ADMINISTRATION OF THE EDUCATION SYSTEM

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Three different government agencies manage education in the Philippines, each with large exclusive jurisdiction over various aspects of education. Education in the Philippines

All aspects of primary, secondary, and informal education are covered by the Department of Education. It supervises both public and private elementary and secondary schools. The Department consists of two components: the Manila headquarters and various field offices, currently comprised of 17 regional office locations and 221 provincial and urban schools. The central office establishes general policies for the basic education sector, while the field agencies implement local policies.


ELEMENTARY EDUCATION

Primary education in the Philippines consists of six grades 1 to 6 years of education (ages 6 to 12). Elementary school was the only compulsory part of the basic training cycle before the adoption of the K-12 reforms. Children must now complete one-year preschool education before enrolling in primary school. It is now also mandatory. Like all other public schools, kindergarten education is free at public schools. public schools. Once the obligatory pre-school year is completed, pupils are eligible for primary school – separate entry requirements are not available.

SECONDARY EDUCATION

After a secondary school lasting four years, before the school year 2016/17 when the first cohort entered 11th grade of the new secondary school cycle (grades 7 to 10). Those four final years of basic education were not mandatory, but they were freely available to all interested students in public schools. The K-12 reforms extended secondary education to six years and were divided into two levels – 4 years of Junior High School (JHS) and 2 years of Senior High School (SHS) - providing a K-12 structure for the basic education cycle. In public schools, all six years of high school are compulsory and free. 
However, since the need created by the K-12 reforms is still behind the construction of state secondary schools and classrooms a new voucher system was set up to subsidize the study of SHS in private schools. However, the voucher is limited and does not cover tuition fully in most private schools and thus prevents highly disadvantaged families from using this option.

PRIVATE SCHOOLS

In the Philippines school system, the size of the private sector is significant. The government began promoting public-private partnerships in education decades before the K-12 reforms. With these partnerships government sponsors study for the "decongest" of the burdened public system in low-cost private schools with exemption from schooling and subsidies for teacher salaries. The national curriculum is to be taught by private high schools in the Philippines, officially approved and adhered to regulations set by the Education Ministry. 

The Academic Track is designed to prepare graduate students. It has four strands: accountancy, business and management (ABM);  humanities and social sciences (HUMSS); and science, technology, engineering, and mathematics (STEM).

The TVL Track is intended for students looking to enter the labor force or pursue further TVET after graduation. It is also divided into four strands: home economics; agriculture/fishery; industrial arts; and information and communications technology (ICT). Graduates that pass the relevant TESDA assessment tests are simultaneously eligible for the award of a TESDA National Certificate I or II (see TVET section below).

The Sports and Arts and Design Tracks are intended to impart “middle-level technical skills” for careers in sports-related fields and creative industries. Enrollments in these two tracks will be comparatively small, however. While the Department of Education expected an estimated 609,000 students to enroll in the academic track, and another 596,000 students to enroll in the TVL track in 2016, only 20,000 students were anticipated to opt for the sports or arts and design tracks.

Overall, the revised K-12 curriculum is expected to lead to significantly improved educational outcomes, because it "decongests" the previous ten years' highly condensed curriculum. Philippine educators have at least partially blame the old compressed curriculum for the high drop-off rates and lackluster test scores in the last few years, as the students have not been given the time to absorb and learn all the material they received.




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