Topics

The Language Problems

Where media literacy fits in the world of education
Problems of School Support
Textbook and instructional materials
The structure of our school system
R E P O RT E R S
C L A U D I N E P. M E Ń O Z A
N A B A L I TA N D H AV E RY N
T E O L O G O , C H E R RY A N N
M ATA R O N G , M A RY J E A N
B A N G U I R A N , PA M E L A
 THE
LANGUAGE
PROBLEM
• Claudine Meńoza-Vecinal
 INTRODUCTION
• Language disorders or language impairments are disorders that
involve the processing of linguistic information. Problems that may
be experienced can involve grammar (syntax and/or morphology),
semantics (meaning), or other aspects of language. These problems
may be receptive (involving impaired language comprehension),
expressive (involving language production), or a combination of
both. Examples include specific language impairment, better
defined as developmental language disorder, or DLD, and aphasia,
among others. Language disorders can affect both spoken and
written language, and can also affect sign language; typically, all
forms of language will be impaired.
• Current data indicates that 7% of young children display language
disorder, with boys being diagnosed twice as much as girls.

• Preliminary research on potential risk factors have suggested

biological components, such as low birth weight, prematurity,
general birth complications, and male gender, as well as family
history and low parental education can increase the chance of
developing language disorders.

• For children with phonological and expressive language difficulties,

there is evidence supporting speech and language therapy.
However, the same therapy is shown to be much less effective for
receptive language difficulties. These results are consistent with the
poorer prognosis for receptive language impairments that are
generally accompanied with problems in reading comprehension.
 RECEPTIVE LANGUAGE DISORDERS
• Receptive language disorders can be acquired or developmental
(most often the latter). When developmental, difficulties in spoken
language tend to occur before three years of age. Usually such
disorders are accompanied by expressive language disorders.
• However, unique symptoms and signs of a receptive language
disorder include: struggling to understand meanings of words and
sentences, struggling to put words in proper order, and inability to
follow verbal instruction.
 EXPRESSIVE LANGUAGE DISORDERS

• Unlike those with a speech disorder, the problem with expressive language disorders
pertains not only to the voice and articulation, but to the mental formation of
language, itself.

• Expressive language disorders can occur during a child's development or they can be
acquired. This acquisition usually follows a normal neurological development and is
brought about by a number of causes such as head trauma or irradiation

• Features of an expressive language disorder vary, but have certain features in

common such as: limited vocabulary, inability to produce complex grammar, and
more lexical errors.

• If it is a developmental disorder, the child will have difficulty acquiring new words
and grammatical structures. The child will often begin speaking later than his/her
peers and progress at a slower rate linguistically. Due to the very nature of these
disorders, the child may struggle with academics and socializing with peers.
• Apraxia of Speech (AOS) happens when the neural pathway
between the brain and a person’s speech function (speech muscles)
is lost or obscured. The person knows what they want to say – they
can even write what they want to say on paper – however the brain
is unable to send the correct messages so that speech muscles can
articulate what they want to say, even though the speech muscles
themselves work just fine.

• Stuttering, also referred to as stammering, is so common that

everyone knows what it sounds like and can easily recognize it.
Everyone has probably had moments of stuttering at least once in
their life. The National Institute on Deafness and Other
Communication Disorders estimates that three million Americans
stutter, and reports that of the up-to-10-percent of children who do
stutter, three-quarters of them will outgrow it. It should not be
confused with cluttering.
 DYSARTHRIA
• Dysarthria is a symptom of nerve or muscle damage. It manifests itself
as slurred speech, slowed speech, limited tongue, jaw, or lip movement,
abnormal rhythm and pitch when speaking, changes in voice quality,
difficulty articulating, labored speech, and other related symptoms.

• It is caused by muscle damage, or nerve damage to the muscles involved

in the process of speaking such as the diaphragm, lips, tongue, and vocal
chords.

• Because it is a symptom of nerve and/or muscle damage it can be caused

by a wide range of phenomena that affect people of all ages. This can
start during development in the womb or shortly after birth as a result of
conditions like muscular dystrophy and cerebral palsy. In adults some of
the most common causes of dysarthria are stroke, tumors, and MS.
 LIPSING
• A lay term, lisping can be recognized by anyone and is very common.

• Speech language pathologists provide an extra level of expertise and can make sure
that a lisp is not being confused with another type of disorder such as apraxia, aphasia,
impaired development of expressive language, or a speech impediment caused by
hearing loss.

• SLPs are also important in distinguishing between the five different types of lisps.
Most laypersons can usually pick out the most common type, the interdental/dentalised
lisp. This is when a speaker makes a “th” sound when trying to make the “s” sound. It
is caused by the tongue reaching past or touching the front teeth.
• Spasmodic Dysphonia (SD) is a chronic long-term disorder that affects the voice. It is
characterized by a spasming of the vocal chords when a person attempts to speak and
results in a voice that can be described as shaky, hoarse, groaning, tight, or jittery. It
can cause the emphasis of speech to vary considerably.
 CLUTTERING
• A fluency disorder, cluttering is characterized by a person’s
speech being too rapid, too jerky, or both. To qualify as
cluttering, the person’s speech must also have excessive
amounts of “well,” “um,” “like,” “hmm,” or “so,” (speech
disfluencies), an excessive exclusion or collapsing of syllables,
or abnormal syllable stresses or rhythms.

• The first symptoms of this disorder appear in childhood. Like

other fluency disorders, SLPs can have a huge impact on
improving or eliminating cluttering. Intervention is most
effective early on in life, however adults can also benefit from
working with an SLP.
MUTENESS – SELECTIVE MUTISM

• Selective mutism is when a person does not speak in some or

most situations, however that person is physically capable of
speaking. It most often occurs in children, and is commonly
exemplified by a child speaking at home but not at school.

• Selective mutism is related to psychology. It appears in

children who are very shy, who have an anxiety disorder, or
who are going through a period of social withdrawal or
isolation. These psychological factors have their own origins
and should be dealt with through counseling or another type of
psychological intervention.
 APHASIA

• Aphasia is a communication disorder caused by damage to the

brain’s language capabilities. Aphasia differs from apraxia of
speech and dysarthria in that it solely pertains to the brain’s
speech and language center.

• As such anyone can suffer from aphasia because brain damage

can be caused by a number of factors. However SLPs are most
likely to encounter aphasia in adults, especially those who have
had a stroke. Other common causes of aphasia are brain tumors,
traumatic brain injuries, and degenerative brain diseases.
 SPEECH DELAY – ALALIA
• A speech delay, known to professionals as alalia, refers to the
phenomenon when a child is not making normal attempts to
verbally communicate. There can be a number of factors causing
this to happen, and that’s why it’s critical for a speech language
pathologist to be involved.

• The are many potential reasons why a child would not be using
age-appropriate communication. These can range anywhere from
the child being a “late bloomer” – the child just takes a bit longer
than average to speak – to the child having brain damage. It is the
role of an SLP to go through a process of elimination, evaluating
each possibility that could cause a speech delay, until an
explanation is found.
 ISSUES RELATED TO AUTISM
• While the autism spectrum itself isn’t a speech disorder, it makes
this list because the two go hand-in-hand more often than not.

• The Centers for Disease Control and Prevention (CDC) reports that
one out of every 68 children in our country have an autism
spectrum disorder. And by definition, all children who have autism
also have social communication problems.

• Speech-language pathologists are often a critical voice on a team

of professionals – also including pediatricians, occupational
therapists, neurologists, developmental specialists, and physical
therapists – who make an autism spectrum diagnosis.
 WHERE MEDIA LITERACY
FITS IN THE WORLD OF
EDUCATION

P R E S E N T E D B Y:

D H AV E RY N C . N A B A L I TA N – M A E D
FILIPINO
 MEDIA LITERACY

Media is the “mirror of society”.

The 21st century is remarkably the century of media.

Media is a great tool to disseminate information.

Media is an agent of peace and compassion.

 WHAT IS MEDIA LITERACY?

Media Literacy is a 21st century approach to education. It

provides a framework to access, analyze, evaluate and create
messages in a variety of forms – from print to video to the
internet. It builds an understanding of the role of media in society
as well as essential skills of inquiry and self-expression necessary
for citizens of a democracy.

Media literacy is the ability to identify different types of media

and understand the messages they’re sending.
5 CORE CONCEPTS OF MEDIA LITERACY

1. All media messages are constructed.

2. Media messages are constructed using creative language
with its own rules.
3. Different people experience the same media message
differently.
4. Media have embedded values and points of view.
5. Most media messages are organized to gain profit and/or
pow
 BENEFITS OF MEDIA LITERACY TO
STUDENTS
• 1. Students learn to think critically
• 2. Become a smart consumer of products and information
• 3. Recognize point of view
• 4. Create media responsibility
• 5. Identify the role of media in our culture
• 6. Understand the author’s goal
 4 WAYS TO HELP TEACHERS ON HOW TO
INTEGRATE MEDIA LITERACY IN A
CLASSROOM

1. Imagine the profile of a media-literate students.

2. Use media literacy to reinforce your existing teaching
objectives
3. Work backward from your most sophisticated media-
infused teaching plans.
4. As pockets of media-literacy practices build in your
school, look to align them vertically.
 EXAMPLES OF PROJECTS USING
MEDIA (HIGH SCHOOL)

1. Curriculum Enhancement
- This project help students convey complex ideas, concepts and
information clearly and accurately through the effective
selection, organization and analysis of content.
2. Digital Skills
- Students learn to produce video using iMovie, accessing found
video and images connected to texts.
 EXAMPLES OF PROJECTS USING
MEDIA (HIGH SCHOOL)
3. Media-Literacy Focus
- Students learn how to translate their writing into video format,
their image choices can change the message. What lifestyles,
values and points of view are presented? How might different
audiences read our messages differently?
 MEDIA LITERACY IN THE TIME OF
COVID-19
• Media literacy is uniquely suited to serve as a unifying, interdisciplinary
framework for this new way of teaching and learning.
• Information is available at the touch of a button and the best teachers can be
available through Zoom.
• There is now global demand for media literacy but not enough trained people to
teach media literacy.
• Instead of a factory-model of education where seat time is the measure of success,
media literacy provides critical thinking, creativity, collaboration and
communication that are all essential in a globally-connected world.
• Students learn to acquire, contextualize and apply content knowledge through a
process of inquiry, learning through meaningful and exploratory ways, rather than
through directives and rote learning.
• Students learn to navigate media as a global symbolic system and they
learn how to operate in the virtual world as well as the real world.
“If we talk about literacy, we have talk about how to enhance
our children’s mastery over the tools needed to live
intelligent, creative and involved lives.”

- Danny Glover
PROBLEM OF SCHOOL
SUPPORT

MS. CHERRY ANN B. TEOLOGO

 1. DETERIORATING QUALITY OF
EDUCATION

It is uncommon to hear college teachers decry

the quality of students that come to them.
They lament the students’ inability to construct
a correct sentence, much less a paragraph.
Private schools have been assailed as profit-
making institutions turning out half-baked
graduates who later become part of the
nation’s educated unemployed. All these are
indications of the poor quality of education.
 2. SHORTAGE OF SCHOOL BUILDINGS,
TEXTBOOKS AND EQUIPMENT

The shortages of classrooms and textbooks are

particularly severe. The nationwide classroom
shortage is estimated to be 40,000 and the DECS
(now DepEd) operates two shifts in many schools.
The textbook problem is even more serious. A
survey done in preparation for a World Bank
education loan found that the pupil-textbook ration
in the public elementary schools is 10:1 and 79% of
the textbooks are more than 5 years old. This
situation has persisted for many years.
 3. OVERWORKED AND
UNDERPAID TEACHING STAFF
Teaching has often been referred to as
the “most notable of all professions.” To
many teachers, however, the noble
image of their profession has been
transformed into an illusion. Over the last
three decades, we have come to think of
the Filipino teachers as overworked and
underpaid professionals.
 4. BUDGET FOR EDUCATION

The second issue that the Philippine

educational system faces is the budget
for education. Although it has been
mandated by the Philippine Constitution
for the government to allocate the
highest proportion of its government to
education, the Philippines remains to
have one of the lowest budget
allocations to education among ASEAN
countries.
 5. AFFORDABILITY OF EDUCATION
The third prevalent issue the Philippine
educational system continuously encounters is
the affordability of education (or lack thereof). A
big disparity in educational achievements is
evident across various social groups.
Socioeconomically disadvantaged students
otherwise known as students who are members
of high and low-income poverty-stricken
families, have immensely higher drop-out rates
in the elementary level. Additionally, most
freshmen students at the tertiary level come
from relatively well-off families.
 Textbook and
Instructional
Materials
• Mary Jean B. Matarong
 TEXTBOOK

• A textbook is a book containing a comprehensive compilation

of content in a branch of study with the intention of explaining
it. Textbook are produced to meet the needs of educators,
usually at educational institutions. 
• Schoolbooks are textbooks and other books used in
schools. Today, many textbooks are published in both print
format and digital formats.
 TYPES OF TEXTBOOKS

• basic texts.
• manuals.
• workbooks.
• reference books.
• exercise books.
 INSTRUCTIONAL MATERIALS

• Instructional materials are the content or information

conveyed within a course. These include the lectures, readings,
textbooks, multimedia components, and other resources in a
course. These materials can be used in both face-to-face and
online classrooms; however, some must be modified or
redesigned to be effective for the online environment. The best
instructional materials are aligned with all other elements in
the course, including the learning objectives, assessments, and
activities.
 WHY IS IT IMPORTANT?
• Instructional materials provide the core information that
students will experience, learn, and apply during a course.
They hold the power to either engage or demotivate students.
This is especially true for online courses, which rely on a
thoughtful and complete collection of instructional materials
that students will access, explore, absorb, and reference as
they proceed in a course.
• Therefore, such materials must be carefully planned, selected,
organized, refined, and used in a course for the maximum
effect. The planning and selection of instructional materials
should take into consideration both the breadth and depth of
content so that student learning is optimized.
 HOW TO PUT INTO PRACTICE?

• Instructors and/or instructional designers should cast a wide

net and aim for a variety of materials to include in their
course. At the same time, they should be deliberate with these
choices so that the course has the appropriate combination of
instructional materials. Below are just a few categories of
instructional content to include in an online course.
 EXAMPLES OF INSTRUCTIONAL
MATERIALS
Common Instructional Examples Resources/Tips
Content Types

Print Materials: Readings, Assignment Create accessible course

Syllabus, Rubrics materials
Lesson/Assignment Files, Discussion Prompt Develop instructions
Rubrics, Handouts using the 
online activity worksheet
.
Digital Media/Recorded Video Lectures from How to  to upload video,
Lectures (Audio or Video): youtube. create a screencast, and
Movies/TV Clips/ Students narration record audio record
YouTube, . using powerpoint

Course Introduction Video Videos in introducing

the course /topic
Presentation Materials: Prezi Example: Panitikang Texbooks, youtubes.
Lecture Notes, PowerPoint, Pilipino( Uri ng panitikan)
Prezi, Adobe Captivate) Adobe Captivate
Examples:Activity: 
Match the skill to the corre
ct level of Bloom’s Taxono
my.
Activity: 
Expert Interviews, Guest Examples:
How do youVideo interviews
define assessm Textbooks, Youtube, live
Speaker Recordings about
ent? Philippine literature interviews or recordings
origins
Case Studies/Scenarios Articulate storyline example: Writing case studies
Examples: The Historical
Background of a certain
novel.
Educational Games Pinoy henyo
4 pics on word
word puzzle
Simulations
Visualizations: Illustrative Graphic organzers Books, youtube, social
Pictures, Graphics, Info graphics media sites
Interactive Data Data and pictures
Third Party Tools and powtoon Social media sites
Software
Role Playing Role playing a certain Books, youtube, social
character in Noli me tangere media sites
Expert Blogs Creating blogs in social Internet,
media sites
 THE STRUCTURE OF
OUR SCHOOL SYSTEM

• Maam. Pamela Banguiran

 STRUCTURE

• What do we mean by structure?

• A structure is an arrangement and organization of interrelated elements

in a material object or system, or the object or system so organized. 
• The arrangement of and relations between the parts or elements of
something complex.
• Similar to: Construction, form, formation, shape, composition, fabric,
plan, design, constitution.
• Construct or arrange according to a plan; give a pattern or
organization to.
• Similar to: Arrange, organize, order, design, shape, construct, build.
•  
WHAT IS STRUCTURE AND FUNCTION

• Structure refers to something's form, makeup or

arrangement. Function refers to something's job, role, task, or
responsibility.
 SYSTEM

• What is System?

• A set of things working together as parts of a mechanism or an

interconnecting network.
• A set of principles or procedures according to which
something is done; an organized framework or method.
• Similar to: method, technique, process, procedure, approach,
practice, plan, program, policy.
• In what curriculum does our school/education system
belong?

• What is the structure of our school/Education system in

the Philippines?
•
K TO 12 BASIC EDUCATION CURRICULUM

K to 12 has 3 levels:
• 
• * Kindergarten : (1 year).
• * Elementary education : Grade 1-6 (6 years). 
• * Secondary education : Junior High School (JHS): Grades
7-10 (4 years)
• * Senior High School (SHS): Grades 11-12 (2 years). 
• There are publicly funded schools and privately funded
schools.
 EDUCATION IN THE PHILIPPINES

 
• 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—a system modeled after the United States school system
and administered by the newly established Department of Instruction.
• The United States left a lasting impression on the Philippine school system. 
Several colleges and universities were founded with the goal of educating
the nation’s teachers.  In 1908, the University of the Philippines was
chartered, representing the first comprehensive public university in the
nation’s history.
• Like the United States, the Philippine nation has an extensive
and highly inclusive system of education, including higher
education.  In the present day, the United States continues to
influence the Philippines education system, as many of the
country’s teachers and professors have earned advanced degrees
from United States universities.
• Although the Philippine system of education has long served as
a model for other Southeast Asian countries, in recent years that
system has deteriorated. This is especially true in the more
remote and poverty-stricken regions of the country.  While
Manila, the capital and largest city in the Philippines, boasts a
primary school completion rate of nearly 100 percent, other
areas of the country, including Mindanao and Eastern Visayas,
have a primary school completion rate of only 30 percent or
less.  Not surprisingly, students who hail from Philippine urban
areas tend to score much higher in subjects such as mathematics
and science than students in the more rural areas of the country.
• Below we will discuss the education system of the Philippines
in great detail, including a description of both the primary and
secondary education levels in the country, as well as the
systems currently in place for vocational and university
education.
 EDUCATION IN THE PHILIPPINES: 
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.
• In the Philippines, the academic school year begins in June and concludes in
March, a period that covers a total of 40 weeks.  All higher education institutions
operate on a semester system—fall semester, winter semester and an optional
summer term.  Schooling is compulsory for 6 years, beginning at age 7 and
culminating at age 12.  These 6 years represent a child’s primary school
education.
• Although English was the sole language of instruction in the Philippines form
1935 to 1987, the new constitution prescribed that both Pilipino (Tagalog) and
English are the official language of instruction and communication.  After
primary school, however, the language of instruction is almost always English,
especially in the country’s urban areas and at most of the nation’s universities.
• Although English was the sole language of instruction in the
Philippines form 1935 to 1987, the new constitution prescribed
that both Pilipino (Tagalog) and English are the official
language of instruction and communication.  After primary
school, however, the language of instruction is almost always
English, especially in the country’s urban areas and at most of
the nation’s universities.
• The education system is administered and overseen by the
Department of Education, a federal department with offices in
each of the country’s 13 regions.  Traditionally, the government
has found it difficult to fully fund the entire education system. 
Because of that, most of the money earmarked for education
goes to the country’s primary schools.  Consequently, public
school enrollment at the primary level is about 90 percent,
while at the secondary lvel enrollment typically hovers
somewhere around 75 percent.
 EDUCATION IN THE PHILIPPINES: 
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.
• At the conclusion of each school year, students are promoted from
one grade level to the next, assuming they meet the achievement
standards set for that particular grade.  Students are rated in every
subject four times during the school year.  A cumulative points
system is typically used as the basis for promotion.  To pass a grade,
students must earn at least 75 points out of 100, or seventy-five
percent.
• During grades one and two in the Philippines, the language of
instruction is generally the local dialect, of which there are over
170 nationally, of the region in which the children reside. 
English and Pilipino are taught as second languages.  From third
grade through sixth grade, or the remainder of primary
education, subjects such as mathematics and science are taught
in English, with the social sciences and humanities courses
taught in Pilipino.
• Once a student successfully completes each of the six grades of
primary school, he or she is awarded a certificate of graduation
from the school they attended.  There is no leaving examination
or entrance examination required for admission into the nation’s
public secondary schools.
• The educational content of the primary school system varies
from one grade and one cycle to the next.  As you’ll recall,
the primary school system is divided into two cycles:

• 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.  These are:

• Language Arts (Pilipino, English and Local Dialect)

• Mathematics
• Health
• Science
• In addition to the core subjects above, students in Grades 1-3
also study civics and culture.  In grades 4-6 students study
music and art; physical education; home economics and
livelihood; and social studies.  Values education and “good
manners and right conduct” are integrated in all learning areas.
• All students in primary school are also introduced
to Makabayan.  According to the Department of Education,
Makabayan is a learning area that serves as a practice
environment for holistic learning; an area in which students
develop a healthy personal and national self-identity.  In a
perfect world, this type of construction would consist of
modes of integrative teaching that will allow students to
process and synthesize a wide variety of skills and values
(cultural, vocational, aesthetic, economic, political and
ethical).
 EDUCATION IN THE PHILIPPINES: 
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.
• At the secondary school level there are two main types of
schools:  the general secondary schools, which enroll
approximately 90 percent of all high school students, and the
vocational secondary school.  Additionally, there are also
several schools that are deemed “Science Secondary
Schools”—which enroll students who have demonstrated a
particular gift in math, science, or technology at the primary
school level.  Vocational high schools in the Philippines differ
from their General Secondary School counterparts in that they
place more focus on vocationally-oriented training, the trades
and practical arts.
• Just as they are in primary school, secondary school students are rated
four times throughout the year.  Students who fail to earn a rating of
75 percent in any given subject must repeat that subject, although in
most cases they are permitted to enter the next grade.  Once a student
has completed all four years of his/her secondary education, earning a
75 percent or better in all subjects, they are presented a secondary
school graduation certificate.
• Admission to public schools is typically automatic for those students
who have successfully completed six years of primary education. 
However, many of the private secondary schools in the country have
competitive entrance requirements, usually based on an entrance
examination score.  Entrance to the Science High Schools is also the
result of competitive examinations.
• Schooling at the secondary level spans four years in duration, grades
7-10, beginning at age 12 or 13 and culminating at age 16 or 17.  The
curriculum that students are exposed to depends on the type of school
they attend
 GENERAL SECONDARY SCHOOLS

• Students in the General Secondary Schools must take and pass a

wide variety of courses.  Here the curriculum consists of
language or communicative arts (English and Pilipino),
mathematics, science, technology, and social sciences (including
anthropology, Philippine history and government, economics,
geography and sociology).  Students must also take youth
develop training (including physical education, health education,
music, and citizen army training), practical arts (including home
economics, agriculture and fisheries, industrial arts and
entrepreneurship), values education and some electives,
including subjects from both academic and vocational pathways.
VOCATIONAL SECONDARY SCHOOLS

• Although students who opt to study at one of the country’s

vocational secondary schools are still required to take and pass
many of the same core academic subjects, they are also exposed
to a greater concentration of technical and vocational subjects. 
These secondary schools tend to offer technical and vocational
instruction in one of five major fields:  agriculture, fishery,
trade/technical, home industry, and non-traditional courses with
a host of specializations.  The types of vocational fields offered
by these vocational schools usually depend on the specific
region in which the school is located.  For example, in coastal
regions, fishery is one of the most popular vocational fields
offered.
• During the initial two years of study at one of the
nation’s vocational secondary schools, students study a
general vocational area (see above).  During the third
and fourth years they must specialize in a particular
discipline within that general vocational area.  For
instance, a student may take two years of general trade-
technical courses, followed by two years specializing
specifically in cabinet making.  All programs at
vocational secondary schools contain a combination of
theory and practice courses.
 EDUCATION IN THE PHILIPPINES: 
HIGHER EDUCATION
• As of this writing, there were approximately 1,621 institutions of
higher education in the Philippines, of which some 1,445 (nearly
90 percent) were in the private sector.  There are approximately
2,500,000 students who participate in higher education each year,
66 percent of whom are enrolled in private institutions.
• The public institutions of higher learning include some 112 charted
state universities and colleges, with a total of 271 satellite
campuses.  There are also 50 local universities, as well as a handful
of government schools whose focus is on technical, vocational and
teacher training.  Five special institutions also provide training and
education in the areas of military science and national defense.
• Before 1994, the overseer of all higher education institutions
was the Bureau of Higher Education, a division of the
former Department of Education, Culture and Sports.  Today,
however, with the passage of the Higher Education Act of
1994, an independent government agency known as the
Commission on Higher Education (CHED) now provides the
general supervision and control over all colleges and
universities in the country, both public and private.  CHED
regulates the founding and/or closures of private higher
education institutions, their program offerings, curricular
development, building specifications and tuition fees.
Private universities and colleges adhere to the regulations
and orders of CHED, although a select few are granted
autonomy or deregulated status in recognition of their
dedicated service through quality education and research
when they reach a certain level of accreditation.
• The Higher Education Act also had an impact on post-
secondary vocational education.  In 1995, legislation was
enacted that provided for the transfer of supervision of all non-
degree technical and vocational education programs from the
Bureau of Vocational Education, also under the control of the
Department of Education, to a new and independent agency
now known as the Technical Education and Skills
Development Authority (TESDA).  The establishment of
TESDA has increased emphasis on and support for non-degree
vocational education programs.
• Higher education institutions can apply for volunteer
accreditation through CHED—a system modeled after the
regional accreditation system used in the United States.  There
are four levels of accreditation:
• Level I.  Gives applicant status to schools that have undergone a
preliminary survey and are capable of acquiring accredited status within
two years.
• Level II.  Gives full administrative deregulation and partial curricular
autonomy, including priority in funding assistance and subsidies for
faculty development.
• Level III. Schools are granted full curricular deregulation, including the
privilege to offer distance education programs.
• Level IV. Universities are eligible for grants and subsidies from the
Higher Education Development Fund and are granted full autonomy
from government supervision and control.
 BACHELOR DEGREES

• Bachelor degree programs in the Philippines span a minimum

of four years in duration.  The first two years are typically
dedicated to the study of general education courses (63
credits), with all classes counting towards the major the
student will undertake in the final two years.  Certain bachelor
degree programs take five years rather than four years to
complete, including programs in agriculture, pharmacy and
engineering.
 MASTER DEGREES

• Master degrees in the Philippines typically span two years for

full-time students, culminating with a minor thesis or
comprehensive examination.  To qualify for a Master’s degree,
students must possess a bachelor’s degree in a related field,
with an average grade equal to or better than 2.00, 85 percent
or B average. Certain professional degrees, such as law and
medicine are begun following a first bachelor degree.  These
programs, however, span far beyond the normal two years of
study.
 PHD DEGREES

• PhD degrees in the Philippines, also known as a Doctor of

Philosophy, involve a great deal of coursework, as well as a
dissertation that may comprise from one-fifth to one-third of
the final grade.  Admission into one of the country’s PhD
programs is very selective, requiring, at minimum, a Master’s
degree with a B average or better.  Most PhD programs span
two to four years beyond the Master’s degree, not counting the
time it takes to complete the dissertation.  Topics for
dissertations must be approved by the faculty at the university
at which the student is studying.
NON-UNIVERSITY HIGHER EDUCATION
(VOCATIONAL AND TECHNICAL)
• In recent years, vocational and technical education has become very
popular in the Philippines.  Technical and vocational schools and
institutes offer programs in a wide range of disciplines, including
agriculture, fisheries, technical trades, technical education, hotel and
restaurant management, crafts, business studies, secretarial studies, and
interior and fashion design. Interested candidates who wish to pursue
their education at one of the country’s post-secondary vocational
schools must have at least a high school diploma and a Certificate of
Graduation to qualify.  Vocational and technical programs lead to
either a certificate (often entitled a Certificate of Proficiency) or a
diploma. The Philippines’ Professional Regulation Commission
regulates programs for 38 different professions and administers their
respective licensure examinations.
  
SECONDARY SCIENCE HIGH SCHOOLS
• The Philippine Science High School System is a dedicated public
system that operates as an attached agency of the Philippine
Department of Science and Technology. In total, there are nine
regional campuses, with the main campus located in Quezon City.
Students are admitted on a case-by-case basis, based on the results
of the PSHS System National Competitive Examination. Graduates
of the PSHS are bound by law to major in the pure and applied
sciences, mathematics, or engineering upon entering college.
• The curriculum at the nation’s 9 Secondary Science schools is very
similar to that of the General Secondary Schools.  Students follow
that curriculum path closely; however, they must also take and pass
a variety of advanced courses in mathematics and science.
“ EDUCATION’ PURPOSE IS TO REPLACE AN
EMPTY MIND WITH AN OPEN ONE “
 Textbook and
Instructional
Materials
• Mary Jean B. Matarong
 INTRODUCTION
• More than 1.5 billion students and young learners globally are affected by
school and university closures due to the coronavirus disease 2019 (Covid-
19) pandemic. Schools have remained closed for weeks, and no one knows
for certain when we will come out of the lockdowns, as the pandemic
shows no sign of slowing down anytime soon.

• In the Philippines, the Covid-19 crisis has affected about 27 million

learners, 1 million teachers and non-teaching staff, as well as the families
of learners.

• The Department of Education (DepEd) recently announced that classes for

the next school year would begin on Aug. 24, 2020. Classes may start
earlier, but there will be no physical return to school. DepEd is offering
schools a menu of alternative learning methods that includes online
learning and offline methods, such as take-home readings and activities.
• The disruption caused by Covid-19 has forced the adoption of
online learning in schools. Teacher training is a major
consideration that would require schools to readjust their budget
allocation in order to respond to this emerging need. Online
teaching involves a lot of preparation, and teachers now find
themselves having to use tools they are not familiar with. For
sure, there will be adjustments.
• Over the past decade, online education has emerged as an
innovative teaching and learning method. Learners of all ages use
this method, from working adults who want to continue their
studies while on the job to parents enrolling their kids to help
them learn new things. The same is true for those who cannot
continue their studies due to medical conditions or disabilities.
Today, such learners can continue their education with a range of
distance learning options.
• They can continue learning with the new learning materials
provided by De Ed
 TYPES OF
TEXTBOOK AND
INSTRUCTIONAL
MATERIALS IN THE
NEW NORMAL
 SELF-LEARNING MODULES (SLM)

• ay kagamitan ng mag-aaral na naglalaman ng isang aralin na isinulat sa

paraang madaling mauunawaan at magagawa ng mag-aaral kahit wala
ang guro sa kaniyang tabi. Ito ay isinulat para sa distance o remote
learning.
• Ang bawat SLM ay naglalaman ng pre-test upang matiyak ang kaalaman
at kahandaan ng mag-aaral sa bagong aralin.
• Mayroon ding post test upang matiyak naman ang natutuhan sa natapos
na module.
• Naglalaman ito ng mga gawain upang malinang at masukat ang
natutuhan ng mag-aaral at matugunan ang iba’t ibang pangangailangan
at kakayahan ng bawat mag-aaral na gagamit nito.

• Nilagyan din ito ng Notes to the Facilitator/Parents upang maging gabay

nila sa pag-alalay sa mag-aaral sa kaniyang distance/remote learning .
• e-book--an electronic version of a printed book
that can be read on a computer or handheld
device designed specifically for this purpose.
• Google Classroom-- is a free web service
developed by Google for schools that aims to
simplify creating, distributing, and grading
assignments.
• DepED Commons--is a platform built on the
concept of our Grado Network where resources
and learning materials are being shared,
discovered, reviewed and made alive .
• LR Portal – is the website leading to the repository of
digital resources that the users can access to complement,
enhance, support, and assist in the teaching-learning
process.
• The LRMDS is a web-based catalogue and on-line
repository of learning, teaching, and professional-
development resources. It has four (4) integrated sub-
systems, namely: (i) assessment and evaluation-, (ii)
development, acquisition, and production; (iii) storage and
maintenance; and (iv) publication and delivery which are
designed to support increased distribution and access to
learning, teaching, and professional-development
resources at the regional, division, and school levels.
 DEPED TV

• DepEd TV is a Philippine educational television programming

service block of the Department of Education (DepEd) with
the assistance of the Presidential Communications Operations
Office (PCOO).

• The DepEd announced the initialization of educational classes

through blended learning in the midst of the COVID-19
pandemic in the Philippines. Among many options is to
broadcast learning modules on television and radio. The
department later tapped state media agency PCOO to assist in
producing and airing of lessons and modules.
• Radio-Based instruction– a type of instruction that uses
radio frequency to deliver the lesson in the to the learners
respective homes.
• TV-based Instruction-a type of instruction that uses TV
equipments in delivering the lesson.
• Google Meet
• Zoom Meetings