<論文>フィリピンにおける中等教育政策の形成と展開 --K to 12 基礎教育改革を事例として--

Abstract

In the Philippines, “K to 12 Basic Education Reform” extended basic education from 10 years to 12 years. This paper aims to (1) examine why the Philippines chose to “establish a two-year upper secondary education stage” in order to extend the number of years of education, (2) examine how the characteristics of Philippines secondary education, which was at the heart of the reform, changed through K to 12, and (3) clarify the functions expected of upper secondary education in the Philippines. As a result, this paper clarified various backgrounds of the implementation of K to 12. First, the low academic ability of students in the Philippines has been thought to be due to a cramming curriculum caused by a short number of years of education. Second, the weakness of vocational education in secondary education in the Philippines, which has historically emphasized going on to higher education and general education, was recognized as one of the causes of the country's unemployment and poverty problems. Lastly, the extension of the number of years of education became an urgent issue in the 2000s in order to connect with the international community. It clarified that against these backgrounds, the two-year upper secondary education stage newly established by K to 12 was expected not only to raise the level of basic education attainment to global standards in both quality and length, but also to alleviate the country's unemployment and poverty problems through the expansion of vocational education, and that the establishment of a system that would enable these functions was actually carried out in the Philippines during the transition period to the new system.