The Educational Management Information System
CHAPTER I
The Problem and its Setting
Introduction
The movement of our nation into a high technology economy demands for a quality education at all levels. Constitution of 1987 mandates educational institutions to (Article XIV, Sec. 3): “…inculcate patriotism and nationalism, foster love of humanity, Respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethnical and spiritual values, develop moral character and spiritual and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and promote vocational efficiency.” An implication of the 1987 Constitution asserts the value of education to the individual and society in terms of promoting human and social liberation and development. Education must develop the potentials of an individual for him to be a worthwhile citizen and contributor for development. Through proper education, man’s past is preserved, his present is guided, and his future is insured. Hence, failure in education is next to the great fall of man (Quebral, 1997). From this statement raised several questions: Does education exist with its real essence? Does it work according to its value? Are all educational systems in the Philippines producing graduates who could be a part of national development?
These questions were answered by a well – documented report of the Congressional Commission on Education(EDCOM 1992) which conducted an investigative survey to identify problems that confront the educational system nowadays. Unfortunately, the EDCOM summarized some of their report with these viewpoints: “The quality of Philippines education is declining continuously. “Our elementary and secondary educations are failing to teach the competence the average citizens need to become responsible, productive and self – fulfilling.”
Based on
The Problem and its Setting
Introduction
The movement of our nation into a high technology economy demands for a quality education at all levels. Constitution of 1987 mandates educational institutions to (Article XIV, Sec. 3): “…inculcate patriotism and nationalism, foster love of humanity, Respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethnical and spiritual values, develop moral character and spiritual and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and promote vocational efficiency.” An implication of the 1987 Constitution asserts the value of education to the individual and society in terms of promoting human and social liberation and development. Education must develop the potentials of an individual for him to be a worthwhile citizen and contributor for development. Through proper education, man’s past is preserved, his present is guided, and his future is insured. Hence, failure in education is next to the great fall of man (Quebral, 1997). From this statement raised several questions: Does education exist with its real essence? Does it work according to its value? Are all educational systems in the Philippines producing graduates who could be a part of national development?
These questions were answered by a well – documented report of the Congressional Commission on Education(EDCOM 1992) which conducted an investigative survey to identify problems that confront the educational system nowadays. Unfortunately, the EDCOM summarized some of their report with these viewpoints: “The quality of Philippines education is declining continuously. “Our elementary and secondary educations are failing to teach the competence the average citizens need to become responsible, productive and self – fulfilling.”
Based on