Philippine Education For All 2015 Assessment
Philippine Education For All 2015 Assessment
Philippine Education For All 2015 Assessment
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efa2015.ph
Foreword
T he Department of Education (DepEd) gladly notes that its attainment of most of the
Philippine Education for All (EFA) indicators has been improving. DepEd shares the credit
of this modest achievement with the EFA Grand Alliance as it recognizes that the provision of
education to every Filipino is a shared responsibility of all. In particular, DepEd would like
to acknowledge the contribution and collaborative efforts of the 23-member National EFA
Committee (NEC) that took part in policy formulation at the national level, with the objective
of closing the remaining EFA gaps. The local government units with its Local School Boards,
the academe through its literacy extension services, and the private entities through the Adopt-
A-School Program have been working hand-in-hand with DepEd as it strives to achieve its EFA
targets. It is likewise worthy to note that the national government’s Conditional Cash Transfer
(CCT) program, which requires school attendance as one of the conditions for beneficiaries, has
added leverage towards an improved participation rate.
While there is something to laud about the myriad of successes of the Grand Alliance from
classroom teachers to local EFA allies and to partners in the private sector, the remaining gaps
between current achievements against EFA targets and the Millennium Development Goals of
universal primary education keep us motivated to double our efforts to provide quality basic
education to all Filipino children.
In pursuit of quality education that will foster Filipino graduates into becoming productive
citizens, the Department is implementing the K to 12 reforms. Along with these reforms are
child-centered policies such as mother tongue-based multilingual education, child protection,
and IP/Muslim education that manifest DepEd’s commitment towards inclusive rights-based
education.
The Department is likewise banking on the use of technology in education to improve access
to and quality of education. This includes education technologies used to expand the reach of
flexible learning options and alternative learning systems, computerization and connectivity
programs, and availability of learning resources online.
While various circumstances such as the onslaught of devastating disasters, extreme poverty,
and geographical inaccessibility pose a great challenge for EFA, the Department never wavers in
its resilience to ensure the delivery of quality basic education to every Filipino learner.
• Dir. Lolita Andrada and Ms. Prudence Sanoy of the BSE Open High-School Program
• Dir. Carolina Guerrero, Dir. Carmelita Joble, Dr. Edel Carag and Ms. Analiza S. Dy of
the BALS
• Ms. Miriam Coprado, OIC Chief, PDED and Ms. Jane Bautista of the PPD
• Ms. Erlinda Sevilla and Ms. Cynthia Aniceto of the NEC Secretariat
• Mr. Dexter Pante and Ms. Lhiza Felix of the BESRA Secretariat
• Dr. Ma. Corazon Dumlao, DepEd’s Health and Nutrition Center head
• Dr. Mila Valles and Ms. Maria Cecilia O. Nayve of the Technical-Vocational Unit
• Dir. Lynette Bautista of the Policy Development and Planning Bureau of the DSWD
• UNICEF Philippines
• Dr. Emeline Brusas, retired Libmanan district supervisor; Mr. Randy Gutierrez, Palong
Elementary School head; and Mr. Carlos Aguja and Ms. Eva Meneses, Beguito Nuevo
Elementary School heads
• Ms. Myrna U. Ligas, Don Eulogio De Guzman Memorial National High School principal
• Ms. Rosalie Pajarillo and Mr. Al-Amin A. Omar of Bawing Elementary School
• Mr. Jose G. Dayot III, Bacolod City National High School principal
• AusAID
• Aboitiz Foundation
Bacolod City: DepEd Bacolod City Schools Division Superintendent, Dr. Gemma M. Ledesma;
Tubungan Vice Mayor, Hon. Victor Tabaquirao; DepEd Cadiz City EPS, Mrs. Arelene G.
Bermejo; DepEd San Carlos City Principal, Ms. Eva Mamac Dollosa; DepEd Bago City EPS,
Mrs. Marilyn M. Gonzaga; DepEd Silay City EPS, Ms. Juliet P. Quezon; Kabankalan City Acting
Administrator, Mr. Higino Garaygay; BGHFI Executive Director, Ms. Elena Magtapon; BBBFI
Executive Director, Mrs. Mary Ann Duran Dino; Quidan Kaisahan of Negros Occidental, Inc.
Program Manager, Mr. Teddy Cañete; and DepEd PDED Project Development Officer, Mr.
Edmund Celedonio.
Davao City: DepEd Region 11 Director, Dr. Susana Teresa B. Estigoy; City LCC Secretariat Head,
Mr. Anwar Maadol; Tagum City Community Affairs Officer, Mrs. Gregoria L. Ugay; DepEd
Sultan Kudarat Schools Division Superintendent, Dr. Kahar H. Macasayon; DepEd Davao del
Sur Assistant Schools Division Superintendent OIC, Mrs. Dee Silva; DepEd Davao del Sur EPS,
Zamboanga City: DepEd Region 9 Director, Dr. Walter O. Albos; Zamboanga city public officials:
Mayor Celso Lobregat, Councilor Rodolfo Lim, and City Hall Information Officer Shiela Belen;
DepEd ALS Zamboanga del Sur EPS, Mr. Mario Muzueto C. Jala; DepEd Zamboanga Sibugay
Schools Division Superintendent OIC, Dr. Amelia P. Torralba; DepEd Basilan Schools Division
Superintendent, Dr. Norhaya M. Abdurahim and ALS Basilan EPSs Ms. Jerrylyn Asanti; DepEd
Lamitan City Acting Administrative Officer, Mr. Efren J. Lindo; DepEd Sulu Schools Division
Superintendent, Dr. Tim U. Arbison, and ALIVE coordinator, Dr. Al L. Arbison; and Lamitan
City Community Development Officer, Mrs. Ligaya Buenaventura.
ARMM: Regional Secretary, Atty. Jamar Kulayan; Assistant Secretaries, Dr. Mac Saligon and
Atty. Maisara Dandamun-Latiph; BSE Director, Dr. Hamid Ladjakahal; BEE Director, Dr. Shuaib
Maulana; BALS Director, Dr. Nur Pulong; Chief of Planning, Mr. Jun Maddi; and Supervising
EPS, Ms. Rosemarie C. Cardos.
• Dr. Norma Salcedo, LCC Secretariat Head who authorized us to obtain information
from documents pertaining to the “National Literacy Awards 2012”
Finally, to the research team of the SEAMEO INNOTECH Educational Research and
Innovation Office (ERIO), Dr. Ethel Agnes P. Valenzuela, team leader; Ms. Rhea Christina U.
Rabin, asst. team leader/research consultant; and the team members: Ms. Cristina V. Moreno
and Ms. Elaissa Mendoza, senior associates; Ms. Donalyne Rasalan Lampa, senior consultant;
Ms. Cecilia A. Andres and Ms. Merjielyn M. Calimag, research assistants; and Ms. Evelyn D.
Juan, copy editor; under the guidance of Mr. Philip J. Purnell, Manager, ERIO.
CHAPTER 1: INTRODUCTION...............................................................................................................................1
Objectives.................................................................................................................................................1
Universal Goals and Objectives of Philippine EFA 2015...........................................................1
Nine Urgent and Critical Tasks......................................................................................................1
Scope.........................................................................................................................................................2
Analytical Coverage.......................................................................................................................2
Methodology............................................................................................................................................2
Literature search.............................................................................................................................2
Questionnaire..................................................................................................................................2
Focus Group Discussions..............................................................................................................2
Data Analysis..................................................................................................................................2
Conceptual Framework..........................................................................................................................2
The Philippine EFA 2015 National Plan of Action.....................................................................3
The BESRA......................................................................................................................................3
A Ten-Point Education Agenda....................................................................................................4
Limitations..............................................................................................................................................9
AO Administrative Order
DA Department of Agriculture
DS District Supervisor
EO Executive Order
EQuALLS 2 Education Quality and Access for Learning and Livelihood Skills 2
FY Fiscal Year
IQ Intelligence Quotient
MT Mobile Teacher
OIC Officer-in-Charge
PD Presidential Decree
RA Republic Act
SB Sangguniang Barangay
SD Sustainable Development
STAR2 Special Time Allotted for Review, Special Teachers Assigned for Review
SY School Year
UN United Nations
WB World Bank
Barangay A Filipino term for the smallest administrative unit, which may be
equivalent to a village or a district.
Basic Education Education intended to meet children’s basic learning needs from early
childhood and elementary to secondary, including their ALS
equivalents for OSY and adults and their SPED equivalent for those
with special needs.
Basic Learning Needs Needs that comprise both essential learning tools such as literacy, oral
expression, numeracy, and problem-solving and basic learning contents
such as knowledge, skills, values, and attitudes required by human
beings to be able to survive, develop to their full capacity, live and work
with dignity, fully participate in development, improve the quality of
their lives, make informed decisions, and continue learning.
Basic Literacy A set of skills that includes the ability to read with comprehension and
write simple messages.
Completion Rate The ratio of first-year entrants to a level of education who reach the
final grade or year at the end of a required number of years of study.
Day care service The provision of daytime training, supervision, recreation, and
sometimes medical services to children of preschool age.
Early Childhood Care A full range of health care, nutrition, early education, psychosocial, and
and Development other services provided to meet the basic holistic needs of children,
system including in-center and home-based programs.
Functional literacy A significantly higher level of literacy beyond basic literacy that
includes the following competencies: communication skills, critical
thinking and problem-solving skills/application of scientific way of
thinking in daily life/numeracy, sustainable use of resources/
productivity, development of self and sense of community, and
expanding one’s world view. These skills must be sufficiently advanced
to enable individuals to fully and efficiently participate in activities that
commonly occur throughout their lives.
Gross Enrolment Rate The total enrolment in a given level of education as a percentage of the
population, which according to national regulations, should be enrolled
at this level.
Grand EFA Alliance A range of partnerships, collaboration, and linkages among educational
stakeholders from the national to the community level to make EFA
possible.
Kindergarten The program for children aged 4–6 that serves as their introduction to
school.
K to 12 Education The flagship program of DepEd that aims to produce Filipino graduates
Program who are holistically developed with twenty-first century skills
and prepared for higher education, middle-level skills development,
employment, and entrepreneurship.
Mean Percentage The ratio between the number of correctly answered items to the total
Score number of test questions or the percentage of correctly answered items
in a test.
Net Enrolment Rate The ratio between the enrolment in a school-age range to the total
population of that age range.
Preschool The organized form of instruction for infants to children aged 5–6.
School-Based The act of making the school a key provider of education and equipping
Management it to empower key officials to make informed and localized decisions
based on their unique needs to improve the educational system.
School Leaver Rate The proportion of students who leave school during the year and those
who complete a level but fail to enroll in the following SY
to the total number of students enrolled during the previous SY.
T he Philippines has made remarkable progress towards attaining EFA goals since
its commitment to the “World Education Forum” in Dakar, Senegal in 2000. Its
underperforming regions have significantly improved aided by several programs and projects
such as the public–private partnerships (PPPs) and the Pantawid Pamilyang Pilipino Program
(4Ps). Forged with other nations who have vowed to work towards attaining education for all,
the country has made significant strides in attaining the goals under the EFA. Indeed, with the
collective efforts and active involvement of the government and a broad range of education
stakeholders, the Philippines is getting closer to achieving EFA. However, to reduce disparities
in access to quality basic education, the country still needs to implement its acceleration plan
to upscale efforts on EFA.
Goal 1:
Universal Coverage of Out-of-School Youths and Adults
with Regard to Providing Basic Learning Needs
Based on the Philippine EFA 2015 Plan, 23 percent of the 9 million (FLEMMS, 2008) functionally
illiterate Filipinos who are out-of-school youths (OSYs) and adults should be taught basic
learning needs through the programs of the DepEd. Although DepEd has made immense efforts
to achieve this target, data show that on the average, DepEd was able to reach only 3.6 percent of
this number every year between 2005 and 2012. This brings the total number of ALS enrollees
over the aforementioned seven-year span to 2.3 million or 26 percent of the 9 million Filipinos
who are functionally illiterate.
Literacy programs all over the world truly aspire that each and every literacy learner would finish
the program in order to acquire all their basic learning needs. While this is an ideal picture, the
escalating issues each country faces in providing basic learning needs to its functionally illiterate
populace may be hard to realize. In the Philippines, for instance, the EFA 2015 only requires
DepEd to have 32.5 percent of the target literacy program clients complete the ALS programs
with the desired literacy level. In its implementation of the program, it was found out that from
2006-2012, the annual average of ALS program completers was 2.6 percent of the 9 million
functionally illiterates; that is a total of 1.7 million completers for the seven-year period or 18
percent of the target 9 million functionally illiterates.
As to attaining the desired literacy level, there are a total of 294,782 A&E passers from 2006-
2012 or 3.2 percent of the 9 million functionally illiterates.
Goal 2:
Universal School Participation and Elimination of School Leavers
and Repeaters in the First Three Grades
Studies have supported how early childhood education (ECE) greatly contributes to universal
school participation and cures the problem of children not being able to attend preschool or
repeat a grade level in the first three years. In the Philippines, recent statistics show that 75.7
percent of preschool-age children are enrolled in ECE programs, leaving a 24.3 percentage
point gap in the EFA 2015 target. If the average annual increase of 13.6 percent is met, reaching
the target is possible. Note, however, that the drastic increase in SY 2009–2010 caused by the
exclusion of 4-year-olds in the population as denominator could account for the high rate.
On the other hand, the universalization of kindergarten for five-year-old children through
Republic Act (RA) 10157 has produced a positive impact on the enrolment of preschool
children. Prior to the enactment of RA 10157, DepEd has implemented various preschool
programs that helped to address constraints on access of pre-schoolers to early childhood
care and development (ECCD) services such as the Summer Preschool Program and Eight-
Week Preschool. Other government agencies such as the DSWD and ECCD Council, LGUs
and NGOs offer alternative ECCD programs such as the home-based ECCD which trains
parents to become better caregivers and educators of their children. Another program that has
expanded the delivery of education is the Kindergarten on Wheels program wherein makeshift
kindergarten classrooms made from vans or trucks are used in urban schools to help decongest
kindergarten classes.
Although there have been efforts to expand delivery of ECCD, figures from SY 2012 to 2013
show that only 83.40 percent of the grade one entrants were able to take up ECE, leaving a gap
of 16.6 percentage points from the target. The Net Intake Rate for SY 2012-2013 is 71.31 percent
which is 23.7 percentage points away from the 95 percent EFA target.
In coming up with viable solutions to expand ECCD in the country given the wide disparity
in the number of enrollees, DepEd has initiated numerous practices worthy of emulation to
ensure children are enrolled on time. Efforts toward this require the cooperation of the local
government units, barangay officials, parents-teachers associations, civil society and the business
sector. Among these include the DepEd’s annual conduct of an early registration day to mark
a massive education campaign and collaboration to address resource gaps. While the activity
ensures that all five-year-old children enrol in Kindergarten and all six-year-old children enrol
in Grade 1, it likewise helps all disadvantaged groups by promoting their school participation.
Goal 3:
Universal Completion of the Full Basic Education Cycle
with Satisfactory Annual Achievement Levels
The third goal under EFA 2015 is the universal completion of the full basic education cycle
with satisfactory annual achievement levels. The EFA 2015 target completion rate of elementary
education is 81 percent while that of secondary education is 75.3 percent. In 2011, the elementary
education completion rate only had an 8.9 percentage point gap from the 72.1 percent target.
On the other hand, the secondary education had an almost nil gap of 0.2 percentage point from
the 75.1 percent target.
The minimal gap between the targets and what were accomplished was resultant from various
practices or programs aimed at helping disadvantaged learners overcome hurdles in completing
their basic education. Some of the most effective programs that have been implemented involve
close collaboration with private groups to ensure the provision of education. An example is
the Education Service Contracting (ESC) scheme whereby DepEd engages the services of a
reputable private institution or group to serve as providers of education to students who could
not be accommodated in public schools due to valid reasons.
There are also NGOs, LGUs, and private groups or individuals who offer assistance to students
to finish basic education through scholarships or education support programs.
The EFA target with regard to educational quality is 75 percent mastery in both elementary and
secondary levels. In SY 2012-2013, the total elementary NAT MPS was at 68.88 percent, leaving
a 6.12 percentage point gap from the target, while total secondary NAT MPS reached 51.41
percent, leaving a gap of 23.59 percentage point from the target.
To achieve quality education, DepEd, with the help of other concerned agencies, has come up
with the National Competency-Based Teaching Standards (NCBTS) towards quality teaching.
Moreover, DepEd has also introduced changes in the curriculum through the K to 12 Education
Program that aims to align the curriculum with international standards and upgrade the
competency standards of Filipinos towards having the 21st century skills.
There are also various education programs that seek to improve specific courses in basic
education such as technical-vocational education, science and mathematics.
While the EFA quality targets for elementary level seem likely to be attained, a major effort will
be needed to tackle the significant quality gap in secondary education.
T his monograph was written as a progress report on the Philippine Education For All Plan
of Action 2015, and was guided by the National Action Plan to Achieve Education for All
by the Year 2015 Implementation Strategies composed of the six production tasks and three
enabling tasks.
Objectives
The purpose of this monograph is to assess 3. ALS: Transform non-formal and
the progress made in achieving the objectives informal interventions into ALSs to
of the Education For All: Assessment 2012 yield more EFA benefits.
process related to the four objectives of EFA
4. Teachers: Promote high-quality
and its nine urgent and critical tasks:
teaching.
Production task 6:
Curriculum • Initial implementation of the K to 12 program that changes the formal
basic education curriculum starting SY 2012-2013; and
• Alignment of DepEd BALS’ ALS curriculum with the K to 12 curriculum.
BESRA KRT 3: National
learning strategy (NLS): K
to 12 Education Program
Enabling task 7: Funding • Enactment of RA No. 6728 or the Government Assistance to Students
(KRT 5: Organizational and Teachers in Private Education Act, which was amended through RA
development with RMM No. 8545 or the Expanded Government Assistance to Students and
and ICT; President Teachers in Private Education Act;
Aquino’s educational
• Adoption and implementation of the Learning Resource Management
agenda: Building more
System via DO No. 76 s. 2011; and
schools with LGUs
and private schools as • Increase in the financial and resource support from LGUs and the private
partners) sector.
Enabling task 8: EFA Net- • Establishment of the Grand Alliance for EFA through the NEC, resulting
work (KRT 1: SBM) in the MOA-signing of 23 members;
• Establishment of RCEFAs in six regions via DO No. 94 s. 2009;
• Institutionalization of Brigada Eskwela and the establishment of School
Governing Councils as a component of SBM;
• Establishment of local LCCs; and
• Mobilization of ALS partners and stakeholders.
Enabling task 9: Progress • Establishment of an ECCD, basic education, and ALS IS;
monitoring (KRT 4: QAA
• Conduct of surveys such as the FLEMMS and Basic Learning Needs
and M&E)
Survey; and
• Integration of ALS MIS to the BEIS.
Limitations
The report includes data gathered from the Department of Education and other member agencies
from 2006 to 2012. Although there were data available from various sources, some of the
data obtained were not dated. In the case of the Functional Literacy rates, the 2008 Functional
Literacy, Education and Mass Media Survey (FLEMMS) was utilized. The data presented in
the study covered the most recent available data from the Department of Education and the
National Statistics Office in the case of the FLEMMS Survey report.
A ll people beyond school age who, for various reasons, failed to acquire the essential
competence to become functionally literate should be made so in their native tongue,
Filipino, and English. The first step to achieve this requires many social, political, cultural, and
economic mechanisms to reach disadvantaged youth and adults via literacy programs. This
entails reaching out to and educating 9 million functionally illiterate Filipinos, accounting for
14 percent of the country’s estimated population (2008 FLEMMS).
Positive Outcomes
• The number of functionally literate Filipinos has been increasing as shown by
the 2003 and 2008 FLEMMS. A 2-percentage point increase in the OSY and
adult functional literacy rate was recorded.
• The number of ALS learners is increasing along with the number of A&E test
takers and passers.
Literacy of Filipinos
Basic Literacy, as defined by the National a simple message, is close to being achieved.
Statistics Office (NSO), is the ability of a According to the 2008 FLEMMS, around 95.6
person to read and write with understanding percent of Filipinos 10 to 64 years old possess
a simple message in any language or dialect. the ability to read, write, and understand a
On the other hand, the DepEd defines basic simple message. This indicates a 2.0 percentage
literacy as the ability to read, write and count. point improvement in the basic literacy rate
Taking into consideration the differences in from 93.4 percent in 2003. Furthermore, the
definition would result in different data sets NCR almost attained universal basic literacy
for basic literacy for the two agencies. The with a 99.2 percent rating. There are, however,
definition of functional literacy in FLEMMS regional disparities with the ARMM having
differs from the national definition used the lowest basic literacy rate at 82 percent,
by the LCC and DepEd. While the latter’s although this is a significant increase from the
definition is much broader in scope, it has not 2003 rate of 70 percent.
been operationalized in terms of assessment.
The Philippines’ basic or simple literacy
target, based on the NSO definition of having
the ability to read and write and understand
100
90
80
70
60
50
40
30
20
10
0
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2003 97.4 92.7 96.9 97.2 91.2 95.0 92.8 92.4 90.1 88.9 91.8 90.3 87.3 92.1 70.2 91.6 99.0 93.4
2008 98.2 95.0 97.8 98.0 95.1 96.6 94.5 95.1 93.6 94.0 93.9 93.7 92.1 94.7 81.5 94.8 99.2 95.6
Source: 2003 and 2008 FLEMMS
The NSO defines functional literacy as a definition of functional literacy. The results
significantly higher level of literacy, which of the pilot-testing indicated a significantly
not only includes reading and writing lower functional literacy rate than that
skills but also numerical skills. These skills reported by FLEMMS. Reconciliation and
must be sufficiently advanced to enable alignment of stated national definition of
individuals to fully and efficiently participate functional literacy of DepEd/LCC with that
in activities that commonly occur in their measured by FLEMMS remains an area of
lives which require a reasonable capability action by DepEd.
to communicate via written language. On Despite the varied definitions, the central goal
the other hand, DepEd defined functional of the Philippine EFA 2015 National Plan of
literacy as having the ability or skills in Action is to provide basic competencies that
communication, critical problem-solving, will make every Filipino functionally literate.
sustainable use of resources/productivity, To measure the literacy of Filipinos aged 10
development of self and sense of community, and above, the FLEMMS has been conducted
and expanding one’s world vision. every five years since 1989.
During the 2008 FLEMMS, the NSO pilot- The 2008 FLEMMS shows that the national
tested an instrument using the expanded functional literacy rate, as defined by the
100
90
80
70
60
50
40
30
20
10
0
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2003 88.6 84.4 86.9 90.4 82.3 80.1 81.5 81.7 76.7 74.8 83.7 77.8 77.1 81.0 62.9 85.4 94.6 84.1
2008 91.3 86.1 92.1 93.5 83.9 79.9 82.6 86.6 72.9 79.6 85.9 81.7 78.3 85.7 71.6 89.2 94.0 86.4
100
90
80
70
60
50
40
30
20
10
0
Ms. Gloria Faminiano exemplifies the adage that in education, age does not
matter.
With six children who are already successful in their chosen professions (a
school division superintendent, a lawyer, two teachers, an engineer, and an
electrician), Mamy Gloring, as she is fondly called, enrolled in an A&E Program
under Mrs. Elvie F. Faculcalan of the District of Corcuera in the Division of
Romblon.
She was, unfortunately, unable to take the A&E test after finishing the program
for medical reasons. The following year, she religiously attended review
classes and successfully passed the A&E test given at the San Agustin Central
Elementary School. She even got the highest score in the essay test.
That was not her only feat though. She took and passed the A&E test at 78,
becoming the oldest A&E test taker to date.
100%
500 90%
80%
60%
* in thousands
300
50%
40%
200
30%
20%
100
10%
0 0%
2005 2006 2007 2008 2009 2010 2011 2012
No. of Learners 106 135 147 319 333 334 508 521
iin thousands
72 72 75 74 75 71 75 66
% of Completers
19 22 24 26 21 31 43 44
% of Test Passers
Number of ALS
134,697 147,136 319,208 332,500 333,602 508,134 520,915
enrollees
% of the number
of functional il- 1.5 1.6 3.6 3.7 3.7 5.7 5.8
literates
Number of ALS
96,861 110,354 236,496 249,375 236,785 378,978 345,468
completers
% of the number
of functional il- 1.1 1.2 2.6 2.8 2.6 4.2 3.8
literates
Number of A&E
9,930 12,425 54,219 25,487 33,197 71,561 87,963
test passers
% of the number
of functional il- 0.1 0.1 0.6 0.3 0.4 0.8 1.0
literates
A 2010 DepEd National EFA Committee Literacy programs of NGOs have been widely
survey of non-school basic learning needs acknowledged as key partners of government
reveals that there is an abundance in in community development, especially in
community-based activities supporting the areas where indigenous cultural communities
EFA. Some are categorized as champions thrive, often afflicted by poverty and unreached
of community-based EFA that involve by formal education. In the Philippines, the
LGUs, NGOs, local businesses, government, majority of non-school basic literacy service
religious organizations, and networks, providers are NGOs (55%) while only one-
including HEIs, engaged in literacy and civic third are government organizations (32%).
welfare programs. Very few are international organizations
(1%). The remaining organizations come
from the academe (7%), most of which are
extension programs of private and public
Local Government
HEIs and people’s organizations (3%)
Literacy Programs
(DepEd NEC BLNS Survey, 2010). NGOs
Local government units (LGUs) have and religious groups also sponsor ALS classes
been consistent in supporting EFA goals. for indigenous people. Some ALS programs
Collectively, they have been responding to EFA are also being implemented by partner
challenges to meet the basic learning needs of agencies such as the Philippine Science
the unreached in villages in their respective Centrum through interactive exhibits and
localities. Using the SEF of LSBs or LGU galleries and the PIA through puppet theater
funds, local governments have been providing presentations; radio, television, and print
education and training to disadvantaged media productions; and networking advocacy
members of their municipalities. and social mobilization.
Similarly, the LGUs have been extending To date, BALS has yet to collect data on the
assistance in accelerating the implementation myriad of literacy programs and other ALS
of ALS in their areas of jurisdiction by directly programs funded by other agencies and
funding literacy and other ALS programs for organizations as part of its consolidated ALS
illiterates and out-of-school youth. Some MIS. The lack of ample data results in an
LGUs have been noted for complementing incomplete picture of the total quantitative
the hard work of instructional managers ALS accomplishment of its EFA targets. This
by giving a more competitive honoraria. is an important next step DepEd needs to
Other LGUs are able to extend generosity by undertake.
providing transportation and meal allowances
to ALS test takers. No consolidated data of
the number and profile of learners in LGU-
funded literacy programs are available.
The community extension services of the Universidad de Sta. Isabel (USI) in Naga
City is pulling people up into its adoptive community through functional literacy.
With a PhP2.1 million budget, an array of supporters from national agencies, local
government and overseas development aid, as well as a strong human resource pool
and partnership with the community, the USI’s Community Extension Service (CES)
uplifted the lives of people in six barangays in Camarines Sur in the past 15 years.
From 2008 to 2012, the USI-CES has been serving 305 functional literacy learners.
One of them is a vendor who used to ask fellow vendors for help with computing
customers’ changes. After becoming literate with the USI-CES’s help, she learned to
do so on her own. The other beneficiaries of the functional literacy program have
even become community leaders. One, in particular, even became a board member
of the community cooperative.
The USI-CES has been consistently recognized by CHED for being the “most out-
standing extension program” in the Philippines.
Source: LCC, National Literacy Awards Proceedings, 2012
Indicators Status
• An ALS MIS was developed for the use of learners, mobile teachers,
and DALCs from DepEd funded/initiated ALS programs. A total of
Building and
2,103 mobile teachers served 168,151 learners while 2,203 full-
development of a
time DALCs served 166,428 learners. Finally, 232 part-time DALCs
constituency for
served 14,530 learners. DepEd accounts for 69.6% of ALS Clients
ALS development
served, followed by DepEd Partners at 15.9% and DepEd-procured
service providers at 14.6%.
Certification and
• Online A&E testing is being developed.
accreditation
Remaining Gaps to Realize in ALS programs. This will give them the
the First EFA Objective impetus and inspiration to avail themselves
of the various ALS programs available.
Although needs have been addressed
Nevertheless, it is worthy to note that the
under EFA Objective 1, realizing universal
strategies for reaching and getting through
coverage of OSCY and adults in provision
to as many marginalized groups and formal
of basic learning needs remains a challenge.
school dropouts as possible are innovative.
According to the 2008 FLEMMS, 14 percent
However, it should be emphasized that critical
of Filipinos remain functionally illiterate.
gaps remain in terms of putting across the
In realizing EFA objective 1, data show that message and encouraging them to enrol and
DepEd’s ALS program was able to penetrate complete the ALS program. The quality of
only 26 percent of the 9 million functional ALS programs also needs additional attention.
illiterates from 2006-2013. Disappointing This will require systematic monitoring and
results showed that 34 percent of the ALS evaluation to identify critical quality gaps and
clients did not finish their courses in 2012. formulation of appropriate interventions, e.g.,
Moreover, a total of 75 percent of ALS capacity-building for program implementers,
completers did not take A&E tests in 2012; to address these gaps.
of those who did register to take the A&E
Another area of concern that will address the
test, less than 50% passed. In fact, those who
limitations of EFA objective 1 is to bring the
passed comprised a mere 1.0 percent of the
gaps between the top- and least-performing
total number of functional illiterates in 2012.
regions as close as possible. Clearly, there is
Since the downsides of the first objective a recorded significant disparity of 46 percent
of the EFA have been pinpointed, much difference between the highest and lowest
attention should be given to increasing the regional ALS completion rates in 2011, and a
awareness of current and potential learners on 50 percent difference between the highest and
the advantages learners could get in enrolling lowest regional A&E test ratings in 2011.
In attaining universal school participation, the Philippine EFA 2015 National Plan of Action
envisions an elementary system where all 6-year-olds are well-equipped to enter grade one level.
Ideally, these children, upon entry to the elementary level, are receptive to the competencies they
are to obtain in grade levels one through three. However, given the social dilemmas affecting
Filipino society, such as poverty and having disasters and calamities on an annual basis, the Plan
of Action puts emphasis on ensuring the participation and preparation of children who are least
likely to enter school or most likely to drop out of or repeat grades one to three.
Positive Outcomes
• All access indicators showed an increasing trend in the past five years since SY
2006–2007, including a 1.26 percent annual average increase in the elementary
net enrolment rate, a 0.76 percentage point increase in the secondary net
enrolment rate, and a 13.6 percentage point increase in the ECE gross enrolment
rate.
• The surge in the gross ECE enrolment rate could be attributed to the
government’s intensive effort to expand its ECCD coverage by establishing
more day care centers and public preschools and offering alternatives such as
community-based day care centers and summer preschools.There is also an
expected increase in the access indicator since the “universal kindergarten” was
launched in SY 2011–2012.
• The number of Grade 1 with ECE experience registered little progress from SY
2006-2007 to SY 2010-2011; then the rate increased from 65 percent to 78
percent in SY 2011-2012. ECE gross enrolment registered an annual average
increase of 14 percent from SY 2006-2007 to 2010-2011.The number of grade
one entrants aged 6 also increased from 44 percent in SY 2006–2007 to 71
percent in SY 2012–2013.
• The repetition rate did not improve much with a 0.1 percent annual average
decrease, as with school leaver rate with an annual average decrease of 0.02
percent.
• Partnerships between government and private institutions were forged with the
implementation of the Preschool Service Contracting Scheme wherein 5-year-
olds with no access to kindergarten could avail themselves of preschool services
offered by NGOs, religious organizations, or private individuals or groups.
• The DepEd, DSWD, DOH, and LGUs also collaborated to implement the
pro-poor program, 4Ps.The poorest of the poor were assisted to meet their
educational, social, and health care needs.
• Greater participation among stakeholders through School Governing Councils
led to active participation in formulating and implementing SIPs.
2009– 2009–
% of Barangays with Total Number of
Region 2011 % 2011%
Day Care Centers Day Care Centers
Change Change
Source: 2012 Day Care Statistics from the Policy Development and Planning Bureau of the DSWD
The rationale behind the simultaneous conduct of PES and SNPC sessions is to
allow children to benefit from play activities while their mothers and/or fathers
attend the PES sessions.
Source: http://www.eccdcouncil.gov.ph/
% of Accredited Number of
% of Accredited
Region Day Care Children
Day Care Centers
Workers Served
The DSWD’s accreditation system also the biggest number of children served. In
established a quality assurance mechanism ARMM, despite having more than 2,000 day
for ECCD services catering to children aged care centers serving around 85,000 children,
0–4. However, as shown in Table 5, turnout not one day care center nor a single day care
in the number of accredited day care centers worker is accredited.
(23%) and workers (24%) is very low. There
To ensure the quality of home-based ECCD
are reported cases of expired centers and
programs, the DSWD consults selected LGUs
workers’ accreditation while others never
and sets standards through AO No. 12 s. 2008.
underwent the accreditation process. Region
As of October 2011, there are 18 accredited
6 surprisingly registers the lowest day care
home-based ECCD services in the country.
center and worker accreditation rates despite
120
100
80
60
40
20
0
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2006-2007 34 11 28 26 19 20 22 23 13 12 13 15 16 14 8 22 28 21
2007-2008 33 11 27 27 19 21 24 23 13 13 15 16 16 18 8 23 27 22
2008-2009 36 14 32 27 23 24 24 30 19 17 17 18 25 24 15 25 27 25
2009-2010 94 95 81 66 66 86 68 94 65 58 48 53 68 81 42 73 61 68
2010-2011 100 60 84 72 76 88 72 103 78 90 77 67 77 97 38 75 62 76
90
80
70
60
50
40
30
20
10
0
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2006-2007 73 70 73 64 61 64 88 74 60 46 66 59 59 49 3 68 67 63
2007-2008 77 74 74 65 65 66 88 78 61 49 64 63 60 64 13 67 67 65
2008-2009 78 76 72 63 68 70 85 76 62 49 63 61 61 62 14 75 70 65
2009-2010 79 78 75 66 71 74 86 79 67 53 66 63 66 71 22 43 70 67
2010-2011 88 80 77 68 76 80 57 51 51 66 72 71 71 36 26 48 71 65
2011-2012 87 86 78 74 79 83 89 84 82 72 84 76 82 83 43 89 77 78
2012-2013 88 90 79 78 87 88 92 86 87 81 90 80 88 88 63 93 82 83
Source: DepEd Research and Statistics Division
The SReYA Measures Access to Quality
Preschool Education
Gaps remained despite the government’s effort grade 1 entrants were ready for school. The
to expand preschool programs, as shown most ready were those who went to private
by the results of the School Readiness Year- day care centers while those who were not
End Assessment or SReYA, formerly known exposed to any sort of ECE program were
as School Readiness Assessment (SReA). classified as least ready. The results also
An ECCD Survey conducted by the Early revealed that those who underwent the Six-
Childhood Care and Development Council Week Summer Preschool Program posted
in 2010 tracked the impact of different ECE comparable SReA results with those who
models made in three school divisions in the received other kinds of day care services.
NCR and revealed that more than half of the
80
70
60
50
40
30
20
10
0
Results of the SReYA showed that more than half of the grade one entrants were
not equipped with the knowledge and skills that will help them tackle future
lessons. When the teachers were asked what they did with those who were not
ready, they replied that their instruction for the first quarter of the school year
followed the Eight-Week ECE Curriculum.
The Eight-Week ECE Curriculum teaches the concepts and skills that the children
should have learned and mastered in kindergarten. This was based on a full-year
kindergarten curriculum and implemented during the first eight weeks of the SY
for grade one students who were deemed not ready for curriculum. The first
eight weeks of classes, which correspond to the first quarter of the year, were
spent equipping children with readiness skills.
70
60
50
40
30
20
10
0
TABLE 6: Production Task 2 Implementation Status
Indicator Status
Monitoring of the ECCD • State-of-the-art review of day care centers in the Philippines
progress in relation to attaining was conducted.
EFA goals • ECCD IS was established.
Access to Schools
The second EFA objective aims to ensure that SY 2012-2013; however, there remains around
educational disadvantages do not take root 30 percent of six-year-olds who did not enroll
early on. It seeks to put all children aged 6 and in Grade 1. Regions 4A, 12 and NCR had
above in school. made improvements but not enough to put
them above the national average, as all the
The Net Intake Rate (NIR) is the percentage
other regions had. ARMM at 35 percent and
of Grade 1 entrants who are of the official
with very slow progress has a lot of room for
primary school entrance age of 6. The
improvement.
country made progress on this from 44
percent in SY 2006-2007 to 71 percent in
100
90
80
70
60
50
40
30
20
10
0
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2006-2007 55 60 57 48 43 32 30 30 41 41 42 38 32 48 28 58 55 44
2007-2008 61 68 61 52 52 49 40 47 47 48 51 46 42 48 29 69 57 51
2008-2009 64 72 63 53 57 52 42 52 55 54 58 55 48 51 36 72 56 54
2009-2010 62 70 62 56 61 61 53 60 58 55 60 61 51 58 40 78 55 57
2010-2011 68 75 67 60 65 69 58 68 70 71 67 73 44 72 45 78 55 63
2011-2012 77 85 71 67 75 78 69 76 80 82 79 73 62 79 41 72 62 70
2012-2013 76 90 71 69 73 78 75 83 81 81 81 90 67 83 38 82 65 72
100
90
80
70
60
50
40
30
20
10
0
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2006 83 78 91 94 84 85 75 80 79 79 81 77 79 81 94 81 94 85
2007 83 78 91 94 84 85 75 80 79 79 81 77 79 81 94 81 94 85
2008 83 76 91 94 85 85 75 81 80 79 81 78 80 76 100 82 94 85
2009 93 96 91 87 89 93 86 91 90 92 92 93 85 102 74 100 91 90
2010 98 95 98 94 95 97 93 95 95 94 93 99 89 97 103 98 97 96
2011 99 97 99 96 98 99 96 98 96 97 95 101 90 95 101 100 98 97
2012 97 97 97 95 95 97 96 98 94 94 93 98 88 95 89 98 96 95
100
90
80
70
60
50
40
30
20
10
0
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2006-07 68 59 69 71 59 54 53 54 50 48 51 48 49 49 33 59 75 59
2007-08 68 59 71 74 59 56 54 55 51 50 52 49 51 49 35 57 80 60
2008-09 68 58 71 75 60 55 54 55 53 49 51 59 52 51 38 57 81 61
2009-10 72 67 68 67 56 55 56 57 52 49 51 54 51 55 33 65 77 60
2010-11 76 70 74 70 60 58 61 61 57 62 55 56 54 58 45 64 80 65
2011-12 76 70 76 72 61 61 62 61 58 50 55 56 53 57 44 68 79 65
2012-13 76 69 73 71 62 61 61 63 59 50 56 56 53 58 40 69 78 65
Source: DepEd Research and Statistics Division
In many countries, participation and completion rates for girls is significantly lower than boys,
pointing to marginalization and discrimination practices. This is not the case in the Philippines,
where, in fact, females outperform males on nearly all education performance indicators. There
are more females enrolled in schools across all levels, from kindergarten to secondary level. In
SY 2010–2011, the gender gap in terms of NER widened as the level rose. Encouraging more
boys to stay in school and complete a full basic education cycle with a high level of content
mastery is quite a challenge for DepEd.
100
90
80
70
60
50
40
30
20
10
0
Kindergarten Elementary Secondary
Male 54 94 60
Female 56 97 70
Programs to Reach More Children school. This policy helps reduce the dropout
rate and increase enrolment.
Project ReACh
Implemented by the DepEd in 2009, Project The CCT Program
ReACh aims to bring back 5.6 million OSY Through the Conditional Cash Transfer
to public schools nationwide. It specifically (CCT) program of DSWD, the government
targets 2.2 million children aged 6–12 and provides the poorest households PhP500
3.4 million others aged 13 to 15. It also aims subsidies per month for health care and
to reduce the 6 percent and 7.5 percent nutrition expenses and PhP300 per month
elementary and secondary dropout rates. per child for a maximum of three children
for educational expenses. The benefits are
Early Registration Day given once all conditions are met. Some of the
conditions are as follows:
To achieve the MDG and EFA goals, the
DepEd collaborated with local and barangay • 3- to 5-year-old children in the family
officials to ensure the so-called “Early should attend day care or preschool
Registration Day.” This aims to reach out to classes at least 85 percent of the time; and
more out-of-school children and youth.
• 6-to 14-year-old children in the family
should enroll in elementary or secondary
The No Collection Policy schools and be able to attend at least 85
The No Collection Policy prohibits the percent of the class meetings.
collection of certain fees and prescribes a According to the study on CCT in the
schedule for the collection of necessary fees. Philippines, there is a “strong and statistically
It guarantees the provision of free basic EFA, significant impact of the CCT program on
enabling parents to send their children to
2.5
1.5
0.5
0
Schools nationwide 4Ps schools Non-4Ps schools
1.7 2.12 0.79
Source: DepEd
The impact of the 4Ps program on access to education could be gleaned from the ascent of
enrolment among schools benefiting from the program. Comparing the average enrolment of
all schools and schools with the 4Ps program, 4Ps-implementing schools have higher growth
rates in SY 2011-2012.
30
25
20
15
10
0
Schools nationwide 4Ps schools Non-4Ps schools
13.29 9.11 17.95
16
14
12
10
8
6
4
2
0
Grade 1 Grade 2 Grade 3 Elementary
2006-2007 12.59 4.35 3.53 6.37
2007-2008 12.80 3.83 2.28 5.99
2008-2009 13.14 3.76 2.65 6.02
2009-2010 13.77 4.10 2.72 6.28
2010-2011 13.42 4.50 2.90 6.29
2011-2012 13.06 4.78 3.30 6.38
10
8
6
4
2
0
Elementary Secondary
Male 7.45 9.47
Female 5.02 5.67
Source: DepEd Research and Statistics Division
Between the genders, it is boys who are more likely to leave school. In SY 2010–2011, more
females stayed in school with a male-female disparity of 1.5 percent at the elementary level and
1.7 percent at the secondary level.
6
5
4
3
2
1
0
Grade 1 Grade 2 Grade 3 Elementary
2006-2007 5.30 2.64 1.85 2.34
2007-2008 5.28 2.55 1.67 2.27
2008-2009 5.45 2.59 1.71 2.34
2009-2010 5.22 2.43 1.53 2.19
2010-2011 5.11 2.34
1.45 2.10
Similar to dropout rates is the rate of repeaters, which is also highest for the first grade at 5.1
percent. The repetition rates decreased in grades two and three at 2.3 percent and 1.5 percent,
respectively. Overall, the repetition rate slightly decreased from 2.3 percent in SY 2006–2007 to
2.1 percent in SY 2010–2011.
Alaminos is an agricultural city that is fast-becoming urbanized and a center of trade and commerce in the
first district of Pangasinan. One of its programs to realize its vision of becoming a peaceful city of well-
educated, healthy, and God-fearing citizens is the Bright Child Program. The program integrates various
programs and services on education, social welfare and development, health and nutrition, sports, and
cultural awareness.
Part of the Bright Child Program is the Expanded Feeding cum Livelihood Program that benefits Alaminos
City’s constituents through the nourishment of children and provision of livelihood to adults. Through
the program, the government provides hot and nutritious lunches to all public day care, preschool, and
elementary students in 39 barangays. It also feeds farmers’ children five days a week from September to
March every year.
From 22 percent among pre-schoolers and 26 percent among grade-schoolers in 2005, malnutrition rates
decreased to 4 percent and 9 percent in 2011. Having better-fed children led to better school performance.
More children went to school as evidenced by the increased participation rate from 79.8 percent in
SY2005–2006 to 87.4 percent in SY2009–2010. More children also completed school as evidenced by
the improved completion rate from 67.5 percent in SY2005–2006 to 81.5 percent in SY2009–2010. The
children likewise performed better academically as manifested by the higher achievement rate from 57.1
percent in SY2005–2006 to 69.9 percent in SY 2009–2010.
Aside from addressing malnutrition and improving the children’s scholastic performance, the program also
provided livelihood to farmers, parents, and young city residents under the guidance of the City Agricultural
Office. The vegetables they produced and animals they raised were bought by the city government for use in
feeding programs.
Source: LCC “National Literacy Awards 2012”
Selected schools in Region 12 use community dialects such as Hiligaynon, Ilocano, and
Maguindanaon to teach grade three math. The region developed learning guides using
these dialects while retaining a few mathematical terminologies in English.
At first, the parents who wanted their children to learn to speak in English ques-
tioned the program. However, after one grading period, the program obtained
positive feedback. A parent even claimed that his/her child could understand his/her
teacher better, enabling him/her to more easily solve math problems on his/her own.
Even though the program made the teachers, parents, and children happier, insuffi-
cient support for teacher training and workbook reproduction written in the mother
tongues ensued. The institutionalization of MTB MLE should, however, be able to
address these issues.
Indicator Status
Production Task 6
Production task six demands for scientific information based on actual teaching and learning
practices in different grade levels. The DepEd, along with various stakeholders from the academe,
NGOs, and international aid organizations, institutionalized MTB MLE to fulfill production
task six.
Indicator Status
Development and enrichment of • MTB MLE was initially implemented with the support of
the curriculum NGOs and international aid agencies.
Chapter IV
Universal Completion of the Full
Basic Education Cycle with
Satisfactory Annual
Achievement Levels
Positive Outcomes
Except for the elementary completion rate, all other indicators for the third objective
increased in the past five years, albeit very slowly. If this slow rate of increase continues,
the EFA 2015 target may not be achieved unless drastic measures are taken to accelerate
improvement. Particular attention should be given to programs that help elementary
students complete six years of education and secondary students increase their academic
performance as measured by NAT MPSs.
• Production task 6 reshapes the educational system with the use of the K to 12
Curriculum, which is expected to improve the quality of Philippine education.
The DepEd introduced new curricular programs and instituted many programs
to suit the needs of diverse learners so they can complete their education
with satisfactory achievement levels. Effective alternative delivery modes such
as IMPACT and MISOSA heavily relied on the cooperation of parents and
community members to succeed.
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2006-2007 82 78 82 82 70 73 71 78 65 59 66 57 62 64 31 75 88 72
2007-2008 83 78 81 79 68 74 72 78 70 60 68 65 65 72 41 72 85 73
2008-2009 85 80 81 82 72 74 73 79 72 59 69 63 66 72 38 76 85 73
2009-2010 83 78 82 85 69 74 73 77 69 60 64 67 62 66 37 77 80 72
2010-2011 83 77 80 82 73 75 71 77 72 59 65 64 63 71 39 72 83 72
100
90
80
70
60
50
40
30
20
10
0
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2006-2007 84 77 75 80 73 70 70 70 69 71 66 65 56 70 35 84 72 72
2007-2008 82 79 77 81 73 74 76 73 70 69 72 70 71 73 65 76 79 75
2008-2009 81 80 76 81 73 73 76 73 71 69 70 73 68 74 54 82 80 75
2009-2010 80 78 76 77 73 74 76 73 70 70 66 69 73 60 65 63 76 74
2010-2011 79 79 78 80 70 73 75 75 70 68 80 73 72 71 59 75 76 75
Source: DepEd Research and Statistics Division
100
80
60
40
20
0
Elementary Secondary
Public 71 76
Private 88
95
Source: DepEd Research and Statistics Division, 2011
There was an evident disparity between public and private school completion rates. More
students from private schools finish elementary and high school compared with those who study
in public schools. A 17 percentage point difference between the public and private elementary
school completion rates in SY 2010–2011 was seen. In the secondary level, a 20 percentage point
difference was seen.
100
80
60
40
20
0
Elementary Secondary
Male 68 70
Female 77 80
To reach urban street children and youth who are out-of-school or school leavers,
DepEd is adopting the K4 Programs which was an innovation popularized by 2009
CNN Hero Efren Peñaflorida of the Dynamic Teen Company (DTC).
DTC developed the K4 Program which stands for kariton (pushcart) to serve as
klasrum (classroom), klinik (clinic to learn hygiene), kantin (canteen to serve food
to learners). It was able to bring education to marginalized learners in Cavite City
through a pushcart laden with books and other teaching resources and dedicated
volunteers who served as street educators teaching street children reading, writing,
mathematics, hygiene, basic nutrition, first aid, and values education. DTC hopes
On the other hand, making kindergarten education accessible to all is being made
possible through the Kindergarten on Wheels (KOW). Through the collaboration
between DepEd and BagongHenerasyon Party List, KOW is expected to ease
the kindergarten classroom shortage in schools in Metro Manila by using vans
or customized trucks to serve as makeshift kindergarten classrooms. As Bagong
Henerasyon provides the van/truck, drivers and maintenance officer, DepEd is
providing the teachers or volunteers, curriculum guide, and initial set of teaching and
learning materials.
Ifugao, known for the Banaue Rice Terraces, is mostly made up of rugged mountains,
massive forests, and rolling lowlands in some municipalities. Its 180,771 population
(2007 Census) occupies 11 municipalities and 179 barangays. It has four major
ethno-linguistic groups—the Ayangans, Tuwalis, Kalanguyas, and Kalingas.
To realize EFA, the Ifugao Division opened primary schools in far-flung areas even
if these only had nine students, defying the DepEd rule that stated at least 20
students make a school. Classes with less than 30 students are made multigrade. The
teachers’ salaries came from either the MSEF or the PSEF. Redeployment of excess
teachers is also done.
The division also has a feeding program run by a nurse and a designated cook.
In areas without nonteaching personnel to prepare food, however, this becomes
problematic.
An increase in the division’s elementary and secondary NAT MPSs was facilitated
by the conduct of remedial classes. Ifugao is also developing needs-based learning
materials and resources through indigenization. It is likewise promoting learner-
centered environments by recognizing the best classrooms and teachers in grades
one to three, making learning materials available, and providing clean restrooms.
It also inducts new teachers and school heads and improves their competence by
upgrading and expanding pre- and in-service training courses. In SY2009–2010, its
elementary NAT MPS reached 67.9percent, making it the top-ranking division in the
CAR. At the secondary level, it obtained an MPS of 45.8 percent.
One of the division’s best practices is the “Search for the Best-Performing School”
using the NAT as one of the indicators. The winning school receives plaques of ap-
preciation for all personnel and cash. It also promotes information-based decision-
making and accountability through Interface, an activity wherein stakeholders, LGUs,
and the DepEd meet. It is held in every municipality to present the “naked truth”
on the schools’ performance using all of the performance indicators. This helps
the division get support from LGUs and stakeholders to continuously improve the
schools’ performance.
Among all regions, ARMM is at the bottom of most EFA indicators in formal
education. As for ALS, ARMM may not be at the bottom but it still did not perform
well.
Comparison of EFA Indicators Performance of ARMM, Philippines and Top Region, SY 2010-2011
120
100
80
60
40
20
0
A&E Passers
Elementary
Elementary
Elementary
Secondary
Secondary
Secondary
ECCD GER
ALS Com-
pleters
NAT
NAT
Net
Net
The ARMM is trying to rectify its situation with a reform agenda revolving around
the theme of good governance for a progressive and peaceful region. The key to this
reform is open governance with three components—governance covering LGUs,
the electoral system, and bureaucracy; peace and security focusing on loose firearms
and human rights; and socioeconomic development, including infrastructural,
economic, and basic service provision. This agenda is guided by the Health,
Education, Livelihood, Peace and Governance and Synergy (HELPS).
The HELPS has five action areas under education—data quality and utilization,
which focus on validation and school auditing; personnel reform, which addresses
discrepancies in various data sources; fiscal reform, which can address financial
management issues (e.g., the payroll system and use of project funds); technology
and innovation, which includes the DLP, a learning innovation that is seamlessly
integrated with the K to 12 Curriculum; and organizational development.
The most notable DepEd target for 2012 and 2013 involves the use of the NQESH
and the EMT, which will ensure that hiring and promotion are based on qualifications
and not on palakasan (connection or whom you know). The DepEd ARMM officials
expressed their willingness to contribute to the implementation of EFA-related
activities.
Alternative Delivery Modes (ADMs) issued via DO No. 54 s. 2012 and funding
support was provided via DO No. 53 s. 2011.
To address the needs of marginalized students
and those at risk of dropping out, the DepEd Multigrade Instruction Brings Education
institutionalized various alternative deliveries Closer to Learners
of formal education. It specifically made The multigrade program aims to serve the
education flexible to accommodate learners needs of school-age children in remote, far-
with diverse sociocultural and economic flung, and disadvantaged areas. In recognition
backgrounds. of its viability to deliver necessary educational
To accelerate the benefits of ADMs, services, the DepEd issued DO No. 38 s. 1993.
particularly for disadvantaged communities In the Philippines, multigrade schools
and congested schools, the DepEd funded the comprise around 33 percent of the total
implementation of IMPACT, the MISOSA, number of public elementary schools that
the Open High School, and the Dropout serve 8 percent of the total number of
Reduction Program (DORP) apart from other elementary students. Based on the 2012 Survey
local initiatives to address access problems. of Multigrade Schools in the Philippines, the
To strengthen ADMs, policy guidelines were average student population of a multigrade
80
70
60
50
40
30
20
10
0
Salvacion ES
Villadima ES
Cawayan ES
Villasocorro
Bagamelon
Sta. Cruz ES
Palong ES
Nuevo ES
Sogod ES
Caima ES
Beguito
Beguito
Viejo ES
ES
ES
2005-2006 32
2006-2007 55 34 56 34
2007-2008 62 52 60 53 53 43 41 37 54 29 53
2008-2009 74 64 71 56 54 54 58 60 64 49 49
*NAT results were not monitored for the schools and SYs corresponding to the boxes left blank.
The schools in Libmanan also used the IMPACT modules that SEAMEO INNOTECH
developed. The Palong, Beguito Viejo, and Beguito Nuevo Elementary Schools were
used as division-wide training grounds on the use of the IMPACT modules of more
than 700 multigrade teachers in 35 districts in Camarines Sur.
These multigrade schools developed a reputation for having quality education,
resulting in more enrolees. The Palong Elementary School’s number of students
increased from 124 in 2010 to 241 in 2012 while that of the Beguito Viejo
Elementary School rose from 215 in 2010 to 246 in 2012.
The DORP Saves Students such as high dropout and repetition rates
The Dropout Reduction Program (DORP) as well as low participation, retention, and
enhances the delivery of regular programs completion rates. Its implementation in 15
because it removes barriers that prevent low-performing divisions proved that viable
students from completing education. It contributory interventions can help meet
started out as a soft component of the SEDIP the country’s EFA 2015 target. As such, the
from SY 2004–2005 to SY 2009–2010. DepEd institutionalized the DORP through
With the institutionalization of ADMs, the DO No. 62 s. 2008, DO No. 33 s. 2009, DO
DORP is expected to address problems No. 44 s. 2009, and DO No. 74 s. 2010.
The Don Eulogio De Guzman Memorial National High School is a leading school
in La Union. It is the only school that offers a rare curriculum and different ADMs
that suit the needs, abilities, and interests of different learners. It welcomes all
OHSP enrollees and is well-known for its use of broadcast media to disseminate
information for training purposes.
In 2011, one of five OHSP enrolees—a boy from Santiago, Bauang, La Union—had
to stop going to school for four years because he had to support his grandmother.
He was given modules to work on while doing construction work in Baguio City. He
reported to school twice a month. He was also given traditional, nontraditional, and
other performance assessment tests.
Aside from the progress he made academically, he also matured. His relationship with
his father improved, which allowed him to get support for his academic undertaking.
The modules bridged the gap between him and his father.
The program also contributed to raising Bauang, La Union’s literacy level. Its success
is due to the stakeholders’ collaborative effort and the positive gestures of the
municipality’s officials headed by Hon. Mayor Eulogio Clarence Martin P. de Guzman
III.
% of IP to Total
Region Elementary Secondary
Enrolment
Long before the DepEd issued the National Indigenous Peoples Educational Policy
Framework, the PAMANA KA secondary school for indigenous people in San Jose,
Occidental Mindoro, already provided accessible formal education to the Mangyans in
the area with the help of the FMM and the Mangyan organization, PASAKAMI.
The NCIP-certified Mangyan school made education accessible to seven tribes in
Occidental Mindoro. One of its strategies to ensure that learners in the remotest
and most inaccessible hinterlands can attend school is to provide them dormitories
to stay in while undergoing values formation and obtaining community life training.
It also adjusted its calendar to align it with the Mangyan way of life. The Mangyans
plant from July to August. As such, school year for them begins in September and
ends in June.
Aside from the DepEd competencies required by the BEC, PAMANA KA also
teaches indigenous competencies and integrates the Mangyan culture, indigenous
knowledge, systems, practices, and spirituality via its curriculum.
In social studies, for instance, its students learn about Mangyan history with the aid of
research and documentation of elders’ accounts. They also learn about the Mangyan
political set-up and customary laws along with the Indigenous Peoples Rights Act.
The students easily understand lessons because the language, cultural, and concept
barriers were removed. They are also motivated and more likely to master subjects.
To integrate madrasah subjects into the curriculum, the Arabic Language and Islamic
Values Education (ALIVE) program was implemented. It ushered in improvements in
students’ attitudes and behaviors as well as relationships with others in school.
One school that witnessed such improvements is the Bawing Elementary School in
General Santos City. Before it implemented ALIVE, conflicts among students from
the same tribe always occurred. It was after a while that the ALIVE teacher cultivated
the interest of students in the program since they initially felt indifferent towards the
program. Eventually, the students changed and actively participated in class. As they
spiritually and behaviorally changed, they developed better relationships with others.
Source: Mr. Al-Amin A. Omar, Bawing Elementary School, General Santos City, 2012
FIGURE 21: Number of Children with Disabilities in SPED Schools by
Region in SY 2011–2012
1 19,101
2 5,518
3 33,796
4A 9,827
4B 4,420
5 11,366
6 11,055
7 10,615
8 25,291
9 5,745
10 7,946
11 17,031
12 12,952
CARAGA 13,887
ARMM 823
CAR 6,251
NCR 39,446
100
90
80
70
60
50
40
30
20
10
0
CARAGA
ARMM
PHIL
NCR
1 2 3 4A 4B 5 6 7 8 9 10 11 12 CAR
ESC 81 79 77 78 78 74 79 78 70 73 75 76 77 71 84 75 74 77
EVS 77 74 78 78 81 77 80 76 73 70 73 78 73 67 82 69 70 76
PHIL 84 81 82 84 74 77 80 79 73 73 84 75 77 75 68 78 82 79
Source: DepEd PPD
Aside from ensuring that learners can go on while 25,407 benefitted from the EVS. The
studying, the ESCS and the EVS also aim at ESCS beneficiaries constituted 7.6 percent
reducing class sizes in overcrowded schools. of the total number of fourth-year students
These also forged strong Public-Private while the EVS beneficiaries comprised 1.7
Partnerships (PPPs) as participating private percent. The cohort ESCS survival rate was
schools were contracted by the government to 78.1 percent in SY 2010-2011, two percentage
support the continuation of education of poor points less than what was recorded in the
but deserving students. previous year. EVS, on the other hand,
reached 76.5 percent in SY 2010-2011. Both
In SY 2010–2011, DepEd noted that 110,880
the ESCS and EVS beneficiaries had lower
4th year students benefitted from the ESCS
In Agoo, La Union, one religious organization has been making a difference in the
lives of poor children since 1996. Many children were sent to school and earned
degrees with the help of the St. Benedict Foundation for Children and Aging, Inc.
With funding support from U.S.-based Christian Foundation for the Children and
the Aging (CFCA), the foundation continues to help 75 very young children, 173
day care or kindergarten attendees, 125 elementary students, 124 high-school
students, 101 college or vocational students, 19 college graduates, 10 special
children, and 79 OSY.
In the first and second semesters of SY2011–2012, CFCA scholarship grants were
given to 122 children. US$200 was given to each full scholar while US$150 was
given to each partial scholar.
Prior to the start of classes in June, the beneficiaries also received school supplies,
uniforms, and bags to ensure their chances of going to school with decent clothing
and materials.
Aside from these provisions, the foundation also implements a tutorial program
to improve the academic standing of the children under its care. College student
beneficiaries facilitate reading and writing, problem-solving, and story-telling
activities for elementary- and secondary-level students.
Sources: St. Benedict Foundation for the Children and the Aging, Inc., La Union
The elementary achievement level was less than 7 percentage points away from the 75 percent
EFA 2015 target. The scores for all subjects improved. Even though science scores have improved
over the years, it still posted the lowest MPS of 60 percent.
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2006-2007 62 58 63 63 67 55 54 59 74 62 56 59 51 72 45 59 57 60
2007-2008 69 59 68 68 70 57 60 66 75 68 63 61 64 76 47 61 62 65
2008-2009 70 61 69 68 71 62 65 63 77 66 65 64 67 76 48 60 63 65
2009-2010 69 65 70 69 67 66 68 66 81 71 69 67 72 79 51 64 62 68
2010-2011 69 68 70 68 73 66 67 60 80 72 70 67 73 79 55 64 60 68
2011-2012 65 68 70 65 74 67 67 66 77 69 70 68 72 80 54 66 57 67
2012-2013 67 68 74 66 75 69 69 68 78 72 71 71 73 79 56 66 60 69
Source: DepEd Research and Statistics Division and NETRC
All regions except the NCR showed progress in terms of attaining quality elementary education.
For the past three years, Regions 3, 4B, 8, 10, 12, and CARAGA have MPS of 70 and above.
CARAGA has been scoring higher than the 75 percent ideal NAT rate for the past six years
while ARMM, at the latest count, is 19 percentage points away from the desired NAT rate.
FIGURE 25: Secondary NAT MPS per Subject from SY 2006–2007 to SY 2010–2011
80
70
60
50
40
30
20
10
0
Total Mathematics Science English Filipino AP
2006-2007 46.64 39.05 41.99 51.78 48.89 51.48
2007-2008 49.26 42.85 46.71 53.46 47.64 55.63
2008-2009 46.71 38.03 42.11 52.90 51.05 49.44
2009-2010 45.56 39.64 43.80 46.95 58.08 39.32
2010-2011 47.93 42.00 39.35 46.45 58.93 52.03
Source: DepEd Research and Statistics Division and NETRC
FIGURE 26: Secondary NAT MPS per Region from SY 2006–2007 to SY 2012–2013
70
60
50
40
30
20
10
0
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
2006-2007 52 44 47 46 47 42 45 47 64 47 43 44 41 63 43 46 43 47
2007-2008 57 44 52 48 50 40 45 53 66 56 48 44 47 63 46 49 44 49
2008-2009 47 44 46 45 47 43 49 48 60 46 45 45 44 56 37 46 47 47
2009-2010 43 42 45 44 42 42 48 47 59 46 45 44 46 60 34 44 45 46
2010-2011 45 46 47 47 48 45 48 49 60 48 49 47 48 61 37 47 48 48
2011-2012 43 48 50 47 50 46 50 52 55 48 49 48 48 62 37 49 49 49
2012-2013 44 49 52 49 54 50 53 54 56 49 51 53 51 65 38 52 54 51
The secondary level regional performance as measured by NAT continues to be problematic
with most regions posting lower than 50 percent MPS rates. The top-performing regions were
Region 8 and CARAGA, averaging 60.14 percent and 61.42 percent, respectively, while lowest
is ARMM with only 38.86 percent average NAT MPS through a seven-year span.
100
80
60
40
20
0
Elementary Secondary
Private 54 45
Public 70 49
Source: DepEd Research and Statistics Division and NETRC
Despite having better facilities and learning materials, private schools surprisingly lagged behind
public schools in terms of educational quality as evidenced by the difference in their NAT MPS.
In SY 2010–2011, public schools scored 16 percentage points higher in the elementary level and
4 percentage points higher in the secondary level than private schools.
FIGURE 28: NAT MPSs by Gender in SY 2010–2011
100
80
60
40
20
0
Elementary Secondary
Male 66 46
Female 70 50
Source: DepEd Research and Statistics Division
A marginal difference existed between males and females with regard to educational quality. In
SY 2010–2011, the females scored 4 percentage points higher in the NAT compared with the
males in both levels.
To achieve the vision of building a world class University Town in 2020, Balanga City
is banking on developing the parenting skills of Balanguenos and raising the quality of
basic education.
As a University Town, Balanga City is geared towards building the City as the center
of high quality education provided with complete educational facilities and amenities,
supportive and conducive to learning and enhanced academic experience. One of
the programs towards this end is the Educhild which stands for Education for the
Upbringing of Children. Educhild Parenting Program is a non-profit organization of
parents which conducts parenting seminars in the belief that parents are the primary
educators of children. Under this program, parents teach their children values, good
habits or virtues, and moral principles to make them productive member of society
and responsible citizens of the country. To date, there have been 2,154 Educhild
Parenting graduates.
Balanga City is likewise aiming to provide quality basic education to better equip the
people who are helping build the world-class University Town. Among the actions
of the city government towards this end yielded 342 Gurong Iskolar and the 252
laptop-recipient teachers.
Balanga City is not only aiming for quality education but also for accessible
education. It has been building schools in areas where the learners are. Moreover,
it is providing assistance to the Parent-Teacher Association (PTA) to finance their
projects that will help schools. Thus far, the city s government has been alloting a
substantial amount yearly for PTA assistance.
EduChild Seminar and Barangay Week serve as venues for Balanga Mayor Jose
Enrique S. Garcia III to remind parents of the importance of education. The
Barangay Week program, in particular, serves as a platform to address the problems
related to education. For example, in one village, the mayor found out that children
couldn’t continue secondary school because the barangay did not have a high school.
As a result, the city government provided students with subsidy payment for their
transportation to enable them to reach the nearest high school.
With all the things that have been done, Balanga City is simply being true to fulfilling
its mission to build a family-oriented city with a strong academic atmosphere that
will ensure sustainable development and participative governance.
Sources: Galing Balangueño News Quarterly,Vol 4, Issue No. 7, Balanga 2020: Isang Paglalakbay Brochure,
and Powerpoint Presentation of Mayor Jose Enrique Garcia III.
TABLE 10: Number of New Teachers Who Are Part of the TIP
The TEC spearheaded the K to 12 Regional Through DO No. 32 s. 2009, the NCBTS-
Mass Training for Grades 1–7 Teachers based Teacher Strength and Needs
nationwide. In the second quarter of 2012, Assessment (TSNA) and the Individual Plan
the training of 73,655 grade one teachers and for Professional Development (IPPD) were
69,542 grade seven teachers was conducted adopted to promote teachers’ professional
training across all regions. development so they can become personally
responsible for their professional advancement
The DepEd also issued policies and guidelines
and the improvement of student learning. The
on Training and Development (T&D)
NCBTS-TSNA is a self-assessment tool to
programs and activities through DO No. 32
gauge a teacher’s professional development,
s. 2011. These directed the central, regional,
specifically in the formulation of his/her
and division offices and schools to integrate
IPPD.
their professional and development plans. It
also specified standards for T&D programs To improve science and mathematics teaching,
for each personnel category. Teachers should the DepEd implemented a certification
adhere to the NCBTS and the TSNA. Each program that aimed to improve the capability
DepEd personnel, meanwhile, should have of non-science and math major teachers
a Training Passbook, which serves as a list of by increasing their knowledge of content
his/her training needs and record of training and upgrade their competence in teaching
attendance. and assessment for learning, setting up a
FIGURE 29: Grades 1–2 Teachers’ TEPT and PST for Science and Math Results
per Region in SY 2011–2012
90
80
70
60
50
40
30
20
10
0
CARAGA
ARMM
PHIL
NCR
CAR
1 2 3 4A 4B 5 6 7 8 9 10 11 12
TEPT 52 50 50 51 49 51 52 53 52 48 50 50 49 49 41 54 51 50.53 or 51
PST 47 46 47 48 45 45 47 48 47 47 46 45 44 46 38 47 46 46.03 or 46
Source: DepEd
The NCBTS Sets Standards for Teachers from Pre-service and In-
Service Training to Promotion
The NCBTS acts as a framework for effective teaching. It emphasizes the role of
teachers in the students’ learning process. They should be able to help all types of
students achieve the different learning goals indicated in the curriculum. It is TEIs’
basis for designing and implementing future curricula as well as conducting the
Licensure Examination for Techers (LET).
At present, the DepEd uses the NCBTS to formulate guidelines in hiring,
promoting, and supervising teachers.
The elementary teacher recruitment process starts in the school where
applications are received and screened. Screened applications are sent to the
division office, which ranks qualified applicants via a selection board composed
of the Assistant Schools Division Superintendent (ASDS), supervisors, an
administrative officer, and a personnel officer. Finally, the principals select qualified
teachers based on their schools’ need and the division office’s published rankings.
Secondary teacher recruitment slightly differs in that the selection committee is
composed of a cluster of schools that conduct applicant screenings per subject
area. The committee assesses applicants’ qualifications through demonstration
teaching sessions wherein an education supervisor is invited to observe. The
results of the screening and the principals’ recommendations are then submitted
to a division office for ranking purposes.
When selecting locally funded teachers, the local authority chooses who to
hire from a published pool of qualified applicants. Although this process intends
qualified teachers to be hired, political influence can occur as the LGU controls the
SEF that pays for the teachers’ salaries.
The NCBTS is changing the present set-up. According to the Misamis Occidental
Office of the ASDS OIC, Mr. Edwin R. Maribojoc, the implementation of DO No.
12 s. 2012 resulted in a clearer understanding of who should be hired, deterring
political influences and pressure. Those who belong to category A are hired first
before those from the remaining categories are considered.
The NCBTS has also become the basis for individual teachers’ professional
development activities. According to Ms. Emilia Baltazar of the Benguet National
High School, an NCBTS-based performance assessment is their basis for teachers’
IPPDs. After addressing their identified weaknesses, the teaching and learning
process improved. The CB-PAST challenged teachers to get high performance
ratings by improving their competencies. They now willingly undergo activities for
professional growth such as taking up postgraduate studies and attending seminars
and training.
Sources: The Role of District Education Offices and the Challenges They Face in the Context of
Decentralization: The Philippine Experience, Division of Misamis Occidental, and
Benguet National High School
Indicator Status
Strengthened the capacity of the TEC to recom- • The TEC adopted the competency-based
mend actions to improve the teaching practice performance appraisal system.
The K to 12 Education Program not only aligned the curriculum with the twenty-
first century and international standards, it also improved the teaching and learning
processes.
A teacher in General Santos National High School attested to how K to 12
revolutionized education. Ms. Teodora P. Gomez, a TLE teacher for the past 38 years,
affirmed how K to 12 offered a more comfortable way to teach and learn. When
she was teaching TLE using the previous curriculum, she felt as if she was “jack-of-
all-trades but a master of none,” having taught a variety of subjects. Things changed,
however, after she attended a K to 12 training where she learned interesting
strategies to teach the subject.
As a grade 7 TLE teacher, her job only required her to teach students about the
different dressmaking tools and their functions. After two months, she felt she mas-
tered her subject. The change in the curriculum also allowed her students to master
the subject, too.
Source: General Santos National High School
The Special Science Elementary School (SSES) The Special Programs in the Arts (SPA) is
Project, implemented through DO No. 57 a nationwide program for students with
s. 2011, aimed to improve science education. potentials and talents in the arts, namely,
Through this project, an enhanced science music, visual art, theater art, media art,
and math curriculum for the elementary creative writing, and dance. It was initially
level was applied to students with high piloted in 17 schools and later adopted by 51
aptitudes. Fast learners in SPED centers and secondary schools.
regular SSES-accredited schools became The Special Program in Sports (SPS) aimed
prime candidates for entry into science and to further develop talented athletes who
technology high schools. The project was can be trained for joining national and/or
piloted in SY 2007–2008 in 57 schools in 55 international sports competitions. It was
divisions in 16 regions. initially implemented in 15 schools and later
The DepEd further endeavored to improve adopted by 300 secondary schools.
science education in the secondary level The Special Program in Journalism (SPJ) is
through the Engineering and Science a special program that was implemented by
Education Program (ESEP). the DepEd in response to the need to develop
To promote a science culture, the DepEd talents in journalism. It was designed to
encouraged students to take up science provide students richer experiences with
courses. The Regional Science High Schools print and broadcast media.
(RSHS), a network of 17 schools throughout The Special Program in Foreign Languages
the country catering to students with scientific (SPFL) was designed for students who
talents, was created. demonstrated competence in English and
The BSE likewise aimed to make secondary were capable of learning other foreign
education more relevant by catering to languages such as Spanish, Japanese, French,
various learning inclinations and aptitudes by and German.
introducing the following special programs
via DO No. 46 s. 2012:
Lemery Pilot Elementary School (LPES), the biggest school in Batangas in terms
of land area, reengineered educational services for its 2,378 elementary and 400
preschool students. The LPES pursued excellence in science and math education
through the Special Science Elementary School (SSES) Program that allowed it to
evolve and expand its coverage to include learning areas and fields of endeavor to
make its learners more holistic and globally competitive.
It introduced a number of innovative intervention programs that highly contributed
to the success of its SSES Program. It implemented Project SIKAT (Special Innovation
of Knowledge, Abilities and Talents) to develop multiple intelligences among its
students. Its Twinning Program allowed the LPES to work with UP National Institute
for Science and Mathematics Education Development (NISMED) to upgrade science
and math teaching. Project ICT2 (I Can Train, I Can be Trained), on the other hand,
taught its teachers to act as mentors to others after assessing their strengths and
weaknesses in technology. Its other projects include Projects BIBO (Better Inputs,
Better Outputs) and STAR2 (Special Time Allotted for Review Special Teachers
Assigned for Review).
These allowed the LPES to earn numerous accomplishments in a variety of fields.
For two straight years, its SSES students topped the E-NAT. It was also named the
top-performing elementary school two years in a row. It was likewise acclaimed
as an SBM Level II grantee as well as an APES Level II school. It is also expected
to become the first Philippine Accreditation System for Basic Education (PASBE)-
accredited school in Batangas and the entire Region 4A.
All of these were accomplished with the strong support of numerous stakeholders.
The Medical Society sponsored free training to enhance SSES students’ knowledge
of good health. As a result, the SSES students emerged as the national champions
in the Bulilit Health Workers quiz show. NGOs also provided educational packages
that gave SSES students supplementary materials for their science, English, and math
classes. Philanthropists also offered free medical services. Free bags and school
supplies were also given to SSES and other students to reduce the dropout rate.
Given all these, the LPES has thousands of reasons to be proud. It maintained its mo-
mentum of success and will continue to dream, move ahead, and soar higher. Being
the first SSES implementer, it will become better and bolder as it continues to tread
the road to excellence.
Indicator Status
Indicator Status
Definition of the competencies required • The K to 12 Curriculum was developed and imple-
for every grade level mented in SY 2012–2013.
Progressive achievement of the required • The students’ progress with regard to the newly
competencies every year defined K to 12 competencies has yet to be seen.
Requirement for employers, parents,
• Advocacy campaigns and orientation sessions were
and HEIs to demand higher levels of
conducted for various stakeholders.
competence
• The SHSP was piloted in SY 2011–2012.
• The 12-year basic education cycle will be fully
Adoption of the additional years of
operationalized in SY 2016–2017.
basic education to attain newly defined
competencies • Assessment system aligned with new K to 12
curriculum is yet to be developed, validated and
institutionalized.
Remaining Gaps
the high school students. The impact of the
Despite having government agencies, NGOs, current reforms in teaching and in curriculum
LGUs and private entities to support students may not take effect to affect the gap in terms
in completing their education, about one- of quality education:
fourth of elementary and high school students
• 6 percent difference from the EFA
fail to complete basic education.
2015 target of 75 percent in the
In particular, the gap in achieving the third elementary level
EFA objective in terms of completion rate
• 15 percent gap in science
are:
• 7 percent gap in mathematics
• 28 percent of pupils did not complete
their elementary education in SY • 10 percent gap in English
2010–2011 on top of the 4 percent • 5 percent gap in Hekasi
of children aged 6 to 11 who did not
even enroll; and • 24 percent difference from the EFA
2015 target of 75 percent in the
• 25 percent of students did not secondary level
complete their secondary education
in SY 2010–2011 on top of the 35.5 • 36 percent gap in science
percent of children aged 12 to 15 • 33 percent gap in mathematics
who did not even enroll.
• 29 percent gap in English
Attaining the 75 percent mastery as a measure
• 16 percent gap in Filipino
of quality of basic education poses a challenge
with the current low NAT particularly for • 23 percent gap in Araling Panlipunan
E very community should mobilize all of its social, political, cultural, and economic resources
and capabilities to attain universal basic education competencies for all. Attaining this
outcome will ensure that educational disadvantages will not increase or remain in every
community. This, however, involves the government, civil society organizations, media, and
other institutions and organizations that play a part in society. This outcome encompasses
community-based efforts in 80 provinces, 122 cities, 1,512 municipalities, and 42,025 barangays.
DepEd
E-Net
CHED
TESDA
PIA
NEDA
DBM
CWC/ECCD
ULAP
DSWD
DOST
DA
DOH
DOLE
NCMF
NAPC
NYC
DILG
Congress
Senate
LCF
UNACOM
SEAMEO
INNOTECH
The DepEd and E-Net topped the list of NEC E-Net provided training. The DILG helped
members with the greatest contributions to the improve schools by supporting them in
attainment of EFA production and enabling SIP preparation and implementation and
tasks. NEDA and SEAMEO INNOTECH school performance assessment. Others
also contributed a lot, though in the form of helped by providing direct assistance in the
technical assistance provision. Others have form of funds. The Congress contributed
little or no contribution indicated not because by amending school-related laws. Others
of inactivity but because their EFA-related provided resources such as school furniture
activities may have been unreported. from TESDA and science-related materials
and facilities from DOST-SEI.
Most of the contributions fell under school
improvement, ranging from technical The DepEd is now mandated to make
assistance in SIP formulation and school preschool universal and mandatory with
leadership to resource provision. The others the passing of the Kindergarten Act. A few
contributed via providing anti-truancy and NEC members also contributed to ECCD
educational assistance. through center- and community-based day
care service provision. Through accreditation
A wide variety of contributions fell under
programs, the DSWD ensures the quality of
school improvement. The DepEd, for
ECCD service providers and workers and
instance, pushed the institutionalization of
monitors their progress via an IS. SEAMEO
SBM with concomitant moves to advance
INNOTECH also provided inputs through
school leadership and expand stakeholder
various ECCD research contents and fora.
participation. The NEDA provided technical
inputs while SEAMEO INNOTECH and
With MLCC, Agoo has acquired a better chance to achieve literacy and upgrade
its people’s skills. The MLCC’s leadership helped identify those in need of education
and coordinate activities congruous to their needs. Its efficiency and effectiveness
further led to the creation of Barangay Literacy Coordinating Councils (BLCCs) in
partnership with the Association of Barangay Captains.
The establishment of these BLCCs allowed easier identification of target
beneficiaries, needs assessment, information dissemination, and documentation and
responding to problems and issues. The BLCCs helped conduct education mapping
and needs assessment activities and facilitated progress monitoring and tracking at
the barangay level.
Source: A Survey of Nonschool Basic Learning Needs Providers,
Programs, and Financing in the Philippines
Indicator Status
EFA Financing
350,000,000
300,000,000
250,000,000
200,000,000
150,000,000
100,000,000
50,000,000
0
2009 2010 2011 2012
208,719,158 225,140,682 271,492,981 308,950,395
Source: www.dbm.gov.ph
Despite efforts to increase educational funds, the Philippines is still far from the Dakar indicator
of allocating 6 percent of its GDP to education. (See Table 18.)
TABLE 18: The Educational Budget as a Ratio of the GDP from 2009 to 2011
Source: www.dbm.gov.ph
Source: www.dbm.gov.ph
DepEd budget presentation
The DepEd’s desire to completely eradicate successful. At present, PPPs have committed
the educational facility shortage led it to to address half of the classroom gap while
engage in Public-Private Partnerships (PPPs.) aiming to eradicate the shortage by 2014.
Obtaining stakeholder support has proven
9,000
8,000
7,000
6,000
5,000
4,000
3,000
2,000
1,000
0
Classroom construc-
Classroom repair / School furniture Classroom Water and sanitation
tion for areas with PPPs
acute shortages rehabilitation provision construction facility construction
2010 1,700 3,565 877 1,000 0 0
2011 7,891 1,050 950 1,000 1,400 0
2012 8,680 1,155 1,045 1,000 1,540 4,000
Source: www.dbm.gov.ph
E-Net is a network of 150 civil society organizations in the Philippines that seeks
to expand civil society’s influence on effecting positive changes in education. One
of the areas it focuses on is improving resource allocation in the education sector
and addressing inefficiencies in finance management that compound problems with
regard to fund shortages.
One of E-Net’s concrete steps has widened the ALS programs’ reach to cover
500,000 learners. It has also implemented functional literacy programs for
indigenous and Muslim youth, women, and adults in the six priority regions with the
highest disparities in terms of literacy as well as provide education in response to
emergencies. To address the shortage of teachers, E-Net proposed hiring 20,000 new
teachers, instead of creating just 10,000 new teaching positions.
On the other hand, the Task Force is also advocating the allocation of a bigger
budget for training and medical and benefits coverage for teachers and additional
MOOE budgets to help improve the quality of learning, training and medical and
benefits coverage for teachers. This will also help improve the quality of learning.
Source: www.enetphil.org
LGUs have been the national government’s provinces, cities, or municipalities levy and
major partner when it comes to education. collect.
Since LGUs have sustainable sources of
The SEF should purposely be utilized to
resource to finance educational services and
operate and maintain public schools; construct
immediate access to far-flung areas, they can
and repair school buildings, facilities, and
provide supplementary funding to support
equipment; conduct educational research;
basic education through the SEF as mandated
purchase books and periodicals for school
by RA No. 5447. The SEF can come from
use; and develop children’s sports talents after
proceeds of imposing a one percent (1%) tax
meeting the criteria set by the DepEd.
on the assessed values of real properties in
addition to basic real property taxes, which
FIGURE 34: LGU SEF Amounts from 2008 to 2010 (in Billions)
300,000
275,000
250,000
225,000
200,000
175,000
150,000
125,000
100,000
2008 2009 2010
208,719,158 225,140,682 271,492,981
Source: COA Annual Financial Report for Local Governments
In the 2010 Income and Expenses Report, Throughout the years, LGUs have been the
32 percent of the educational expenditure DepEd’s major partners when it comes to
went to personnel services, which include stabilizing educational financing. LGUs’
remuneration of casual and contractual contribution to educational funding has
teaching staff while the remaining 68 percent continuously increased from 8.8 percent in
went to the MOOE. 2008 to 11.2 percent in 2010.
Tagum City is one of the country’s fastest-growing urban centers. It is located in Davao
del Sur and has received various accolades for being a “King Sejong International
Literacy Prize” winner for its Peace Management Literacy and Continuing Education
Through Night Market Program in 2011 and a “2011 National Literacy Award” hall
of famer for eradicating illiteracy and attaining EFA goals.
The city has not fallen short on continuously innovating education- and literacy-
related endeavors. It addresses the needs and demands of a diverse range of EFA
recipients and program beneficiaries. As such, it allocates a sizeable budget for EFA
programs.
The city’s main funding sources include LGUs and national line agencies. LGUs, in fact,
allocated PhP197,672,949.7 for the implementation of EFA programs and activities
every year. The allocated resource and contributions from various stakeholders
account for its success in delivering basic education and literacy development
services to school-age children, OSY, and adults, including inmates and those that
come from marginalized sectors (e.g., indigenous people and Muslims). It has been
applauded for advancing its intertwined goal of providing basic and functional literacy
skills training and community development services.
The city’s EFA programs deepened and sustained linkages with community-based
literacy work that aimed to foster literacy as a means to empower communities
and promote socioeconomic development and transformation, contributing to
everyone’s welfare.
PA-BEAM Stage 1
AusAID P121.34 P38.85 P160.19
2002–2004
STRIVE Stage 1
AusAID P125.48 P10.67 P136.15
2005–2007
STRIVE Stage 2
AusAID P539.18 P127.94 P667.12
2007–2011
EPIP
AusAID P570.00 P0.00 P570.00
2008–2011
AusAID (to be
SPHERE (AusAID grant)
administered by the P1,007.94 P0.00 P1,007.94
2008–2011
WB)
HIP
AusAID P119.60 P3.00 P122.60
2001–2003
PROBE
AusAID P531.16 P325.48 P856.64
1996–2001
AGRITECH
AusAID P33.52 P8.61 P42.13
1999–2000
BIARSP Phase 2
BADC P13.00 P18.30 P31.90
2000–2003
BIARSP Phase 3
BADC P40.80 P0.00 P40.80
2003–2007
PTTAF2
CIDA P5.40 P5.94 P5.94
1999–2004
MINSSAD 2
JBIC P221.18 P53.75 P274.93
2002–2007
EFIP Phase 5B
JICA P362.95 P33.25 P396.20
2000–2002
EQuALLS 2
USAID P1,222.00 P0.00 P1,222.00
2006–2011
CPC V
UNICEF P187.40 P0.00 P187.40
1999–2004
CPC VI
UNICEF P251.44 In kind P251.44
2005–2010 (Extended)
Education in Emer-
gencies: Assistance to
UNICEF/AusAID Typhoon Victims in Bicol P8.93 P0.00 P8.93
Region
2007
NPSBE
WB P9,400.00 P0.00 P9,400.00
2007–2011
PRIME
AusAID P660.00 P132.00 P792.00
2011–2014
WB/JBIC 20,157
USAid 1,222
UNICEF 504
JICA 8,778
GOS 163
CIDA 5
BADC 54
AusAid 5,120
ADB 2,401
ODA 2000-2011
(in Million PhP)
0 5,000 10,000 15,000 20,000 25,000 30,000 35,000
The Australian government has been supporting Philippine education through programs with
a total funding amounting to more than US$30 million annually. One Australian program is
the BESR SPHERE, which supported the DepEd in addressing equity and quality in service
delivery by giving US$51.5 million from 2007 to 2014.
Another Australian program that aimed to improve access to quality education and result
in better learning outcomes for disadvantaged indigenous people and Muslims is PRIME.
It granted US$20 million to the DepEd to develop learning materials, train teachers, and
change the curriculum to adapt to the culture of indigenous people and Muslims from 2011
to 2014.
The Philippine Social Protection Initiative also obtained US$6.8 million from 2009 to 2015
to support the social protection reform agenda through initiatives such as cash-transfer
programs and the provision of technical assistance to social protection programs.
Australia’s biggest funding support went to BEAM in the ARMM, amounting to US$89.6
million from 2011 to 2015, to alleviate poverty in the region and bring about sustainable
peace.
Source: http://ausaid.gov.au/countries/eastasia/philippines/Pages/education.aspx
1 19,417 172,866
2 11,399 113,517
3 28,637 127,217
4A 30,601 240,938
4B 37,721 248,103
5 69,579 512,770
6 57,588 399,614
7 41,263 324,571
8 49,515 356,615
9 70,342 345,876
10 58,357 350,794
11 36,393 245,392
12 34,572 258,956
Adopt-a-School Program
The Philippine government acknowledges the availment of tax incentives arising from the
capacity of the private sector to assist the state total expenses incurred for the partnership
in the delivery of quality education to the project. In short, both the government and
broadest extent. Under the Adopt-a-School the private sector mutually benefit in the
Law (RA 8525 of 1998), the private sector partnership.
is given an opportunity to be dynamically
By teaming-up with private entities, DepEd
involved in the cause for education,
intends to eradicate school leavers by providing
particularly in augmenting the existing
them an exciting learning environment which
resources of public schools and in providing
would keep them off the streets. Engagements
students an enhanced learning environment
with the private sector can address the need
so that they can be the best of what they are
for classrooms and other forms of educational
capable of being.
resources, help enhance teacher performance
The Adopt-a-School Program serves as and increase student achievement.
a mechanism in generating additional
From 2000 to 2013, donations in various
resources and services for public schools,
forms or packages received by schools, have a
through partnerships and engagements with
worth of about 30 billion pesos.
adopting private entities. As schools receive
various educational interventions or support In 2013 alone, over 5.3 billion pesos worth
packages from private entities, the latter, on of donation was generated by DepEd for
the other hand is entitled to apply for the schools. Out of these obtained support,
Infrastructure
Brigada Eskwela
Physical Facilities
Technology Support
Direct Assistance
Learning Support
Reading Program
Training and
Development
Furniture
Real Estate
0 20 40 60 80
Education gets the biggest chunk of the foundation’s budget. Half of its total fund
goes to projects that seek to enhance the public education system. The foundation
has built 452 classrooms all over the country, which benefitted over 45,000 students.
It has also provided laboratory refurbishments and equipment to 21 science
laboratories. It likewise upgraded schools’ electrical systems.
The foundation also supports education by giving more schools access to computers.
It has donated 1,527 computers to schools.
The Foundation is also helping the education sector through these projects:
Source: http://www.aboitizfoundation.org/AF/index.php
The national government needs to adopt beyond what is allocated to the DepEd. The
a new public funding framework for basic government has to monitor the allocation of
education that coherently combines national resources for education such as the functional
and local government funding to support literacy programs, ALS and other educative
the most cost-effective local efforts to attain development programs being implemented
quality basic education outcomes in every by LGUs, different government agencies
locality across the country. Because EFA (e.g., DA’s agricultural training courses for
has expanded education’s vision, public the youth) private sector, NGOs, faith-based
funding for basic education should also go organizations, universities and other CSOs,
Indicator Status
Conduct of the testing, evaluation, and • ALS programs remain grossly underfunded
development of policy proposals to expand ECE, given the large size of target group (less than
ALS, and R&D on teaching through innovative 1% of DepEd national budget to serve 9 mil-
co-financing schemes lion functionally illiterates).
Monitoring EFA
Accomplishments
To monitor the progress of EFA efforts, the This provides hard data showing how many
government has been assessing its EFA- functional illiterate Filipinos there are, where
related undertakings, accomplishments, and they are, and what factors are preventing them
limitations. It, for instance, prepared the EFA from attaining functional literacy. Filipino
2000 Assessment report, which discussed the learners’ achievement rates, meanwhile, are
progress and shortcomings of 180 countries gauged through the NAT and A&E tests.
with regard to reaching EFA goals. The results
Through the Basic Learning Needs Survey,
of this assessment were discussed in the “2000
a SEAMEO INNOTECH research project
World Education Forum” in Dakar, Senegal,
for the NEC in 2010, non-school providers
which eventually gave birth to EFA 2015.
of basic and functional literacy programs
The EFA Mid-Decade Assessment and were identified and profiled. This provided
Midterm Policy Review was also carried out information on the situational status of non-
from 2006 to 2009 as a capacity-building school basic learning needs.
process for countries to review their progress
To obtain crucial data, information systems
and identify the challenges they faced while
were established to serve as databases for
working toward their EFA goals. It specifically
both formal education and NFE systems.
focused on identifying and reaching out to
The DSWD set up an ECCD IS that contains
unreached and marginalized groups.
information on day care service providers,
Three years prior to the culmination of EFA workers, and clients, including those that are
2015, another assessment was conducted to not center-based. The DepEd also has the
gauge how far the Philippines has come in BEIS, which contains a database of all Filipino
terms of reaching its targets and propose a learners enrolled in formal and non-formal
catch-up plan to address issues and close gaps. educational institutions. It also has an ALS
MIS, although this only includes data from
To help measure EFA goal attainment, the
DepEd-funded ALS programs. MIS data
NSO conducts the FLEMMS every five years.
Indicator Status
Remain-
Achievement ing gap by
by SY 2015-
2015 Achievement Remaining 2015 (esti-
Objectives Indicators 2016 based
Target Gap mated based
on current on current
trend trend)
Objective 1: Already
Universal Functional surpassed
Coverage of 84.60% 86.4 (2008) 88.7% Target achieved
Literacy the 2015
out-of-school- target
youth and adults
4.4 pp **
in the provision 2.2 pp based
based on
of learning on 100% basic
Basic Literacy 95.6% (2008) 100% basic 97.8%
needs literacy rate
literacy rate
target
target
Already Target achieved
% of DepEd 25.51% surpassed
identified cli- 23.00% 19.76% (at least for
(2006-2012) the 2015
ents reached * DepEd)
target
% of DepEd
clients/ALS 12.74 pp
18.38%
Enrollees 32.50% 19.76 6.08% (at least for
complete the (2006-2012)
DepEd)
program *
57 pp based
44% 45 pp based on
on 100%
% A&E passers 55.1% 100% passing
(2012) passing rate
rate target
target
*% of the estimated 9 million functionally illiterate Filipinos aged 10-64 years old based on 2008 FLEMMS.
**percentage points
4. Integrate a simple monitoring and • Enhance the delivery system for ALS
evaluation scheme for the acceleration classes to improve completion rate.
plan based on the hierarchic Deliver relevant literacy programs
accountability of DepEd field offices. based on the needs of adult learners.
There should be due recognition and • Strengthen the ALS database.
commendation for good performing
• Align LCC activities with the
field offices. For example, achieving
acceleration plan.
EFA targets may be included in the
evaluation criteria as basis for giving
performance bonus.
Schedule
Activities Level 2013 2014 2015
1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q
Reporting to NEC
Final evaluation
• Include ALS learners in the computation • Review the current system of private
of enrollment rates. schools accreditation and introduce
necessary reforms to ensure that
• Eliminate focus on and pressure of private schools comply with quality
taking and passing the A&E exam. and accreditation standards.
The learners can finish the entire
basic education curriculum at their • Re-examine and redefine indicators of
own time. An adjusted assessment educational quality by international
and examination system shall be benchmarking.
developed incorporating appropriate