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Education and Manpower Development refers to the educational system, plus science
and technologies, media, culture, and sports.
The Philippines educational system is characterized into formal, non-formal, and informal
system.
Formal education refers to learning that is hierarchically structured and sequenced from
lower to higher levels.
The formal system is further characterized into primary, secondary, and tertiary
education.
Informal learning is neither organized nor pre-determined. The most important sources
of informal learning are social institution such as the family, church, and mass media.
Central to the development of human resource, the educational system will be progressively
reoriented towards equalizing educational opportunities, achieving universal literacy, and
promoting the economic, social, cultural, and political goals of the country.
I. Past Development
(%Share)
Table 40
2016
(In thousands)
Philippines
2016
(In Thousands)
Experienced 1040
Inexperienced 1000
Table 42
Employment Promotion
Job Fairs 56 59
Livelihood Fairs 18 26
Overall Objectives
The ultimate aim of education and manpower development is to enable each Filipino to
develop his full potential for self-actualization and productivity.
For the Plan period 1987-92, the education and manpower development sector shall
address the following objectives:
(a) To improve the quality and increase the relevance of education and training;
(b) To increase access of disadvantaged groups in all educational areas;
(c) To accelerate of the development of middle and high level manpower toward
economic recovery and sustainable growth, as well as to enhance their
employability, productivity, and self-reliance;
(d) To inculcate values needed in social transformation and renewal;
(e) To preserve ,enrich and propagate the nations desirable cultural heritage and
legacy;
(f) To raise the level of awareness, interest, and participation in sports and cultural
activity; and
(g) To maintain an educational system that is truly Filipino in orientation, open to
constructive ideas from everywhere nut alert to influences inimical to national dignity.
In education and training, major laws and policy reforms were geared toward enchancing
educational access, quality, and relevance.
The trifocalization of the management of the education system was carried out
with the creation of Commission on Higher Education (CHED) and Technical
Education Skills Development Authority (TESDA) and so on.
b. Basic Education
The learning continuum was extended to cover both elementary and secondary
education on integrated basis, rather than on separate and independent levels;
The first National Technical Education and Skills Development Plan: A Vision
and strategy for the Development of Middle-Level Human Resources was
formulated. This plan is expected to improve the matching of supply and demand
for critical middle-level manpower and rationalize investment in HRD.
d. Higher education
Apart from further straining the meager public resources available, they also
crowded out private sector investment in higher education and affected
resources allocation for basic education.