The education system in the Philippines has gone through different stages of development to keep up with technological advancements. Deparo Elementary School is a perfect illustration of this progress as it continuously embraces change. From its inception, the school has quickly adapted to meet the increasing need for quality education. Situated in Caloocan's North District, Deparo Elementary is among several public schools in the vicinity.
According to Article 15 Section 2 of the 1987 Philippine Constitution, this school on Deparo Road in Barangay 168 was established. The article requires a free public education system for elementary and high school levels and emphasizes that all school-age children must receive compulsory elementary education while respecting parents' rights to raise their children (De Leon 2002).
The school's objectives align with the principles outlined in Section 3 (2) of the 1987 Philippine Constitution, which include promoting patriotism, fos...
tering love for humanity, respecting human rights, appreciating national heroes' role in history, teaching citizenship responsibilities, enhancing ethical and spiritual values, cultivating moral character and personal discipline, stimulating critical and creative thinking, expanding scientific and technological knowledge, and encouraging vocational proficiency.
Deparo Elementary School in the Philippines is funded and operated by the Department of Education, while the local government handles building extension, renovation, and providing necessary facilities, infrastructure, and materials. The research specifically examines education development at Deparo Elementary School.
The study has given me important insights and a better comprehension of the growth and background of Deparo Elementary School, especially in comparison to primary schools overseas. It is fascinating to witness how this school fosters young intellects and readies them fo
leadership roles in the future. The school diligently strives to accomplish its objectives each year. I am thankful to God for granting me the determination to acquire knowledge and successfully complete this research.
I am grateful to Claire Villanueva for keeping me informed about the current status of the school and providing journals. I also want to thank Mrs Caridad Boutizon for granting me access to essential documents that aided in my overall understanding of the school. Without their assistance, completing this research would not have been possible. Regarding analysis, vocational training held a higher priority than academics within the educational system of the Philippines. Education initially took place at home or under the guidance of tribal tutors, resulting in an informal and unorganized learning environment.
During the Spanish reign, education in the Philippines focused on faith, much like in the United Kingdom. Early schools attached to cathedrals and monasteries had the explicit purpose of training future priests and monks in conducting church services and understanding religious texts. These schools also taught students how to read the Bible and Christian writings (Williams 1965 cited in Gillard’s site 2008). Just as in the United Kingdom, education during the Spanish era in the Philippines was only accessible to the elite, with Spanish missionaries serving as the teachers.
Due to the enactment of the Educational Decree of 1863, education became free for boys and girls in primary education. This decree required the municipal and government to supervise education and ensured that every town had at least one primary school. Spanish was used as the medium of instruction, while Latin was used in the United Kingdom.
(Gillard 2007) Fluency in Spanish was seen as a status symbol during this period. Regrettably, the educational system at that time was insufficient and repressive for Filipino students.
There was discrimination between Filipino (referred to as Indio, which is synonymous with idiot) and Spanish students. After Spain's fall, led by Gen Emilio Aguinaldo, the Constitution of Malolos established a system of free and compulsory elementary education. During American colonization, a highly centralized, secular, and sufficient free education was introduced. To address the shortage of teachers in the Philippines, 600 teachers known as the Thomasites were brought in from the United States. During the Japanese occupation, education focused on teaching Civic. Emphasis was placed on love for work and the dignity of labor.
The education system in the Philippines is currently similar to that of the United States (DepEd 2008). Deparo Elementary School, both on a macro and micro level, shares similar issues, objectives, and educational philosophy with schools in the United Kingdom. In particular, the buildings are a major concern as they face the same problems that many public schools experience nowadays, especially in terms of the deterioration and potential collapse of old buildings which are still being used by present-day students. This problem has also been observed in the United Kingdom (Plowden 1967 cited in Gillard’s site 2007).
According to my friend who studied there, Deparo Elementary school has a crevice in the ceilings and walls that has remained unaddressed for many years. This outdated facility is one of the main problems that the Department of Education needs to solve. They must renovate and extend more buildings and classrooms, provide adequate
materials, advance in technology, and hire better teachers. Throughout the years since its establishment, the school has undergone extension and alteration in the building and site. Initially, it started with one building and with unpaved pavements.
During the late 1990s, major construction took place at the school. The muddy land that caused upset for both students and teachers during rainy days was paved and three new buildings were added to accommodate the growing number of students. The construction and renovation of the old building were completed by 1999. By 2003, the open court was covered and fenced off, while the garden was expanded. The building near the entrance gate was removed and transformed into an open space to provide additional room during flag ceremonies and other occasions when students line up.
In February 2007, the Department of Education began building a three-storey structure with six classrooms. This project, led by Congressman Hon Oscar Malapitan, aimed to address the increasing enrollment. Around mid-2007, a basketball court was also constructed to support talent development and promote sportsmanship among students. The decision to build the court was influenced by Deparo students winning a national sports award. Currently, the school is expanding its facilities further by constructing another building to accommodate the growing number of enrollees.
The learning experience is constantly evolving with upgrades, improvements, and renovations in the classroom environment. However, relying solely on constructing more buildings, creating resources like textbooks and furniture, and providing teacher training has proven insufficient in addressing educational challenges. To effectively address these issues, especially in countries like the Philippines where the population is growing, virtual schools should be prioritized.
utilization of technology is advantageous in overcoming present challenges. Inside The school is dedicated to offering excellent education and fostering a supportive atmosphere for students. To cater to the requirements of both students and teachers, the school has introduced new curriculum-aligned programs that encourage reflective and creative thinking through seminars and various initiatives.
The school's objective is to stimulate the child's intellect and promote a sense of social duty. This is achieved through aiding the child in uncovering and nurturing their abilities, fostering autonomy and self-assurance, and facilitating progress in verbal communication aptitude. Providing an appropriate facility poses a perpetual challenge for the school. Coping with the increasing number of students stands as one of their primary predicaments. Ensuring the accessibility and provision of materials such as books, computers, chairs, and books remains an integral component of their strategy to attain quality education and capitalize on technological advancements.
The school aims to instill moral and spiritual values through counseling. Inside the classroom, traditional materials like blackboards, chalk, and manila paper are still used as visual aids. However, there is no LCD projector available, and computers are limited to the Principal's office. The teaching strategy remains unchanged, but the reference books have been updated. Despite these limitations, the children are computer literate.
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