Aspire not only for Quality of Education, but Quantity as well
The Philippines is currently behind in business investments, and infrastructure, as well as manufacturing, and what is giving the economy impetus is the Business Process Outsourcing industry which as of 2009, contributed over $7 billion in foreign exchange as well as employing over 450,000 employees. The other support is the Overseas foreign workers which over 10 million of them officially sent over $18 billion in foreign remittances in 2009, though unofficially, it is believed to be well over $20 billion.
The pillar of the economy is undoubtedly on the quality of the manpower the country has produced, and the ability of the economy to grow will continue to be mainly anchored on the employability and competitiveness of its people.
Every resource should therefore be focused on continuing to equip the populace to get better education. The Philippines is quite behind in this – According to the United Nations Human development Index, the Philippines spent 3.1% of GDP for education in 2009 and this percentage was the 104th highest among the countries. This is in contrast to Malaysia which spent 8.1%, Thailand 5.2%, and India 4.1%.
However, there is more than meets the eye. Not only is the percentage lower, but mere comparison misses out the fact that though most countries spends 4 to 6% of GDP on education, their demographics reveal that the percentage of population below 15 years old ( the school age) is roughly at 20%, while for the Philippines, it is nearer 35%.
Thus, by most counts, the Philippines is not only underspending by over half, it also has to contend that it has to spread this to almost twice the number of children, and therefore by simple math, we are probably spending way less than what most countries are spending on this aspect.
Statistically, while there are over 44,000 public elementary schools in the country with over 20 million children, it is also glaring that over half of these schools do not even have a single computer.
However, the other glaring omission is not only that the quality could be improved but the quantity is also wanting.
One of the things that I believed contributed to the underachievement of the Philippines is the fact that the Philippines is one of only two or three countries that have a 10 year primary education, while most countries have twelve. After the country gained independence, a law was passed which mandates only 6 years of elementary education and 4 years high school education. Apparently, at that time, the intention was laudable – having children graduate earlier meant that they could go to work earlier, and be less of a burden to their family. But in today’s age, where education and competence is the prime ticket to success and better living, the Philippines is really hard put to compete with our citizens having 2 years less education.
The recent Bologna accord which establishes the standards for European education and recognition of each others degrees, and the Washington Accords which establishes the standards for American education explicitly mandates 12 years. It is said that if the Philippines does not rectify its system, it will risk having its graduates of universities not recognized by the other countries.
It is a change we need to make, and it will be painful. We took it easy for so many years, and had a shortcut, but apparently, this party, like others, have to last. The adjustment is necessary for us to be competitive and acceptable to all countries, as well as more important in growing our economy.
July 6th, 2010 at 5:02 am
Just once more, does it really follow that if we have more we get more? Well, if we talk about money that would probably count. But, I am hard press to accept that adding years to education will make our students better. It will be like saying, an engineer who stayed in school longer than others is bound to be a better engineer.
Call it a folklore, but I have the chance to meet people during the early post war days of the Philippines who can speak fluent English and can easily communicate their ideas. Yet, their claim to education is not even a college diploma. In similar vein I have also had the happy chance of meeting a guy who’s educational “career” was about as long the time for me to complete primary and high school, but sadly unable to express his thoughts in a coherent paragraph.
Its not the length of time that the four walls of the classroom embraces us that makes us educated – its the quality! Education is not about what we memorize. Its the application of learning that honors us to be called educated.
Today schools are more concerned about tweaking their courses to fit the “curriculum requirements” of the pencil pushers of the Department of Education, who in due respect looks at the bundy clock, hurrying to get home (I take exception to the good ones, and to them I apologize). Can DepEd show us a concrete study and analysis on how courses are designed? I really hate to be the bringer of bad tidings – there’s none.
In many cases courses are designed by schools themselves, who design a course and have it approve and if they are convincing enough, not mentioning the other considerations usually passed under the table or in some cold spots, these courses gets the nod. And take a close look at these courses – Do you really think college algebra of 3 units, on top of the 6 math units you have to struggle to, would be a strong force for a dentist? or a Management or Psychology major?
Quality – make our curricula fit to the demand of the times! Many of these course designs are circa 1950 and have not been revise. I dare you to compare!
Besides, I pity the parents who have to shell out a few more pesos for the extension that merely a process of businessmen commercializing education…