Module 4

PERSPECTIVE OF THE PHILIPPINE EDUCATION SYSTEM

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Introduction Several changes have been effected in the Philippine education system thus making it attuned and more responsive to the community needs and contribute to the attainment of the countrys national development goals. The challenges to national development goals which education can help provide solution are i) widespread poverty, ii) inequitable distribution of wealth, iii) unemployment and underemployment, iv) population growth, v) low productivity, vi) rural and urban growth disparities, and vii) insufficient domestic resource mobilization (Muhi, et. al, 1986). Considering that development areas are mainly economic

problems, education is looked up as source of solutions to produce quality and highly trained manpower to fit in the requirements of economic development. Objectives: At the end of this lesson, learners are expected to obtain an overview of: 1. Education and the society; 2. Philosophy, education; 3. Philippine Educational Ladder; and 4. Challenges and Issues in the Philippine Educational Systems. Suggested Time Frame: 6 hours vision, mission and mandate of Philippine

There are no prescribed textbook in studying this module. The contents were subscribed from different sources notably, magazines, journals, completed researches, books and newspapers.

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Education and the Individual Any society for that matter, is a company of people of culture and good breeding in a community. The members therefore, either individually or jointly aims to achieve stability, progress and prosperity. It means that society must strive to develop itself economically in terms of increase income, production and level of living. Furthermore, to become stable and prosperous, it must enhance social development by creating social structure, value system and incentives which favor economic and social progress. Characteristic of education in economic analysis. If education is the creation of change upon individuals in terms of knowledge, skills and attitudes, it has a profound impact upon peoples ways of life, civil organization, value system and level of literacy; and that it contributes to the quantity and quality of occupational skills, it being a source of skilled labor. Demand for education can be stated into production purposes or for earning a living; and consumption or enjoying the fruit of living. It however requires long term span for its returns and has a lower rate of obsolescence than most physical things. The education system is interlocked functionally with socioeconomic environment. The expansion of education is linked to employment situation as people expect to earn a living commensurate with their educational attainment. Education as a process would imbue upon individual the proper ideals, attitudes, values and aspiration; acquire knowledge, habits and skills so essentials in the intellectual, physical, social, emotional and spiritual well-being so that he can achieve self-realization and contribute to the well-being of the group. As citizen of a particular country become better educated, they come to enjoy richer life characterized by economic and social prosperity (Aquino, 1974).

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The Philippine Education Historical Briefs Historically, the Philippine education system began dating back the pre-Magellanic period. Education during this period was informal, unstructured and without method. Learning was experiential than theoretical. The Spaniards introduced religion-focused education for the elite handled by the missionaries. Later on, it enacted Education Decree of 1863, making the beginning of primary education for boys and girls in each municipality; and normal school for male teachers. Instruction in Spanish was free, inadequate, suppressed and controlled. The Americans established a free public school system. English was the medium of instruction purportedly for training people of their duties as citizens in a democracy, by the non-commissioned officers and later on by Thomasites, in 1901. During the Japanese period, Tagalog, Philippine History and character education, love for work and dignity of labor were emphasized. Nippongo was made medium of instruction. In 1947, Executive Order no. 94 was issued creating the Department of Education and regional offices. Then in 1972, Presidential Decree 1081, the Department of Education become Department of Education, Culture and Sports; and PD 1387, created the Ministry of Education, Culture and Sports; and the establishment of 13 regional offices. Executive Order no. 112 in 1987, renamed MECS into DECS; and then in 1995 when the CHED in 1995; TESDA, in 2000; and DEPED, 2001 were established to supervise tertiary degree programs; non-degree technical vocational programs; and basic education via RAs 7222; 7796; and 9155, respectively.

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The Educational Ladder Philippine Education delivered its program through the formal nonformal and informal ways. The new entry age for elementary education, starting SY 1995-96 was 6 years old; secondary education, 12-15 years old; and tertiary education, 16-19 years old. The formal education ladder has 6-4-4 structure or 6 years for elementary education; 4 years, secondary; and 4 years for tertiary education, except for some course like engineering, law, medical sciences, with 5 or more years of schooling. Pre-school education is optional. Some private schools offer seven years of elementary education, while others require pre-school or kindergarten education. Non-formal education is an alternative system that is focused to OSY and OSA. Its main thrust in on literacy education and training for employable and/or productive skills, coupled with citizenship training. Philosophy, Vision, Aims, Mission and Mandates Philosophy of Education. The philosophy states that education shall develop citizens who believe in God, love their country and fellowmen, actively participate in building a just Filipino society, conserving and developing the nations human and material resources. Vision of Philippine Education. The vision can be quoted as We have seen the Filipino nation of the future in the best of the Filipino today. Nurturing, enhancing and articulating the best in us the central tasks of education. Aims of Education. Education shall aim in the fullest potentials of all individuals, the only sure way of achieving our common and shared national goals. It should develop all socially valuable talents of person as its contribution to building and adhesive, peaceful and progressive society. From this educational experience, students are expected to

63 emerge as respected and valued participants in the global community because of their world class experience and excellence in ability. Mandates. The mandates of Philippine Education can be gleaned from the Education Act of 1982; the 1987 Philippine Constitution; and Executive Order No. 117. Education Act of 1982 mandates that the education system (i) provides for a broad general education that will assist each individual in the peculiar ecology of his own society to (a) attain his potential as a human being, (b) enhance the range and quality of individual and group participation in the basic functions of society, and (c) acquire the essential educational foundation of his development into a productive and versatile citizen; (ii) to train the nations manpower in the middle level skills required for national development; (iii) develop the profession that will provide leadership for the nation in the advancement of knowledge for improving quality of human life; and (iv) respond effectively to changing needs and conditions of the nation through s system of educational planning and evaluation. The 1987 Philippine Constitution explicitly provides in Art. XIV, Sec. 1, stating that the State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. RA 9155 that was signed into law in June, 2000, by Senate President Aquilino Pimentel and Speaker Feliciano Belmonte, created the Department of Education (DepEd). This law transferred the supervision of sports and culture to the Philippine Sports Commission, excluding the personnel; and the management of National Historical Institute, Komisyon ng Wikang Filipino, Records Management and Archives Office and National Library to the National Commission on Culture and the Arts. The field office consists of regional and sub-regional offices. The regional offices, number 16, including the ARMM, is headed each by a regional director; a regional secretary for ARMM; 134 provincial and city

64 school divisions; each headed by a school superintendent; and 2,128 school districts, each headed by a district supervisor. Challenges and Issues in Philippine Education System The influence of various colonial powers that subjugated the Philippine like Spain, United State of America and Japan contributed immensely to the dynamism of the Philippine System of Education which changes are manifested in terms of structure, economic orientation and political scenario advocated by any ruling leadership. A school, as a place for educating the youth, has important roles to play in the transmission and perpetuation of culture; the correction of social ills and solutions for social problems; and as leader in the social transformation (Aquino, 1973). Today, the most dominant phenomena that primarily are determinant of changes can well be cited as population explosion, peace and order and economic aspirations. In the Philippines various changes in national and individual life can be bases in crafting an educational program to produce individuals equipped with technical skills needed to produce wealth and the demand for vibrant socio-economic and political demand of the citizenry. The Philippine Commission to Survey the Philippine Education (PCSPE) It is quite obvious that the decade of 70s required a new manpower requirements to meet the advocacies in science and technology. As per literature available to describe the state of Philippine Education, the situation that was unfolded by PCSPE survey report entitled Education for National Development, stating conclusively that Philippine Education, while impressive in producing a large literate and educated population, has not contributed significantly to the needs of national development. There were failures to correct the serious

65 distortion and imbalances in the educational systems; and the lack of feasible and clearly defined objectives. The result is not only inefficient utilization of educational resources but also failure to relate the output of the educational system to economic growth. The PCSPE survey report enumerated these weaknesses in the education system, viz: i) ii) Large enrolment in proportions to the population and high drop-out rate in the all levels; Output in universities, colleges and post secondary institutions does not match with the critical shortages in the labor sectors, thus a large number of educated unemployed, potentially a source of social unrest; iii) Educational system has been slow in responding to the demand of science and technology. There is mismatch between skills required by industries and skills acquired in schools; iv) Cost of education, inadequacy and inaccessibility of educational facilities keep a large number of school-aged pupils out-of-school or drop-out before completion of mandatory education; v) Basic education, specifically secondary education remains the weakest link in the education system due to revenue problems; and vi) Philippine education for decades has been directionless without realistic and feasible goals and policies. The policies proposed by the PCSPE that are development oriented can be stated in terms of: i) improvement of educational management and the institution of planning and research;

66 ii) improvement of general education by strengthening science and mathematics and social studies in both elementary and secondary levels; iii) iv) v) vi) vii) establishment of training facilities to provide employable skills to the out-of-school youth and the unemployed adults; expansion and upgrading of technical education through the establishments of technical institute; provision of training and management assistance to farmers and rural youth; development of relevant Philippine curriculum, textbooks and teaching materials; and definite program support to private institution by the government In particular, PCSPE enumerated the details of its suggestions to overhaul the Philippine Education, to wit: i) ii) iii) formulation of realistic goals and policies through planning and research; management overhaul of the administrative system; restructuring of higher education to achieve better coordination and more appropriate formulation of curricular programs and enrolment patterns with greater assistance to deserving institutions and to learners; and iv) major reform of secondary education stressing curricular innovation and adequate financing schemes that will emphasize science, and mathematics. Educational Development Decree of 1972 (PD6-A) Based on the recommendation of the Philippine Commission to Survey Philippine Education (PCSPE) in 1972, declaring in part, that it is policy of the government to ensure within the context of a free and

67 democratic system maximum contribution of the educational system, PD6-A the Educational Development Decree of 1972 was promulgated enunciating policies and objectives for national development goals, namely: i) ii) iii) to achieve and maintain an accelerating rate of economic development and social progress; to ensure the maximum participation of all the people in the attainment and enjoyment of such growth; and to strengthen national consciousness and promote desirable culture in a changing world. To contribute in the attainment of these national development goals, the Philippine Education system came up with these objectives, namely: i) provide for a broad general education that will assist each individual, in the peculiar ecology of his own society, to a) attain his potential as a human being; b) enhance the range and quality of individual and group participation in the basic foundations of educational ii) iii) society; and c) for his acquire the essential development into a foundation

productive and versatile citizen; train the nations manpower in the middle level skills required for national development; and develop high level professions that will provide leadership for the nation, advance knowledge through research and apply new knowledge for improving the quality of human like. iv) respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation.

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Survey of Outcomes of Elementary Education (SOUTELE) The Educational Development Project Implementing Task Force (EDPITAF) in 1976, commissioned this study. This study revealed that graduates of elementary schools learned least basic subjects like reading, mathematics and languages; on the average, only two-third (2/3) of what they are supposed to learn. No more than 26 percent of elementary school graduates obtained scores significantly above that of the average fifth graders; the survey also concluded that school facilities are barely inadequate, school staff are overworked with tasks and are stifled by administrative bureaucracy. In addition, specifically, SOUTELE report revealed that 75 percent of the pupils use Tagalog as their dialect at home; 75 percent, Cebuano; 10.6 percent, Ilocano; 7.6 percent, Hiligaynon; 6.8 percent, Bicolano; and 1.5 percent, use English at home. Test in social studies and work education were prepared in Filipino and English. Those pupils who took the test prepared in Filipino score higher than those pupils who choose the English version in taking the test. Other research outcomes that are providing challenges can be spelled out as i) relation effectiveness of Filipino and English as medium of instruction in Grades III, IV and V, indicating instruction done in Filipino in all groups tested had better scholastic achievement in reading, language, social studies and arithmetic; ii) experimental elementary education programs, showing that pupils consistently got higher score in subject taught in Filipino than those in English; and iii) in comparative difficulty of learning to read and write in Filipino and English, grades V and VI pupils showed better performance in letter writing in Filipino than in English. From the aforecited outcomes of researchers, it can be safely stated that the weaknesses of the Philippine Education were systematic,

69 structural and economic. These are brought about by factors that are outside and beyond the control of the system. Making Education Work or EDCOM Report EDCOM is a congressional initiatives that looked into the state of the Philippine Education system. In 1992, it released to the publics a report specifying that the quality of the Philippine Education is continuously declining particularly basic education due to i) failure to teach the competence the average citizens need to become responsible, productive and self fulfilling; ii) technical and vocational schools are not producing the manpower we need to develop our economy; and iii) graduate education is mediocre and failed to generate the researchbased knowledge we need to create more job and raise value of production. This decline has been attributed to a number of causes, namely: i) low budget, high enrolment; ii) shortage of teachers; iii) shortage of classrooms and iv) shortage of textbook. As per DECS estimates, the government would spend an average of P4,753.00 for every public elementary or secondary student. This amount would cover more P74 billion of DECS budget more or less to meet fund requirements to cover shortages for teachers, textbooks and classroom. Shortage of teachers. Since the beginning of 1990s the number of public school teachers has decreased 13 percent from about 372,000 in 1989-1990 to about 328,000 this year. This is in direct response to the growing enrolment in public schools, this decade. In the last four years, there was an average of more than 30,000 vacant teaching positions in public schools. This school year (SY 19992000) at least 19,000 additional teachers are needed to meet the enrolment requirements in elementary and secondary levels. To address

70 this gap, an amount at P1.86 billion is needed to cover shortages at the end of the year, according to DECS. The acute shortage is forcing some mentors to handle two or more grade levels. Latest available data shown that almost 20,500 teachers handle multi-grade classes. Public high school teachers are forced to handle a maximum of nine academic subjects. This situation not only drains the energy of teachers, but also affects the learning process of their students. Teachers with excess load naturally tend to relax to rest at some points because of stress and fatigue. Shortage of textbook. On the average, seven students share the use of textbook in each of their subject. In order to achieve an ideal of 11 textbook to student ratio, the government needs at least 92.8 million new books. Today, the number of books available in the system is more or less 12.28 million. This translates to roughly P5 billion since the average cost per book is pegged at P70.00. If the government seeks to achieve one to one student to textbook ratio before 2004, an appropriation of P2.5 billion which must increase annually by P500 million should be infused to the system beginning this year. This is almost impossible as the government has yet to release the P850 million for textbooks two years ago. Classroom shortage and more. Instead of decreasing classroom shortage, the past three school years witnessed an increasing demand for classrooms. From 1996 to 1998, classroom shortage has grown an alarming rate of 63 percent. This implies that old school building are rapidly deteriorating while the government is not providing new ones. According to DECS estimates, at least 21,500 new classrooms are needed to accomplish this years enrolment for the first two levels. Such classroom shortage translates to P6.6 billion since P305,000 is needed to build new classrooms. But again, the problem is where to source the needed funds.

71 The situation is even worse in some remote areas. There are 11,420 elementary schools in the country without toilets. There are also 12,956 barangays that do not have a single elementary school, while about 13 municipalities in four regions do not have public or private schools. Underinvestment in education. This is a perennial problem that is besetting the education system. This situation has been brought about by (i) increase in the education budget from 1986 to 1989 was not sustained in the succeeding three-year period; (ii) real capita expenditures declined starting in 1990; (iii) the growth in the universal size of the education budget was attributed to the growth of salary input which account for about 80 percent of the total education expenditures; and (iv) due to lack of funds, the education sector has failed to take advantage of recent technological advances. Computers are practically non-existent in public schools. Generally, the study conveyed that outcomes of education in the Philippines are significantly affected by factors that are outside and beyond the control of the systems. The inadequacy in the components of the system highlighted some areas which are included in the educational reform proposals. In order to correct these inadequacies in the Philippine Education System, EDCOM recommended that: i) ii) iii) iv) Stress basic public education, the elementary and secondary education; Encourage alternative learning modes, especially for the illiterate; Make the vernacular and Filipino the medium of instruction for basic education; Enlarge and enrich technical and vocational education;

72 v) Restructure the Department of Education to ensure that program focus is clear, resources are allocated rationally and plans are realistic and attainable; vi) vii) viii) Plan and support public and private education altogether; Ensure that only the best and most qualified professional teachers and administrators are recruited and hired; Make it possible for private industry workers, teachers, presents and LGUs to plan deliver and finance education and training; ix) x) Ensure the children of the poor to have greater access to all levels of education; Make public college and university education more cost effective and curricular programs more relevant to the communities they serve; and xi) Find new sources of money including taxes to finance basic education. In the light of the foregoing recommendation, EDCOM come up with desirable reforms, viz: i) ii) iii) iv) v) vi) vii) viii) Enhance and equalize opportunities in basic education; Improve the quality and make education relevant to individual and societal needs; Strengthen pre-service teacher education; Improve and expand in-service training programs for both public and private school teachers; Improve teachers welfare and benefits; Professionalize teachers and training; Create a well-defined career service path for promotion and career planning for teachers and administrators; and Encourage teachers organization

73 For higher education, EDCOM proposed these reforms, namely: i) Create a better fit between higher education and employment by a clearer classification of institution of higher learning and their roles in preparing graduates for society ii) iii) iv) v) employment via community colleges; and specialized colleges; Reduces mismatch between graduates and jobs involving leaders in business and industry in higher education; Carry out a selective admission policy; Provide incentives for students to pursue scientific, engineering and technician careers; Improve the quality of teachers through higher salaries and a career path through policies and programs to strengthen their academic qualifications; vi) vii) viii) ix) Encourage and strengthen voluntary accreditation; Set-up and support National and Regional Center for Excellence; Strengthen and improve education and research in these major disciplines; Create a Commission on Higher Education that shall be responsible for both public and private higher education; and x) Set-up a higher education development fund.

Making education manageable. EDCOM further proposed that to guarantee greater concentration on basic education and achieve greater efficiency and effectiveness in each level of the education ladder, a Department of Basic Education (DBE), to handle basic education, formal and non-formal shall be created; a Commission on Higher Education (CHED), a collegial body that will take charge of programming and coordinating responsibility over public and private higher education

74 institution; and Technical Education and Skills Development Authority (TESDA), to deal with the post secondary vocational and technical education and skills training, strengthening the linkage between education and trainings on one hand and the employment market the other. Administrative operation. The classroom is where teachinglearning take place. In this regard, the principal as instructional leader shall see to it that conditions for teaching-learning process effectively shall be met a well trained and motivated teacher; adequate instructional technologies; less distraction of teachers in non-teaching activities; the evaluation of teachers and learners performance; better system of communication field and information gathering processing, operation. EDCOM recommended the dissemination and storing. Decentralize decentralization of DBE educational operation. This requires that Division offices through the school superintendent can be authorized procurement textbook distribution; processing of payroll; planning and implementation of infrastructure and facilities; links and LGUs and appointment of teachers and supervisors. Planning and coordination. As proposed, the EDCOM was pushing for putting in place system planning and coordination, considering that a three co-equal institutions would be operated with three distinct administrative and programming bodies. To carry out a coordinated and integrated education planning at national level, a policy recommending body or National Council for Education needs to be organized. These challenges are now being addressed to by the government and that in some ways discernible changes are being carried out via legislative fiat.

The Philippine Education Delivery System

75 The Philippine education system as a social institution exists mainly to train the young and to explain what the universe is all about and serve as purveyor of culture from one generation to succeeding generations of Filipinos. It is utilized as an agent of socialization and indoctrination. It is also a means, a key of leaving ones social class and moving up in social leader (Tendero, et al, 1984). Education is offered in different schools and that, it is in school setting where learners coming from different families and ethno-lingual groups can meet and interact with one another equally. It therefore needs a delivery system modes that are appropriate to the developmental levels of learners; and that if delivered aptly, contributes effectively to changes expected of learners with respect to the environment and become capable of actively participating in the affairs of the community they chose to stay and lived. The strategies and curriculum are means if appropriately provided may contribute to the learners educative experiences and changes that are acquired in the early stage of life. This is a favorable period for infusing education toward a more desirable situation a function entrusted to the school system. In order to carry out this function, the government has delegated it to DepEd, which basic education program is delivered in terms of the elementary education, secondary education and the non-formal education; CHED for tertiary level of education or baccalaureate and graduate education program; and TESDA, or the technical skills and vocational education program. There are other government agencies which program are mainly focused in agri-rural development like the Department of Agriculture and attached agencies; Department of Agrarian Reform; Department of Labor and Employment; and Department of Social Welfare and Development.

76 Discussions therefore to articulate how the Philippine education system carried out its program and the antecedents of having these programs arrived at will be presented in the subsequent module lessons.

Self Activity 3 (SA3) 1. Conduct a simple demographic survey of people in your locality. Based on the result of the survey, please elaborate in what ways these people can contribute to develop the economic, social, cultural and value system of the community. 2. As development educators, how can you explain the dynamism of the Philippine Education system in terms of its philosophy, vision, missions, aims and mandates with respect to emerging issues and problems of our society at present. 3. Interview some school administrators and teachers. Elicit from them some problems and issues that are confronting them. Compare their responses with those challenges and issues treated in this module. Make your own conclusion and recommendation to ventilate those issues and address those challenges. 4. Read the EDCOM Report, identify other problems which are still being confronted by your school and teachers. In what ways, as a teacher can you contribute in addressing these problems? Self Activity Quiz 3 (SAQ3) 1. In what ways can education contribute to the development of the Philippine and vice versa? 2. How do you describe briefly? a. Development of the Philippine Education system; b. Philippine Education ladder;

77 c. Vision, mission and mandates of the Philippine Education System; and 3. What are the most important problems unfolded in these studies? a. PCSPE b. SOUTELE c. EDCOM Answers to Activity Quiz #3 (SAQ3) 1. There is symbiotic relationship between education and economic growth (development). The progress of one makes possible the development of the other. Economic development can help boast economic growth; and economic growth in turn makes it possible to have better education. Society, in order to maximize the effect of education, it has to organize its education system to fit manpower requirements of the economy. 2. The education system of the country started during the preSpanish era, where education took place informally via modeling and imitation; Spanish period, which structured curriculum was religion focused; American period emphasizing the teaching of democracy, citizenship and vocational education from elementary level to tertiary level; Japanese regime, the East-Asia coprosperous scheme was focal point in the instruction; and the period of the Republic of the Philippines, modeling the American system of education for elementary, secondary and up to tertiary level using English and Filipino as the medium of instruction. The Philippine Education ladder can be structurally described as 6-4-4 having 6 years elementary education; 4 or more years baccalaureate degree.

78 The age level of students belonging to each level is 6-12 years old, elementary level; 13-16 years old, secondary level; and 17 or older, tertiary level. Basically, the vision of the Philippine education can be quoted as We have seen the Filipino today. Nurturing, enhancing and articulating the best in us are the central tasks of education. The mandates of the Philippine Education can be gleaned from the Education Act of 1982; the 1987 Philippine Constitutional and Executive Order No. 117. 3. The most important problem unfolded in the PCSPE were large enrolment and high drop-out in all levels; graduates of higher educational institution were not matching the critical labor sectors, thus a large number of educated unemployed; education system was slow in responding to the advances of science and technology; and secondary education remained the weakest link in the education systems. As regard SOUTELE, the problems unfolded can be stated as systematic, structural and economic. Systematic because findings would show that achievement in different test given to students in vernacular was high. However, if tests were given in English, it is a different story, achievement was low; structural, considering that, learners have to pass through hierarchy of the education ladder without exception; and that the economic crises besetting our country is limiting our national leadership to provide education adequate funding support for quality education that is accessible to all. EDCOM unfolded in its findings the problems of declining quality of education; the system failure to teach the competence needed by average citizen to become responsible, productive and self fulfilling individuals; vocational schools were not producing

79 manpower needed to develop the economy; and graduate education is mediocre.

Summary This module lesson delved on the relation of education and economic development in terms that economic growth makes possible to have better education; and education in turn has to train manpower to fit the them to employment sector requirements of skilled labor. It also briefly discussed that the development of education from the pre-Spanish period to the present, noting the instruction-focused of each period. The philosophy, vision, aims, missions and mandate of the education system were likewise presented. The challenge and issues unfolded by different surveys done by government commissions like the Philippine Commission on Survey Philippine Education (PCSPE), prior to the Marital Law Period; Survey of Outcomes of Elementary Education (SOUTELE); the EDCOM Report or Making Education Work; and the promulgation of PD6-A or the Philippine Educational Act of 1972, were all important sources in defining the weaknesses of the Philippine Education from the decade of 60s up to the present. The most important findings that were unfolded in these surveys were the Philippine Education System was not producing graduates that would match labor requirement of the employment sectors due to government slow reaction to the advances of science and technology.

80 This resulted to the proliferation of unemployed educated graduates; and that access to quality education due to economic downtrends has become a dream to most Filipinos. In each of these surveys on Philippine Education, challenges and interventions have been suggested for the government to act upon decisively. Gauging from the government response, it can be observed that, it is slowly but firmly, establishing parameters in terms of school plants and facilities improvement, curriculum revision, hiring of competent and highly qualified teachers, improving the learners-book ratio of 1:1 and retraining of teachers and administrators. References Used Aquino, G. V. 1985. Educational Administration: Theory and Practice. Manila: Rex Printing Press. Aquino, G. V. 1974. Fundamentals of Effective Teaching. Metro Manila: Navotas Press. Carpio, E. B. 1989. The Educational Reorientation Program. Philippine Education: Visions and Perspective. Metro Manila: national Book Store. _________ Education Act of 1982 or Batas Pambansa Blg. 232. Gonzales, E. 1989. Secondary Education Development Program. Philippine Education: Visions and Perspective. Metro Manila: National Book Store, Inc.

Guerrero, J. S. 1989. Thrusts and Reform Program in Elementary Education: Implication to Teacher Education, Philippine Education: Visions and Perspective. Metro Manila: National Book Store, Inc. Manuel, J. L. 1972. Educational Reform: An Imperative for Development, Daily Express, Sept. 17, 1972. Muhi, E.T. et al. 1986. Dynamics of Development: The Philippine Experience, Metro Manila: National Book Store, Inc.

81 Perfecto, W. S. 1977. Future Direction in Philippine Education, Fookien Times Yearbook. Manila: MEC Planning Service. _________ P.D. 6-A. Educational Development Act of 1972. Pomeroy, W. J. 1974. PCSPE, Education For National Development, New Patterns, New Direction. An American Made Tragedy. NeoColonialism and Dictatorship in the Philippines. New York: International Publishers. Romulo, R. P. 1989. Non-formal Education Thrusts. Philippine Education Visions and Perspective. Metro Manila: National Book Store, Inc. Quisumbing, L. R. 1989. Reform, Thrusts and Innovation in Elementary and Secondary Education. Philippine Education, Vision and Perspective. Quezon City: National Bookstore, Inc. Sutaria, M.C. 1989. Secondary Education Reform Program. Philippine Education: Visions and Perspective. Metro Manila: National Bookstore, Inc. Tendero, A. P. 1984. Philippine Development Issues: An Inquiry: Metro Manila: National Bookstore. _________ The 2002 Basic Education Curriculum, Department Education. DepEd Complex, Meralco Avenue, Pasig City. of

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