The Course Of Philippine Education

Examines the history, structure and dimensions of education in the Philippines. The Course of Philippine Education examines the history, structure and dimensions of education in the Philippines.

Taking the theme of Qui bono? (Who benefits?), Penelope Flores traces the indigenous, Spanish and US influences on education in the country, recent decentralization, and the economic and social consequences of failures in the system.

In addition, Flores discusses the impact of the Philippine system on other nations as Filipinos emigrate.

Floress analysis has a sociohistorical, sociocultural, and sociolinguistic dimension not addressed in books about education in the Philippines.

These are larger and all encompassing dimensions of the different systems of education that persist to this day in Philippine schools.

In addition, Flores own particular odyssey as a participant and as an observer to the conflicted experiences of teachers within and outside the Philippine milieu adds a poignant feature to this volume.

When the Spaniards came to the Philippine Islands in 1521, they found a population with almost 100% literacy using an indigenous native script. This script was Romanized and the population suddenly became illiterate.

As Filippinos became enculturated in the Spanish culture and language, the Americans arrived in the 1800s and changed the system to English, bringing more feelings of intellectual inferiority.

Each change of linguistic system brought a different pattern of access to education.

The course of current Philip pine problems of education can be a recurrent nightmare even as Filipinos now go out to different countries as contract workers in the Middle East, Asia, and Europe. The Course of Philippine Education examines the history, structure and dimensions of education in the Philippines.

Taking the theme of Qui bono? (Who benefits?), Flores traces the indigenous, Spanish and US influences on education in the country, recent decentralization, and the economic and social consequences of failures in the system.

In addition, Flores discusses the impact of the Philippine system on other nations as Filipinos emigrate.

In the US for example, Filipinos are often slotted with their Spanish surnames into bilingual education even though their instruction in the Philippines occurs in English. Floress analysis has a sociohistorical, sociocultural, and sociolinguistic dimension not addressed in books about education in the Philippines.

These are larger and all encompassing dimensions of the different systems of education that persist to this day in Philippine schools.

In addition, Flores own particular odyssey as a participant and as an observer to the conflicted experiences of teachers within and outside the Philippine milieu adds a poignant feature to this volume.