Garita, Gracezel Ann E.

BSE-MATH A2020

REFLECTION
1. Should college education be for all? Or should it be given only to those who are
intellectually capable of college education? Those who are not should be directed to
technical education. Isn't giving access to 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?

In my own opinion yes we should all go to college educations. It should be accessible to

all students who wish to study. This isn't simply for students who can sustain a college
education intellectually. It does not imply that you are no longer capable or qualified for a
college degree since you failed the exam. Many things we considered like you have
personal problem with a valid reason to occur prior to the examination that’s why you can't
focus to the exam. As a reason, not being intellectually capable should not be used as a
reason to reject students from school. I also disagree with the statement that "Those who
are not should be directed to technical education." We all deserve the freedom to pursue
whatever interested us. What if we don't like about that platform? Will we just sit back and
let it happen? And allowing individuals who are not cognitively capable access will never
be a waste of time or resources. That is no longer a problem as long as we have the
motivation, effort, and willingness to study diligently. Students will also learn, develop, and
improve as individuals with the support and guidance of the teacher. If that particular
student continues to fail in every subject, individuals should consider other options and
advise them to pursue technical education. At that point, we can say that the national
college entrance examination was intended to direct those who are not capable of college
courses to techvoc courses.

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

We should not bring back the NCEE, in my opinion, since if you fail this exam, you will be
unable to enroll any school. Everyone has the right to study wherever they want. They
have the same freedom as we do now to pursue their studies wherever they think they
can and align with their preferences. Even if you pass the NCEE, you must still take exams
at the universities where you want to enroll. Passing the NCEE did not ensure admission
to your preferred college. If you do not pass the exam, you will not be able to enroll in any
college course and will instead be led to technical education, which is not the path you
prefer.
3. Of the developments in the Philippine education post-colonial period, which to you is most
important?

In the past few decades, studies that incorporate postcolonial theory viewpoints have become
more established and ubiquitous. The postcolonial approach is embraced and used
extensively in this program. Education has served as a vital medium for the 'colonization of the
mind' as a location of conflict. The 'post' in post colonialism is both temporal and analytical,
stressing decolonization processes while exploring and challenging the aftermath of
colonialism and the imperialism that followed it through materialist and discourse studies. The
implications of educational colonialism, decolonization, experimentation, re-visioning,
contradiction, and ambiguity, not only for the former colonies, but also for the former colonial
powers, are best explored through postcolonial theory. The view of education as an
important to be a critical tool for both teaching and studying and learning colonial beliefs. It
refers to the diversity found in postcolonial political economics, literature, sociology, and the
interdisciplinary field of cultural studies. Education is being considered in its fullest sense and
it is not limited to formal education. The goal is to identify and support the development of new
areas of postcolonial educational study. These are the some of development of the post-
colonial period Education aimed at full realization of the democratic ideals and way of life.
The Civil Service Eligibility of teachers was made permanent pursuant to RA 1079 in June
15, 1954. A daily flag ceremony was made compulsory in all schools including the singing
of the National Anthem pursuant to RA 1265 approved on June 11, 1955.Curricular
offerings in all schools, the life and works of Rizal shall be included in all levels Elementary
education was nationalized and matriculation fees were abolished. Magna Carta for
Teachers was passed into law. NCCE – National College Entrance Examination was
introduced. Replacement of PBET by LET. Trifocalization of Educational System - DECS
mandates basic education, TESDA (TESD ACT OF 1994) mandates manpower training
and CHED (Higher Education Act of 1944) who is responsible for higher education.