Republic of the Philippines

President Ramon Magsaysay State University

(Formerly Ramon Magsaysay Technological
University)
Iba, Zambales, Philippines
Tel/Fax No.: (047) 811-1683

COMPARATIVE EDUCATION
First Trimester, SY 2023-2024

CHINA AND
PHILIPPINES
(TEACHING METHODOLOGIES; ASSESSMENT AND EVALUATION; AND
EDUCATIONAL PROGRAMS FOR VARIOUS LEVELS OF EDUCATION TRENDS
Presented By : Ms. Camille Q. Atad - MAED -
IN CHINESE EDUCATION)

EA
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TEACHING
Philippines METHODOLOGIES
1.The Constructivist Approach
The constructivist approach is based on the concept of constructivism. This
is the belief that learners create their own understanding of the world
around them, and this understanding is based on experience through their
everyday lives as they grow. Using specific experiences, people transform
information they’ve accumulated into knowledge and understanding.
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2. The Collaborative Approach
The collaborative approach puts a big emphasis on collaborative learning,
which is the idea that learners work together to gain a greater
understanding of the information they’ve been presented with. This process
allows for learners to create an environment where people can interact with
each other by sharing experiences and knowledge. This can be done in a
variety of ways, including exchanging ideas and information, and even
evaluating or monitoring somebody else’s work.
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2. The Collaborative Approach
The collaborative approach puts a big emphasis on collaborative learning,
which is the idea that learners work together to gain a greater
understanding of the information they’ve been presented with. This process
allows for learners to create an environment where people can interact with
each other by sharing experiences and knowledge. This can be done in a
variety of ways, including exchanging ideas and information, and even
evaluating or monitoring somebody else’s work.
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3. The Reflective Approach
The reflective approach focuses primarily on analyzing what the teacher
and learners are doing in the classroom. It encourages thinking about
teaching practices and figuring out ways to improve them in an attempt
to make learning processes more effective for a class of learners. This can
be done through processes such as self-evaluation and self-reflection,
used as ways to essentially learn more about your own practice, improve a
certain practice (like small groups and cooperative learning) or to focus
on a problem learners are having.
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4. The Integrative Approach

The integrative approach differs from the other teaching approaches in
the sense that it tries to provide learners with an environment where they
can make connections between the current topic they’re learning about
and other topics they’ll come across at different stages of the curriculum.
This means that it tends to focus on specific connections between
different bits of information, rather than facts in isolation.
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5. The Inquiry-Based Approach

The inquiry-based approach is unique in the sense that it encourages
learners to engage in exploration, investigation, research and study. It
begins with presenting questions, scenarios or problems that require
critical thinking to solve, which is vastly different from other
approaches where facts are presented in simple manner.
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TEACHING
CHINA METHODOLOGIES
1.‘Teacher-Led’ or Teacher-Centered Classroom Approach
Here, a teachers’ expertise makes them the most important person in the
classroom and gives them higher status than their students. This makes the
teacher an authoritative figure who is the sole source of subject-specific
knowledge.
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2.Student-Centered Learning
Shifting from the traditional teacher-led model of educating, a
student-centered approach provides a more flexible learning
environment.
In a student-centered classroom, also known as learner-centered, the
focus shifts from solely on the teacher to the students as well.
The difference between a student-centered and a teacher-centered
approach becomes most obvious when comparing classroom
environments and the interactions between students and teachers
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3.Problem Based Learning
The application of PBL in primary School Chinese more reasonable
and effective, better complete the teaching objectives of the reform of
"New Curriculum Standards for Primary School Chinese", and also
provide some references for the research and exploration of innovative
teaching methods in primary school Chinese teaching.
With the PBL teaching mode, students are placed in a problem
situation. They can analyze and solve problems through group
cooperation, and acquire knowledge through exploration. Students
are the main body of learning, which can help students learn to learn
and promote students to construct knowledge actively.
 ASSESSMENT AND 10

Philippines
EVALUATION
National Level
• Licensure Examinations for
professionals (e.g. teachers, physicians,
engineers, etc) and Bar Examination
• National Achievement Tests for Grade 3,
Grade 6 and High School Students
 • Technical and Vocational-National Competency Test 11
–Skills Test (e.g NC 1,2 for baking, welding, etc.)

Institutional Level
• Leveling of State Universities and College-I,II,III,IV, and V
• Accreditation of Programs and Institutions-Level I, II, III, and V
• Designation of Universities as Centers of Excellence and Centers
of Development
• Alignment of Programs with the Commission of Higher
Education Program/Policy Standards
 • Alignment of programs with Philippine Qualification 12
Framework and Asian Quality Reference Framework

Assessing Outcomes-Based Education

• Institutional Learning Outcomes Program Outcomes Course
• Learning Outcomes Bases: Policy Standards Institutional
Outcomes Core/Foundation Courses Specialization
Thesis/dissertation Using Heat Maps for the Graduate
Classroom- Base Assessment 13
Balanced Assessment 14
15
 ASSESSMENT AND 16

China
EVALUATION
Suzhi Assessment Scheme
• Holistic suzhi assessment is expected to
drive students’ development towards a
more well-rounded manner
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• The assessment results should serve as important

references for local universities/senior secondary
schools to admit high calibre students who not only
excel in academic knowledge but demonstrate
excellence in a holistic sense
 The National Assessment of Education 18
Quality in China
The quality assessment is mainly concerned with students’ moral education,
physical and mental health, academic achievement and aptitude, art talent,
capability of work and innovation as well as educational and social environmental
factors that influence the development of students. The accurate reports
regarding all the six aspects aforementioned will provide valuable information
and reference for policy-making and at the same time, provide some guidance for
parents, teachers and schools to understand better the status quo of education in
China and help build the assessment network across the country.
 19
Grade 4 & 8 Students
Content
6 subjects: Math, Chinese, Science, P.E., Arts, Moral Education
• 3 aspects:
• —knowledge & skills mastery
• —problem-solving ability
• —contextual information Assessments
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Assessment Tool
• Paper-and-pencil assessment
• Performance assessment
 Zhongkao: Senior High School Entrance 21
Examination

The Senior High School Entrance examination is referred to as Zhongkao.

It is the academic examination held in the People' s Republic of China to
admit junior high school graduates. The examination is a must for entrance
into educational institutions at senior high school level. This includes
secondary skill schools, vocational and technical high schools as well as
common senior high schools.
 Gao Kao : National College Entrance 22
Examination (NCEE)
A national undergraduate admission exam of China, held in early June
every year. It is required by all higher education institutions in the country.
The exam is usually taken by high school's graduating seniors at the end of
their final year.
The exam totals approximately nine hours in a period of two or three
days, depending on the provincial administrative regions in which it is held.
All students must take exams on Chinese and math. Candidates can choose
one subject from English, French, Japanese, Russian, German or Spanish for
 23

the foreign language portion of the test, with most students selecting
English. Students must also choose between either the Arts track or the
Science track. Students who choose the Arts track receive further testing in
History, Political Science, and Geography while those who choose the
Science track are tested in Physics, Chemistry, and Biology.
 EDUCATIONAL PROGRAMS FOR 24
VARIOUS LEVELS OF EDUCATION
Philippines
COMPULSORY TERTIARY EDUCATION
EDUCATION
1. Universal Kindergarten Education TECHNICAL AND
2. Elementary School VOCATIONAL EDUCATION
3. Secondary School
ALTERNATIVE LEARNING
4. The K to 12 Program
SYSTEM

SPECIAL EDUCATION
PROGRAM
25
 EDUCATIONAL PROGRAMS FOR 26
VARIOUS LEVELS OF EDUCATION
China
Primary Education
In China, primary school education is compulsory and it lasts 6 years.
Children start schools at age six (seven in some areas). The language of
instruction is Mandarin Chinese with the exception of the primary
schools that mainly admit ethnic minority students. A typical school year
is comprised of two semesters and runs from the month of September to
July.
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Students attend classes five days a week and primary school education
currently includes nine compulsory courses, which include Chinese,
Mathematics, Social Studies, Nature, Physical Education, Ideology and
Morality, Music, Fine Art, and Labor Studies. Foreign Language is
normally offered as an elective course. In order to graduate, all students
are required to pass graduation examinations in the subjects of Chinese
and Mathematics. The examinations are normally designed and
administered by schools with guidance from local educational
authorities. Students move on to 3-year junior (lower) secondary schools
(chuzhong) after graduating from primary schools.
 30
Middle Education
Junior (lower) secondary education lasts three years following the
completion of primary school. In order for students to obtain a certificate of
graduation, students are required to pass graduation examinations and
meet minimum physical education standards. The graduation examinations
are designed and administered by individual schools according to guidelines
set by the provincial educational bureaus or by local educational authorities.
Students are typically examined in the following subjects for graduation:
Chinese, Mathematics, Chemistry, Physics, Foreign Language, and Politics.
Completion of junior (lower) secondary education also marks the end of a 9-
year (6+3) compulsory education program.
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Secondary Education
After the completion of junior (lower) secondary school, students can choose
to enter either general (academic) senior secondary school or vocational
senior secondary school. General (academic) senior secondary school lasts 3
years and vocational senior secondary school lasts 3 or 4 years. Senior
secondary school is known as (gaozhong) and vocational senior secondary
school is known as (zhongzhuan) in China. Students wishing to continue
their study in the general (academic) track must pass the entrance
examinations for general senior secondary schools, which is also known as
(zhongkao) in China.
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Vocational Education
Vocational education programs are offered at both the secondary and post-
secondary levels. Vocational senior secondary schools provide subject and
occupation specific education and training. Vocational senior secondary
education is highly employment oriented and graduates normally enter the
workforce. However, it does offer some access to further education,
particularly in the technical/vocational specialties. Since the year 2000, the
Ministry of Education (MOE) has allowed graduates of vocational secondary
schools to take the NCEE and be admitted into higher education programs.
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Higher technical/vocational education
Is available at the zhuanke level, which require two or three years of full-
time post-secondary study. It is possible for graduates of higher vocational
education programs at the zhuanke level to obtain a "benke 本科 " degree
(Bachelor’s degree) certificate through an upgrading program, but in a
limited number of fields. Vocational higher education institutions are
currently administered at the provincial level.
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Tertiary Education
Higher education is provided by institutions of various types including
general and technical universities, specialized institutions, professional
universities, military institutions, medical schools and colleges,
independent colleges, and adult higher education institutions of various
types. Entry to university depends primarily on how well the students
perform in the entrance examinations. Students with outstanding
academic performance in their secondary schools can also possibly be
granted an exemption from the entrance examination and be
recommended directly to the university of their choice through a method
called (baosong ).
 35
TRENDS IN CHINESE
Vocational Education Drive
EDUCATION
Students who score within the lowest 50% in the middle school exams
will now compulsorily take a vocational path

Chinese International Education

The government will continue to encourage international students to
study in China, and global universities to set up joint partnerships and
institutions within its borders.
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Vocational Education Drive
Students who score within the lowest 50% in the middle school exams
will now compulsorily take a vocational path

New Metrics of Assessment

The “General Program for Deepening Educational Evaluation Reform in
the New Era Oct. 2020” suggested that from kindergarten to higher
education the focus should be on talent cultivation rather than
quantitative indicators
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K12 Challenges
It has been an extremely challenging three years for the private K12
sector in China with the pandemic, online learning, and the loss of
large numbers of foreign teachers and students. The number of schools
for foreign passport holders, especially those in unfinished “innovation
zones” on the outskirts of major cities, seems certain to drop. Private
schools for Chinese nationals, that boomed alongside the new property
developments they helped sell, were hit hard by the Private Education
Law in 2021 and the sector is still reeling
 Sustainability Matters
38
The government pilots its own sustainability best practices and policies
for educational institutions to follow; likely promoting pragmatic cost-
cutting green initiatives, the development of green technologies, and
national benchmarks.

Study Abroad Headwinds

Many parents are wary of the impact geopolitical shifts will have on
their child’s future university path, countries move in and out of
fashion, three years of travel restrictions have raised anxiety, pressure
to attend “top universities” continues to increase, and the return on
investment of an overseas education is continually discussed.
 Parental Balance
39
On a positive note, although the double reduction may have depleted
the tutoring sector, a great number of former tutors have now shifted
their focus to providing all-round or family education services, which
can be operated legally. There are an increasing number of online
courses and discussions working with parents on how to improve their
relationship with their children (though some are still trapped in the
damaging cycle of “how to manipulate your child effectively so they
will study hard happily”).
 Employability 41
Students in China often grow up being asked to focus heavily
exclusively on grades, and in many cases their daily and weekly
schedules are decided by parents or schools. Meaningful work
experience is undervalued, students hobbies and personal interests are
side-lined, and side hustles are often discouraged. This does not
support the development of the above mentioned soft skills and these
gaps will become more acute as the Chinese economy continues to
develop. With nearly 20% youth unemployment, both schools and
universities are scrambling to find practical and genuinely impactful
ways to better prepare young people for the world of work.
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Special Educational Needs
Special education needs (SEN) for children in China is still very much a
taboo, unless the child is clearly affected with severe symptoms. Very
few parents understand the concept or see the need to assess their
child if they are facing challenges in school; and there is a huge lack of
affordable access to assessing, understanding, and providing tools to
children with special education needs.
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QUESTION
S What is the comparison of Chinese and Philippines teaching and learning process?
1
The Chinese believe that students learn best by memorising
information supplied through repetition and note-taking.
Teachers therefore use a systematic approach to planning and
delivering information-packed lessons to students who passively
receive information. In the Philippines teacher acts as a
facilitator of learning.
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QUESTION
S How does the Chinese view assessment?
2
In China, scores, not people, define worth. Chinese parents and
teachers consider scores to be the only evaluating criteria for
the students.
THANK YOU