The Philippines emerged from three centuries of colonization about fifty years ago.
Colonialism by Spain and a further 50 years of US rule. Modern education, which had
been greatly influenced by American
influence, promised optimism and
mobility for individuals as well as
economic advancement for the nation
amid the euphoria of statehood. It is
essential to consider the importance of
education in the lives of more than 70
million Filipinos after fifty years of postcolonial development. The people of
the Philippines are kind-hearted, wise, and resourceful. It is a stunning island nation.
However, many of kids are battling to Basic schooling is denied to those who must live on
the streets. Urban underclass suffer from homelessness while performing inadequately paid
jobs satisfy their bare need. In the country, rural populations predominate out a meager
existence. The number of Filipinos traveling abroad to look for Work has exploded,
generating remittances valued to an
economy beset by unmanageable
debt. Resource extraction, supported
by export-oriented growth-first
economic policies and methods,
causes lasting environmental damage
throughout the archipelago
destruction. Even after the Marcos
regime was overthrown, social when
the prevalent modernization model of
growth exacerbates social inequity and ignites political confrontations, Armed
revolutionaries' conflicts. Globalization is spreading more and more. The turn of the
century, heavier burdens were put on society. of marginalization, debt, and poverty on
the shoulders of the vulnerable majority of men, women, and children in the Philippines.
Looking at this social situation, it is undoubtedly important to askWhat part the
modernization paradigm has played in the modernization of education the difficulties of
national and global development. Facing you Is there any accountability or responsibility
on the part of the Philippine educational system for the myriad social, economic, political,
and cultural issues? The ability and necessity of educational values, practices, and
buildings be changed to assist in constructing a country based on the values of
democracy, nonviolence, justice, and human rights. The Philippines is moving toward 21st
Century Education in response to globalization, desiring to deliver high-quality instruction
to achieve excellence in learning, appropriate teaching, and qualified resource
instructors. The K–12 basic education program was cited in the scenario as the first system
of education, followed by the current system and the previous/old system. A clear
comparison of these two systems has been made in favor of the latter, and the
significance of its program to globalization has been noted. Documents have been used
to trace the functions of the new system, and they have clearly shown partial records of
phenomena that globalization changed the system but did not change education. In
some ways, literature is a paradox, thus this study suggests pursuing comparative research
to compare and defend the earlier.
The lack of resources and corruption in the education system make it difficult for all
Filipinos to receive a high-quality education. One solution is to provide financial assistance
to women who need to pay for their children's education. Through micro-lending, these
women can purchase school uniforms, textbooks, and other school supplies.
Declining educational standards
Teachers in colleges rarely complain about the caliber of the pupils they receive.
They criticize the students' incapacity to put together even a simple sentence, let alone
an entire paragraph. Private schools have come under fire for producing graduates that
are only halfway competent and later join the
ranks of the country's educated unemployed.
These are all signs of inadequate educational
quality. Low educational standards are the
result of a number of factors. Studies and factfinding commissions have revealed that the
low government budget for education, poor
teacher quality, poor management of
schools, poor lab and library facilities, poor
learning environments, the curriculum's
content, inadequate books and science
equipment, the poor method of instruction, a lack of classrooms, and other factors are to
blame for the declining quality of education.
Philippine education has a colonial, feudal, imperial, commercial, and elite
character.
The fact that the educational system in the Philippines has mostly been and still has
American orientation and goals is a very broad accusation. Despite years of
independence, our educational system has yet to be able to eradicate the pervasive
colonial attitude that exists both inside and outside of academia. Higher education is
currently more of a privilege than a right because it depends on financial ability.
Lack of school facilities, books, and equipment Due to the rise in child enrollment
and enrollment ratio since 1960, elementary enrollment has been growing at a high rate
of 4% each year.
Particularly severe shortages exist for textbooks and classrooms. According to
estimates, there are 40,000 fewer classrooms needed nationwide, and the DECS (now
DepEd) runs two shifts in many schools. Even more problematic is the textbook issue.
According to a survey conducted in advance of a World Bank education loan, there are
10 books for every student in public elementary schools, and 79% of those books are older
than five years. This predicament has endured for a long time.
Underpaid and overworked teaching personnel
Although teaching is sometimes said to as the "most renowned of all occupations,"
many teachers believe that this honorable reputation is really a myth. We now perceive
Filipino teachers as overworked and underpaid professionals during the past three
decades.
Policy involving
bilingualism and the issue of a
national tongue
The goal of the bilingual
education policy is to create a
Filipino who is fluent in both
Filipino and English. Since the
DECS adopted the bilingual
policy 20 years ago, more than
half of the subjects in the
elementary and secondary
curricula of both public and private schools have been taught in Tagalog-based Pilipino.
The natural sciences and mathematics are still taught in English.
Curriculum design's main objective is to match learning methods,
resources, and experiences with predetermined outcomes. From this perspective, a good
curriculum ought to be effective and results-driven. The scope of a project is usually
decided upon by curriculum designers using tools like learner personas, requirements
analyses, and pre-existing assessment data. From there, it becomes crucial to create
learning strategies that relate to the traits of the intended learners in order to assist them in
achieving the desired results.
Designing curriculum with the end in mind involves managing,
designing, and organizing learning objectives, competencies, and standards within a
curriculum. The process of designing curriculum with the end in mind is commonly referred
to as “backward design” (Wiggins & McTighe, 1998). The major concept important to
curriculum designers is that instead of starting with content or topics (common historical
practice by many
educators), backward
design starts with the
outcomes and then
works backwards to
address the content,
topics, strategies, and
materials.
Use of learning
objective taxonomies is
one of the fundamental
components of
backward design. Bloom's Taxonomy is one of the most popular of these taxonomies
(Bloom, 1956). The revised version n of Bloom's Taxonomy categorizes learning objectives
into seven categories: recall, comprehend, apply, analyze, evaluate, and create. The
cognitive learning processes that are represented by these levels are manifested in a
variety of actions.
Taxonomies like Bloom's offer a framework for classifying different learning outcomes and
choosing the best educational tactics for a given learning level. A learning objective at
the understand level, for instance, will probably be created very differently than one at
the evaluate or create levels. This affects the strategies used, as well as the alignment of
the curriculum's components and the right learner level (i.e. novice, intermediate,
advanced).