Monthly Archives: October 2012

Critical Thinking on the Critical State of Philippine Education

Critical Thinking on Critical Theory


                When a group of my classmates in ED203 reported on CRITICAL THEORY, I admit I was intrigued with the new philosophy (theory?) since it focused on critiquing the other “isms” like Essentialism in particular, since these behavioral models of instructions are based on capitalist ”efficiency” factory that churns out workers (students/graduates) and produce undesirable results. 

                This brought to mind the Philippine Education Act of 1982, now on its 30th year, still in effect and agonizing the youth of this country. 

This Special Report on education is reprinted from the latest issue of Development and Cooperation (D+C), an international development magazine funded by Germany’s Federal Ministry for Economic Cooperation and Development


Top tier schools and diploma mills

By Alan C. Robles

It is a cruel paradox that a college education helps to escape ­poverty, but Filipinos have to be rich to afford one. Furthermore, those who do manage to go to college run the risk that the education they pay for may turn out to be sub-standard or defective.

Critics say the root of the problem is that Philippines’ system of higher educationfollows the American model. Most universities and colleges are private and profit-driven. JC Tejano, the national spokesperson of the Student Council Alliance of the Philippines (SCAP), says: “All schools want to do is earn money.” In the SCAP’s view, they do far too little to ensure quality.

According to government data, there are 2,247 Higher Education Institutions (HEIs) in the Philippines, and 88?% of them are private colleges and universities. Of the country’s 2.9 million higher education students, 1.74 million (60?%) are enrolled in private schools. Though they are smaller in number, public HEIs tend to be crowded, underfunded and overstretched.

Education cost issues

The government’s Council on Higher Education (CHED) currently estimates that, on the average, a student in a private school will pay 237,600 pesos (€4,200) for a four year course. On average, however, public schools, are not much cheaper. The CHED reckons that tuition for a complete four-year course will cost 233,600 pesos.

At a top tier university, however, the costs will amount to 400,000 pesos. The best and most expensive schools are in the private sector – but that is equally true for the worst and cheapest ones.

Compared with what a typical Filipino household earns, the costs of higher education are stiff. According to the official Philippines’ 2009 Family Income and Expenditure Survey, the average family’s annual income is a mere 206,000 pesos. The survey notes that for the families in the bottom 30?% the average is only 62,000 pesos.

HEIs tend to increase tuition every year. In the Philippines, college subjects are taught in small “units”. In 2005, according to the online magazine Bulatlat, the average cost per unit was more than 330 pesos. By 2011, the average tuition per unit had risen to more than 500 pesos.

Tuition isn’t the only financial worry of college students of course. The CHED figures do not include board, lodging, transportation and other expenses. These are not trifling outlays. For example, professors tell stories of students skipping classes because they cannot pay for transportation to go to school; there have also been reports of students who can’t focus because they’re weak from not having eaten properly.(College students are not alone in that situation. Even students in public elementary and high schools miss school because they miss breakfast.. – italics mine)

Aggravating matters, HEIs are creative in devising ways of padding their bills. Among other things, they levy fees for “laboratories”, “energy” and “development”. Last year, Antonio Pascua Jr., an official of the youth group Anakbayan, claimed one school was charging a “restricted fee”, the purpose of which was not clear to students. He says this is “completely baffling”.

Patricia Licuanan, the CHED chairperson, wants “all HEIs to carefully study their tuition and fee increases each year”. On behalf of the government, she insists that every HEI should “spend wisely and judiciously in order to lessen the costs to its most important stakeholders – its students”.

The sad truth, however, is that many students discover at some point or another that they are no longer able to afford tuition and drop out of the HEI they have been attending. They either stop studying altogether or transfer to a cheaper HEI. The new schools are worse, of course, but they are also in the habit of increasing fees.

In 2005, the Bulatlat report stated the dropout rate was as high as 73?%. Today, student leader Tejano demands a freeze on tuition and other fees. His organisation wants the burden on ordinary people to decrease. It also wants to ensure that more youngsters get a good education.

Private HEIs respond by saying they have to raise tuition fees or go bankrupt. CHED’s Licuana agrees and says that “quality education has a price”. She points out costs for faculty salaries, laboratories, equipment et cetera. Therefore, she argues, tuition hikes are “necessary”. At the same time she wants them to be “justified, reasonable and transparent”.

Quality concerns

Apart from the cost of education there is also the matter of quality. Among the private HEIs, there is a handful of top tier universities. Their graduates can probably compete with those of other elite schools around the world. Most other private-sector HEIs, however, basically seem to seek profits at the expense of substance.

A university faculty member, who asks not to be identified, says: “Some of them shouldn’t even be schools at all – there’s a proliferation of HEIs which are not qualified.” This educator speaks of fly-by-night operations” and “diploma mills”. While some do not charge high tuition, their quality is below standard.

Other teachers, who decline to be identified, tell disturbing stories too. One school, for instance, does not stock books in its library because its president argues that books are obsolete and everything can be downloaded from the Internet. A few semesters ago, another HEI was still using a textbook on international studies dated 1976. The world has changed since. 1976 was one year after the Vietnam War, 13 years before the fall of the Berlin wall and 25 years before September 11.

Another professor tells of a school that refuses to give faculty members money for photocopying exam papers. They either have to pay for copying themselves or write everything out on a blackboard.

The government of President Benigno “Noynoy” Aquino III is not blind to the problem of low standards in higher education. In fact, it has ambitious reform plans for the education sector. They include adding extra years to primary and secondary schooling (see K+12 below).

There is indeed room for improvement, as CHED Chairperson Licuanan says: “The Aquino administration inherited a chaotic higher education system.” In her view it is marked by too many higher-education institutions and programmes, a job-skills mismatch, oversubscribed and undersubscribed programmes, deteriorating quality and limited access to quality higher education.

For these reasons, the CHED is pursuing a Higher Education Reform Agenda. Among other things, it aims to improve standards and expand access.

At the same time, the commission’s political clout is being tested at the ground level. For some time, it has been trying to close down a Manila school called the International Academy of Management and Economics. This school uses the acronym IAME, which sounds a bit like the vastly more prestigious Asian Institute of Management (AIM). The CHED accuses the IAME of “gross and serious violations, continued defiance and failure to comply with existing laws, rules and regulations”. Nonetheless, IAME is still in business. It claims to have close ties to President Aquino himself.

Shady schools, however, are not the only challenge. Because secondary education tends to be poor in the Philippines, HEIs take off from a rather low level. The writer and scholar Isagani Cruz, who is a visiting fellow at Oxford University and has taught at various top-tier HEIs in the Philippines, asserts that first year college in the Philippines is really only equivalent to high school in other countries in academic terms.

All these issues prevent education from effectively contributing to economic growth and national development. The issue is well understood. Bill Luz of the National Competitiveness Council states: “Many in the business community have complained about our state of education. Indeed in global competitive indices, we have been rated poorly in terms of quality of basic education, quality of science and math education.” He points out that cooperation between industry and academia must improve.

Indeed, many graduates lack the kind of skills and knowledge that employers expect of professionals. “A large number of college graduates are taking low productivity jobs,” was the assessment of the Asian Development Bank (ADB) in a country study of the Philippines in 2007. In the same document, the ADB bemoaned a “scarcity of skilled workers in industries such as information technology and business process outsourcing”.

Earlier this year, the World Bank made basically the same point about the Philippines in a report on higher education in Asia. It argued that there was a disconnect between the education system, government programmes and private sector needs. Unsurprisingly, the report recommended improving the quality of higher education in order to boost the professional competence of graduates.


One way the administration of President Noynoy Aquino wants to improve higher education is by intervening farther upstream. Primary and secondary schools are not doing enough to prepare Filipinos for college. So far, most Filipinos spend ten years in elementary and high school. The government is implementing what it calls the “K+12” programme to add two years of schooling (“K” stands for “kindergarten”).

According to math professor Queena Lee-Chua, the idea is to “protect the rights of Filipino children who, at 18, are legally and emotionally still kids, unprepared for work or university”. She says programme aims “to do away with college remedial classes, by improving the quality of high-school instruction”. One year of pre-school kindergarten will lay the base, followed by six years of elementary school (grades one to six), four years of junior high school (grades seven to 10), and two years of senior high school (grades 11 to 12).“

The programme is controversial. Some critics argue public education is suffering from issues such as teacher incompetence, corruption, insufficient funding and debates over what language to use. They say that K+12 does not address these problems.

Parents, on the other hand, worry about the added costs of two more years of school. As basic education is free in public schools, the government’s approach does not put as much stress on parents’ budgets as it would be expanding college classes. There has also been confusion about implementation, with each school given discretion on how and when to add the years. (ar)

Unless this vicious cycle of the sorry state of Philippine education continues, The government MUST address the problems NOW. Repel Philippine Education Act of 1982! 


Existentialism in Education

Existentialism, for me, is an individualistic philosophy, It veers away from conformity, from the might of the many.  It allows self-introspection into one’s beliefs and choices.  I think I am employing this approach to my pupils, especially when I am asking them to decide on how to go about their inattentiveness to our lessons. Or if a pupil doesn’t participate in an activity, I would engage him/her to an open-minded discussion on how he/she learns best from me and from her and from her other subject teachers. This way, he/she becomes open with me about his/her preferred way to learn (take for instance, one of my pupils doesn’t finish the writing task in a day and she has very bad handwriting and easily gets distracted…she doesn’t linger in her task. She even finds way to talk to others…so with this dialog I have with her helps me too to know her preferences…though my patience is sometimes drying up – 

I don’t want to what to do with her. (No labeling please!)

…Wait! What happens after our dialog? This particular girl goes back to her note taking… until the bell rings signalling the end of classes.

I think we should concentrate both on personal growth and on society. I believe in learning about society and our place in it so that we can change what needs improvement for the sake of progress and the individual. The individual can help change society by first becoming good and learning about moral behavior. Respect and tolerance is the first step in that direction. A teacher’s caring and nurturing attitude will aid students as they learn to respect and tolerate each other.