ISSUES IN PHILIPPINE EDUCATION

Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of schools built and the level of enrollment in these schools. The number of schools grew rapidly in all three levels - elementary, secondary, and tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in all three levels also rose by 120 percent. More than 90 percent of the elementary schools and 60 percent of the secondary schools are publicly owned. However, only 28 percent of the tertiary schools are publicly owned. A big percentage of tertiary-level students enroll in and finish commerce and business management courses. Table 1 shows the distribution of courses taken, based on School Year 1990-1991. Note that the difference between the number of enrollees in the commerce and business courses and in the engineering and technology courses may be small - 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 said courses. On gender distribution, female students have very high representation in all three levels. At the elementary level, male and female students are almost equally represented. But female enrollment exceeds that of the male at the secondary and tertiary levels . Also, boys have higher 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 look closely and resolve the following important issues: 1) quality of education 2) affordability of education 3) goverment budget for education; and 4) education mismatch. Quality - There was a decline in the quality of the Philippine education, especially 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 National College of Entrance Examination for college students, were way below the target mean score. Affordability - There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families. Budget - The Philippine Constitution has mandated the goverment to allocate the highest proportion 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 "mismatch" between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed. The following are some of the reforms proposed: Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is very little incentive for most of them to take up advanced trainings. Amend the current system of budgeting for education across regions, which is based on participation rates and units costs. This clearly favors the more developed 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 enhance access. This may not be the best way to promote equity. An expanded scholarship program, giving more focus and priority to the poor, maybe more equitable. Get all the leaders in business and industry to become actively involved in higher education; this is aimed at addressing the mismatch problem. In addition, carry out a selective admission policy, i.e., installing mechanisms to reduce enrollment in oversubscribed courses and promoting enrollment in undersubscribed ones. Develop a rationalized apprenticeship program with heavy 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.

ISSUES IN PHILIPPINE EDUCATION

In the past decade, significant developments have been made to expand access to preschool and primary education.  The necessary laws for the promotion and protection of education are also in place.  These include: the Barangay (Village) Day Care Center Law, which calls for the establishment of educational and day care centres in every village; the Early Childhood Care and Development (ECCD) Act, which mandates all villages to have day care centres and early learning institutions for children; and, the Governance of Basic Education Act of 2001, which promotes school-based management and de-concentration of authority and decision making from the national and regional levels of the education bureaucracy to the division and school levels.

Despite this, access of 3- to 5-year-old children to ECCD remains low at 34 per cent.  For every ten 5-year-old children, only six have access to preschool education. Access has been notably lower among younger children (3-4), especially boys and among rural children.  This trend is alarming considering that lack of early education and psychosocial stimulation has been linked to poor school readiness and high likelihood of repetition and dropout in early grades.   Many parents and communities have to be convinced of the importance of early childhood education.  Many believe that 3-year-old children are too young to attend preschool.

While net enrolment in primary school is high at 85 percent as of schoolyear 2007-08 , this rate drastically declines to 62  per cent in high school in the same school year.  Drop-out rates are doubled as children reach secondary school. Around11.64 million out-of-school youth and others situated in impoverished urban cities and far-flung communities still need to be reached.

The country fairs well in maintaining gender parity in access in primary education.  Boys and girls have almost equal opportunities to attend primary schools.  However, boys lag behind the girls in terms of staying in school and level of achievement.  A higher percentage of boys than girls drop out of school.  The latest Philippine Human Development Report reveals that 53.5 per cent of females are high school graduates compared to 50.6 per cent of boys.  Some provinces and areas lag behind others. For instance, Sulu Province in Mindanao has the smallest percentage of children enrolled in public primary schools at just 62 per cent compared to the national average of 81.7 per cent. Consequently, in the same province only 37 per cent of students enrolled in grade 1 public schools are able to reach grade 6.  The national average is 63.6 percent. Sulu is one of the most conflict-affected areas in the country, where basic services are limited.

The quality of instruction needs much improvement as well. Public education focuses on developing cognitive abilities but lack instruction for life skills and critical thinking that are relevant to the needs of most school-age children.  Out-of-school youth cite “lack of interest in schooling” and the need to work to augment family income are their main reasons for dropping out.  Low scores in national achievement tests indicate low quality education.

Public secondary schools are unable to accommodate the large number of elementary graduates.  For every 40 village primary schools, there are only eight municipal secondary schools. And the population is projected to increase from 81.6 million in 2004 to 96.8 million in 2015.  Approximately 1 million new children join the education system each year.

These issues are further exacerbated by the occurrence of disasters which damage teaching materials, school supplies and school buildings. Unaffected classrooms are used as evacuation centres. As a result, children—both displaced and non-displaced—are deprived of the proper tools and environment for learning. Conditions in host schools distract students from their lessons. Displaced students that were not accommodated in the host schools stop schooling. Those in conflict-affected regions of Mindanao continually live in fear and insecurity which detract them from pursuing continuous education.

Advantages and Disadvantages of Technology

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In the current time people can't imagine their life without technology. Surrounding us various technologies are helping people to live their life with more luxury. The technology sector has changed and developed many products. The technology is providing many advantages but also it has some disadvantages. Here we will discuss about both.

Advantages
There are several advantages of technology like
Easier life - With technological machine people are getting help in every sector. Cars and bikes are helping people to reach anywhere quickly. Airplane and superfast trains have been reduced distance between cities and countries. Computer and internet are providing information in simplest way also it has changed way of communication. Now people are doing video conferencing and chatting to communicate with their friends and family used communication technology.
Lesser Mistakes - Machines are helping people to make lesser mistakes. Robots or machines are working accurately and you just need to program them with proper information. Like in production of any automotive most of manufacturing companies are using automatic machines which follow instruction of computer or that person who is operating the machine. And all work gets done perfectly.
Save Time - Technologies are saving our time, for an example you can flew anywhere in the world in lesser time. With computer you can do any work in lesser time and also it help to enhance quality and provide suggestions. 

Machines are helping people in kitchen too - like Oven and these are also saving time.

Disadvantages
Every one knows that technology is very helpful but it has some disadvantages too. Because many companies have adopted automatic machines so that they can improve their production with accuracy. As a result many people lost their job.
Similarly house maids are loosing their job because robotic machines are doing their job. Owner need to pay one time only while maid get paid for every month.
However machines and robots look inexpensive and good to use but, when any technical problem occurs in machine or robot, it took much time to fix it and also it can be expensive.
As we found that in technology sector, there are many advantages and disadvantages, even then people can't imagine their life without technology including me.

The Role of Technology in Education

In the current age we live in, technology has become an important component. Every day there is some new gadget or software that makes lives easier and improves on the technology and software that already exists. Making lives easier is not, however, the only role technology plays in our lives.
Technology is playing an increasing role in education. As technology advances, it is used to benefit students of all ages in the learning process.
Technology used in the classroom helps students adsorb the material. For example, since some people are visual learners, projection screens linked to computers can allow students to see their notes instead of simply listening to a teacher deliver a lecture.
Software can be used to supplement class curriculum. The programs provide study questions, activities, and even tests and quizzes for a class that can help students continue learning outside the classroom.
Technology has also become part of many curriculums, even outside of computer and technology classes. Students use computers to create presentations and use the Internet to research topics for papers and essays.
Students also learn to use the technology available to them in computer and tech classes. This ensures that after graduation they will be able to use the technology in a work setting, which may put them ahead of someone who didn't have access to a particular technology or software in their own school setting.
As technology advances, students have better access to educational opportunities like these. When something new and "better" is revealed, the "older" technology becomes more affordable, allowing it to be used in educational settings, even when schools are on a tight budget.
Technology has also advanced to help children even before they've started school. Educational video games and systems for young children helps them prepare for school and in some cases get a head start on their education.
There are people who may say children are "spoiled" by technology. Instead of being able to add a long column of numbers in their heads, for example, they turn to a calculator. Regardless of these arguments, technology is an important part of today's society. By incorporating it into the classroom, students will be better equipped to transition from the classroom to the work place.

Article Source: http://EzineArticles.com/1745666

What is Educational Technology?

Educational technology sometimes termed EdTech, is the study and ethical practice of facilitating e-learning, which is the learning and improving performance by creating, using and managing appropriate technological processes and resources.^[1] The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee,^[2] educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But there is still debate on what these terms mean.^[3]
Technology of education is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word "technology." Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators. Newer tools such as "smartphones" and games (both online and offline) are beginning to draw serious attention for their learning potential. Media psychology is the field of study that applies theories in human behavior to educational technology.
Consider the Handbook of Human Performance Technology.^[4] The word technology for the sister fields of Educational and Human Performance Technology means "applied science." In other words, any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology comes from the Greek "techne" which means craft or art. Another word, "technique," with the same origin, also may be used when considering the field Educational Technology. So Educational Technology may be extended to include the techniques of the educator.^{[citation needed]}

History

Educational technology in a way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. But usually its history starts with educational film (1900s) or Sidney Pressey's mechanical teaching machines in the 1920s.
The first large scale usage of new technologies can be traced to US WWII training of soldiers through training films and other mediated materials. Today, presentation-based technology, based on the idea that people can learn through aural and visual reception, exists in many forms, e.g., streaming audio and video, or PowerPoint presentations with voice-over. Another interesting invention of the 1940s was hypertext, i.e., V. Bush's memex.
The 1950s led to two major, still popular designs. Skinners work led to "programmed instruction" focusing on the formulation of behavioral objectives, breaking instructional content into small units and rewarding correct responses early and often. Advocating a mastery approach to learning based on his taxonomy of intellectual behaviors, Bloom endorsed instructional techniques that varied both instruction and time according to learner requirements. Models based on these designs were usually referred to as computer-based training" (CBT), Computer-aided instruction or computer-assisted instruction (CAI) in the 1970s through the 1990s. In a more simplified form they correspond to today's "e-contents" that often form the core of "e-learning" set-ups, sometimes also referred to as web-based training (WBT) or e-instruction. The course designer divides learning contents into smaller chunks of text augmented with graphics and multimedia presentation. Frequent Multiple Choice questions with immediate feedback are added for self-assessment and guidance. Such e-contents can rely on standards defined by IMS, ADL/SCORM and IEEE.
The 1980s and 1990s produced a variety of schools that can be put under the umbrella of the label Computer-based learning (CBL). Frequently based on constructivist and cognitivist learning theories, these environments focused on teaching both abstract and domain-specific problem solving. Preferred technologies were micro-worlds (computer environments where learners could explore and build), simulations (computer environments where learner can play with parameters of dynamic systems) and hypertext.
Digitized communication and networking in education started in the mid 80s and became popular by the mid-90's, in particular through the World-Wide Web (WWW), eMail and Forums. There is a difference between two major forms of online learning. The earlier type, based on either Computer Based Training (CBT) or Computer-based learning (CBL), focused on the interaction between the student and computer drills plus tutorials on one hand or micro-worlds and simulations on the other. Both can be delivered today over the WWW. Today, the prevailing paradigm in the regular school system is Computer-mediated communication (CMC), where the primary form of interaction is between students and instructors, mediated by the computer. CBT/CBL usually means individualized (self-study) learning, while CMC involves teacher/tutor facilitation and requires scenarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. It also provides tools for student and curriculum management.
In addition to classroom enhancement, learning technologies also play a major role in full-time distance teaching. While most quality offers still rely on paper, videos and occasional CBT/CBL materials, there is increased use of e-tutoring through forums, instant messaging, video-conferencing etc. Courses addressed to smaller groups frequently use blended or hybrid designs that mix presence courses (usually in the beginning and at the end of a module) with distance activities and use various pedagogical styles (e.g., drill & practise, exercises, projects, etc.).
The 2000s emergence of multiple mobile and ubiquitous technologies gave a new impulse to situated learning theories favoring learning-in-context scenarios. Some literature uses the concept of integrated learning to describe blended learning scenarios that integrate both school and authentic (e.g., workplace) settings.

Students are now growing up in a digital age where they have constant exposure to a variety of media.^[7]