Copy of DEDP (Final Copy)

Republic of the Philippines

Department of Education Region IV – MIMAROPA

DIVISION OF PALAWAN

DIVISION EDUCATION DEVELOPMENT PLANDIVISION OF PALAWAN

2011-2016

DIVISION EDUCATION DEVELOPMENT PLAN 2011-2016

Division of Palawan

DEDP Palawan 2011-2016

ContentsExecutive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Situational Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

The Province of Palawan National, Regional and Provincial Thrusts in Basic EducationStatus of Basic Education in Palawan Division

Strategic Direction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

VisionMissionGoals and Objectives

Implementation Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

Six-year Indicative Development PlanAnnual Implementation Plan

Monitoring and Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

SWOT AnalysisStrategic OptionsMonitoring and Evaluation FrameworkDPC Members


I. Executive SummaryThe Division Education Development Plan 2011-16 represented a key milestone in

the Division of Palawan in improving basic education in the division. Recognizing that reforms in basic education delivery is still in the long journey and must be further accelerated, the DEDP 2011-2016 has been designed to set out priority policies and strategies for the next six years of implementation. It shall serve as a roadmap that provides direction for the division to achieve its long-term goals and lays out strategies to be implemented to attain specific objectives. It shall also be the blueprint for the division’s planned targets against which actual performance will be assessed.

The crafting of DEDP 2011-2016 was done in three phases: (1) Phase 1 – Situational Analysis which involves the overview, assessment and analysis of the present status of basic education in the Division of Palawan relative to the Philippine EFA Plan 2015; (b) Phase 2 - Strategic Planning which discusses the formulation of strategies addressing the issues and challenges that emerged in phase 1, each strategy being aligned with the division’s vision, mission and goals; (c) Phase 3 – Planning for Implementation which includes policies and their corresponding programs and projects to be implemented, the implementation schedule, budgetary implications, and monitoring and evaluation mechanisms. The plan concludes with a highlight on the major lessons derived and the best practices and intervention programs that produced improved learning outcomes.

Phase 1 Situational Analysis

Analysis of the external and internal environment of the Division of Palawan was done to provide the contextual background of the status of basic education in the division. The external environment covers the province of Palawan, its geographic and socio-economic characteristics which are major attributes influencing schooling trends of Palaweño learners. It also includes reviews of the major policy reforms and programs implemented by the Philippine government in connection with its commitment to EFA 2015 Goals and the province’ basic education programs and services.

The internal environment is the Division of Palawan itself. Analysis of the internal environment includes assessment of the status of basic education in the division covering the period, SY 2007-2010, to allow trending. It builds on education data and information at school level. However, the data are aggregated according zonal segmentation based on location where critical mass with reference to performance indicators (i.e. EFA standards) can be met.

Phase 2 Strategic Planning

In this plan, the Division of Palawan intends to continue to give highest priority to equitable access and to high educational quality in the basic education services guided by the Philippine EFA Plan strategies and targets. The DEDP 2011-16 also gives greater emphasis to the expansion of early childhood education, alternative learning system and expanding secondary education opportunities through strong partnership between the government, development partners, private sector, NGOs, communities, and parents. In addition, this DEDP recognizes the need to ensure that education expenditures will maximize the impact of education spending through clear measurement arrangements. Ensuring a high motivated and well-trained work force is the central component of this DEDP. Strengthening governance and accountability will likewise receive high attention over the next six years.

Phase 3 Planning for Implementation

Formulation and Consultation Process

The Division of Palawan’s DEDP 2011-2016 is a synthesis of a wide-range of strategic planning of the Division Planning Committee and the Zonal Education Planning Teams. Three consultation processes and two workshops were done to produce the final output, namely the DEDP of Palawan for SY 2011-2016:


a) Consultation of Division Planning Team composed of the Schools Division Superintendent, Assistant Schools Division Superintendent. Planning Office, Promotional Staff, and Heads of Accounting, Administrative, Supply, Records and Medical Units for the initial data gathering and validation, program reviews and evaluation and target setting;

b) Consultation of respective District Planning Teams (elementary) and Cluster High Schools Planning Teams for the consolidation of schools and district basic education data and information;

c) Consultation of the Division Planning Team, District/Cluster Schools Planning Team and representatives of LGUs, PTA and NGO for greater participation and to ensure that inputs and views of represented stakeholders are heard.

d) Workshop for the formulation of Zonal Education Development Plan by district/cluster schools planning teams of respective districts that compose the zone.

e) Workshop for the finalization of Palawan DEDP 2011-2016 by the Division Planning Committee where the Zonal Education Development Plans were put together to produce a unified strategic plan for the whole division of Palawan.

We are confident that this DEDP will provide key signposts and impetus for quickly and effectively moving education development forward for the benefit of every Palaweño.


II. Situational AnalysisA. THE PROVINCE OF PALAWAN

1. Geographic Information

Figure 1 – Philippine Map

Location Palawan is a long and narrow island lying southwest and west of the main group of Philippine islands. Palawan is the country’s southeast frontier with Malaysia. It is bounded by the South China Sea to the northwest and by the Sulu Sea to the South. To the South is the island of Borneo and further west is the socialist Republic of Vietnam. The border municipalities are nearer and more accessible to other provinces in the country and to Malaysia than its capital.

Land Area

Palawan is the biggest province in Region MIMAROPA. It has a land area of approximately 14, 896 square kilometers. The whole archipelago of the province is composed of 1,769 islands and islets with a total coastline of 1,959 kilometers. Its entire length from the municipalities of Busuanga to Balabac is 650 kilometers. The main island has a length of 425 kilometers and a width of 4o kilometers at its widest point around Brookes Point, and is narrowest at 8.5 kilometers in Bahile, Puerto Princesa. Palawans land area is roughly about 5 percent of the country’s 30 million hectares and about 54% of the regions land area. Around 79 percent or four fifths of the province’s land area is part of mainland Palawan while the rest is the combined land area of the island municipalities.

Climate

Palawan’s northern and southern extremities along with its northwestern coast, has a wet season for six months and dry season for the rest of the year (Type I Climate). The rest of the province has a dry season which ranges from one to three months with no pronounced wet season for the rest of the year (Type III Climate). The southwest monsoon brings more rains to the west coast than it does to the east. The northern and southern extremities and the western portion the province including the island of Culion, Cuyo, Coron and Linapacan receive an annual rainfall to 2,920


millimeters while the eastern region from Puerto Princesa to Brooke’s Point for only 1,672 millimeters rainfall annually.

The southern part of Palawan is practically free from typhoons while the northern part experiences persistent gales torrential rains especially during the months of July and August. The weather is most favorable for coastal navigation from April to June on both the northeastern and southwestern sides. On the whole, Palawan is relatively dry, especially from December through April. The temperature is fairly uniform for the whole province.

2. Brief History of Palawan

The History of Palawan dates back some 22,000 years to about the time when Tabon cavemen existed in Quezon, Palawan. Many anthropologists believe that these cave dwellers reached the island by traveling across the land bridges which connected Palawan with mainland Borneo and Malaysia. This belief is fostered by the presence of unique flora and fauna which exhibit traits similar to Indo-Malayan species.

The earliest historical account in Philippine annals following that of the Tabon Caveman, was the coming of the Mohameddan Malays under the leadership of Datu Magbanua. These malays settled in the municipalities now known as Agutaya, Cuyo and Taytay, as well as the Calamianes Islands. It was also around this time when three Chinese mandarins settled at Cuyo and imprinted their influence on the native culture.

Long before the coming of the Spanish Colonizers, the inhabitants of Palawan had already attained a fair degree of civilization. Trade and commerce already existed with other Asians, including Japanese and Chinese merchants. The indigenous people of Palawan had an alphabet and their own form of government. In fact, when the Spaniards arrived in the 16th century, Palawan was under the dominions of the Sultans of Jolo and Borneo, and it continued to be so until the middle of the 19th century. In 1622, the Spaniards began colonizing the island province. Five missionaries under count San Agustin were sent to Cuyo and Taytay to Christianize the predominantly Muslim inhabitants. After a decade, a great number of the natives of Palawan had been converted to Christianity. However, a substantial number of Palawenos especially those who inhabited the southern part of the province retained their Moslem faith. This was primarily due to their strong socio-cultural ties with the Muslim natives of neighboring Sulu, Mindanao and Sabah.

During these phase of Palawans history, the province could hardly be considered a part of the Spanish ruled Philippines. The sultans of Jolo and Borneo continued to exercise jurisdiction until the mid 19th century when the Spaniards established and strengthened forts in Balabac, Bensalia, Malapanagan, Puerto Princesa, Taytay and Tabon.

There are numerous versions regarding the origin of the name “Palawan”. One version has it that Palawan was derived from the Chinese word “Pao-boyu”, meaning “Land of beautiful Harbors”. Another traces “Palawan” from the word “Palawas”, an Indian word for territory. Other chroniclers contend that the province’s name was derived from a plant which the natives called “palawa”. However, the popular belief is that “Palawan” is corrupted form of the Spanish word “paragua”, because the main island’s shape resembles a closed umbrella. At any rate, the word “Palawan” is now synonymous with “natural beauty”.

The vast area of Palawan has always posed difficulties of administration and management. Thus to facilitate administration, the province was from time to time divided into several areas of jurisdiction. In 1859,it was divided into two sub-provinces: Castilla and Asturias, with capitals of Taytay and Puerto Princesa, respectively. At the turn of the century, the province was again divided into three districts – Balabac, Calamian and Paragua. With the defeat of Spain in the Spanish-American war of 1896 and the subsequent cession of the Philippines to the United States, Palawan came under American rule. The first American military government in Palawan was established in 1901, and Puerto Princesa City was named as the seat of the provincial government with Major Brown as Lieutenant Governor.

In 1903, pursuant to Act No.1363 of the Philippine Commission, the province was officially named Palawan and the capital was transferred from Cuyo to Puerto Princesa

During the second World War, the Japanese landed in Palawan in the first quarter of 1942. People from the province’s various towns eluded complete domination by the Japanese by continually shifting their town centers. It was in this manner that they derived vital food supplies from the Japanese troops. Continuous harassment from the guerilla units who were greatly aided by the local population forced the occupation troops to finally evacuate from the island in the latter part of 1945.


3. Socio-Economic Status POPULATION

Table 1 Population Distribution by Municipality, 2000-2007City/ Population 2000 Population 2007 Growth

RateMunicipality Count % Share Count % Share

Pto. Prin. City 161,912 21.4 210,508 23.6 3.8

Cuyo 18,257 2.4 20,040 2.2 1.3

Agutaya 10,422 1.4 10,426 1.2 0.0

Magsaysay 10,885 1.4 11,339 1.3 0.6

Cagayancillo 6,348 0.8 6,506 0.7 0.4

Coron 32,243 4.3 40,007 4.5 3.1

Culion 14,302 1.9 17,194 1.9 2.7

Linapacan 9,198 1.2 11,688 1.3 3.5

Busuanga 16,297 2.2 19,066 2.1 2.3

Roxas 47,242 6.3 51,084 5.7 1.1

Taytay 53,657 7.1 61,991 6.9 2.1

San Vicente 21,654 2.9 25,218 2.8 2.2

El Nido 27,029 3.6 30,249 3.4 1.6

Aborlan 25,540 3.4 27,953 3.1 1.3

Narra 56,845 7.5 62,525 7.0 1.4

Española 26,801 3.6 28,698 3.2 1.0

Bataraza 41,458 5.5 53,430 6.0 3.7

Balabac 25,257 3.3 29,622 3.3 2.3

Brooke’s Point 48,928 6.5 56,311 6.3 2.0

Quezon 41,669 5.5 51,234 5.7 3.0

Rizal 31,745 4.2 35,487 4.0 1.6

Araceli 10’894 1.4 13,233 1.5 2.8

Dumaran 16,616 2.2 18,737 2.1 1.7

Kalayaan 223 0.0 114 0.0 -9.2

Palawan 755,412 100 892,550 100 2.42

The most densely settled municipality was Cagayancillo, whose 422 persons per square kilometer was way above the province’s density of 60 persons per square kilometer. The municipality of Magsaysay followed with a density level of 409 persons per square kilometer, Cuyo with 350 persons per square kilometer and Agutaya, with a density level of 317 persons per square kilometer. Except for Cuyo, these municipalities happen to be those which registered the least population.

In contrast, the municipality of San Vicente, Aborlan, Rizal, Coron and Roxas had density levels lower than the province’s level at 30, 31, 36, 39 and 42 persons per square kilometer, respectively. These are mainland municipalities with land areas of more than 5% of the provincial land area.

Table 2 Population Growth Rate: Philippines, MIMAROPA, PalawanAREA

POPULATION GROWTH RATE

1990-1995 1995-2000 2000-2007

Philippines 2.32 % 2..20% 2.11%

MIMAROPA 3.53% 2.49% 1.55%

Palawan 3.67% 3.36% 2.41%

Notwithstanding the decreasing growth rate trend of Palawan, its annual population growth rate for the past decade continued to be higher than the regional and national averages (Table 2).

Similarly, the general trend in the population growth rates of the municipalities were also decreasing except for the municipalities of Araceli, Busuanga, Culion, Magsaysay, Quezon and San Vicente which registered increases in growth rates. The positive increase in the growth of Araceli was attributed to the improved sea transport facilities for transporting people and cargo to and from the port of Araceli. The improvement of the port of Roxas likewise provided better access to goods and services in Araceli. In the municipality of Busuanga, the improvement of Coron – Busuanga Road and other major roads connecting the remote barangays to the Poblacion and to Coron were the major contributors to the redoubling of population growth rate in the area.


The primacy of Puerto Princesa City is expected considering that it is the capital of the province and the primary urban center. The fast growing towns are Coron, due to the tourism activities in the area, and Bataraza and Quezon because of mining operations. For the same period, low population growth rates observed in small island municipalities of: Agutaya, Cagayancillo and Magsaysay can be attributed to out-migration due to limited employment opportunities in these towns.

Given the current growth rate, the estimated total population and overall density of the province at the end of the plan period (2016) are 1,101,408 and 74 persons per square kilometer. This translates in an additional population of 208,748 or an average increase of 23,194 persons every year. Almost 39% of the additional population will be accounted for by Puerto Princesa City.

Indigenous People

Indigenous people population posted at 87,424 which constitute to 9.79% of the province total population (892,660). The most numbered of IPs were the (1) Palawano 66,125, (2) Tagbanua 17,540 (3) Kalamianen 3,364 and (4) Batak 395.

During the mid 70’s the then Presidential Arm on National Minorities (PANAMIN) has put up nine settlements located in Puerto Princesa, Bataraza, Quezon and Brooke’s Poiint. These settlements were designated to uplift the socio-economic conditions of the minorities while at the same time preserving their cultural identify and heritage.The settlements are Tagnipa, Cayasan and Napsan which are located in Puerto Princesa, Culandanum and Narra-Narra in Bataraza, Pulot in Brooke’s Point; and Ransang and Itulos in Quezon. Most of those who have been settled belong to the Palawan, Tagbanua and Batak tribes.

Within the settlements, farming is the main form of economic activity. Supplementary income sources consist of selling forest products and small scale handicraft-making. Rice which is the main is the main crop is supplemented by rootcrops, bananas and vegetables. Most settlements are provided with work animals, seeds, fertilizers, farm implements and technical assistance until they attain a certain level of self-sufficiency.

However, these indigenous communities are the most prone to malnutrition because they are seldom reached by basic services due to their remoteness. Indigenous

communities are usually accessible only by foot. They also tend to be in areas where there is armed conflict.

The government, through the National Commission on Indigenous People (NCIP) and the Department of Social Welfare and Development in collaboration with the non-government organizations provide social services for the development and protection of the indigenous people communities. These NGOs include the Nagkakaisang Tribu ng Palawan and PANLIPI and among others.

POVERTY INCIDENCE

Palawan is one of the richest provinces per capita in the Philippines - with a internal revenue allotment in the billions of pesos. However, the provincial income is inequitably distributed as reflected by high incidence of poverty in some municipalities based on the 2006 Small Area Estimates (SAE) and Family Income


Figure 3 – 2006 Poverty Map of Palawan

and Expenditure Survey (FIES). The municipality of Linapacan is registered as the poorest municipality in the Region MIMAROPA with poverty incidence estimated at 76.4 percent and Dumaran as the third with estimated poverty incidence of 70.5 percent. The second poorest in the list is Bulalacao of Oriental Mindoro at 74.7 percent.

Other towns with high poverty index are Agutaya (67%), Busuanga (67%), El Nido, Roxas, San Vicente and Taytay in northern Palawan. and the towns of Sofronio Espanola, Rizal and Balabac (65%) in the southern half (Figure 3).

To address the basic needs of families having income below poverty threshold, the Department of Social Welfare and Development (DSWD) has allocated P38,743,000 to beneficiaries of Pantawid Pamilyang Pilipino Program or 4Ps in Palawan.

ECONOMY

The province of Palawan is one of the leading provinces in the MIMAROPA region in terms of economic performance by value of production. This is mainly due to the large land area of the province that is 54.3% of the total land area of the region which is dominated by the agriculture, fishery and forestry sector. These sectors contributed 42.96% to the total regional economy in 2006.

The industry sector in the province also indicated positive performance due to presence of natural gas deposits that started its production since year 2002. Likewise, its tourism industry started to grow in 1990s while the mining industry also flourished starting 2004 up to present, although data shows that it slowed down during the period of 2005-2006.

Provincial Economic Structure by Industry

The economy of Palawan greatly depends in agriculture and fisheries given its vast agricultural lands and rich marine resources that surround its archipelago of more than one thousand seven hundred islands and islets.

The BAS reported that the total volume of agricultural products in the province was at 546,804 MT in 2006, with 18.26% increase from 462, 386 MT in 2000 giving an AAGR of 2.83%. Such production was an aggregate volume of major crops such as palay, corn, coconut, mango, banana and coffee. The livestock and poultry had total

production of 24,248.53 MT in 2006. These were composed of cattle, hogs, goats, chicken and ducks. Likewise, the fishery products which include marine and inland municipal fishery, and commercial fishery and aquaculture production increased by 149.32% from 249,194 MT in 2000 to 521,299 MT in 2007 or AAGR of 13.94 percent.

Aside from agriculture and fishery, the industry sector in the province indicated positive performance due to production of natural gas in the offshore of Malampaya in El Nido and mining industry in the municipalities of Bataraza, Quezon, Española, Narra and Roxas. The DTI reported that the total value of exported Malampaya gas condensate, nickel ore, laterite ore and chrome ore, mining sulfide and assorted marine products was at US$121,908 in 2004 which increased by 126.60% after two years or US$276,249 in 2006.

The Malampaya Gas condensate is being exported to Thailand, Singapore and China, while the ores of nickel, laterite and chrome are exported to Australia. The mixed sulfide and assorted marine products are being brought to Taiwan and Japan.

Agriculture, fishery and forestry sector is strong in Palawan because it is the major source of income of the households in the province. The services sector was next wherein majority of employed persons in this sub-sector is absorbed by the community, social and personal services that include private and government services. The industry sector ranked last because the manufacturing industry is still minimal in the province.

EMPLOYMENT

The employment rate of the province was at 93.69% in 2007. The low employment rate can be attributed to the limited opportunities for employment due to slow growth of the industry sector in the province. Agriculture ranked first in terms of number of employment. Next is the Services sector which consistently ranked second and significantly increasing from 1990 to 2007. The increase could be attributed to the rapid economic development in the major settlements in the province particularly in the Poblacions and in Puerto Princesa City where there were significant increase in number of commercial establishments and trading activities. The industry sector continues to be the third placer as employment generator but its contribution is expected to increase with the business opportunities brought about by the inclusion of Palawan in the Brunei-Indonesia-Malaysia-Philippines East Asian Growth Area (BIMP-EAGA) and the opening of small-scale mining in the province.


4. Zonal Subdivision

Figure 2 – Palawan Zonal Map

.

Palawan has 23 municipalities, 1 independent city and 431 barangays. Eleven (11) municipalities are located in the mainland. The other 12 are island municipalities, which are accessible by motorized bancas and launches plying between the municipalities and the city of Puerto Princesa. The provincial capital, City of Puerto Princesa, is the chief seaport and airport in the east coast and the center of trade, commerce and education.

Politically, the province is subdivided into two congressional districts, the North and South Districts. In August 2010, the provincial government has segmented the province into (7) seven zones based on location proximity for a more focused development management.

Table 3 Zonal Segmentation by Location

ZONE 1 CUYO, AGUTAYA, MAGSAYSAY, CAGAYANCILLO

ZONE 2 CORON, CULION, LINAPACAN, BUSANGA

ZONE 3 ROXAS, SAN VICENTE, TAYTAY, EL NIDO

ZONE 4 ABORLAN, NARRA, ESPANOLA

ZONE 5 BATARAZA, BALABAC, BROOKE’S POINT, QUEZON, RIZAL

ZONE 6 ARACELI AND DUMARAN

ZONE 7 KALAYAAN


ZONE 1 - Agro-marine and tourism development zone

Cuyo

Cuyo is a group of 45 islets with a total land area of 50 square miles (130 km2). It lies south of Mindoro and between Northern Palawan and Panay. Cuyo is divided into two island groups. Up north is the Quiniluban group to which Pamalican island is part and where the 89-hectare, exclusive Amanpulo Resort belongs. To the south are the Cuyo islands, where the biggest island in this group is Cuyo with an area of 22 square miles (57 km2) and is about 9 miles (14 km) long. Cuyo Island is divided in three municipalities, namely Cuyo, Agutaya, and Magsaysay.

Cuyo, a 4th class municipality with 17 barangays, is the oldest town in Palawan which has a culture of its own and was preserved for more than 350 years. During the Spanish colonization of the Philippines, Cuyo became the second capital of Palawan from 1873 to 1903. In the year 2008, the total population of Cuyo is 18,257 people in 3,609 households.

Agutaya

Agutaya is a 5th class municipality with 10,422 people in 2,040 households distributed in 10 barangays.

Magsaysay

Magsaysay is a 5th class municipality with 10 barangays populated by 10,885 people in 2,269 households

Cagayancillo

The fartheast provincial limit of the province of Palawan in the east is the island of municipality of Cagayancillo. It is approximately 178 nautical miles east of Puerto Princesa City and 72 nautical miles west of Antique. It is bounded on the north by Mindoro and on the south by the Sulu Sea. The municipality is the smallest municipality in the province having only a total land area of 1,539.95 hectares.

Cagayancillo is the most densely populated municipality in Palawan whose 422 persons per square kilometer was way above the province’s density of 60 persons

per square kilometer. The municipality of Magsaysay followed with a density level of 409 persons per square kilometer, Cuyo with 350 persons per square kilometer and Agutaya, with a density level of 317 persons per square kilometer. Except for Cuyo, these municipalities happen to be those which registered the least population.

ZONE 2 - Prime ecotourism destination and fisheries development zone

Zone 2 is composed of the island municipalities of Coron, Culion, Linapacan and Busuanga,. They form the Calamianes Group of Islands located in the northern part of Palawan.

Coron, the biggest municipality in Zone 2, covers part of Busuanga Island and all of the nearby Coron Island. Culion is nearest to Coron by about one hour and a half motorboat ride. It is one of the biggest islands in the Calamianes group. Among of the four municipalities, Linapacan is the farthest, accessible by motorboat in 4-5 hours from Coron and 3-4 hours from Culion.

Table 4 Class, Area, Number of Barangays of Zone 2 MunicipalitiesMunicipality Class Area

(ha.)Number of barangays

Busuanga 3rd 45,065 15Coron 1st 69,247 23 (5 are islands)Culion 3rd 51,306 14Linapacan 5th 15, 520 10

Topography

All the municipalities of Zone 2 are predominantly mountainous. In Coron, the 6 barangays in the Poblacion and Tagumpay are slightly sloped with rolling hills as the backdrop. This is where the sit of the government is located and the cluster of households is situated up to the coast.

Culion has mountains and flat lands with variety of fauna and flora. Linapacan has a rugged and mountainous terrain with slopes from 0 to 30 percent and above. About 69 percent of its total land area are with the slopes of 30 % and above which explain its vast forest area.


Linapacan is a limestone island; its soil particularly in the lowland areas is suitable for rice, root crops and fruit trees.

Busuanga has predominantly rough soil with rolling and hilly terrain on its western portion. Numerous islets located on its western side could be a good tourist attraction. The northern tip is an island connected by a sand bar that is under water during high tide. There are five rivers flowing in Busuanga, Foremost is the Great Busuanga River from which the town’s name was derived. The Binalayan River is found in Cheey; Chinabayan Falls and Lele River in New Busuanga; and Buluang River in Buluanga.

Distance of Schools from Houses

The distance of the nearest houses of students from their schools is ten (10) meters and the farthest is three (3) kilometers.

Population

Coron has the biggest population among the four municipalities in Zone 2 at 40,007, almost double the population in Busuanga (19,066) and Culion (17,194) and four times bigger than that of Linapacan (11,688).

The first inhabitants of Coron were the Tagbanuas. Their homes are in barangays Cabugao, Banuang Daan, Bulalacao and Lajala. Residents in Barangay Banuang Daan are mosly Tagbanuas.

Most of the indigenous people in Linapacan are Cuyuno, with 4,583 population. There are some 949 Tagbanuas. The indigenous people in Busuanga are composed of the tribal groups of Tagbanusa and Cuyunen, Agutaynen, Cagayanen.

Resources

Coron which form part of the Calamianes Group of Islands generally assessed as the Northern Palawan Block is extensively underlain by metamorphic rocks under Liminangcong Formation. It is interspersed with sedimentary deposits belonging to Guinlo Formation and instituted in part by limestone linked to Coron Limestone. Liminangcong Formation consists essentially of chert and tuff. Guinlo Formation is

made up of massive sandstone interbedded with mudstone and conglomerate while Coron Limestone consists of crystalline reefal limestone.

Culion is very rich in natural resources. Almost half of the island is grassland and about 40 % is forest while the rest is agricultural. Culion has a small rice granary in Malaking Patag which is now supported by its local government. Its coastal area is more or less 39,980 hectares of various fishes, crustaceans, shells, sea grasses, mangrove and corals; hence it has 91,286.09 hectares of resource base. There are seventeen (17) mangrove species that cover the coastline of Culion, nine (9) sea grasses species, and forty seven (47) genera. Culion also has a high density of forest hardwood or iron tress, like Narra, Mahogany, Molave, Kayataw, Wasi and Ipil.

Busuanga is rich in forest resources such as rattan, nipa, bamboo and timber. Cottage industry of rattan and bamboo products is the major income generator in the recent years. Narra, ipil, apitong, iron wood and white lawan, on the other hand, are among the first and second class timbers. Mangrove timber is used as common housing materials.

Notable in Busuanga is the existence of the four (4) pearl farms operated by private firm corporations namely: First Nature Products, Inc., Ecofarm, Surigao Marine Products Inc. (SUMAPI), and SOMMACO.

Economy

The main industries in the four municipalities of Zone 2 are farming and fishing. The agricultural area is used for rice production, corn, cashew, root crops and coconut. Agricultural products are usually marketed locally. Outside market are Manila and Batangas through local traders.

Linapacan has potential for agricultural development. Estimated area suited for agricultural production is about 5,421.04 hectares. Data for 2008 revealed that 5,021 hectares or about 92.62% are already cultivated while there are 7.37% still available for development. The municipality has about sixty two (62) hectares of lowland areas presently cultivated for rice production. Cashew is the predominantly crop in the municipality occupying almost 58% of the total agricultural area or 3,142 hectares. Coconut is also grown in area of 920.70 hectares, while banana is planted to about 120 hectares. Mango occupies about 520 hectares. Copra production was estimated


at 5.5 tons. Root crops grown like the cassava, camote and gabi are usually used for farmer’s consumption.

In Busuanga, Linapacan and Coron, fishing is the primary source of livelihood while farming and cottage industry rank second. Busuanga has a numerous rich fishing grounds. Squid, crabs, shrimps, lobsters, oysters, sea cucumber, gulaman are sold or delivered outside Busuanga. However, modern fishing techniques are still lacking and small fishermen are clamoring for financial support from the local government. Fish production in Linapacan was estimated at 604.316 tons of fish, and 279,008 tons of dried fish. Out of the total production 77% came from commercial fishing while municipal sustenance fishermen contributed 23%. Most of the fishery and aqua-marine products are being brought to Manila. Traditional methods of fish catching were hook and line; gill net, fish traps and beach seine. Fishing post harvest facilities available are five (5) units of ice plants with an average capacity of 118 blocks per day. These are located in barangay Calibangbangan, Maroyogroyog, New Colaylayan (2 units), and San Miguel. The municipality has a total fishpond area of 67 hectares with five fish farmers that produced bangus species. Because of its distance from the City of Puerto Princesa, which is the capital and center of trade and commerce in the province, there is not much commercial activity in the municipality of Linapacan. This could be attributed to the difficult transportation.

On the other hand, marine resources in Coron are depleting and some fishermen are resorting to fish farming (fish cage). Aquaculture production in the municipality in 2007 is recorded at 1,026,974 kilograms. Tourism is currently the booming economic industry in Coron. It has 2 marine parks and protected areas, 5 lakes & ponds, 6 islands with potential for tourism activities, 1 hot spring, 6 mountains, 62 rivers and 5 natural springs. Its tourism facilities include 40 inns/pension houses/lodges, 1 beach cottage/resort and 6 island cottages/resorts.

Transportation

The Calamianes Islands are halfway between the City of Puerto Princesa City and Manila. Because of their insular characteristics, boats and planes are the main transportation facilities to and from the above cities. Motorized bancas on the other land transports people and merchandise from and between barangays and neighboring islands.

Manila and Puerto Princesa City can be accessed from these islands by plane at Busuanga Airport in Coron. There are several flights daily served by Zest Air, Cebu Pacific and Air Philippines. Travel time from Manila to Coron is approximately (45) minutes. By sea, Coron can be reached directly by passenger shipping lines, traveling the Manila-Coron-Puerto Princesa route and vice versa. At present however, there are no ships available for sea travel but there are cargo vessels that transport commodities from Manila.

Tricycle is the mode of transportation within the town proper of Coron, Culion and Linapacan. Buses, jeeps and trucks are used as public transport to and from the different barangays and nearby municipality of Busuanga.

Communication

Communications infrastructure in the four municipalities includes cellphone, Provincial Radio Communication System, telegraph and postal services. Internet is accessible only in poblacion. In Coron, Busuanga and Culion, almost all the barangays have cellphone signal but in Lipnapacan, only the town proper and barangay San Nicolas have signal.

Power Supply

Electricity in the four municipalities is provided by Busuanga Island Electric Cooperative, Inc.(BISELCO). In Coron, only 13 barangays are served with 24-hour electricity, and the rest of other barangays use generators as power source.

In Culion, electricity is only available from12 noon to 12 midnight. In Linapacan, only Barangay San Miguel (poblacion) has electricity for 12 hours although there are barangays with solar power funded through their barangay electrification program. Electricity in other barangays is provided through generator sets privately owned by some households.

Water Supply

Potable water in Coron is being provided by Level III, Level II and Level 1 water systems serving a total of 4,751 households. People in remote barangays get their water supply from deep well and rivers.


In Culion, water supply is sufficient during rainy season but not enough during dry season. Students are requested to bring a liter of water a day during the dry period to be used in school.

Linapacan derives its water supply from shallow wells that yields sub-surface water which is considered as unsafe source because of its probability of contamination with harmful organism and substances. There are thirty eight (38) shallow wells and level II system.

Day Care Services

All barangay s in Coron have Day Care Centers supported by the LGU and the barangay government. In Culion, except in Barangay Culango, the other 13 barangays have day care centers. There are 54 classes with 721 enrolment. Linapacan has 26 day care centers spread in the ten barangays and with 783 total enrolment, 384 boys and 399 girls. On the other hand, there are only six day care centers in Bususanga with 231 enrolment, 117 boys and 114 girls. The DCCs are in barangay Cheey, New Busuanga, San Isidro, San Rafael, Sitio Dimipac, Sitio Ocam - Ocam.

Peace and Security

Peace and Security is under control in Coron which is evident in the reduced crime volume in the last three years from 202 in 2007 to 81 in 2008 and 34 in 2009.

The same cannot be said for Culion and Busuanga. Peace and order is not stable in Culion based on the crime volume from 2007 – 2009, 10, 11 and 9. Three rape cases, murder, theft, robbery and physical injuries cases were recorded in 2009. In Busuanga, there are 12 index crimes (7 are murder and homicide) and 12 non-index crimes recorded in 2009, or a crime rate of 63%.

ZONE 3 - Agro-marine tourism investment zone

Roxas

Taytay

The municipality of Taytay has the largest land area (139,050 hectares) occupying approximately 1% of the provincial total.

San Vicente is a former logging town now an eco-tourism development hub in the northern part of the province.

San Vicente holds a lot of potential for growth and development. Farming, Fisheries, and tourism programs are models for other parts of the country - it is the first town in Palawan to have a private sector funded program of development projects going back to 1990-91.

ZONE 4 - Agribusiness and eco-tourism investment zone

ZONE 5 – Brunei-Indonesia-Malaysia-Philippines East Asian Growth Area (BIMP-EAGA) Trade and Investment Zone

Rizal, is a town that was created just towards the end of the Marcos years. It was orginally named Ferdinand Marcos Town. It once had a working runway and a small US Coast Guard loran navigation station.

A system used by seafarers and aircraft in the days before GPS was set up. The main road of the town was actually a grass and dirt runway of the US coast guard who maintained the system in partnership with the Philippine coast guard until about 1982 or so.

Actually Rizal is amazing area of natural beauty, that of late has had a lot of investment in the mining sector and does have quite a need for serious investment in areas like tourism and other development areas. Its northern neighbor Quezon town also has a lot of potential.

ZONE 6 – Mariculture park, agri-industrial and eco-tourism zone

Araceli


Araceli is a 5th class municipality with a population of 10,894 people in 2,050 households (Census 2000). It is located at the northern part of the island off Dumaran Mainland. The southern part of the island is part of Dumaran municipality. Cuyono is the principal language of the area. Araceli is politically subdivided into 13 barangays.

Dumaran

Dumaran is a 4th class municipality geographically divided into two districts separated by a sea channel – Dumaran Mainland and Dumaran Island. Dumaran Island is the southern part of the island where Araceli municipality forms the northern half. The municipality is politically subdivided into 20 barangays – 13 in the mainland and 7 in the island. According to the 2000 census, it has a population of 16,616 people in 3,133 households.

Topography. Barangays along the coastlines like Ilian and Salimbanog have long sand beaches. The inland parts are rolling, hills and mountains. Some barangays in the mainland have rough and steep terrain and are hardly accessed by vehicles or even motor cycles and other vehicles especially during rainy days. The schools are approximately 1 km. away from the district office. The nearest distance of school from students’ home is 20 meters, while the farthest is 30 km.

Resources. The area has also rich water resources. Corals reefs are maintained intact due to the Pearl Farm in its northern part. Mangrove forest is a common scenery along with its coastal area. The most common method of catching fish is baklad. There are also fish caging, sea weeds farming, and fish diving.

Economy. The residents staying in the interior barangays are engaged in vegetable and rice farming, coconut root crops and banana plantation, and poultry and swine raising. The residents along the coastlines rely on water resources for their livelihood. In the mainland, stores ranging from small sari-sari to big grocery, hardware and supply stores are thriving.

Transportation. The residents of Dumaran travel by land using motorcycles,tricycles, jeepneys, and buses. There is one scheduled trip going to Puerto Princesa City every day. There is one regular trip in the morning and one in the afternoon going to Dumaran Island where Dumaran poblacion is situated.

Infrastructure. Cell sites are in place Dumaran which made cell phone communication and internet accessible.

Health. The people access health services from Rural Health Unit (RHU). There is also hospital at Barangay Danleg at the mainland.

Peace and Security. Peace and security is not stable in Dumaran with twelve (12) recorded crimes: three (3) murders, one (1) illegal possession explosive, one (1) violation of PD 533.

ZONE 7 – Kalayaan

The municipality of Kalayaan has the smallest area of 250, hectares.

The Philippine government claims most of the Spratly Islands, locally called the Kalayaan Group of Islands, in the South China Sea Islands to be under the jurisdiction of Palawan.


B. NATIONAL, REGIONAL AND PROVINCIAL THRUSTS ON BASIC EDUCATION

1. National and Regional Thrusts

The Philippines development and poverty reduction strategy is articulated in the Government’s Medium-Term Philippines Development Plan (MTPDP) 2004-2010. It gives high priority to achieving universal basic education.

The country’s education strategy is anchored on the National Education for All (EFA) 2015 Plan and attainment of the Millennium Development Goals (MDGs). The former provides an overarching policy framework for basic education with a vision that all Filipinos will acquire basic competencies, while the latter sets out two broad goals in the area of primary and secondary education: the attainment of universal primary education and the elimination of gender disparity at the primary and secondary levels.

The following major reforms and initiatives have been introduced to achieve the national goals on basic education.

Republic Act 9155

Governance of Basic Education Act (Republic Act RA 9155) in 2001 put emphasis on decentralization and its declaration that “the school shall be the heart of the formal education system.”

The law provides a new governance framework which empowers schools through its new active role in initiating and undertaking innovations and in making decisions that respond immediately and flexibly on what is best for the learners they serve. Locating the reform interventions at the school level and the classrooms creates stronger accountabilities to the school community and allows for more responsive and more relevant school programs. This is in contrast to interventions that emanate from the top tier of the department, which often do not take into consideration the exigencies at the local level. The reconfigured role and operational functions of the central office and lower levels of the bureaucracy is shown in Figure 4.

Figure 4: New Roles of DepED’s Hierarchal Levels of Management

Basic Education Sector Reform Agenda

The Basic Education Sector Reform Agenda or BESRA, developed in 2005, are packets of reforms which aim to systematically, institutionally, and sustainably improve nationwide basic education outcomes. It identifies five key reform thrusts (KRT): KRT 1: Get all schools to continuously improve. KRT 2: Enable Teachers to further enhance their contribution to learning outcomes. KRT 3: Increase social support to the attainment of desired learning outcomes.


KRT 4: Improve impact on outcomes from complementary early childhood education, alternative learning system and private sector participation

KRT 5: Change institutional culture of DepEd to better support these key reform thrusts.

KRT 1 is basically about school-based management. It anchors on the principle that the best players who can effectively improve the quality of schools are those most directly affected by its operations: the school heads, the teachers, the students’ parents, the community and other stakeholders.

KRT 2 is concerned about teachers’ capability enhancement. It focuses on the important role of teachers in improving delivery of quality education. It comprises policy actions that include developing and implementing a National Competency Based Teacher Standards (NCBTS) that define the broad range of knowledge, skills, and values that all Filipino teachers should aim to develop. NCBTS offers a framework for performance appraisal, teacher selection, recruitment, promotion, training and development. NCBTS also provides ways and means by which teachers can further enhance their contributions to improved learning outcomes.

KRT 3 is about the social support for schools. It pertains to supportive role of stakeholders from all sectors of society to schools to promote student learning. The idea is that if stakeholders agree on what schools should be doing, they can support schools more and can hold schools more accountable as well. Thus, this KRT emphasizes quality and assurance involving mechanisms for insuring conformity to standards at various management levels. These standards include competencies students must learn in all learning areas as defined in the Revised Basic Education Curriculum (RBEC) and standards related to teaching, instruction, learning resources, and even the management of schools. Quality assurance and accountability is supported by monitoring and evaluation that provide educators timely information useful for planning and for making decisions and adjustments.

KRT 4 recognizes the contributions of and the need to maximize early childhood education, alternative learning and private education. Expansion of DepEd Preschool Program is done through: (i) expansion of coverage of 5 year-olds; (ii) extension of training on standard curriculum and its related instructional materials to Day Care Workers handling preschool classes; (iii) encouraging private and NGO schools to adopt Grade 1 Readiness Assessment Tool; (iv) review of regulatory function of DepEd over private schools to institute changes in the way permits to operate, recognition and accreditation are done for private schools. The goal is to get value for money and in process, protecting the parents and their children.

In KRT 5 BESRA shifts its focus to the DepEd as an organization- its culture, ways and procedures along financial, material, technological and human aspects. It argues that for policy changes to be sustained and deepened, the entire DepEd must likewise be reengineered and modernized. The idea is that the whole department also needs to overhaul its own approach to improving the Philippine educational system so that it can more effectively help students attain the important learning goals.

Schools First Initiative

Schools First Initiative (SFI) is the fore-runner of BESRA KRT 1. SFI is a campaign program that seeks to address the crisis in education in the past decades characterized by declining school performance. It is a movement that calls for a wide participation of all stakeholders to strengthen the capacity of schools and make them continuously improve to serve better its main clientele – the learners. SFI aimed to accelerate and support the implementation of decentralization of basic education through cooperation and synergy among various basic education stakeholders: (a) frontline instructional leaders (school heads/ principals and supervisors) to cooperate with teachers, parents and local governments to mobilize resources; (b) basic education managers (division superintendents) to work with local government executives to provide leadership and support to meet education standards at the provincial/ city level; and (c) parents and their local governments to be involved and influence school governance by being active in local school boards and in other local decision-making bodies concerned with basic education.

School Based Management (SBM)

Decentralization through school based management is a major global education reform thrust which started in the 1980s. It is mandated by Republic Act 9155 or the 2001 Governance of Basic Education Act, a landmark law that transferred the governance of basic education to schools. Within the law’s legal framework, SBM was instituted to make those closest to the delivery of services more accountable for the results of their operations.

SBM Program is the primary reform thrust of the BESRA which gives school heads and their teachers a wide berth to create linkage with the local government and the private sector and be able to tap them for the improvement of the local school. It operates on the underlying principle that the people directly involved and affected by


school operations are the best persons to plan, manage and improve the school. SBM system includes the organization of a school governing council SGC) which is composed of representatives from the internal and external stakeholders. The SGC provides a forum for parents, students, teachers, community stakeholder and the school head to work together towards continuously improving student learning outcomes. The role of the SGC is to assist in the planning and setting direction for the school. On the other hand, the role of the school head is to manage the school and its daily operations. While the SGC can hold the school head accountable to school outcomes and the implementation of the School Improvement Plan (SIP), there is no policy that enforces the accountability of the principal to the SGC. Its role is limited as it cannot act on its own in any financial transaction involving the school. It cannot directly manage the school as it is the responsibility of the school head. The national, regional and division offices are tasked to make sure that all the necessary support structures are in place to aid the local stakeholders in managing their schools,

A new DepEd policy orders the roll-out release of MOOE directly to schools. While this allows the schools the leeway on how to use the funds, most school heads have no capacity yet to make financial decisions needed for quality outputs and creative interventions. Likewise, there is no policy that will exact accountability of the school heads on how they manage the funds. For instance, a school head may just use any receipt needed to liquidate an operating expenditure. In short, there is no safety measure to prevent rent-seeking school head to misuse the MOOE funds.

However, this would require a paradigm shift in the way principals view their role and a change in mindset of all the teachers and other internal stakeholders as well.

2. Provincial Thrusts on Basic Education

The Provincial Government of Palawan has placed education as one of its top four priorities as spelled in its mantra - HEAT, where H stands for health, E for education, A for agriculture and T for tourism.

The provincial government and the other local government units continued to be the strong partner of the DepEd Palawan in providing basic education for Palawenos.:

Efficient Appropriation of Special Education Fund

The Provincial government, upon collection of the real property taxes (RPT), facilitates the efficient appropriation of RPTs 1% equivalent for the Special Education Fund and its disbursement. Through the Provincial School Board, it participates actively in the planning of SEF spending based on priority needs in basic education.

While the SEF collection increases over the years, the potential SEF is yet to be achieved through intensification of RPT collection. The PhP30 million for 2010 comprises ____% of the potential SEF.

0

5000000

10000000

15000000

20000000

25000000

30000000

35000000

12,000,000

21,500,00024,000,584

30,000,000

Figure 5: Provincial SEF Collection

The biggest slice of the SEF budget allocation goes sports (42%), followed by amortization payments for the Division Office building (32%), and next is Madrasah education (8%). The rest of the funds (18%) is spent on students participation to


2007 2008 2009 2010

competitions, supplies and equipment, repairs and maintenance, teacher trainings, ALS, education programs and projects and others (refer to Appendix ___).

Figure 6: 2010 SEF Budget Allocation

18%

8%

32%

42%

Others Madrasah EducationAmortization Sports

The amortization is still to be paid for 11 years. With the full payment of the building, there will be more available funds for education programs and projects.

Strengthening and Expansion of Programs for Basic Education

The local government units of Palawan share the cost of spending for basic education through their programs and projects such as hiring of teachers, construction of school buildings and classrooms, school feeding and scholarships. These inputs augment the limited resources of DepEd in order to improve learning outcomes.

Teacher Program

Every school year, the provincial government, the municipal and barangay government units of Palawan hire qualified teachers who are waiting for nationally-

funded teacher items. The aim is to help reduce teacher shortage and generate employment. The salaries of 48% of the locally-funded teachers which included the Madrasah education teachers (azatids) during school year 2009-2010 are shouldered by the LGU and 52% were sourced from the SEF (Table 3). The 417 LGU-funded teachers translate to 9 to 10 classes.

Table 3 Number of LGU-funded Teachers (SY 2009- 2010)

Zone Municipality

Special Education Fund (SEF) LGU-fundedTotal

Provincial Municipal Madrasah

Elem. Sec. Elem. Sec. Elem. Elem. Sec

. Elem. Sec.

1 Cuyo 3 3 2 8

Agutaya 2 2

Magsaysay 0

Cagayancillo 1 12 Coron

Culion 1 2 3

Linapacan 1 1

Busuanga 1 13 Roxas 1 1 1 1 4

Taytay 2 0 1 12 15

San Vicente 6 7 13

El Nido 1 14 Aborlan 6 3 9

Narra 2 26 28

Española 4 7 8 195 Bataraza 52 13 7 72

Balabac 8 8

Brooke’s Pt. 1 6 18 25Quezon 4 2 21 27

Rizal 4 3 7


6 AraceliDumaran 1 5 6

Total 8 81 42 119 250

School Building Program

The local government units: the two congressional districts, provincial and municipal government address classroom shortage of DepEd Palawan by donating school buildings to schools under black and red spectrum. In the last ten years, over ninety classrooms have been donated by the local government in the 23 municipalities of Palawan (refer to Appendix ___) In addition, other physical structures such as stage, pathways and fencing are funded by LGUs including barangay units.

School-feeding Program

In Palawan, almost one-fourth of the total enrollees as of SY 2008-2009 were malnourished based on Nutritional Status Report. Recognizing that malnutrition is one of the leading causes of poor school performance, absenteeism and increased incidence of diseases, alleviation of hunger and promoting good health is one of the thrusts of the government officials of Palawan. One of the programs being pursued is the school-feeding program. Through representation of the government leaders, sponsors for supplemental feeding were tapped.

Scholarship Program

The provincial government of Palawan is sponsoring scholarships for DepEd teachers who want to earn their masters degree. There were ____ teacher scholars funded by the provincial LGU in the last five years. Expansion of scholarship program for DepEd teachers is being mapped out for 2011 based on the increased budget for education by the provincial government.

Day Care Program

The complementary of DepEd pre-elementary education is DSWD’s preschool education through their day care centers. With the decentralization of this program, the local government units took over the funding and management of the day care centers. At present ,there are ____ day care centers distributed in the 23 municipalities of Palawan.

C. STATUS OF BASIC EDUCATION IN PALAWAN

Table 4 Performance TargetsBaseline

SY 07 - 08 Target Performance

SY 09 - 10 SY 10 - 11 SY 15 - 16Participation RateElementary MIMAROPA 81.08 83.18 85.31 96 Palawan 85.7 88.85Secondary MIMAROPA 49.43 56.86 61.55 85 Palawan 49.19Completion RateElementary MIMAROPA 77.52 68.19 70.96 85 Palawan 66.54 56.23Secondary MIMAROPA 73.17 63.43 68.19 80 Palawan 52.56 47.88Cohort Survival RateElementary MIMAROPA 69.34 67.81 70.68 85 Palawan 60.96 58.11Secondary MIMAROPA 77.52 68.18 70.98 85 Palawan 57.06 50.89Achievement RateElementary


MIMAROPA 70.24 Palawan 62.98 64.37Secondary MIMAROPA 50.37 Palawan 48.77 41.31

ZONE 1

1. Pre-Elementary Education

Provision of Access

Table 5 Number of Preschools

DISTRICT DepEDPTCA Funded

LGU Funded

Preschool Service Contracting

PrivateDay Care Centers

Agutaya 10 0 0 0 0 6CagayancilloCuyo 11 0 0 5 4 17MagsaysayZone1

All the 8 schools in in Agutaya have preschool classes but there are only 6 daycare centers out of 8 barangays. On the other hand, there is 1 day care center in each of the 17 barangays in Cuyo which complement their 11 DepEd preschool classes.

Table 6A Enrolment – Public Preschool

DISTRICTPublic 2007-2008 2008-2009 2009-2010 M F T M F T M F T

Agutaya 217 146 363 118 137 255 165 158 323CagayancilloCuyo 27 13 40 204 174 378 259 259 518

Magsaysay 162 149 311 168 151 319 131 133 264Zone1

Table 6B Enrolment – Private Preschool

DISTRICTPrivate2007-2008 2008-2009 2009-2010M F T M F T M F T

Agutaya x x x x x x x x xCagayancilloCuyo 70 57 127 72 65 137 67 61 128MagsaysayZone1

Table 7 Number of DepEd Preschool Classes

DISTRICTNumber of Number of teachers classes

AgutayaCagayancilloCuyo 15 20MagsaysayZone1

Quality and Relevance

Table 8 Percentage of Grade 1 Entrants who passed the SReADISTRICT Agutaya Cagayancillo Cuyo Magsaysay Zone 1

% of Pupils who passed

the SReA99.5%

SReA – School Readiness Assessment


Management of Educational Services

2. Elementary Education

• Provision of Access

Table 5 Number of Public Elementary Schools

DISTRICTS

NO. OF SCHOOLSW/ PRE-ELEM.

CLASSES

ELEMENTARY LEVEL

CE IE CP IP Annex TOTAL

Agutaya 8 8 0 0 0 0 8Cagayancillo 6 3 5 0 0 0 8Cuyo 13 14 0 0 0 0 14Magsaysay 13 13 1 0 0 0 14Zone1 40 35 6 12 0 0 84

CE – Complete Elem.; IE – Incomplete Elem.; CP – Complete Primary; IP –Incomp. Primary

Table 6 EnrolmentDISTRICT 2007- 2008- 2009-

2008 2009 2010

Agutaya 1726 1857 2287Cagayancillo 1107 1097 1123Cuyo 3426 3467 3496Magsaysay 1680 1716 1718Zone1 7939 8137 8624

Table 7 Pupil: Room Ratio

DISTRICT EnrolmentNumber Pupil:

Color Codeof Rooms Room Ratio

Agutaya 2287 53 43.15 Blue

Cagayancillo 1123 39 28.79 Blue

Cuyo 3496 107 32.67 Blue

Magsaysay 1718 72 23.86 Blue

Zone1 8624 271 31.82 Blue

Table 8 Pupil: Seat Ratio

DISTRICT Enrolment DesksTables/ Arm-

chairsPupil: Color

CodeChairs Seat Ratio

Agutaya 2287 76 333 560 1.7 GoldCagayancillo 1123 Cuyo 3496 529 207.00 1892 1.04 GoldMagsaysay 1718 428 428 585 0.75 GreenZone1 8624

• Quality and Relevance

Class Size

Table 9 Pupil: Teacher Ratio

DISTRICT Number of EnrolmentPupil:

Color CodeTeacherTeachers Ratio

Agutaya 55 2287 41.58 GoldCagayancillo 39 1123 28.79 Sky BlueCuyo 106 3496 32.98 GreenMagsaysay 651 19680 24.89 Blue

Zone1 1189 36634 30.81 Green

Table 10 Number of LGU-funded teachersAgutaya Cagayancillo Cuyo Magsaysay

Number ofLGU-funded teachers 6 0 5 22


Figure 7: Completion, Transition and Drop-out Rates

CAGAYANCILLO HAS NO DATA

Achievement Rate

Figure 8: Grade VI NAT Total Test

0.0010.0020.0030.0040.0050.0060.0070.0080.00

Agutaya Cagayancillo Cuyo Magsaysay

2007-08 2008-09 2009-10

Figure 9: Grade VI NAT Filipino

58.0060.0062.0064.0066.0068.0070.0072.0074.0076.0078.00


2007-08 2008-09 2009-10

Figure 10: Grade VI NAT Math

0.00

20.00

40.00

60.00

80.00


2007-08 2008-09 2009-10


Figure 11: Grade VI NAT English

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00


2007-08 2008-09 2009-10

Figure 11: Grade VI NAT Science

0.0010.0020.0030.0040.0050.0060.0070.00


2007-08 2008-09 2009-10

Figure 12: Grade VI NAT Hekasi

0.00

20.00

40.00

60.00

80.00

100.00


2007-08 2008-09 2009-10

Figure 13: Grade III NAT 2010

0.00

20.00

40.00

60.00

80.00

100.00

English Reading

Filipino Reading

English Grammar

Filipino Grammar

Science Math

AGUTAYA CAGAYANCILLO CUYO MAGSAYSAY

Table 11 Number of Teachers with Post Graduate Studies


DISTRICT Number of Number of teachers Number of teachersTeachers with MA degree with MA units

AgutayaCagayancilloCuyo 106 1 100MagsaysayZone 1

Table 12 Number of Teachers who attended seminars & Trainings

DISTRICT

Number of Teachers

who attended seminars/trainings

2007-08 2008-09 2009-10

AgutayaCagayancilloCuyo 106 110 7MagsaysayZone 1

• Management of Educational Services

Table 13 Type of School HeadDISTRICT Number of Type of School Head

Schools TIC HT P I P II P IIIAgutaya 8 5 2 1

Cagayancillo 8 4 3 1Cuyo 14 2 2 5 4 1

Magsaysay 13 1 5 5 1 1Zone 1 43 12 12 11 6 2

Level of SBM Implementation

Table 14 Stakeholders ParticipationACTIVITIES

Homeroom PTA BRIGADA ESKWELA General PTA Others

2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010A

C a

C u 1463 1558 1686 750 801 847 808 852 683 273 305 332M

Z 1

A: Agutaya; Ca:Cagayancillo; Cu:Cuyo; M: Magsaysay

3. Secondary Education

Provision of Access

Table 15 Number of Schools

SCHOOLSTYPE OF SCHOOL

Main Annex Extension TOTAL

1 Balabac NHS 1 1

2 Bugsuk NHS 1 1

3 Bugsuk NHS - Bancalaan 11

4 Bugsuk NHS - Mangsee 11

5 Sibaring NHS 11

Zone 5 5

Table 16 EnrolmentSCHOOL 2007-08 2008-09 2009-10

1 Balabac NHS 453 513 498


2 Bugsuk NHS3 Bugsuk NHS - Bancalaan 168 175 1864 Bugsuk NHS - Mangsee5 Sibaring NHS

Zone 5

Figure 14 Gross and Net Enrolment Rates

Graph for 3 consecutive years

Table 17 Student:Room Ratio

SCHOOL ENROLMENTNO. OF ROOMS

Student:Room Ratio

Color Code

1 Balabac NHS 536 6 1:89

2 Bugsuk NHS 90

3 Bugsuk NHS - Bancalaan 249 5 1:50

4 Bugsuk NHS - Mangsee 402 8 1:50

5 Sibaring NHS 41

Zone 5

Table 18 Student:Seat Ratio

SCHOOLEnrol-ment

DesksTables/Chairs

Arm-chairs

Student:Seat Ratio

Color Code

1 Balabac NHS 536 0 4 341 1:57

2 Bugsuk NHS 90

3 Bugsuk NHS - Bancalaan 249 0 0 98 2:65

4 Bugsuk NHS - Mangsee 402 0 2 409 1:1

5 Sibaring NHS 41Zone 5


Table 19 Student: Teacher Ratio

SCHOOLNo. of

TeachersEnrolment

Student: Teacher

RatioColor Code

1 Balabac NHS 13 536 1:41

2 Bugsuk NHS6 90 1:15

3 Bugsuk NHS - Bancalaan 3 246 1:82

4 Bugsuk NHS - Mangsee 9 402 1:45

5 Sibaring NHS 2 41 1:20

Zone 5

Figure 15 Cohort Survival, Completion, Transition and Drop-out Rates

NO DATA

Figure 16 2010 NAT Year 2 (Total Test)


01020304050607080

2007-2008 2008-2009 2009-2010

Table 20 Nutritional Status

SCHOOL

STUDENTS' WEIGHED

WEIGHT/BODY MASS INDEX (BMI)BELOW NORMAL

NORMALABOVE NORMAL

Base-line

End-line

Base-line

End-line

Base-line

End-line

Base-line

End-line

1 Balabac NHS2345

Zone 5

Table 21 Number of Teaches with Post-Graduate Studies

SchoolNo. of

TeachersNo. of Teachers w/ MA Degree

No. of Teachers with MA Units

1 Gaudencio Abordo MNHS

2 Concepcion NHS

3 Cagayancillo NHS

4Suba Distant Study Center

5 Cuyo NHS

6 San Carlos NHS

7 Pawa NHS

8 Manamoc NHS

9 GAMNHS-Bisucay

10 Danawan NHS

11 GAMNHS Balaguen

12 GAMNHS Rizal

Zone 1


School 2007-2008

2008-2009

2009-2010

1 Gaudencio Abordo MNHS2 Concepcion NHS3 Cagayancillo NHS4 Suba Distant Study Center5 Cuyo NHS6 San Carlos NHS7 Pawa NHS8 Manamoc NHS9 GAMNHS-Bisucay

10 Danawan NHS11 GAMNHS Balaguen12 GAMNHS Rizal


Zone 1


Table 22 Type of School Head

SCHOOLType of School Head

TI P1 PII PIII Adminstrator

1 Gaudencio Abordo MNHS√

2 Concepcion NHS

3 Cagayancillo NHS

4 Suba Distant Study Center

5 Cuyo NHS

6 San Carlos NHS

7 Pawa NHS

8 Manamoc NHS

9 GAMNHS-Bisucay

10 Danawan NHS

11 GAMNHS Balaguen

12 GAMNHS Rizal

Table 23 Stakeholders’ Participation

School

Homeroom PTA

BRIGADA ESKWELA General PTA

2007-08

2008-09

2009-10

2007-08

2008-09

2009-10

2007-08

2008-09

2009-10

Gaudencio Abordo MNHS

Concepcion NHSCagayancillo NHSSuba Distant Study Center

Cuyo NHS

San Carlos NHS

Pawa NHS

Manamoc NHSGAMNHS-Bisucay

Danawan NHS

GAMNHS BalaguenGAMNHS Rizal

Zone 1


4. Alternative Learning System


Table 24 Enrolment in ALSPrograms

DISTRICTS EnrolmentTotal Enrolment

CompletersTotal Completers


BL A&E BL A&EAgutaya 0 0Cagayancillo 39 25 64 32 22 54Cuyo 386 129 515 311 89 400Magsaysay 52 16 68 46 5 51Zone 1 477 170 647 389 116 505



ZONE 2


Provision of Access


DISTRICT DepEDPTCA

FundedLGU

Funded

Preschool Service

ContractingPrivate

Day Care

Centers

Busuanga 11 0 0 4 2 22Coron Inland 6 0 0 0 0 0Coron Coastal 10 0 1 0 4 11Culion 2 0 0 0 0 2Linapacan 2 0 0 0 0 2Zone II 31 0 1 4 6 37

That there is inequity in the provision of pre-elementary education in Zone 2 is evident from the data in Table 5. Busuanga, having the most number of DepEd funded preschools, also has the most number of day care centers and the only district benefited by the Preschool Service Contracting Program. The districts with

very limited access to public pre-elementary education are Culion, Linapacan and Coron Inland which could largely attributed to deficient input in the supply side.

However, for Linapacan, even the demand side is also very low as revealed by the decreasing enrolment in the last two years (Table 6A) which is in contrast to Culion having the same number of preschools but with increasing enrolment, The decreasing preschool enrolment in Linapacan could be tied up with the high poverty incidence in this municipality (76.4%).

The size of enrolment is proportional to the number of preschools as shown in Table 6A. This implies that there is a need for expansion of pre-elementary education by establishing more preschools in the three districts. Moreover, advocacy on the importance of pre-elementary education has to be strengthened particularly in the municipalities of Linapacan and Culion.


DISTRICTPublic

2007-2008 2008-2009 2009-2010 M F T M F T M F T

Busuanga 24 33 57 32 29 61 120 127 247Coron Inland 0 0 0 70 70 140 82 73 155Coron Coastal 19 21 40 103 83 186 104 126 230Culion 16 23 39 22 34 56 39 32 71Linapacan 0 0 0 10 15 25 8 0 8Zone II 59 77 136 237 231 468 353 358 711

Private preschools account for more than 20% or 175 of the 886 enrolment, complementing the public preschool education services (Table 6B). Districts without private preschools have notably lower enrolment. It is in these districts where additional public preschool classes should be prioritized. These are the districts of Culion and Linapacan with only 2 preschool classes each (Table 7).


DISTRICTPrivate

2007-2008 2008-2009 2009-2010M F T M F T M F T


BusuangaCoron Inland 0 0 0 0 0 0 0 0 0Coron Coastal 107 95 202 69 83 152 83 92 175Culion 0 0 0 0 0 0 0 0 0Linapacan 0 0 0 0 0 0 0 0 0Zone II 107 95 202 69 83 152 83 92 175



Busuanga 11 11Coron Inland 6 6Coron Coastal 10 10Culion 2 2Linapacan 2 2Zone II 170 168


Table 8 Percentage of Grade 1 Entrants who passed the SReADISTRICT Busuanga Coron Coron Culion Linapacan Zone 2

Inland Coastal% of Pupils who passed

the SReA42% 85% 28% 52%

SReA – School Readiness Assessment

Based from the data in Table 8, it is not conclusive that the greater the number of preschool enrolment the higher is the percentage of Grade1 entrants who are ready to enter formal schooling. Coron Inland has the highest percentage of Grade 1 entrants who passed the SRea, higher than Busuanga and Coron Coastal having

more preschool classes (including private) and greater enrolment. Quality of instruction is still the major factor in determining the readiness of Grade 1 entrants.


The competence of teachers measured by their eligibility is the primary factor affecting quality of education. as gleaned. Preschool teachers in Coron Inland are all LET passers as compared to those Busuanga and Coron Coastal (see Appendix___). Teachers’ information also revealed that salary and length of experience have little influence on the quality of teaching.

The implication of this is on the manner of screening and selection of preschool teachers. The non-eligible teachers are LGU-funded who were hired without passing the school screening and selection board. However, With the institutionalization of universal preschool in 2011, recruitment and hiring of preschool teachers will be controlled by DepEd rules and policies.


Provision of Access


DISTRICT

NO. OF SCHOOLS W/ PRE-ELEM. CLASSESS

ELEMENTARY LEVEL


Busuanga 8 14 0 1 0 0 15Coron Inland 6 14 4 18Coron Coastal 11 10 1 11Culion 2 10 3 4 2 19Linapacan 1 9 3 2 0 0 14Zone II 28 57 6 7 7 0 105


There is a school in every barangay in Zone 2 as shown in Table 9 and in reference to Table 4. The average distance of the farthest pupils’ houses to the nearest school is 2 kilometers (see Appendix ___. Accessibility to school is therefore not a problem.


Table 10 EnrolmentDISTRICT 2007-2008 2008-2009 2009-2010

Busuanga 3350 3386 3339Coron Inland 2737 3132 3373Coron Coastal 3980 4246 4388Culion 2537 2786 2818Linapacan 2193 2331 2422Zone II 14,797 15,881 16,340

Except for Busuanga, enrolment is increasing in the last three school years. The decrease in enrolment for this district is largely attributed to increasing attrition along the 6-year schooling cycle. The transition of pupils to next grade level decreases through the years (see Appendixt No. ___). Moreover, there is a considerable decrease in Grade 1 enrolment in SY 2009-2010 in Busuanga as compared to the other districts.

Moreover, there is gender parity favoring the boys staring Grade 1 but favoring the girls when cohorts reach Grade 6 (see Attachment ___). This means that more boys are dropping out of school when they approach ages 10 to 11. While there are several reasons for a boy to leave school, in the context of Palawan, particularly in poor municipalities of Linapacan and Culion, it is most likely that the child left school to help his parents earn a living to augment their family income.



Color Codeof Rooms Room RatioBusuanga 3339 88 38 Blue

Coron Inland 3583 68 53 GoldCoron Coastal 4820 92 52 Gold

Culion 2870 74 39 BlueLinapacan 2464 51 48 YellowZone II 17076 373 46 Blue

On the whole, Zone 2 does not seem to have shortage of classroom based on the average pupil: room ratio of 46. Likewise, the districts of Busuanga and Culion have the same blue rainbow spectrum indicating an ideal ratio of less than 40.

However, the aggregate data for each district mask the real scenario in some schools with a classroom having more than 60 pupils. In Coron Inland for instance, three schools have makeshift classrooms (black) with class size as big as 70 and another three schools under red spectrum having class size ranging from 73-105 (see Attachment ___). The same situation exists in Linapacan which has 4 red schools. Coron Coastal and Cullion have 3 red schools each and Busuanga has one.

On the other hand, there are schools with more than enough rooms at a ratio ranging 24-26. The more than sufficient classrooms in these schools could not be blamed on the DepEd School Building Program(SBP) since the basis of prioritization of the program is the BEIS rainbow spectrum. More likely, the resourceful school heads have networked with stakeholders, a strategy that merits replication of schools having room shortage.



chairsPupil: Color


Busuanga 3339 448 198 832 1.57 Gold

Coron Inland 3583 414 289 418 1.96 Gold

Coron Coastal 4820 440 685 1675 1.23 Gold

Culion 2870 410 547 1008 0.98 Yellow

Linapacan 2464 271 315 745 1.29 Gold

Zone II 17076 1983 2034 4678 1.34 Gold

The gold spectrum pupil: seat ration for Zone 2 indicates shortage in seats. There are nine (9) schools categorized as black, meaning no seat allocation from DepEd. There are 1,861 lacking seats in Busuanga, 2,462 in Coron Inland, 2,0020 in Coron Coastal, 905 in Culion and 1,133in Linapacan or a total 8,381 shortage for Zone 2.



Completion Rate Transition Rate Drop-out Rate

Class Size




Busuanga 85 3339 39 Yellow

Coron Inland 72 3583 50 Orange

Coron Coastal 99 4820 49 Orange

Culion 69 2870 42 Gold

Linapacan 50 2464 49 Orange

Zone II 375 17076 46 Orange

The pupil: teacher ratio in Zone 2 tells that the class size is manageable based on the aggregate data. However, data per school reveals that there are schools in all of the five districts of Zone 2 that are in the red spectrum with class population. One school in Busuanga (Buluang B) has a class size of 72, one in Culion (Butnongan) with 64 and another in Linapacan (Old Barangonan) with 89. These are primary schools having only 1 teacher each. Considering the very limited teacher items, the LGUs address the teacher shortage by hiring teachers in teacher-deficit districts. Additional LGU-funded teachers would best be deployed in Culion and Linapacan

Table 14 Number of LGU-funded teachersBusuanga Coron

InlandCoron Coastal

Culion Linapacan

Number ofLGU-funded teachers 0 5 11 3 3

Textbooks

MSEP and EPP textbooks are practically non-existent in most schools in Zone 2. While the data on textbook indicates sufficient 77%, 76% and 75% of pupils in Zone 2 have books in English, Filipino and HeKaSi, the book count includes language and

reading package for English and Filipino and other reference books for HeKaSi. Only 34% of the pupils have books in Math and 56% have Science books.

Completion, Transition and Drop-out Rates

The completion and transition rates both plummeted during SY 2008-2009 because of the increase in dropout rate (Figure 7). As dropouts were arrested in SY 2009-2010, completion and transition rates increased. The graph tells that the programs in keeping pupils in school in the recent school year had yielded better outputs. Sustainability of these programs has to be insured to produce more improvement in these three performance indicators.


0.0%

0.5%1.0%

1.5%

2.0%2.5%

3.0%

3.5%4.0%

4.5%

0%

10%20%

30%

40%50%

60%

70%80%

90%

2007-08 2008-09 2009-10

Achievement Rate


%(completion &

Transition rate) % (drop out rate)

These trends are mirrors of the trends in the five districts of Zone 2. Worth replicating are the performances of schools with zero dropouts (See Appendix ___). For sustainability, recognition and reward could be considered aside from the plus-factor the school head gets in the performance assessment at the end of the school year. On the other hand, there are schools whose dropouts have increased. Their dropout reduction program, if there is, needs to be reviewed or a new program be implemented.

For Zone 2 districts, their achievement rates as measured by the NAT are still way off the targeted 75% in 2015. The highest of the five districts, Linapacan, has MPS of 69% and must gain 6 percentage points in the next five years, while Coron Inland, the lowest, has MPS of 57%, 18 percentage points away from the target. The advantage gained in SY 2008-2009 was off-set by decrease in 2009-2010. The decrease has to be reverted in the three districts, Coron Inland, Coron Coastal and Culion, in order to achieve 75% by 2015. Evidently, the strategies employed to improve achievement in SY 2008-2009 did not work for these districts in SY 2009-2010.


0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Busuanga Coron Inland

Coron Coastal

Culion Linapacan

2008 2009 2010

Busuanga is the only district in Zone 2 that increased in the NAT in SY 2009-2010. The 6 percentage-point gain from 53 to 59, if sustained, can pull up the average for the whole zone. Meanwhile, Linapacan, although nailed at 69% in the recent two years, got the highest MPS among the districts in Zone 2 despite being the municipality in Palawan with the highest poverty incidence. The teaching-learning strategies in their schools can be considered good practices worth emulating.

A similar increasing trend for Busuanga and Linapacan can be seen in the tested subjects in the NAT 2010, except in Hekasi where Linapacan’s MPS has lower MPS as compared to the previous year (see Attachment ___). Nevertheless, it still topped the four other districts despite the decrease. Interestingly, these two municipalities are the poorest in Zone 2.

Likewise, Linapacan and Busuanga have better completion, transition and dropout rates than the other three districts. While several factors can be considered, the drive to get out of poverty through education cannot be ruled out as one of the attributions for better school performance.


Busuan

ga

Coron In

land

Coron Coast

al

Culion

Linap

acan

0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

2008 2009 2010


0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00


Coron Coastal

Culion Linapacan

2008 2009 2010

Comparing the five subjects assessed in the NAT, Science has the lowest MPS and Filipino, the highest followed by Hekasi. This trend is observable in the last three years.


0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00


Coron Coastal

Culion Linapacan

2008 2009 2010

The three tool subjects, Science, English and Mathematics, which are considered difficult by most pupils, are taught in English. Language could be another factor to be considered for the lower achievement in these subjects. While DepEd Order No.74, series of 2009 provided the directive on the use of mother tongue in the first three grades, this policy has yet to be implemented in Palawan and its outcomes to be assessed three years hence.


0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00


Coron Coastal

Culion Linapacan

2008 2009 2010


Figure 13: Grade VI NAT HeKaSi


English

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

English Reading

Filipino Reading

English Grammar

Filipino Grammar

Science Math

Busuanga Coron Inland Coron Coastal Culion Linapacan

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00


Coron Coastal

Culion Linapacan

2008 2009 2010

The shortage in classrooms, seats and teachers do not seem to have correlation to academic achievement as shown in by NAT results per school. There are schools in the red spectrum in terms of number of classrooms, seats and teachers that have higher MPS than those in gold and yellow spectrum.

Figure 13 Grade III NAT 2009-2010Table 14 Number of Teachers with Post Graduate Studies

DISTRICT Number of Number of teachers Number of teachersTeachers with MA degree with MA units

Busuanga 88 2 16Coron Inland 76 1 15Coron Coastal 98 80 34Culion 69Linapacan 50Zone 2 381 83 65

Table 15 Number of Teachers who attended seminars & TrainingsDISTRICT Number of Teachers


HeKaSi


2007-08 2008-09 2009-10

Busuanga 47 39 17Coron Inland 132 90 99Coron Coastal 324 306 129Culion LinapacanZone 2 503 435 245



Schools TIC HT P I P II P IIIBusuanga 15 9 5 1Coron Inland 19 13 4 1 1Coron Coastal 12 7 1 3 1Culion 19 16 1 2Linapacan 12 10 1 1Zone II 77 55 12 6 3 1


Table 17 Stakeholders Participation

ACTIVITIES

Homeroom PTABRIGADA ESKWELA

General PTA Others

‘08 ‘09 ‘10 ‘08 ‘09 ‘10 ‘08 ‘09 ‘10 ‘08 ‘09 ‘10

B 91% 92% 92% 87% 88% 89% 88% 91% 91% 83% 85% 86%

C I 83% 84% 85% 71% 81% 80% 81% 88% 79% 77% 83% 85%

C C 75% 71% 75% 68% 65% 70% 81% 64% 71% 82% 83% 84%

C

L 84% 84% 86% 84% 85% 86% 85% 87% 88% 79% 79% 80%

Z 2 67% 66% 68% 62% 64% 65% 67% 66% 66% 64% 66% 67%

B – Busuanga; CI – Coron Inland; CC – Coron Coastal; C – Culion; L –Linapacan; Z2 – Zone 2


Provision of Access




1 Borac NHS 1 0 0 12 Coron School of Fisheries 1 0 0 13 Culion NHS 1 0 0 14 Gaudencio Abordo NHS 1 0 0 15 New Busuanga NHS 1 0 0 16 Panlaitan NHS 1 0 0 17 Salvacion NHS 1 0 0 18 San Miguel NHS 1 0 0 1

Zone II 8 0 0 8


1 Borac NHS 286 328 3822 Coron School of Fisheries 2065 2209 21953 Culion NHS 717 807 8144 Gaudencio Abordo NHS 0 105 1625 New Busuanga NHS 216 268 282


6 Panlaitan NHS 232 249 2557 Salvacion NHS 602 637 6328 San Miguel NHS 388 320 343

Zone II 4506 4923 5065


0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

2007-08 2008-09 2009-10

GER NER



Student:Room Ratio

Color Code

1 Borac NHS 382 5 76.40 Red

2 Coron School of Fisheries 2,195 34 64.56 Red

3 Culion NHS 814 15 54.27 Gold

4 Gaudencio Abordo NHS 162 4 40.50 Blue

5 New Busuanga NHS 282 6 47.00 Yellow

6 Panlaitan NHS 255 6 42.50 Blue

7 Salvacion NHS 632 10 63.20 Red

8 San Miguel NHS 343 7 49.00 Yellow

Zone II 5,065 87 58.22 Red

Table 20 Student:Seat RatioSCHOOL Enrol-

mentDesks Tables/

ChairsArm-

chairsStudent:

Seat RatioColor Code

1 Borac NHS 330 0 0 150 2.2 Gold2 Coron school of

Fisheries2195 0 45 2139 0.98 Yellow

3 Culion NHS 814 0 0 300 2.71 Orange

4 Gaudencio Abordo NHS

162 0 0 30 5.4 Red

5 New Busuanga NHS

282 0 0 87 3.24 Red

6 Panlaitan NHS 255 0 0 150 1.7 Gold

7 Salvacion NHS 632 0 0 320 1.98 Gold

8 San Miguel NHS 343 0 0 100 3.43 Red

Zone II 5013 0 45 3276 1.49 Gold


Table 21 Student: Teacher Ratio


SCHOOL No. of Teachers

Enrolment Student: Teacher Ratio

Color Code

1 Borac NHS 5 282 56.40 Red2 Coron School of Fisheries 45 2195 48.78 Orange

3 Culion NHS 20 814 40.70 Gold

4 Gaudencio Abordo NHS 4 162 40.50 Gold

5 New Busuanga NHS 5 282 56.40 Red

6 Panlaitan 6 255 42.50 Gold

7 Salvacion NHS 15 672 44.80 Orange

8 San Miguel NHS 10 343 34.30 Green

Zone II 110 5005 45.50 Orange


5.20

5.40

5.60

5.80

6.00

6.20

6.40

6.60

6.80

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

2007-08 2008-09 2009-10

CSR CR TR DR

Figure 16 NAT Year 2 (Total Test)

010203040506070 2007-08

2008-09

2009-10


SCHOOL

STUDENTS' WEIGHED


NORMALABOVE NORMAL

Base-line

End-line

Base-line

End-line

Base-line

End-line

Base-line

End-line

1 Culion NHS 753 725 112 98 637 626 4 12 New Busuanga

NHS282 249 45 66 237 183 0 0

3 Salvacion National HS

608 534 130 94 477 439 1 1

4 Panlaitan NHS 251 236 31 42 220 195 0 05 Coron SOF 2,195 2,124 632 612 1,551 1,50 12 11


16 Borac NHS 329 330 116 110 211 220 2 07 Gaudencio

Abordo NHS162 121 20 12 135 105 7 4

8 San Miguel NHS

343 223 75 67 262 167 6 2

Zone II 4,923 4,542 1,161 1,101 3,730 3,436

32 19

Table 22number of Teaches with Post-Graduate StudiesSchool No. of

Teachers No. of Teachers w/ MA Degree


1 Borac NHS 7 1 2

2 Coron School of Fisheries 45 5 25

3 Culion NHS 20 0 2

4 Gaudencio Abordo NHS 6 0 2

5 New Busuanga NHS 5 0 0

6 Panlaitan NHS 6 0 2

7 Salvacion NHS 15 1 5

8 San Miguel NHS 10 0 2

Zone II 114 7 40


School 2007-2008

2008-2009

2009-2010

1 Borac NHS 4 1 42 Coron School of Fisheries 16 23 153 Culion NHS 5 6 54 Gaudencio Abordo NHS 0 1 15 New Busuanga NHS 7 5 2

6 Panlaitan NHS 0 2 17 Salvacion NHS 8 7 68 San Miguel NHS 8 5 3

Zone 2 48 50 37




TI P1 PII PIII Adminstrator1 Borac NHS √

2 Coron School of Fisheries √

3 Culion NHS √

4 Gaudencio Abordo NHS √

5 New Busuanga NHS √

6 Panlaitan √

7 Salvacion NHS √

8 San Miguel NHS √


School

Homeroom PTA


2007-08

2008-09

2009-10

2007-08

2008-09

2009-10

2007-08

2008-09

2009-10

Borac NHS 80% 85% 90% 75% 78% 85% 90% 95% 95%

Coron School of Fisheries

65% 70% 75% 30% 45% 50% 65% 70% 75%

Culion NHS 55% 60% 75% 40% 50% 70% 75% 80% 85%


Gaudencio Abordo NHS

75% 80% 25% 25% 75% 80%

New Busuanga NHS

33% 50% 78% 80% 91% 96% 66% 81% 95%

Panlaitan NHS 75% 83% 80% 63% 52.35%

67% 74% 87% 89.15%

Salvacion NHS 73% 78% 85% 67% 87% 91% 78% 82% 93%

San Miguel NHS

50% 75% 80% 50% 25% 25% 75% 75% 80%

Zone 2 62% 72% 80% 58% 57% 64% 75% 81% 87%




DISTRICTS EnrolmentTotal Enrolment

Completers

Total Completers

BL A&E BL A&E

Busuanga 56 73 129 54 54Coron Coastal 386 129 515 311 89 400Coron Inland 52 16 68 46 5 51Culion 144 31 175 121 20 141Linapacan 66 12 78 54 4 58



5. Findings

Preschool

There is inequity in the provision of pre-elementary education in Zone 2. Busuanga, has the most number of DepEd funded preschools and the most number of day care centers and the only district benefited by the Preschool Service Contracting Program. The districts with very limited access to public pre-elementary education are Culion, Linapacan and Coron Inland.

Except for Linapacan, enrolment is increasing in the four districts of Zone 2. The decreasing preschool enrolment trend in Linapacan could be attributed to its high poverty incidence.

Districts without private preschools have notably lower enrolment. It is in these districts, Culion and Linapacan, where additional public preschool classes should be prioritized.

Quality of instruction is still the major factor in determining the readiness of Grade 1 entrants, not the number of pupils with preschool experience. And the competence of teachers is the major factor affecting the quality of instruction. Coron Inland, with all preschool teachers who are LET passers, has the greatest percentage of Grade 1 entrants who passed the SReA. DepEd policy on the recruitment and selection of teachers must therefore be strictly complied with in the hiring of preschool teachers.

Elementary

Accessibility to elementary schools is not a problem for Zone 2 as there is 1 or more schools in each barangay. However, there is a severe shortage of classrooms in seventeen (17) schools in Zone 2 indicated by pupil: classroom: ratio ranging from 57 to 105, two of which belong to black spectrum (0 classroom). On the other hand 44 schools with sufficient classrooms having less than 46 class size.

There is a big seat shortage in Zone 2: 1,861 in Busuanga, 2,462 in Coron Inland, 2,0020 in Coron Coastal, 905 in Culion and 1,133in Linapacan or a total 8,381 seat shortage for Zone 2.


Performance of schools in Zone 2 has improved during SY 2009-2010 indicating that the programs in keeping pupils in school had yielded better outputs. Sustainability of these programs has to be insured to produce improvement in the three performance indicators: completion, transition and dropout rates. Notably, there are schools with zero dropouts and are worth replicating. For sustainability, recognition and reward could be considered aside from the plus-factor the school head gets in the performance assessment at the end of the school year. On the other hand, for schools whose dropouts have increased, their dropout reduction program, if there is, needs to be reviewed or a new program be implemented.

ZONE 3


Provision of Access


DISTRICT DepEDPTCA

FundedLGU

Funded

Preschool Service

ContractingPrivate

Day Care

Centers

RoxasSan Vicente Taytay

El NidoZone 3

Only Roxas North has date on pre-elem


DISTRICTPublic

2007-2008 2008-2009 2009-2010 M F T M F T M F T

RoxasSan Vicente 150 153 303 283 306 589Taytay El NidoZone 3


DISTRICTPrivate

2007-2008 2008-2009 2009-2010M F T M F T M F T

RoxasSan Vicente Taytay El NidoZone 3



Roxas 6 6


San Vicente 10 10Taytay 2 2El Nido 2 2Zone 3 170 168


Table 8 Percentage of Grade 1 Entrants who passed the SReA

DISTRICTRoxas San

VicenteTaytay ElNido Zone 2


the SReASReA – School Readiness Assessment


.


Provision of Access


DISTRICT


ELEMENTARY LEVEL


RoxasSan Vicente Taytay El Nido

Zone 3CE – Complete Elem.; IE – Incomplete Elem.; CP – Complete Primary; IP –Incomp. Primary

Only Roxas North has data for elementary, yet still lacking in performance indicators


RoxasSan Vicente 5020 648 510Taytay El NidoZone 3



Color Codeof Rooms Room RatioRoxasSan Vicente Taytay El NidoZone 3



chairsPupil: Color



Completion Rate Transition Rate Drop-out Rate

Roxas

San Vicente

Taytay

El Nido

Zone 3


Class Size





Table 14 Number of LGU-funded teachersRoxas San


Number ofLGU-funded teachers

Textbooks



Achievement Rate.








%(completion &


Figure 13 Grade III NAT 2009-2010

Table 14 Number of Teachers with Post Graduate StudiesDISTRICT Number of Number of teachers Number of teachers

Teachers with MA degree with MA units



DISTRICT

Number of Teachers


2007-08 2008-09 2009-10




Schools TIC HT P I P II P IIIRoxasSan Vicente Taytay El NidoZone 3



ACTIVITIES


General PTA Others

‘08 ‘09 ‘10 ‘08 ‘09 ‘10 ‘08 ‘09 ‘10 ‘08 ‘09 ‘10

R

SV

T

EN

Z 3R – Roxas; SV – San Viicente; T – Taytay; EN– El Nido; Z3 – Zone 3


Provision of Access





1 CARURAY NHS 1 0 0 12 NEW CANIPO NHS 1 0 0 13 PORT BARTON NHS 1 0 0 14 SAN VICENTE NHS 1 0 0 15678


1 Alimanguan NHS 545 84 932 Caruray NHS 292 37 433 New Canipo NHS 238 35 294 Port Barton NHS 365 60 545 San Vicente NHS 1008 129 147678




Student:Room Ratio

Color Code

1 Alimanguan NHS 544 10 54.4 Gold

2 Caruray NHS 286 5 57.2 Red3 New Canipo NHS 324 4 81 Red4 Port Barton NHS 340 10 34 Blue5 San Vicente NHS

758 17 44.59 Blue6

7

8

Table 20 Student:Seat RatioSCHOOL Enrol-

mentDesks Tables/

ChairsArm-

chairsStudent:

Seat RatioColor Code

12

3

4

5

6

7

8



Table 21 Student: Teacher RatioSCHOOL No. of

TeachersEnrolment Student:

Teacher Ratio

Color Code

1

2

3

4

5

6

7

8

Zone 3

Table 14 Number of LGU-funded teachersRoxas San


Number ofLGU-funded teachers 9

There are 3 LGU-funded teachers each for Alimanguan NHS, New Canipo NHS and San Vicente NHS.


Only San Vicente has data


0

20

40

60

80

Alimanguan NHS

Caruray NHS New Canipo NHS

Port Barton NHS

San Vicente NHS

2007- 2008 2008 - 2009 2009 - 2010


SCHOOL

STUDENTS' WEIGHED


NORMALABOVE NORMAL

Base-line

End-line

Base-line

End-line

Base-line

End-line

Base-line

End-line

1


2345678Zone 3

Table 22 Number of Teaches with Post-Graduate StudiesSchool No. of



1

2

3

4

5

6

7

8

Zone 3


School 2007-2008

2008-2009

2009-2010

123

45678

Zone 3




T HT P1 PII PIII1 Alimanguan NHS √

2 Caruray NHS √

3 New Canipo NHS √

4 Port Barton NHS √

5 San Vicente NHS √

6

7

8


School

Homeroom PTA


2007-08

2008-09

2009-10

2007-08

2008-09

2009-10

2007-08

2008-09

2009-10


Zone 3




DISTRICTS Enrolment Total Enrolment


BL A&E BL A&ERoxas 119 80 199 96 0 96San Vicente 21 54 75 21 14 35Taytay 55 140 195 55 104 159El Nido 47 89 136 0 20 20Zone 3 242 363 605 172 138 310



5. Findings

Preschool

Elementary

Secondary

ALS


ZONE 4


Provision of Access


DISTRICT DepEDPTCA

FundedLGU

Funded

Preschool Service

ContractingPrivate

Day Care

Centers

Aborlan NorthAborlan SouthAborlan West Narra Del Norte Narra Del SurEspañolaZone IV

Only Roxas North has date on pre-elem


DISTRICTPublic

2007-2008 2008-2009 2009-2010 M F T M F T M F T

Aborlan North

Aborlan SouthAborlan West Narra Del Norte Narra Del SurEspañolaZone IV


DISTRICTPrivate

2007-2008 2008-2009 2009-2010M F T M F T M F T







Table 8 Percentage of Grade 1 Entrants who passed the SReA

DISTRICTAborlan North

Aborlan South

Aborlan West

Narra del Norte

Narra delSur

Española Zone 4


the SReASReA – School Readiness Assessment


.


Provision of Access


DISTRICT


ELEMENTARY LEVEL


Aborlan North 10 13 0 0 0 0 23Aborlan South 0 6 0 0 0 0 6Aborlan West 1 6 0 0 0 0 7Narra Del Norte 12 14 0 3 0 0 29Narra Del Sur 1 1 0 0 0 0 2Española 0 1 0 0 0 0 1Zone IV 28 130 0 11 6 0 198






Color Codeof Rooms Room RatioAborlan North 3090 78 39.6 BlueAborlan South 2088 58 36.0 BlueAborlan West 868 21 41.3 BlueNarra Del Norte 70,223 1,938 36.2 BlueNarra Del Sur 32471 854 38.0 BlueEspañola 5437 132 41.2 BlueZone IV 61186 1600 38.2 Blue



chairsPupil: Color


Aborlan North 3,090 508 460 643 1.20 GoldAborlan South 2,088 439 80 152 1.75 Gold

Aborlan West 868 90 100 244 1.39 Gold


Narra Del Norte

6,504 1,662 872 1,435 1.00

6,504

Narra Del Sur 4,799 1,240 814 778 0.98 YellowEspañola 5,437 694 1,255 1,008 1.11 GoldZone 4 22,786 4,633 3,581 4,260 1.10 Gold


Class Size


DISTRICTNumber ofTeachers

EnrolmentPupil:

Color CodeTeacherRatio

Aborlan North 723 28,732 39.74 GoldAborlan South 1435 56,984 39.71 YellowAborlan West 2158 85,716 39.72 YellowNarra Del Norte 5048 200,581 39.73 YellowNarra Del Sur 10087 400,745 39.73 YellowEspañola 20225 803,455 39.73 GoldZone 4 10125 402,168 39.72 Yellow

Table 14 Number of LGU-funded teachers

DISTRICTAborlan

NorthAborlan South

Aborlan West

Narra del

Norte

Narra delSur

Española Zone 4

Number of LGU-funded teachers

14 10 0 36 23 39 122

Textbooks



00.20.40.60.811.21.4

0

20

40

60

80

100

2007-2008 2008-2009 2009-2010

CR TR DR

.


%(completion &


Achievement Rate


0.0010.0020.0030.0040.0050.0060.0070.0080.00

Aborlan North

Aborlan South

Aborlan West

Narra del Norte

Narra del Sur

Española

2008 2009 2010


0.00

20.00

40.00

60.00

80.00

100.00

Aborlan North

Aborlan South

Aborlan West

Narra del Norte

Narra del Sur

Española

2008 2009 2010


0.0010.0020.0030.0040.0050.0060.0070.0080.00

Aborlan North

Aborlan South

Aborlan West

Narra del Norte

Narra del Sur

Española

2008 2009 2010



0.0010.0020.0030.0040.0050.0060.0070.0080.00

Aborlan North

Aborlan South

Aborlan West

Narra del Norte

Narra del Sur

Española

2008 2009 2010


0.0010.0020.0030.0040.0050.0060.0070.00

Aborlan North

Aborlan South

Aborlan West

Narra del

Norte

Narra del Sur

Española

2008 2009 2010


0.00

20.00

40.00

60.00

80.00

Aborlan North

Aborlan South

Aborlan West

Narra del Norte

Narra del Sur

Española

2008 2009 2010

Figure 13 Grade III NAT 2009-2010


0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

English Reading

Filipino Reading

English Grammar

Filipino Grammar

Science Math Total Test

Aborlan North Aborlan South Aborlan West

Narra del Norte Narra del Sur Española

Table 14 Number of Teachers with Post Graduate Studies

DISTRICTNumber ofTeachers

Number of teacherswith MA degree

Number of teacherswith MA units

Aborlan North 78 3 55Aborlan South 57 0 28Aborlan West 23 0 4Narra Del Norte 169 2 51Narra Del Sur 129 1 46Española 133 0 66Zone 4 589 6 250


DISTRICT Number of Teacherswho attended seminars/trainings

2007-08 2008-09 2009-10Aborlan North 152 205 171Aborlan South 48 43 53Aborlan West 0 8 27Narra Del Norte 263 236 250Narra Del Sur 601 595 629Española 219 233 162Zone 4 1283 1320 1292



DISTRICTNumber of

SchoolsType of School Head

TIC HT P I P II P IIIAborlan North 13 4 5 3 1Aborlan South 10 1 4 4 1Aborlan West 5 2 2 1Narra Del Norte 17 4 4 3 5 1Narra Del Sur 17 4 5 6 1 1Española 24 15 2 1 6Zone 4 86 30 20 19 8 9




ACTIVITIES


General PTA Others

‘08 ‘09 ‘10 ‘08 ‘09 ‘10 ‘08 ‘09 ‘10 ‘08 ‘09 ‘10

AN 1146 1206 1260 655 723 873 1158 1216 1266 13 12 15AS 712 769 809 642 747 865 732 772 923 72 100 113AW 273 306 351 290 318 368 293 323 384 24 36 46NN 84% 89% 89% 79% 83% 84% 89% 91% 88% 68% 68% 71%NS 2820 3011 3134 2473 2561 2640 2820 3011 3134 645 720 781E

Z 4AN– Aborlan North; AS– Aborlan South; AW– Aborlan West; NN – Narra del Norte; NS– Narra del Sur; E– Española;; Z4 – Zone 4


Provision of Access




1 Bataraza NHS 1 12 Rio Tuba NHS 1 13 Southern Bataraza NHS 1 14 Sumbiling Bataraza NHS 1 15 Tarusan NHS 1 1678

Zone 5

Table 19 Enrolment

SCHOOL 2007-08 2008-09 2009-101 Bataraza NHS 1165 1056 11772 Rio Tuba NHS 861 924 9513 Southern Bataraza NHS 74 148 1504 Sumbiling Bataraza NHS 202 194 2365 Tarusan NHS 234 367 409678

Zone V




Student:Room Ratio

Color Code

1 Bataraza NHS 1177 20 58.85 Red

2Rio Tuba NHS 951 15 63.40 Red

3Southern Bataraza NHS 150 5 30.00 Blue

4Sumbiling Bataraza NHS 236 6 39.33 Blue

5 Tarusan NHS 409 8 51.33 Gold6

7

Zone V

Table 20 Student:Seat RatioSCHOOL Enrol- Desks Tables/ Arm- Student: Color


ment Chairs chairs Seat Ratio Code1 Bataraza NHS 1177 123 9.57 Red2

Rio Tuba NHS 951 589 1.61 Gold

3 Southern Bataraza NHS

15045 3.33 Red

4 Sumbiling Bataraza NHS

23650 4.72 Red

5 Tarusan NHS 409 200 2.05 Orange

6

7

8

Zone V


Table 21 Student: Teacher RatioSCHOOL No. of

TeachersEnrolment Student:

Teacher Ratio

Color Code

1 Bataraza NHS 26 1177 45.27 Orange2

Rio Tuba NHS 22 951 43.33 Gold

3Southern Bataraza NHS 2 150 75.00 Red

4Sumbiling Bataraza NHS 5 236 47.20 Orange

5 Tarusan NHS 9 409 45.44 Orange

6

7

Zone V

Table 14 Number of LGU-funded teachersBalabac Bataraza Brooke’s Pt. Quezon Rizal Zone 5

Number of LGU-funded teachers 18


Only San Vicente has data



SCHOOL

STUDENTS' WEIGHED


NORMALABOVE NORMAL

Base-line

End-line

Base-line

End-line

Base-line

End-line

Base-line

End-line

1 Bataraza NHS 982 979 118 105 863 875 1 42 Rio Tuba NHS 935 820 330 173 516 558 89 893 Southern

Bataraza NHS150 150 41 37 64 68 45 45

4 Sumbiling NHS 225 212 34 11 176 177 24 245 Tarusan NHS 321 319 32 26 287 293 2 2678Zone V

Table 22 Number of Teaches with Post-Graduate StudiesSchool No. of




1 Bataraza NHS

2 Rio Tuba NHS 4 4

3 Southern Bataraza NHS

4 Sumbiling NHS 1 1

5 Tarusan NHS 1 1

6

7

8

Zone V


School 2007-2008

2008-2009

2009-2010

1 Bataraza NHS2 Rio Tuba NHS 22 22 223 Southern Bataraza NHS4 Sumbiling NHS5 Tarusan NHS 10678

Zone V


Table 22 Type of School HeadType of School Head

SCHOOL T HT P1 PII PIII

1 Bataraza NHS √

2 Rio Tuba NHS √

3 Southern Bataraza NHS √

4 Sumbiling NHS √

5 Tarusan NHS √

6

7


School

Homeroom PTA


2007-08

2008-09

2009-10

2007-08

2008-09

2009-10

2007-08

2008-09

2009-10

BNHS 745 813 892 487 524 610 745 813 892

RTNHS 465 512 551 557 589 635 554 524 576

SBNHS 65 134 134 88 127 230 53 97 112

SNHS 157 179 192 165 210 210 157 179 192

TNHS 100 150 250 120 155 300 100 150 250

Zone V





DISTRICTS Enrolment Total Enrolment


BL A&E BL A&EAborlanNarraEspañolaZone 4



5. Findings

Preschool

Elementary

Secondary

ALS


III. Strategic Direction Core Values

In its delivery of basic education, the Division of Palawan shall adhere to the following principles and values which shall serve as integral threads of its governance.

• Integrity. The Division of Palawan shall be united in upholding honesty and firmness in moral principles.

• Accountability. Every member of the Division of Palawan shall have defined role and responsibility he shall discharge and deliver and that he is accountable for the quality of his performance.

• Transparency. Leaders and subordinates in every unit of the Division shall ensure that decisions and transactions can be understood and appreciated by those affected by the decisions and actions and can thereby hold up to objective scrutiny.

• Commitment. The Division shall be driven by strong commitment to the attainment of its vision, mission including the implementation of strategies, programs and tasks.

• Responsiveness. The leaders, managers, teachers and employees of the Division of Palawan shall be responsive to the needs of its clients, the learners.

• Efficiency. The quality of being able to do a task successfully without wasting time or energy

• Competence. The Division shall ensure that each member has the capacity to deliver his duties and functions.

• Excellence. to produce quality output.

Vision

By 2015 DepEd Division of Palawan is a division of excellence recognized for good governance and for developing functionally-literate and God-loving Filipinos.

Mission

To ensure equity, access, quality and relevance in the delivery of basic education services in the division of Palawan.

The Division of Palawan’s long-term mission is to ensure that all Palweno children and youth have equal opportunity to access quality education consistent with the Constitution and the Philippine Government’s commitment to the U.N convention on the Rights of the Child, regardless of social status, geography, ethnicity, religion, language, gender and physical form. It envisages a time when graduates from elementary and secondary schools of Palawan will meet regional and national standards.

Strategic Goals

To attain its vision and mission, Palawan’s Division Education Development Plan revolves around this single, most important goal of providing quality basic education that is accessible for all. It is anchored on the six Philippine EFA goals: (i) expanding early childhood care and education; (ii) providing free and compulsory basic education for all; (iii) providing learning and life skill to young people and adults; (iv) increasing adult literacy by 50% percent; (v) achieving gender equality and (vi) improving the quality of education.


IV. Implementation PlanImplementation Plan

ZONE 1a. SWOT Analysis

Opportunities Threats to appendix? Strengths Weaknesses

b. Strategic Options c. Key Issues, Key Result Areas, Performance Indicators d. Implementation Programs e. Implementation Schedule f. Budgetary Implication g. Source of Funds h. Management and Financial Accountability

1. Monitoring and Evaluation


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