The State shall protect, foster and promote the right of all citizens to affordable quality education at all levels and shall take appropriate steps to ensure that education shall be acces-sible to all. The State shall likewise ensure and protect academic freedom and shall promote its exercise and observance for the continuing intellectual growth, the advancement of learning and research, the development of responsible and effective
leader-and the enrichment of our historical leader-and cultural heritage.
Section 2. Declaration of the Policy, Republic Act 7722 (An Act Creating The Commission on Higher Education, Appropriating Funds Therefor and for other Purposes)
The policy clearly states that it is the State’s responsibility to protect, foster and promote the right to affordable quality education at all levels ... to ensure that education shall be accessible to all. The policy is also clear that education is the right of every Filipino citizen.
Even if parents are not fully aware of this declaration and its contents, every Filipino parent dreams of a college degree for their children. In fact, a degree is seen as one of the ways by which households can escape from dire poverty. Tanging edukasyon lamang ang maipapamana namin at iyan ang isang bagay na di mananakaw ng sinuman.
Tertiary or Higher Education includes all post secondary courses ranging from one-or two-year course to the four-year degree and professional programs, including graduate education offered in colleges and universi-ties. The objectives of this main component of the Philippine Education System can be gleaned from the mission statement of The Commission on Higher Education (CHED).
Higher Education shall be geared towards the pursuit of a better quality of life for all Filipinos by emphasizing the formation of those skills and knowledge necessary to make the individual a productive member of society and accelerate the development of high-level professionals who will search after new knowledge, instruct the young and provide leader-ship in the various fields required by a dynamic and self-sustaining economy. Higher Education shall likewise be used to harness the productive capacity of the country’s human resource base towards international competitiveness.
Similar to the ECCD schools and Basic Education institutions, CHED institutions are of two general categories: public and private. Public Higher Education Institutions (HEIs) are further classified by CHED as follows:
State Universities ad Colleges (SUCs): chartered public higher educa-tion institueduca-tions established by law, administered and financially sub-sidized by the government; a few have fiscal autonomy while others don’t.
Examples: UP, PNU, MSU – with fiscal autonomy
UP Open University
Local Universities and Colleges (LUCs): established by the local government through resolutions or ordinance; financially supported by the local government concerned
Example : Bataan State College
CHED Supervised Higher Education Institutions (CSIs): non-chartered public post-secondary education institutions established by law, administered, supervised and financially supported by the govern-ment
Example: Batangas State University
The number of SUCs has grown to 111 (as of 2003 data) and this is attri-buted to two reasons: phasing out of CSIs and combining them with LUCs;
and local politicians’ penchant for immortalizing their families.
On the other hand, private higher education institutions are established under the Corporation Code and are governed by the special laws and general provisions of this Code. Non-sectarian institutions are duly incor-porated, owned and operated by private entities that are not affiliated with any religious organization. Sectarian institutions are usually non-stock, non-profit but duly incorporated, owned and operated by a religious organization. Whether sectarian or non-sectarian, these private HEIs are expected to implement the policies and standards formulated by CHED.
CHED requires the offering of subjects that cover the General Education Program. These are Language (English and Filipino), Mathematics, Natu-ral Sciences (Physical and Biological), Social Sciences (Philosophy, Psy-chology, etc.), Arts and Humanities. Non-credit but required subjects are Physical Education (PE) and National Service Training Program (NSTP).
Centers of Excellence (COEs) and Centers of Develop-ment (CODs) are HEIs (both public and private) which have demonstrated the highest degree or level of standards along the areas of instruction, research and extension. They provide institutional leadership in all aspects of develop-ment in specific areas of discipline in the various regions by providing networking arrangements to help ensure the accelerated development of HEIs in their respective service areas.
http://www.ched.gov.ph
Activity 5-9
In what ways have your general education program subjects prepared or not prepared you for the major subjects you have taken? Give specific examples. What suggestions can you give to further improve and standardize the implementation of these GE programs?
UP Open University
1.
Com mis sio n o n E duc ati
on er igh n H n o sio mis Com 2.
Ed uca tio
n Skills Development Education and 3. Technical
authority t men m lop ulu ram eve ric rog ges D Cur tem g P olle nd aon Sys nin d C ati are rai ng annce T duc rni d C lleies All ice c E sit Lea hoo or xce erv asi ld ver ve n f f E l S od B ati tioChi Uni ona terise ly ern te uca ati Ear Alt Sta Rev Ed Cen 4. 5. 6. 7. 8. 9. 10.N
SAQ 5-1
Acronyms are important in the study of the Philippine education system. What does each of the following acronyms mean?
1. EDCOM 6. SUCs
2. CHED 7. RBEC
3. TESDA 8. EFA
4. ECCD 9. COE
5. ALS 10. NSTP
ASAQ 5-1
Objectives
After going through this module you will be able to:
1. Discuss the history of
History, Policies, Practices, Developments Issues and Problems
T
he previous module gave us an overview of the objectives of each level in the education system as embodied in the legal bases in their creation, thereby providing us with the basic framework for their curricular programs. Since teaching and the teacher are important factors at all levels, this module will discuss teacher education in the country—its brief history, some policies, practices, developments as well as some issues and problems.Brief History
Although teaching was done during the pre-colonial period and schools were established as formal institutions during the early years of the Spanish colonial period, there were no formal programs for teachers. It is possible that the Spanish colonizers trained teachers to teach the
Christian doctrine only. However, in 1860 the Governor ordered the establishment of a normal school in Manila as a “seminary for teachers”.
Three years later, laws for the establishment of normal schools for teacher training were passed. According to Lolita Garcia-Rutland, the require-ments were: training for the teaching of industry and the arts, trainees should be open only to men, and they must learn to speak and write