Philippines

n ENet Philippines youth constituency mobilising for higher budget for education

Executive Summary

Civil Society Spotlight Report on the SDG 4

Implementation Status in the Philippines
Introduction
In September 2015, the Philippine Government, along with other Member States of
COUNTRY FACTS the United Nations, pledged to achieve the 2030 Agenda for Sustainable Development
AND FIGURES and the Sustainable Development Goals (SDGs) in the hope of realising the promise of
leaving no one behind in all aspects of development.
TOTAL 104.918 million Because education is critical for sustainable development, the aim of ensuring equitable,
POPULATION: (UNESCO, 2017)
inclusive quality education for all and promoting lifelong learning is kept high in the
country’s development agenda. SDG 4 and five other goals will be reviewed by the
POPULATION 33.275 million (31.7%) High-Level Political Forum (HLPF) in July 2019. For the second time, the Philippines has
AGED 14 YEARS (UNESCO, 2017)
volunteered to be reviewed and will submit its Voluntary National Review (VNR).
AND YOUNGER:
E-Net Philippines produced a Spotlight Report to present the perspectives of civil society
GNI PER CAPITA: US$ 3,660 (World Bank, 2017)
and the marginalised sectors on SDG 4. The report also aims to contribute and feed
into the Philippine VNR. This civil society analytical paper on the SDG 4 implementation
INCOME GROUP: Lower Middle Income Status
(World Bank, 2018) status in the country was developed through desk review and numerous consultations
among coalition members and partners. The report was endorsed by the National
HDI VALUE AND 0.699, 113 out of 189
(UNDP, 2017) Advocacy Council and the National Executive Board of E-Net Philippines.
RANK:

POVERTY 21.6% (World Bank, 2015)

Country and Education Context
HEADCOUNT The Philippines experienced robust economic growth over the past decade with its
RATIO AT
latest GDP increasing to 5.6 per cent in the first quarter of 2019.1 The education system
NATIONAL
POVERTY LINES in the country caters to a huge number of students and learners. However, inequalities
(% OF persist. Access to education has improved significantly since 2015, but challenges
POPULATION): remain in delivering quality education, especially to the poor and marginalised groups.
3.6 million OSCY The current poverty rate is at 21 per cent.2 The country also faces multiple challenges,
83.1% 16 to 24 years old such as political unrest, internal insurgency, disasters, and creeping inflation, among
11.2% 12 to 15 years old
5.7% 6 to 11 years old
others. It is ranked 3rd with the highest disaster risk3 and continue to confront the issues
of poverty, gender-based violence, water, and food security.
OUT OF SCHOOL:
Females 63.3% Males 36.7%
(Philippine Statistics Authority, Government’s Rollout and Implementation of the SDGs and SDG 4
Annual Poverty Survey Index, 2017)
The National Economic and Development Authority (NEDA) is the overall agency that
spearheads the national implementation of the SDGs, as well as the monitoring and
Literacy Rate 98.11%; follow-up processes. NEDA also aligns the SDGs with the Philippine Development Plan
(15-24 years): Female 98.82%; Male 97.43% (PDP) and develops the national priority indicators. It also looks into the synergies
(UNESCO, 2013)
of the SDG indicator framework in relation to the monitoring of the medium- and
Literacy Rate 96.4%; long-term development plans. In support of the monitoring of the SDGs, relevant
(15 years and older): Female 96.79%; Male 96.01% government agencies have coordinated to provide the necessary data support.
(UNESCO, 2013)
The Philippine Statistics Authority (PSA) serves as the official repository of SDG
EDUCATION 3.17% of the GDP indicators. From October 2015 to May 2017, the Philippine Government, through
EXPENDITURE: (PSA, 2018); PSA, conducted several technical, multi-sectoral workshops with SDG-related data
14.67% of total budget (General producers and compilers, including representatives from civil society. However, the
Appropriations Act, 2018) participation of civil society organisations (CSOs) is limited, while PSA faced constraints
due to technical issues in data collection methodologies. PSA has also conducted bilateral
meetings with various data producers where 103 SDG global indicators, 28 proxy and
25 supplementary indicators were identified. In May 2017, the marginalised, excluded, and vulnerable sectors’ access to quality
PSA Board approved the list of 156 preliminary National SDG and inclusive education, during policy dialogues. In addition, it
Tier 1 indicators. Subsequently, the PSA compiled data on these has supported its teacher’s member organisations to advocate
indicators from pertinent data sources. These data compilations for the rights, welfare and professional development of the
were made available in an information portal called the SDG teacher sector. Capacity-building activities were conducted to
Watch. enhance learning and quality through various trainings. The
coalition has also campaigned regularly, monitored progress on
During the 2017 Education Summit, three agencies, namely
the right to education and child rights, and conducted parallel
the Department of Education (DepEd), Technical Education
reporting to UN human rights and treaty bodies.
and Skills Development Authority (TESDA), and Commission
on Higher Education (CHED), together with other education E-Net Philippines, along with other CSOs, were able to engage
stakeholders from the private sector and civil society, adopted in the VNR process particularly on the preparation of the report
the Sustainable Development Goal 4 as one of the guideposts on SDG 4. They were given space to present their own analysis
for operationalising the commitment to ensuring inclusive and on the SDG 4 rollout and the key education issues that must
quality education, as well as the stronger link of education and be addressed to ensure that no one is left behind. However,
economic development. The three national education agencies there were only limited space and opportunities to engage in
ensure that their policies and programmes are aligned with the indicator-targeting workshop in which the already-approved
the SDG 4 targets. Led by DepEd, the education community national priority indicators were simply reinforced rather
has established the Multi-Sectoral Committee on SDG 4 to than reviewed. Moreover, no consultations were convened
coordinate its localisation in the country. This committee, which by the relevant national agencies to discuss and review the
includes CSOs, is still in its early stages of development and has progress made specifically on addressing early childhood care
yet to firm up the terms of references and memberships. E-Net and education, technical-vocational education and training,
Philippines and other CSOs play an active role in this committee. child labour and social protection which impact on education.
Nonetheless, CSOs conducted their own assessments and
DepEd has been designated as the SDG 4 Coordinator and functions
submitted their reports to the government and to CSO networks
as the focal point person for SDG 4 coordination. To localise Goal
engaging in the HLPF.
4, an annual Education Summit is being organised to serve as a
platform for multi-stakeholders to discuss education issues and SDG 4 Progress and Key Challenges
solutions. Challenges now lie in the data gaps that pose constraints
The Philippines has made modest progress towards ensuring
in the country’s capacity to monitor the progress towards leaving no
equitable, inclusive, and quality education for all Filipinos and
one behind, and in the lack of spaces to maximise the participation
promoting lifelong learning. Although the rollout has been
of civil society in the SDG implementation.
slow, concerned government agencies were able to converge
CSOs’ Role in the SDG Implementation and in 2018 to move towards the creation of a Multi-Sectoral SDG 4
Review Process Committee led by the three education agencies- the DepEd for
basic education, TESDA for Technical, Vocational Education and
Civil society organisations in the Philippines have remained
Training (TVET), and CHED for tertiary education.
vibrant as they pursue the advocacy from the MDGs to the
SDGs. They are influential actors in policy development and DepED has developed multiple programmes and processes
monitoring, including the implementation and review of the designed specifically to improve participation in basic education.
SDGs. E-Net Philippines, a national coalition of education These are the Alternative Delivery Modes (ADMs), Open High
advocates, educators, youth groups and child-led groups, is School (OHS), and the Alternative Learning System (ALS). Each
one among the many organisations that actively engage in programme caters to the specific needs of learners. ALS, for
SDG and SDG 4 processes at local, national and international instance, caters to out-of-school children and youth. It has
levels. It engages SDG 4 in two ways- by participating in the expanded through increased coverage and fund allocation, the
available platforms with the government and by creating their hiring of mobile teachers, and the alignment of the curriculum
own spaces to push for the SDG 4 agenda. For instance, E-Net with the K-12 programme. For pre-primary education, DepEd
Philippines took part in the regional SDG processes, particularly has issued Department Order (DO) 47 in 2016 to operationalise
in UNESCO’s Annual Asia-Pacific Meeting on Education 2030 the Kindergarten Education Act which states that children aged 5
(APMED), and UN Economic and Social Commission for Asia years old are required to be enrolled in kindergarten. This sets the
and the Pacific’s (UN ESCAP) Annual Asia Pacific Forum on standards for an efficient and effective kindergarten education
Sustainable Development (APFSD). programme implementation for all schools nationwide.

At the national level, E-Net Philippines has contributed to the CSO Several programmes were maintained to reach the target of
National Spotlight Report in 2016, which fed into the Voluntary inclusion and ensure that no one is left behind. These include
National Review (VNR) of the Philippines for the 2016 High-Level inclusive education programme for children with disabilities,
Political Forum. The coalition has also convened several public Indigenous Peoples Education Programme, Madrasah Education
forums and information campaigns on SDG 4/Education 2030. Programme for the appropriate and culturally sensitive learning
It has also collaborated closely with Social Watch Philippines of Muslim learners. These programmes have to be strengthened
which steers the civil society’s SDG engagement at the national to cover the target groups of learners who constitute the 5 per
level. It has also contributed to the development of the SDG 4 cent gap in the net enrolment rate at the elementary level.
indicators through its participation in consultations convened The full implementation of the K-12 Law (RA 10533) and the
by the PSA. The coalition has also informed and mobilised its passage of the Universal Access to Quality Tertiary Education
members in different parts of the country to participate in the Act in 2017 (RA 10931) signify progress in the provision of skills
localisation of the SDGs. development and access to tertiary education for the youth.
The K-12 programme offers Technical-Vocational-Livelihood
E-Net Philippines has exhibited a dynamic role in the localisation
(TVL) as one of the tracks for Senior High School (SHS) students.
of SDG 4 and in awareness-building of CSOs, teachers, Local
This track provides TVET which develops and strengthens skills
Government Units (LGUs), and schools. The coalition has
for the labour market. Even if the public higher education
continually raised issues of equity and inclusion, such as the
institutions are free, it only serves richer households because
 n A youth consultation on SDG 4 with Indigenous People (IP) at LAKAS School in Zambales

of the other costs in education. Only 12 per cent of the State’s its ASEAN neighbour countries, such as Malaysia, Thailand,
school populations are from poor families.4 Singapore, Indonesia, and Viet Nam. The sources of financing
remain limited given the relatively low tax base, compounded by
Critical Education Issues
poor tax administration and large scale tax evasion.
The complex challenges that the education sector in the country
faces range from critical issues of equity and inclusion to Concluding Statement
financing and quality concerns. For instance, the expansion of While there are efforts and initiatives underway to implement
the Alternative Learning System (ALS) programme may take a the SDGs and SDG 4 in the country, there is still a pressing need
longer time to reach the out-of-school children and youth well for the government to formulate a clear country architecture and
beyond the 2030 SDG timeline. Data from the PSA shows that coordination mechanism for the effective implementation of the
the number of out-of-school children and youth 6 to 24 years SDGs with focus on carrying out concrete action plans, increasing
old remains high at 3.6 million. Access to education among the the funding and resources, reforming relevant policies, as well
poor and other disadvantaged groups, particularly secondary as improving institutional coordination. To accelerate progress
education, remains to be a critical issue. Poverty is a major on the achievement of the SDGs, the government must commit
factor for dropping out of school with about 53 per cent of to aligning investments, policies, and programmes with the
OSYs belonging to families whose income falls at the bottom 2030 Agenda for Sustainable Development.
30 per cent based on their per capita income (PSA, 2017 Annual
It is highly recognised that the youth, educators, and CSOs play
Poverty Indicators Survey).
significant roles in all stages of education. These actors can
Children with disabilities also face great difficulties in accessing influence policy development and programme design, contribute
education. UNICEF in 2016 estimated that there were about 3.3 to narrowing persistent gaps in educational outcomes, as well
million children with disabilities in the country, and only less than as transform the education system into one that is inclusive,
3 per cent have access to education.5 The SPED programme has equitable, and of good quality. Hence, it is crucial to open up
been removed from the priority budget items which will further broader spaces and start meaningful dialogue with young
marginalise the sector. Similarly, Muslim and IP learners have people, teachers and education personnel, and civil society.
little access to schools. The lack of culturally-sensitive curricula The report then recommends to:
and learning materials and the shortage of capable teachers • Take the necessary measures to achieve all SDG 4 targets
remain serious challenges that impede Muslim and IP learners and not only what is being measured;
from claiming their right to education. • Improve data collection and analysis to effectively monitor
The low quality of education is manifested in the consistently low the progress on the SDGs, particularly SDG 4;
scores in the National Assessment Test. The narrow curriculum
• Substantially increase the national education budgets
to achieve the SDG 4 targets and locate additional funds, for
content that is weak on critical thinking, social awareness, and
example by expanding the tax base and ensuring
sustainable development concepts may have contributed to the corporations contribute their fair share of tax;
students’ low mastery of subjects. In addition, the competency of • Use a pro-poor approach and link education and training for
the teachers to educate students about Education for Sustainable decent work at the local level to relevant job opportunities;
Development (ESD), the low morale and motivation among the • Strengthen the regulation of private schools to ensure
teachers, excessive workload, and poor professional development non-discriminatory and inclusive policies, respect for the
are factors that impact on teaching and quality of education. right to education, and compliance to national standards
and obligations.
Another major issue is the high prevalence of violence against
• Develop and strengthen programmes and pathways to
children. A study found that 80 per cent of the youth age 12 to learning opportunities for the marginalised, excluded, and
24 years old has experienced violence.6 DepEd has also received a vulnerable (MEV) groups, especially the rural youth, girls and
troubling number of child abuse cases in a school setting over the women, children with disabilities, indigenous groups,
years, such as bullying, corporal punishment, and some gender- among many others;
related violence due to norms and values reinforcing violent • Strongly encourage child participation in schools and
approach in disciplining children. It is worth pointing out that many strengthen school child protection for a positive and safe
schools do not have a trained guidance counsellor and a functional learning environment; and
child protection committee to oversee and prevent cases like these. • Ensure the quality of pre-service teacher education and
availability of teacher training programmes to educate and
All of the aforementioned issues are compounded by serious improve teachers and other educational personnel,
financing concerns and the persisting challenge of commercialised well-equipped to respond to students’ learning needs.
education. There is a need to review policies and strengthen the __________________________
enforcement of laws and regulations covering private schools 1 Philippine Statistics Authority, 2019. https://psa.gov.ph/nap-press-release
2 Philippine Statistics Authority, 2018. https://psa.gov.ph/poverty-press-releas-
and private actors in education to address the privatisation and es/nid/138411
marketisation of education which discriminate against the poor 3 World Risk Report, 2018. https://reliefweb.int/sites/reliefweb.int/files/re-
sources/WorldRiskReport-2018.pdf
and other disadvantaged group and engender segregation on the 4 Philippine Institute for Development Studies, 2018. https://pidswebs.pids.
basis of socio-economic status, location and religious affiliation. gov.ph/CDN/PUBLICATIONS/pidsdps1820.pdf
5 UNICEF, 2016. https://www.unicef.org/esa/media/1681/file/UNICEF-EDT-
The budget allocation for basic education shows an upward trend, Comoros-2016-children-with-disabilities.pdf
6 Council for the Welfare of Children and UNICEF Philippines, 2016.
but the increases still fall short of the global education spending
https://www.unicef.org/philippines/PHL_NBSVAC_Reco.pdf
benchmark of 4 to 6 per cent of the GDP. The Philippines is behind
 Youth Spotlight Report for SDG 4
The Philippines has one of the youngest populations in Asia where the reasons for dropping out of school, particularly for women OSY who
youth, aged 15 to 24 years, accounts for 30 million (National Youth compose 59.3 per cent of the total OSY. According to the 2017 National
Commission). Given a supportive environment to develop their full Demographic and Health Survey (NDHS 2017) from the Department
potential, the youth is a driving force for sustainable development. of Health (DOH), 9 per cent of women from the ages of 15 to 19 have
However, there are persistent challenges facing the country which already started childbearing. This is almost twice as high compared to
affects the Filipino youth and their right to education. The 2017 data the overall adolescent pregnancy rates in Southeast Asia.
from the Philippine Statistics Authority (PSA) showing the number of
The Philippine government has intensified its programmes to address
out-of-school youth (OSY) aged 16 to 24 at 3.6 million does not paint
the education of OSY. Since introducing Senior High School in 2016, The
a positive outlook for the long-term sustainability of the country.
Department of Education (DepEd) reported that it has improved the
Nationwide, about 53 per cent of OSYs belong to families whose income
profile of school participation of the country’s youth. The attendance
falls at the bottom 30 per cent based on their per capita income (PSA,
of Balik-Aral learners or students who returned to school after
2017 Annual Poverty Indicators Survey).
dropping out – grew from 158,131 learners in school year (SY) 2015-
The youth is a key driver of transformative change that will help ensure 2016 to 301,744 in SY 2017-2018 (DepEd). Non-formal education or
sustainable development and fulfil the 2030 Agenda’s promise of leaving the Alternative Learning System (ALS ) has also been a key priority
no one behind. Nine consultations were thus held with the Filipino of DepEd. It has integrated skills education and training into the ALS
youth to use their perspectives to inform policy decisions and bring (ALS-EST) to produce completers of basic education and to enable
their voices for the implementation of the Sustainable Development these learners to acquire the necessary technical skills for immediate
Goals (SDGs) in the country. One of which is the consultation on what employment. DepEd’s cumulative target for three years from 2016 to
“Quality Education” means for the Muslim youth in Datu Piang areas in 2018 is 2 million ALS enrollees. However, programmes for indigenous
Mindanao. The SDGs, particularly SDG 4 and its targets, were discussed youth, children and youth with disabilities, and Muslim learners are
and the youth participants were given opportunities to ask questions, still in urgent need for improvement as they remain severely under-
share their concerns and insights, and offer recommendations on how resourced, only accounting for less than 1 per cent of the education
the government, along with the local government, can achieve SDG 4 budget. What matters now is that there exist political commitment and
and provide quality education for all. There were also consultations financial resources to guarantee the development, implementation, and
conducted with youth with disabilities, youth labourers in Negros, youth- improvement of the Philippine education system.
led organisations such as Pinasama Youth Organization and Little Lakas
It remains to be seen if the Philippines can fully achieve SDG 4 and its targets.
in Ayta Community, and students of One Cainta College, Polytechnic
As the main cause of the youth’s vulnerability, poverty needs to be addressed
University of the Philippines, and Benguet National High School-PILCD
significantly so that efforts in boosting education can have substantial results
Youth.
for the youth. Drawing on E-Net Philippines’ youth consultations for the SDG
Youth participants of these consultations raised a number of pressing 4 Spotlight Reporting, the education interventions for the youth should
challenges that stand in the way of their right to inclusive and equitable include the following:
quality education. Poverty is the major reason why most of the Filipino • Increased budget for more targeted education programmes for indigenous
youth have become vulnerable and marginalised – the urban poor youth, children and youth with disabilities, Muslim youth, child/youth
youth and from the largely poor rural areas, indigenous youth and labourers, rural and urban poor youth, and other marginalised youth;
Muslims, youth with disabilities. Additional factors, such as natural
• Encourage young people to stay in or return to school by providing
disasters and conflict situations, further aggravate the situation. scholarships, especially at the tertiary level, meal and transportation
Although basic education is free, direct and indirect costs, such as subsidies, funding and expanding different modes of attending school,
transportation, school supplies, uniforms, and school projects, continue such as night schools and open high schools;
to increase. In many cases, hunger, the lack of nutrition, and poor health
• Significant financial allocation for expanding the coverage of ALS-EST;
and sanitation services as a result of poverty have consequent impacts
on school attendance and performance. Participation in education • Install appropriate community-based TVET that is sensible and suited
becomes even more dismal at the tertiary level where 88 per cent of to the unique needs and situations at the local level;
higher education institutions (HEIs) are privately owned. This translates • Provide effective and age-appropriate continuing education on
to a commercialised cost of education while public tertiary suffers low- sexuality and reproductive health within schools and non-formal
funding levels and limited capacities. education; and

Other growing problems of the Filipino youth today were brought to light • Strengthen the coordination of agencies to ensure productive exit
during these youth consultations. Among these are early marriage and points for Senior High and ALS graduates. •
adolescent pregnancy that have been cited by PSA cited as the primary

CIVIL SOCIETY NETWORK FOR EDUCATION REFORMS (E-NET PHILIPPINES)

Mezzanine, Casal Bldg., 15 Anonas St., Brgy. Quirino 3-A, ASIA SOUTH PACIFIC ASSOCIATION FOR BASIC AND ADULT
Project 3, Quezon City, Philippines Telefax: +632 9624058 EDUCATION (ASPBAE) is a regional association of more than 200
Email: enet_philippines@yahoo.com | Website: www.enetphil.ph organisations and individuals working towards promoting
quality education for all and transformative and liberating,
Established in 1999, the Civil Society Network for Education Reforms (E-Net) Philippines is a lifelong adult education and learning.
network of 150 organisations working together to advance the right to education for all Filipinos
and engaging in policy advocacy and partnerships for education reforms. E-Net Philippines is Unit 106 Sterten Place Condominium
committed to expand and strengthen people’s participation in pushing for education reforms and 116 Maginhawa Street, Teachers Village East, Diliman
developing alternative learning systems with special concern for the marginalised, excluded and Quezon City 1101, Philippines
vulnerable sectors (MEVS). For this purpose, the coalition collaborates and engages with national
and local government units, the academe, corporate foundations, local communities, as well as Tel/Fax: 63 2 441 4594
local and international organisations to create positive and meaningful changes in education policy Email: aspbae@gmail.com | Website: www.aspbae.org
and practice. E-Net Philippines is a member organisation of ASPBAE.

ISBN: 978-621-95859-0-3