26 May 2010

PHILIPPINE EDUCATIONAL
SYSTEM
HISTORY
Pre-Spanish
 Reading, (W)riting, (A)rithmetic
 Rituals and ceremonies
 Apprenticeship – at home, or in
community centers
 Supervised by parents, elders, Babaylan
and Katalonan
 Alibata as the alphabet
ALIBATA is a segmental writing system
that uses consonant-vowel
combinations. Each letter represents a
consonant accompanied by a specific
vowel. Each character, written in its
basic form, is a consonant ending with a
vowel “A”. For producing consonants
that ends with the other vowel sound, a
mark is placed either above the
consonant (to produce an “E” or “I”
sound) or below the consonant (to
produce an “O” or “U” sound). This
system originated from India.
SPANISH COLONIZATION (1521-
1898)
 Elementary, secondary and collegiate level
 Priests as teachers
 Dissemination of information about
Catholicism
 Primary instruction: free and compulsory.
 Education inadequate, suppressed, and
controlled
American colonization
(1898-1940s)
 Public school system
 English language as medium of instruction
 Reading, writing, arithmetic, language, good
manners and right conduct, civics, hygiene
and sanitation, gardening, domestic science,
American History and Philippine History
 American textbooks and reading materials
were the only educational materials used
 Technical/ vocational skills were emphasized
and Grade seven was included.
Japanese occupation(1941-
1945)
 Nothing much was changed
 Use of Japanese language in the schools
 Filipino children went to school to learn
Japanese songs & games
 Institutions of higher learning giving courses
in agriculture, medicine, fisheries and
engineering were established.
 Tagalog, Philippine History, and Character
Education was reserved for Filipinos.
 Love for work and dignity of labor was
Japanese occupation(1941-
1945)
 Nothing much was changed
 Use of Japanese language in the schools
 Filipino children went to school to learn
Japanese songs & games
 Institutions of higher learning giving courses
in agriculture, medicine, fisheries and
engineering were established.
 Tagalog, Philippine History, and Character
Education was reserved for Filipinos.
 Love for work and dignity of labor was
STRUCTURE AND ORGANIZATION
EDUCATION
 Formal Education (Public or Private)
 Basic education of 10 years
 College education usually 4 years
 Non-Formal Education
 organized school-based educational activities
aimed at attaining specific learning objectives for
a particular clientele, especially the illiterate
adults and out-of-school youths
 Classes in Philippine schools start in June and
end in March.
 Colleges and universities follow the semestral
calendar from June-October and November-
March.
 Some private schools in the tertiary level
offer tri-semesters.
FORMAL EDUCATION

13-16

7-12

3-6
PRE-SCHOOL
 Optional
 curriculum focuses on
 Physical development
 Personal-social development
 Affective development
 Cognitive development
 Creative-aesthetic development
 Sample programme of pre-school activities
Area of development Activities No. of minutes
Communication skills and socio- Sharing period (experiences, 10
emotional development songs, poems, news and
informal conversation

Cognitive development, socio- Self-selected activities 20

emotional development, physical
development, creative development

Cognitive development, socio- Working period, including 45-60

emotional development more structured activities
Physical development, creative Supervised outdoor paly 30
development, socio-emotional
development

Personal-social development, healthClean up and snack 30

care
Physical development Rest 15
Any of the areas of development Story time or indoor activities 15
Total minutes   165-180
ELEMENTARY
 compulsory ; pupils aged 7-12
 6 years of study except in a few schools––
mainly private––offering a seven-year course
 two levels: primary (Grades I-IV) and
intermediate (Grades V and VI (or VII))
 Mission of elementary education : to enable
pupils to acquire a basic preparation that will
make them an enlightened, disciplined, self-
reliant, God-loving, creative, versatile and
productive citizens in a national community.
Elementary education: sample weekly lesson timetable

Learning area Weekly time allocated to each subject (in

minutes)
  I II III IV VI VII
Filipino 400 400 400 300 300 300
English 500 500 500 400 400 400
Science (1) - - 200 300 300 300
Mathematics 400 400 400 300 300 300
Makabayan: (2) 300 300 300 500 600 600
– Civics and culture 300 300 300 - - -
– Social studies (3) - - - 200 200 200
– Home economics and   - - - 200 200 200
livelihood
– Values education, good            
manners and right conduct
(5)
Total weekly minutes 1,600 1,600 1,800 1,800 1,900 1,900
 The National Elementary Achievement Test
(NEAT) is an achievement test given to Grade
VI pupils completing the elementary
education course.
 Students at the elementary level are annually
promoted from one grade to the next
provided that they meet the achievement
standards set for the grade.
 In Grades I-VI, students are rated in every
subject four times during the year. A
cumulative rating system is used as the basis
for promotion. The pass grade is 75 percent.
The periodic ratings are reported to the
students and their parents through an
SECONDARY
 Continuation of the basic education provided
at the first level
 Expanded to include learning (general
education) and training in basic employable
skills (vocational/technical education)
 Four years of formal schooling and is
addressed to students aged 13-16
 Prerequisite is completion of elementary
education.
 The major subject areas are science,
mathematics, technology, Filipino, English,
Secondary education: sample weekly lesson timetable

Subject Weekly time allocated to each subject (in

minutes)
  I II III IV
Filipino language 300 300 300 300
English language 300 300 300 300
Science and technology (1) 300 300 300 300
Mathematics 300 300 300 300
Makabayan: (2) 780 780 780 780
– Social studies (3) 240 240 240 240
– Home economics, 240 240 240 240
agriculture & fisheries,
industrial arts, and
entrepreneurship
– Music, arts, physical 240 240 240 240
education and health
– Values education (4) 60 60 60 60
Total weekly minutes 1,980 1,980 1,980 1,980
 Secondary school students are rated four
times a year. If a student fails in a particular
subject, he or she repeats the subject the next
year, but is, nevertheless, promoted to the
next higher year.
 A certificate is issued to secondary school
graduates.
 All high school graduates seeking admission
to post-secondary programmes requiring a
minimum of four years’ study are required to
qualify in the National College Entrance
Examination (NCEE) administered by the
National Educational Testing and Research
TERTIARY
 A student enters at age 16
 Higher education consists of collegiate,
master’s and doctorate degree programs in
various fields or disciplines including the post-
secondary schooling leading to one-, two- or
three-year non-degree technical or vocational
courses.
Degrees and Diplomas for
Undergraduate Level
 Certificate, Diploma and Associate Programs
 These titles are awarded upon completion of
programs requiring 3 months to 3 years of study.
 These are non-degree technical or vocational
education programs leading to skills proficiency
which are mostly terminal in nature. Some one-,
two-, and three-year courses are components of
ladder-type bachelor’s degree programs.
 Bachelor’s Degree (Bachelor (B.), Bachelor of
Arts (A.B.), Bachelor of Science (B.S.))
 These titles are awarded upon completion of a
Degrees and Diplomas for
Graduate Level
 Certificate and Diploma Programs
 These titles are awarded upon completion of one
or two years of study beyond the bachelor’s
degree which are not equivalent to a master’s
degree.
 Master’s degree (Master (M.), Master of Arts
(M.A.), Master of Science (M.S.), Master of
Professional Studies (M.P.S.)
 These titles normally requires completion of four
semesters of course work, about two years in
duration. Some master’s programs require a
Fields of Study
 Agriculture Education
 Business and Management Education
 Engineering and Architecture
 Health Profession Education
 Humanities, Social Sciences and
Communication
 Information Technology
 Maritime Education
 Science and Mathematics
Study Programs
 The minimum required total number of
credits units for four-year bachelor’s degree
programs ranges from 120 to about 190 units.
 For graduate programs, the minimum
number of credit units are as follows:
 Master’s program = 30 - 36 units (24 to 30 units of
course work, inclusive of required common core
subjects of about 12 units, plus additional 6 units
for thesis)
 Doctoral program = 45 - 60 units (inclusive of
required common core subjects of 12 units or
more and 12 units of doctoral dissertation)
 Course programs Minimum number of
Duration years
Undergraduate  
of Study Science and Mathematics
Humanities, Social Sciences and
4
4
Communication
Information Technology 4
Health-Related 4-5
Medicine (4 yrs. baccalaureate + 4 yrs proper) 8
Veterinary Medicine 6
Dentistry (2 years pre-dental plus 4 years 6
proper)
Engineering and Architecture 5
Marine Engineering 4
Business and Management 4
Agriculture Education 4
Teacher Education 4
Law (4 yrs. baccalaureate + 4 yrs. proper) 8

Criminology 4
Graduate  
Master’s program 2
Doctoral program 3
Grading System
Letter Meaning Grade Point Percentage
A Excellent 1.00 97-100
    1.25 94-96
A- Very good 1.50 91-93
    1.75 88-90
B+ Good/above 2.00 85-87
average
    2.25 82-84
B- Passed 3.00 75
C Conditional Failure 4.00  
F Failure 5.00 Below 75
W Withdrawn    
UW Unauthorized    
Withdrawal
INC Incomplete    
NC No Credit    
DRP Dropped    
Admission Requirements
 Generally, each higher education institution
adopts a certain admission policy.
 Some institutions require passing the entrance
examination and medical examination.
 Some adopt open admission but selective
retention.

As part of the academic freedom being enjoyed by the

higher education institutions, it is their right to
determine who shall be admitted to study.
SPECIAL EDUCATION
 Special education develops the capabilities of
children who are physically, mentally,
emotionally, socially or culturally disabled as
well as gifted children.
 Children with special needs are being
attended to through modified curricula,
special services and physical facilities for the
maximum development of their
potential.                
 Educational patterns for these children
HOMESCHOOLING
 They permit study at the student’s own pace
and allow a more flexible schedule that
enables the student to pursue work or other
interests while studying.
 Homeschooling involves the teaching of
children at home, usually by their parents.
 the parent-teacher is a college graduate and is
able to provide at least 4 hours of instruction for
kindergarten to 7th grade
 Parent-teachers may avail of school curricula,
lesson plans, teacher-training, and instructional
materials through DepEd accredited
NON-FORMAL EDUCATION
 Non-formal education is an organized
learning activity aimed at attaining a set of
objectives outside the established formal
system intended for a particular clientele,
especially the out-of-school youth or adult
illiterates who cannot avail themselves of
formal education.
 Courses are skills-oriented and range from 6
to 10 months.
 Non-formal education objectives cater
NON-FORMAL EDUCATION
 The BALS implements two major programs :
the BASIC LITERACY PROGRAM (BLP) for
illiterates and ACCREDITATION and
EQUIVALENCY (A&E) PROGRAM for
elementary and secondary level drop-outs.
 The age limit is 13 years old and above for the
elementary drop-out and 15 years old and
above for the high school drop-out. It also
implements a wide array of other related
programs and projects in partnership with
local and international organizations.
ADMINISTRATION & MANAGEMENT
  Department of Education (DepEd)
 principal government agency
responsible for education and
manpower development
 responsible for the formulation,
planning, implementation and co-
ordination of the policies, standards,
regulations, plans, programmes and
projects in areas of formal and non-
formal education
 supervises all basic education
institutions, both public and private,
 Bureau of Elementary Education (BEE)
 responsible for providing access and quality
elementary education for all
 Bureau of Secondary Education (BSE)
 responsible for providing access and quality
secondary education
 improves access to secondary education by
establishing schools in municipalities where there
are none and reviews the overall structure of
secondary education as regards curriculum,
facilities, and teachers’ in-service training
 Bureau of Alternative Learning Systems
(BALS)
 Technical Education and Skills
Development Authority (TESDA)
 encourages the full participation of and mobilize
the industry, labour, local government units and
technical-vocational education and training
(TVET) institutions in the skills development of
the country's human resources
 Commission on Higher
Education (CHED)
 independent and separate from the
DepEd
 responsible for formulating and
implementing policies, plans and
programmes for the development
and efficient operation of the
system of higher education in the
country
 coverage is both public and private
higher education institutions as well
as degree-granting programmes in
all post-secondary educational
institutions
FINANCING
 Public elementary schools, national
secondary schools, vocational and technical
schools, other special schools, and chartered
and non-chartered tertiary educational
institutions are funded primarily from
national funds.
 Local governments are encouraged to
assume the operation of non-national public
schools, while the national government
provides funds and adequate sources of
 -end-
-thank you-