EDUCATIONAL SYSTEM DURING PRE-COLONIAL PERIOD  Wealthy Filipinos or the illustrados were

accommodated in the schools.

WHAT IS PRE-COLONIAL PERIOD?  Spanish was the medium of instructions.
 The pre-colonial period broadly refers to the span of
time prior to the introduction of European EDUCATIONAL DECREE IN 1863
colonialism in areas across the world.  The law gave Filipinos a complete system in
 In this period education was unstructured and education from elementary to college level.
informal, it was also decentralized.  This law is provided in all municipalities in the
 Children were more given more vocation training, country.
but academic teaching was given to them.  The curriculum included subjects such as reading,
 Father taught their sons to hunt food, this includes writing, arithmetic, history Christian doctrine,
carpentry. spanish language, vocal music, agriculture for the
 While the household responsibilities were instilled in boys and needlework for the girls.
the daughters by their mothers.  Attendance in school was compulsory between the
 Essentially this learning prepared their children to ages of seven and twelve.
be exemplary husband and spouse in the future.
 The purpose of education during that time was for
survival. To transmit the knowledge, it was acquired EDUCATIONAL SYSTEM DURING AMERICAN REGIME
through observation, imitation, and practice.
 In this period, the schools were headed by parents or BRIEF HISTORY:
by their tutors. The stories, songs, poetry, and dances  Philippines was colonized by American for over 48
were passed from generation to generation through years (1898-1946)
oral tradition. They have the unique writing system  1898- American occupied Manila. Reopened schools
known as ‘’BAYBAYIN/KATALONAN’’ where in the American soldiers were the first
teachers.
BAYBAYIN  Education Act of 1901 and Act No. 74 laid the
 Is an ancient writing system used by our ancestors foundation of the Philippines Public School System.
even before the Spaniards arrived.
 The teaching and learning focused on the following HIGHLIGTHS OF EDUCATION DURING THE AMERICAN
aspects. REGIME
 SKILLS
 BEHAVIOR  Foundation of the current education system of the
 COMMUNICATION Philippines.
 During the pre-colonial period education was not  English was made medium of instruction.
formalized as it is today. It was mainly focused on  Religion was not included in the curriculum of the
teaching practical skills, cultural values, and schools.
traditions.  EDUCATION SHOULD BE FREE FOR ALL regardless
for sex, age, religion, and socio-economic status of
the individual.
EDUCATION DURING PRE-COLONIAL PERIOD  Education was the means of giving people way an
 Informal and unstructured, decentralized. orientation towards the democratic way of life.
 Fathers taught their sons on how to look food and  Normal, vocational, agricultural, and business
livelihood. schools were also opened.
 Curricular structure and program were patterned.
 Mothers taught their daughters on household
chores.
3 LEVELS OF EDUCATION
 Children was provided vocational training.
 Baybayin was the tribal tutors/teachers.
 ELEMENTARY – consisted of seven grades. The first
level considered a four-year primary and three years
intermediate, or seven-year curriculum.
 1910- curricular programs were introduced at the
intermediate level to keep the school system more
EDUCATION IN THE PHILIPPINES DURING SPANISH responsive to the needs of the colonial society.
 SECONDARY/HIGH SCHOOL LEVEL -established a
 Education was formal and organized. few years later than the primary and the
 It was authoritarian in nature. intermediate schools, provided advanced academic
 Tribal tutors of the pre-Spanish periods were and vocational training.
replaced by Spanish missionaries.  TERIARY/COLLEGE LEVEL- normal schools were
 Pupils attended formal schooling in the parochial opened with a teacher’s training curriculum.
schools. In august 1901, 600 teachers are called ‘’THOMASITES”
 Instruction was religion oriented. arrived.
 TYPES OF EDUCATION
THOMASITES- group of professionals sent by the United
States government who assigned to teach English language. 1. NIHONGGO LANGUAGE
2. VACATIONAL TRAINING
METHODS OF EDUCATION 3. HEALTH EDUCATION AGRICULTURE

 SOCIALIZED RECITATION PROMOTING EDUCATION

 PARTICIPATION
 DEBATE  The Japanese occupation happened in 1942-1945.
 GAME/PLAYING The empire of Japan occupied the commonwealth of
the Philippines during the World War II.
 Japanese educational policies were embodied in
PHILIPPINE EDUCATIONAL SYSTEM DURING JAPANESE ERA MILITARY ORDER NO. 2 IN 1942. The Philippine
executive commission established the commission of
 Japanese devised curriculum. education, health, and public welfare and schools
 All textbooks were censored and revised. were reopened in June 1942.
 Introduced many changes in curriculum.  October 14, 1943, the Japanese- sponsored the
 School calendar become longer. republic created the ministry of education. Teaching
 Class increases to 60. Tagalog, Philippines history, and character education
 Deleted anti-Asian opinions. was reserved for Filipinos. They emphasized the
 Nihonggo as a means of introducing and cultivation ‘’love for work and dignity of labor’’.
love for Japanese culture.  In 1947, by virtue of Executive order no. 94, the
department of instruction was changed to
CURRICULUM department of education. During this period, the
 teaching Tagalog, Philippines History and Character regulation and supervision of public and private
education was reserved for Filipino. schools belonged to the bureau of public and private
schools.
 1972, become the department of education and
culture by virtue of proclamation 1081 and the
WHAT SPECIAL ABOUT JAPANES SCHOOL SYSTEM? Ministry of Education and Culture in 1978 by Virtue
of P.D.No. 1397.
 Institution of higher learning giving courses in
agriculture, medicine, fisheries, and engineering.
 Filipino children went to school to learn Japanese BEC/ BASIC EDUCATION CURRICULUM
songs and games.
 The teachers were to become condescending BEC 2002/RBEC 2002
mouthpieces of Japanese propaganda.  According to the Sec. of education Raul Roco, the
2002 BEC was based on a 16-year study (staring in
METHODS OF EDUCATION 1986). Implementation of RBEC was based on
 STRESSED DIGNITY OF MANNUAL LABOR. Executive Order No. 46, which in turn was based on
 EMPHASIS VOCATIONAL EDUCATION. recommendation of the Philippine Commission on
Educational Reforms (PCER), created on dec. 7, 1998.
 ‘’The restructuring of the curriculum is part if an
SIX BASIC PRINCIPLE OF JAPANES EDUCATION ongoing effort to improve the quality of learning. We
are focusing on the basics of improving literacy and
numeracy while inculcating values across learning
1. Realization of new order and promote friendly areas to make it dynamic.’’ Raul Rocco
relation between Japan and the Philippines to the  The 2002 BEC is restructuring and not sweeping
farthest extent. change of the elementary and secondary curricula
2. Foster a new Filipino culture based. (NESC & NSEC)
3. Endeavour to elevate the morals od people giving up  The implementation of the 2002 Basic Education
over-emphasis of materialism. Curriculum was announce in DepEd Order No. 25, s.
4. Diffusion of the Japanese language in the Philippines. 2002, issued on June 17, 2002.
5. Promotion of vocational course.  The actual implementing guidelines were found in
6. To inspire the people with the spirit of love neighbor. DepEd Order No.43, s.2002, dated Aug. 29, 2002.
 Less than a year later (on June 12,2003), a new
EDUCATIONAL AIMS curriculum (revised BEC) was signed into law.
 Eradicate old idea of reliance on western nation.
 Military training. RATIONALE OF 2002 BEC/RBEC 2002
 Love of labor.  The 2002 Basic Education Curriculum (DepEd,
Apr.5, 2002) cited several reasons why the basic
 education curriculum should be constructed. THE OBJECTIVES OF SECONDARY EDUCATION ARE
 UNESCO report on the four Pillars of education THREEFOLD:
which emphasize using the knowledge gain to
improve oneself and one’s relationship with 1. Continue the general education started in elementary.
fellow human beings along with the development 2. Prepare the learners for college.
of functional literacy which involves the 3. Prepare the learners for the world of work.
development of the essential skills such as
‘’linguistic fluency and scientific-numerical THE OBJECTIVES OF NON-FORMAL EDUCATION ARE AS
competence. FOLLOWS:
 Decongest the curriculum. The reconstructed
curriculum emphasizes the enhanced teaching of 1. Eradicate illiteracy and raise the level of functional
four(4) core subjects filipino, English, literacy of the population.
mathematics and science. A fifth subject called 2. Provide an alternative means of learning and certification
Makabayan, which is envisioned to be a’ for out-of-school youth and adults.
’laboratory of life” or practice environment, 3. Develop among the learners the proper values, attitudes,
integrated the other non-tool subjects. and knowledge to enable them to think critically and act
creatively for personal, community, and national
FEATURES OF 2002 BEC development.
1. Greater emphasis on helping every learner
become a successful reader.  The core subjects for both the elementary and
2. Emphasis on interactive or collaborative secondary levels are the following:
learning approaches.
3. Emphasis on use of interactive learning  Filipino, Mathematics, English, Science
approaches.
4. Teaching values in all learning areas.  The fifth subject, called Makabayan, was designated
5. Development on self-reliant and patriotic as the "practice environment for holistic learning to
citizens. develop a healthy personal and national self-
6. Development on creative and creative identity". (BEC, 2002)
thinking skills.
K-12 PROGRAM/ ENHANCED BASIC EDUCATION/ BASIC
THE STRUCTURE OF THE 2002 BASIC EDUCATION CURRICULUM
EDUCATION CURRICULUM
 The objectives in elementary and secondary education The K-12 PROGRAM in the Philippines was
serve as the ‘’official learning goals’’ of basic education as introduced in 2013 when REPUBLIC ACT 10533
stated for a particular population of learners, the "Enhanced Basic Education Act of 2013" became a
elementary and secondary education learners. law.
 The Bureau of Alternative Leaming System (formerly K-12 curriculum is otherwise called as Enhanced
Non-formal Education) likewise has a set of official Basic Education.
learning goals for its set of target learners, the out-of- President Benigno Aquino III approved Republic Act
school youth, and adults. The Education Act of 1982 or (RA) 10533, signing into law the K-12 program on
Batas Pambansa Bldg. 232 provides the general May 15, 2013.
objectives of elementary, secondary, and non-formal The Enhanced Basic Education Act of 2013 or K to 12 as it is
education. commonly known as now, provides for a mandatory,
-1 year of kindergarten
THE OBJECTIVES OF ELEMENTARY EDUCATION ARE AS -6 years of elementary
FOLLOWS: -4 years of junior high school, and
-2 years of senior high school
 1. Provide the knowledge and develop the skills,
attitudes, and values essential for personal development, The Philippines is the last country in Asia and of only
a productive life, and constructive engagement with a three countries worldwide with a 10-year pre-
changing social milieu. university cycle (Angola and Djibouti are the other
 2. Provide learning experiences that increase the child's two).
awareness of and responsiveness to the demands of A 12-years program is found to be the best period for
society. learning under basic education. It is also the
 3. Promote and intensify awareness of, identification recognized standard for students and professionals
with, and love for our nation and the community to which globally.
the learner belongs. The K-12 program provides sufficient time for
 4. Promote experiences that develop the learner's mastery of concepts and skills, develop lifelong
orientation to the world of work and prepare the learners, and prepare graduates for tertiary
learner to engage in honest and gainful work. education, middle-level skills development,
employment and entrepreneurship.
 The K-12 program was created by law and only a law application. When students re-engage with a topic
will be abolished or repelled it. It cannot be abolished repeatedly, they both consolidate prior knowledge in
or repelled by the president or anybody for that their memory and build on it overtime.
matter. Only the congress of the Philippines,
consisting of the senate and the House of Three key principles of the Spiral: Cyclical, Increasing Depth
Representatives, has the power to abolished or repel and Prior Knowledge
a law such as the "Enhanced Basic Education Act of
2013" or K-12. - In the context of education in the Philippines, the K-12
curriculum is often referred to as a "spiral curriculum"
THE K-12 BASIC EDUCATION ROGRAM because it is designed to revisit and build upon key concepts
and skills throughout a student's educational journey. This
SALIENT FEATURES term "spiral" signifies that certain subjects and topics are
- Strengthening Early Childhood Education (Universal introduced at a basic level in the early grades and then
Kindergarten). Students learn the alphabet, numbers, shapes, revisited and expanded upon in subsequent grade levels, with
and colors through games, songs, and dances, in their Mother increasing complexity.
Tongue.
- Making the Curriculum Relevant to Learners ADVANTAGES OF K-12 PROGRAM
(Contextualization and Enhancement). Students acquire in- - Social and emotional development.
depth knowledge, skills, values, and attitudes through -Exposure to different cultures and perspectives; and
continuity and consistency across all levels and subjects. - Enhanced Global Competitiveness
- Ensuring Integrated and Seamless Learning (Spiral - Improved workforce readiness
Progression). Subjects are taught from simplest concepts to - Holistic Development
more complicated concepts through grade levels in spiral - Reduced College Congestion
progression.
- Building Proficiency through Language (Mother Tongue- DISADVANTAGES OF K-12 PROGRAM
Based Multilingual Education). After grade 1, every student - Infrastructure and Resource Challenges
can read in his or her Mother Tongue. Learning in Mother - Extended Financial Burden
Tongue also serves as the foundation for students to learn - Transition Difficulties
Filipino and English easily. - Potential Job Market Saturation
- Gearing Up for the Future (Senior High School). Students
may choose a specialization based on aptitude, interests, and
school capacity.
- Nurturing the Holistically Developed Filipino (College and
Livelihood Readiness, 21st Century Skills)

CURRICULUM GUIDE
- Kindergarten learners need to have a smooth transition to MATATAG CURRICULUM
the context-based curriculum of grades 1 to 12.
- Grades 1-10 will experience an enhanced, context-based, Matatag curriculum was launced on Aug. 10, 2023
and spiral progression-learning curriculum.
MA — stands
Senior High School for Makabagong kurikulum na napapanahon.
TA — Stands for Talino na mula sa isip at puso.
- TRACKS: Academic, (Business Accountancy Management or TA — Stands for Tapang na humarap sa ano man
BAM, Humanities, Education, Social Sciences or HESS and ang hamon sa buhay.
Science, Engineering, Mathematics or STEM) G — Stands for Galing ng
• Technical-Vocational-Livelihood and Sports and Arts. Pilipino, nangingibabaw sa mundo.
• Core Curriculum Subjects MAke the curriculum relevant to produce competent and job-
• Applied Track Subjects ready, active, and responsible citizens.
• Specialization Subjects TAke steps to accelerate delivery of basic education facilities
- TVET (Technical Vocational Education and Training) and services.
National Certificate TAke good care of learners by promoting learner well-being,
inclusive education, and a positive learning environment; and
SPIRAL CURRICULUM/ SPIRAL PROGRESSION APPROACH Give support to teachers to teach better.

Spiral Curriculum, an approach to teaching, widely The MATATAG K-10 Curriculum aims to decongest the
attributed to the American psychologist and current curriculum by reducing the number of learning areas
cognitive theorist Jerome Burner and focusing on foundational skills. It also visions balanced
A curriculum design in which key concepts are cognitive demands in order for students to obtain higher-
presented repeatedly throughout the curriculum, but order thinking skills as their grade level progresses.
with deepening layers of complexity, or in different Matatag is just a branding; it is the new K-10 curriculum
 K-10 is still part of K-12, for now naa gihapon ang 11-
12 na need gihapon I take
Why does it need to be recalibrated?
- It’s outdated
- Daghan ipahimo sa students pero not all is helpful
(nay silbi). Not all teachings are useful.
- In current curriculum, teachers have a lot to teach but so
little time.
- We are behind among other nations when it comes to
education.
- Highschool graduates still have difficulties in finding a job.

Features of the Matatag curriculum 5. Reduced learning Areas- in K1, Grade 1-3
6. Intensified Values Educ. And Strengthened peace Educ.
1. Focus on foundational Skills
FOCUS ON FOUNDATIONAL SKILLS

CURRENT CURRICULUM MATATAG CURRICULUM

Mother Tongue Language
Filipino Reading and Literacy
English Mathematics
Mathematics Makabansa
Araling Panlipunan GMRC
MAPEH
Edukasyon sa Pagpapakata
o

GMRC- Kindergarten- Grade 6

Values Education- Grade 7-10
2. Decongested Curriculum (by 70%)
7. On par with international Standards.

IMPLEMENTATION

3. Balance Cognitive Demand

4. Clearer articulation of 21st Century Skills

DepED aspiration of learners.

  Curriculum design
 Teaching and learning methods.
 Assessments
 Continual Quality Improvement (CQI) and
monitoring
 What do you want the students to have and
able to do?
 How can you best help students achieve it?
 How will you know what they have
achieved?
 How do you close the loop?

IMPLEMENTATION
 Program Educational Objectives (PEO)
“BANSANG MAKABATA, BATANG MAKABANSA”  Program Outcomes (PO)
 Course Outcomes (CO)
What Philosophies of Education are anchored here?

Essentialism Higher Education (CHED) Memorandum Order No. 46, Series

 The emphasis in this conservative perspective is on of 2012.
intellectual and moral standards that schools should
teach. The core of the curriculum is essential ‘’policy standards to Enhance Quality Assurance in the
knowledge and skills and academic rigor. Philippines HE through Outcome-Based and Typology-Based
Essentialists accept the idea that this core curriculum QA.’’
may change. Schooling should be practical, preparing
students to become valuable members of society. It BASIC PRINCIPLES OF OBE
should focus on facts-the objective reality out there-- Clarity of focus
and "the basics," training students to read, write, Designing backwards
speak, and compute clearly and logically. High expectation
 Social reconstructionism is a philosophy that Expanded opportunities.
emphasizes the addressing of social questions and a
quest to create a better society and worldwide BASIC PRINCIPLES OF OBE
democracy. That curriculum focuses on student
experience and taking social action on real problems, 1. Clarity of focus
such as violence, hunger, international terrorism,  A clear focus on what teachers want students to learn
inflation, and inequality. is the primary principle in OBE.

2. Designing backwards
OUT-COME BASED EDUCATION(OBE)  In OBE, the curriculum is carefully constructed by
first determining the outcomes, then designed
 Propounded by William G. Spady (1993). backwards by:
 Educational approach where each aspect of  Carefully determining authentic assessments (how
education is organized around a set of will we know?)
goals(outcomes).  Choosing/building relevant learning activities and
 It focuses on measuring student performance experiences
through outcomes.  Selecting appropriate content
 Its aims to maximize student learning outcomes by
developing their KNOWLEDGE, SKILLS AND 3. High expectation
ATTITUDES.
 Outcomes must be MEASURABLE and OBSERVABLE.  The teachers should establish high, challenging
standards of performance to encourage students to
HEI’S OBJECTIVES engage deeply in what they are learning.
 To adopt national standards and levels for
outcomes of education. 4. Expanded opportunities
 To align the Philippine Qualification
Framework to support the national and  This indicates that teachers must strive to provide
international mobility of workers though expanded opportunities for all learners since not all
increased recognition of the value and of them can learn the same thing in the same way
comparability of Philippine Qualifications. and at the same time.

MAJOR COMPONENTS
KEY ASPECTS OF OBE levels, and these levels of education must be
1. Clear Learning Outcomes accessible to everybody, all citizens must be able to
2. Student-Centered access to quality education.
3. Assessment-Driven
4. Flexibility WHAT IS K-12 CURRICULUM IN THE PHILIPPINES?
5. Continuous Improvement  Covers kindergarten and 12 years basic education.
6. Accountability  Aim to provide sufficient time for mastery of concept
7. Alignment with Real-World Goals and skills, develop lifelong learners and prepare
8. Customization graduate, for tertiary education middle level skills,
development, employment, and entrepreneurship.

IMPORTANCE OF K-12
 Provide the basic knowledge and skills necessary for
ACCESS TO BASIC EDUCATION success in college and the workplace.

 The way in which educational institutions and MAIN GOAL OF K-12

polices ensure or at least strive to ensure that the To create a functional basic system that will produce
students have equal stable opportunities to take full productive and responsible citizens, equipped with
advantage of their education. the essential learning and employment.

BASIC EDUCATION K-10 MATATAG CURRICULUM

 Aims to decongest the current curriculum by
 The First Nine years of formal schooling and k made reducing the number of learning areas and focusing
up to two levels. Level 1: Primary Education (usually on the foundational skills.
six years) 1-6 level 2: Refers to lower Secondary  The MATATAG curriculum will focus on literacy and
(usually 3 years Grade 7.9) numeracy skills, reduce the number of learning
competency.
IMPORTANCE OF BASIC EDUCATION

 Give children and young people the skills to make Inclusive education that has been implemented to date is still
reasoned choice in life to build their Resilience and to facing various challenges such as:
develop coping mechanism.
1. The Lack of Understanding in some Communities about
POSITIVE IMPACTS OF ACCESS TO EDUCATION inclusive education.

 Improves health and livelihood. 2. The knowledge and skills of teachers who have not met in
 Contributes to social stability and drives a long-term Providing Services to children with special needs.
development.
3. Infrastructure that does not support access for Children
(Education is also essential to the success of every one of 17 with special needs.
sustainable development goal.)

INCLUSIVE EDUCATION QUALITY OF BASIC EDUCATION IN THE PHILIPPINES

 All children in the same class, in the same school can EQUITY IN THE QUALITY OF BASIC EDUCATION IN THE
access and fully participate in learning alongside PHILIPPINES
their similar aged peers.  To promote equity, the government has initiated
 Is about how we developed and design our schools, reforms such as the K-12 program which aims to
classrooms programs and activities so that all provide a standardized curriculum nationwide.
students can learn and actively participate together.  Programs like 4Ps pantawid pamilyang pilipino
 It also about ensuring access to quality education for program aims to provide financial assistance to
all students by effectively meeting their diverse disadvantaged families to support their children's
needs in a way that is responsive, accepting, education.
respectful and supportive.

ARTICLE XIV SECTION 1 OF THE 1987 CONSTITUTION

 A powerful law that embedded already in the
constitution that cannot be changed. This law is not
only in elementary, secondary, and tertiary but all
CHALLENGES ENCOUNTERED: COST
1.Regional Disparities- Significant differences in educational A. PUBLIC SCHOOLIndirect costing (Allowances, Projects,
quality between urban and rural areas. Miscellaneous)
2. Lack of adequate infrastructure Classrooms, libraries, and B. PRIVATE SCHOOLAside from indirect costing, tuition fee is
laboratories included. Scholarship programs are offered but with limited
3. Shortage of qualified teachers (Teacher Quality)- Some coverage.
remote or economically disadvantage areas struggle to attract
and retain qualified educators. WEAKNESS THAT NEEDS TO BE IMPROVED IN BASIC
4. Inequitable distribution of resources EDUCATION
Disparities in the allocation of educational resources between
urban and rural areas in terms of funding, better facilities, OUT OF SCHOOL YOUTH
quality learning materials and technology.  Republic Act No. 5462- an act establishing a
5. Curriculum and Pedagogy (Curriculum Relevance)- national policy on manpower and out of
Curriculum may not always align with the evolving needs of school youth planning and development,
the job market and society. creating a national manpower and youth
6. Language Barriers- The Philippines is linguistically council and other institutions, and for other
diverse, and the language of instruction can vary. purposes.
7. Inclusivity and Special Education- Inclusive education for
students with disabilities are still a challenge. NO CHILD LEFT BEHIND
8. Socioeconomic Disparities- Low-income families may  Act of 2008 seeks to liberate and free the country’s
struggle to provide their children with necessary school children from the quagmire of ignorance and lack of
supplies, nutrition, and transportation. education which hold and sink them into poor quality
of life and helplessness.
9. High Dropout Rates- Due to financial constraints, family
 Mismatch of college offerings of programs in the
responsibilities, or lack of motivation.
needs of community.
10. Assessment and Accountability- Schools are challenged  Specializations of teachers mismatch with subjects.
to ensure fair and effective assessment methods and teachers  Social dive- inequalities regarding the opportunities
are accountable. and advantages of the various social groups within a
11. Education Budget- constraints limit the implementation society.
of necessary reforms and improvements.
Equality in Education equality is the provision of equal
treatment, access, and opportunity to resources and UNDERINVESTMENT OF BASIC EDUCATION
opportunities (Gunn, 2018). Essentially, everyone gets the
same thing, regardless of where he or she come from or what PROBLEMS
needs they might have. - Resources
- Infrastructures
FACTORS GIVEN EMPHASIS ON EQUALITY OF EDUCATION IN - Materials
THE PHILIPPINES: - Manpower

A. Curriculum and Standards - regardless of difficulty, every RESOURCES

student must undergo the same curriculum aligned with  (Financial Resources)
international standards.  Government Fund/ Investment to Education Sector
B. Access and Enrollment - anyone can access despite gender, (DepEd)
age, and socio-economic status.  Off-Budget Expenditures
C. School Resources - every student has the freedom to use  Poverty (Pupils/Students)
equipment and learning materials to hone their knowledge  Lack of access to basic amenities
and skills, has the right to use infrastructure.
D. Teachers' Quality - every student must receive quality INFRASTRUCTURES
education from teachers imbued with high quality of  (School Infrastructures)
knowledge and skills from trainings and workshops.  Lack of Facilities/Classrooms
 Wooden Classroom
OUT OF SCHOOL YOUTHS  Comfort room maintenance
 A student 16 years of age or older who has not  Classroom space
graduated from high school and is no longer enrolled  Inadequate Child day-care facilities
in a K-12 program of instruction.  Laboratories
A. Factors Poverty, Child Labor, Early Marriage, Lack of  Earthquake and Typhoon Proof Building
Access (classrooms)
Social and Cultural Factors
B. Government InitiativeAlternative Learning System (ALS)
 Since 1990, public spending in education had been at a risk-informed and evidence-based platform in: (1)
most 3.8 percent (in 1998), dipping to 2.8 percent in School Infrastructure Investment Program, and (2)
2019. Emergency Preparedness and Response
 Underinvestment in education has had devastating (Contingency) Plans.
effects on the quality of learning.  Aside from addressing the classroom gaps, the
current administration has also adopted the Repair
SOLUTIONS IN FINANCIAL RESOURCES All Policy wherein repairs and rehabilitation of
 Republic Act No. 9155, August 11, 2001 “Governance school buildings and non-academic facilities are
of Basic Education Act of 2001.” An act instituting a conducted every five (5) years. Appropriations for
framework of governance for basic education, Repair and Rehabilitation show an annual increase
establishing authority and accountability, renaming aligned with the objective to maintain a conducive
the department of education, culture and sports as and safe learning environment for the students.
the department of education, and for other purposes.  From 2014-2021, a total of P38.27 billion was
Sec. 2 It is hereby declared the policy of the State to appropriated for the Repair and Rehabilitation of
protect and promote the right of all citizens to quality classrooms under the Basic Educational Facilities
basic education and to make such education Fund. The Department also recognized the
accessible to all by providing all Filipino children a importance of electricity in schools implemented in
free and compulsory education in the elementary 2017 under the Basic experiences for as such, the
level and free education in the high school level. Electrification Program of DepEd and Education
 Batas Republika Blg. 10533, May 15, 2013. Isang Facilities Fund (CNN Philippines, August 30).
batas na nagpapabuti sa sistema ng batayang
edukasyon sa pilipinas sa pagpapalakas ng III. MATERIALS
kurikulum nito at pagdadagdag ng bilang ng mga
taon para sa batayang edukasyon, paglalaan ng  Textbook shortages
pondo para rito at para sa iba pang layunin.  Outdated learning materials
 Pantawid Pamilyang Pilipino Program (4P’s)  Insufficient learning resources
 Metro Manila (CNN Philippines, August 30) — The
proposed 2024 budget for the Department of IV. MANPPOWER
Education (DepEd) under next year’s National  Teacher shortage
Expenditure Program is “not enough” for the needed  Teacher quality
programs to improve basic education in the country,  Teacher compensation
Vice President Sara Duterte said Wednesday.  Teacher burnout
 The proposed budget for the DepEd next year is  Lack of specialized teachers.
₱758.59 billion, a 5% increase from the over ₱721
billion under the 2023 General Appropriations Act
(GAA). This was presented to the committee on
appropriations of the House of Representatives.
 The 1987 Constitution provides that “the State shall
assign the highest budgetary priority to education.”
 In 2021, the budget for the education sector
amounted To PHP 751.7 billion (corresponding to
16.7 percent of the total government budget), with
the DepED Getting PHP 605.74 billion. However,
while the 2021 DepED budget increased by 7.4
percent from 2020.
 SOLUTIONS IN SCHOOL INFRASTRUCTURES
 Republic Act No. 7880, Feb 20, 1995“Fair and
Equitable Access to Education Act.” For the
eliminating the recurring problems of classroom
shortage in the country, as well as rationalizing the
construction, rehabilitation, replacement,
completion, and repair of needed school buildings
and classrooms.
 DepEd Order No. 019, series of 2023, July 20
Institutionalization and Implementation of Risk-
Informed and Evidence-Based School Infrastructure
Planning and Programming.
 The policy aims to strengthen the resilience of the
basic education sector from disasters and climate
risks and help build resilient, green, inclusive, and
learning- conducive schools, through the adoption of