COURSE GUIDE FOR EDUCATION 101
The Philippine Education System
First Trimester, SY 2020-2021
INTRODUCTION
Hi! Welcome to Education 101 in the time of COVID 19. Hopefully this course will provide you not only
with an overview of how this fearsome virus has impacted on our lives but also ways by which we can
help our education system in coping in this crisis. COVID 19 has truly changed our ways of living. The
“new normal” is developing and the education systems everywhere have to adapt to this change. Our
day-to-day vocabulary now includes coronavirus, pandemic, symptomatic, asymptomatic,
social/physical distancing, health protocols, flattening the curve, contact tracing, community
transmission, among others. In the field of education, terms that used to be incidentally talked about
have emerged for serious consideration and implementation. Among these are online teaching,
distance education, multi-modal approach, virtual classroom, academic freeze and other
terminologies. In what ways will the Philippine Education System cope using locally available
technology? What changes will ensure that students are not short-changed? What role modifications
will the teachers and administrators take on? What about the parents and the other stakeholders?
Sharing your insights based on your experiences and observations as well as in doing the
assignments and other activities will, hopefully, give you a better understanding of the Philippine
Education System as it evolves during this global crisis. Certainly, you will be an informed (and an
involved) participant in these changes. Among national development issues, education is a significant
component of the socio-cultural, political and economic life of our nation. I’m sure that you have a lot
of ideas to share as we take this journey together in “slaying the dragon.”
COURSE DESCRIPTION
This three-unit course gives a comprehensive overview of the Philippine education system, its history,
organization, policies and programs, and other related factors as well as the problems and issues that
have influenced the system.
COURSE GOALS AND OBJECTIVES
At the end of the course, the students are expected to
1. Discuss the relation of education and schooling to society, and of the nature of the schools’
functions as social institutions;
2. Examine and analyze the socio-cultural issues and related conditions existing in the
education system and in schools;
3. Describe and reflect on the teacher’s roles within and outside the school system;
4. Describe and analyze the Philippine education system — its historical background, goals and
objectives, organizational structure, policies and programs;
5. Identify and analyze factors that have influenced the Philippine education system; and
6. Analyze and discuss the issues and problems confronting the system vis-à-vis the changes
that happen in the country, the region and the world.
COURSE OUTLINE
The course has four units each consisting of two modules each except the last unit which has three.
Unit I – Education, Society and Development
Module 1: Concepts on Education and Schooling; Socio-Cultural Context of
Education
Module 2: Education and Development; School and Community; Teacher’s Roles
The Magna Carta for Public School Teachers
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Unit II – The Philippine Education System
Module 3: Historical Overview from the Pre-colonial Period to Post-Edsa I Years
Module 4: Governance and Management (Administrative and Organizational
Structure, Financing, Planning and Policy Formulation, Issues and
Problems)
Unit III – Curricular Programs from Pre-school to Graduate Level
Module 5: Policies, Practices and Developments, Issues and Problems
Module 6: Teacher Education in the Philippines (History, Goals, Curriculum, Problems and
Issues)
Unit IV – Selected Topics
Module 7: Education for Special Learners/ Indigenous Peoples Education/
Madrasah Education
Module 8: Medium of Instruction/Education and Globalization/Education and
Information and Communication Technology
Module 9: Gender in Education/Education and Mass Media/Special Programs:
Art, Music, [NSTP/Scouting]
COURSE MATERIALS
Modules 1 to 5 use selected texts found in the book, Explorations in the Theory and Practice of
Philippine Education, 1965-1993 written by Josefina R. Cortes, Ph.D. However, additional materials
are also in the Workbook written by Ma. Theresa L. de Villa, Ph. D. These, as well as the additional
reading materials, are uploaded in the course site. At times, you will also be asked to refer to websites
for supplementary/ reference materials. Do access these as required. Moreover, you will also be
asked to read additional materials on specific topics. So, check announcements in the course site.
STUDY SCHEDULE
Module Readings/References Activity/ Assignment Date
Orientation Post a very brief essay Sept 19-20
Course Overview about yourself and
the reasons for enrolling
in the course; include your
plans in the next three years
Pls see details in the Discus-
sion Forum.
Education and Post a very short essay Sept 21-22
People listing and explaining the ways
by which education helps
Filipinos cope in facing the
present crisis
Unit I
Module 1 Cortes, Josefina R. (1993). Do Activity 1-1 (p. 5). Sept 23-25
Concepts on educa- Explorations in the Theory and
Educ 101 The Philippine Education System mtldevilla tri1 sy 2020-2021 page 2 of 7
tion and schooling, and Practice of Philippine Educa-
socio-cultural context tion, 1965-1993, pp. 1-3, 16-20,
education 26-30, 38-39.
Module 2 Maca, Marc. Why the Philippines Activities 2-1 and 2-4 Sept 26-
Education and Failed to Develop . . . Oct 2
Development;
Teacher’s Roles Activity 2-9
Unit II
Modules 3 - 4 de Villa, Ma. Theresa L. (2006) Activity 3- 1 or Activity 3-3 Oct 3 - 9
Historical Overview The Philippine Education
of the Philippine System. QC: UP Open U, 25-33
Education System 35-38.
List the challenges that Oct 10-16
Governance each of the ff bodies should
and Management attend to: CWC, DepEd,
TESDA, CHED.
. Pls see the course site
for instructions
Unit III
Module 5 de Villa, Ma. Theresa L (2006) Activity 5-1 Oct 17 -
Curricular Programs The Philippine Education 24
From pre-school to System. QC: UP Open U, 39-46 Activity 5-4
secondary levels
The K to 12 Bautista, Bernardo and Ocampo. List the subjects which may
Program When Reforms Don’t Transform, not be effectively taught
pp 2-11. online. State reasons.
Assignment #1 Submit Assignment #1 Oct 26
Profile of a Filipino
Teacher
Module 5 (con’t)
Curricular Programs de Villa, Ma. Theresa L. (2006) Activity 5-7 (Rev) Oct 27 -
from post-secondary The Philippine Education Nov 2
to graduate levels System. QC: UP Open U, 47-56.
Module 6 de Villa, Ma. Theresa L. (2006) Activity 6-2 Nov 3 - 6
Teacher Education The Philippine Education System.
In the Philippines QC: UP Open U, 57-63.
Unit IV
Module 7
Education for de Villa, Ma. Theresa L. (2006) Watch an available online Nov 7-8
Special Learners The Philippine Education video of a special education
Educ 101 The Philippine Education System mtldevilla tri1 sy 2020-2021 page 3 of 7
class. See Course Site
Indigenous Peo- System. QC: UP Open U.65-75 for instructions.
ples Education/
Curriculum Activity 7-3 Nov 9 - 13
Contextualization/
Madrasah
Education
Module 8
Language of Bautista, Bernardo and Ocampo.. Activity 8 -1 or 8-2 Nov 14 - 17
Learning When Reforms Don’t Transform
pp.18-22
Education and de Villa, Ma. Theresa L. (2006) Activity 8-3 Nov 18- 22
Globalization/ The Philippine Education
Education and System. QC: UP Open U
ICT
Module 9
Gender in Educa- de Villa, Ma. Theresa L. (2006) Activity 9-1 or 9-3 Nov 23- 26
tion The Philippine Education
Education and System. QC: UP Open U
Mass Media
Special subjects
.
Assignment #2 Submit Assignment #2 Dec 10
Final Exam Dec 12
COURSE REQUIREMENTS
To earn a grade in this course, you must:
➢ participate in online discussions at least six (6) times and no later than two weeks after the
scheduled date and have five (5) postings of answers to questions; self-introduction posting
will not be credited
➢ submit two assignments
➢ take and pass the final exams (passing means getting at least 50% of the total score);
otherwise, you have to take a removal exam on the date given in the UPOU Academic
Calendar.
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On the Online Discussion
Since this is an online course, the discussions, therefore, will be online. It is important that you
participate in the online discussion at least six (6) times within the trimester. This is an opportunity for
you to clarify what you have learned on your own and exchange ideas with the other members of the
class.
Your contributions to the Forum will be graded based on the following requirements: should answer
the discussion questions in a concise way and with as much insight and reflection as possible; should
be concrete and clear to avoid generalizing. Should you express agreement or disagreement, make
sure you support your answers with details. You should have a minimum of two postings per Forum:
one, posting your own answer to the discussion question and the second, reacting to your
classmates’ postings. You can use either English or Filipino but not a mixture.
Do visit the Course Site too for additional activities and readings that may be given from time to time
The rubric is as follows:
Quality of answers/reactions 15
• clear and supported by specific examples 1 3 5
• reflective of a deep understanding and analysis of
personal experiences and /or information gathered 1 3 5
• grammatically correct (in Filipino or English) and coherent 1 3 5
Punctuality and number of postings 1 3 5
TOTAL 20
The discussion boards are located in the MOODLE which can be accessed through the UPOU
website [Link] ph
Be respectful of each other. Remember the Core Rules of Netiquette:
[Link]
On the Assignments
You have to submit two (2) assignments (FMAs) for this course. Please visit the course site for the
specific instructions for each assignment.
The assignments should follow these requirements:
➢ word processed (MsWord)
➢ double spaced on short bond paper
➢ formatted as .doc or .rtf files
➢ uploaded in the course website
➢ should have your name and the Assignment number on all pages
➢ written in grammatically correct English or Filipino (as indicated)
➢ submitted on time
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Each assignment will be evaluated using the rubric below:
Content 24
• gives the answer/s asked for 2 4 6 8
• provides clear explanations supported
by concrete examples 2 4 6 8
• reflects clear understanding of basic issues 2 4 6 8
Organization and Language Use 16
• well-organized, coherent and fluid 2 4 6 8
• grammatically correct 2 4 6 8
Format
• follows the required format 1 3 5
Punctuality in submission 1 3 5
TOTAL 50
Document sources used in Assignments. For references, follow the APA Citation style given at
[Link] . For interviews, indicate the name of the interviewee,
designation, office and office address, contact number and date of interview. It will be appreciated if a
photo of the interviewee with you can be attached as well as his/her signature. REMEMBER:
plagiarism is ground for outright failure in the course and, in some cases, expulsion from the
University
Please upload the assignments in the indicated bin in the Course Site.
On the Final Exam
The final exam will be comprehensive with objective type of questions and essay questions designed
to test your understanding of the texts and analyses you read. You will not be allowed to open/consult
your course materials and notes during the exam. The scored final exam will be returned through the
UPOU LCs. Your score must be at least 50% of the total score for it to be considered in the
computation of your final grade. Otherwise, you will be given an EXT which can be cleared by
taking a removal exam on the date scheduled for make-up exams. Please check the UPOU
Academic Calendar for the specific date. Inform FEd at least three weeks before the date of
your intention to take the exam.
No mid-term exam will be given since the course requires you to do activities.
Grading System
Your final grade for the course will be computed as follows:
Participation in the online discussions 20 %
Faculty Marked Assignment (FMA) 1 25 %
Faculty Marked Assignment (FMA) 2 25 %
Final Exam 30 %
Total 100 %
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I am Ma. Theresa L. de Villa, a retired Professor in Education and Communication Arts (English) at
the UP Integrated School of the College of Education, and currently a Professorial Lecturer at the
Faculty of Education, UPOU. I finished my BSE (major: English), [Link] (TESL/TEFL) at the College of
Education, and my Ph. D. (Translation Theory) at the College of Arts and Letters, UP Diliman.
I served as Principal of the UP Integrated School, director of the Ugnayan ng Pahinungod Diliman, the
Volunteer Program of UP Diliman and Director/Convenor of the Education Research Program (ERP)
of the UP Center for Integrative Studies (UP-CIDS). I also served as Dean, Faculty of Education,
UPOU. These experiences and those I have had with some GOs and NGOs have brought me to the
different parts of the country for seminar-workshops, and in the process, learned from the other
teachers too. All these experiences have truly enriched my life as a teacher and as an individual.
More importantly, the interactions with the teachers have reaffirmed my belief that the Filipino
teachers are still the best and the most influential people who have continually shaped genuine
Filipino consciousness.
I can be contacted via email at teretdev55@[Link]
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