Podcast
Questions and Answers
What does EDCOM stand for?
What does EDCOM stand for?
Joint Congressional Commission to Study and Review Philippine Education
What percentage of the GDP is allotted for the education sector in the Philippines?
What percentage of the GDP is allotted for the education sector in the Philippines?
What was the literacy rate in the Philippines reported in 1991?
What was the literacy rate in the Philippines reported in 1991?
89%
The Philippines has the lowest participation rate in elementary education as of 1991.
The Philippines has the lowest participation rate in elementary education as of 1991.
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The drop-out rates are highest in __________ and less developed communities.
The drop-out rates are highest in __________ and less developed communities.
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What is one recommendation to improve education in the Philippines?
What is one recommendation to improve education in the Philippines?
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The organizational structure of the educational system in the Philippines is deemed effective.
The organizational structure of the educational system in the Philippines is deemed effective.
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What was the engagement in the educational system measured at for elementary participation?
What was the engagement in the educational system measured at for elementary participation?
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According to the report, special needs learners were affected by what type of neglect?
According to the report, special needs learners were affected by what type of neglect?
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Only rich families acquired early childhood education, while nonformal education services are __________.
Only rich families acquired early childhood education, while nonformal education services are __________.
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Study Notes
The Philippine Education Commission (EDCOM)
- Established in 1990 by the Eighth Philippine Congress
- Composed of five senators, five congressmen, a technical secretariat, three panels of consultants, a chairman from the Senate, and a co-chair from the House
EDCOM Findings (1991)
- Expanded School Systems: Philippines had one of the most expanded school systems globally, boasting high participation rates in elementary, secondary, and tertiary education.
- High Elementary Participation: Nearly 97.78% participation rate in elementary levels, indicating near-universal elementary education.
- Literacy Rate: 89% overall literacy rate, but functional literacy stood at 73%.
- Inadequate Investment: Government spending on education was insufficient compared to other ASEAN countries, allocating only 1.3% of the Gross Domestic Product (GDP).
- Disparities in Access: Disparities in access favored wealthier, high-income families in both formal and informal education. Depressed regions experienced high rates of incomplete primary and elementary schools.
- Low Achievements: Students, on average, learned only 55% or less of the expected curriculum, while students from affluent backgrounds showed higher achievement.
- High Drop-out Rate: Dropout rates in elementary and secondary schools were most pronounced in rural and less developed communities, particularly among students from low-income backgrounds.
- Neglect of Special Needs: Muslim and cultural communities, as well as special needs learners, experienced neglect.
- Limited Early Childhood Education (ECE) and Non-Formal Education (NFE): ECE services were primarily accessible to affluent families, while NFE services were scarce and limited to developed communities.
- Schooling Length and Class Interruptions: Disruptions in regular class schedules and inadequate school years contributed to subpar learning and education quality.
- Inadequate Science and Technology: Science and technology education lacked modern innovations and wasn't effectively implemented in classrooms.
- Ineffective Values Education (VE): VE programs in schools were found to be deficient and ineffective.
- Bilingual Education Impact: The use of both Filipino and English as mediums of instruction negatively affected learning quality.
- Mismatch in Manpower: A mismatch existed between the supply and demand for skilled and trained manpower.
- Irrelevancy of Education: The education system was deemed irrelevant to individual and societal needs.
- Incompetent Training and Instruction: Inadequate training and ineffective teachers were identified as weaknesses. Graduate studies were criticized for being mediocre, limited, and underdeveloped.
- Ineffective and Inefficient Organization: The organizational structure of the education system was deemed ineffective and inefficient.
- Limited Progress: The Philippine education system had shown minimal improvement over a period of 65 years.
Recommendations
- Prioritize Basic Education: Focus on basic education to ensure the then Department of Education, Culture, and Sports (DECS) was fully dedicated to its improvement.
- Develop Alternative Learning Modes: Implement alternative learning modes, particularly for literacy acquisition.
- Mother Tongue as Medium of Instruction: Utilize the mother tongue as the medium of instruction from Grades 1 to 3, gradually transitioning to Filipino as the primary language of instruction in basic education, with English playing a supplementary role in later years.
- Expand Technical/Vocational Education: Expand and enrich technical and vocational education offerings.
- Strengthen Pre-service Teacher Education: Enhance pre-service teacher education programs and provide incentives to attract and retain quality teachers.
- Professionalize Teaching: Professionalize the teaching profession by implementing licensure exams and raising the minimum wage for teachers.
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Description
Explore the establishment and findings of the Philippine Education Commission (EDCOM) formed by the Eighth Philippine Congress in 1990. This quiz covers key aspects such as school system expansion, participation rates, and funding challenges in the Philippine education landscape.
