Albion V.

Leysa III BSED English 2A

1. Should college education be for all? Or should it be given only to those who are
intellectually capable of a college education? Those who are not should be directed to
technical education. Isn't giving access to a college education for one who is not intellectually
capable a waste of time and resources?

Was that not the very purpose of the National College Entrance Examination then - to
redirect to techvoc courses those who were not capable of a college course?

Write your reflections.

In my opinion, college education should be for all who wants to study. No, it should not be only
to those students who are intellectually capable of college education because it doesn't mean
that if you fail to pass that examination meaning you are considered and labeled as not
intellectually capable. And to the A students who are not intellectually capable is not a waste of
time and resources if they are given an access to college education as long as they are willing
and eager to study hard then that "intellectually capable" thing should not be the bases if the
students are eligible to take college education anyways, what is the essence of being a teacher?
Isn't it to facilitate and help the students learn and grow not just in academic but help the
students grow as a person? If the student cannot really make it and fail in every subject then
that's the time that he/she starts considering other options but it is not appropriate to jump
into conclusion that advising them to proceed in techvoc education

2. Should we bring back the NCEE? Why or why not?

No, we should not bring back the NCEE because if you fail to pass in this examination you have
no chance to study at any school during that time. Everyone deserves to study anywhere they
want. They have the free will, just like nowadays, in where to continue their studies which they
think they can and align in their preference.

3. Of the developments in Philippine education in the post-colonial period, which to you is

most important?

Studies utilising the perspectives of postcolonial theory have become established and
increasingly widespread in the last few decades. This series embraces and broadly employs the
postcolonial approach. As a site of struggle, education has constituted a key vehicle for the
'colonization of the mind'. The 'post' in postcolonialism is both temporal, in the sense of
emphasizing the processes of decolonization, and analytical in the sense of probing and
contesting the aftermath of colonialism and the imperialism which succeeded it, utilising
materialist and discourse analysis.