RELUCIO, Bena Claire B.

CED 03-601A
History of K-12
Monroe Survey (1925).
Formal Assessment in the Philippines started as a mandate from the government to
look into the educational status of the country (Elevazo, 1968). The first assessment
was conducted through a survey authorized by the Philippine legislature in 1925. The
legislature created the Board of Educational Survey headed by Paul Monroe, and later,
this board appointed an Educational Survey Commission who was also headed by Paul
Monroe. This commission visited different schools in the Philippines. The commission
observed different activities conducted in schools around the Philippines. The results of
the survey reported the following:
1. The public school system that is highly centralized in administration
needs to be humanized and made less mechanical.
2. Textbook and materials need to be adapted to Philippine life.
3. The secondary education did not prepare for life and recommended
training in agriculture, commerce, and industry.
4. The standards of the University of the Philippines were high and should
be maintained by freeing the university from political interference.
5. Higher education be concentrated in Manila.
6. English as medium of instruction was best. The use of local dialect in
teaching character education was suggested.
7. Almost all teachers (95%) were not professionally trained for teaching.
8. Private schools except under the religious groups were found to be
unsatisfactory.
Research, Evaluation, and Guidance Division of the Bureau of Public Schools. This
division started as the Measurement and Research Division in 1924 Magno, C. 142

ISSN 2094-5876 Educational Measurement and Evaluation Review (EMEReview),

July 2010 which was an off-shoot of the Monroe Survey. It was intended to be the major
agent of research in the Philippines. Its functions were to:
1. coordinate the work of teachers and supervisors in carrying out testing
and research programs
2. conduct educational surveys
3. construct and standardize achievement tests
Education Act 1942
The Education Act of 1982 was the primary framework that gave rise to succeeding
government platforms for education.
The said law has set the precedent for the notion that schools, even those sponsored by
the state, should generate their own income and become self-sustaining. An example
would be Section 39 of BP 232, which encourages schools to pursue income-generating
projects, and Section 33 and 53, which likewise encourages assistance and support
from private entities.
Succeeding administrations have taken their cue from Marcos Education Act.
By 1996, President Fidel Ramos first implemented the Long-term Higher Education
Development Plan (LTHEDP), which sought to increase cost-efficiency and global
competitiveness of public higher education. Ramos then signed the Higher Education
Modernization Act (HEMA) in 1997, which pushed state universities and colleges to
enter partnerships with the private sector and generate higher internal income.
In 2001, President Gloria Arroyo revived the LTHEDP and pushed state schools to earn
more, while government funding for education dwindled.
At present, the Aquino administration posts two plans for the education system the K
to 12 (K-12) Program for basic education and the Roadmap for Public Higher Education
Reform (RPHER) for tertiary education.
K-12 seeks to add two more years to the countrys current 10-year basic education
cycle. However, such move translates to added economic burden for families, and
additional income for private school owners. Meanwhile, Aquinos RPHER basically
rehashes Ramos and Arroyos plan to reduce state obligation to higher education and
push state schools to be self-sustaining.

Congressional Commission on Education

WHEREAS, in the early 1990's, the Congressional Commission on Education (EDCOM)
submitted its findings to the Philippine Congress on the education system and made
several policy recommendations. Most of those policy recommendations have been
translated into educational laws but other important recommendations remain to be
acted upon;
WHEREAS, it has been more than five years since the EDCOM's report and
recommendation, and many important changes have taken place since then in
education, culture and science;
WHEREAS, a country's investment in human capital is crucial to its economic and social
development;
WHEREAS, under the 10-point action plan of the Estrada Presidency, it is mandated to
create a Presidential Commission on Educational reform (PCER), to define a budgetfeasible program of reform, and identify executive priority policy recommendations and
items for a legislative agenda on education.
WHEREAS, the PCER is a multi-sectoral body comprised of representatives from
government line agencies, public and private schools at all levels, teachers, private
industry, NGOs, and other concerned sectors;
NOW, THEREFORE, I, JOSEPH EJERCITO ESTRADA, President of the Philippines, by
virtue of the powers vested in me by law, do hereby order:
Section 1. Presidential Commission on Educational Reform (PCER)
There is hereby established the Presidential Commission on Educational Reform
(PCER), under the Office of the President, which shall be a multi-sectoral body
comprised of representatives from government line agencies, the University of the
Philippines, the Open University - University of the Philippines; public and private
schools at all levels; teachers; the agriculture and industry sectors; the information
technology sector; state colleges and universities; and other concerned sectors.

Sec. 2. Structure
a. The Commission will be chaired by a person with outstanding record in education
and of proven integrity appointed by the President for the duration of the life of the

Commission.
Members of the Commission will include the Secretary of Education, Culture and
Sports; the Chairman of the Commission on Higher Education; the Director-General of
the Technical Education Skills Development Authority; the Director-General of the
National Economic Development Authority; a representative of the Philippine Chamber
of Commerce and Industry and a representative from private agriculture;
representatives each from the Department of Interior and Local Government;
Department of Science and Technology, The University of the Philippines, Department
of Finance, the state colleges and universities; superintendents; public and private
school teachers; private and public school associations.
The Education Committee Chairmen of the Upper and Lower Houses will be invited
to attend meetings ex-officio either personally or through their representatives.
b. There will be a Secretariat, headed by a full-time Executive Director for the
purpose, housed within DECS, and staffed by individuals seconded by DECS, CHED
and TESDA.
c. There will be a working committee to assist the Executive Director in the design
and conduct of the education sector analysis composed of a senior representative of
concerned Departments, agencies and private sector constituencies.
Sec. 3. Coverage
The Commission shall be given one year to define a comprehensive and a budgetfeasible program of reform in the following areas:
1. Curricula, teaching methods, instructional media, education technologies,
textbooks, language policy and school calendar in use at the elementary and secondary
levels, using international benchmarks.
2. Modernization of science laboratories, improvement of science and mathematics
education and the feasibility of establishing regional centers of excellence in science
education.
3. Upgrading of computer classrooms, computing facilities and internet access in all
schools that meet eligibility standards for administering such programs.
4. Expansion, modernization and standardization of our vocational and technical
institutions, especially polytechnic colleges and universities.
5. Distance learning and continuing education programs, especially for adults and

out-of-school youth, with a view towards possible eventual accreditation.

6. Tuition financing schemes intended to bring the effective purchasing power of
students in line with the real costs of tertiary education.
7. Programs, resources and facilities of state universities and colleges, other than
UP, with the intention of rationalizing their academic offering and aligning them with
employer requirements in their respective areas.
8. Governance, organization, programs, resources, and facilities of the University
of the Philippines, with a view towards developing its flagships campus in Diliman into
one of the top ten universities in Asia in time for the UP Centennial in 2008.
9. Other priority areas of concern in education that arise from the research and
consultations conducted by the Commission.
Sec. 4. Process.
The report and the recommendation for both executive policy and legislative action
will be drawn from an analysis by the Commission of the Philippine educational system,
based on research of existing studies and other secondary sources of data, on
extensive consultations with different sectors, and on interviews with key persons in the
system.
Sec. 5. Time Frame
The Commission will start its work upon the signing of this Executive Order, and
submit its final report and recommendations to the Office of the President of the
Philippines one-year thereafter. The Commission will automatically be dissolved upon
the submission of its report.
Sec. 6. Operating Requirements
The Department of Education, Culture and Sports (DECS) shall provide the sum of
P4M annually to be sourced from its existing budget for the operating requirements of
Presidential Commission on Educational Reform (PCER) including the payment of
compensation of its Chairman/Members in the form of honoraria or per diem on a
monthly basis as follows:
One (1) Chairman at P10, 000.00
Eighteen (18) Members at P3, 000.00 each

One (1) Executive Director (on secondment basis) at P20, 000.00

Sources: www.slideshare.com
www.elib.gov.ph/results.php?.
www.chanrobles.com/executiveorderno46estradadecember71998.html