By: Mr. Sam Gutierrez & Ms.

Jessica Guevara

Education in the Philippines evolved from early settlers to the present. Education in the country is in great importance because it is the primary avenue for upward social and economic mobility. Philippine educational system has a very deep history from the past in which it has undergone several stage of development going to the present system of education.

Education from Ancient Early Filipinos The education of pre-Spanish time in the Philippines was informal and unstructured. The fathers taught their sons how to look for food and other means of livelihood. The mothers taught their girls to do the household chores. This education basically prepared their children to became good husband and wives.

Early Filipino ancestors valued education very much. Filipino men and women knows how to read and write using their own native alphabet called alibata. The alibata was composed of 17 symbols representing the letters of the alphabet. Among these seventeen symbols were three vowels and fourteen consonants.

Historical Perspective of the Philippine Educational System

Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors. The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed and controlled.

The defeat of Spain by American forces paved the way for Aguinaldo's Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution. An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.

By: Mr. Hiro Ishikawa & Ms. Clarisse Mendoza

Primary Education The religious missionaries who came to the Philippines did not have as a primary concern the establishment of schools, much less the creation of a system of education. The missionaries saw that education and schools were a good way of evangelization. In 1565, the Augustinians started a school on elementary education in Cebu. The Augustinian fathers obtained permission from the city residents to bring together their sons in order to teach them Christian doctrine, first letters, conduct, urbanity and plastic arts.

In order to learn the Christian doctrine it was necessary to learn how to read and write. The Provincial Chapter of the Augustinians in 1598 decreed that schools be opened in towns, ranches, and barrios, and that they oblige the boys to attend them. The Franciscans, for their part, contributed as much to primary instruction in the Philippines as their means allowed. The Franciscans started what we know now as elementary schools, teaching the four Rs, religion, reading, writing and arithmetic. Together with this, they taught the Filipinos the practical arts to enable them to become useful citizens.

The Jesuit educational foundation was started by Father Pedro Chirino in Tigbauan, Iloilo in 1592. The school was at the same time, a residence. The Jesuits supported the students with the alms received from the encomenderos. They teach their students how to read, write, sing, draw, prayers (some in Latin), and how to serve Mass. This was done mainly with the idea of forming them as catechists and thus in turn become evangelizers of their own people.

Public Elementary School System A free compulsory publicly-supported system of primary schools came with the Education Decree of 1863, simultaneous with the establishment of a mens normal school to prepare future schoolmasters. The Society of Jesus ably administered the Escuela Normal de Maestros de Manila (1865-1901) the first normal school to train male teachers for primary schools, established by the decree of 1863. This law provided for the establishment of a public elementary school for boys and another for girls in every town, aged from six to fourteen years old.

Parents who did not send their children to schools were fined one-half to 2 reales. It must be noted that education was free only for poor pupils whose parents income was duly certified by the town gobernadorcillo and approved by the parish priest.

Secondary Teaching There was no secondary education, according to the modern system of education, until 1865 in the Philippines. On January 9, 1865, the Superior Government memorialized the Metropolitan Government on the need to improve the program of secondary education.

Queen Isabel II enacted, by way of experiment, that the University of Santo Tomas and the colleges affiliated to it by the corresponding Royal Order, should restructure their program of education in conformity with the reform projected by the Superior Government. By another Royal Order, dated 28 January 1867 and endorsed in Manila by Governor Gandara on 4 April, the Spanish government definitely laid the ground for implementing the new norms of education. In this decree, centers of secondary education would henceforth be classified as public or private schools. Only the University of Santo Tomas would enjoy the rank of public school.

The private colleges would be divided into private schools of the first class and private schools of the second class. The first class private schools were those that offered in their programs of studies all the subjects required for the degree of Bachelor of Arts; those that offered only some subjects were classified as second class. The Colegio de San Juan de Letran and Ateneo de Manila are first class private schools. Only the University of Santo Tomas, as a public institution of learning, had the power to grant academic degrees. It had the right, besides, to inspect the instruction given in other colleges.

The curriculum for the boys colleges was patterned after that of the colleges in Europe. It consisted of Greek, Latin, Spanish, philosophy, rhetoric, natural sciences, and humanities. The course lasted five years, after which the graduates were conferred the degree of A.B. (Bachelor of Arts). After having completed the college course, the boys were ready to enter the universities.

San Juan de Letran Founded by Juan Geronimo Guerrero in 1620.

In his old age, Guerrero entrusted his foundation, together with an encomienda the Governor had granted, to the Dominicans in 1638. Officially accepted by the Order of Preachers in 1652, it bore the name Seminario de ninos huerfanos de San Pedro y San Pablo (Seminary of Saints Peter and Paul for Orphan Boys) for more than half a century. Its program of studies did not go beyond the level of elementary schooling until about 1707, when two chairs on the Humanities were added. The students had until then attended the secondary school of the University of Santo Tomas.

From 1867 on, the first four courses of the secondary curriculum were given jointly for the Letranites and the Thomasites in the building of Letran college; but the former had to go to the halls of Santo Tomas for the fifth course. Letran reached a high level of development from the implementation of the decrees on secondary education.

Ateneo de Manila The college of Immaculate Conception, named Ateneo Municipal de Manila, started in 1859.

The Society of Jesus, under Father Cuevas, took charge on 19 December 1859 of what was called Escuela Pia of Manila. In 1865, Her Majesty Queen Isabel II elevated the school to the rank of a college of secondary teaching, now entitled Ateneo Municipal de Manila. In succeeding years, the Jesuit Fathers added important improvements to the building, and set up a Laboratory of Physics and a Museum of Natural History.

Education for Girls

We all know that the Spaniards stay in the Philippines for almost 300 years. One of their contributions is the Education. Major changes in education system happened during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled. By 1898, enrollment in schools at all levels exceeded 200,000 students. From the very beginning of the Spanish presence in the country we find institutions dedicated to the education for women.

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Collegio de Santa Pontenciana (1591-1864)first institution for women in the Philippines. It satisfied a radical need of offering the basic education to orphan girls, otherwise would have no better opportunity in their lives. Santa Isabel originally founded for the benefit of orphan Spanish girls. Beaterios - established for young girls called beatas who lead a secluded life. Some of the beaterios are established to teach Spanish Culture and values to young Filipinas and were founded by Filipino women. Escuela Normal Superior de Maestras prepare Filipino women teachers for the primary schools. Municipal Girls School was transformed into a normal school for women teachers in girls schools four years later under the sisters of charity.

A free compulsory publicly-supported system of primary schools came with the Educational Decree of 1869,simultaneous with the establishment of a mens normal school to prepare future schoolmasters. Each town had at least 2 schools, one for boys and another for girls, aged from six to fourteen years old. Classes were held daily except Sundays and holidays, for five and one-half hours in the morning and afternoon, starting at 7:00 to 10:00 am and from 2:30 to 5:00 pm. Classes were one hour longer in the morning during the summer months from April to June and no classes were held in the afternoon.

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Subjects taught were in the three Rs, Christian doctrine, morality and sacred history, general geography, and Spanish history, agriculture, rules of courtesy, vocal music and Spanish language. Pupils were forbidden to speak their own dialects. Girls studied sewing in lieu of agriculture, geography and Spanish history. Lack of school buildings was the most common problem in every town. Rizal observed that the schoolhouse may be the the vestibule of the parish house or of any other house which served as the temporary school but which became permanent. It happened to many towns and barracks, jail, or town hall served as the schoolhouse. Moreover education authorities cant provide the simple books on morality, geography and the history of the Philippines written in the language as he speaks since the immense majority of the people are engaged in working and cultivating the soil and raising cattle.

Higher or University Learning University education in the Philippines is much older than that of the United States. The first university in the Philippines was the University of San Ignacio. Originally founded as a college in 1589, it was elevated to the rank of a university in 1621 by Pope Gregory XV. It was closed in 1768 when the Jesuits were expelled from the Philippines. The College of San Ildefonso, founded in Cebu in 1595, was also closed. But it was reopened in 1783 as the ColegioSeminario de San Carlos (which became the University of San Carlos in 1948). The second university was the University of Santo Tomas, which was originally founded as a college in 1611 by the Dominican prelate, Miguel de Buenavides, third Archbishop of Manila.

The University, which included different faculties, was inaugurated on 15 August 1619. In the beginning, only the faculties of Arts, Philosophy and Theology were open. In the course of the years, others were opened in this order: Civil and Canon Law (1734), Spanish Law (1835), Medicine and Pharmacy (1871), Notary Public (1878), Philosophy and Letters (1896), Sciences (1896). This institution received the power to grant academic degrees by a Brief of Pope Paul V on 11 March 1619; the title of University from Pope Innocent X on 20 November 1645; the title of Royal from King Charles III on 7 March 1785; of Pontifical from the Pontiff Leo XIII on 17 September 1902; finally, the qualification Catholic from His Holiness, Pope Pius XII on 30 April 1847.

Still existing in Manila, it is 25 years older than Harvard University, the oldest university in the United States. The third university was the University of San Felipe, a government-sponsored university, which was established in Manila by a royal decree of King Philip V of Spain. It never gained popularity and was closed in 1726. All universities during the Spanish times were exclusively for men.

By: Mr. Lauro Caliva & Mr. Alex Romero

During the American colonial period of the Philippines (1898-1943), the American government gave priority to education in the Philippines. Education became very important for the Filipinos. The spread of democracy and formation of good citizens, including the rights and responsibilities of the people, were the focus of American education in the country. Education allowed the Americans to spread or share their culture, particularly the English language, to the Filipinos.

The American government wanted to give everyone the chance to study so they built public schools for the Filipinos. Volunteer Filipino soldiers became the first teachers of the Filipinos. Part of their mission was to build classrooms in every place where they were assigned. The Filipino soldiers stopped teaching only when a group of teachers from the U.S. came to the Philippines in June 1901. They came aboard the ship "Sheridan." In August 1901, 600 teachers called Thomasites arrived. Their name came from the ship they traveled on, the S.S. Thomas. The Thomasites arrived in the Philippines on August 12, 1901 to establish a new public school system, to teach basic education and to train Filipino teachers, with English as the medium of instruction. The Philippines had enjoyed a public school system since 1863, when a Spanish decree first introduced public elementary education in the Philippines. However, the Thomasites expanded and improved the public school system, and switched to English as the medium of instruction.

The Thomasites taught the following subjects: English Agriculture Reading Grammar Geography Mathematics General Courses Trade Courses Housekeeping Household Arts (sewing, crocheting & cooking) Manual Trading Mechanical Drawing Athletics (baseball, track & field, tennis, indoor baseball & basketball)

This group became successful in their mission and they transformed the Philippines into the third largest English-speaking nation in the world. After President William McKinleys appointment of William Howard Taft as the head of a commission that would be responsible for continuing the educational work started by the U.S. Army, the Taft Commission passed Education Act No. 34 on January 21, 1901, which established the Department of Public Instruction. The latter was then given the task of establishing a public school system throughout the Philippines. The Taft Commission also authorized the further deployment of 1,000 more educators from the U.S. to the Philippines.

Every child from age 7 was required to register in schools located in their own town or province. The students were given free school materials. There were three levels of education during the American period. The "elementary" level consisted of four primary years and 3 intermediate years. The "secondary" or high school level consisted of four years; and the third was the "college" or tertiary level. The Americans also gave recognition to those students who excelled academically. They were sent to the U.S. to continue their studies and to become expert in their desired fields or professions. They were called "scholars" because the government covered all their expenses. In return, they were to teach or work in government offices after they finished their studies. There were successful Filipino scholars like Judge Jose Abad Santos, Francisco Benitez, Dr. Honoria Sison and Francisco Delgado.

The knowledge of the Filipinos in reading and writing were very high during the American period. The first quinquenium , 1898-1903, saw the laying of the foundation of the American-sponsored educational system in the Philippines. The foundation, built on the people's strong craving for self-improvement through educational masterminded by a vigorous republic across the ocean, was able to withstand the strain of calamities such as were seldom seen on a national scale before. The foundation held firm in the face of inertia and antagonism on the part of the displaced ruling power. Schools were begun by Americanism but with proper respect for all ideals, customs and institutions of the population as McKinley had instructed in 1899.

The next 20 years was a period of getting the internal resources of the nation organized and settling down somewhat for a life of order and system. The 1st half thereof ( 1903-1913) coincides roughly with what has been called the Taft era in Philippine affairs, a period, one might say, of the strongest impact of the American culture upon Filipino race. This was the decade when the Philippine Assembly was inaugurated, and the democratic system of local and provincial governments installed. The beginnings of judicial and civil service systems were established. Primary schools were opened in most communities, an intermediate school in all big towns, and a high school in every province. Vocational schools in some places and a normal school in Manila were in operation by the end of this decade. The English language had been accepted and made workable. Firm policies were laid down on the separation of church and state, and part of the Friar lands were purchased and sold to the people in small units. Sanitation and medical services were introduced. Agriculture, land titles, shipping and other essential aspects of a peaceful national existence were placed in competent hands. The Philippine Constabulary of native Filipinos was making a record efficiency and courage. All these were financed with the money raised from Philippine revenue.

The 2nd half of the period ( 1914-1924) saw more expansion and improvement in many directions. There were more elementary schools, more normal schools, better-adapted textbooks, and improved curricula on all levels. Industrial work was accepted as a feature of elementary school work, and the high school looked more and more toward preparing students for college. The faith in the English language was affirmed in spite of a sporadic interest in the value of the native dialects in teaching. So much distance had been traveled by 1924 hat a survey of the educational system by impartial experts was decided upon as timely as important. But there was no longer any doubt that the Philippine democracy on this side of the Pacific was a going concern.

The next 10 years prior to the Commonwealth was a period of further educational expansion and improvement, but the schools had a rugged time of it on account of the world-wide economic crisis. The infant of 1901was, by 1930, quite a grown up creature, asserting more of his rights but not unworried by his rather retarded economic capabilities. The international picture, particularly in the Far East, had him worried , too, but he had to take his independence as given to him, the 1935 Commonwealth being a merely launching-off stage. For the problem of language in the schools, the Monroe survey said in 1925 that there was no absolutely satisfactory solution, and there was still none on the eve of Commonwealth.

The breakthrough in the strictly academic secondary curriculum was seen in the acceptance by some avant garde provisions of the general or comprehensive high school program which would turn out graduates with saleable skills or homemaking competencies. When the Commonwealth came, the secondary schools were undergoing significant re-examinations. By the time the Commonwealth was inaugurated, there had been enough to show that a Pacific democracy can be established in the islands. It had also been demonstrated that education was the most important handmaiden of prosperity and progress. The elementary schools were famous for its efficiency in handicrafts and in home garden projects.

The high school proper was evolving out of an emerging system of education, not just gotten out of a book of regulations based on traditional models. College domination of the high school was attacked in the turbulent thirties. The approaching political independence made the economic outlook a little more grim, and increasing intellectual unemployment made the critics more vocal than ever. The existing agricultural and trade schools were improved, it nis true, but the increased in enrollment in these schools, from 1924-1940, was very slight indeed. Workless, or practically workless secondary curriculum was still the staple fare for the majority of students in the high schools at the time of World War II.

By: Mr. Ryan Bulusan, Mr. Cenen Nacpil &Mr. Ed Manalastas

The Battle of the Philippines was the invasion of the Philippines by Japan in 1941--42 and the defense of the islands by Filipino and United States forces. Although the result was a Japanese victory, the perseverance of the defenders delayed Japanese attacks on other areas and assisted Allied counterattacks in the South West Pacific theatre, from late 1942. The defending forces outnumbered the Japanese invaders by 3:2, but were poorly trained and equipped, while the Japanese used their best first-line troops at the outset of the campaign. The Japanese 14th Army also concentrated its forces in the first month of the campaign, enabling it to swiftly overrun most of Luzon. The Japanese high command, believing this had won the campaign, made a strategic decision to advance by a month their timetable of operations in Borneo and Indonesia, withdrawing their best division and the bulk of their airpower in early January 1942. This, coupled with the decision of the defenders to withdraw into a defensive holding position in the Bataan Peninsula, enabled the Americans and Filipinos to successfully hold out for four more months.

January 3, 1942 The Japanese established military government, livelihood, and culture in the Philippines. It was led by Yoshidi Hayashi.

The Japanese promised the freedom of the country if they would help them in forming one Institution for the Development of Eastern Asia. Asia for Asians - Philippines for the Filipinos

Changes: Using of books pro-American was prohibited

Books and materials pro-Japanese were being used. Niponggo was taught in elementary, secondary and tertiary level Movies and stage plays were exhibited. Painters, writers, singers, dancers and scholars were brought to the Philippines so that the Filipinos would gain inspiration, sympathy, love and the cooperation of the Filipinos.

What the Japanese did during their stay: The Filipinos were more in favour of the Democratic system instead of Totalitarianism of the Japanese. Filipinos were smart and did not easily believe the outrageous promises and words which are mere opposite of what the Japanese are doing.

Women were raped and corruption and stealing took place- all done by the Japanese. Japanese governed the mining and construction industry.

Japanese occupation Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission established the Commission of Education, Health and Public Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese- sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the Department of Instruction was made part of the Department of Public Instruction.

Changes in Education During the Japanese Occupation

The government made some changes in the system of education in February, 1942. These changes were: To stop depending on western countries like the U.S., and Great Britain. Promote and enrich the Filipino culture. To recognize that the Philippines is a part of the Greater East Asia Co-Prosperity Sphere so that the Philippines and Japan will have good relations. To be aware of materialism to raise the morality of the Filipinos. To learn and adopt Nippongo and to stop using the English language. To spread elementary and vocational education. To develop love for work.

After World War II In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools. Marcos Era In 1972, the Department of Education became the Department of Education and Culture by Proclamation 1081. This centralized authority has, in effect, facilitated the integration of policymaking, planning and execution in all fields, including education. Consequently, the concept of national development is becoming more precise as the aims of the New society are spelled out. It now only remains to consider correlation between these aims and philosophy, structure and operation of the educational system.

Following a referendum of all barangays in the Philippines from 10-15 January 1973, on 17 January 1973 President Marcos ratified the 1973 Constitution by Proclamation 1102. The 1973 Constitution set out the three fundamental aims of education in the Philippines, to: Foster love of country; Teach the duties of citizenship; and Develop moral character, self discipline, and scientific, technological and vocational efficiency.. On 24 September 1972, by PD No 1, the Department of Education, Culture and Sports was decentralized with decision-making shared among thirteen regional offices.

The Education Act of 1982 provided for an integrated system of education covering both formal and non-formal education at all levels. Section 29 of the Act sought to upgrade education institutions' standards to achieve quality education, through voluntary accreditation for schools, colleges, and universities. Sections 16 & 17 upgraded the obligations and qualifications required for teachers and administrators. Section 41 provided for government financial assistance to private schools. The Act also created the Ministry of Education, Culture and Sports. In 1978, by PD No 1397, the Department of Education and Culture became the Ministry of Education and Culture.

BATAS PAMBANSA BILANG 232 Sec. 3. Declaration of Basic Policy. It is the policy of the State to established and maintain a complete, adequate and integrated system of education relevant to the goals of national development. Toward this end, the government shall ensure, within the context of a free and democratic system, maximum contribution of the educational system to the attainment of the following national developmental goals:
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To achieve and maintain an accelerating rate of economic development and social progress;

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To ensure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and To achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral and spiritual values in a changing world.

The State shall promote the right of every individual to relevant quality education, regardless of sex, age, creed, socio-economic status, physical and mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality of access to education as well as the enjoyment of the benefits of education by all its citizens..

By: Ms. Gaimee Chua & Ms. Rain Perrido

To the Filipino, knowledge is acquired through education. Although they generally agree that education can be obtained inside and outside school, they believe that the primary sources of knowledge are the schools. Thus, the higher a person goes up the formal educational ladder, the more knowledge he or she acquires and expectedly, the more wealth he or she generates or produces.

1) The educational ladder in the Philippines has a 6-44 structure. Pre-school education is optional Six years of elementary or primary education The entry age for elementary education is 6 years effective School Year 1995-96. Some private schools offer seven years of primary education. Four years of high school or secondary education For secondary education, it is 12-15 years Another four years of higher education for a degree program (except for some courses like Engineering, Law and Medical Sciences which require five or more years of schooling). For higher education, it is 16-19 years

2) The 1987 Philippine Constitution mandates the establishment of free public and private schools. 3) There are 3 types of secondary schools General high school - offer the four-year general academic secondary curriculum Vocational high school - offer the same secondary curriculum with additional vocational courses Science high schools - offer an enriched Science, Mathematics, and English curriculum in addition to the requirements of the secondary education curriculum.

4) Schools open in June and close in April. There is a two-week Christmas break before classes resume in January. The Philippines uses a bilingual medium of instruction. Certain subjects are taught in English and the rest in the national language which is Filipino. Before independence in 1946, all instruction was in English; since then, the national language, Pilipino, has been increasingly emphasized. Until the compulsory study of Spanish was abolished in 1987, secondary and higher education students had to contend with three languages--Pilipino, English, and Spanish.

5) Foreign students are allowed to pursue higher education in some 150 colleges and universities in the Philippines. A list of these schools, colleges and universities authorized to accept foreign students is available in Philippine Embassies and Consulates In 1990 over 10,000 foreign students studied in the Philippines, mostly in the regular system, although there were three schools for international students-Brent in Baguio and Faith Academy and the International School in Manila. These schools had some Filipino students and faculty, but the majority of the students and faculty were foreign, mostly American. Faith Academy served primarily the children of missionaries, although others were admitted as space was available.

Chinese in the Philippines have established their own system of elementary and secondary schools. Classes in the morning covered the usual Filipino curriculum and were taught by Filipino teachers. In the afternoon, classes taught by Chinese teachers offered instruction in Chinese language and literature.

Common Problems in the Philippine Educational System

1) Our educational structural ladder 6-4-4, 6 years in elementary, 4 in secondary and typically 4 years in tertiary level to gain a bachelor's degree is not enough to suffice our theoretical proficiency and technical knowhow .

One of the most serious problems in the Philippines in the 1980s and early 1990s concerned the large number of students who completed college but then could not find a job commensurate with their educational skills. If properly utilized, these trained personnel could facilitate economic development, but when left idle or forced to take jobs beneath their qualifications, this group could be a major source of discontent.

2) The government only spends 12 % of the national budget for education, that is far from the suggested cut of the World Bank which is 20%.Our finance to education is very far from other Asian countries like Malaysia and Thailand.

3) Lack of well-trained teachers and classrooms to cut down number of students 4) Low salaries of teachers. 5) The government is very slow in giving quality and standardized education to provinces. they rather give much time to schools near in Manila 6) Instructional materials for teachers are not enough. 7) Quality of Education became a major concern in the 1970s and early 1980s. Significant differences in literacy for different regions of the country and between rural and urban areas has been a major problem.

Performance was poorest among respondents from Mindanao and only somewhat better for those from the Visayan Islands, whereas the best performance was in the Central Luzon and Southern Tagalog regions. Other data revealed a direct relationship between literacy levels, educational attainment, and incidence of poverty. As a rule, families with incomes below the poverty line could not afford to educate their children beyond elementary school.

8) Vocational education in the late 1980s was receiving greater emphasis then in the past. Traditionally, Filipinos have tended to equate the attainment of education directly with escape from manual labor. Thus it has not been easy to win general popular support for vocational training. 9) Education policies fluctuated constantly and were likely to be changed before teachers became accustomed to them.