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Republic of the Philippines

CAPIZ STATE UNIVERSITY

GRADUATE SCHOOL

Poblacion Mambusao Campus

EDUCATION 323(Historical Development of the Philippine Education)

YOLI L. LLORICO ARTURO L. LAVA, Ed. D.

Student Professor

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MAJOR EDUCATIONAL POLICIES

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Towards the attainment of theobjectives of education as specified in

the Constitution and the Education Act

of 1982, specific policies and strategieshave been adopted by the

government, the major thrusts of

which are the following:

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Improvement of the quality and relevance of

education. The government, in the last nineyears (1982-1991), has embarked on

reorganizing both the elementary and

secondary levels of education through theProgram for Decentralized Education

Development (PRODED) and the Secondary

Education Development Program (SEDP).

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Equitable access to education. Consonant to UNESCOEducation for All (EFA) thrust the world over, the

government has declared 1990-1999 as the decade ofeducation for all. Presidential Proclamation No. 480provided for the creation of a national educationprogram, as well as to formulate relevant policies for

EFA implementation. To implement Constitutionalprovisions for free and compulsory elementaryeducation, the government has given priority toimproving equity and access to education. Moreover,expanded scholarships, loans and education personnel

and alternative education delivery systems, such as theeducational service contracting scheme and distanceeducation, are being implemented on a national scale.

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Full mobilization of education personnel.

Policies geared towards the enhancement ofthe teaching profession, the improvement of

work conditions and upgrading teacher

compensation have been implemented.

However, as reflected in the EDCOM report on

teacher compensation, benefits and welfare

(Book One, Volume 3) the existing

compensation package for teachers is notreally commensurate to the responsibilities

assigned to them.

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To date, the major educationalpolicies by level are summarized as

follows:

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Elementary Level

Reallocation of resources in support of basic

education;

Free and compulsory elementary education;and

Operationalization of the objectives of

elementary education in the New Elementary

School Curriculum (NESC) in the public school

system.

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SecondaryEducation

Reallocation of resources in support of basic

education;

Free, although not compulsory, publicsecondary education;

Operationalization of the objectives of

secondary education through the SEDP

curricular objectives; and

Nationalization of public secondary schools.

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Technical and VocationalEducation

Development of a strong and adequate trained middle-levelskilled manpower possessing capabilities supportive ofnational development;

Promotion of entrepreneurial education and training;

Increased emphasis on short-term courses and one-to-three-year technical non-degree programs to responddirectly to the needs of the community, agriculture andindustry.

Improvement in the quality of technical-vocationaleducation through regular implementation of faculty andstaff development programs and the National Technical-Vocational Examination (NTVE) admission scheme; and

Continuing support for the development of technical andvocational education through special programs andprojects.

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HigherEducation Achieving equity, efficiency and high quality in all

institutions of higher learning so as to provide a completeset of program offerings that meet both the national andthe regional development needs of the country;

Improvement of quality by enforcing selective admissionprocedure and by strengthening the system of voluntaryaccreditation in all universities and colleges; and

Maintenance of an integrated system of education byencouraging the private sector to maintain its dominantrole of providing higher education at the undergraduatelevel while state universities and colleges are encouraged tooffer courses that meet the development needs of thecountry, like science and technology programs.

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Thank You!