Educational System of Philippines and Turkey: A

Educational System of Philippines and Turkey: A Comparative Analysis

In partial fulfillment of Requirements in CHANGE MANAGEMENT IN EDUCATIONAL ORGANIZATIONS

Presented to

Assoc. Prof. Dr. Adnan BOYACI Program Adviser

Presented by

BARJUNAID T. CADIR i

Table of Content

Cover Page

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i

Table of Content

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ii

Introduction

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1

Statement of the Problem

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2

Methodology

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2

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3

Result and Discussion A. History

B. Organizational Structure C. Curriculum

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D. Qualification Framework

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39

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53

Conclusion

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64

Recommendation

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68

Reference

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69

E. Statistics

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Introduction With the fast shifting of the world of education, we want to know how far our educational system supports the needs of the quality education provided by the government. Since the era of society was created until the present day, education is the most concern issue in the society. Society are composed of Individuals and individual needs education, so the society build the education system based on their needs in terms of political, economic, cultural, and values structure. Due to rapid development and new perspectives in Science and Technology, does our system enough to meet the needs of society? The construction of education depends on the qualified organization, in other words, educational administration is critically significant for education quality (Drucker, 1983; cited in Çoban, 2011). The Philippines are one of the countries in Southeast Asia strengthening its sciences education program (Gardner, 2000). Education in the Philippines is really important since it is the primary avenue for social upgrade and economic mobility (Roeung Daro). When we look at the Education System in Turkey, one of the main objectives of schooling is to develop basic information, abilities, behaviors and habits of children (Gokce & Celep, 2011). Some of the basic principles of the system are generality and equality, meeting the needs of the individual and society, orientation, continuity, conformity with Ataturk’s (The founder of the Republic) reforms and principles, and Ataturk’s Nationalism (Ozmusul, 2012).With this initiative, this study would try to explore the current Educational System of two selected countries, Philippines and Turkey, and discuss how does the system differ and in which part does these two are similar.

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Statement of the Problem The goal of this comparative study is to explore the Educational System of Philippines and Turkey and to compare the two systems. Specifically, this study aims to compare the 1. Organizational Structure (discuss the structure based on the Mintzberg and Bolman and Deal model), 2. Curriculum includes the Length of School Year, Medium of Instruction, and Grading System, 3. Qualification Framework, and 4. School Enrolment Statistics, and to scan for various aspects of Turkish education system that the Philippine education system can learn from, and vice versa.

Methodology This study will conduct a series of comparison between variables set in the statement of the problems. The conduct of this study may lead to a more advance comparative study of both countries or even other countries. The comparative method is often used in the early stages of the development of a branch of science. It can help the researcher to ascend from the initial level of exploratory case studies to a more advanced level of general theoretical models, invariances, such as causality or evolution (Pentti Routio, 2007). First, a brief history of both country was discussed. Next, the comparative variables: Organizational Structure, Curriculum, Length of School Year, Grading System, Qualification Framework, and School Enrolment Rate, based on factual details, explained and discussed according to a comparison. Finally, positive aspects of the Turkish education system in which the Philippines education system can learn from its present system were listed and discussed, and vice versa. Qualitative (descriptive) and quantitative (statistical) data were used in this research. 2

Results and Discussion To begin this part of a comparative analysis, a brief history of both country were discussed, then the suggested comparative variables, and the positive aspects of both country.

A. History Philippines Educational System The Philippine education system has been heavily influenced by its colonial history, which has included periods of Spanish, American and Japanese rule and occupation. Education in the Philippines was unstructured, informal, and devoid of methods before the Spaniards arrived, instead of

making

further

emphasis

on

vocational education and less in academic performance. The colonization of the Spaniards brought a change to the unstructured education system, with a transition from vocation-oriented education to religion-oriented education. However, education was not for everyone, but rather for the elites; it was lifted when public education was introduced by the Educational Decree of 1863. Following the defeat of the Spaniards by the Americans, the education system was modified under the Schurman Commission and used English as the medium of instruction. In World War II, emphasis on love for work was made by the Japanese occupants in the Philippines (Historical Perspective of the Philippine Educational System, n.d.). This implies that the education of the Philippines changed from time to time as colonizers changed, as well as changes in emphasis of education. The United States has left the largest

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imprint on the education system, with many academics at the nation’s universities having received their training at U.S. universities (LC.B. San Pedro, et al). To help address the issues of the educational system, the country began implementation of major structural and curricular reforms with the Kindergarten Act of 2012 and the Enhanced Basic Education Act of 2013. Together, they extend formal education from just 10 years to 13 years under a kindergarten through grade 12 system (K-12) by adding a mandatory year of kindergarten and two years of senior high school. (Prior to 2011, kindergarten was optional and just six years of education were compulsory.) The transition period will end with the 2017–2018 school year when the first cohort graduates from the new primary and junior high cycles. Those graduating from the four-year junior high cycle will be the first in the nation to undertake the new twoyear senior high school curriculum.

Turkey Educational System For the first time in the thought that the education and training services will be carried out by the state, Mahmut period has come to the agenda. The education and training services carried out by the foundations until that time were given to the Ministry of Maarif-i Umumiye on 17 March 1857. Thus, a minister responsible for education and training services was included in the council. The first legal regulation concerning our education system is the Maarif-i Umumiye Nizamnamesidir (General Education Regulation) issued in 1869. With this statute, issues such as the right to education, education management, determination of 4

education system, education allowances, teacher training and employment, provincial organization and examination systems are regulated. At the same time, in the central organization, the Assembly-i Kebir-i Maarif (Large Education Council) consisting of two dairies, including the scientific and administrative, and the provincial-level Maarif Assemblies were established. In 1872, the Grand Council of Education was transformed into a single parliament and the apartments were arranged according to the teaching steps. These departments are; Mekatib-i Sıbyan (Primary School), Mekatib-i Rüştiye (Secondary School), Makatib-i Aliye (High School), Copyright and Translation and Printing Departments. A holistic structure was established with the Ministry of Education and Organization Regulation of 1911 (Educational Organization Regulation). At the end of the Second Constitutional Period the Central Office of the Ministry of Education consists of the following circles: In 1872, the Grand Council of Education was turned into a single council and the apartments were arranged according to the teaching steps. These apartments are; Mekatib-i Sıbyan (Primary School), Mekatib-i Rüştiye (Secondary School), Makatib-i Aliye (High School), Copyright and Translation and Printing Departments. During the War of Independence, there were two ministries of education in Istanbul: the Ministry of Education of the Ottoman Government and the Ministry of Education of the Turkish Grand National Assembly in Ankara. On 23 April 1920, following the opening of the Turkish Grand National Assembly, there was also a Ministry of Education in the Executive Board of Officers (Council of Ministers) consisting of eleven members, established by the Law No. 3 of 2 May 1920.

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The establishment of a new nation-state in 1923 out of the ruins of the Ottoman Empire produced profound social, economic, political and cultural changes. Although the modernization process had begun in the 19th century, the creation of the nation-state was the crucial step in realizing the transformation of Turkish society on Western European lines. In fact, a series of reforms was adopted wholeheartedly by the urban, westernized, educated segments of society. The foundation of the ‘secular’ modern educational system was a vital part of this development. Education was attributed a critical function in the modernization and westernization efforts of the nation-building process. It was strongly believed to be a positive agent for the transformation of the traditional, Islamic community into a ‘modern society’, and a respectful member of Western civilization and culture. Actually, this is the case in many of the newly established nation-states (Fischer 1979). It is hoped that education can be an agent for causing social and cultural reforms and values to take root. This function of education was essential in terms of the development of Turkey’s new citizenship identity. The organizational structure of the Ministry of National Education has undergone changes in various legal arrangements and its current structure has been determined by the Decree Law No. 652 on the Organization and Duties of the Ministry of National Education, which went into effect on 14 September 2011.

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Ideology of Education The essential of education in building a person’s character through developing one’s personality uniquely, improving ability, independency, and pursuing a happy life; at the same time, it also embarks on a mission to nurture the citizens who form the country and the society. Due to many changes in the educational system of Turkey, Turkish tried and succeeds to establish a modern society with respect to its neighboring countries, western civilization and culture. This is the stage where the Turkish adopt the modern world of Western education. The Philippines on the other hand, Filipinos have a deep point of view of education, in which it is treated as the main street of further social and economic mobility. This was materialized from the Americans due to their colonial rule, where the ideal of a democratic society in which individuals could get ahead through good educational attainment. It can be inferred that Turkey and the Philippines share the same point of view, in which education is the road to a further mobility of a country.

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B. Organizational Structure

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Transformation of DepEd Organizational Structure

REPUBLIC ACT No. 9155 or known as the GOVERNANCE OF BASIC EDUCATION ACT OF 2011, an act Instituting a framework of Governance for Basic Education, Establishing Authority and Accountability, Renaming the Department of Education, Culture and Sports as the Department of Education, and for other purposes. The law also established the authority and accountability of the various organization levels of the DepEd. OCTOBER 2004, EXECUTIVE ORDER NO. 366, a Primer on the Program on Rationalizing and Improving Public Service Delivery. One of the purpose of EO 366 is to improve the quality and efficiency of government services delivery by eliminating / minimizing overlaps and duplication, and improving agency performance through the rationalization of service delivery and support systems, and organization structure and staffing. On November 23, 2013, The DepEd Rationalization Plan (RP) the Rationalized structure and staffing pattern of offices at the central, regional, and schools division levels was approved by the Department of Budget and Management (DBM). DEPED ORDER No. 52, s. 2015, A New Organizational Structures of the Central, Regional, and Schools Division Offices of the Department of Education. To complete the DepEd Offices transition and assume the office functions in the rationalized structures, the New Organizational Structures as indicated n enclosure no. 2 shall take effect no later than January 1, 2016.

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From this section, we can see a whole change of organizational structure in terms of system is concern. In the new Organizational Structure of Department of Education, Group 1 were itemized into Curriculum and Instruction, Governance and Operation, Legal and Legislative Affairs, Finance and Administration, and Strategic Management and upgrades its functions according to its department. Group 2 were totally abolished and turnover its functions to Curriculum and Instructions. Group 3 were distributed to group 1 according to its function.

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*Under Governance and Operation

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*Under Curriculum and Instruction

Note* Test Development Division and Test Administration Division were consolidated to Education Assessment Division. *Research and Evaluation Division were retained and rename to Education Research Division

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*Under Governance and Operations

Note*School Health Division and School Health Division were Merged to School Health Division

*School Sport Division was added and created a special office School Sports Events and Unit (SSEAU) *Youth Formation Division was added and created a special office Center for Student and Co-curricular Activities (CSCA)

13

*Under Governance and Operations

Note* BSE-Staff Development Division, BEE-SDD Population Education Unit, and HRDS-Staff Development Division were merged to Professional Development Division

14

*Under Curriculum and Instruction

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B. Organizational Structure

DEPARTMENT OF EDUCATION New Philippines Organizational Structures October 2015 COORDINATING COUNCILS  Teacher Education Council  Literacy Coordinating Council  Adopt-A-School Program Coordinating Council

OFFICE OF THE SECRETARIES Office of the Secretary Proper Office of the Undersecretary Office of the Assistant Secretaries

ATTACHED AGENCIES

INTERNAL AUDIT SERVICE  

TEACHER EDUCATION COUNCIL SECRETARIAT CURRICULUM AND INSTRUCTION

GOVERNANCE AND OPERATIONS

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF LEARNER SUPPORT SERVICES

 Curriculum Standards Division  Special Curricular Program

 School Health Division  School Sport Division  Youth Formation Division

BUREAU OF LEARNING DELIVERY

BUREAU OF HUMAN RESOURCES AND ORGANIZATION DEVELOPMENT

 Teaching and Learning Division  Student Inclusion Division

BUREAU OF EDUCATION ASSESSMENT  Education Assessment Division  Education Research Division

BUREAU OF LEARNING RESOURCES  Learning Resources Production Division  Learning Resources Quality Assurance Division

 Employee Welfare Division  Human Resources Development Division  Organization Effectiveness Division

NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES  Professional Development Division  Education Research Division

PROJECT MANAGEMENT SERVICE  Project Development Division  Project Management Division

Management Audit Division Operation Audit Division

LEGAL AND LEGISLATIVE AFFAIRS

FINANCE AND ADMINISTRATION

LEGAL SERVICE  Investigation Division  Legal Division

FINANCE SERVICE  Accounting Division  Budget Division  Employee Account Management Division

Legislative Liaison Office

ADMINISTRATIVE SERVICE  Asset Management Division  Cash Division  Education Facilities Division  General Services Division  Personnel Division  Record Division  Baguio Teachers Camp

Sites Titling Office

*FIELD OPERATIONS

Regional Offices Schools Division Office Schools and Learning Centers

    

PROCUREMENT SERVICE  Procurement Planning and Management Division  Contract Management Division

*Supervision of Field Offices is under the scope of the Undersecretaries for Governance and Operations

Philippine High School for the Arts National Book Development Board National Council for Children Television National Museum Early Childhood Care and Development Council

STRATEGIC MANAGEMENT

PLANNING SERVICE  Policy Research and Development Division  Planning and Programming Division  Education Management Information system Division PUBLIC AFFAIRS SERVICE  Communication Division  Publication Division INFORMATION AND COMMUNICATIONS TECHNOLOGY SERVICE  Solutions Development Division  Technology Infrastructure Division  User Support Division

EXTERNAL PARTNERSHIPS SERVICE DISASTER RISKS REDUCTION AND MANAGEMENT SERVICE

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Models’ Perspective: Minztberg versus Bolman and Deal

Mintzberg Based on the five generic organization structures of Mintzberg; Simple structure, Machine bureaucracy, Professional bureaucracy, Divisionalized form, and Adhocracy, the Organizational Structure of Philippine Educational system is nearly defined by the Professional Bureaucracy. Professional Bureaucracy relies on coordination of 1. the standardization of skills and its associated parameters such as design, training, and indoctrination. 2. In professional bureaucracy type structures duly trained and indoctrinated specialists -professionals- are hired for the operating core, and then considerable control over their work is given to them, and 3. Most of the necessary coordination between the operating professionals is handled by the standardization of skills and knowledge – especially by what they have learned to expect from their colleagues (Mintzberg). If we going to analyze the structure of the Philippines Educational System, we can see the itemized units (Curriculum and Instruction, Governance and Operation, Legal and Legislative Affairs, Finance and Administration, and Strategic Management) are place to segregate and distribute the workforce to all members in the organization. This itemizes units were allocated a specific number of professionals to work based on their job parameter. Expertise on every unit is also important since every unit has its own functions in the organizational structure.

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Bolman and Deal Based on the suggested Four Frame Model of Bolman and Deal, the Organizational Structure of Philippines Educational System was model nearly to the Structural Frame compare to Human Resource Frame, Political Frame, and Symbolic Frame. Change using this approach focus on structural elements within the organization as well as strategy, implementation, and adaptation. Changing institutional structures works well when goals are clear, when cause-and-effect relationships are well understood, and when there is little conflict, uncertainty, or ambiguity. If we going to study the structure, it focused on the structural elements (

)

were every member of the organization has its own function and will work based on the target goals and objectives set by the organization. On the other hand, the organization crafted the goal and objectives as to what the global market demands. Global market set the standards as to what the organization should produce and the organization will adopt and apply the standard as part of the goals and objectives of the organization.

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Transformation of MoNE Organizational Structure

In this transformation, we can see 3 groups to be evaluated. At this point, group 1 and group 3 were remained constant in their position in the new Organizational Structure of Ministry of National Education. We will be focusing on group 2 since this group was distributed to different system in the new Organizational Structure.

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Mapping of Group 2

A1

B1

C1

D1

E1

A2

B2

C2

D2

E2

A3

B3

C3

D3

E3

B4

C4

D4

E4 E5

?

D1

C3

E5

E2

B4

C1

D2

/

B1

D4

E4

D3

C4

C2

B2

B3

E1

E3 A3

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We can see above how the old organizational structure was distributed in the new structure. 90% were distributed to different post. We observed that in old structure, the Internal Auditing (iç Denetim Birimi Baskanlığı) which marked as “ / ” in the Map of Old Organizational Structure were remained in its original post in the new structure. Another observation is that, the Guidance and Control (Rehberlik ve Denetim Baskanlığı) which mark as “ ? ” in the old structure were change to Board of Inspector (Teftiş Kurulu Başkanlığı) in the new structure. The change made in the new Ministry of National Education Organizational Structure were the distribution of system to its respective area to work efficiently since the system where distributed to different section in the system focusing on 2, 3 or 4 scope.

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Council of Higher Education

Chief of Staff

Minister

Deputy Minister

Training Chair of the Council

Minister Broker Councilor

Department of Press and Public Relation

Deputy Undersecretary







President of Board of Inspector

General Directorate of Vocational and Technical Education

General Directorate of Religious Education

Department of Construction and Real Estate

General Directorate of Assessment, Evaluation and Examination Services

General Directorate of External Relation and European Union

General Directorate of Basic Education

General Directorate of Teacher Training and Development

Internal Auditing

General Directorate of Lifelong Learning

General Directorate of Support Service

Department of Information Technology

Department of Strategy Development

General Directorate of Special Education and Guidance Service

General Directorate of Secondary Education

General Directorate of Private Education Institution

Provincial Organization

International Organization

General Directorate of Higher and International Education

General Directorate of Innovation and Education Technologies

Provincial Directorate of National Education

Education Consultancy and Training

General Directorate of Legal Service

General Directorate of Human Resources

District Education Office Office of Schools and Institution

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Models’ Perspective: Minztberg versus Bolman and Deal Mintzberg Based on the five generic organization structures of Mintzberg; Simple structure, Machine bureaucracy, Professional bureaucracy, Divisionalized form, and Adhocracy, the Organizational Structure of Turkey Educational system is nearly defined by the Professional Bureaucracy. If we going to analyze the structure of Turkey Educational System, we can see that the organization distributes the systems into different sub-department under the deputy undersecretaries. This may help the system in working on several tasks without affecting the system. Expertise on every unit is also important since every unit has its own functions in the organizational structure.

Bolman and Deal Based on the suggested Four Frame Model of Bolman and Deal, the Organizational Structure of Turkey Educational System was model nearly to the Structural Frame compare to Human Resource Frame, Political Frame, and Symbolic Frame. The structure focused on the distribution of system in the organization to produce a well functional organization that will focus on the goals and objectives of the educational system of Turkey. On the other hand, common to all organizations, that the organization crafted the goals and objectives as to what the global market demands. Global market set the standards as to what the organization should produce

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and the organization will adopt and apply the standard as part of the goals and objectives of the organization.

Organizational Structure: The Philippines versus Turkey The organizational structure of the Philippines was itemized into Curriculum and Instruction, Governance and Operation, Legal and Legislative Affairs, Finance and Administration, and Strategic Management. All sub system falls under the itemize unit or that function the same under the itemize department will be under these 5 units. This will avoid double or multiple departments which the functions are the same. On the other hand, the organizational structure of Turkey focuses on the distribution of task to a different system of Deputy Undersecretary to produce more output without forgoing the function of another system.

C. Curriculum Philippines Education in the Philippines is managed and regulated by the Department of Education (DepEd), Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA). DepEd is responsible for the K–12 basic education; it exercises full and exclusive control over public schools and nominal regulation over private schools, and it also enforces the national curriculum that has been put in place since 2013. CHED and TESDA, on the other hand, are responsible for higher education; CHED regulates the academically-oriented

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universities and colleges while TESDA oversees the development of technical and vocational education institutions and programs in the country.

1. K-12 Curriculum Major reforms have been implemented to lengthen formal schooling to 12 years on a 6+4+2 structure. A year of kindergarten has also been added, with children beginning their formal education at the age of 5 (versus 7 previously) starting with the academic year 2011-2012. The extra two years in the 12-year basic education program have been added at the senior high school level, which is an entirely new tier of the education system designed to better prepare students for higher studies or the job market. It is hoped that the extra two years will also take some of the pressure off remedial education programs at tertiary institutions. a. Elementary Education - Elementary education is compulsory and is six years in duration. The year of compulsory kindergarten introduced under the K-12 reforms is in line with the structure already used by private primary schools prior to 2011, which have long operated a seven-year curriculum starting a year earlier than public schools. The new K-12 curriculum for grades 1 to 7 was introduced in 2012-13. The elementary curriculum covers language arts (Filipino, English, and local dialect); mathematics; science (grades 3-6); social studies; civics; music, art & PE; health; technology (4-6); history/geography (grades 4-6).

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b. Junior High - Students graduating from the elementary level automatically enroll in junior high, which covers four years from grades 7 to 10. This level is now compulsory and free to all students attending public schools. There are two main types of high school: the general secondary school, which enrolls more than 90 percent of all junior high school students, and the vocational secondary school. In addition, there are also science secondary schools for students who have demonstrated a particular gift in science at the primary level. Entrance Requirement: Admission to the public school is automatic for those who have completed six years of elementary school. Some private secondary schools have competitive entrance requirements based on an entrance examination. Entrance to science schools is also by competitive examination. Curriculum: Communication arts (English and Filipino), social studies (including anthropology, Philippine history and government, economics, geography and sociology), mathematics, science and technology, youth development training (including physical education, health education, music and citizen army training), practical arts (including home economics, agriculture & fisheries, industrial arts, and entrepreneurship), values education and some electives including both academic and vocational subjects.

c. Vocational Schools - Vocational schools offer a higher concentration of technical and vocational subjects in addition to the core academic subjects studied by students at general high schools. These schools tend to offer technical and vocational instruction in one of five main fields: agriculture, 27

fisheries, trade-technical, home industry, and ‘non-traditional’ courses while offering a host of specializations. Curriculum:

Technical-vocational

education

underwent

the

STVEP

(Strengthened Technical-Vocational Education Program) reforms starting in 2007/08. During the first two years, students study a general vocational area (see above). During the third and fourth years, they specialize in a discipline or vocation within that area. Programs contain a mixture of theory and practice. Upon completion of grade 10 and junior high, students can obtain Certificates of Competency (COC) or the vocationally oriented National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12 of senior high school, a student may obtain a National Certificate Level II (NC II), provided he/she passes the competency-based assessment administered by the Technical Education and Skills Development Authority (TESDA).

d. Science Schools - The Philippine Science High School System is a specialized public system that operates as an attached agency of the Philippine Department of Science and Technology. There is a total of thirteen regional campuses, with the main campus located in Quezon City. Students are admitted on a selective basis, based on the results of the PSHS System National Competitive Examination. Curriculum: As well as following the general secondary curriculum, there are advanced classes in science and mathematics. The PSHSS system offers an integrated junior high and senior high six-year curriculum. Students who

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successfully completed a minimum of four years of secondary education under the pre-2011 system were awarded a diploma and, in addition, the secondary school Certificate of Graduation from the Department of Education. Students are also awarded a Permanent Record, or Form 137-A, listing all classes taken and grades earned. Under the new K-12 system, the permanent record will be issued after the completion of senior high school.

e. Senior High School - An entirely new two-year stage of school education – senior high school – is being introduced across the country this year, after several major high schools piloted the K-12 program, with the first cohort graduating this year after completing twelve years of study. Prior to the introduction of the 2011 K-12 reforms, high school ended after 10th grade, now the end of junior high school. Curriculum: The new high school curriculum includes core classes and specialization classes based on student choice of specialization. Students may choose a specialization based on aptitude, interests, and school capacity. There are seven learning areas under the core curriculum. These are languages, literature, communication, mathematics, philosophy, natural sciences, and social sciences. For their specialization classes, students choose from four tracks: Academic; technical-vocational-livelihood; sports; and arts and design. Students in the academic track choose from three areas: business, accountancy, management (BAM); humanities, education, social sciences (HESS); and science, technology, engineering, mathematics (STEM). The technical-vocational-livelihood track consists of four subject areas: Home economics, agri-fishery, industrial arts, ICT. 29

K-12 Curriculum

2. Length of School Year The academic school year in the Philippines starts in June and ends in March, covering a period of 40 weeks. Institutions of higher education operate on a semester system with an optional summer semester. A number of prominent universities have recently (2014) changed their academic calendars to start the year in August, in line with international and regional norms. The Department of Education is said to be considering a wholesale change to this new calendar to bring it into line with other Southeast Asian nations.

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3. Medium of Instruction English was the official language of instruction from 1935 to 1987. The new constitution of 1987 prescribed that both Filipino (Tagalog) and English are the official languages of communication and instruction. English continues to be widely used from the higher primary level onwards, owing to a dearth of materials and resources in Filipino, as well as a shortage of Filipino-speaking teachers. This is especially true in vocational and technical fields. Under the new education reforms, 12 new mother tongue languages have officially been introduced to early grade teaching to enhance comprehension and learning. English and Filipino are taught as subjects starting in the first grade, with a focus on oral fluency. From grades 4 to 6, English and Filipino are gradually introduced as languages of instruction. From the junior high level (grade 6), they are the only languages used for instruction.

4. Grading System Grade A (Advanced) 90% and above Grade P (Proficient) 85 to 90% Grade AP (Approaching Proficient) 80-84% Grade D (Developing) 75-79 % Grade B (Beginning) 74% and below

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

WEIGHT OF THE COMPONENTS FOR GRADES 1 TO 10

Absorb from Department of Education, Philippines.



WEIGHT OF THE COMPONENTS FOR (SENIOR HIGH SCHOOL) SHS


Turkey Although the effectiveness of eight-year compulsory primary education system has been increasing especially with the generalization of preschool education and radical changes in the curriculums made in 2004, a sudden change has been made in the law to be implemented in 2012-2013 academic year. Law proposal, which is named as “4+4+4 Law” and submitted to the Grand National Assembly of Turkey on

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20 February 2012, was adopted on 30 March 2012 and enacted as “Law on Making Amendments on Primary Education Law” no 6287 (Feyza Gün, 2013)

1. 4+4+4 Curriculum The Turkish education system is divided into three levels which make up 12 years of compulsory education. The first level in the education system is primary school education consisting of four years (1st, 2nd, 3rd and 4thgrades). The second level is middle school education consisting of four years (5th, 6th, 7th and 8th grades). The third level is high school education consisting of four years (9th, 10th, 11th and 12th grades). Kindergarten (Not compulsory) Primary Education Secondary Education (High School) Vocational Schools (Associate Degree) ©Fullbright Turkey

Age 1-3 , Pre-School age 3-5, age 5 4 years of Primary School plus 4 years of Middle School 4 years (In some schools plus 1 year of English Preparatory Class) 2 years (Can be transferred to universities)

A. PRIMARY EDUCATION – Primary education is composed of a four-year primary school and a four-year middle school with different programs including schools with religious affiliations. Primary education is compulsory. Middle schools and religious middle schools have elective courses which meet the needs of different students in terms of their skills, development, and choices. There are four core subjects at First, Second and Third Grades which are; Turkish, Maths, Hayat Bilgisi (literally meaning "Life Knowledge") and Foreign Language. At Fourth Grade, "Hayat Bilgisi" is replaced by Science 33

and Social Studies. The foreign language taught at schools changes from school to school. The most common one is English, while some schools teach German, French or Spanish instead of English. Some private schools teach two foreign languages at the same time. B. SECONDARY EDUCATION – Secondary school education covers general, vocational, and technical high schools and is compulsory. There are five core subjects at sixth and seventh grades; Turkish, math, science, social studies and foreign language. At eighth grade, social studies are replaced by "Turkish History of Revolution and Kemalism" (tr: T.C. İnkilap Tarihi ve Atatürkçülük). These graduates receive a high school diploma. There are different programs at the high school level. The details about the different high school types which offer different kinds of education are listed below: a. General High Schools: Students who complete eight years of primary education can register at the general high schools. High school graduates take the university placement exams Higher Education Exam (YGS) and Undergraduate Placement Exam (LYS). b. Vocational High Schools: The graduates of vocational high schools can study at vocational schools at the universities without taking any exam. The vocational high schools can be grouped as Technical, Communication, Health, Tourism and Hotel Management, and Teachers’ vocational high schools. The students at these schools may need to study for five years in total. c. Anatolian High Schools: Foreign languages are taught extensively at these high schools. Some Anatolian high schools have one year of preparatory class in the foreign language in which the high school instruction is given. 34

The number of lessons per week is more than other high schools and these schools also offer a second foreign language. d. Science High Schools: These high schools are for students who have a deep interest in the Sciences. Students studying at these high schools choose Science or Engineering departments at the universities. e. Religious High Schools: These high schools raise the future Imams, preachers, and teachers of the Koran. They were opened by the Ministry of National Education and offer programs to prepare students for higher education as well. f. Fine Arts High Schools: These high schools are for students who have a special interest and talent in fine arts. The goal is to educate the students at early ages. g. Private High Schools: These high schools are also called colleges in Turkey. At some of these high schools, classes like Mathematics and Science are taught in a foreign language which is the medium of instruction at those schools. Parents pay a tuition fee to these schools and admissions to some private high schools are highly competitive. Examples of these high schools are Robert College, Saint Joseph Lycee, Austrian high school, etc.

2. Length of School Year In both primary and secondary education, the school year must be made up of at least 180 days of school. The school year is nine months long and runs from September to June, followed by approximately three months' summer holiday. The school year is divided into two semesters, with a two-week break in February. The

35

first semester starts in September and ends in January. The second semester starts in February and ends in June. This format is followed throughout the country.

3. Medium of Instruction Turkish is the main or the medium of instruction use in most of the schools in Turkey. Some of the Private schools or institutions used English as a medium. Others integrate German, French or Spanish language in their curriculum.

4. Grading System The points system rates students work results with grades from one to five.

Point

Grade

Degree

85-100

5

Excellent

70-84

4

Good

55-69

3

Satisfactory

45-54

2

Passing

25-44

1

Failing

0-24

0

Failing/Not included

In order to pass classes, the second term grade should be a minimum of 2 (passing) or 3 (satisfactory). If any subject grade does not meet the minimum requirement then the overall year average is considered. The minimum overall year average should be: 

3.50 for science and social science schools



3.00 for Anatolian or similar schools



2.50 for ordinary, technical and vocational schools 36

A student who does not meet the average grade requirements may pass if they have no more than two subjects with failing grades in their school career. If not, the year is repeated. Students in 6th, 7th and 8th grade (year) enter the Level Determination Exam (Seviye Tespit Sınavı - SBS) conducted nationally by the Ministry of National Education. After completing primary school (after 8th grade), a student takes the Secondary Schools Exam (Orta Öğretim Kurumları Sınavı - OKS) to enter secondary school.

Curriculum: The Philippines versus Turkey As far as curriculum is concern, both countries have undergone a new shift of curriculum. Philippines upgrade their Educational System from Basic Education Curriculum (BEC) to K – 12 Curriculum which was initiated last 2012 and expected to produce graduate on 2018. The K-12 curriculum set a compulsory education for Kindergarten + 6-year Elementary education, 4 years Junior High School, and 2 years Senior High School. In Elementary Education, the students learned Filipino, English and local dialect from 1st and 2nd grade, additional Math and Science as they upgrade to 4th, 5th, and 6th grade plus additional social studies; civics; music, art & PE; health; technology and history/geography. In Junior High School, the students have the option to be in the vocational school program or in the Science school program. In Senior High School, the students start to explore specialization classes which let them prepare for their future career. During this phase, the student acquires skills and knowledge in preparation for higher education. 37

Turkey on the other hand also experienced a shift of curriculum name 4+4+4 Curriculum which was initiated last 2012. The new curriculum integrates the religious courses to be added to the course curriculum. 4 years in Primary School + 4 years in Middle school + 4 years in high school were the compulsory schooling in the curriculum. In the primary level, children are expected to learn Turkish, Math, Life Knowledge, Science and Social Studies. In the secondary level, there are core subjects: Turkish, Math, Science, Social Studies, Foreign language (English, German, French, and Spanish), Turkish History of Revolution and Kemalism. Other than the core subjects, the students have the opportunity to choose which pathway (General High School, Vocational High School, Anatolian High School, Science High School, Religious High School, Fine Arts High School, and Private High School) of secondary education they will be enrolled. As far as the Length of School Year is concern, Philippines have 40 weeks (includes semester breaks and holidays) of classes from June to March of the following year. Turkey, on the other hand holds classes of at least 180 days (exclude holidays and semester break) of school days. As far as the medium of instruction is concern, Philippines Education System uses English as a medium of instruction except on Filipino and local dialect. Other subjects like values, geography, history, and social studies are sometimes written in Filipino book but mostly in English. Turkey Education System, on the other hand uses Turkish as a medium of instruction in almost all subjects except in teaching English and Language classes. As far as the Grading system is concern, Philippines use the AP score system. From grade 1 to 10 have differed computation to grade 11 and 12. Turkey, on the

38

other hand uses the point system in their grading system. Minimum requirements of grades were also set to be average standard needed to comply by the students to be able to pass the subject.

D. Qualification Framework Philippines (PHLQF) The Philippines is involved in the development of the ASEAN Qualifications Reference Framework (AQRF) as the Philippines are the chair of the Task Force on AQRF. The AQRF is the equivalent of the European Qualification Framework (EQF). The Philippines, in particular, CHED, TESDA, and DepEd, are currently developing a national qualifications framework: The PHL Qualifications Framework. The framework will comprise 8 levels: L1, L2, L3, L4 en L5: Basic education and TESD. L6, L7 en L8: Higher education

39

Level

KRA

Description

Knowledge, Skills,

Knowledge and skills those are manual or

and Values

concrete or practical and/or operational in focus. Applied in activities that are set in a limited range of highly familiar and predictable contexts;

Application

1

involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures.

Degree of Independence Qualification Type Knowledge, Skills, and Values

In conditions where there is very close support, guidance or supervision; minimum judgment or discretion is needed. NATIONAL CERTIFICATE I (NCI) Knowledge and skills those are manual, practical and/or operational in focus with a variety of options. Applied in activities that are set in a range of familiar and predictable contexts; involve routine

2

Application

issues which are identified and addressed by selecting from and following a number of set rules, guidelines or procedures.

Degree of Independence Qualification Type

In conditions where there is substantial support, guidance or supervision; limited judgment or discretion is needed. NATIONAL CERTIFICATE II (NCII) Knowledge and skills are a balance of theoretical

Knowledge, Skills, and Values

3

and practical. Work involves understanding work process, contributing to problem-solving and making

decisions

to

determine

process,

equipment, and materials to be used. Applied in activities that are set in contexts with Application

some unfamiliar or unpredictable aspects; involve routine

and

non-routine

issues

which

are

40

identified and addressed by interpreting and applying established guidelines or procedures with some variations. The Degree of Independence

application

may

involve

individual

responsibility or autonomy, may involve some responsibility for others. Participation in teams including team or group coordination may be involved.

Qualification Type

NATIONAL CERTIFICATE III (NCIII) Knowledge and skills are mainly theoretical and/or abstract with significant depth in one or

Knowledge, Skills,

more areas; contributing to technical solutions of

and Values

a non-routine or contingency nature; evaluation and analysis of current practices and the development of new criteria and procedures. Applied in activities that are set in the range of

4

contexts, most of which involve a number of Application

unfamiliar and/or unpredictable aspects; involve largely non-routine issues which are addressed using guidelines or procedures which require interpretation and/or adaptation.


Work involves some leadership and guidance when organizing activities of self and others. NATIONAL CERTIFICATE IV (NCIV) Knowledge and skills that are mainly theoretical and/or abstract with significant depth in some areas together with wide-ranging, specialized

5


technical, creative and conceptual skills. Perform work activities demonstrating breadth, depth, and complexity in the planning and initiation of alternative approaches to skills and knowledge applications across a broad range of technical and/or management requirements, evaluation and 41

coordination. Applied in activities that are supervisory, complex Application

and non-routine which require an extensive interpretation and/or adaptation/ innovation. In conditions where there are broad guidance and direction, where judgment is required in planning and selecting appropriate equipment, services, and

Degree of

techniques for self and others. Undertake work

Independence

involving participation in the development of strategic

initiatives,

responsibility

and

as

well

autonomy

as in

personal performing

complex technical operations or organizing others Qualification Type

Diploma Graduates at this level have broad and

Knowledge, Skills,

coherent knowledge and skills in their field

and Values

of study for professional work and lifelong learning

6

Application in professional work or research in a Application

specialized field of discipline and/or for further study.


Independent and /or in teams of the related field with minimal supervision. Baccalaureate Degree Graduates at this level have advanced knowledge

Knowledge, Skills,

and skills in a specialized or multidisciplinary

and Values

field of study for professional practice or selfdirected research. Applied in professional work that requires

7 Application

leadership and management in a specialized or multidisciplinary professional work, research and/or for further study.

Degree of Independence

Independent and or in teams of a multidisciplinary field with very minimal supervision. 42

Qualification Type

Post-Baccalaureate Program Graduates at this level have highly advanced


systematic

knowledge

and

skills

in

very

specialized or complex multidisciplinary field of learning for multifaceted research or professional practice or for the advancement of learning. Applied in

8

highly specialized or

complex

multidisciplinary field of professional work, Application

research

and/or

management

further

expertise,

study

that

require

innovation,

and

leadership. Degree of

Independent and/or in teams of multidisciplinary

Independence Qualification Type

and complex setting. Doctoral Degree and Post-Doctoral Programs


PHLQF Responsible Bodies

The responsible bodies of every stage were shown above. From Kindergarten to Elementary level and half of the Secondary level, Department of Education is the responsible body to govern and frame the curriculum. During the Secondary level, 43

both Department of Education and Technical Education and Skills Development Authority are the responsible bodies to govern and frame the curriculum. On the tertiary level, Technical Education and Skills Development Authority and Commission on Higher Education are the responsible bodies to govern and frame the curriculum.

Turkey Qualification Framework (TQF) Turkish Qualifications Framework (TQF) has been designed as a single integrated structure allowing for the classification of Turkish qualifications to accommodate all quality assured qualifications achieved at all education and training programs including primary, secondary and higher education, as well as those achieved through other means of learning. TQF primarily includes qualifications awarded under the Ministry of National Education (MoNE) mandate, qualifications under the Vocational Qualifications Authority (VQA) mandate, higher education qualifications awarded under the coordination and supervision of the Council of Higher Education (CoHE); in time, it will include other qualifications awarded under the mandate of certain responsible bodies. Many vocational qualifications which are available and will be required in the Turkish labor market will be covered by TQF. The TQF consists of the qualifications systems of MoNE and VQA as well as the Turkish Qualifications Framework for Higher Education (TQFHE) (Turkish Qualification Framework, Ankara, 2015). The law of Vocational Qualifications Authority (VQA) was accepted by the Turkish Grand National Assembly in September 2006 and was published in the official gazette on 07 October 2006. The establishment of VQA will achieve a system 44

that will enable mobility among academic and vocational fields appropriate for assessment at all levels, grading, and certification based on the accepted occupational standards. The European Qualification Framework (EQF) is being used as a reference to develop the Turkish Qualification Framework (TQF). TQF will encompass all levels of education including adult learning, initial TVET, secondary education, teacher training and higher education.

Turkish Qualification Framework Draft TQF Levels 1 2

3

4

5

6 7

Qualification Types

Responsible Bodies

Pre-School Participation Certificate

MoNE

Primary Education Certificate

MoNE

Level 2 Vocational Qualification Certificate

VQA

Lower Secondary Education Certificate

MoNE

Semi-Skilled Worker Certificate

MoNE


VQA

Skilled Worker Certificate

MoNE

Vocational and Technical High School Diploma

MoNE

High School Diploma

MoNE


VQA

Associate Degree (Academic)

CoHE

Associate Degree (Vocational)

CoHE


VQA

Bachelor’s Degree

CoHE


VQA

Master Degree (with Thesis)

CoHE

45

Master Degree (without Thesis)

CoHE


VQA

Doctoral Degree

CoHE

(PhD, Proficiency in Arts, Specialty in Medicine)

8


VQA

Absorb from MEB website

Turkish Qualifications Framework Level Descriptors KNOWLEDGE Under the scope of TQF “knowledge” is defined in general as theoretical and/or factual knowledge involving the comprehension of facts, principles, theories, and practices related to an area of work or learning. SKILL Under the scope of TQF “skill” is defined in general as “utilization of knowledge” and “problem-solving”, which requires the ability to use logical, intuitive and creative thinking and dexterity, method, material, tools and instruments acquired in an area of work or learning. COMPETENCE Under the scope of TQF “competence” is defined as the utilization of knowledge and skills in an area of work or learning by taking responsibility and/or displaying autonomy, determination, and satisfaction of learning requirements; taking into consideration the social and moral issues and responsibilities.

LEVEL 1

Knowledge



Have a general knowledge of self and environment.

Skill



Have basic skills required to carry out simple tasks.



Carry out simple tasks under guidance and

Competence

Knowledge LEVEL 2 Skill

supervision. 

Have an elementary factual knowledge in a field of work or study.



Have basic skills required to use necessary information in order to carry out tasks and to solve

46

potential simple problems.  Competence

Carry out simple tasks under supervision with limited autonomy.



Have awareness of own learning needs within the scope of lifelong learning approach.

 Knowledge

Have an elementary theoretical knowledge and moderate factual knowledge in a field of work or study.

 Skill

Have skills required to select and apply data, methods, tools and materials in order to carry out tasks and solve problems.

LEVEL 3

Competence



Take responsibility in carrying out tasks.



Complete tasks in consideration of changing situations.



Identify and meet own learning needs under guidance within the scope of lifelong learning approach.

 Knowledge

Have a moderate theoretical and operational knowledge and good factual knowledge in a field of work or study.

 Skill

Have cognitive and practical skills required to perform procedures and generate solutions to problems specific to a field of work or study.

 LEVEL 4

Take full responsibility in completing tasks within predictable, but changeable contexts.



Supervise the ordinary tasks of others, and take limited responsibility in evaluating and improving such tasks.

Competence 

Meet own learning needs, and define proactive learning goals under guidance within the scope of lifelong learning approach.



Have awareness of the relationship between

47

knowledge, skills, behaviors and attitudes in a field of work or study and social and moral issues and responsibilities.  Knowledge

Have

comprehensive,

theoretical

and

factual

knowledge in a field of work or study in aware of the boundaries of that field. 

Have comprehensive, cognitive and practical skills required to develop creative solutions to abstract

Skill

problems, whose limits are defined, and concrete problems. 

Carry out management and supervision tasks in contexts with unpredictable changes.

 LEVEL 5

Evaluate and improve own and others' performance levels.



Be in interaction for operations in contexts of work or study including the management of projects.

Competence



Have a general awareness of the scope of lifelong learning approach for a field of work or study as well as the relationship of this scope with formal, non-formal and informal ways of learning.



Be aware of the relationship between knowledge, skills, behaviors and attitudes in a field of work or study

and

social

and

moral

issues

and

responsibilities.  Knowledge

Have an advanced theoretical, methodological and factual knowledge in a field of work or study, including inquiring thinking.



LEVEL 6

Have advanced skills, including the quality of mastery and innovation, required to solve complex

Skill

and unpredictable problems in a specialized field of work or study.

Competence



Make

decisions

by

taking

responsibility

in

48

unpredictable work or study contexts, and manage complex technical or professional activities or projects in such contexts. 

Take responsibility in managing the professional development of individuals and groups.



Have experience in the concepts, policies, tools and practices of lifelong learning approach for a field of work or study as well as the relationship of them with formal, non-formal and informal ways of learning.



Have awareness of social and moral issues in assessing work or study.



Have advanced specialized knowledge, some of which is at the forefront in a field of work or study,

Knowledge

as the basis for original ideas and/or research. 

Have an inquiring approach for knowledge issues in his/her field and at the interface between different fields related to his/her field.



Have advanced problem-solving skills required in research and/or innovation activities that are carried out to develop new knowledge and methods in a

LEVEL 7

field of work or study and to integrate knowledge

Skill

from different fields. 

Have skills required to understand, design, apply and adapt advanced research operations as a team member or partially autonomously.



Manage and transform unpredictable and complex work or study contexts that require new strategic

Competence

approaches. 

Have experience in managing changes within a complex context.



Take responsibility in contributing to professional

49

knowledge and practice and/or evaluating the strategic performance level of teams. 

Show leadership in the concept, policy, tools and practices

of

lifelong

learning

approach

for

knowledge in a field of work or study and the interface between different fields as well as the relationship of them with formal, non-formal and informal ways of learning. 

Integrate knowledge and make judgments in a field of work or study in consideration of social and moral issues and responsibilities.



Have the most advanced systematic knowledge and inquiry analysis capacity in the theory, practice,

Knowledge

method and techniques of a field of work or study. 

Have the most advanced interface knowledge in different fields of work or study related to a particular field of work or study.



Have the most advanced and specialized skills, including synthesis and evaluation, that require the use of knowledge, methods and techniques, required to solve critical problems in the most advanced research and/or innovation within a field of work or

LEVEL 8

study and

to

extend

and

redefine

existing

knowledge or professional practice. Skill



Have skills required to understand, design, apply and

adapt

advanced

research

processes

autonomously. 

H4ave problem-solving skills, including the use of methods and approaches from different fields, required to solve new and complex problems in his/her field.

Competence



Demonstrate competence in the development of new ideas and processes at the forefront of work or 50

study contexts,

including strong competence,

innovation, autonomy, scientific and professional consistency and research. 

Show leadership in developing new and original approaches

to

redefine

or

extend

existing

knowledge or professional practice in a field of work or study. 

Develop original policies and practices for the promotion of lifelong learning approach for knowledge in a field of work or study as well as the interface between different fields in unpredictable and complex contexts that require innovation, and for the promotion of this approach through formal, non-formal and informal ways of learning.



Create new knowledge in a field of work or study in consideration of social and moral issues and responsibilities.

Absorb from MEB website

Qualification Framework: The Philippines versus Turkey Based on the collected data above, the Philippines model their Philippines Qualification Framework (PHLQF) based on the standard of ASEAN Qualification Framework where the Philippines itself spearhead the ASEANQF in the region. Turkey on the other hand model their Turkey Qualification Framework (TQF) based on the European Qualification Framework (EQF). Both qualification frameworks have the same level and competencies. The Philippines include how the applications to materialize, the degree of independence of doing certain competencies and providing qualification certification to these competencies in each level. 51

Based on the level of competencies of every grade level of both countries, in Philippines, completers of grade 10 will be equipped with level 1 competencies while graduates of grade 12 will be equipped with level 2 competencies. The graduates of K-12 curriculum are expected to be NCII completers. Completers in Turkey, on the other hand are 2 levels ahead compare to the Philippines. Pre-school completers are expected to equip level 1 competency. Primary completers are expected to equip level 2 competency. Lower secondary are expected to equip level 3 competency. High School or Secondary graduates are expected to equip level 4 competency. Based on the governing bodies who are responsible for the management of each level, the Philippines have 3 governing bodies namely the Department of Education (DepEd) which is equal to Ministry of National Education (MoNE) in Turkey, Technical Education and Skills Development Authority (TESDA) which is equal to Vocational Qualification Authority (VQA) in Turkey, and Commission of Higher Education (CHED) which is equal to Council of Higher Education (CoHE) in Turkey. In the Philippines, from Kindergarten to Elementary to half of Secondary level, DepEd is the responsible governing body to handle the level while in Turkey, Kindergarten level is managed by MoNE, Primary Education and Lower Secondary are manage by MoNE and VQA. In the secondary level, DepEd and TESDA are the responsible bodies in the Philippines while MoNE and VQA in Turkey. In vocational and Technical Education, TESDA is the responsible body in the Philippines while MoNE and VQA in Turkey.

52

E. Statistics At this point, the author tried to compare some selected features which were part of available information. The author includes the total number of enrollment of Public Elementary and Secondary School in the Philippines and in Turkey from 2012 to 2016, the comparison of gender computation of both countries from the 2012 to 2016. The researcher chose to start from year 2012 since these both countries implemented new curriculum during this year. The used statistics were acquired from the Database of Department of Education (Philippines) and from the Database of Ministry of National Education (Turkey). The author failed to include the statistics of Private school due to the inaccessibility and/or lacking of the information. The statistics presented focused only on Public School both in Elementary and Secondary level. Both countries have different curriculum, K – 12 Curriculum in Philippines and 4+4+4 Curriculum in Turkey. Due to this reason, the researcher regroups the following statistic records according to the nearest group combination. The comparison will only focus on 1. Elementary consist of Kindergarten and Elementary (Grade 1 to 6) of Philippines’ Curriculum, Pre-Primary Education, Primary Education (Grade 1 to 4) and Lower Secondary Education (4 years) of Turkey Curriculum, and 2. Secondary (consist of Junior High School (4 years) and Senior High School (2 years) of the Philippines’ Curriculum and Upper Secondary Education (4 years) of Turkey’s Curriculum).

53

Philippines Statistics (From 2012 – 2016) *Statistics were absorb from Department of Education website

Enrolment Population (Elementary) *Kindergarten and Primary School (6 Years)

Year

Male

Female

Total

2012 - 2013

7,806,148

7,226,846

15,032,994

2013 – 2014

7,861,049

7,250,606

15,111,655

2014 – 2015

7,885,583

7,228,625

15,114,208

2015 – 2016

7,764,982

7,129,664

14,894,646

Enrolment Population (High School) *Junior High (4 Years) and Senior High (2 Years)

Year

Male

Female

Total

2012 - 2013

2,789,174

2,852,724

5,641,898

2013 – 2014

2,843,985

2,922,926

5,769,163

2014 – 2015

2,939,975

2,988,067

5,928,042

2015 – 2016

2,969,328

3,043,433

6,012,761

54

Total Number of Enrolment

Public Elementary 15.150.000

15.114.208

15.111.655

15.100.000

15.050.000

15.032.994

15.000.000 14.950.000 14.894.646

14.900.000

14.850.000 14.800.000 14.750.000 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016

Gender Comparison 8.000.000 7.806.148

7.861.049

7.885.583 7.764.982

7.800.000 7.600.000 7.400.000 7.226.846

7.250.606

Male

7.228.625

7.200.000

7.129.664

Female

7.000.000 6.800.000 6.600.000 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016

55


High School 6.100.000 6.012.761 6.000.000

5.928.042

5.900.000 5.769.136

5.800.000 5.700.000

High School 5.641.898

5.600.000 5.500.000 5.400.000 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016

Gender Comparison 3.100.000 3.050.000 3.000.000 2.950.000 2.900.000 Series 1 2.850.000

Series 2

2.800.000 2.750.000 2.700.000 2.650.000 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016

56

Turkey Statistics (From 2012 – 2016) Statistics were absorb from MEB website

Enrolment Population (Elementary) *Kindergarten, Primary School (4 Years) and Lower Secondary (4 Years)

Year

Male

Female

Total

2012 - 2013

5,421,186

5,165,482

10,586,668

2013 – 2014

5,790,946

5,521,467

11,312,413

2014 – 2015

5,633,804

5,336,627

10,970,431

2015 – 2016

4,992,054

4,756,451

9,748,505

Enrolment Population (High School) *Higher Secondary (4 Years)

Year

Male

Female

Total

2012 - 2013

2,005,772

1,818,777

3,824,549

2013 – 2014

2,034,441

1,882,110

3,916,521

2014 – 2015

2,037,546

1,942,920

3,980,466

2015 – 2016

1,928,676

1,870,221

3,798,897

57


Elementary 11.500.000

11.312.413 10.970.431

11.000.000 10.586.668 10.500.000 10.000.000

9.748.505

9.500.000 9.000.000 8.500.000 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016


5.421.186 5.165.482

5.790.946 5.521.467

5.633.804 5.336.627 4.992.054 4.756.451

5.000.000 4.000.000

Male 3.000.000

Female

2.000.000 1.000.000 0 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016

58


High School 4.000.000

3.980.466

3.950.000 3.916.521 3.900.000 3.850.000

3.824.549 3.798.897

3.800.000 3.750.000 3.700.000 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016


2.050.000

2.037.546

2.005.772 2.000.000 1.942.920

1.950.000 1.882.110

1.900.000

1.928.676 1.870.221

Male Female

1.850.000

1.818.777

1.800.000 1.750.000 1.700.000 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016

59

Statistics: The Philippines versus Turkey

Comparison of Enrollment Rate Elementary 16.000.000 15.032.994

15.111.655

15.114.208

11.312.413

10.970.431

14.894.646

14.000.000 12.000.000 10.586.668

10.000.000

9.748.505 Philippines

8.000.000

Turkey 6.000.000 4.000.000 2.000.000 0 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016

Based on the above line graph, it shows how both countries increase their enrollment rate for one or two consecutive years but drastically decrease during the school year of 2015 – 2016. Philippines increase its enrolment rate from 2012 to 2013 by 0.52% then increase 0.02% on the following year (2014) but decrease by 1.47% during 2016. Turkey, on the other hand had experienced the same increasing and dropping rate of enrolment. From 2012 to 2013, Turkey increases its enrolment rate by 6.86% and increase another 3.12% in the following year (2014) but drastically decrease by 12.53%. As we compute the median of enrolment rate of these two countries, considering that the enrolment rate of Turkey has merged the Kindergarten, 60

Elementary (4 years) and Lower Secondary Education (4 years), the Philippines is still 5.87% higher compare to the enrolment rate of Turkey.

Enrolment Population in Philippines (Elementary) *Kindergarten and Primary School (6 Years)

Year

Male

Female

Total

z2012 - 2013

7,806,148

7,226,846

15,032,994

2013 – 2014

7,861,049

7,250,606

15,111,655

2014 – 2015

7,885,583

7,228,625

15,114,208

2015 – 2016

7,764,982

7,129,664

14,894,646

Enrolment Population in Turkey (Elementary) *Kindergarten, Primary School (4 Years) and Lower Secondary (4 Years)

Year

Male

Female

Total

2012 - 2013

5,421,186

5,165,482

10,586,668

2013 – 2014

5,790,946

5,521,467

11,312,413

2014 – 2015

5,633,804

5,336,627

10,970,431

2015 – 2016

4,992,054

4,756,451

9,748,505

The tables above shows the comparison of Philippines and Turkey in terms of Gender is concern. We can barely see that the Philippines have the highest enrollment rate of both male and female consistently from 2012 up to 2015. As we compare the median computation of these tables, we can say that the Philippines is 30% higher male enrollee compares to Turkey and 28% higher female enrollee compare to Turkey. 61

Comparison of Enrollment Rate Secondary 7000000 6000000 5641898

5769163

5928042

3824549

3916521

3980466

6012761

5000000 4000000

3798897

3000000

Philippines Turkey

2000000 1000000 0 2012 - 2013

2013 - 2014

2014 - 2015

2015 - 2016

The above line graph explains the secondary level of the two selected countries in terms of enrolment rate. We can see the difference now from both countries. The Philippines gradually increased their enrolment rate from 2.21% from 2012 to 2013 then increased again by 2.68% in the following year (2014) and lastly increase by 1.41% in 2015. Compare to elementary level, secondary level enrolment rate of the Philippines increase by 6.30% after three years. Turkey on the other hand also increased their enrolment rate by 2.35% from 2012 to 2013, then another in 2014 by 1.61% but decrease by 4.80% in 2015. Both elementary and secondary level decreased in enrollment rate after 4 years As we compare the number of enrolment rate of both countries, we find out that Philippines have 50.46% more enrollees compare to Turkey.

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Enrolment Population in the Philippines (High School) *Junior High (4 Years) and Senior High (2 Years)

Year

Male

Female

Total

2012 - 2013

2,789,174

2,852,724

5,641,898

2013 – 2014

2,843,985

2,922,926

5,769,163

2014 – 2015

2,939,975

2,988,067

5,928,042

2015 – 2016

2,969,328

3,043,433

6,012,761

Enrolment Population in Turkey (High School) *Higher Secondary (4 Years)

Year

Male

Female

Total

2012 - 2013

2,005,772

1,818,777

3,824,549

2013 – 2014

2,034,441

1,882,110

3,916,521

2014 – 2015

2,037,546

1,942,920

3,980,466

2015 – 2016

1,928,676

1,870,221

3,798,897

The two tables above describe the different between the enrolment population in Philippines and in Turkey. The result shows that the Philippines have the highest number of enrollee compare to Turkey. As far as gender is concern, the Philippines dominate both genders by 31% higher compare to Turkey in terms of male category and 36% in terms of female category.

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Conclusion A. History The study found out that Philippines and Turkey have a different pattern of Changes in their Educational System. The Philippines experience several types of educational system start from the Spanish Era, to American Era, to Japanese Era and back to American era which left a huge imprint in the educational system of the Philippines. Currently, the Educational System of the Philippines is pattern from K – 12 system and implemented last 2012. Turkey, on the other hand has gone several changes to come up a better educational system which suits the needs of the society and their neighboring country. Through the years, the system changes from being preservative curriculum into a modernistic curriculum to fit their curriculum into their neighboring country. Last 2012, Turkey upgrade their system in 4+4+4 Curriculum which is currently allowing the religious course to be part of the system. Compare to Turkey, Philippines tried to preserve their religious practice even with the emerging modern technology upgrades which on the other hand give balance both in the worldly life and being religious. We can conclude that both countries tried to create a more balance between Secular and Religious content in the system to preserve the religious practice of their religion. It can be inferred that Turkey and the Philippines share the same point of view, in which education is the road to a further mobility of a country.

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B. Organizational Structure Based on the result of this study, we can see that both systems tried to distribute the functions as equal as possible, but the Organizational Structure of Philippines itemize the functions based on the relation of the job specification of each system. We can see that this system was itemized into Curriculum and Instruction, Governance

and

Operation,

Legal

and

Legislative

Affairs,

Finance

and

Administration, and Strategic Management which dissolve two the same department with the same functions or can be itemized into one department. Turkey, on the other hand, emphasizes the distribution of functions to avoid disturbance of system. Turkey Organizational Structure has its advantage compare to the Philippines Organizational Structure. The structure of Turkey has its link to Foreign Affairs which it promotes strong relationship between Turkey and other country in Europe and around the world. With this, Turkey has its huge Scholarship to and from Turkey. Another additional factor is that, Turkey gives emphasis on Religious Education which the Philippines failed to do.

C. Curriculum

Compulsory Kindergarten Number

of

basic

K – 12

4+4+4 Curriculum

Yes

No

6

8

Education Trained

Lifelong

Yes

Learning Skills Junior High School

Yes (4 Years)

mix with basic Education

Senior High School

Yes (2 Years)

Yes (4 Years)

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High School graduate Elementary Subjects

National Competency II Filipino,

English,

Local

dialect (Mother Tongue), Math,

Science,

National Competency IV

Social

studies; civics; music, art & PE; health; technology and

Turkish,

Math,

Life

Knowledge, Science and Social Studies

history/geography Junior High School

Turkish, Math, Science, Social

Studies,

Vocational School Program language

(English,

or in the Science School German, Program

Foreign

French,

and

Spanish), Turkish History of

Revolution

and

Kemalism Senior High School

(General

High

School,

Vocational High School, Anatolian

Specialization classes which acquire NC I or NC II

Science Religious

High High High

School, School, School,

Fine Arts High School, and Private

High

School)

acquire VQC IV Length of School Year

40

weeks

semester

(includes 180 days (exclude holidays

breaks

and and semester break) of

holidays) Medium of Instruction

school days.

English as a medium of instruction

except

on

subjects Filipino and local dialect. Other subjects like values, geography, history, and

social

sometimes

studies

are

written

in

Turkish as a medium of instruction in almost all subjects except in teaching English

and

Language

classes.

Filipino book but mostly in

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English Grading System

AP score system

Pointing system

D. Qualification Framework

Philippines adopt the ASEAN Qualification Framework (ASEANQF) while Turkey adopted the European Qualification Framework (EQF). Both frameworks have the same levels of competencies. Graduates of High School in TQF will be equipped with VQC IV while the Philippines only acquire NC II upon finishing Senior High School. Both countries have three governing bodies who act in this qualification framework. Department of Education (DepEd) in the Philippines while Ministry of National Education (MoNE) in Turkey, Commission on Higher Education (CHED) while Council of Higher Education (CoHE) in Turkey, and Technical Education and Skills Development Authority (TESDA) which is equal to Vocational Qualification Authority (VQA) in Turkey.

E. Statistics The result of the statistics shows that the Philippines have the highest number of enrolment rate compare to Turkey. The study also tells us that Turkey has decreased in terms of enrolment rate since 2012 until 2016 both in Elementary and Secondary while the Philippines only experiencing a minimal decrease of enrolment rate in Elementary while increasing in secondary.

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Recommendation The result of the analysis were all based on the information absorb from the related studies and from selected websites to support the needed information about the Comparative Analysis of Philippines and Turkey in terms of Educational System. However, the researcher is aware that there should be an indept studies to dig out more informations about the the comparative study of this two countries.

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References Philippine Education System. (n.d.). Retrieved from Class base: http://classbase.com/Countries/philippines/Education-System Philippines - EDUCATION . (n.d.). Retrieved from CountryStudies.us: http://countrystudies.us/philippines/53.htm Philippines/People. (n.d.). In Compton's Encyclopedia (Vol. 13, p. 253d). Arica, A. (March 3, 2014). Deped Organizational Structure https://prezi.com/kmu9frpxb6_j/copy-of-deped-organizational-structure/ Ruiz, G. (October 10, 2011). The Organizational Structure of the Philippine Educational system http://www.slideshare.net/nars_glance/the-organizationalstructure-of-the-philippine-educational-system-9637415 Feyza Gün (2013). New Education System in Turkey (4 +4 +4): A Critical Outlook

Websites http://wenr.wes.org/2015/06/education-philippines http://www.studycountry.com/guide/PH-education.htm http://bigthink.com/articles/bolman-deal-frameworks https://www.slideshare.net/PhilVincent1/fourframe-model http://www.lindsaysherwin.co.uk/guide_managing_change/html_change_strategy/07_mintzberg.htm https://drive.google.com/file/d/0B1Wpc8MFk1Sram1yVjFFNUdndXM/view?usp=sh aring http://www.uiah.fi/projekti/metodi/172.htm http://www.srii.org/content/upload/documents/68cee78c-6f0a-4d49-843ec573d9847eb5.pdf

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https://www.slideshare.net/IssaGo/educational-system-in-the-philippinescontent http://www.philippinesbasiceducation.us/2012/06/depeds-k-to-12-new-gradingsystem.html https://www.academia.edu/9853149/Educational_system_in_the_philippines_content130810050304-phpapp01 http://www.deped.gov.ph/k-to-12/curriculum-guides https://www.scribd.com/document/312730088/Organizational-Structure-of-Deped https://www.slideshare.net/manresaschoolfi/new-k12-grading-system-hselem http://www.iweb.ph/new-k-to-12-grading-system# http://fulbright.org.tr/en/about-turkey/turkish-education-system/ http://ac.els-cdn.com/S1877042814030195/1-s2.0-S1877042814030195main.pdf?_tid=ec879354-1a46-11e7-91c600000aab0f02&acdnat=1491427937_72d1c3b31ac0d6c246820d5bcb1546e4 https://tr.boell.org/de/2014/06/16/444-turning-education-system-upside-down https://www.angloinfo.com/how-to/turkey/family/schooling-education/the-schoolyear http://www.ceap.org.ph/upload/download/20138/2723637531_1.pdf http://myk.gov.tr/TRR/File6.pdf http://intes.org.tr/content/intesmym.pdf http://files.eric.ed.gov/fulltext/EJ1070675.pdf http://wenr.wes.org/2017/04/education-in-turkey http://sgb.meb.gov.tr/www/resmi-istatistikler/icerik/64

Statistic Website

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http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2012_2013.pdf http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2013_2014.pdf http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2014_2015.pdf http://sgb.meb.gov.tr/meb_iys_dosyalar/2016_03/30044345_meb_istatistikleri_orgun _egitim_2015_2016.pdf http://sgb.meb.gov.tr/meb_iys_dosyalar/2017_03/31152628_meb_istatistikleri_orgun _egitim_2016_2017_1.pdf http://www.deped.gov.ph/datasets

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