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ISSUES AND PROBLEMS OF PHILIPPINE EDUCATION
Transcript of ISSUES AND PROBLEMS OF PHILIPPINE EDUCATION
Why use technology?
To improve access to education and training
To improve the quality of learning
To reduce the costs of education
To improve the cost-effectiveness of education
Issues in Educational Technology
2. Quality of Information
3. Shift in Teaching and Learning Roles
4. Lack of Support and Training
5. Expensive to Purchase and Maintain
6. Fragmented Implementation
On the other hand, the country’s unemployment rate in January 2014 is at 7.5 percent, up from 7.1 percent in January 2013. Among the regions, the National Capital Region (NCR) still has the highest unemployment rate. There were nearly 3 million unemployed in the Philippines as of January 2014, up from 2.8 million in January 2013, the data showed.
There were 7.1 million underemployed in January, down from almost 7.5 million underemployed in January last year, with an underemployment rate of 19.5 percent. Underemployment is defined as those with jobs but who want to work more. Almost 60 percent of the underemployed employees worked for less than 40 hours a week, most of whom worked in the services and agriculture sectors.
Among the unemployed persons in January 2014, 63.9 percent were males. Of the total unemployed, the age group 15 to 24 years comprised 48.2 percent, while the age group 25 to 34, 29.9 percent. By educational attainment, about one-fifth (19.8%) of the unemployed were college graduates, 13.3 percent were college undergraduates, and 34.0 percent were high school graduates.
is an integrated, experienced-based instructional program designed to prepare a population that is knowledgeable about technology – its evolution, systems, techniques, uses and social and cultural significance. It results in the application of mathematics and science concepts to solve practical problems and extend human capabilities.
For technological change to be effective, it usually needs to be accompanied by major structural and organizational changes for its full potential to be realized.
Organizational Strategies for Change
UNEMPLOYMENT AND MISMATCH
I. TECHNOLOGY EDUCATION AND FACILITIES
Technology is so much fun, but we can
Drown in our technology. The fog of
Information can drive out knowledge.
- Daniel J. Boorstin
Philippine education is like a giant soft drink factory,
putting out thousands and thousands of bottles.
The liquid in each bottle
may not be of the same quality and the same flavor,
but the packaging is certainly the same. The question is:
Who will drink all these bottles of soft drink?
- Andrew Gonzales, FSC
(Education Amid Economic Crisis)
Since the second half of the twentieth (20th) century, education officials in the Philippines have been preoccupied with the search for solutions to the paradox of mismatch between higher education output and job market demands. This concern started in the early sixties when Harbison and Myers (1965) published Manpower and Education, the result of their survey of nations correlating their level of human resource development with their per capital GNP. They proceeded form the hypothesis that the higher the level of human resource development of a nation, the higher its economic development would be. Indeed, they found positive correlation for all the countries they surveyed except for the Philippines.
Currently, National Statistics Office (NSO) data showed that literacy rate of Filipinos increased by 5 percent from 2000 to 2010, according to the statistical body’s 2010 Census of Population and Housing (CPH) data. The CPH, stated that 97.5 percent or 69.8 million of the total 71.5 million persons aged 10 and above were literate in 2010, which was 5.2 percent higher than the 92.3 percent in 2000.
Education Survey of 1970
Presidential Commission to Survey Philippine Education (PCSPE) was created in 1970
Philippine Educational Development Act of 1973
Wake up Call
total of 1.3 million tertiary-level enrollment, 84% were concentrated in some 140 degree programs offered by about 1,131 college and universities.
Filipino technicians and skilled workers gravitated to the foreign job market in 1982, which employed about 800,000 Filipino overseas contract workers in more than 100 countries.
Education Act of 1982
To provide legal backbone to the Philippine Educational Development Decree of 1973, the Philippine Legislature enacted Batas Pambansa 232, otherwise known as the Education Act of 1982, which mandated, among others, that tertiary education should pursue the following objectives:
• To provide a general education program that will promote national identity, cultural consciousness, moral integrity and spiritual vigor;
• To train the nations manpower in the skills required for national development;
• To develop the professions that will provide leadership for the nation
• To advance knowledge through research work and apply new knowledge for improving the quality of human life and responding effectively to changing societal needs and conditions.
Need for Drastic Reforms
1989, the Joint Resolution No. 2 of the Congress of the Philippines created the Congressional Commission on Education (EdCom)
Philippine Congress enacted in 1994 two landmark educational legislations: RA 7722 creating the
Commission on Higher Education
(CHED) and RA 7796 creating the
Technical Education and Skills Development Authority (TESDA)