NOTES IN TRENDS AND ISSUES

When it comes to influence, the educational system of the Philippines has been affected
immensely by the country's colonial history including the Spanish period, American period,
and Japanese rule and occupation. Although having been significantly influenced by all its
colonizers with regard to the educational system, the most influential and deep-rooted
contributions arose during the American occupation (1898); it was during this
aforementioned period that 1. English was introduced as the primary language of instruction
and 2. A public education system was first established - a system specifically patterned after
the United States school system and further administered by the newly established
Department of Instruction. Similar to the United States of America, the Philippines has had
an extensive and extremely inclusive system of education including features such as higher
education.

However, although the Philippine educational system has extensively been a model for other
Southeast Asian countries, in recent years such a matter has no longer stood true, and such
a system has been deteriorated - such a fact is especially evident and true in the country's
more secluded poverty-stricken regions.
Nationwide the Philippines faces several issues when it comes to the educational system.

What is the main legal basis on the access of education in the Philippines?

EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND

SPORTS

EDUCATION

Section 1. The State shall protect and promote the right of all citizens to
quality education at all levels, and shall take appropriate steps to make
such education accessible to all.

Section 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated

system of education relevant to the needs of the people and society;

(2) Establish and maintain a system of free public education in the

elementary and high school levels. Without limiting the natural right of
parents to rear their children, elementary education is compulsory for all
children of school age;

(3) Establish and maintain a system of scholarship grants, student loan

programs, subsidies, and other incentives which shall be available to
deserving students in both public and private schools, especially to the
underprivileged;

(4) Encourage non-formal, informal, and indigenous learning systems, as

well as self-learning, independent, and out-of-school study programs
particularly those that respond to community needs; and

(5) Provide adult citizens, the disabled, and out-of-school youth with
training in civics, vocational efficiency, and other skills.

Section 3. (1) All educational institutions shall include the study of the
Constitution as part of the curricula.

(2) They shall inculcate patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral character
and personal discipline, encourage critical and creative thinking, broaden
scientific and technological knowledge, and promote vocational efficiency.

(3) At the option expressed in writing by the parents or guardians, religion

shall be allowed to be taught to their children or wards in public elementary
and high schools within the regular class hours by instructors designated or
approved by the religious authorities of the religion to which the children or
wards belong, without additional cost to the Government.

Section 4.(1) The State recognizes the complementary roles of public and
private institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institutions.

(2) Educational institutions, other than those established by religious

groups and mission boards, shall be owned solely by citizens of the
Philippines or corporations or associations at least sixty per centum of the
capital of which is owned by such citizens. The Congress may, however,
require increased Filipino equity participation in all educational institutions.
The control and administration of educational institutions shall be vested in
citizens of the Philippines.

No educational institution shall be established exclusively for aliens and no

group of aliens shall comprise more than one-third of the enrollment in any
school. The provisions of this subsection shall not apply to schools
established for foreign diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign temporary residents.

(3) All revenues and assets of non-stock, non-profit educational institutions

used actually, directly, and exclusively for educational purposes shall be
exempt from taxes and duties. Upon the dissolution or cessation of the
corporate existence of such institutions, their assets shall be disposed of in
the manner provided by law.

Proprietary educational institutions, including those cooperatively owned,

may likewise be entitled to such exemptions, subject to the limitations
provided by law, including restrictions on dividends and provisions for
reinvestment.

(4) Subject to conditions prescribed by law, all grants, endowments,

donations, or contributions used actually, directly, and exclusively for
educational purposes shall be exempt from tax.

Section 5. (1) the State shall take into account regional and sectoral needs
and conditions and shall encourage local planning in the development of
educational policies and programs.

(2) Academic freedom shall be enjoyed in all institutions of higher learning.

(3) Every citizen has a right to select a profession or course of study,

subject to fair, reasonable, and equitable admission and academic
requirements.

(4) The State shall enhance the right of teachers to professional

advancement. Non-teaching academic and non-academic personnel shall
enjoy the protection of the State.

(5) 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.

The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed, socio-economic status, physical and mental
conditions, racial or ethnic origin, political or other affiliation. The State shall
therefore promote and maintain equality of access to education as well as the
enjoyment of the benefits of education by all its citizens.

Section 9. Right of Students in School - In addition to other rights, and subject to the
limitation prescribed by law and regulations, and student and pupils in all schools
shall enjoy the following rights:

1. The right to receive, primarily through competent instruction, relevant

quality education in line with national goals and conducive to their full
development as person with human dignity.

2. The right to freely chose their field of study subject to existing curricula and
to continue their course therein up to graduation, except in cases of academic
deficiency, or violation of disciplinary regulations.

3. The right to school guidance and counseling services for decisions and
selecting the alternatives in fields of work suited to his potentialities.

4. The right of access to his own school records, the confidentiality of which
the school shall maintain and preserve.

5. The right to the issuance of official certificates, diplomas, transcript of

records, grades, transfer credentials and other similar documents within thirty
days from request.

6. The right to publish a student newspaper and similar publications, as well

as the right to invite resource persons during assemblies, symposia and other
activities of similar nature.

7. The right to free expression of opinions and suggestions, and to effective

channels of communication with appropriate academic channels and
administrative bodies of the school or institution.
 8. The right to form, establish, join and participate in organizations and
societies recognized by the school to foster their intellectual, cultural, spiritual
and physical growth and development, or to form, establish, join and maintain
organizations and societies for purposes not contrary to law.

9. The right to be free from involuntary contributions, except those approved

by their own he organizations or societies.

Republic Act No. 6655             May 26, 1988

AN ACT ESTABLISHING AND PROVIDING FOR A FREE PUBLIC SECONDARY

EDUCATION AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:

Section 1. Title. — This Act shall be known as the "Free Public Secondary

Education Act of 1988."

Section 2. Declaration of Policy. — It is the policy of the State to provide for a free
public secondary education to all qualified citizens and to promote quality education
at all levels.

Section 3. Definitions. — For purposes of this Act, the following terms shall mean:

a) Free Public Secondary Education. — Means that the students enrolled in

secondary course offerings in national high schools, general comprehensive
high schools, trade, technical, vocational, fishery and agricultural schools, and
in schools established, administered, maintained and funded by local
government units, including city, provincial municipal and barangay high
schools, and those public high schools which may be established by law, shall
be free from payment of tuition and other schools fees;

b) Tuition Fee. — Refers to the fee representing direct costs of instruction,

training and other related activities and for the students' use of the instruction
and training facilities;

c) Other School Fees. — Refer to those fees which cover the other necessary
costs supportive of instruction, including but not limited to medical and dental,
athletic, library, laboratory and Citizens Army Training (CAT) fees.

However, fees elated to membership in the school community such as identification

cards, student organizations and publications may be collected, provided that
nonpayment to these fees shall not in any case be a bar to the enrollment or
graduation of any student.

Improving access to
education in PH through
innovation
As a developing nation, the Philippines continues to struggle with providing
basic services to its citizens.

Though the education sector is allotted the largest share of the yearly
national budget, poor literacy rates among some students and a growing
number of out-of-school youth reflect dismal learning outcomes.

Additionally, as the COVID-19 pandemic continues to force schools into

shutdown to minimize community transmissions, access to education is
further reduced for many Filipino children.

In a 2021 report presented by the World Bank, it was found that 90 percent
of Filipino children aged 10 and below do not have the reading skills
expected of their age.

Described as “learning poverty,” the agency voiced its concerns about

delayed literacy and its impact on later educational development.

Furthermore, the study found that only 26.9 percent of households with
children of school age had access to broadband internet connectivity,
which drastically limits the reach of current modules for distance learning.

Though these figures paint a bleak picture, they also show the critical need
for action and innovation in the Philippine educational system.

Apart from community-led efforts to address targeted issues, the public and
private sectors need to work together on the following initiatives to give
Filipino youth better access to education and help them reach their full
potential as the hope for the country’s future.

Building up resources and developing new infrastructure

Before the pandemic struck, the lack of classrooms forced many public
schools to find alternative venues to teach in.

The Department of Education reported that the shortage reached 34,000

classrooms in 2019, and many schools had been forced to adopt a shifting
schedule to accommodate the growing student numbers.

Cramped quarters and limited class hours affected learning conditions, but
the arrival of COVID-19 presented new challenges as well as opportunities.

Without face-to-face classes, schools were forced to develop distance

learning modules and rely on existing community infrastructures to
distribute print-outs of lesson plans and worksheets.

Radio and TV have also been tapped to help facilitate self-learning

programs. As these forms of media are popular, more students can access
educational content through them.

Investing in effective communication strategies for the development of

content for these channels can help maximize student learning.

Many schools now conduct online classes, which allows for more
interaction between the students and teachers.

It also brings Philippine education into the digital age, where students have
more access to learning resources.

However, economic inequalities pose a barrier as smart devices and

internet access are beyond the spending power of many Filipino families.

This is evidenced by the 11 percent drop in enrolment figures when public

schools reopened in 2020. It is important to explore public-private initiatives
to address technology gaps with sustainable and long-term solutions.

Additionally, there is a need for more infrastructure, not just to support

growing consumer demands, but also to provide coverage for remote areas
that are most in need of alternative modes of learning.
Prioritizing policies and projects that support the creation of digital
infrastructure Philippines residents need can help overcome some of the
challenges in distance education as well as provide new solutions to the
limitations of physical classrooms.

Providing teacher support

Providing teacher support

Students are not the only ones struggling, whether in the traditional
classroom setting or with distance learning. Teachers also need access to
resources to be able to teach effectively. This includes everything from
materials for making their lesson plans to paper they can print their
worksheets on. Educators also need laptop computers, video cameras, and
even proper training to be able to conduct online classes.

The sudden shift to digital created a new challenge for teachers, who need
to make more of an effort to keep students focused and engaged. Apart
from technological support, it is important to provide teachers with
opportunities for their own education and self-improvement. This helps to
modernize pedagogical methods and improve the quality of education
available to students.

Encouraging parental involvement

With distance learning creating a gap between students and teachers,

parents are called upon to fill the space. It falls upon them to explain
lessons and to monitor their children’s academic progress, which is no easy
feat given that they are likely also busy with work and providing for the
family.

However, if distance learning is to be successful, parents need to be

involved.

If parents do not appreciate the value of education, they may not be

inclined to support their children’s schooling.

This is particularly challenging among the poorest families who may want to
preserve their limited resources or need all their members to work and earn
wages. Education is important for breaking the cycle of poverty, and it is
important that parents understand that.
The Philippine education system faces many challenges in servicing the
needs of Filipino youth. However, ensuring that every child has access to
learning is also the key to fixing it.

As stakeholders in the country’s future, the public and private sectors need
to work together to overcome these problems and find ways, through
innovation, to make quality education available to all Filipinos.

1. Quality EducationAccess to Education Educational system in the

Philippines 1. EDUCATION
2. 2. EDUCATION • Education (also called learning, teaching or schooling) in
the general sense is any act or experience that has a formative effect on the
mind, character, or physical ability of an individual. • In its technical sense,
education is the process by which society deliberately transmits its
accumulated knowledge, skills, and values from one generation to another.
3. 3. EDUCATIONAL SYSTEM IN THE PHILIPPINES
4. 4. • The education system of the Philippines has been highly influenced by the
country’s colonial history. That history has included periods of Spanish,
American and Japanese rule and occupation. • The most important and
lasting contributions came during America’s occupation of the country, which
began in 1898. It was during that period that English was introduced as the
primary language of instruction and a system of public education was first
established.
5. 5. Structure • Education in the Philippines is offered through formal and non-
formal systems. Formal education typically spans 14 years and is structured
in a 6+4+4 system: 6 years of primary school education, 4 years of secondary
school education, and 4 years of higher education, leading to a bachelor’s
degree. This is one of the shortest terms of formal education in the world.
6. 6. Primary Education • Primary school education in the Philippines spans 6
years in duration and is compulsory for all students. This level of education is
divided into a four-year primary cycle and a two-year intermediate cycle. In
the country’s public schools, Filipino children generally begin school at age 6
or 7; however, private schools typically start a year earlier and operate a
seven-year curriculum rather than a six-year curriculum.
7. 7. • Primary Cycle. Four years—Grades 1-4, age 6-11 • Intermediate Cycle—
Grades 5 and 6, age 11-13 • There are a number of core subjects that are
taught, with varying degrees of difficulty, in all six grades of primary school.
8. 8. Secondary Education • Although secondary education is not compulsory in
the Philippines, it is widely attended, particularly in the more urban areas of
the country. At this level, private schools enroll a much higher percentage of
students than at the elementary level. According to statistics from the
 Department of Education, roughly 45 percent of the country’s high schools are
private, enrolling about 21 percent of all secondary school students
9. 9. Higher Education • Bachelor Degrees • Master Degrees • PhD Degrees •
Non-University Higher Education (Vocational and Technical)
10.10. ACCESS TO EDUCATION
11.11. • Universal access to education is the ability of all people to have equal
opportunity in education, regardless of their social class, gender, ethnicity
background or physical and mental disabilities.
12.12. QUALITY EDUCATION
13.13. • Quality education enables people to develop all of their attributes and
skills to achieve their potential as human beings and members of society.
14.14. •Quality education is a human right and a public good. •Governments and
other public authorities should ensure that a quality education service is
available freely to all citizens from early childhood into adulthood.
15.15. •Quality education provides the foundation for equity in society. •Quality
education is one of the most basic public services. It not only enlightens but
also empowers citizens and enables them to contribute to the maximum
extent possible to the social and economic development of their communities.
16.16. The value of education is not the learning of many acts but the learning of
the mind to think. -Albert Einstein