online, or a mix of modular and

online (blended approach). The justification is a simple portion of the LCP since it

merely provides the characteristics of the school, such as its government recognition or

permission number, accreditation, and categorization as a small, medium, or large

school. It also provides the school's location, a breakdown of the number of students for

the last two school years, the number of administrators, teaching and non-teaching

personnel, classrooms, and other amenities. The reason includes the quantity of

presently enrolled pupils. In actuality, this section reveals a significant decline in the

number of current enrolments in the majority of private basic education institutions as

compared to the previous two years' statistics. This is due to the fact that the majority of

the children transferred to a public school.

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The transfer of kids to public schools was plainly mentioned by DepEd Secretary

in an interview held by Rappler on 08 July 2020 that it is due to the economic crisis.

During the epidemic, parents who used to send their children to private schools have

lost their employment. She also stated that around 200,000 kids have switched from

private to public institutions. The LCP's operationalization section is a comprehensive

plan in response to the new normal in education. This section necessitates strategic

preparation and interaction with stakeholders in order to produce complete information

in accordance with DepEd rules. The operationalization section has ten primary

contents: school preparedness, platform and support, content, assessments, instructors'

preparation, learners' capability, parents' responsibility, communication plan,

continuation, and monitoring and evaluation. All of this takes careful planning,

brainstorming, meetings, surveys, and coordination.

References

Tanhueco, K.L., Tumapon, P., 2020. Key elements of a successful school-based

management strategy. School Effectiveness and School Improvement 14 (2),
351–372.
Magsambol Jr., A.B., 2020. Decentralization, devolution and development in the
Philippines. Urban Management Programme-Asia Occasional Paper No. 44.
UMP Regional Office for Asia and the Pacific.
Kasrekar, B.J., Spinks, J., 2020. Leading the Self-Managing School. The Falmer Press,
London. Candoli, I.C., 1995. Site-based Management in Education: How to Make
it Work in Your School. Technomic Publishing Co., Lancaster.
Acidre, R., 2019. Restructuring Schools. Public Schools Publications, Washington, DC.
Cheng, Y.C., Chan, M.T., 2019. Implementation of school-based management: a
multi-perspective analysis of the case of Hong Kong. International Review of
Education 46 (3/4), 205–232.
 MOUNT CARMEL SCHOOL 0F INFANTA
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Tel. Nos. 785-9690; Tel. Nos. 784-4823
Email Add. mcsinfanta@yahoo.com
“Creating Possibilities, Inspiring Innovations”

Carcamo, N.C., 2014. School-based management, leaders and leadership: change,

challenges for principals. ISEA 30 (1), 2–12.