The Philippine educational system views education as a human development resource conversion process that can maximize the realization of the national developmental goals. Students comprise the principal input of this manpower resource conversion process. The output is individuals who can find useful and productive employment. Two broad strategies in the processing of manpower output are recognized: formal education and nonformal education. An overall assessment of the Philippine educational system shows that its outstanding feature is its high enrollment at all school levels and its overall quantitative achievements. Its key weaknesses are unsatisfactory instructional quality, high dropout and repeater rates, inequality in educational opportunity, and inadequate attention to technical skill training. The agricultural educational system, and within it the forestry educational subsystem, has experienced rapid growth in enrollments and number of agricultural institutions. This has led to low quality instruction caused by financial contraints, an inadequate number of well-trained teachers, and poorly trained graduates who have difficulty in qualifying for employment. Agricultural education needs rationalization through standards and the establishment of a National Agricultural Education System, upgrading of teaching staff capabilities, and effective means to educate the public through the media and institutionalized nonformal educational programs. (YLB)