Within the educational field, schools have been challenged to shift from the traditional paradigm of teacher-directed learning and dissemination of knowledge to learner-centered curricula that can promote the development of life-long learners who can think critically, solve problems and work collaboratively.
These are the skills youths need to survive in the future (Drucker,1994; Reigeluth,1994; Banathy,1992).
In the regional context, the education systems in Asia during the last decade were in a state of flux.
However, there has been a general desire to reform the system in order to gain knowledge and skills appropriate to a changing world.
Competition has become the formula for success where opportunities abound and education is held as the key to unlocking these opportunities.
In Thailand, secondary education is divided into two levels, each covering a period of three years.
Globalization and the era of free market stress the teaching and learning of information and communication technologies (ICTs) in addition to further strengthening the teaching of mathematics, science and foreign language subjects.
The axiom has been to be a competitive citizen in a highly competitive world.
From Table 1 (p.21), the duration and age of entry as per data from the Southeast Asian Ministers of Education Organization (SEAMEO) show that the Philippines has the shortest span of basic education compared to its East Asian regional neighbors.
The country has the shortest basic education ladder of six plus four, (six years of primary education and four years of secondary education) typified by eight subjects on the average per year level either primary or secondary prior to the 2002 restructured curriculum.