THE EDUCATIONAL

INSTITUTION
 INTRODUCTION

• Education is one of the most basic
institutions of society.
• Unity or disunity in society and it can spell
the development or underdevelopment of a
society.
• Level of a society’s development
• Filipinos believe that education is the best
route to upward mobility
• Philippines is registered as one of the most
literate countries in the world

• Filipinos turn to the educational system to

teach the Filipino child about morals,
values, truth, sex, education, skills, and
habits that in the past were handled by the
family and the church
 NATURE OF EDUCATION

Education is a systematic and formal process
of inculcating knowledge, skills, habits and
morals in students by skilled specialized
teachers in a formal institution called the school.

Schooling is a formal process by which

society transmits its culture to the child to
prepare him for his new role as an efficient and
productive adult who will help in solving social
problems.
FUNCTIONS OF EDUCATION

• FUNCTIONALIST VIEW OF
EDUCATION

• CONFLICT THEORY VIEW OF

EDUCATION
STRUCTURAL FUNCTIONALIST
VIEW OF EDUCATION 
Believes that the educational system
can bring about adaptation, goal
attainment, integration and pattern
maintenance that help society survive.
 ADAPTATION

Education socializes the young to learn the
dominant culture; it instils, inculcates the
societal norms, values, beliefs and traditions of
the society; and develops the skills, habits,
morals discipline and way of thinking to its
new members. Education helps members of
society adapt to the world he lives in and
adapt to the cultural, technological and
physical environment changes.
  GOAL ATTAINMENT
Education brings more benefits to the society

than to the individual. Studies show that
educated citizens can effectively participate in
the developmental efforts of society. Educated
citizens can help increase the country’s gross
national product and the gross domestic
products; furthermore, educated citizens have
greater ability and skills to transmit
knowledge and social mobility to their
children and to others, and can help in the
reduction of poverty, malnutrition and crime
in his society.
 INTEGRATION
Education transforms different groups of

people into one cohesive society by imposing
the learning of a common language, history,
basic values, beliefs, identity that are shared
by society and by teaching the youth how to
become effective team players. It establishes
the coherence among the various influences of
the family, the legal system, the church,
business, and the wider society and helps the
individual identify his multifaceted roles in
the different institutions in society.
 PATTERN MAINTENANCE


Education maintains the status quo by
teaching common values, beliefs, attitudes and
social roles to maintain the social order and
social classes. It teaches the youth to develop
discipline, to conform, to obey and to think
collectively for the benefit of the different
social classes by classifying them by
professions, by their productive qualities,
creative abilities and cognitive skills.
 CONFLICT THEORY VIEW OF
EDUCATION
Conflict theory believes that education reinforces

stratification to the dominant majority of the
group. It justifies inequality, politics of exclusion
and elitism through the tracking system, the
credential system and the hidden curriculum
system. According to Collins, the educational
requirements for employment serve as a system
of selecting new members for the elite and for the
lower class. The business elite usually hire lower
and middle class members who develop respect
for elite members values and styles that they
learn in school.
  TRACKING SYSTEM
The process of identifying students on the basis of abilities, social


categories and social class by giving tests and assigning students to
different classes or groups based on their achievement levels.
Various studies showed that labelling the students to certain
category prevents them from changing their assigned statuses
because the teachers expectations are correlated with the students
label. This is called self fulfilling prophecy.

Other studies revealed that students are tracked based on their

mental abilities and social classes.
• Higher ability students are tracked to university and college
education for leadership and decision making training, with
minimal supervision from figure authority
• Lower ability students are tracked down to primary and
secondary training to provide the labor requirements of society
and subjected to closer supervision by a figure of authority
  CREDENTIAL SYSTEM


Process of assigning or sorting people on the basis of
the credits earned and/or length of stay in
universities and colleges. This system encourages the
notion to credit earned or length of stay in school is
correlated with increased monetary benefits for the
person and society. This notions was rejected by
Nafziger, he pointed out that in underdeveloped and
developing countries, small scale agricultural
educational credentials are of no importance and that
the return of primary education is as high as
investments in machines, equipment and buildings.
  HIDDEN CURRICULUM
A set of informal learning that the students

receive from the non deliberate exposure to
certain experiences from school environment. It
transmits non academic values, knowledge,
norms and beliefs that prepare the students to
learn about adult roles and values consistent
with the parents social statuses and social
classes.
 ANOTHER VIEWPOINTS OF
EDUCATION

The educational system develops ideologies and
critical thinking that can lead to invention, discovery,
innovation and even revolution. Education is a tool of
cultural imperialism; it depreciates the culture of
minority and the lower class, extols the culture of the
dominant society to commit ethnocide against the
culture of ethnic minorities.

The educational system provides supervision and care

for children to reduce accidents and juvenile
delinquency rates. Working mothers leave their
children in schools where they will be cared for by
teachers and school administrators.
 COSTS OF EDUCATION
The cost of education can be measured in terms of

actual expenditures on education as well as the
opportunity costs forgone by the individual and by
society.
PRIVATE COSTS OF EDUCATION
The sum of opportunity costs of not working,
added to any specific costs, such as tuition fees, books
and transportation. Opportunity costs of education to
poor families are still high even with free education
since opportunity costs are considered high for
subsistence families. Free education only eliminates
direct costs not opportunity costs.
PUBLIC COSTS OF EDUCATION
The Government budget for education reflects the

costs of education to the society. The costs of
education in low-income societies are much higher
than in highly develop countries, and the marginal
income return to higher education in poor countries
is low. This is the reason why low-income countries
encourage high expenditures for primary education
compared to higher education and why low-income
societies make elementary and high school education
compulsory if not encouraged, however, government
expenditures on education do not eliminate the
direct and opportunity costs of education to
students.
THE PHILIPPINE EDUCATIONAL SYSTEM
Aims of Philippine Education

The Philippine educational institutions are expected
to inculcate patriotism, nationalism, love for
humanity, respect for human rights, and
appreciation of the roles of national heroes in the
national development of the country, teach duties
and rights of citizens, and strengthen ethical and
spiritual valueus. They also develop moral character
and personal discipline, encourage cirtical and
creative thinking, broaden scientific and
technological knowledge and promote vocational
efficiency.
THE PHILIPPINE EDUCATIONAL SYSTEM
Baisic Education

Aims to provide universal access to quality and
relevant education through formal, non- formal and
informal means. It aims to develop attitudes,
knowledge. Habits and skills of the Filipinos so that
they can actively participate in the political,
economic, spiritual, socio-cultural and moral life in a
just and humane society.
THE PHILIPPINE EDUCATIONAL SYSTEM
According to the Education Act of 1982, the

Philippine educational system shall:

1. Provide for broader general education that will

assist individuals, in the particular ecology of his
own society to (a) attain his potentials as a human
being; (b) Enhance the range and quality of
individual and group participation in the basic
functions of his society; (c) Acquire the essential
educational foundation of his development into a
productive and versatile citizen.
THE PHILIPPINE EDUCATIONAL SYSTEM
According to the Education Act of 1982, the

Philippine educational system shall:

2. Train the nation’s manpower in the middle skills

required for national development

3. Develop the professions that will provide

leadership for the nation in the advancement of
knowledge improving quality of life.

4. Respond effectively to thr changing needs and

conditions of the national though a system of
educational planning and evaluation.
CHARACTERISTICS OF PHILIPPINE
EDUCATION

The Philippine educational system is divided into
the Department of Education, the Commission on
Higher Education and the Department of Technical
Education and Skills Development Authority, the
Department of Education supervises the elementary,
the secondary and the non formal education
bureaus. The commission on Higher Education
supervises colleges and universities. TESDA
supervises vocational and technical schools.
CHARACTERISTICS OF PHILIPPINE
EDUCATION

Philippine education provides formal and non-
formal education and training.

Formal Education is the organized, structured and

graded learning that requires certification for every
grade level. It consist of an optional one or two years
of pre school, six years of elementary education, four
years of seconday education, six months to two years
post secondry education, four to five years of college
education, two years for masteral degree, and two
years for a doctoralal degree.
 CHARACTERISTICS OF PHILIPPINE
EDUCATION

Pre School Education prepares the child in the
development of his potentials, attitudes and behavior in
sequenced learing experiences.

Elementary Education develops the child’s learning

capabilities and values, basic literacy, numeracy, critical
thinking and work skills in six years of cpmpulsory
schooling.

Secondary Education is a general education that

prepares the chils for vocational or college education is
for four years.
 CHARACTERISTICS OF PHILIPPINE
EDUCATION

Post Secondary Education provides training for the
development of strong and appropriately trained
middle-skilled workers to support national
development for students who do not wish to pursue a
college education. For students who would like to
develop their full potentials, there is a college education

College or tertiary education develops Filipino leaders

and professionals who are self-actualized and
productive citizens who will help build and engineer
Philppine national development.
CHARACTERISTICS OF PHILIPPINE
EDUCATION

Philippine education provides formal and non-
formal education and training.

Non-formal education and training is the organized,

systematic and non-degrees educational activity that
prepares the poor Filipino adults and the youths to
become productive, employable workers and civic-
minded citizens. It develops basic literacy skills in
reading, writing and numeracy among the poor to
make them productive and employable workers, and
civic mindedness, to make them help in the
development of their communities.
ADVANTAGE OF PHILIPPINE EDUCATION


Cortez (1996) noted that the Philippine has
educational advantages over other countries because
of the following reasons:
It has a high literacy among the top five countries
with the biggest English speaking population is
known for its world class college of agriculture and
business management offered by the UP, Ateneo,
DLSU, and by the Asian Institue of management.
Philippine Educational Problems


The Philippine educational system presents a dismal
scenario; many find this scenario hopeless if not
impossible to change. Among the challenges to the
Philippine educational system are: Low academic
performances, high dropout rate, low budget for
education, low quality personnel, inadequare
facilities, tolerance for mediocrity, diploma mill and
degree inflation.
PHILIPPINE EDUCATIONAL PROBLEMS


Low Academic Achievement - NCEE examinations
showed that the average performance of students
registered scores lower than 50 percent and the
results indicated that those who passed came from
the urban, affluent, and upper socio economic class.
The 199 third international mathematics and science
test showed very poor performance of the Filipino
students. The Philippine ranked one of the lowest
from those 41 countries that participated in TIMSS.
 PHILIPPINE EDUCATIONAL PROBLEMS
High Dropout Rate- Despite high acces to education. DepED


data showed a high dropout rate both in the elementary and
high school levels. For 2000 to 2003 there was a reduction in
the number of dropout rates fir both the elementary and
secondary levels.

Low Budget for Education- The DepED budget share in the

national budget showed a decline form 14.03% to 11.31% in
2006 and decline per pupil spemding allotment for education
for the past years. According to Pertierra(1995) the
Philippines is behind in both expenditure and quality of
education with its neighboring countries particularly in the
collegiate level that is left in the hands of “oversubscribed”
and “poorly sourced university”
 PHILIPPINE EDUCATIONAL PROBLEMS
Inadequate, Deicient Teachers and Personnel- The most


difficult challenge faced by the Philippine educational
system is finding adequate competent personnel to fill the
academic institutions. There is an acute shortage of
competent teachers. There is a decreasing number of
primary(23.92%) and secondary(27.15%) education
graduates who passed the Licensure Examiniations of
teachers in 2009 from the past years performance. In
addition, the school is losing the labor market competition
for competent teachers who are good in content and
pedagody, skilled in the use of media, computers and
other techno media needed inside the classroom.