A COMPARATIVE ANALYSIS OF

EDUCATIONAL SYSTEMS: THE

PHILIPPINES VS. ALBANIA"

ORLY B. BERNADIO
Presenter
INTRODUCTION
The educational systems of different countries serve as critical foundations for societal development and
progress.
• The Philippines has implemented the K-12 program to improve the quality and relevance of
education, addressing issues like low literacy rates and inadequate infrastructure, especially in rural
areas.
• Albania is undergoing educational reforms to overcome challenges such as teacher shortages and
disparities in educational quality between urban and rural regions.
• Both countries have made efforts to expand access to education and improve learning outcomes.
• The educational systems of the Philippines and Albania are shaped by their unique histories, cultures,
and socioeconomic contexts.
• The Philippines' focus on enhancing educational offerings through the K-12 program reflects its
commitment to addressing longstanding issues.
• Albania's reforms aim to bridge gaps in educational quality and ensure equal opportunities for
students across different regions.
 HISTORY OF EDUCATION
Philippines: Albania:

 Pre-colonial Era: Informal education based on  Pre-Independence Period: Limited education

indigenous traditions. mainly provided by religious institutions.

 Spanish Colonial Period: Formal education

 Early Independence Period: Establishment of a
introduced by Spanish missionaries to spread secular public school system with compulsory
Christianity. education.


 Communist Era: Emphasis on ideological
American Colonial Period: Public school system
modeled after the American education system indoctrination and mass literacy campaigns.
 Post-Communist Transition: Challenges in
 Post-Independence Era: Challenges of inadequate
restructuring education for a market economy
funding and unequal distribution of resources persist.
and democratic society.
 Contemporary Period: Adoption of the K-12  Contemporary Period: Focus on improving
program and efforts to increase access and align
quality, inclusivity, and modernization of the
curriculum with global standards.
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educational system.
 DEVELOPMENT OF EDUCATION
Philippines:
 Pre-colonial Era: Indigenous systems of teaching and
learning, centered on oral traditions and apprenticeship.
 Spanish Colonization: Establishment of formal schools
to propagate Catholic doctrine and Spanish language and
culture.
 American & Japanese Occupation: Continuation of
Western educational influences, melding indigenous and
Western practices.
 Post-Independence Era: Efforts to expand access to
education and improve literacy rates, leading to the
adoption of the K-12 program in 2013.
 Ongoing Reforms: Focus on addressing issues of quality
4 and relevance, aligning with international standards.
Albania:
 Ottoman Rule: Education centered around Islamic
teachings and the madrasah system.
 Early 20th Century: Modernization efforts
influenced by Western ideas after Albania's
independence in 1912.
 Communist Era: Widespread access to education but
limitations on intellectual freedom and diversity of
thought.
 Post-Communist Transition: Reforms to modernize
the educational system, including curriculum
revisions and teacher training.
 Persisting Challenges: Disparities in access,
inadequate funding, and the need for continuous
curriculum updates.
 ORGANIZATION STRUCTURE OF
EDUCATIONAL SYSTEMS

Philippines:
 Department of Education (DepEd):
Oversees basic and higher education,
formulates policies, implements
programs, and regulates schools.Basic
Education Division: Divided into
elementary (grades 1-6) and secondary
education (grades 7-12).
 Commission on Higher Education
(CHED): Regulates higher education
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institutions (HEIs), both public and
private.
Albania:
 Ministry of Education, Sports, and Youth
(MESY): Main governing body for
education, responsible for policy
formulation and program implementation
Structured Education Levels: Pre-primary,
compulsory (grades 1-9), and secondary
education (grades 10-12).
 Vocational Education and Training (VET):
Overseen by MESY, providing practical
skills training for professions.
 1.Access and Equity:
1. Equitable access to quality education for all citizens.
2. Reducing disparities in educational opportunities between urban
and rural areas and among different social groups.
2.Quality Education:
1. Preparing students for success in further education, the workforce,
and civic life.
2. Improving teaching and learning processes and updating
curricula.
3.Relevance and Responsiveness:
Aims of Educational Systems: 1. Aligning curricula with national development goals.
2. Promoting 21st-century skills and incorporating new
Philippines & Albania technologies.
4.Global Competitiveness:
1. Equipping citizens with skills for success in the global economy.
2. Promoting internationalization in higher education and improving
language proficiency.
5.Values Education:
1. Instilling core values such as respect, integrity, and social
responsibility.
2. Shaping responsible and ethical citizens.
6.Lifelong Learning:
1. Promoting continuous skill development and adult education.
2. Fostering a culture of curiosity, creativity, and self-directed
learning.
 CURRICULUM FRAMEWORK
Philippines:
•K-12 Curriculum Framework:
• Core subjects: English, Mathematics,
Science, Social Studies.
• Specialized tracks and elective courses.
• Emphasis on holistic development,
values education, and 21st-century
skills.
•Higher Education:
• Flexibility and diversity in curriculum.
• General education courses, major-
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specific coursework, internships, and
research projects.
Albania:
•Compulsory Education Curriculum
Framework:
• Core subjects: Albanian language and
literature, mathematics, natural sciences.
• Vocational education options and cross-
curricular themes.
•Higher Education:
• Broad-based foundation in general
education.
• Specialized study in chosen fields,
internships, and practical experiences.
 OUTSTANDING EDUCATIONAL PRACTICES:
PHILIPPINES & ALBANIA
Philippines:
1.Mother Tongue-Based Multilingual Education (MTB-
MLE):
1. Facilitates better understanding and retention of
concepts, particularly among indigenous and minority
language speakers.
2.Alternative Learning System (ALS):
1. Provides flexible learning opportunities for out-of-
school youth and adults, enabling them to acquire
knowledge and skills equivalent to formal schooling.
3.Brigada Eskwela:
1. Annual community engagement program fostering
collaboration between schools, local government
units, parents, and stakeholders to prepare public
schools for the academic year.
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Albania:
Education for Sustainable Development (ESD):
1.
1. Integration of ESD principles into the curriculum,
promoting environmental awareness, social
responsibility, and sustainable development.
Dual Vocational Education and Training (VET) Programs:
2.
1. Collaboration with industry partners to provide
students with practical skills training and work
experience, enhancing employability.
Digital Literacy Initiatives:
3.
1. Implementation of digital literacy programs to equip
students and teachers with essential 21st-century
skills and enhance teaching and learning outcomes.
CONCLUSION
In conclusion, the comparative analysis of the educational systems of the Philippines and
Albania reveals both similarities and differences in their structures, priorities, and challenges. Both
countries are committed to providing accessible, inclusive, and quality education that prepares learners
for success in diverse academic, professional, and societal contexts. The Philippines' adoption of the K-
12 curriculum framework and initiatives such as Mother Tongue-Based Multilingual Education (MTB-
MLE) and the Alternative Learning System (ALS) demonstrate efforts to enhance educational access
and relevance, particularly for marginalized populations. Similarly, Albania's focus on Education for
Sustainable Development (ESD), dual Vocational Education and Training (VET) programs, and digital
literacy initiatives reflects a commitment to equipping learners with the knowledge, skills, and values
needed to thrive in a rapidly changing world.
Despite these positive initiatives, both countries face challenges such as inadequate funding,
infrastructure deficiencies, and disparities in educational quality between urban and rural areas.
Additionally, the COVID-19 pandemic has exacerbated existing inequalities and highlighted the need
for greater investment in technology-enabled learning solutions and teacher professional development.
Moving forward, addressing these challenges requires sustained commitment from government
authorities, educators, civil society organizations, and other stakeholders to ensure that every learner
has access to equitable, inclusive, and quality education.
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