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What are the three trifocalization of education in the philippines?
The three focal points of education in the Philippines are quality, accessibility, and relevance. Quality involves ensuring that education meets standards and prepares students for the future. Accessibility focuses on providing equal opportunities for all to access education. Relevance aims to align educational programs with the needs of the economy and society.
What are the trends in Philippine educational system?
Philippines Higher Education SystemHigher education system of PhilippinesHigher education lies at the apex of the education system. The philosophy, mission, vision and goals of higher education in the Philippines as cited below are embodied in a comprehensive document of the Commission on Higher Education entitled "Long-Term Higher Education Development Plan, 1996-2005."PhilosophyIn an environment of freedom, excellence and relevance, higher education harnesses, develops and catalyzes the constructive and productive use of the full potentials and capabilities of Filipino men and women into becoming creative, decisive, competitive, critically thinking and acting individuals who contribute to the: 1) realization of Filipino identity and strong sense of national pride; 2) cultivation and inculcation of moral and spiritual foundation; 3) attainment of political maturity, economic stability and equitable social progress; and 4) preservation and enrichment of the historical and cultural heritage of the Filipinos, as a people and a nation.MissionHigher education shall be geared towards the pursuit of better quality of life for all Filipinos by emphasizing the acquisition of knowledge and formation of those skills necessary to make the individual a productive member of society. It shall accelerate the development of high-level professionals who will search for new knowledge, and provide leadership in the various disciplines 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.Vision 2005Higher education would have provided and expanded opportunities for the technologically useful knowledge and skills development of Filipinos, and would have constructively advanced the capabilities of Filipinos in society. It would have produced in the Filipinos the ability to critically think, act positively and contribute to the full development of the family, community and the larger society.GoalsThe attainment of empowered and globally competitive Filipinos shall be ensured through: 1) provision of undergraduate and graduate education which meet international standards of quality and excellence; 2) generation and diffusion of knowledge in the broad range of disciplines relevant and responsive to the dynamically changing domestic and international environment; 3) broaden the access of deserving and qualified Filipinos to higher education opportunities; and 4) optimization of social, institutional, and individual returns and benefits derived from the utilization of higher education resources.1. Coordination of the higher education systemPreviously, the administration, supervision and regulation of higher education rests on the Department of Education, Culture and Sports (DECS) through its Bureau of Higher Education. However, in 1994, two laws were passed in Congress: 1) Republic Act No. 7722 creating the Commission on Higher Education (CHED); and 2) Republic Act No. 7796 creating the Technical Education and Skills Development Authority (TESDA).As a result of the trifocalization of education in 1994, the DECS now concentrates only in the administration, supervision and regulation of basic education (elementary and secondary education). TESDA, an agency attached to the Department of Labor, is the one which oversees the post-secondary technical and vocational education including skills orientation, training and development of out-of-school youth and unemployed community adults. On the other hand, the system governance and policy guidance over public and private higher education institutions as well as degree-granting programs in all post-secondary educational institutions rest on CHED, a department-level agency, independent from and co-equal with DECS. The CHED coordinates the programs of higher education institutions and implements the policies and standards.2. Types of higher education institutionsThere are presently 1,282 higher education institutions in the country, broken down into: 98 state universities and colleges, 105 CHED-supervised institutions, 35 local universities and colleges, 14 other government schools, and 1,030 private institutions.State universities and colleges (SUCs) are institutions funded by the national government. They have their own charters and are thus autonomous from CHED. CHED-supervised institutions are non-chartered colleges, directly under the supervision of CHED and whose annual budget allocation is integrated in the government budget appropriation for CHED. Local universities and colleges previously called community colleges are those operated, supported and maintained by local government units. In addition, there are other government schools offering bachelor's degrees and/or graduate degrees and advanced training such as military and police academies which are supervised and regulated by the Department of National Defense and Philippine National Police.Private institutions, on the other hand, are owned and administered by private individuals, groups or corporations. These are classified either as sectarian or non-sectarian colleges and universities. Sectarian schools (279) are usually non-stock, non-profit institutions, owned and operated by religious orders. Non-sectarian schools (751) are owned by private corporations which are not affiliated to any religious organizations, majority are stock, a few are non-stock, non-profit corporations, and a number are foundations.3 Institutional governanceThe CHED oversees the higher education system. It is an agency attached to the Office of the President of the Philippines for administrative purposes. CHED is responsible for administering and supervising both public and private higher education institutions in the Philippines.Higher education institutions establish and maintain their own internal organization. The framework of their organization is generally divided into two areas, namely: policy formulation and policy implementation. The formulation and/or approval of all policies, rules and standards in the school is the main function of the Governing Board. The implementation of policies and the management of the school operations are vested in the administration headed by the President.The SUC's autonomy is assured by their individual charters. They are authorized to open curricula and institutional programs, and award their own degrees. However, on July 22, 1997, a landmark legislation was made enacting into law Republic Act 8292 otherwise known as the "Higher Education Modernization Act of 1997." This Act provides among others for the uniform composition and powers of the governing boards of SUCs with the Chairman of CHED as the Chair of the governing boards of all SUCs (previously chaired by the DECS Secretary). With this new set-up, in effect this places all SUCs under the supervision, policy and development mandate of CHED. This enables the CHED to exert influence or provide proper guidance on the quality and directions of the academic programs as well as on the internal operations of the SUCs.The private institutions, on the other hand, experience some degree of freedom only when their programs are Level III accredited. This means they are already deregulated and can initiate reforms in their curricular offerings without the need for CHED's approval. Otherwise, private schools have to apply for permit from CHED to open a course, and they have to apply for recognition of their programs in order to be allowed to graduate their students. Recognition of programs is granted if the institutions have fully complied the minimum requirements prescribed by CHED. With regard to awarding of certificate, diploma or degree to students, this is done only if all academic requirements have satisfactorily been completed by the students. After verification of the information, the CHED issues a "Special Order" number which is noted in the student's transcript of records.In the case of CHED-supervised institutions and local universities and colleges, the CHED monitors the implementation of policies, rules and standards. These institutions have to secure authority from CHED if they want to open a course. If their program offerings have the necessary authority from CHED (or DECS previously), their graduates are automatically recognized.
What is the history of physical education in Philippines?
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled.The defeat of Spain by American forces paved the way for Aguinaldo's Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution.An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.YEAROFFICIAL NAME OF DECSOFFICIAL TITULAR HEADLEGAL BASES1863Superior Commission of Primary InstructionChairmanEducational Decree of 18631901-1916Department of Public InstructionGeneral SuperintendentAct. No. 74 of the Philippine Commission, Jan. 21, 19011916-1942Department of Public InstructionSecretaryOrganic Act Law of 1916 (Jones Law)1942-1944Department of Education, Health and Public WelfareCommissionerRenamed by the Japanese Executive Commission, June 11, 19421944Department of Education, Health and Public WelfareMinisterRenamed by Japanese Sponsored Philippine Republic1944Department of Public InstructionSecretaryRenamed by Japanese Sponsored Philippine Republic1945-1946Department of Public Instruction and InformationSecretaryRenamed by the Commonwealth Government1946-1947Department of InstructionSecretaryRenamed by the Commonwealth Government1947-1975Department of EducationSecretaryE.O. No. 94 October 1947 (Reorganization Act of 1947)1975-1978Department of Education and CultureSecretaryProc. No. 1081, September 24, 19721978-1984Ministry of Education and CultureMinisterP.D. No. 1397, June 2, 19781984-1986Ministry of Education, Culture and SportsMinisterEducation Act of 19821987-1994Department of Education, Culture and SportsSecretaryE.O. No. 117. January 30, 19871994-2001Department of Education, Culture and SportsSecretaryRA 7722 and RA 7796, 1994 Trifocalization of Education Management2001 - presentDepartment of EducationSecretaryRA 9155, August 2001 (Governance of Basic Education Act)The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the University of the Philippines.The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission established the Commission of Education, Health and Public Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese - sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the Department of Instruction was made part of the Department of Public Instruction.In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools.In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and major organizational changes were implemented in the educational system.The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively.The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively.The trifocal education system refocused DECS' mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower training and development while CHED is responsible for higher education.In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.DepEd MANAGEMENT STRUCTURETo carry out its mandates and objectives, the Department is organized into two major structural components. The Central Office maintains the overall administration of basic education at the national level. The Field Offices are responsible for the regional and local coordination and administration of the Department's mandate. RA 9155 provides that the Department should have no more than four Undersecretaries and four Assistant Secretaries with at least one Undersecretary and one Assistant Secretary who are career service officers chosen among the staff of the Department. (See DepEd Organizational Chart.)At present, the Department operates with four Undersecretaries in the areas of: (1) Programs and Projects; (2) Regional Operations; (3) Finance and Administration; and (4) Legal Affairs; four Assistant Secretaries in the areas of: (1) Programs and Projects; (2) Planning and Development; (3) Budget and Financial Affairs; and (4) Legal Affairs.Backstopping the Office of the Secretary at the Central Office are the different services, bureaus and centers. The five services are the Administrative Service, Financial and Management Service, Human Resource Development Service, Planning Service, and Technical Service. Three staff bureaus provide assistance in formulating policies, standards, and programs related to curriculum and staff development. These are the Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE), and the Bureau of Nonformal Education (BNFE). By virtue of Executive Order No. 81 series of 1999, the functions of a fourth bureau, the Bureau of Physical Education and School Sports (BPESS), were absorbed by the Philippine Sports Commission (PSC) last August 25, 1999.Six centers or units attached to the Department similarly provide technical and administrative support towards the realization of the Department's vision. These are the National Education Testing and Research Center (NETRC), Health and Nutrition Center (HNC), National Educators Academy of the Philippines (NEAP), Educational Development Projects Implementing Task Force (EDPITAF), National Science Teaching Instrumentation Center (NSTIC), and Instructional Materials Council Secretariat (IMCS). There are four special offices under OSEC: the Adopt-a-School Program Secretariat, Center for Students and Co-curricular Affairs, Educational Technology Unit, and the Task Force Engineering Assessment and Monitoring.Other attached and support agencies to the Department are the Teacher Education Council (TEC), Philippine High School for the Arts, Literacy Coordinating Council (LCC), and the Instructional Materials Council (IMC).At the sub-national level, the Field Offices consist of the following:Sixteen (16) Regional Offices, including the Autonomous Region in Muslim Mindanao (ARMM*), each headed by a Regional Director (a Regional Secretary in the case of ARMM);One hundred fifty-seven (157) Provincial and City Schools Divisions, each headed by a Schools Division Superintendent. Assisting the Schools Division Offices are 2,227 School Districts, each headed by a District Supervisor;Under the supervision of the Schools Division Offices are forty-eight thousand, four hundred forty-six (48, 446) schools, broken down as follows: 40,763 elementary schools (36,234 public and 4,529 private)7,683 secondary schools (4,422 public and 3,261 private)by:matt clinton arizala
