'Public Education in the Philippines Essay\r'

'Literacy come out in the Philippines has improved a lot e rattlingwhere the last few years- from 72 percent in 1960 to 94 percent in 1990. This is attributed to the augment in both the number of schoolhouses built and the level of readjustment in these schools.\r\nThe number of schools grew rapidly in completely iii levels †master(a), secondary, and ordinal. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the master(a) schools and 362 percent in the tertiary schools. For the same period, codement in all three levels excessively rose by 120 percent. More than 90 percent of the elementary schools and 60 percent of the secondary schools atomic number 18 publicly owned. However, only 28 percent of the tertiary schools atomic number 18 publicly owned.\r\nA larger percentage of tertiary-level students enroll in and finish commerce and job prudence courses. Table 1 shows the distribution of courses taken, based on School Year 1990-1991 . Note that the difference in the midst of the number of enrollees in the commerce and business courses and in the engineer and technology courses may be minuscular †29.2 percent for commerce and business and 20.3 percent for engineering and technology. However, the gap widens in terms of the number of graduates for the verbalize courses.\r\nOn gender distribution, female students fork over very high representation in all three levels. At the elementary level, male and female students be al virtually equally represented. But female registration exceeds that of the male at the secondary and tertiary levels . Also, boys have high rates of failures, dropouts, and repetition in both elementary and secondary levels. Aside from the numbers presented above, which are impressive, there is also a need to scene closely and resolve the following important issues: 1) bore of grooming 2) affordability of schooling 3) goverment calculate for education; and 4) education mismatch. \r\nQuality †There was a decline in the quality of the Philippine education, curiously at the elementary and secondary levels. For example, the results of standard tests conducted among elementary and high school students, as well as in the subject field College of Entrance Examination for college students, were stylus below the indicate mean score. Affordability †There is also a big disparity in educational achievements across affable mathematical groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level.\r\nAnd most of the freshmen students at the tertiary level come from relatively well-off families. compute †The Philippine Constitution has mandated the goverment to allocate the highest attribute of its budget to education. However, the Philippines still has one of the lowest budget allocations to education among the Asean countries. Mismatch †There is a large proportion of â€Å"m ismatch” between planning and actual jobs. This is the study problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed.\r\nThe following are some of the reforms proposed: Upgrade the teachers’ salary scale. Teachers have been underpaid; frankincense there is very little incentive for most of them to take up advanced trainings. Amend the accepted system of budgeting for education across regions, which is based on participation rates and units costs. This clearly favors the much than veritable regions. There is a need to provide more allocation to lagging regions to narrow the disparity across regions. Stop the current practice of subsidizing state universities and colleges to enkindle access. This may not be the best way to promote equity.\r\nAn expanded scholarship program, giving more focus and priority to the poor, maybe more equitable. line all the leaders in business and sedulousness to become actively involved in higher education; this is aimed at addressing the mismatch problem. In addition, convey out a selective admission policy, i. e. , induction mechanisms to reduce adjustment in oversubscribed courses and promoting enrollment in undersubscribed ones. Develop a rationalized apprenticeship program with lowering inputs from the private sector. Furthermore, transfer the control of technical training to industry groups which are more attuned to the needs of business and industry.\r\n'