Free Education in the Philippines: The Continuing Saga (original) (raw)
Related papers
Universal Access to Quality Tertiary Education in the Philippines
International Higher Education
The Philippines has recently introduced a subsidy for tuition fees to enable universal access to higher education. There has been a heated debate about the Act’s sustainability and its implications for equity. We examine these issues and argue that, despite concerns, this move is a strategic long-term investment for the country.
Policy Analysis of the Free Education Program Implementation (Case study in Medan 1 Public School)
Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019), 2019
The purpose of this study is to find and obtain data that can provide information about the implementation of free education policies in Junior High School 1Medan using the theory of public policy by SyaifulSagala, and find out the obstacles faced in implementing the Education Policy Free 2017/2018 school year. This study uses descriptive qualitative research. The main data sources are words and actions. Sampling in this research is Purposive Sampling and data collection using is observation, interview, and documentation. Using informant triangulation and review techniques to ensure data validity. Based on the data analysis and the discussion that has been conducted, the results of the study show that it has taken; the implementation of free education policies in Medan 1 Public Middle School has gone well where, 1) BOS funds received by schools have been used properly, namely for funding education, especially school operational costs. All students, especially those who are less able to carry out their learning activities cheaply and easily, that is, they do not have to pay fees managed by the school, for example tuition fees, development money, registration fees, and book money or can be said free of charge. While for non-operational costs it is still the responsibility of the parents of students. 2) Constraints faced in the Implementation of the Free Education Policy at Public Junior School 1 Medanof the 2017/2018 Academic Year are; the complexity in preparing the accountability report, the delay in disbursing funds is the lack of certainty on the date or time of disbursing funds, decreasing education services especially extracurricular activities, assuming that the public with the free education policy is completely free.
Higher Education Policy in the Philippines : An Analysis
2015
This paper examined the Philippine higher education (HE) system focusing on the Long-Term Higher Education Development Plan (LTHEDP) implemented from 2001 to 2010. The LTHEDP 2001-2010 seeks to address the perennial problems of HE. The Plan also seeks to prepare the Philippines in embracing developmental opportunities for the twenty-first century such as globalization, information and communication technology, and the changing avenues for a knowledge-based economy. Within the LTHEDP Plan, the Philippine government implemented a policy of resource rationalization for the government-funded state universities and colleges (SUCs). The resource rationalization policy aims to limit the obligation of the government in financing higher education institutions (HEIs). Review and analysis of the present HE system reveals that the annual expenditure of the Philippine government in HE is not enough. As compared to other countries in Asia, the Philippines allocates a small percentage of funds for...
Crossroads in Philippine Education
Philippine education is at the crossroads. It must continually adapt to changing times. It must remain sensitive to the main universal goals in order for it to remain within the tracks and stay within the bounds of relevance. Revolutionizing Philippine education is not an easy task. Society is constantly changing and there are many factors affecting this change. Education as the primary agent of change must reckon with these forces, making it the process of individual growth and societal change. Carlos P. Romulo in his work once said that education today is the most valuable repository of hope not just for the Philippines but for all developing nations. It embodies their deepest aspirations for survival, for development and for the creation of just and contented societies. Thus, Education, in the broadest and noblest sense of the term is at the very heart of all governments. These words call us to embark on liberating education from our anemic system. As shown in our laws, education is not only an end, indeed, a right enshrined in the Universal Declaration of Human Rights. If its universal and fundamental aims remain constant, education in the modern world and how it adapts with the world of change is always in a state of constant flux (Bauzon: 2006). As Heraclitus said, "The essence of being is becoming, you cannot step into the same river twice, to be is to become, and all things are in a constant flux." Hence, the world had always been in incessant change and it is of utmost necessity to view education as having a practical side and that a denial of education has very tangible consequences. This is shown in the plight of the world's over 900 million illiterates. Thus, education is a right and as such, it must be treated as an everyday reality, not a remote promise. We have had sufficient experience and educational materials to do so, unfortunately, we are caught into the details and forget what is essential. As Confucius would say, "If a man keeps cherishing his old knowledge, so as continually to be acquiring new, he may be a teacher of others." In other words, openness to the new is the secret of relevant education, though it may be a long process, it is the better way.
2020
RESUMEN. Basado en la realidad Chilena sobre política de educación gratuita (2016), el artículo presenta un estudio que aborda la recepción sostenida por las instituciones de educación superior con respecto a mecanismos de aplicación y control de la política; tomando como muestra al grupo de estudiantes de la Universidad de Atacama con el beneficio en el año 2018. El análisis cuantitativo de los datos se realiza considerando las facultades y carreras, la vía de ingreso de los estudiantes, el tipo de establecimiento de origen y los académicos. factores de entrada Se concluye que sin mecanismos de evaluación y monitoreo, este beneficio podría convertirse en una partida del presupuesto de educación superior sin resultados fructíferos para el país. Con respecto al resultado, se establece que en la muestra analizada, los estudiantes que ingresan por vía regular o Prueba de Selección Universitaria (PSU), el rango de puntaje obtenido en los Grados de la Escuela Secundaria (NEM), es más bajo que los puntajes de PSU y Clasificación, por lo que no influye significativamente como factor de ingreso académico, esto significa que para un estudiante con el beneficio de gratuidad prevalece el puntaje PSU. PALABRAS CLAVE. Educación superior, gratuidad en educación superior en Chile, análisis de datos ABSTRACT.
ISSUES AND CONCERNS OF PHILIPPINE EDUCATION THROUGH THE YEARS
The essay is an attempt to analyze, evaluate and criticize issues affecting the educational system through the years with the end view of recommending possible improvements. The metamorphosis of Philippine education through the years was a gradual process brought about by generations of colonialism and imperialism. From the Spaniards to the Americans, to the Japanese even during the Liberation period up to the EDSA revolution, changes in education did not match the high hopes of the Filipino people. Presently, the Philippine educational system needs to address issues not only of accessibility and quality in providing education for all. Other issues needs to addressed involved the role of education in the national development, the unresponsive curriculum, improper monitoring of programs implemented, globalization of education and even politics in education. For the Philippine education to succeed its ills and problems must be addressed. There is a need for values reorientation of the Filipinos as a key to national development. Teachers' transformation, in terms of their values orientation is necessary. Part of the teachers' transformation must include their upgrading or updating for professional and personal development. Hence, government support and intervention, along this line is very much needed. As these very same ills and problems have been hounding the country for the last several decades, failure to do so will only compound these problems in the coming years.
Research Handbook on Quality, Performance and Accountability in Higher Education
In the European and Bologna process documents the main aim of higher education (HE) is the creation of an advanced, competitive and economically strong Europe. Educated people who are able to create personal and career professional success are especially important for seeking this aim. Liberal education is widely understood as intellectual and cognitive formation, therefore it is an essential condition to ensure the development of educated and successful individuals. But the base of liberal education development is the policy of quality assurance (QA) in the HE which at the same time is a priority and a source of trust for European HE. The empirical results of this research shows that problems of policy of the HE QA in Lithuania are related to the lack of focus on successfulness of the personal life and motivational incentives for students, focus on development of the general and entrepreneurial competences, ambition of the state to control students' flows, lack of rational and systematic planning of the state and problems concerned forecasting of changes in the labour market, and different perception of the concept of quality by stakeholders. The fact that there are problems and shortcomings in the field of policy of HE QA, there is a lack of research involving liberal education in conjunction with the HE QA-poses a risk for liberal education development and for the creation of an advanced competitive and economically strong Europe.
Indonesian Journal of Educational Research and Technology, 2022
The K-12 Education Program is a new education curriculum in the Philippines that further develops students' skills and concepts in different strands to prepare them for tertiary education and exhibit competence as lifelong learners; however, its implementation has several drawbacks. Thus, researchers identified and analyzed the typical issues that Sultan Kudarat State University –Laboratory High School SHS students faced in implementing the K-12 Education Program and dealt with those challenges and coping strategies. This study employed the qualitative research design, specifically, the phenomenological approach. Focus group discussion and individual interviews were employed to get the needed data. Based on the study findings, students perceive the new curriculum as a significant burden, with the top challenges of having more years in high school, lack of assistance, and learning facilities. They also agreed on the benefits of the new educational system, which include more knowl...
Formal education and the development of modern attitudes and values in the Philippines in the 1990s
2006
WB World Bank vi Chapter One business. This created my special interest in and knowledge of the country. Having completed an Open University module in development studies in 1988, I embarked on a Master's Degree in Education and became influenced by Stenhouse's (1975) idea of the teacher as researcher. Discussions with contacts in the Philippines led to my dissertation on the effects of multilateral agency policies in Philippine education during the 1980s. The focus of that study was on changes in educational quality during the debt Chapter 1 decade and, having completed it in 1991 and fed back the results, a number of my partners suggested there was room for a wider study on Philippine education. I began to discuss possible scenarios for such a study with them, out of which the current project arose. The draft proposal for a research project was submitted in late 1992 to the Education Department of the Open University. This was eventually passed to Development Policy and Practice. After moving to Asia at the end of 1992, I visited the Philippines in October 1993 to hold preliminary discussions about the focus of the research. It was during this visit that the study of attitudinal change associated with education first emerged. A year later, after substantial correspondence, I was able to present a draft questionnaire to my partners for comment, pilot the instrument in three universities and discuss the findings, which I had coded and analysed on receipt of the completed pilot questionnaires. Also on this visit an interview schedule was discussed, devised, piloted and evaluated for effectiveness. The main data gathering visit, using a revised questionnaire, took place in late 1995. Data entry was then the main task. This took almost a year to complete, since all the work had to be done in my spare time. Analysis of the data followed. During 1998 I wrote a first draft of the thesis, a draft that was not only rewritten but which was also re-focussed when the second draft was completed in 2003. The long gap between these drafts came about as a result of two things. First, my new post in Zayed University, United Arab Emirates, proved very exacting and left very little free time for the research and consequently I was unable to make visits to the United Kingdom to consult with my supervisors. The thesis was again rewritten after my first examination in 2004. As a result of the above, the study is now presented as an historical record of the state of attitude and value formation in Philippine education in the 1990s, rather than a contemporary assessment. It loses no significance, however, since it is my belief that Chapter 1 ' Page 14 of the 1964 paperback edition, 1966 reprint. Chapter 1 " concern about the status, remuneration and rights of teachers under neo-liberal education policy (EF, ACT, Kilusang Mayo Uno, academics) " belief that education fostered migration and that extended family ties facilitated it (academics and Fe Mangahas, Institute for Women's Studies) " belief that participation in education led to the adoption of a migration mentality (ACT, Professor Doronila, Professor Simbulan, Dr Tullao) Declining quality and threats to access as a result of higher fees led many of my contacts to suggest that Philippine education was in serious decline and, paradoxically, given the objectives of the reform programme, less attuned to promoting economic development within the country than it had been 20 years earlier. Overall, thinking amongst left-wing or nationalist Filipinos tended to follow a pattern. It started with the recognition that education in the Philippines was not structured to meet the needs of the economy, but the needs of an elite, and that policy reform required that equity, access and quality should be addressed. The neo-liberal policies that were applied, however, led to increased inequality, reduced access and lower quality, because their real aim was to reduce costs to assist the structural adjustment process. With the country needing foreign currency to service its overseas debt and with the economy in decline, the only option was to encourage migration, thereby generating foreign currency remittances. This migration culture was being promoted by government and also by the attitudes and values being transmitted by education. In summary, this dependency perspective saw Philippine education serving an economic "centre", while the country remained "peripheral". Its prime goal was perceived as identifying and certificating those who might profit from a closer, perhaps neo-colonial relationship with the "centre", both economically through migration and ideologically via the adoption of particular attitudinal traits. These, they argued, were being actively promoted by exposure to formal education, and more forcefully so since the start of the reform programme.