There are many challenges confronting educators, learners, education management and even the learning delivery systems of today. At the same time, the rapid advancements of technology present great potentials and opportunities to make education accessible, affordable and influential to the society and its development which were never experienced before. Education, now, is at the forefront of change and plays great roles of ushering development at large and not anymore merely confined to schools and within the walls of educational institutions. Education is webbing every strand in social development. It is high time to re-think the foundations of education and value propositions of each universities and come up with a clear vision of end products which would eventually enhanced the delivery systems of learning by harnessing the power of technologies.
State of Learning System in the Philippines
Though the education system in the Philippines is having a good stride, it is still besets with perennial problems like lack of instructional materials, underpaid but overworked teachers, lack of facilities and worst, in some remote areas, lack of schools. Seemingly, these insurmountable problems—insurmountable because these have been plaguing the learning system so long a time—were due to the inaction of the government and the lack of adequate strategic visions to decisively and pro-actively solve these issues.
The data on our education system are alarming. The Department of Education pegged the students to classroom ratio at 45:1 which for me is only good in planning but in some cases 80:1 are the actual numbers that are staring at us, point blank. The 45:1 student to classroom ratio is the highest in South East Asian Region in 2006-2007. (Stating the Obvious: The State of the Philippine Education Sector (PDF))
We know very well the number of students per classroom greatly impacts the learning process and effectivity of the learning delivery or method for any good desired result. Classroom size affects the quality of students due to the teacher-students interactions. A teacher can only do much for a certain number but, surely, not a 45 or more than that.
In some cases, where textbooks are not available, teachers resorted to writing the contents of textbooks on the chalkboards or let the students copy the textbook in their notebooks which would take tool on the instruction quality and learning process of both teacher and student. This problem does not only affect the ability of the teacher to deliver quality instructions but also affects the teacher’s self-esteem and perception on the teaching profession.
How could we then expect a quality education from students who are sharing textbooks and crumpled in overcrowded classrooms being taught by underpaid and overworked teachers who oftentimes were not qualified to handle some subjects but forced to do it due to lack of available teaching staffs?
Our learning system is treated with too many stop-gap measures like double shifting scheme wherein students were divided into two shifts and classrooms were used twice a day. This measure drastically affects the length of instruction time and greatly diminishes the potentials of learning. Other measure like having volunteer teachers to handle subjects defeats the desired quality of learning.
The state of our learning system is appalling and unconstitutional. Our 1987 constitution order the states “to protect and promote the right of all citizens to quality education at all levels and to take appropriate steps to make education accessible to all.” (The 1987 Constitution of the Republic of the Philippines) This right of all citizens to quality education again is embodied in the (Framework of Governance of Basic Education Act of 2001) which states that “it is the policy of the State to protect and promote the right of all citizens to quality basic education and to make such education accessible to all by providing all Filipino children a free and compulsory education in the elementary level and free education in the high school level. Such education shall also include alternative learning systems for out-of- school youth and adult learners. It shall be the goal of basic education to provide them with the skills, knowledge and values they need to become caring, self-reliant, productive and patriotic citizens.”
It must be noted that the law required the State to look for alternative learning systems which the department implemented through the ALS program. However, the success of this program is still wanting. It is also must be noted that the law does not prescribe the delivery of this alternative learning system.
Again, let me go back to my introductory statement that “it is high time to re-think the foundations of education and value propositions of each schools or universities and come up with clear visions of end products which would eventually enhanced the delivery systems of learning by harnessing the power of technologies.”
Alternative Learning Delivery System
The advancement of technology could present a new paradigm of magnifying the state of our educational system and could help us change our perspective of looking to some alternative learning delivery systems. It is only a matter of decisively adopting the technologies and proactively laying out infrastructures to make these alternative learning delivery systems effective and efficient and eventually making education accessible and affordable to all as mandated in our constitution.
So, what are the alternative learning delivery systems which could be implemented by harnessing the power of technologies and the tech-savvy values of the Filipino students?
- Massive Open Online Class – this type of learning system could be offered to all students who want to acquire additional skills which would lead them to have certificate of completion or unit credit. This could be offered purely through the net by duly accredited institutions.
- Distance Education – this is a type of alternative learning delivery system wherein fully online curriculum is offered and all learning done online and at a distance and no face-to-face component.
- Blended Learning – this is a type of alternative learning delivery system wherein mostly or fully online curriculum is offered with select days required in classroom or computer lab.
- Competency-Based Learning – it is a type of learning delivery system wherein school redesigns and replaces the time-based system with a competency-based system focused on personalized learning, strong teacher-student relationships, flexible supports, and development skills. This could be done online and/or onsite. A high school student can enroll through this type of learning system and earn in advance college credits. (Competency-Based Learning or Personalized Learning)
- Project-based Education– is a student-centered method of learning that involves a dynamic classroom approach in which students acquire knowledge through real-world challenges and problems. (Edutopia)
These identified alternative learning delivery systems, if efficiently and effectively implemented, could make education accessible and affordable for all. These systems need a paradigm shift in our educational system, a decisive re-structuring on our schools delivery system and accreditation and a massive improvements of technical infrastructures. While all these are not available from all schools, educational institutions should look into them to fulfill their mandate as embodied in the constitution.
REFERENCES;
(n.d.). Retrieved July 7, 2016, from Edutopia: http://www.edutopia.org
Competency-Based Learning or Personalized Learning. (n.d.). Retrieved July 6, 2016, from U.S. Department of Education: http://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning
Framework of Governance of Basic Education Act of 2001. (n.d.).
Stating the Obvious: The State of the Philippine Education Sector (PDF). (n.d.). Retrieved July 7, 2016, from http://www.philrights.org/wp-content/uploads/2010/10/Stating-the-Obvious.pdf
The 1987 Constitution of the Republic of the Philippines. (n.d.).
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The Marginalized Ideas 