Name: Teofian A. Luib Professor: Dr.

Benjamen Quiňonez

Subject: Educ 112(Administrative Management In Education)

1. Underlying Principle of “en Loco Parentis”, with example.

In Latin, En Loco Parentis is “in the place of a parent,” this refers to the

responsibility of a person or organization to take some of the functions and

responsibilities of a parent.

Example: In Schools, one classic example of En loco Parentis is the relationship

between school teachers and students.When a student is inside the school, the

institution takes on his/her responsibility.

2. What is Planning and its essential requirement?

Planning is the act or process of making or carrying out plans specifically, the

establishment of goals,policies, and procedure for a social economic unit. The five basic

requirements for planning are it would be accessible,clear,specific,precise and accurate.

3. Why teaching is the noblest Profession?

Because teaching requires people who have the capability to nurture young minds

and nourish them into something great. Teaching also has been considered as one of

the noblest profession. He/ she plays the role of catalyst for various social changes in

society.
CAPSULIZED INSIGHTS ON ADMINISTRATIVE MANAGEMENT

In Partial Fulfillment of the

Requirement for the Subject

EDUC. 112 – Administrative Management

Submitted by:

Teofian A. Luib

Student

Submitted to:

Dr. Benjamen Quiñonez

Instructor

March 2021

CAPSULIZED INSIGHTS ON ADMINISTRATIVE MANAGEMENT

Administrative Management is the process of managing information through

people. This usually involves performing the storage and distribution of information to

those within the business or organization. A large number of roles within business or

organization require some element of administrative management. Administrative

management focus on how and what managers should do in their jobs.It also seeks to

create an organization that leads to success. The core objective of Administrative

management employees create a formal structure that facilitates success for a

particular business or organization. Administrative management employees create a

hierarchy of authority, decide on their key functions, assign the different areas of

responsibilities and divide labor across the company’s departments. An administrative

manager may work alone or with other administrative support, such as a secretary,

administrative assistant and clerical staff depending on the size and type of

organization. The Role of Administrative Management is to oversee facilities to

ensure the workplace is well-organized and safe for employees. Administrative

managers also assess policies and procedures and make recommendations to

executives on how to improve operations, to improve operation administrators must

base on the different theories as an additional input to become more efficient and

successful and it is called Administrative management theory, defined as attempts to

find a rational way to design an organization as a whole.The theory generally calls for

administrative structure, formalized a clear division of labor, and delegation of power

and authority to administrators relevant to their areas of responsibilities. Here are some

of the most well-known theories of effective administrative management:

James D. Mooney’s Administrative Management Theory- In 1931 Mooney and

Raily wrote “onward industry” which republished 1939 as “the principles of

organization”. The principles form the basis for efficient functioning to the organization.

According to him, bureaucracy is the most efficient form of organization. He Identified

three key principle that makes organization distinctive social entities:

Coordination,Hierarchy and Functional Differentiation.

 Luther Gulick and POSDCORB theory- POSDCORB is an acronym which means

Planning, Organizing, Staffing, Directing, Coordinating, Reporting and Budgeting which

was first coined in a paper on administrative management that was written for the

Brownlow Committee by Luther Gulick and Lyndall Urwick.He believed that organization

could be more successful at managing projects if they approached them using these

eight elements.

If you want to improve administrative management in your workplace, you will need

the administrators to exhibit some key skills. These include: Technical skills,Human

Skills and Conceptual skills. Other than that, this module also offers strategies for

effective administrative management, these includes: Budget Control and Cost

Management, Change Control And Management, Goal Setting, Leadership

development, Performance management,and Problem management. Organizations

now understand the important role effective administrative management can play in the

successful operation of a business. Some key benefits of Implementing strong

administrative management strategies include: Healthy financial situation, Maximum

Productivity, Facilitating Achievement of goals, Setting standards, Team building,

Transparency, Maximum employee and customer satisfaction and Data-based

decisions. Here are some final tips for effective strategies management first is to Plan

strategically, second is to focus on all processes third, is to Evaluate company

performance, And the fourth is to Prioritize communication.

To be successful, administrative managers must stay on top of the trends reshaping

their industry and the wider business world through Cloud Computing, it allows

organizations and employees to access important information from anywhere in the

world. The most effective administrative managers exhibit a variety of core

competencies, including leadership, analytical thinking, communication and attention

details. It is not enough for any office to carry on its basic functions only. In addition to

these basic functions, the office has to perform some several auxiliary functions of vital

importance. The auxiliary functions are more important that the primary functions. It is

only the auxiliary functions, which ensure the very existence and purpose of an office.

These functions are the following: Organizing the office, Laying down office routines and

systems,Procurement and supply of stationery, Selection and purchase of office

appliances and equipment, Public relations functions, Personnel Functions and

Controlling office cost.These functions, in fact, help in the performance of the basic

functions of an office.

Final Exam

Educ. 112

(Administrative Management)

Instruction: Out of each pair write the letter of the correct answer and select only 5 for

discussion. Wrong choice means no point at all.

1. (a) The manager trusts his subordinates.

 (b) Subordinates must prove that they can be trusted.

2. (a) You should delegate authority wherever possible.

(b) As a manager you need to demonstrate your position even if you have interfere

with your subordinates’ work.

3. (a) A manager exercises power through people.

(b) To survive, a manager must exercise power over people.

4. (a) I believe that credit should accrue to the department and to me as its head.

(b) I always give credit where it is due.

5. (a) When I give instructions to be carried out, I always give the reasons behind them.

(b) There are times when a managers must give orders without an explanation.

6. (a) A good manager needs to be obeyed.

(b) A good manager inspires loyalty and initiative.

7. (a) Leadership is about managing people or the task.

(b) Leadership is about managing people and the task.

8. (a) To be a good manager you must lead by example.

(b) To be a good manager you must inspire people.

9. (a) A good manager demands respect by the his conduct.

(b) A good manager earns respect by his conduct.

10. (a) Good managers are always in the thick of the action.

(b) It is necessary to stand back and ensure that those you are managing and doing

the right things.

Hard copy of your answers and discussions must be in double-line spacing; use 8.5 x

11 inches bond paper; substance 20; a4 bond paper is strictly not honored; font size
12,font style arial; margin both sides, 1 inch. Submit your answer sheet together with

the capsulized synthesis and photocopy of the test permit on or before April 30. Have it

enclosed in the short brown envelope.

Final Exam (Answer sheet)

Educ. 112

(Administrative Management)

Part I

1. (a)

2. (a)

3. (a)
4. (b)

5. (a)

6. (b)

7. (b)

8. (b)

9. (b)

10. (b)

Part II

1. A manager exercises power through people.

- this means that, managers shall encourage participation, solicit input, and involve

people in decisions, giving credit to those who have earned it.There must be

participation and interaction between the managers and its subordinates. They reward

people who generate the greatest impact toward organizational goals, rewarding results

rather than processes. Powerful leaders influence followers to do what they want done.

2. A good manager inspires loyalty and initiative.

- A good manager must know that employees are the most valuable assets. They

should have the feeling that your organization wants the best for them, and as a result

they will continue to do their best initiative and not look for another job. They are the

people that work day in, day out to boost your business and help you to reach your goals,

and loyal employees can do absolute wonders for the future of your brand. Organization

are highly dependent on employees' loyalty; it is important for organization success. In

the past there was still a concept of 'life-time employment’, where employers offered the

security of a job in exchange for commitment and loyalty. Today, employers are under

pressure from shareholders to perform well and as a result cannot always offer job

security. It is not surprising then that some companies are losing around a third of their

employee base every year. With numbers like that, employee loyalty can feel like a thing

of the past.

3. To be a good manager you must inspire people.

- To be a good manager, we need to inspire people by setting yourself as a good

example to your subordinates. Managers have the most direct influence on employees

they managed. They carry the responsibility for aligning the performance of their

department and its staff with overarching organizational goals. They play a vital role in

shaping organizational culture. Inspire them with total humility, not boastfulness.

Because a good manager that inspires subordinates are those that knows how does it

felts to be a member.

4. A good manager earns respect by his conduct.

-Leaders don’t automatically gain respect from their employees; they need to earn

respect by demonstrating that they value employees and prioritize their growth.

Managers can earn more respect by improving their communication with employees

and explaining important decisions. Gaining the respect of employees is important for
management, because it improves workplace morale and can provide greater

motivation among workers to be productive.

5. It is necessary to stand back and ensure that those you are managing are

doing the right things.

- When you stand back up for people, you show that you're "on their side" when

they need help. This builds long-term loyalty, trust, credibility, commitment, and morale

in your team, and it gives your people a confidence boost. It also shows that you are

focused on your team's well-being and interests, rather than on yourself. This helps to

create a positive working environment and shows everyone that you're a leader worth

following. After all, your responsibility as a leader is to support your people appropriately

to ensure that they are doing the right things, and to make sure that they have

everything they need to do their jobs effectively.

 In Partial Fulfillment of the

Requirement for the Subject

EDUC. 120 – Comparative Education

Submitted by:

Teofian A. Luib

Student

Submitted to:

Dr. Imelda P. Bola

Instructor

July 2022
COMPARATIVE EDUCATION

Comparative education is a loosely bounded field that examines the sources,

workings, and outcomes of education systems, as well as leading education issues,

from comprehensive, multidisciplinary, cross-national, and cross-cultural perspectives.

Despite the diversity of approaches to studying relations between education and

society, Arnove, et al. 1992 (cited under General Overviews) maintains that the field is

held together by a fundamental belief that education can be improved and can serve to

bring about change for the better in all nations. The authors further note that

comparative inquiry often has sought to discover how changes in educational provision,

form, and content might contribute to the eradication of poverty or the end of gender-,

class-, and ethnic-based inequities. A belief in the transformative power of education

systems is aligned with three principal dimensions of the field. Arnove 2013 (cited

under General Overviews) designates these dimensions as scientific/theoretical,

pragmatic/ameliorative, and global/international understanding and peace. According

to Farrell 1979 (cited under General Overviews), the scientific dimension of the field

relates to theory building with comparison being absolutely essential to understanding

what relationships pertain under what conditions among variables in the education

system and society. Bray and Thomas 1995 (cited under General Overviews) point out

that comparison enables researchers to look at the entire world as a natural laboratory

in viewing the multiple ways in which societal factors, educational policies, and practices

may vary and interact in otherwise unpredictable and unimaginable ways. With regard

to the pragmatic dimension, comparative educators have studied other societies to learn

what works well and why. At the inception of study of comparative education as a mode
of inquiry in the 19th century, pioneer Marc-Antoine Jullien de Paris (b. 1775–d. 1848)

aimed at not only informing and improving educational policy, but also contributing to

greater international understanding. According to Giddens 1991, Rivzi and Lingard

2010, and Carney 2009 (all cited under General Overviews), international

understanding has become an even more important feature of comparative education

as processes of globalization increasingly require people to recognize how

socioeconomic forces, emanating from what were previously considered distant and

remote areas of the world, impinge upon their daily lives. The priority given to each of

these dimensions varies not only across individuals but also across national and

regional boundaries and epistemic communities. Yamada 2015 (cited under General

Overviews), for example, finds notable differences between the discourses and

practices of North American and Japanese researchers, with the former tending to

locate their research in existing theories and the latter trying to understand a particular

situation before eventually finding patterns or elements applicable to a wider

situation. Takayama 2011 (cited under General Overviews) notes that one reason for

differences in research traditions is the Japanese emphasis on area studies. The

evolution of comparative education as a scholarly endeavor reflects changes in

theories, research methodologies, and events on the world stage that have required

more sophisticated responses to understanding transformations occurring within and

across societies.
OBJECTIVES OF COMPARATIVE EDUCATION

According to Harold Noah (1985), and Farooq Joubish (2009), comparative

education has four purposes:

1. To describe educational systems, processes, or outcomes.

2. To assist in the development of educational institutions and practices.

3. To highlight the relationships between education and society.

4. To establish generalized statements about education that are valid in more than

one country.

TYPES OF COMPARATIVE EDUCATION

Comparative education is also divided into four broad areas. These are;

1. Comparative Pedagogy – it has something to do of classrooms dynamics in

different education systems, that is, what goes on inside the classroom? Is it on pupil

centered? Or teacher centered or how learning going on and teacher and their pupils

can relate. This area also involves studying teaching methods.

2. Intracultural Analysis - This area entails examination of the various forces that

impact on education. They include culture, social, economic, religions, political and

philosophical issues.

3. International Education - This involves the study of multinational institutions like

international schools, international efforts to harmonize curricula, text books, and

development of objectives for the purpose of creating international norms. It also

includes the study of international institutions like UNESCO with regard to policy matters
intended to harmonize global education, standards of qualifications, promotion of

educational exchanges and initiation of cultural agreements. There is a lot of work in the

area of equivalences in education, for example, how does a Kenyan master’s degree

compare to

Compare to a British master’s degree.

5. Development Education - This is an effort especially by the developed world

to produce information and plans so assist policy makers in the developing

countries. It also involves the development of appropriate education methods and

techniques for training of human resources in various programmes

FEATURES OF COMPARATIVE EDUCATION

1. Innovation design Education- Students will strengthen the following abilities:

Ability to seek solutions and create new ideas and concepts, Ability to design a

system to answer needs through analysis of the interaction between essential

technologies and the whole, and Knowledge management ability to bring

technological, marketing, organization and social knowledge into innovations.

2. Enhancement of social competencies - Social competencies include skills in

intellectual activities, social interpersonal relations and self-control. Students will learn

key skills in listening, thinking, communicating, and advancing through learning

methods of independent study, group work, and double-loop learning

3. Enhancement of inventiveness - Inventiveness is based on creativity, industrial

engineering, and knowledge-based society. Through this phase, students will take
systematically structured Basic/Technical courses to learn to be innovative based on

the knowledge science methods

SCOPE OF COMPARATIVE EDUCATION

The following are the scope of Comparative Education:

i) The subject matter and content; this covers the essential factors of educational

systems similar as structure, aims, content or class, administration, backing,

schoolteacher education.

ii) Geographical units of study; these comprises intra-national, transnational,

indigenous, international and global or world systems studies and analysis.

iii) Ideological scope; this compares countries’ educational systems on the base of

different political, social and profitable testaments. For illustration, popular, communism,

socialist, commercial, free request and mixed husbandry.

iv) Thematic scope; this compass focuses on educational themes, topical issues or

problems and compares them within one or further geographical units. For illustration,

free primary and secondary education, universal primary education, education for all

and universal advanced education.

v) The literal or spatial scope; this deals with the study of the literal development of the

discipline from the foremost (pre-historic) phase known as the period of Trippers’ Tales

to the ultramodern phase known as the period of social wisdom perspectives.

 EDUCATION SYSTEM IN PHILIPPINES AND HONGKONG

EDUCATION SYSTEM IN PHILIPPINES

The education system of the Philippines has been highly influenced by the country’s

colonial history.  That history has included periods of Spanish, American and Japanese

rule and occupation.  The most important and lasting contributions came during

America’s occupation of the country, which began in 1898.  It was during that period

that English was introduced as the primary language of instruction and a system of

public education was first established—a system modeled after the United States

school system and administered by the newly established Department of Instruction.

The United States left a lasting impression on the Philippine school system.  Several

colleges and universities were founded with the goal of educating the nation’s teachers. 

In 1908, the University of the Philippines was chartered, representing the first

comprehensive public university in the nation’s history.

Like the United States, the Philippine nation has an extensive and highly inclusive

system of education, including higher education.  In the present day, the United States

continues to influence the Philippines education system, as many of the country’s

teachers and professors have earned advanced degrees from United States

universities.
Although the Philippine system of education has long served as a model for other

Southeast Asian countries, in recent years that system has deteriorated. This is

especially true in the more remote and poverty-stricken regions of the country.  While

Manila, the capital and largest city in the Philippines, boasts a primary school

completion rate of nearly 100 percent, other areas of the country, including Mindanao

and Eastern Visayas, have a primary school completion rate of only 30 percent or less. 

Not surprisingly, students who hail from Philippine urban areas tend to score much

higher in subjects such as mathematics and science than students in the more rural

areas of the country.

Below we will discuss the education system of the Philippines in great detail, including a

description of both the primary and secondary education levels in the country, as well as

the systems currently in place for vocational and university education.

Education in the Philippines:  Structure

Education in the Philippines is offered through formal and non-formal systems.  Formal

education typically spans 14 years and is structured in a 6+4+4 system:  6 years of

primary school education, 4 years of secondary school education, and 4 years of higher

education, leading to a bachelor’s degree.  This is one of the shortest terms of formal

education in the world.

In the Philippines, the academic school year begins in June and concludes in March, a

period that covers a total of 40 weeks.  All higher education institutions operate on a

semester system—fall semester, winter semester and an optional summer term. 

Schooling is compulsory for 6 years, beginning at age 7 and culminating at age 12.  

These 6 years represent a child’s primary school education.

High School in the Philippines Although English was the sole language of instruction

in the Philippines form 1935 to 1987, the new constitution prescribed that both Pilipino

(Tagalog) and English are the official language of instruction and communication.  After

primary school, however, the language of instruction is almost always English,

especially in the country’s urban areas and at most of the nation’s universities.

The education system is administered and overseen by the Department of Education, a

federal department with offices in each of the country’s 13 regions.  Traditionally, the

government has found it difficult to fully fund the entire education system.  Because of

that, most of the money earmarked for education goes to the country’s primary schools. 

Consequently, public school enrollment at the primary level is about 90 percent, while at

the secondary level enrollment typically hovers somewhere around 75 percent.

Education in the Philippines:  Primary Education

Primary school education in the Philippines spans 6 years in duration and is compulsory

for all students.  This level of education is divided into a four-year primary cycle and a

two-year intermediate cycle.  In the country’s public schools, Filipino children generally

begin school at age 6 or 7; however, private schools typically start a year earlier and

operate a seven-year curriculum rather than a six-year curriculum.

At the conclusion of each school year, students are promoted from one grade level to

the next, assuming they meet the achievement standards set for that particular grade. 

Students are rated in every subject four times during the school year.  A cumulative

points system is typically used as the basis for promotion.  To pass a grade, students

must earn at least 75 points out of 100, or seventy-five percent.

 During grades one and two in the Philippines, the language of instruction is generally

the local dialect, of which there are over 170 nationally, of the region in which the

children reside.  English and Pilipino are taught as second languages.  From third grade

through sixth grade, or the remainder of primary education, subjects such as

mathematics and science are taught in English, with the social sciences and humanities

courses taught in Pilipino.

Once a student successfully completes each of the six grades of primary school, he or

she is awarded a certificate of graduation from the school they attended.  There is no

leaving examination or entrance examination required for admission into the nation’s

public secondary schools.

The educational content of the primary school system varies from one grade and one

cycle to the next.  As you’ll recall, the primary school system is divided into two cycles:

 Primary Cycle.  Four years—Grades 1-4, age 6-11

 Intermediate Cycle—Grades 5 and 6, age 11-13

There are a number of core subjects that are taught, with varying degrees of difficulty, in

all six grades of primary school.  These are:

 Language Arts (Pilipino, English and Local Dialect)

 Mathematics

 Health

 Science

Elementary School in Manila In addition to the core subjects above, students in

Grades 1-3 also study civics and culture.  In grades 4-6 students study music and art;
physical education; home economics and livelihood; and social studies.  Values

education and “good manners and right conduct” are integrated in all learning areas.

All students in primary school are also introduced to Makabayan.  According to the

Department of Education, Makabayan is a learning area that serves as a practice

environment for holistic learning; an area in which students develop a healthy personal

and national self-identity.  In a perfect world, this type of construction would consist of

modes of integrative teaching that will allow students to process and synthesize a wide

variety of skills and values (cultural, vocational, aesthetic, economic, political and

ethical).

Education in the Philippines:  Secondary Education

Although secondary education is not compulsory in the Philippines, it is widely attended,

particularly in the more urban areas of the country.  At this level, private schools enroll a

much higher percentage of students than at the elementary level. According to statistics

from the Department of Education, roughly 45 percent of the country’s high schools are

private, enrolling about 21 percent of all secondary school students.

At the secondary school level there are two main types of schools:  the general

secondary schools, which enroll approximately 90 percent of all high school students,

and the vocational secondary school.  Additionally, there are also several schools that

are deemed “Science Secondary Schools”—which enroll students who have

demonstrated a particular gift in math, science, or technology at the primary school

level.  Vocational high schools in the Philippines differ from their General Secondary

School counterparts in that they place more focus on vocationally-oriented training, the

trades and practical arts.

Just as they are in primary school, secondary school students are rated four times

throughout the year.  Students who fail to earn a rating of 75 percent in any given

subject must repeat that subject, although in most cases they are permitted to enter the

next grade.  Once a student has completed all four years of his/her secondary

education, earning a 75 percent or better in all subjects, they are presented a secondary

school graduation certificate.

Admission to public schools is typically automatic for those students who have

successfully completed six years of primary education.  However, many of the private

secondary schools in the country have competitive entrance requirements, usually

based on an entrance examination score.  Entrance to the Science High Schools is also

the result of competitive examinations.

Schooling at the secondary level spans four years in duration, grades 7-10, beginning at

age 12 or 13 and culminating at age 16 or 17.  The curriculum that students are

exposed to depends on the type of school they attend.

General Secondary Schools

Students in the General Secondary Schools must take and pass a wide variety of

courses.  Here the curriculum consists of language or communicative arts (English and

Pilipino), mathematics, science, technology, and social sciences (including

anthropology, Philippine history and government, economics, geography and

sociology).  Students must also take youth develop training (including physical

education, health education, music, and citizen army training), practical arts (including

home economics, agriculture and fisheries, industrial arts and entrepreneurship), values
education and some electives, including subjects from both academic and vocational

pathways.

Vocational Secondary Schools

Although students who opt to study at one of the country’s vocational secondary

schools are still required to take and pass many of the same core academic subjects,

they are also exposed to a greater concentration of technical and vocational subjects. 

These secondary schools tend to offer technical and vocational instruction in one of five

major fields:  agriculture, fishery, trade/technical, home industry, and non-traditional

courses with a host of specializations.  The types of vocational fields offered by these

vocational schools usually depend on the specific region in which the school is located.  

For example, in coastal regions, fishery is one of the most popular vocational fields

offered.

During the initial two years of study at one of the nation’s vocational secondary schools,

students study a general vocational area (see above).  During the third and fourth years

they must specialize in a particular discipline within that general vocational area.  For

instance, a student may take two years of general trade-technical courses, followed by

two years specializing specifically in cabinet making.  All programs at vocational

secondary schools contain a combination of theory and practice courses.

Secondary Science High Schools

The Philippine Science High School System is a dedicated public system that operates

as an attached agency of the Philippine Department of Science and Technology. In

total, there are nine regional campuses, with the main campus located in Quezon City.

Students are admitted on a case-by-case basis, based on the results of the PSHS

System National Competitive Examination. Graduates of the PSHS are bound by law to

major in the pure and applied sciences, mathematics, or engineering upon entering

college.

The curriculum at the nation’s 9 Secondary Science schools is very similar to that of the

General Secondary Schools.  Students follow that curriculum path closely; however,

they must also take and pass a variety of advanced courses in mathematics and

science.

Students who complete a minimum of four years of education at any one of the

country’s secondary schools typically receive a diploma, or Katibayan, from their high

school.  Additionally, they are rewarded the secondary school Certificate of

Graduation (Katunayan) by the Department of Education.  A Permanent Record, or

Form 137-A, listing all classes taken and grades earned, is also awarded to graduating

students.

Education in the Philippines:  Higher Education

As of this writing, there were approximately 1,621 institutions of higher education in the

Philippines, of which some 1,445 (nearly 90 percent) were in the private sector.  There

are approximately 2,500,000 students who participate in higher education each year, 66

percent of whom are enrolled in private institutions.

The public institutions of higher learning include some 112 charted state universities

and colleges, with a total of 271 satellite campuses.  There are also 50 local

universities, as well as a handful of government schools whose focus is on technical,

vocational and teacher training.  Five special institutions also provide training and

education in the areas of military science and national defense.

Before 1994, the overseer of all higher education institutions was the Bureau of Higher

Education, a division of the former Department of Education, Culture and Sports. 

Today, however, with the passage of the Higher Education Act of 1994, an independent

government agency known as the Commission on Higher Education (CHED) now

provides the general supervision and control over all colleges and universities in the

country, both public and private.  CHED regulates the founding and/or closures of

private higher education institutions, their program offerings, curricular development,

building specifications and tuition fees. Private universities and colleges adhere to the

regulations and orders of CHED, although a select few are granted autonomy or

deregulated status in recognition of their dedicated service through quality education

and research when they reach a certain level of accreditation.

The Higher Education Act also had an impact on post-secondary vocational education. 

In 1995, legislation was enacted that provided for the transfer of supervision of all non-

degree technical and vocational education programs from the Bureau of Vocational

Education, also under the control of the Department of Education, to a new and

independent agency now known as the Technical Education and Skills Development

Authority (TESDA).  The establishment of TESDA has increased emphasis on and

support for non-degree vocational education programs.

Higher education institutions can apply for volunteer accreditation through CHED—a

system modeled after the regional accreditation system used in the United States. 

There are four levels of accreditation:

 Level I.  Gives applicant status to schools that have undergone a preliminary survey

and are capable of acquiring accredited status within two years.

 Level II.  Gives full administrative deregulation and partial curricular autonomy,

including priority in funding assistance and subsidies for faculty development.

 Level III. Schools are granted full curricular deregulation, including the privilege to

offer distance education programs.

 Level IV. Universities are eligible for grants and subsidies from the Higher Education

Development Fund and are granted full autonomy from government supervision and

control.

University Education

The credit and degree structure of university education in the Philippines bears a

striking resemblance to that of the United States.  Entrance into Philippine universities

and other institutions of higher education is dependent on the possession of a high

school Certificate of Graduation and in some cases on the results of the National

Secondary Achievement Test (NSAT), or in many colleges and universities the results

of their own entrance examinations.

There are essentially three degree stages of higher education in the Philippines:

Bachelor (Batsilyer), Master (Masterado) and PhD ((Doktor sa Pilospiya).

Bachelor Degrees

Bachelor degree programs in the Philippines span a minimum of four years in duration.  

The first two years are typically dedicated to the study of general education courses (63

credits), with all classes counting towards the major the student will undertake in the
final two years.  Certain bachelor degree programs take five years rather than four

years to complete, including programs in agriculture, pharmacy and engineering.

Master Degrees

Master degrees in the Philippines typically span two years for full-time students,

culminating with a minor thesis or comprehensive examination.  To qualify for a

Master’s degree, students must possess a bachelor’s degree in a related field, with an

average grade equal to or better than 2.00, 85 percent or B average. Certain

professional degrees, such as law and medicine are begun following a first bachelor

degree.  These programs, however, span far beyond the normal two years of study.

PhD Degrees

PhD degrees in the Philippines, also known as a Doctor of Philosophy, involve a great

deal of coursework, as well as a dissertation that may comprise from one-fifth to one-

third of the final grade.  Admission into one of the country’s PhD programs is very

selective, requiring, at minimum, a Master’s degree with a B average or better.  Most

PhD programs span two to four years beyond the Master’s degree, not counting the

time it takes to complete the dissertation.  Topics for dissertations must be approved by

the faculty at the university at which the student is studying.

Non-University Higher Education (Vocational and Technical)

In recent years, vocational and technical education has become very popular in the

Philippines.  Technical and vocational schools and institutes offer programs in a wide
range of disciplines, including agriculture, fisheries, technical trades, technical

education, hotel and restaurant management, crafts, business studies, secretarial

studies, and interior and fashion design. Interested candidates who wish to pursue their

education at one of the country’s post-secondary vocational schools must have at least

a high school diploma and a Certificate of Graduation to qualify.   Vocational and

technical programs lead to either a certificate (often entitled a Certificate of Proficiency)

or a diploma. The Philippines’ Professional Regulation Commission regulates programs

for 38 different professions and administers their respective licensure examinations.

EDUCATION SYSTEM IN HONGKONG

Kindergartens

In Hong Kong, kindergartens and kindergarten-cum-child care centers provide services

for children from three to six years old. The aim of kindergarten education in Hong Kong

is to nurture children to attain all-round development in the domains of ethics, intellect,

physique, social skills and aesthetics; to develop good habits so as to prepare them for

life; and to stimulate children’s interest in learning and cultivate in them positive learning

attitudes in order to lay the foundation for their future learning.

Primary Education

The Government aims to provide a balanced and diverse school education that meet

the different needs of our students; help them build up knowledge, values and skills for

further studies and personal growth; and enhance students' biliterate (i.e. English and

Chinese) and trilingual (i.e. English, Putonghua and Cantonese) abilities.

Primary schooling starts at the age of around six and there are six years of schooling at

the primary level. There are three modes of operation in the primary schools, namely

AM, PM and whole-day. Encouraged by the Government, most primary schools are

adopting whole-day operation. Chinese is the language of instruction in most of the

schools with English being the second teaching language.

Since the curriculum reform at the basic education level in the 2001/02 school year,

there has been enhanced learning and teaching in classrooms. Students are now

enjoying a wide range of learning activities and there are improvements in students’

generic skills, values and attitudes. They are becoming independent learners. Schools

continue to adapt the central curriculum to meet the students’ needs. By building on

their strengths and experiences, schools can strengthen their curricula to help students

better develop their lifelong learning capabilities and nurture their whole-person

development.

Secondary Education

There are three main types of local secondary schools – government schools which are

operated by the Government; aided schools which are fully subvented by the

Government but run by voluntary bodies; and private schools, some of which receive

financial assistance from the Government. Government and aided schools deliver a

curriculum recommended by the Government. They offer free and secondary education.

Besides, there are some international schools which offer non-local curricula and serve

primarily non-Chinese speaking students and foreign nationals.

To cope with the challenges of the 21st Century and the demands of the rapidly

developing knowledge-based society, the Government has implemented the 3-year new

senior secondary (NSS) curriculum at Secondary 4 in September 2009.

This flexible, coherent and diversified curriculum aims at catering for students’ varied

interests, needs and abilities, as well as nurturing students’ whole-person development

and lifelong learning capabilities. The first cohort of NSS students graduated in the

summer of 2012.

All students can now benefit from six years of secondary education. At the end of

Secondary 6, students take one public examination - the Hong Kong Diploma of

Secondary Education (HKDSE) Examination, which replaces the former Hong Kong

Certificate of Education Examination and Hong Kong Advanced Level Examination. The

first HKDSE examination was held smoothly in 2012. The HKDSE qualification has

gained extensive recognition locally and worldwide, in international benchmarking

studies such as the National Recognition Information Centerreport and the Tariff

System of the Universities and Colleges Admissions Service in the United Kingdom. At

present, around 280 overseas tertiary institutions, including renowned universities such

as Cambridge University and Yale University, have accepted the new qualification for

admission purpose, and more are being added. (Details are available

at: http://www.hkeaa.edu.hk/en/recognition/hkdse_recognition/ircountry_hkdse.html)

Post-secondary Education

The Government strives to provide multiple study pathways for secondary school

leavers, with multiple entry and exit points. Some of them will study bachelor’s degree
programmes direct after completing HKDSE, whereas some will choose to study sub-

degree programmes. For those who study sub-degree programmes, upon graduation,

they can pursue study in top-up degree programmes (i.e. “2 + 2” arrangement) and

obtain their undergraduate qualifications.

At present, there are 22 local degree-awarding institutions (9 publicly-funded and 13

self-financing ones) in Hong Kong. Apart from undergraduate programmes offered,

students can also choose a wide diversity of sub-degree programmes as well as various

continuing and vocational programmes that best suit their interests and ability. They

adopt a two-pronged strategy of promoting the parallel development of the publicly-

funded sector and the self-financing sector in developing post-secondary education in

Hong Kong. Currently, 48% of our young people in the relevant age cohort have the

opportunity to pursue undergraduate studies. Taking sub-degree places into account,

more than 70% of young people have access to post-secondary education. There is

also a wide array of taught and research postgraduate programmes for students who

have graduated from their undergraduate studies to choose from.

Vocational and Professional Education and Training

Vocational and professional education and training (VPET) plays a pivotal role in

broadening the learning opportunities for school leavers and in-service personnel as

well as nurturing the requisite human capital in support of Hong Kong’s development. It

provides multiple and flexible pathways for young people with diverse interests and

aspirations. The Vocational Training Council (VTC) provides through its 13 member

institutions around 250 000 training places each year, offering people of different

education levels with pre-employment and in-service VPET programmes. Other post-

secondary education institutions also offer about 160 self-financing higher diploma

programmes, of which at least 60% of the curriculum consists of specialised contents

(e.g. learning related to concentrations, disciplines and professions and vocational

skills, etc.).

CONCLUSION OF THE COMPARISON ON THE EDUCATION SYSTEM BETWEEN

PHILIPPINES AND HONGKONG

Philippines has a vibrant and diverse education system, with the government , assisted

by the private sector, providing a wide range of education from early years up to college

and universities across the archipelago the same in with Hongkong it is free and school

is compulsory from between ages 6-15(primary and junior secondary schools). Children

in public schools attend primary schools for six years, followed by three years of junior

secondary education, and another three years of senior secondary education while in

the Philippines, Junior secondary has 4 years while in senior secondary has two years,

both countries has six years in secondary school. Therefore, the two countries exhibits

almost the same education system since they were both from Asian country. They both

provides all learners with capabilities they require to become economically productive,

develop sustainable livelihood, contribute to peaceful and democratic societies and

enhance individual well-being. However, in order to cater effective education system

there should be strategies and suggestions. They can create education partnerships,

develop personalized learning and training, adapt to new technologies or use

information systems effectively to reduce their costs, provide customized or specialized

training, and provide more open or low-cost access to education opportunities. Let’s

understand some of these strategies in detail:

1. Better Standards:

The policies and programs in the education structure should be developed to aim higher

achievement standards and goals. Standards are formal documents that establish

uniform education criteria, methods, processes, and practices developed through an

accredited consensus process. Standards should be developed based on guiding

principles of openness, balance, consensus, and due process and should be duly

established in order to meet technical, safety, regulatory, societal, and market needs

and should also be catalysts for technological innovation and global market competition.

The adoption of standards will benefit both students and their faculty mentors as they

face various challenges and will help the students understand and assess what they are

aiming at and where they are heading. Education as a sector has a diverse range of

potential standards requirements including and some areas where development of

standards will be helpful are; managing student records, managing research proposals

and outputs, using classroom interaction technology, supporting distance and flexible

learning online, providing authentication and authorization services for managing

access to digital resources, detecting plagiarism and using digital assessments.

2. More Accountability:

The institutions, the educators, the managements are the people who provide

instructions, curriculum, and demonstration to the students and thus pave way for

results. There should be an accountability strategy under which the institutions showing
remarkable results should be rewarded and those with poorer results should be

penalized. In short, creating accountability in public or private education is

extraordinarily complex. No single policymaker or provider is responsible for failing

students; rather, a complex web of policymakers and providers is responsible. Some

potential ways to strengthen accountability are to strengthen the client's voice, improve

management, provide better information to clients, clarify roles and responsibilities, and

increase incentives and consequences.

3. Parent Involvement:

Overall, research has consistently shown that parental involvement in children’s

education does make a positive difference to pupils’ achievement. Most children have

two main educators in their lives – their parents and their teachers. Parents are the

prime educators until the child attends an early year setting or starts school and they

remain a major influence on their children’s learning throughout school and beyond. The

school and parents both have crucial roles to play. Children achieve more when schools

and parents work together. Parents can help more effectively if they know what the

school is trying to achieve and how they can help. A successful system supports more

parent involvement in selecting child education and learning process. The school plays

an important role in determining the levels of parental involvement in school.

Specifically, schools can outline their expectations of parents and regularly

communicate with parents about what children are learning. Also, schools can provide

opportunities for parents to talk with school personnel about parents' role in their

children's education through home visits, family nights, and well-planned parent-teacher
conferences and open houses, seeking regular feedback and suggestions from parents

regarding the school working system.

4. Autonomous Structure:

Some nations are innovative in their quest for the optimal school structure, while others

pursue policies with little deviation from the orthodox model of the local or community

school. Research suggests that moving to a more autonomous school structure

generates a significant improvement in the quality of their pupil intake and a significant

improvement in pupil performance. A successful system supports an autonomous

structure to the schools to freely decide their framework and resources required to meet

the same.

5. Adapt to New Technologies:

Educational institutions must adapt to new technologies if they want to remain

competitive. Technology has become an integral part of most students' learning

experiences, and educational institutions must offer the newest technologies. Some

benefits of using information technology in education are; It induces scientific,

economic, technological, information and multicultural literacy and global awareness,

promotes inventive thinking, develops effective communication, induces personal,

social, and civic responsibility, and eventually leads to high productivity. It also gives

students a sense of using real-world tools with effective, relevant, and high-quality

results. Students will be drawn to those companies or institutions that can keep up with

changes in technology. The use of updated technology and equipment will improve the

learning experience and will also increase productivity.

Types of comparative education

1. Quantitative- how many

2. Qualitative -

3. Historical- influenced by colonization

4. Analytical - close relationship with its social,political and economical

5. Sociological-

FEATURES OF COMPARATIVE EDUCATION

1. Level of educational development - primary, secondary(lower and higher) tertiary

2. Goals of education - environmental goals

3. Forms of educational Administration - Democratic,

4. Constitutional factors of educational institution - Let passers,

5. Contextual Characteristics

-colonial history

-cultural origin

-level of economic development