Primary Education In The Philippines Case Study

1. Background

The Philippine Government signed The World Declaration on Education for All in 1990 and aimed to achieve Education for All, that is, to achieve a 100% primary school enrollment rate. Specifically, based on the EFA Philippine Plan of Action, they tackled institutionalization of pre-school education, dissemination of high-quality primary education, and eradication of illiterate. The enrollment rate of primary education in the Philippines exceeded 90%, which was higher than other developing countries at that time.

However, for all enrollees, 70% of the students were able to graduate within the prescribed number of years. In fact, due to economic reasons, it is difficult for continued schooling after admission, students of different

In addition, it can be said that there are restrictions on the budget size of the education domain and insufficient education curriculum is also an input challenges. Second, as a problem of the process, the ability of the school management and the deterioration of the quality of teachers are pointed out. Teachers change jobs because teachers' salaries are lower than other job types, and there is concern that lowering the basic academic ability of children caused by the deterioration of the quality of teachers and the shortage of teachers. In response to this problem, the Department of Education of the Philippines believes that on-going teachers need continuous training and has the opportunity for elementary school teachers and high school teachers to study. Third, the output relates to the development of children's cognitive and non-cognitive abilities. In the Philippines, there is the National Achievement Test as a means to measure the cognitive abilities of students. By receiving basic education, it is possible to acquire literacy, numeracy, minimum life skills, and it is listed as a goal of learning outcomes. To improve the output, clarify the purpose and means of educational development. Also, improvements in input and process are also required simultaneously. Fourth, as issues of outcomes, it is pointed out that few poverty reductions accompanying improvement in income and productivity expected several years after completion of basic education are not seen. The education system in the Philippines is 6-6-4 system, 6 years of primary education, 6 years of secondary education, and 4 years of higher education (university). However, it is difficult to get a job even after completing each curriculum. Finally, as a matter of context, we list consciousness of parents and communities about education, educational administration, community situation, culture