Education in the Philippines is managed and regulated by the Department of Education

(DepEd), Commission on Higher Education (CHED) and Technical Education and Skills
Development Authority (TESDA). DepEd is responsible for the K–12 basic education; it
exercises full and exclusive control over public schools and nominal regulation over private
schools, and it also enforces the national curriculum that has been put in place since 2013. CHED
and TESDA, on the other hand, are responsible for higher education; CHED regulates the
academically-oriented universities and colleges while TESDA oversees the development of
technical and vocational education institutions and programs in the country.

From 1945 to 2011, basic education took ten years to complete—six years of elementary
education and four years of high school education for children aged six up to fifteen. However,
after the implementation of the K–12 Program of DepEd and subsequent ratification of
Kindergarten Education Act of 2012 and Enhanced Basic Education Act of 2013, the basic
education today takes thirteen years to complete—one year of kindergarten, six years of
elementary education, four years of junior high school and two years of senior high school for
children aged five up to seventeen.[3][4] As of 2017, the implementation of Grade 12 has started.

Meanwhile, higher education requires even as little as two years (e.g. associate degree) or much
longer (e.g. bachelor's degree, master's degree, doctorate) to complete in universities and
colleges, and much shorter in technical and vocational schools. University of the Philippines
serves as the country's national university and widely regarded as the top higher education
institution in the Philippines. There is also a large number of state universities and colleges and
privately run ones, and can either be for-profit or not-for-profit and secular or religious.

The school year usually runs from June to March, although it may also end in April, depending
on when the Holy Week is. Republic Act 7797 states that a school year may not exceed two
hundred and twenty school days, and that it may only start classes between the first Monday of
June and last day of August. While K–12 private schools are free to assign the date of opening of
classes anytime they want as long as it is within the prescribed period, K–12 public schools have
to follow a stringent school calendar crafted by DepEd regardless of circumstances.[5]

In some cases, the K-12 tertiary schools (HEIs, LUCs, SUCs, and TVIs) of both public and
private, are free to assign the date of opening of classes anytime they want as long as it is within
the prescribed period (between the first Monday of June and last day of August), while K-12
elementary and secondary (JHS and SHS) schools of both public and private, is always at June as
the month of opening of classes.

 2 Formal Education

 2.1 K-12
o 2.1.1 Some Implications of the Change in the System
o 2.1.2 Curriculum
o 2.1.3 Implementation
o 2.1.4 Elementary Education
o 2.1.5 Secondary Education
 2.1.5.1 Junior High School
  2.1.5.2 Vocational School
 2.1.5.3 Senior High School
o 2.1.6 Tertiary education
 2.2 Types of Schools Adhering to Compulsory Education and Senior High School
o 2.2.1 Science high schools
o 2.2.2 Chinese schools
o 2.2.3 Islamic schools

 3 Alternative Learning Systems

 4 Issues regarding the Educational System

 4.1 Quality of Education

 4.2 Budget for Education
 4.3 Affordability of Education
 4.4 Drop-out Rate (Out-of-school youth)
 4.5 Mismatch
 4.6 Brain Drain
 4.7 Social Divide
 4.8 Lack of Facilities and Teacher Shortage in Public Schools
 4.9 Issues regarding the K-12

Formal Education
Formal education is the hierarchically structured, chronologically graded 'education system',
running from primary school through the university and including, in addition to general
academic studies, a variety of specialised programmes and institutions for full-time technical and
professional training.[38] K-12 and tertiary education from colleges are characterized as formal
education. This does not include the informal education in the Philippines learned from daily
experience and the educative influences and resources in his or her environment. Nor does this
include non-formal education like the alternative learning systems provided by DepEd and
TESDA and other programs from educational institutions.

K-12

K-12 is a program that covers kindergarten and 12 years of basic education to provide sufficient
time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and entrepreneurship.

The 12 years of compulsory education in the Philippines is divided into Kindergarten, Primary
Education, Junior High School, Senior High School.
Its general features include:

(1) Srengthening Early Childhood Education (Universal Kindergarten), since the early
years of a human being, from 0 to 6 years, are the most critical period when the brain
grows to at least 60-70 percent of adult size;
(2) Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
by making lessons localized and relevant to Filipinos including discussions on Disaster
Risk Reduction, Climate Change Adaptation, and Information & Communication
Technology (ICT);
(3) Ensuring Integrated and Seamless Learning (Spiral Progression) which means that
students will be taught from the simplest concepts to more complicated concepts through
grade levels;
(4) Building Proficiency through Language (Mother Tongue-Based Multilingual
Education) hence the introduction of 12 Mother Tongue Languages as mediums of
instruction from grades 1-3 before the introduction of English;
(5) Gearing Up for the Future (Senior High School) wherein the seven learning areas and
three tracks for students to choose (See 2.1.1.3 Curriculum) prepare them for senior high
school, the two years of specialized upper secondary education; and
(6) Nurturing the Holistically Developed Filipino (College and Livelihood Readiness,
21st Century Skills) so that every graduate to be equipped with information, media and
technology skills; learning and innovation skills; effective communication skills; and life
and career skills.[39]
Current education system used since June 6, 2011
What are the changes?
Did it Implementation
School Grades Age Is it a Did it now Did the
have a
new become curriculum status
new
grade? compulsory? change?
name?
In Public
Kindergarten 4–6 Schools Yes Yes No Since 2011
Retained
Grade 1 6–7 No compulsory Yes No Since 2012
status
Retained
Grade 2 7–8 No compulsory Yes No Since 2013
status
Retained
Elementary Grade 3 8–9 No compulsory Yes No Since 2014
school status
Retained
9–
Grade 4 No compulsory Yes No Since 2015
10 status
Retained
10–
Grade 5 No compulsory Yes No Since 2016
11 status
Retained
11–
Grade 6 No compulsory Yes No Since 2017
12 status
 Retained
12–
Grade 7 Yes compulsory Yes Yes Since 2012
13 status
Retained
13–
Grade 8 Yes compulsory Yes Yes Since 2013
Junior high 14 status
school 14– Retained
Grade 9 Yes compulsory Yes Yes Since 2014
15 status
Retained
15–
Grade 10 Yes compulsory Yes Yes Since 2015
16 status
16–
Grade 11 Yes Yes Yes Yes Since 2016
Senior high 17
school 17–
Grade 12 Yes Yes Yes Yes Since 2017
18

Some Implications of the Change in the System

Senior High School, an important feature of the new K-12 program, creates several
opportunities. Standard requirements will be applied to make sure graduates know enough to be
hirable. Senior High School students will now be able to apply for TESDA Certificates of
Competency (COCs) and National Certificates (NCs) to provide them with better work
opportunities. Partnerships with different companies will be offered for technical and vocational
courses. Senior High School students can also get work experience while studying. Aside from
these, entrepreneurship courses will now be included. Instead of being employed, one can choose
to start his or her own business after graduating, or choose to further one's education by going to
college.[39]

Senior High School, as part of the K to 12 Basic Curriculum, was developed in line with the
curriculum of the Commission of Higher Education (CHED) – the governing body for college
and university education in the Philippines. This ensures that by the time one graduates from
Senior High School, one will have the standard knowledge, skills, and competencies needed to
go to college.[39]

Because of the shift of the curriculum in K-12, the College General Education curriculum will
have fewer units. Subjects that have been taken up in Basic Education will be removed from the
College General Education curriculum. Details of the new GE Curriculum may be found in
CHED Memorandum Order No. 20, series of 2013.

Regarding teachers, there are common misconceptions that teachers will lose their jobs because
of the shift to the K-12. However, DepEd ensures that "no high school teachers will be
displaced."[39]

The Department of Education (DepEd) is in constant coordination with CHED and DOLE on the
actual number of affected faculty from private higher education institutions (HEIs). The worst-
case scenario is that 39,000 HEI faculty will lose their jobs over 5 years. This will only happen if
none of the HEIs will put up their own Senior High Schools; however, DepEd is currently
processing over 1,000 Senior High School applications from private institutions.[39]

DepEd is also hiring more than 30,000 new teachers in 2016 alone. The Department will
prioritize affected faculty who will apply as teachers or administrators in Senior High Schools.[39]

Curriculum

 In kindergarten, the pupils are mandated to learn the alphabet, numbers, shapes and
colours through games, songs, pictures and dances, but in their native language; thus after
Grade 1, every student can read on his/her native tongue.
o The 12 original mother tongue languages that have been introduced for the 2012–
2013 school year are Bicolano, Cebuano, Chavacano, Hiligaynon, Ilocano,
Kapampangan, Maguindanaoan, Maranao, Pangasinense, Tagalog, Tausug and
Waray-Waray.
o 7 more mother tongue languages have been introduced for the 2013–2014 school
year. These are Aklanon, Ibanag, Ivatan, Kinaray-a, Sambal, Surigaonon and
Yakan.
o A common poem read in Filipino kindergartens is Ang aking alaga (My pet); a
common song, Ako ay may lobo (I have a balloon).
 In Grade 1, the subject areas of English and Filipino are taught, with a focus on "oral
fluency".
 In Grade 4, the subject areas of English and Filipino are gradually introduced, but now, as
"languages of instruction".
 The Science and Mathematics subjects are now modified to use the spiral progression
approach starting as early as Grade 1 which means that every lesson will be taught in
every grade level starting with the basic concepts to the more complex concepts of that
same lesson until Grade 10.
 The high school from the former system will now be called junior high school, while
senior high school will be the 11th and 12th year of the new educational system. It will
serve as a specialized upper secondary education. In the senior high school, students may
choose a specialization based on aptitude, interests, and school capacity. The choice of
career track will define the content of the subjects a student will take in Grades 11 and
12. Senior high school subjects fall under either the core curriculum or specific tracks.
o Core curriculum learning areas include languages, literature, communication,
mathematics, philosophy, natural sciences and social sciences.
o There are four choices that are available to be chosen by the students — or the so-
called "specific tracks". These are:

 Academic, which includes four strands which are:

1. Accountancy, Business & Management (ABM) - for those interested in pursuing

college or university education in fields of accountancy, business management,
business administration, office management, economics, or entrepreneurship.
2. Humanities & Social Sciences (HUMSS) - for those interested in pursuing college
or university education in fields of languages, mass communication and
 journalism, literature, philosophy, history, education, liberal arts, and the rest of
humanities and social sciences.
3. Science, Technology, Engineering & Mathematics (STEM)- for those interested in
pursuing college or university education in fields of basic and applied sciences,
biological sciences, physical sciences, laboratory sciences, nutrition and allied
medicine, mathematics, and engineering.
4. General Academic Strand (GAS) - for those interested in pursuing college or
university education but are not sure of what field to pursue as a career.

 Technical-Vocational-Livelihood, which specializes in technical and vocational

learning. A student can obtain a National Certificate Level II (NC II), provided
he/she passes the competency-based assessment of the Technical Education and
Skills Development Authority. This certificate improves employability of
graduates in fields of:

1. Home Economics like tourism, culinary art, cosmetology, clothing, handicraft,

housekeeping, etc.
2. Industrial Arts like automotive services, carpentry and construction, masonry,
plumbing, machining, electricity and electronics, etc.
3. Agricultural and Fishery Arts like agriculture, animal production, horticulture,
food processing, aquaculture, fish capture, landscaping, etc.
4. Information and Communications Technology like animation, illustration,
technical drafting, medical transcription, programming, and computer services.

 Arts and Design, which is helping interested senior high school students in the
particular fields of journalism, broadcast art,and mass media; media and
entertainment; creative writing like poetry, fiction writing, and playwriting; studio
arts like drawing, painting, sculpture, and printmaking, media arts like
animation,photography, graphic design, illustration, layout design, digital
painting, music production, sound design, game design, application design, film
and videography; applied arts or decorative arts like fashion design, industrial
design, product and packaging design, jewelry design, clothing and accessories,
set and costume design, and ceramics; dance like folk dance, classical and modern
ballet, ballroom and Latin dances, hip-hop, contemporary and popular dances, and
choreography; theater arts like acting, theater design, technical theater, and
directing; and music like instrumental music, vocal music, ensemble and chamber
music, and composition and music production. Art forms offered especially in
visual and media arts depends on schools' capacity, faculty, resident artists and
designers in immediate or local community, equipments and resources.

 Sports, which is responsible for educating senior high school students in the fields
of sports, physical education, fitness, and health. With pursued professions such
as sports athlete, sports coach, fitness coach, sports officiator, sports activity or
event manager, sports tournament manager, fitness leader and expert, fitness
instructor, gym instructor, sports expert, recreation leader and expert, physical and
 massage therapist, physical education instructor, physical education and health
instructor, MAPEH instructor, and sports scientist.

Disciplines Subjects Grade

Senior
Junior High
Elementary School High
School
School
# Name # Name
Gra Gra Gra Gra Gra Gra Gra Gra Gra Gra Gra Gra
Kinderg
de de de de de de de de de de de de
arten
1 2 3 4 5 6 7 8 9 10 11 12
1 English
2 Filipino
1 Language Arts
Mother
3
Tongue
Numbers
and
1
Number
Sense
Measurem
2
ent
Patterns
2 Mathematics
3 and
Algebra
4 Geometry
Statistics
and
5
Probabilit
y
1 Chemistry
2 Biology
3 Science 3 Physics
Earth and
4 Space
Science
Araling
4
Panlipunan
Values
Education/Edu
5
kasyon sa
Pagpapakatao
1 Music
6 MAPEH
2 Art
 Disciplines Subjects Grade
Senior
Junior High
# Name # Name Elementary School High
School
School
Physical
3
Education
4 Health
Agri-
1 Fishery
Technology Arts
and Home
2
Livelihood Economics
Education/Edu Industrial
7 kasyong 3
Arts
Pantahanan at Informatio
Pangkabuhaya n and
n (for Grades Communic
4 and 5) 4
ations
Technolog
y

Implementation

Program implementation in public schools is being done in phases starting SY 2012–2013. Grade
1 entrants in SY 2012–2013 are the first batch to fully undergo the program, and current 1st year
Junior High School students (or Grade 7) are the first to undergo the enhanced secondary
education program. To facilitate the transition from the existing 10-year basic education to 12
years, DepEd is also implementing the SHS and SHS Modeling.

K-12's implementation began in 2011 when kindergarten was rolled out nationwide. It continued
by fully implementing the system for Grades 1 and 7 during the school year 2012-2013, for
grade 11 during 2016, and for grade 12 during 2017.

There are four "phases" during the implementation of the new system. These are:

 Phase I: Laying the Foundations. Its goal is to finally implement the universal
kindergarten, and the "development of the (entire) program".
 Phase II: Modeling and Migration. Its goal is to promote the enactment of the basic
education law, to finally start of the phased implementation of the new curriculum for
Grades 1 to 10, and for the modeling of the senior high school.
  Phase III: Complete Migration. Its goal is to finally implement the Grades 11 and 12 or
the senior high school, and to signal the end of migration to the new educational system.
 Phase IV: Completion of the Reform. Its goal is to complete the implementation of the
K–12 education system

In terms of preparing the resources, specifically classrooms, teacher items, textbooks, seats, and
water and sanitation improvements, the following table shows the accomplished material from
2010 to 2014 and those planned for 2015.

2010 2010 TO 2014

RESOURCE PLANS FOR 2015
SHORTAGE ACCOMPLISHMENT
41,728 classrooms for
Kinder to Grade 12
86,478 constructed classrooms as of
Classrooms 66,800
February 2015 30,000 of which are for
Senior High School
(Grades 11 and 12)
128,105 teachers hired as of 39,066 additional teacher
Teacher Items 145,827
December 31, 2014 items
80,197 completed
Water and 13,586 programmed for
135,847
Sanitation 23,414 ongoing construction 43,536 2015
ongoing procurement as of May 2014
1:1 student-textbook ratio since 69.5 million additional
Textbooks 61.7M
December 2012 learning materials
1:1 student-school seat ratio since 1,547,531 additional new
Seats 2,573,212
December 2012 seats

Private schools craft their transition plans based on: (1) current/previous entry ages for Grade 1
and final year of Kinder, (2) duration of program, and most importantly, (3) content of
curriculum offered.

The Department of Education's justifications in this change, in implementing 13 years of basic

education, is that the Philippines is the last country in Asia and one of only three countries
worldwide with a 10-year pre-university cycle (Angola and Djibouti are the other two), and that
the 13-year program is found to be the best period for learning under basic education. It is also
the recognized standard for students and professionals globally.[39]

Elementary Education
Signage showing the different shifts for students attending the H. Bautista Elementary School in
Marikina, Metro Manila. Starting in the 2010–11 school year, different year levels are given
different class hours and are scheduled to go to school in different shifts to compensate for the
lack of school buildings, teachers, and materials.

Elementary school, sometimes called primary school or grade school (Filipino: paaralang
elementarya, sometimes mababang paaralan), is the first part of the educational system, and it
includes the first six years of compulsory education (Grades 1–6) after cumpolsory pre-school
education called Kindergarten.

Upper Uma Elementary School, Pasil Valley, Upper Kalinga, viewed from Ag-gama track, July
2008. Note distance from road (centre left).

In public schools, the core/major subjects that were introduced starting in Grade 1 include
Mathematics, Filipino, and Araling Panlipunan (this subject is synonymous to Social
Studies).English is only introduced after the second semester of Grade 1. Science is only
introduced starting Grade 3. Other major subjects then include Music, Arts, Physical
Education, and Health (abbreviated as MAPEH), TLE (Technology and Livelihood
Education) for Grade 6, EPP (Edukasyong Pantahanan at Pangkabuhayan) for Grades 4 and
5, Mother Tongue (Grades 1-3) and Edukasyon sa Pagpapakatao (synonymous to Ethics,
Values or Character Education). In private schools, subjects in public schools are also
included with the additional subjects including:Computer Education as a separate subject, though
it is included in EPP and TLE through its ICT component. In Christian and Catholic schools,
Religious Education is also part of the curriculum like Christian Values and Ethics, Christian
Living, or Bible Studies. Islamic schools like Madrasah schools have a separate subjects for
Arabic Language and for Islamic Values or abbreviated as ALIVE. Chinese schools may also
have subjects in Chinese Language and Culture. International schools also have their own
subjects in their own language and culture.
Only access from roadside (mid centre) to Upper Uma Elementary School Kalinga (behind) is
via this one-hour mud climb. Viewed December 2008.

From Kindergarten-Grade 3, students will be taught using their mother tongue, meaning the
regional languages of the Philippines will be used in some subjects (except Filipino and English)
as a medium of instruction. Aside from being incorporated as a language of instruction, it is also
a separate subject for Grades 1-3. But from Grade 4, Filipino and English as a medium of
instruction will then be used.

On December 2007, the Philippine president Gloria Macapagal Arroyo announced that Spanish
is to make a return as a mandatory subject in all Filipino schools starting in 2008, but this didn't
come into effect.[40][41]

DepEd Bilingual Policy is for the medium of instruction to be Filipino for: Filipino, Araling
Panlipunan, Edukasyong Pangkatawan, Kalusugan at Musika; and English for: English, Science
and Technology, Home Economics and Livelihood Education.[42] Article XIV, Section 7 of the
1987 Philippine constitution mandates that regional languages are the auxiliary official
languages in the regions and shall serve as auxiliary media of instruction therein.[43] As a result,
the language actually used in teaching is often a polyglot of Filipino and English with the
regional language as the foundation, or rarely the local language. Filipino is based on Tagalog, so
in Tagalog areas (including Manila), Filipino is the foundational language used. International
English language schools use English as the foundational language. Chinese schools add two
language subjects, such as Min Nan Chinese and Mandarin Chinese and may use English or
Chinese as the foundational language. The constitution mandates that Spanish and Arabic shall
be promoted on a voluntary and optional basis. Following on this, a few private schools mainly
catering to the elite include Spanish in their curriculum. Arabic is taught in Islamic schools.[43]

In July 2009, the Department of Education moved to overcome the foreign language issue by
ordering all elementary schools to move towards initial mother-tongue based instruction (grades
1–3). The order allows two alternative three-year bridging plans. Depending on the bridging plan
adopted, the Filipino and English languages are to be phased in as the language of instruction for
other subjects beginning in the third and fourth grades.[44]
Until 2004, primary students traditionally took the National Elementary Achievement Test
(NEAT) administered by the Department of Education, Culture and Sports (DECS). It was
intended as a measure of a school's competence, and not as a predictor of student aptitude or
success in secondary school. Hence, the scores obtained by students in the NEAT were not used
as a basis for their admission into secondary school. During 2004, when DECS was officially
converted into the Department of Education, the NEAT was changed to the National
Achievement Test (NAT) by the Department of Education. Both the public and private
elementary schools take this exam to measure a school's competency. As of 2006, only private
schools have entrance examinations for secondary schools.

The Department of Education expects over 13.1 million elementary students to be enrolled in
public elementary schools for school year 2009–2010.[45]

Though elementary schooling is compulsory, as of 2010 it was reported that 27.82% of Filipino
elementary-aged children either never attend or never complete elementary schooling,[46] usually
due to the absence of any school in their area, education being offered in a language that is
foreign to them, or financial distress.

Elementary or Primary School General Subjects with Daily Time Allotment (Time of
Direct Contact and Teaching Interaction), and Language of Instruction (Language
Medium Used)

Grade
1 Grade 6
(Grad Grade 4 (Grade
e (Grade Six/Sixt
One/Fi Grade 3 Four/Fo h
Grade 5 (Grade
rst Grade 2 (Grade (Grade urth Grade),
Elementary Five/Fifth
Grade Two/Second Three/Third Grade), Filipino
or Primary Grade),
), Grade), Filipino: Grade), Filipino: :
School Filipino:
Filipin Baitang 2 Filipino: Baitang Baitang
General Baitang 5
o: (Pangalawang/Ika Baitang 3 4 (Pang- 6 (Pang-
Subjects (Panlimang/Ikal
Baitan lawang Baitang) (Pangatlong/Ik apat anim
imang Baitang)
g1 atlong Baitang) na/Ikaap na/Ikaa
(Unan at na nim na
g Baitang) Baitang
Baitan )
g)
50 50 minutes
50 minutes daily;
Mother minute daily; Uses the
Uses the regional
Toungue s daily; regional or
or ethnic language
(Philippine Uses ethnic language
where the school is (None) (None) (None)
Regional or the where the
located and which
Ethnic regiona school is located
most students and
Languages) l or and which most
the public uses
ethnic students and the
 langua public uses
ge
where
the
school
is
located
and
which
most
student
s and
the
public
uses
30
Filipino minute
(Oral s daily
50 50
Fluency; beginni
50 minutes daily; 50 minutes minutes 50 minutes daily; minutes
Language, ng 2nd
Filipino daily; Filipino daily; Filipino daily;
Grammar, Quarte
Filipino Filipino
and r:
Literature) Filipin
o
30
English
minute
(Oral
s daily 50 minutes
Fluency;
beginni 50 minutes daily; daily; English
Reading and
ng 3rd English (Oral (Beginning
Writing;
Quarte Fluency) for 1st Literacy) for 1st 50 50
Beginning
r or and 2nd Quarters, and 2nd minutes 50 minutes daily; minutes
Literacy;
2nd and English Quarters, and daily; English daily;
Developing
Semest (Reading and English English English
Literacy;
er; Writing) for 3rd (Developing
Language,
Englis and 4th Quarters Literacy) for 3rd
Grammar,
h (Oral and 4th Quarters
and
Fluenc
Literature)
y)
50
minute 50 50
50 minutes
Mathemati s daily; 50 minutes daily; minutes 50 minutes daily; minutes
daily; Mother
cs Mother Mother Tongue daily; English daily;
Tongue
Tongu English English
e
Science (None) (None)* 50 minutes 50 50 minutes daily; 50
 * daily; Mother minutes English minutes
Tongue daily; daily;
English English
40
Araling
minute 40 40
Panlipunan 40 minutes
s daily; 40 minutes daily; minutes 40 minutes daily; minutes
(English: daily; Mother
Mother Mother Tongue daily; Filipino daily;
Social Tongue
Tongu Filipino Filipino
Studies)
e
Edukasyon 30
sa minute 30 30
30 minutes
Pagpapakat s daily; 30 minutes daily; minutes 30 minutes daily; minutes
daily; Mother
ao (English: Mother Mother Tongue daily; Filipino daily;
Tongue
Character Tongu Filipino Filipino
Education) e
Musika,
Sining,
Edukasyon
g
Pangkataw 40
an, at minute 40 40
40 minutes
Kalusugan s daily; 40 minutes daily; minutes 40 minutes daily; minutes
daily; Mother
/ Music, Mother Mother Tongue daily; Filipino daily;
Tongue
Arts, Tongu Filipino English
Physical e
Education,
and Health
[abbr.
MAPEH]
Edukasyon
g
Pantahana
n at
Pangkabuh
ayan [abbr.
EPP] 50 50
(English: minutes 50 minutes daily; minutes
(None) (None) (None)
Home and daily; Filipino daily;
Livelihood Filipino English
Education)
for Grades
4-5 /
Technology
and
Livelihood
Education
[abbr. TLE]
for Grade 6
as transition
to High
School TLE

[47]

Secondary Education

PSHS Main Campus. There is a disparity between rural and urban education facilities in the
Philippines.

Secondary school in the Philippines, more commonly known as "high school" (Filipino:
paaralang sekundarya, sometimes mataas na paaralan), consists of 4 lower levels and 2 upper
levels. It formerly consisted of only four levels with each level partially compartmentalized,
focusing on a particular theme or content. Because of the K-12 curriculum, the high school
system now has six years divided into 2 parts. The lower exploratory high school system is now
called "Junior High School" (Grades 7-10) while the upper specialized high school system is
now called "Senior High School" (Grades 11 and 12).

Secondary students used to sit for the National Secondary Achievement Test (NSAT), which was
based on the American SAT, and was administered by the Department of Education. Like its
primary school counterpart, NSAT was phased out after major reorganizations in the education
department. Its successors, the National Career Assessment Examination (NCAE) and National
Achievement Test (NAT) were administered to third- and fourth-year students respectively,
before the implementation of the K-12 system. The National Career Assessment Examination
(NCAE) is now being administered for Grade 9 and the National Achievement Test (NAT) is
being administered at Grade 6, 10, and 12. Neither the NSAT nor NAT have been used as a basis
for being offered admission to higher education institutions, partly because pupils sit them at
almost the end of their secondary education. Instead, higher education institutions, both public
and private, administer their own College Entrance Examinations (CEE) (subjects covered will
depend on the institutions). Vocational colleges usually do not have entrance examinations,
simply accepting the Form 138 record of studies from high school, and enrollment payment.

Junior High School

Students graduating from the elementary level automatically enroll in junior high, which covers
four years from grades 7 to 10. This level is now compulsory and free to all students attending
public schools.

There are two main types of high school: the general secondary school, which enroll more than
90 percent of all junior high school students, and the vocational secondary school. In addition,
there are also science secondary schools for students who have demonstrated a particular gift in
science at the primary level as well as special secondary schools and special curricular programs.

Admission to public school is automatic for those who have completed six years of elementary
school. Some private secondary schools have competitive entrance requirements based on an
entrance examination. Entrance to science schools, art schools, and schools with special
curricular programs is also by competitive examination sometimes including interviews, and
auditions.

The Department of Education specifies a compulsory curriculum for all junior high school
students, public and private. There are five core subjects: Science, Mathematics, English,
Filipino, and Araling Panlipunan (Social Studies).

Other subjects in all levels of junior high school include MAPEH (a collective subject
comprising Music, Art, Physical Education and Health), Edukasyon sa Pagpapakatao or Values
Education and TLE (Technology and Livelihood Education).

Grade 9
(Grade
Nine/Ninth
Grade 7 (Grade Grade 8 (Grade
Grade), Grade 10 (Grade
Seven/Seventh Eight/Eighth
Junior High Filipino: Ten/Tenth Grade),
Grade), Filipino: Grade), Filipino:
School Core Baitang 9 Filipino: Baitang 10
Baitang 7 Baitang 8
Subjects (Pang- (Pansampung/Ikasamp
(Pampitong/Ikapito (Panwalong/Ikawalo
siyam ung Baitang)
ng Baitang) ng Baitang)
na/Ikasiya
m na
Baitang)
Science Science 7 Science 8 Science 9 Science 10
Mathematic Mathematic
Mathematics 7 Mathematics 8 Mathematics 10
s s9
English 9:
English 7: Philippine English 8: Afro- British- English 10: World
English
Literature Asian Literature American Literature
Literature
Filipino 7: Filipino 8: Panitikang Filipino 9: Filipino 10: Panitikang
Panitikang Pambansa (Philippine Panitikang Saling-wika ng Daigdig
Filipino
Panlalalwigan National Literature); Saling- (World Translated
(Regional Florante at Laura wikang Literature); El
 Literature); Ibong Asyano Filibusterismo
Adarna (Asian
Translated
Literature);
Noli Me
Tangere
Araling
Araling
Araling Panlipunan Panlipunan Araling Panlipunan 10:
Panlipunan Araling Panlipunan
8: Kasaysayan ng 9: Mga Kontemporaryong
(English: 7: Araling Asyano
Daigdig (World Ekonomiks Isyu (Contemporary
Social (Asian Studies)
History) (Economics Issues)
Studies)
)
Edukasyon
sa Edukasyon
Pagpapakat Edukasyon sa Edukasyon sa sa Edukasyon sa
ao (English: Pagpapakatao 7 Pagpapakatao 8 Pagpapakat Pagpapakatao 10
Character ao 9
Education)
Musika,
Sining,
Edukasyong
Pangkatawa
n, at
Kalusugan /
MAPEH 7 MAPEH 8 MAPEH 9 MAPEH 10
Music, Arts,
Physical
Education,
and Health
[abbr.
MAPEH]
Technology
and TLE 9
Livelihood TLE 7 (Exploratory) TLE 8 (Exploratory) (Specialized TLE 10 (Specialized)
Education )
[abbr. TLE]

In other public schools or private secondary schools offers specialized curricular programs for
students with gifts and or talents as well as aptitude in fields of: sciences and mathematics,
sports, the arts, journalism, foreign language, or technical-vocational education. These are under
the DepEd with the latter in partnership with TESDA. These special programs for special schools
are: Science, Technology, Engineering, and Mathematics Program (STEM, formerly called
ESEP); Special Program in Sports (SPS); Special Program in the Arts (SPA); Special Program in
Journalism (SPJ); Special Program in Foreign Language (SPFL); and Technical-Vocational-
Livelihood Program (TVL). These programs offers comprehensive secondary education in a
particular academic or career pathway field. Because of being career-pathway oriented, special
and advanced subjects are offered in replace of TLE subject and sometimes includes even more
time and subjects for specialized learning and training.

In selective schools, various languages may be offered as electives like in a SPFL program, as
well as other subjects such as computer programming and literary writing like in STEM schools
or Laboratory High Schools. Chinese schools have language and cultural electives. International
Schools offers electives or subjects like writing, culture, history, language, art, or a special
subject unique to the school. Preparatory schools like technical vocational schools or schools
with TVL Program usually add some business, entrepreneurship, and accountancy courses.
Special science high schools like those of PSHS System (administered by DOST) and RSHS
System[disambiguation needed] (administered by DepEd) have biology, chemistry, and physics at every
level and or exclusive and advanced science and math subjects as well as subjects in technology,
pre-engineering, and research. These science schools are more exclusive and with higher
standards compared to general high school's STEM Program. PSHS or RSHS students may
transfer to a STEM program school but not the way around. PSHS students may also transfer to a
RSHS and vice versa only for incoming sophomore year. Both PSHS and RSHS students must
maintain an average grade especially in their advanced sciences and math subjects on a quarterly
basis or else will loose the chance of continuing education in these schools, therefore, will make
students transfer to a STEM Program school or a general high school. This systems makes sure
the quality and exclusiveness of science high schools. In special government-run art school such
as Philippine High School for the Arts, which is administered by the Cultural Center of the
Philippines in coordination with Department of Education, and as well as the National
Commission for Culture and the Arts offers a much specialized and exclusive curricular program
than general high school's SPA Program. Like the PSHS and RSHS to STEM schools system,
students from PHSA should maintain grades in their art field of specialization or will transfer to
an SPA school or a general high school. But SPA students can enroll in PHSA only for incoming
sophomores passing exclusive test, auditions, and interviews, and not from general high schools
but from SPA school only. Both schools of Philippine Science High School System and the
Philippine High School for the Arts are administered by government agencies apart from DepEd
but still is in coordination with it. These schools offers scholarship for students with high
aptitude and talents in science fields or the art fields granting those who passes rigorous and
exclusive tests with many special benefits like free board and lodging, free books, a monthly
stipend, and classes taught by experts, masters, and active practitioners of their respective fields
among others.

Vocational School

Formal technical and vocational education starts at secondary education, with a two-year
curriculum, which grants access to vocational tertiary education. [35] However, there is also non-
formal technical and vocational education provided as alternative learning programs.

Vocational schools offer a higher concentration of technical and vocational subjects in addition
to the core academic subjects studied by students at general high schools. These schools tend to
offer technical and vocational instruction in one of five main fields: agriculture, fisheries, trade-
technical, home industry, and ‘non-traditional’ courses while offering a host of specializations.
During the first two years, students study a general vocational area, from the five main fields
mentioned. During the third and fourth years they specialize in a discipline or vocation within
that area. Programs contain a mixture of theory and practice.[48]

Upon completion of Grade 10 of Junior High School, students can obtain Certificates of
Competency (COC) or the vocationally oriented National Certificate Level I (NC I). After
finishing a Technical-Vocational-Livelihood track in Grade 12 of Senior High School, a student
may obtain a National Certificate Level II (NC II), provided he/she passes the competency-based
assessment administered by the Technical Education and Skills Development
Authority(TESDA).[48]

Senior High School

The new high school curriculum includes core classes and specialization classes based on student
choice of specialization. Students may choose a specialization based on aptitude, interests, and
school capacity. Classes or courses are divided into two: Core Curriculum Subjects and Track
Subjects.

There are seven learning areas under the core curriculum. These are languages, literature,
communication, mathematics, philosophy, natural sciences, and social sciences. These will make
up 15 core courses with the same contents and competencies but with allowed contextualization
based on school's location despite of specializations of tracks and strands.

Senior High School Core Subjects

Oral Communication
Reading and Writing
Language
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik
21st Century Literature from the Philippines and the World
Humanities
Contemporary Philippine Arts from the Regions
Communication Media and Information Literacy
General Mathematics
Mathematics
Probability and Statistics
Earth and Life Science
Physical Science
Science
Earth Science (for STEM Strand only)
Disaster Readiness and Risk Reduction (for STEM Strand only)
Personal Development / Pansariling Kaunlaran
Social Science
Understanding Culture, Society and Politics
Introduction to the Philosophy of the Human Person / Pambungad sa
Philosophy
Pilosopiya ng Tao
PE and Health Physical Education and Health
Track subjects will be further divided into Applied or Contextualized Subjects and the
Specialization Subjects. There would be 7 Applied Subjects with competencies common to
tracks and strands or specializations but with different contents based on specialization, and there
would be 9 Specialization Subjects with unique contents and competencies under a track or
strand.

SHS Applied Subjects (For All Tracks)

Track 1 English for Academic and Professional Purposes
Track 2 Practical Research 1
Track 3 Practical Research 2
Track 4 Pagsulat sa Filipino sa Piling Larangan
Track 5 Empowerment Technologies (E-Tech): ICT for Professional Tracks
Track 6 Entrepreneurship
Track 7 Research Project / Culminating Activity
SHS Specialized Subjects
Academic Track
Science,
Str Accountancy, Humanities Technology,
General Arts and
an Business and and Social Engineering Sports Track
Academic Design Track
d Management Science and
Strand (GAS)
(ABM) (HUMSS) Mathematics
(STEM)
Creative
Industries I:
Tr Arts and
Applied Creative Safety and
ack Pre-Calculus Humanities 1 Design
Economics Writing First Aid
1 Appreciation
and
Production
Business Creative Creative
Tr
Ethics and Nonfiction: Industries II: Human
ack Basic Calculus Humanities 2
Social The Literary Performing Movement
2
Responsibility Essay Arts
Fundamentals Introduction
Physical and
Tr of of World
General Social Science Personal Fundamentals
ack Accountancy, Religions and
Biology 1 1 Development of Coaching
3 Business and Belief
in the Arts
Management 1 Systems
Fundamentals Trends,
Developing Sports
Tr of Networks and
General Applied Filipino Officiating
ack Accountancy, Critical
Biology 2 Economics Identity in the and Activity
4 Business and Thinking in
Arts Management
Management 2 the 21st
 Century
Integrating the
Fitness, Sports
Tr Philippine Organization Elements and
General and
ack Business Math Politics and and Principles of
Physics 1 Recreation
5 Governance Management Organization
Leadership
in the Arts
Leadership
Community Disaster Psychosocial
Tr and
Business Engagement, General Readiness and Aspects of
ack Management
Finance Solidarity and Physics 2 Risk Sports and
6 in Different
Citizenship Reduction Exercise
Arts Fields
Disciplines Fitness
Tr Organization Elective 1
and Ideas in General Testing and
ack and (from any Apprenticeshi Exercise
the Social Chemistry 1
7 Management Track/Strand) p and
Sciences Programming
Exploration of
Disciplines Different Arts
Tr and Ideas in Elective 2 Fields (160
Principles of General Practicum (in-
ack the Applied (from any hours)
Marketing Chemistry 2 campus)
8 Social Track/Strand)
Sciences
Work
Immersion/Re
Work
search/Career Work
Immersion/Re
Work Work Work Advocacy/Cul Immersion/Re
search/Career
Immersion/Re Immersion/Re Immersion/Re minating search/Career
Tr Advocacy/Cul
search/Career search/Career search/Career Activity i.e. Advocacy/Cul
ack minating
Advocacy/Cul Advocacy/Cul Advocacy/Cul Exhibit for minating
9 Activity i.e.
minating minating minating Arts Activity i.e.
Business
Activity Activity Activity Production/ Apprenticeshi
Enterprise
Performing p (off-campus)
Simulation
Arts
Production

All the subjects (core, applied and specialized) are having 80 hours per semester each, except for
Physical Education and Health, having 20 hours per semester.

And for the subjects under General Academics Strand (GAS), Humanities 1 and 2 will be chosen
from the HUMSS track subjects 1 to 4, and for the Social Science 1 will be chosen from HUMSS
track subjects 5 to 8.
SHS will be offered free in public schools and there will be a voucher program in place for
public junior high school completers as well as ESC beneficiaries of private high schools should
they choose to take SHS in private institutions. This means that the burden of expenses for the
additional two years need not be completely shouldered by parents.

For their specialization classes, students choose from four tracks: Academic; technical-
vocational-livelihood; Sports; and the Arts and Design.

The Academic track includes five strands of specializations:

 Accountancy and Business Management (ABM) which will prepare students for college
courses in the business-related careers such as accountancy, business management, office
administration, finance, economics, marketing, sales, human resource management,
business operations, entrepreneurship, etc.
 Humanities and Social Sciences (HumSS) which will prepare students to college courses
in the fields of humanities like language arts, literature, history, philosophy, religious
studies, and the liberal arts as well as in the field of social sciences and applied social
sciences like anthropology, economics, political science, psychology, sociology,
criminology, geography, counseling, social work, journalism and communications, etc.
 Science and Technology, Engineering, and Mathematics (STEM) which will prepare
students for college courses in the fields of natural and physical sciences, applied
sciences, allied medicine, computer studies, architecture, engineering, mathematics, etc.
 General Academic (GA) is a generic strand for students who are not yet sure of what to
study in college or what track and strand to take with much like liberal arts subjects like
electives from humanities and social sciences, applied business and science courses, and
a freedom to choose electives from any track or strand offered by the school
 The new Pre-Baccalaureate Maritime Strand which is an academic maritime field
preparatory strand with pre-engineering courses lie pre-calculus, calculus, and physics as
well as one chemistry and introductory maritime courses, preparing students who wishes
to pursue higher education in a maritime-related field.[49]

The Technical-Vocational-Livelihood (TVL) track includes current five specializations from

which TESDA-based courses can be chosen:

 Home Economics
 Agri-Fishery Arts
 Industrial Arts
 Information and Communications Technology
  The new field of TVL Maritime (a technical-vocational-livelihood counterpart of the Pre-
Baccalaureate Maritime of Academic Track).

A mixture of specialization courses from these four fields can also be done, depending on the
curricular program and offerings offered by schools who offers TVL track.[50]

Sports track will prepare students with sports science, sports-related, physical education-related,
health-related, and movement-related courses which will let them explore and specialize in fields
like sports fundamental coaching, student-athlete development, sports officiating and activity
management, recreational and fitness or sports leadership. This will be with courses in safety and
first aid, fitness testing and basic exercise programming, psychosocial aspects of sports and
exercise, and human movement. Students will have an immersion or practicum in a sports,
fitness, exercise, or recreation specialization of one will be in-campus practicum and one will be
off-campus apprenticeship. This track will prepare students with careers in sports athletics,
fitness, exercise, recreational leadership, sports event management, coaching, and physical
therapy.[51]

Arts and Design Track will prepare student for the creative industries in various creative and
artistic fields such as but not limited to: music, dance, creative writing and literature, visual arts,
global media arts, broadcast arts, film and cinema, applied arts, architecture and design, theater,
entertainment, etc. Students will be trained with lectures and immersions in arts appreciation and
production and the performing arts. They will also learn and be prepared with physical and
personal development which will help them with physical, personal, and health factors in the arts
fields as an introduction to workplaces; integration of elements and principles of art which will
deepen their understanding about art elements and principles and their applications; building
cultural and national identity in arts which will help them appreciate cultural icons and
traditional or indigenous materials, techniques, and practices in their art field. Students also will
be immersed to an art field of their choice: music, theater, literary art, visual art, or media art
under apprenticeship with practitioner/s of the field and will culminate showcasing their skills
and talents in either a performing arts performance, a visual and media art exhibit, or a literary
art production.[52]

The government projects some 1.2 to 1.6 million students will enter senior high school in the
2016-17 academic year.

Senior High School "completes" basic education by making sure that the high school graduate is
equipped for work, entrepreneurship, or higher education. This is a step up from the 10-year
cycle where high school graduates still need further education (and expenses) to be ready for the
world. There are 334 private schools with Senior High School permits beginning in SY 2014 or
2015. Last March 31, 2015, provisional permits have been issued to 1,122 private schools that
will offer Senior High School in 2016.

Senior High School will be offered free in public schools and there will be a voucher program in
place for public junior high school completers as well as ESC beneficiaries of private high
schools should they choose to take Senior High School in private institutions. This means that
the burden of expenses for the additional two years need not be completely shouldered by
parents. All grade 10 completers from a public Junior High School who wish to enroll in a
private or non-DepEd Senior High School automatically get a voucher.

Tertiary education

Main article: Higher education in the Philippines

All tertiary education matters are outside of the jurisdiction of DepEd, which is in charge of
primary and secondary education, but is instead governed by the Commission on Higher
Education (CHED). As of 2013, there are over 2,229 higher education institutions (HEI’s) in the
country which can be divided into public and private institutions. There are 656 public higher
education institutions which account for 28.53% of all HEI’s. While 1,643 private institutions
account for 71.47% of all HEI’s.

Public HEI's are further divided into state universities and colleges (SUC’s), local colleges and
universities (LUC’s), special HEI’s, and government schools. State universities and colleges are
administered and financed by the government as determined by the Philippine Congress. LUC's
are established by the local government units that govern the area of the LUC. The local
government establish these institutions through a process and number of ordinances and
resolutions, and are also in charge of handling the financing of these schools. Special HEI's are
institutions that offer courses and programs that are related to public service. Examples of these
include the Philippine Military Academy (PMA), Philippine National Police Academy (PNPA),
Development Academy of the Philippines (DAP), etc. These institutions are controlled and
administered through the use of specific laws that were created for them. Finally, government
schools are public secondary and post-secondary technical-vocational education institutions that
offer higher education programs.

Private HEI's are established, and governed by special provisions by a Corporation Code, and
can be divided into sectarian and non-sectarian. Non-sectarian are characterized by being owned
and operated by private entities that have no affiliation with religious organizations; while
sectarian HEI's are non-profit institutions that are owned and operated by a religious
organization. Of the 1,643 institutions, 79% are non-sectarian, and 21% are sectarian.[53]

According to the last CHED published statistics on its website, there were 7,766 foreign
nationals studying in various higher education institutions in the Philippines as of 2011-2012.
Koreans were the top foreign nationals studying in the country with 1,572. The rest were Iranian,
Chinese, American and Indian. [54]

Types of Schools Adhering to Compulsory Education and Senior High School

There are other types of schools, aside from the general public school, such as private schools,
preparatory schools, international schools, laboratory high schools, and science high schools.
Several foreign ethnic groups, including Chinese, British, Singaporeans, Americans, Koreans,
and Japanese operate their own schools.

Science high schools

Science high schools are special schools for the more intellectually promising students, with the
objective of fostering the problem-solving approach of critical thinking. They are separate high
schools and not merely special classes in regular secondary schools. As such, they have certain
characteristics not found in regular high schools, although any private or public high school can
aspire to meet these special minimum standards and be considered as science high schools.[55]

The Philippine Science High School System is a specialized public system that operates as an
attached agency of the Philippine Department of Science and Technology. There are a total of
nine regional campuses, with the main campus located in Quezon City. Students are admitted on
a selective basis, based on the results of the PSHS System National Competitive Examination.

As well as following the general secondary curriculum, there are advanced classes in science and
mathematics. The PSHSS system offers an integrated junior high and senior high six-year
curriculum.

Students who successfully completed a minimum of four years of secondary education under the
pre-2011 system were awarded a Diploma (Katibayan) and, in addition, the secondary school
Certificate of Graduation (Katunayan) from the Department of Education. Students are also
awarded a Permanent Record, or Form 137-A, listing all classes taken and grades earned. Under
the new K-12 system, the permanent record will be issued after the completion of senior high
school.[48]

Chinese schools

Main article: List of Chinese schools in the Philippines

Chinese schools add two additional subjects to the core curriculum, Chinese communication arts
and literature. Some also add Chinese history, philosophy and culture, and Chinese mathematics.
Still, other Chinese schools called cultural schools, offer Confucian classics and Chinese art as
part of their curriculum. Religion also plays an important part in the curriculum. American
evangelists founded some Chinese schools. Some Chinese schools have Catholic roots.

Islamic schools

In 2004, the Department of Education adopted DO 51, putting in place the teaching of Arabic
Language and Islamic Values for (mainly) Muslim children in the public schools. The same
order authorized the implementation of the Standard Madrasa Curriculum (SMC) in the private
madaris (Arabic for schools, the singular form is Madrasa).

While there has been recognized Islamic schools—i.e., Ibn Siena Integrated School (Marawi),
Sarang Bangun LC (Zamboanga), and Southwestern Mindanao Islamic Institute (Jolo)—their
Islamic studies curriculum varies. With the Department of Education-authorized SMC, the
subject offering is uniform across these private madaris.

Since 2005, the AusAID-funded Department of Education project Basic Education Assistance
for Mindanao[37] (BEAM) has assisted a group of private madaris seeking government permit to
operate (PTO) and implement the SMC. To date, there are 30 of these private madaris scattered
throughout Regions XI, XII and the ARMM.

The SMC is a combination of the RBEC subjects (English, Filipino, Science, Math, and
Makabayan) and the teaching of Arabic and Islamic studies subjects.

For school year 2010–2011, there are forty-seven (47) madaris in the ARMM alone.

Alternative Learning Systems

The alternative learning systems in the Philippines caters to the needs of the following:
elementary and secondary school dropouts, kids that are older than the normal age for a specific
grade level (this may be a 12 year old in grade 4), unemployed adults that haven’t finished their
education degree, indigenous people, people with disabilities or are mentally challenged, and
inmates. It is possible to have both informal and formal references for these alternative learning
systems because these are apart from the formal teaching institutions. Although similarly to the
formal teaching institutions, there will be a diagnostic test for everyone that will participate in
order to gauge the level they are at in terms of the skills needed per grade level. If there are
people that do not have the basic skills such as reading and writing there will be an additional
program that will help them first learn the basics before taking the diagnostic test. There will be a
specific number of hours that is required of the student in order for him/her to be able to finish
the program. There will be a final assessment to test the comprehensive knowledge of the
student. If the students passes he/she will be given a certificate that is signed by the secretary of
the department of education allowing the student to apply for college degrees, work, formal
training programs, and can re-enroll in elementary/secondary education in formal teaching
institutions.

There are other avenues of alternative learning in the Philippines such as the Radio-Based
Instruction (RBI) Program. This is designed to give the lectures through a radio transmission
making it easier for people to access wherever they are. The goal is for the listeners to receive
the same amount of education that people that sit in classroom lectures.

Non-formal technical and vocational education is assumed by institutions usually accredited and
approved by TESDA: center-based programs, community-based programs and enterprise-based
training, or the Alternative Learning System (ALS).[56] The Institutions may be government
operated, often by provincial government, or private. They may offer programs ranging in
duration from a couple of weeks to two-year diploma courses. Programs can be technology
courses like automotive technology, computer technology, and electronic technology; service
courses such as caregiver, nursing aide, hotel and restaurant management; and trades courses
such as electrician, plumber, welder, automotive mechanic, diesel mechanic, heavy vehicle
operator & practical nursing. Upon graduating from most of these courses, students may take an
examination from TESDA to obtain the relevant certificate or diploma.

In the country, there are a number of people particularly kids that do not receive proper
education from formal education institutions because of various reasons. These reasons usually
pertain to financial problems.
Issues regarding the Educational System
When it comes to influence, the educational system of the Philippines has been affected
immensely by the country's colonial history including the Spanish period, American period, and
Japanese rule and occupation. Although having been significantly influenced by all its colonizers
with regard to the educational system, the most influential and deep-rooted contributions arose
during the American occupation (1898); it was during this aforementioned period that 1. English
was introduced as the primary language of instruction and 2. A public education system was first
established - a system specifically patterned after the United States school system and further
administered by the newly established Department of Instruction. Similar to the United States of
America, the Philippines has had an extensive and extremely inclusive system of education
including features such as higher education.

The present Philippine Educational system firstly covers six years of compulsory education
(from grades 1 to 6), divided informally into two levels - both composed of three years. The first
level is known as the Primary Level and the second level is known as the Intermediate Level.

However, although the Philippine educational system has extensively been a model for other
Southeast Asian countries, in recent years such a matter has no longer stood true, and such a
system has been deteriorated - such a fact is especially evident and true in the country's more
secluded poverty-stricken regions.

Nationwide the Philippines faces several issues when it comes to the educational system.

Quality of Education

First of which, is the quality of education. In the year 2014, the National Achievement Test
(NAT) and the National Career Assessment Examination (NCAE) results show that there had
been a decline in the quality of Philippine education at the elementary and secondary levels. The
students’ performance in both the 2014 NAT and NCAE were excessively below the target mean
score. Having said this, the poor quality of the Philippine educational system is manifested in the
comparison of completion rates between highly urbanized city of Metro Manila, which is also
happens to be not only the country's capital but the largest metropolitan area in the Philippines
and other places in the country such as Mindanao and Eastern Visayas. Although Manila is able
to boast a primary school completion rate of approximately 100 percent, other areas of the
nation, such as Eastern Visayas and Mindanao, hold primary school completion rate of only 30
percent or even less. This kind of statistic is no surprise to the education system in the Philippine
context, students who hail from Philippine urban areas have the financial capacity to complete at
the very least their primary school education.

Budget for Education

The second issue that the Philippine educational system faces is the budget for education.
Although it has been mandated by the Philippine Constitution for the government to allocate the
highest proportion of its government to education, the Philippines remains to have one of the
lowest budget allocations to education among ASEAN countries.
Affordability of Education

The third prevalent issue the Philippine educational system continuously encounters is the
affordability of education (or lack thereof). A big disparity in educational achievements is
evident across various social groups. Socioeconomically disadvantaged students otherwise
known as students who are members of high and low-income poverty-stricken families, have
immensely higher drop-out rates in the elementary level. Additionally, most freshmen students at
the tertiary level come from relatively well-off families.

Drop-out Rate (Out-of-school youth)

France Castro, secretary of Alliance of Concerned Teachers (ACT), stated that there is a graved
need to address the alarming number of out-of-school youth in the country. The Philippines
overall has 1.4 million children who are out-of-school, according to UNESCO's data, and is
additionally the only ASEAN country that is included in the top 5 countries with the highest
number of out-of-school youth. In 2012, the Department of Education showed data of a 6.38%
drop-out rate in primary school and a 7.82% drop-out rate in secondary school. Castro further
stated that "the increasing number of out-of-school children is being caused by poverty. The
price increases in prices of oil, electricity, rice, water, and other basic commodities are further
pushing the poor into dire poverty." Subsequently, as more families become poorer, the number
of students enrolled in public schools increases, especially in the high school level. In 2013, the
Department of Education estimated that there are 38, 503 elementary schools alongside 7,470
high schools.[57]

Mismatch

There is a large mismatch between educational training and actual jobs. This stands to be a major
issue at the tertiary level and it is furthermore the cause of the continuation of a substantial
amount of educated yet unemployed or underemployed people. According to Dean Salvador
Belaro Jr., the Cornell-educated Congressman representing 1-Ang Edukasyon Party-list in the
House of Representatives, the number of educated unemployed reaches around 600,000 per year.
He refers to said condition as the "education gap".

Brain Drain

Brain Drain is a persistent problem evident in the educational system of the Philippines due to
the modern phenomenon of globalization,[58] with the number of Overseas Filipino Workers
(OFWs) who worked abroad at any time during the period April to September 2014 was
estimated at 2.3 million.[59] This ongoing mass emigration subsequently inducts an unparalleled
brain drain alongside grave economic implications. Additionally, Philippine society hitherto is
footing the bill for the education of millions who successively spend their more productive years
abroad. Thus, the already poor educational system of the Philippines indirectly subsidizes the
opulent economies who host the OFWs.

Social Divide
There exists a problematic and distinct social cleavage with regard to educational opportunities
in the country. Most modern societies have encountered an equalizing effect on the subject of
education. This aforementioned divide in the social system has made education become part of
the institutional mechanism that creates a division between the poor and the rich.[53]

Lack of Facilities and Teacher Shortage in Public Schools

There are large-scale shortages of facilities across Philippine public schools - these include
classrooms, teachers, desks and chairs, textbooks, and audio-video materials. According to 2003
Department of Education Undersecretary Juan Miguel Luz, reportedly over 17 million students
are enrolled in Philippine public schools, and at an annual population growth rate of 2.3 per cent,
about 1.7 million babies are born every year which means that in a few years time, more
individuals will assert ownership over their share of the (limited) educational provisions.[53] To
sum it up, there are too many students and too little resources. Albeit the claims the government
makes on increasing the allocated budget for education, there is a prevalent difficulty the public
school system faces with regard to shortages. Furthermore, state universities and colleges
gradually raise tuition so as to have a means of purchasing facilities, thus making tertiary
education difficult to access or more often than not, inaccessible to the poor. However, it is
worth taking note of what the Aquino administration has done in its five years of governance
with regard to classroom-building - the number of classrooms built from 2005 to the first half of
the year 2010 has tripled. Additionally, the number of classrooms that were put up from the year
2010 to February 2015 was recorded to be at 86,478, significantly exceeding the 17,305
classrooms that were built from 2005 to 2010 and adequate enough to counterbalance the 66,800
classroom deficit in the year 2010.

In President Aquino's fourth state of the nation address (SONA), he spoke of the government's
achievement of zero backlog in facilities such as classrooms, desks and chairs, and textbooks
which has addressed the gap in the shortages of teachers, what with 56,085 new teachers for the
61, 510 teaching items in the year 2013. However, the data gathered by the Department of
Education shows that during the opening of classes (June 2013), the shortages in classrooms was
pegged at 19, 579, 60 million shortages when it came to textbooks, 2.5 million shortages with
regard to chairs, and 80, 937 shortages of water and sanitation facilities. Furthermore, 770
schools in Metro Manila, Cebu, and Davao were considered overcrowded. The Department of
Education also released data stating that 91% of the 61, 510 shortages in teachers was filled up
alongside appointments (5, 425 to be specific) are being processed.[57]

Issues regarding the K-12

There is dispute with regard to the quality of education provided by the system. In the year 2014,
the National Achievement Test (NAT) and the National Career Assessment Examination
(NCAE) results show that there had been a decline in the quality of Philippine education at the
elementary and secondary levels. The students’ performance in both the 2014 NAT and NCAE
were excessively below the target mean score. Having said this, the poor quality of the
Philippine educational system is manifested in the comparison of completion rates between
highly urbanized city of Metro Manila, which is also happens to be not only the country's capital
but the largest metropolitan area in the Philippines and other places in the country such as
Mindanao and Eastern Visayas. Although Manila is able to boast a primary school completion
rate of approximately 100 percent, other areas of the nation, such as Eastern Visayas and
Mindanao, hold primary school completion rate of only 30 percent or even less. This kind of
statistic is no surprise to the education system in the Philippine context, students who hail from
Philippine urban areas have the financial capacity to complete at the very least their primary
school education.

The second issue that the Philippine educational system faces is the budget for education.
Although it has been mandated by the Philippine Constitution for the government to allocate the
highest proportion of its government to education, the Philippines remains to have one of the
lowest budget allocations to education among ASEAN countries. The third prevalent issue the
Philippine educational system continuously encounters is the affordability of education (or lack
thereof). A big disparity in educational achievements is evident across various social groups.
Socioeconomically disadvantaged students otherwise known as students who are members of
high and low-income poverty-stricken families, have immensely higher drop-out rates in the
elementary level. Additionally, most freshmen students at the tertiary level come from relatively
well-off families. Lastly, there is a large proportion of mismatch, wherein there exists a massive
proportion of mismatch between training and actual jobs. This stands to be a major issue at the
tertiary level and it is furthermore the cause of the continuation of a substantial amount of
educated yet unemployed or underemployed people.