Comparative Educational Model Analysis of Philippines and China

FRAME OF REFERENCE

(Durban, Joel & Catalan, Ruby. 2012) stated that the educational system of the
Philippines copied by the Americans was solely for giving the Filipinos their economic
and political purposes instead of literacy. The 1987 Philippine Constitution provides free
public secondary education resulting in the increased enrollment of public and
elementary schools. However, those who can afford still patronize private institutions for
the education of their children because of the issue of quality. Reality tells Filipinos that
even in public school teachers are qualified to teach, the lack of instructional materials,
inadequate facilities, and lack of training for professional growth stop them to perform at
their best. Same with the private schools wherein they have to exert extra effort to
attract a good number of enrollments to ensure their survival. The arrival of the K-12
program changes the educational system. The K-12 Basic Education Program
proposed by the Department of Education adds two years of Secondary Education to
enable graduates to pursue one of three tracks: employment after graduation, higher
education, or entrepreneurship. Under the administration of President Benigno Aquino
III, this program was implemented on May 15, 2013. Seven years ago and until now, the
K-12 program needed improvement. When the Philippines joined the PISA last 2018,
educators vowed to reform the K-12 program. The Organisation for Economic Co-
operation and Development reported the 2018 PISA results and it shows that Fifteen-
year-old students in the Philippines scored lower in reading, mathematics and science
than those in most of the countries and economies that participated in PISA 2018. The
country’s average score in reading was 340 score points, on a par with that of the
Dominican Republic. No country scored lower than the Philippines and the Dominican
Republic. In mathematics and science, students in the Philippines scored 353 and 357
points, respectively, on a par with performance in Panama. The Philippines
outperformed the Dominican Republic in mathematics and science. Over 80% of
students in the Philippines did not reach a minimum level of proficiency in reading,
which is one of the largest shares of low performers amongst all PISA-participating
countries and economies. It shows that the educational system of the Philippines was
really poor and very disappointing. It is a great challenge for all the teachers and
educational leaders to continue the K-12 program.

(Yong Zhao. 2014) stated that the Chinese national education system has won
high praise as an efficient system with national standards, a national curriculum, a high
stakes test (the college entrance exam) and a clearly defined set of gateways to mark
students’ transitions from one stage to another. Chinese students have a clear and
focused goal to pursue, Chinese teachers and parents know exactly what to do to help
their students and the government knows exactly which schools are doing well. The
present-day gaokao (national college entrance exam) in China perpetuates the civil
service exam’s centralised, high-stakes and traditional assessment format
(summative and written) (Niu2007). While China’s capitalism is held as a model for
developing countries like the Philippines, China’s educational system is worshipped,
even in the developed west. (Yong Zhao. 2014) researched that PISA coordinated by
the Paris-based Organization for Economic Cooperation and Development, measures
fifteen-year-old students’ reading, mathematics, and science literacy. Given every three
years since 2000, it has become the world’s largest international educational
assessment, with some seventy countries participating in the 2009 round-Shanghai first.
Still in 2012, the said student still aced the test. It shows how China dominates the
education system.

Grounds of Comparison
(Educational Structures)
 (R. B. King et al. 2014) stated that the educational system of China is dominated
by high-stakes examination and only the students who scored highest in the state-wide
examinations are admitted to universities. Contrary to the Philippines, there are no
competitive nation-wide examinations that would determine who can go to university.
Almost all universities have their own entrance exams and admission into university is
relatively easy. Therefore, performance goals may not be adaptive in the Philippine
context. As I went along in this comparative analysis, I realized how more organized
China is in planning the educational structure than our country. China focused more on
tertiary education and vocational training which focuses on doctors, dentistry, and
engineers. This is the reason why they produced many laborers. Unlike the Philippines,
our country was focused on “education for all” where no one must be left behind. This is
the reason why until now mismatched graduate studies happened because people have
a voice and rights to treat equally especially in education. China has an authoritarian
type of education compared to democratic education we have. It is very obvious that
China’s educational system was controlled by the government, not by the people. (Y. A.
LI et.al. 2011) stated that the increase in the student numbers in both undergraduate
and graduate programmes of over 30 percent per year is much higher than the
underlying growth rate of China’s economy, and these changes are also taking place in
a period of demographic transition to one child per family. It only shows that their “One
Child Policy” law affects the educational system which is effective. I realized that the
Philippines wasn’t focused on entrance exams even in entering high school. The
Philippines also ignored the population and it greatly affects the educational system.
Many Filipinos can’t study because of poverty and a high population. (Y. A. LI et.al.
2011) got information based on some survey data report that 40 per cent junior middle
school students work more than 12 hours per day, seven days a week, and 58.3
percent students work six days a week, to prepare for the entrance exam to high school.
Chinese people really put a great effort into high school. In the Philippines, only the
private sector applied for entrance exams in high school because Filipinos believed that
individuals have differences and it is not always based on assessment. What I like
about China is that they have a specific plan called “11th Five-Year Plan”, a long term
economic development which focuses on harmonization of rural and urban
development. Many Filipinos believe that Chinese people are truly business minded
persons and I really agreed on that because their educational system focused on
business and employment not only from urban but in rural areas. This plan was targeted
to attain by this year 2020. Chinese people always prioritized “getting rich first” unlike
Philippines where people were content with what they have. The Philippines has
Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) that
allows working professionals who were not able to finish their college education or were
not completely able to step into college to earn bachelor’s degrees without going
through traditional schooling methods. It is one of the reasons why many Filipinos
experienced equality education especially to old people who still aim and got the chance
to graduate. The difference is not the program or policy itself but the quality. The point is
how many laborers produced, how many graduate and undergraduate attain education,
and how other countries will identify you. This comparison makes me realize what
country dominates the most.

Thesis and Rationale

Thesis: Investigation into Using Data to Improve Learning: Philipine Case study
by Lindsay Read and Tamar Manuelyan Atinc (2017) wanted to improve the present
educational system of the Philippines. (L. R. et.al. 2017) wanted to emphasize how to
improve the quality education service delivery, engaging parents and communities,
strengthening accountability systems, and advancing student learning. The primary
objective of this case study is to explore the unique features of the Philippine system
that have spurred the introduction of information-based reforms at both the school and
system levels, looking specifically at the Enhanced School Improvement Plan (E-SIP),
recently enacted by the Department of Education (DepEd), and Check My School
(CMS), a civil society organization-led social accountability initiative. E-SIP was
implemented in 2016 and is aligned with additional improvements to accountability
initiatives such as School Report Cards and School Governing Councils, as well as the
introduction of the Results-based Performance Management System. CMS was
introduced in 2011 by the Affiliated Network for Social Accountability in East Asia and
the Pacific (ANSA-EAP), in partnership with DepEd, as a participatory monitoring and
accountability effort.
This case study of Lindsay Read makes me realize how to improve the present
educational system of the Philippines. Firstly, financial investment must be prioritized
because it will increase the fund for educational purposes. (Al-Samari. 2016) showed a
recent report from the World Bank shows that between 2010 and 2015, public spending
on basic education increased by 60% in real terms, and per student funding levels also
increased. This is due to an increase in education expenditures as a share of the
national budget coupled with an expanding Philippine economy (David & Albert, 2015).
Secondly, quality and adaptive teachers are needed. Seminars and training for K-12
programs still continue either in private or public schools today. Reality tells that new
teachers always participate in the seminars instead of the old teachers. How can old
teachers adapt to the new program if traditional ways of teaching still happen? This is
the reason why many students are still bored and become lazy in attending class.
Lastly, the Superintendents, who are at the front line for organizing outcomes and
providing direction at the division level, focus on procedures rather than on
management. At this point, Lindsay wanted to emphasize that our educational leaders
lack steps to how reforms and policy should continue and implement.
(L. R. et.al. 2017) also emphasized school planning where the official
restructuring of roles and offices, DepEd issued new guidelines to improve access,
quality, and governance by implementing an updated school-led planning approach that
is “evidence-based, results-based, and child or learner-centered” (DepEd, 2015(b). To
improve this, there should be a connection between school report cards and school
planning. At this point, I realized that the lack of harmonization in giving report cards
was the main reason why school planning fails. Many students now ignore the failed
report card and don't tell the result to their parents because of fear. School planning
must include the proper way of disseminating report cards. Many parents are not well
informed in school policy, so the school head must ensure that they will be aware
immediately. Parents and Teachers Association greatly help.
 To improve the present educational system of the Philippines, cooperation and
unity is the answer. Those lacks and gaps from (L. R. et.al. 2017) case study shows the
basic problems in the educational system in the Philippines. The reason why many
Filipinos can’t graduate and don’t have the chance to go to college despite the fact that
we have Pantawid Pamilyang Pilipino Program is because of poverty and population.
Poverty still exists because 4 P’s Program does not implement well. Still many can’t
afford college studies because some families have large numbers of children. The
Philippines should also implement a “One Child Policy. It will test the unity of filipinos. It
is possible because China did. Though their population is still high, the quality of
education is measured and planned well. However, the K-12 program must recheck and
review but still must continue because there is an improvement after all. Some still don’t
agree with the K-12 program that is why many problems have arrived and are still
arriving. Unity and cooperation among the stakeholders in education should be the main
goal to achieve better quality education. Sustainable instructional materials, adequate
facilities, and proper training for professional growth for teachers should be prioritized. I
also noticed that there is a need for values reorientation for the Filipinos especially the
young. Government support and intervention is needed. Also joining the Programme for
International Student Assessment (PISA) will help improve our educational structure.
While fighting against pandemic, our educational system was bombarded by blended
learning proposals and it is one of the main solutions today.

REFERENCES

(Y. A. LI et.al. 2011). The Higher Educational Transformation of China and Its Global
Implications. published by Blackwell Publishing Ltd., 9600 Garsington Road.

(Durban, Joel & Catalan, Ruby. 2012). Issues and Concerns of Philippine Education
Through the Years, V1 N2.
(Yong Zhao. 2014). Who’s Afraid of the Big Dragon?: Why China has the best (and
worst) education system in the world. published by Jossey-Bass A wiley Brand.

(R. B. King et al. 2014). A cross-cultural analysis of achievement and social goals
among Chinese and Filipino students. published by Springer Science+Business Media
Dordrecht.

(David & Albert, 2015). Trends in Out of School Children and other Basic Education
Statistics. By Philippine Institute for Development Studies.

(Al-Samari. 2016). Increasing Investment to Improve Basic Education Outcomes in the

Philippines.(www.worldbank.org/ph)
(http://documents.worldbank.org/curated/en/250991468565146322/pdf/106948-
REVISED-PH-PETS-QSDS-Note-1.pdf)

(L. Read. et.al. 2017). Investigation into Using Data to Improve Learning: Philipine Case
Study.

OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA,
OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.