educational system in the Philippines content-130810050304-phpapp01

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I. INTRODUCTION

Education (also called learning, teaching or schooling) in the general sense is any act or experience

that has a formative effect on the mind , character , or physical ability of an individual. In its technical sense,

education is the process by which society deliberately transmits its accumulated knowledge , skills , and valuesfrom one generation to another.

Etymologically , the word education is derived from the Latin ducti ( a breeding, a bringing up, a

rearing) from dc ( I educate, I train!) which is related to the homonym dc ( I lead forth, I take out" I

raise up, I erect!) from - ( from, out of!) and dc (I lead, I conduct).

#eachers in educational institutions direct the education of students and might draw on many sub$ects,

including reading , writing , mathematics , science and history . #his process is sometimes called schooling when

referring to the education of teaching only a certain sub$ect, usually as professors at institutions of higher

learning . #here is also education in fields for those who want specific vocational skills, such as those re%uired

to be a pilot. In addition there is an array of education possible at the informal level , such as in museums and

libraries, with the Internet and in life experience. &any non'traditional education options are now available

and continue to evolve. ne of the most substantial uses in education is the use of technology. lassrooms of

the *+st century contain interactive white boards, tablets , mp players , laptops, etc. #eachers are encouraged to

embed these technological devices in the curriculum in order to enhance students learning and meet the needs

of various types of learners.

Philippine Education

Education in the -hilippines evolved from early settlers to the present. Education in the country is in

great importance because it is the primary avenue for upward social and economic mobility. -hilippine

educational system has a very deep history from the past in which it has undergone several stage of

development going to the present system of education.

#he education of pre' panish time in the -hilippines was informal and unstructured. #he fathers

taught their sons how to look for food and other means of livelihood. #he mothers taught their girls to do the

household chores. #his education basically prepared their children to become good husband and wives. Early

/ilipinos usually taught their children at home, focusing more on vocational skills than academics. #here were

also tribal tutors, but there was no structured educational system.

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Early /ilipino ancestors valued education very much. /ilipino men and women know how to read and

write using their own native alphabet called alibata . #he alibata was composed of +0 symbols representing the

letters of the alphabet. 1mong these seventeen symbols were three vowels and fourteen consonants.

#he educational system of the -hilippines during the panish times was formal. #he 2eligious

congregations paved the way in establishing schools from the primary level to the tertiary level of education.

#he schools focused on the hristian 3octrines. #here was a separate school for boys and girls. #he wealthy

/ilipinos or the Ilustrados were accommodated in the schools. olonial education brought more non'beneficial

effects to the /ilipinos.

4ith the coming of the paniards, missionary teachers replaced the tribal tutors. #he focus of

education during the panish oloni5ation of the -hilippines was mainly religious education. #he atholic

doctrine schools that were set up initially became parochial schools which taught reading and writing along

with catechism.

#he first educational system for students in the country was established by virtue of the Education

3ecree of +67 . #his educational decree mandated the establishment of free primary schools in each town, one

for boys and one for girls, with the precise number of schools depending on the si5e of the population. #here

were grades8 entrada , acenso , and termino . #he curriculum re%uired the study of hristian doctrine, values

and history as well as reading and writing in panish, mathematics, agriculture, eti%uette, singing, world

geography, and panish history. 9irls were also taught sewing. 1s a conse%uence, the panish schools started

accepting /ilipino students. It was during this time when the intellectual /ilipinos emerged. #he :ormal

chool, run by the ;esuits, was also established which gave men the opportunity to study a three'year teacher

education for the primary level. :ormal schools for women teachers were not established until +60


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/or higher education, there were a few reputable private institutions such as the >niversity of anto

#omas, olegio de an ;uan de Letran , and 1teneo &unicipal . #hough initially an institute of higher

education, > # was re%uired by an +67< decree to open public secondary schools.

1fter the panish colonial government was overthrown, the schools established during the panish era

were closed down for a time by Emilio 1guinaldo ?s government. #hey were eventually reopened by the

ecretary of Interior on *@ 1ugust +6@6. #he &alolos onstitution made elementary education compulsory

and provided for free schooling. #he >niversidad Literaria de /ilipinas , which provided courses in law,

medicine, surgery, pharmacy, and notarianship, was established by 1guinaldo on +@ ctober +6@6. Ae also set

up the &ilitary 1cademy of &alolos and decreed that all diplomas awarded by > # after +6@6 be considered

null and void. 3uring this period, other secular institutions which emphasi5ed local geography and history

were also established, such as the Burgos Institute in &alolos .

Except for the emphasis on -hilippine history and geography, the curricula of schools were not much

different from those under panish domination. 4hile #agalog was established as the national language by the

onstitution of Biak'na'Bato , reading, writing and literary studies in panish were still given emphasis.

#o help win over the /ilipinos to the new 1merican colonial government, 9eneral &ac1rthur

provided C+==,=== for -hilippine education. :ew schools were established with English as the medium of

instruction, with chaplains and non'commissioned officers serving as teachers. /ollowing the surrender of

1guinaldo, -resident &cDinley directed the econd -hilippine ommission to establish a free secular public

school system that would prepare the /ilipinos for citi5enship. #he 3epartment of -ublic Instruction spawned

the Bureau of Education under 1ct 00 .

#he establishment of the public school system in +@=+ under 1ct :o. 0 re%uired a great number of

teachers. #hus the ecretary of -ublic Instruction, with the approval of the -hilippine ommission, brought to

the -hilippines +,=== 1merican teachers, known as the #homasites .

#eachers were also trained in the :ormal chool founded in &anila in +@=+ and its branches

subse%uently established in ma$or towns. Elementary school teachers were trained in English language and

literature, geography, mathematics, principles of education, teaching methods, and educational psychology.

#he free elementary schools that were established consisted of primary grades and intermediate

grades. In the first decade, the intermediate grades focused on vocational education, with a special course for

those who intended to go to high school. 1part from English language and literature and arithmetic, the

elementary schools taught geography, nature study, music, drawing, physiology, hygiene, and physical

education. 1ge'appropriate industrial skills were taught in all levels. In +@=*, secular public high schools were
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established, teaching courses on current events, >. . history and government, algebra, geometry and

arithmetic, general sciences and history, and physics as well as English literature and composition and physical

education.

/or the tertiary level, the -ensionado -rogram was established on *7 1ugust +@= to enable about ==

chosen -hilippine high school graduates to study in 1merican colleges for free, under the condition that they

serve the -hilippine government upon their graduation. In +@=6, the >niversity of the -hilippines was

established. Focational schools, however, were given more emphasis.

&any /ilipinos still preferred a atholic education. #hus many private atholic schools flourished,

including those established during the panish period, like 1teneo , Letran , and > # , and a number of new

schools like t. cholasticaGs ollege and an Beda ollege . uch schools were preferred by the elite. ome

private non'sectarian schools were also founded. 2eformists such as /elipe alderon , Aipolito &agsalin , Leon&a. 9uerrero and &ariano F. 3el 2osario established the Liceo de &anila and Escuela de 3erecho in an

attempt to produce a more nationalistic education, but they did not succeed. In general, education under

1merican coloni5ation led to widespread 1mericani5ation of the -hilippines, with the emphasis on English

language and literature, >. . history and government, the use of 1merican textbooks, and the emphasis on

1merican values.

#he ommonwealth provided free education in public schools all over the country, in accordance with

the +@ < constitution. Education also emphasi5ed nationalism so the students were taught about the life of the/ilipino heroes. Focational education and some household activities like sewing, cooking, and farming were

also given importance. 9ood manners and discipline were also taught to the students. #he institute of -rivate

Education was established in order to observe private schools. In +@ +, the total number of students studying

in the == private schools in the country reached +=,===. #here was also the existence of H1dult EducationH in

order to give formal education even to adults.

&ost schools were damaged during 4orld 4ar II and had to be closed down. #he ;apanese

government made some changes in the system of education in /ebruary, +@ *. #hese changes revolved in

stopping dependence on western countries like the >. ., and 9reat Britain. -romote and enrich the /ilipinoculture" recogni5ing that the -hilippines is a part of the 9reater East 1sia o'-rosperity phere so that the

-hilippines and ;apan will have good relations" being aware of materialism to raise the morality of the

/ilipinos" learning and adopting :ippongo and to stop using the English language" spreading elementary and

vocational education" and, developing love for work.
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In ;une +@ *, the schools were reopened by the ;apanese. #heir educational policies, as detailed in

&ilitary rder :o. * , mandated the teaching of #agalog, -hilippine history, and character education to /ilipino

students, with emphasis on love for work and dignity of labor. 1fter the 4ar ended, schools that had been

closed during the war years were re'opened amidst the reconstruction of their facilities. #he 1mericans

recruited /ilipino educators to help in the re'establishment of their public school system. /or the first time,

indigenous languages as well as in English were used as the medium of instruction. In +@ 0, the 3epartment of Instruction was renamed the 3epartment of Education . 3uring the &artial Law era , education as well as media

was utili5ed for pro'government propaganda. #he 3epartment of Education became the 3epartment of

Education and ulture in +@0*, the &inistry of Education and ulture in +@06, and with the Education 1ct of

+@6*, the &inistry of Education, ulture, and ports. 1 bilingual education scheme was established in +@0 ,

re%uiring /ilipino and English to be used in schools. cience and math sub$ects as well as English language

and literature classes were taught in English while the rest were taught in /ilipino.

Principles and general objectives of education

In the -hilippines the education system aims to8

-rovide a broad general education that will assist each individual in society to attain his her

potential as a human being, and enhance the range and %uality of the individual and the group"

Aelp the individual participate in the basic functions of society and ac%uire the essential

educational foundation for his her development into a productive and versatile citi5en"

#rain the nation?s manpower in the middle'level skills re%uired for national development"

3evelop the high'level professions that will provide leadership for the nation, advance knowledge

through research, and apply new knowledge for improving the %uality of human life"

2espond effectively to changing needs and conditions through a system of educational planning

and evaluation.

II. LAWS ABOUT EDUCATION

In the -hilippines, education is a public or state function. -ublic elementary and secondary education

is supported by the national government, the former as mandated by the onstitution (+@60), which states thatthe tate shall protect and promote the right of all citi5ens to %uality education at all levels and shall take

appropriate steps to make such education accessible to all!, and the latter by Republic Act No. 6655 (/ree

econdary Education 1ct). pecific provisions on education upon which all decrees, policies, regulations, and

rules on education are based, are provided in the onstitution. #hese are expressly stated by way of the

constitutional mandate, -residential decree, and other legal provisions.


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#he ob$ectives of formal education at the elementary, secondary, and tertiary levels as well as those of

non'formal education are specified in the Education 1ct of +@6*. Republic Act No. 232 otherwise known as

the Education Act of 1982 is a an act which calls for the establishment of national schools and the

conversion of schools from elementary to national secondary schools or from secondary to national secondary

or tertiary schools. #he 2epublic 1ct :o. 70*6 deals with private education, notably by setting common

minimum physical facilities and curricular re%uirements for all schools and by liberali5ing the sub$ect contentof values education.

#he creation of the ommission on Aigher Education by Republic Act No. 22 and of the #echnical

Education and kills 3evelopment 1uthority separated these entities from the 3epartment of Education where

they originally belonged.

#he -hilippine #eachers -rofessionali5ation 1ct, Republic Act No. !36 , was issued in +@@ . #he

Literacy o'ordination ouncil, an interagency body administratively attached to 3E , was created by

Republic Act No. "65 to carry out tate policy to eradicate illiteracy. #he #ou$e Bill No. "! 5 entitled 1n

1ct to trengthen #eacher Education in the -hilippines by Establishing Lead #eacher #raining Institutions,

1ppropriating /unds #herefore and for ther -urposes! deals with the improvement of teacher

education.

#he Republic Act No. %6 , otherwise known as the Technical Education and Skills evelop!ent

Act of 199"# , aims to encourage the full participation of and mobili5e the industry, labor, local government

units and technical'vocational education and training (#FE#) institutions in the skills development of the

countryGs human resources.

#he Lo&'(Te)* #i'+e) E,uc-tio& De elop*e&t /l-& (L#AE3-) is a government program that

aims to attain %uality, accessible, and modern higher education in the -hilippines . L#AE3- +@@7'*==< by the

ommission on Aigher Education ( AE3) aims to generate and diffuse knowledge in the broad range of

disciplines which are relevant and responsive to the dynamically changing domestic and international

environment.! It aims to encourage Aigher Education Institutions (AEIs) to improve higher education

curricula as well as undertake reforms to cope with emerging needs and demands of the industry.

#he #i'+e) E,uc-tio& 0o,e)&i1-tio& Act o "%% , also known as $E%A or &epublic Act 'o(

8292 !, is a law that provides the uniform composition and powers of governing boards, and the manner of

appointment and term of office of the president of chartered state universities and colleges. It is an educational

measure authored by enator Edgardo 1ngara .

#o meet the goal of providing an ade%uate and integrated system of higher education in the

-hilippines , the governing boards of chartered state universities and colleges are modified to make them more

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effective in the formulation and implementation of policies. #hey should be able to provide a more relevant

direction in their governance and ensure the en$oyment of academic freedom in order to achieve a more

coordinated and integrated system of higher education.

In 1ugust *==+, Republic Act No. %"55 , otherwise called the )overnance of *asic Education Act# ,

was passed transforming the name of the 3epartment of Education, ulture and ports (3E ) to the

3epartment of Education (3epEd) and redefining the role of field offices (regional offices, division offices,

district offices and schools). #his 1ct provides the overall framework for8 (i) school heads empowerment by

strengthening their leadership roles" and (ii) school'based management within the context of transparency and

local accountability. #he goal of basic education is to provide the school age population and young adults with

skills, knowledge, and values to become caring, self'reliant, productive and patriotic citi5ens.

#ou$e Bill 5%! , also known as the Tuitio& 4ee R-tio&-li1-tio& Act , seeks to regulate the tuition fee

of all colleges, universities, and higher education institutions in the -hilippines. It was filed by an ;uan

representative ;oseph Fictor E$ercito to the Aouse of 2epresentatives in eptember *=++.

In response to the currently deregulated tuition scheme in the -hilippines resulting in rampant tuition

increase amongst colleges and universities, the bill will establish a nation?s #uition /ee 2ationali5ation

ouncil (#/2 ) and regional #/2 s composed of the chairpersons of the ommission on Aigher Education ,

#echnical Education and kills 3evelopment 1uthority , Aouse ommittee on Aigher and #echnical Education,

enate ommittee on Education, and representatives from the :ational Economic 3evelopment 1uthority ,

-hilippine 1ssociation of tate olleges and >niversities as well as representatives students, student councils,

campus publications, faculty associations, associations of higher education institutions and other sectors. #he

#/2 is mandated to approve or re$ect tuition rate ad$ustments and to investigate violations of the law.

1ccording to legislation, primary education is free and compulsory for children aged seven J twelve

(0'+*). econdary education is free but not compulsory.

III. O ERNIN BODIES O4 EDUCACTION

#he Dep-)t*e&t o E,uc-tio& (3epEd) is the principal government agency responsible for education

and manpower development. #he mission of the 3epartment is to provide %uality basic education that is

e%uitably accessible to all and lays the foundation for life'long learning and service for the common good. #he

3epartment is primarily responsible for the formulation, planning, implementation and co'ordination of the

policies, standards, regulations, plans, programmes and pro$ects in areas of formal and non'formal education.

It also supervises all basic education institutions, both public and private, and provides for the establishment

0
http://en.wikipilipinas.org/index.php?title=San_Juanhttp://en.wikipilipinas.org/index.php?title=Joseph_Victor_Ejercitohttp://en.wikipilipinas.org/index.php?title=Joseph_Victor_Ejercitohttp://en.wikipilipinas.org/index.php?title=House_of_Representativeshttp://en.wikipilipinas.org/index.php?title=Commission_on_Higher_Educationhttp://en.wikipilipinas.org/index.php?title=Technical_Education_and_Skills_Development_Authorityhttp://en.wikipilipinas.org/index.php?title=Technical_Education_and_Skills_Development_Authorityhttp://en.wikipilipinas.org/index.php?title=House_of_Representativeshttp://en.wikipilipinas.org/index.php?title=Senatehttp://en.wikipilipinas.org/index.php?title=Senatehttp://en.wikipilipinas.org/index.php?title=National_Economic_Development_Authorityhttp://en.wikipilipinas.org/index.php?title=Philippine_Association_of_State_Colleges_and_Universities&action=edithttp://en.wikipilipinas.org/index.php?title=Philippine_Association_of_State_Colleges_and_Universities&action=edithttp://en.wikipilipinas.org/index.php?title=San_Juanhttp://en.wikipilipinas.org/index.php?title=Joseph_Victor_Ejercitohttp://en.wikipilipinas.org/index.php?title=House_of_Representativeshttp://en.wikipilipinas.org/index.php?title=Commission_on_Higher_Educationhttp://en.wikipilipinas.org/index.php?title=Technical_Education_and_Skills_Development_Authorityhttp://en.wikipilipinas.org/index.php?title=House_of_Representativeshttp://en.wikipilipinas.org/index.php?title=Senatehttp://en.wikipilipinas.org/index.php?title=National_Economic_Development_Authorityhttp://en.wikipilipinas.org/index.php?title=Philippine_Association_of_State_Colleges_and_Universities&action=edit


8/43

and maintenance of a complete, ade%uate and integrated system of education relevant to the goals of national

development.

#he current 3epartment structure consists of two parts8 the entral ffice and the field offices which

consist of regional and sub'regional levels. #he 3epartment proper consists of8 the ffice of the ecretary" five

ervices ( ffice of -lanning ervice, /inancial and &anagement ervice, 1dministrative ervice, Auman

2esource 3evelopment ervice, and #echnical ervice)" four Bureaus (Elementary Education, econdary

Education, :on'/ormal Education, and -hysical Education and chool ports)" and entres (such as Aealth

and :utrition, and :ational Education #esting and 2esearch). #here are field offices in sixteen regions, each

headed by a 2egional 3irector" +


9/43


10/43

3ecentrali5ation -rogramme is being implemented by transferring substantive decision'making powers to the

school level.

I . EDUCATIONAL S9STE0 IN /#ILI//INES

#he educat ion sys tem of the country includes formal and non ' formal educat ion.

o mpa red to other 1sian countries, the -hilippine education system differs in a number of ways. Basic

education in the -hilippines is only += years as against +* in other countries. #he -hilippine

education system is closely related to the 1merican system of formal education while other 1sian

countries are influenced by the English, /rench or 3utch system. #he -hilippines is using a bilingual medium

of instruction. ertain sub$ects are taught in English and the rest in the national language which is /ilipino.

+or!al Education

/ilipino children may enter public school at about age four, starting from nursery up to kindergarten .

1t about seven years of age, children enter elementary school for six or seven years. #his is followed by

secondary school, also called as high school, for four years. tudents may then sit for ollege Entrance

Examinations ( EE), after which they may enter tertiary institutions for three to five years.

School )rades

+=

/)e($c+ool :ursery J ' years oldDindergarten J '< years old-reparatory J


11/43

/)e(Sc+ool E,uc-tio&

-re'school education at the kindergarten level must aim to develop children in all aspects (physical,

social, emotional, and cognitive) so that they will be better prepared to ad$ust and cope with life situations and

the demands of formal schooling" and to maximi5e the children?s potential through a variety of carefullyselected and meaningful experiences considering their interests and capabilities.

-hysical development8 it includes gross and fine motor co'ordination through play and manipulative

activities like games, simple works, etc.

-ersonal'social development8 it involves skills and social behaviors and it includes the development of

health habits, independence, abilities to follow rules and routines. Learning about the family and other

people is part of the concerns in this area.

1ffective development8 it includes experiences that help children develop love for 9od, self, others

and the community, and develop awareness of their feelings and sense of the right and wrong.

ognitive development8 it includes the development of communication skills and sensory'perceptual

and numeracy concepts and skills. ommunication skills refer to competencies in expressing ideas and

feelings both in English and /ilipino (oral expression and basic readiness skills of listening, pre'

reading and writing). ensory'perceptual and numeracy skills refer to the ability to observe,

discriminate, compare and classify, and to understand, count, read and write numbers.

reative'aesthetic development8 includes exploration of sounds, music and rhythms, and the

development of children?s creative expression in drawing, painting, manipulative activities, etc.

/)i*-)7 e,uc-tio&

-rimary school in the -hilippines, more commonly known as Helementary schoolH ( /ilipino 8

paaralang elementarya , sometimes mababang paaralan ) consists of six levels, with some schools adding an

additional level (level 0). #he levels are grouped into two primary subdivisions8 primary-level , which includes

the first three levels, and intermediate-level , which includes the last three or four levels. #he main ob$ectives

of elementary education are8

++
http://en.wikipedia.org/wiki/Filipino_languagehttp://en.wikipedia.org/wiki/Filipino_language


12/43

to provide knowledge and develop the skills, attitudes and values essential to the children?s personal

development and living, and contributing to a developing and changing social milieu"

to provide learning experiences aimed at increasing the children?s awareness of and responsiveness to

the demands of society, and to prepare them for constructive and effective involvement"

to promote and intensify the children?s knowledge of, identification with, and love for the nation and

the people to which they belong"

to promote work experiences aimed at developing and enhancing the children?s orientation to the

world of work and creativity, and to prepare them for an honest and gainful work.

-rimary education in the -hilippines covers a wide curriculum. #he core sub$ects (ma$or sub$ects)

include &athematics, ciences, the English and /ilipino languages, and a!abayan ( ocial tudies,

Livelihood Education, Falues). ther sub$ects include &usic, 1rts, and -hysical Education. tarting at the

third level, cience becomes an integral part of the core sub$ects. n 3ecember *==0, -hilippine president

9loria &acapagal 1rroyo announced that panish is to make a return as a mandatory sub$ect in all /ilipino

schools starting in *==6. #hat announcement has not yet come into effect. In private schools, sub$ects include

&athematics, English, cience, ocial tudies, Basic omputer, /ilipino, &usic, 1rts and #echnology, Aome

Economics, Aealth, -hysical Education, and in atholic schools, 2eligion or hristian Living. International

schools and hinese schools have additional sub$ects, especially in their language and culture.

3E Bilingual -olicy is for the medium of instruction to be /ilipino for8 /ilipino, 1raling

-anlipunan, Edukasyong -angkatawan, Dalusugan at &usika" and English for8 English, cience and

#echnology, Aome Economics and Livelihood Education. 1rticle IF, ection 0 of the +@60 -hilippine

constitution mandates that regional languages are the auxiliary official languages in the regions and shall serve

as auxiliary media of instruction therein. 1s a result, the language actually used in teaching is often a polyglot

of /ilipino and English with the regional language as the foundation, or rarely the local language. /ilipino is

based on #agalog, so in #agalog areas (including &anila), /ilipino is the foundational language used.

-hilippine regional languages are also used outside &anila in the teaching of a!abayan . InternationalEnglish language schools use English as the foundational language. hinese schools add two language

sub$ects, such as &in :an hinese and &andarin hinese and may use English or hinese as the foundational

language. #he constitution mandates that panish and 1rabic shall be promoted on a voluntary and optional

basis. /ollowing on this, a few private schools mainly catering to the elite include panish in their curriculum.

+*
http://en.wikipedia.org/wiki/Gloria_Macapagal_Arroyohttp://en.wikipedia.org/wiki/Gloria_Macapagal_Arroyohttp://en.wikipedia.org/wiki/Philippine_languageshttp://en.wikipedia.org/wiki/Manilahttp://en.wikipedia.org/wiki/Lan-nanghttp://en.wikipedia.org/wiki/Lan-nanghttp://en.wikipedia.org/wiki/Mandarin_Chinesehttp://en.wikipedia.org/wiki/Mandarin_Chinesehttp://en.wikipedia.org/wiki/Gloria_Macapagal_Arroyohttp://en.wikipedia.org/wiki/Philippine_languageshttp://en.wikipedia.org/wiki/Manilahttp://en.wikipedia.org/wiki/Lan-nanghttp://en.wikipedia.org/wiki/Mandarin_Chinese


13/43

1rabic is taught in Islamic schools. -rimary'level students generally graduate with knowledge of two or three

languages, although most primary school graduates in &anila cannot speak English.

>ntil *== , primary students traditionally sat for the :ational Elementary 1chievement #est (:E1#)

administered by the 3epartment of Education, ulture and ports (3E ). It was intended as a measure of a

schoolGs competence, and not as a predictor of student aptitude or success in econdary school. Aence, the

scores obtained by students in the :E1# were not used as a basis for their admission into econdary school.

3uring *== , when 3E was officially converted into the 3epartment of Education (3epEd), and also, as a

result of some reorgani5ation, the :E1# was changed to "ational #c$ievement %est ("#%) by the 3epartment

of Education (3epEd). Both the public and private elementary schools take this exam to measure a schoolGs

competency. 1s of *==7, only private schools have entrance examinations for econdary school.

#he 3epEd expects over + .+ million elementary students to be enrolled in public elementary schools

for school year *==@J*=+=. #hough elementary schooling is compulsory, latest official figures show *0.6*M

of /ilipino elementary'aged children either never attend or never complete elementary schooling, usually due

to the absence of any school in their area, education being offered in a language that is foreign to them, or

financial distress. In ;uly *==@ 3epEd acted to overcome the foreign language problem by ordering all

elementary schools to move towards mother'tongue based learning initially. #he order allows two alternative

three'year bridging plans. 3epending on the bridging plan adopted, the /ilipino and English languages are to

be phased in as the language of instruction for other sub$ects beginning in the third and fourth grades.

Seco&,-)7 e,uc-tio&

econdary school in the -hilippines, more commonly known as Hhigh schoolH ( /ilipino 8 paaralang

se!undarya , sometimes mataas na paaralan ), consists of four levels largely based on the 1merican schooling

system as it was until the advent of the comprehensive high schools in the > in the middle of last century.

#he -hilippine high school system has not moved much from where it was when the -hilippines achieved

independence from the > in +@ 7. It still consists of only four levels with each level partially

compartmentali5ed, focusing on a particular theme or content.

3epEd specifies a compulsory curriculum for all high schooling, public and private. #he &irst year of

high school has five core sub$ects, 1lgebra I, Integrated cience, English I, /ilipino I, and -hilippine Aistory I.

'econd year has 1lgebra II, Biology, English II, /ilipino II, and 1sian Aistory. %$ird year has 9eometry,

#rigonometry, hemistry, /ilipino III, and 4orld Aistory and 9eography. ourt$ year has alculus, 1dvanced

1lgebra, -hysics, /ilipino IF, Literature, and Economics. inor sub ects may include Aealth, &usic, 1rts,

#echnology and Aome Economics, and -hysical Education.+
http://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Filipino_languagehttp://en.wikipedia.org/wiki/Filipino_languagehttp://en.wikipedia.org/wiki/Comprehensive_high_schoolhttp://en.wikipedia.org/wiki/Comprehensive_high_schoolhttp://en.wikipedia.org/wiki/Department_of_Education_(Philippines)http://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Filipino_languagehttp://en.wikipedia.org/wiki/Filipino_languagehttp://en.wikipedia.org/wiki/Comprehensive_high_schoolhttp://en.wikipedia.org/wiki/Department_of_Education_(Philippines)


14/43

In selective schools, various languages may be offered as electives, as well as other sub$ects such as

computer programming and literary writing. hinese schools have language and cultural electives. -reparatory

schools usually add some business and accountancy courses, while science high schools have biology,

chemistry, and physics at every level.

econdary students used to sit for the "ational 'econdary #c$ievement %est ("'#%) , which was based

on the 1merican 1# , and was administered by 3epEd. Like its primary school counterpart, : 1# was

phased'out after ma$or reorgani5ations in the education department. :ow there is no government'sponsored

entrance examination for tertiary education. Aigher education institutions, both public and private, administer

their own *ollege +ntrance + aminations (*++) . Focational colleges usually do not have entrance

examinations, simply accepting the /orm + 6 record of studies from high school, and enrolment payment.

#he 3epartment of Education proposes an additional two years of compulsory education, that, is

called ;


15/43

recommendations. #he ommission regulates the establishment or closure of private higher education

institutions, their course offerings, curricular development, building specifications and tuition fees.

-ublic higher education institutions (-AEI) are basically composed of chartered state universities and

colleges ( > s). ther -AEIs include8 colleges and schools supervised by the AE3, community colleges,

local universities and colleges (L> s) and other government schools.

-rivate higher education institutions, both confessional and non confessional, are fee'paying and enrol

about 6=M of the total number of collegiate students (*.=+ million in +@@< @7). onfessional AEIs are usually

non'profit institutions owned by religious orders, while non confessional AEIs are owned by private

corporations and they are not affiliated to any religious organi5ation.

harted state universities and colleges are organi5ed according to their charters. > s are authori5ed

to award degrees or open new courses upon approval of the Board of 2egents #rustees. -rivate AEIs are

organi5ed under the corporation code. #hey are governed by special laws and the general provisions containedin the corporation code. -rivate institutions usually follow the regulations and orders of the AE3 but they

en$oy a certain degree of autonomy when they reach Level III accreditation.

In response to the continued mismatch between manpower supply and demand and the issue of

enhancing the employability of graduates, information dissemination on relevant and in'demand courses based

an regional local needs has been intensified. ourse offerings were rationali5ed to avoid duplication or

undesirable competition between and among private tertiary schools and state universities and colleges

through continuous review and evaluation of educational programmes by the 2egional 3evelopment ouncils.#ertiary institutions have modified their curricula to suit the needs of their service areas. 1longside, the

institutions strengthened their respective areas of speciali5ation by developing the managerial capability of

professionals in various fields through building a strong research capability in agriculture, research,

technology and environment, and natural resources development.

Aigher education institutions have adopted a scheme of voluntary accreditation to upgrade the %uality

of programme offerings. ther %uality assurance mechanisms have been developed to improve various

programme clusters, namely8 agriculture education" humanities, social sciences and communication"

information technology" medical and health related professions" engineering, architecture and technology"

science and mathematics" teacher education" business accountancy and industry" and maritime education.

-rogramme offerings include associate diploma courses, baccalaureate courses, and graduate degree courses at

the master?s and doctoral levels.

+


16/43

Speci-l E,uc-tio&

pecial education develops the capabilities of children who are physically, mentally, emotionally,

socially or culturally disabled as well as gifted children. hildren with special needs are being attended to

through modified curricula, special services and physical facilities for the maximum development of their

potential.

Educational patterns for these children include the special class plan (self'contained segregated plan),

resource room plan, special education centres, special schools, and the itinerant teacher plan. n the whole, the

ultimate goal of the special education programme is the mainstreaming or integration of children with special

needs into the regular school system to lead as normal a life as possible. 1 mobile training course is also

organi5ed on current trends in classroom management and supervision of special education programmes as

well as the utili5ation of publications on special education, educating the gifted, the Braille ode, basic sign

vocabulary, and regulations and standards for special schools.

/)i -te E,uc-tio&

#he private sector has been a ma$or provider of educational services, accounting for about 0.


17/43

+inancing of Education

&any of the problems of education today are linked to the under'investment in education. #he

increase in the education budget from +@67 to +@6@ was not sustained in the succeeding three'year period.

1fter reaching a peak of + .*M of the national budget in +@6@, the share of education declined to ++.0M in

+@@+. 2eal per capita expenditures declined starting in +@@=. #he growth in the nominal si5e of the education

budget was attributed to the growth of salary inputs which account for about 0=M of total education

expenditures. #he level of spending is very much below those of other 1 E1: countries. 1ctual expenditure

per student increased from 06 pesos (-) in +@67 to -+, 6= in +@@ at the elementary level. 3uring the same

period, a slight decline was observed at the secondary level from -+,*0+ to -+,*


18/43

programmes with loans, grants and scholarships to recogni5e the complementary role of the government and of

private schools in the educational system.

1 number of programmes have been funded through international finance assistance. /or instance, the

econdary and Elementary Education -ro$ect (+@@='@ ) was financed through a support loan from the 4orld

Bank with co'financing by the verseas Economic o'operation /und of ;apan. #he -hilippine'1ustralia

#echnical and Focational Education -ro$ect aimed at improving the sub'sector was supported by the 1ustralian

bilateral assistance. #he cience #eaching Improvement -ro$ect was $ointly financed by the 9erman

government and the -hilippine government. #he cience E%uipment -ro$ect (+@6@'+@@*) was implemented

with the financial assistance of the 9erman government.

'on,+or!al Education

1t the turn of the century, ma$or changes in the field of :on'/ormal Education in the -hilippines

occurred such as the change in the concept, the approach, the focus, and the outcomes. onse%uently, various

programs evolved as did problems and issues related to these reforms in :on'/ormal Education. #he principal

area of reform was the shift in the concept from :on'/ormal Education to the 1lternative Learning ystem

(1L ) which is generally recogni5ed now as the other side of basic education! (where the one side is the

formal education).

-resently, :on'/ormal Education is viewed as one of two components of the 1lternative Learning

ystem, the other being Informal Education. Aowever, informal education is a very new program unlike non'

formal education. #herefore, the ma$or programs now in operation which are the Basic Literacy -rogram, the

1ccreditation and E%uivalency -rogram and the Indigenous -eoples Education -rogram are all non'formal

education interventions. #hese are future 1lternative Learning ystem activities which include8

:ational Aousehold urvey on /unctional Literacy

3evelopment of a pecial 1lternative Learning ystem Education urriculum for the Aearing

Impaired

E'#est for the 1ccreditation and E%uivalency -rogram

In *==7, the -hilippine E/1 *=+< :ational 1ction -lan was drawn up with an identified central goal8

to provide basic competencies to all /ilipinos in order to achieve functional literacy for all. #o achieve this, the

-lan identified certain production! and enabling! tasks one of which pertains to the 1L which has been

tasked to transform non'formal and informal interventions into an alternative learning system yielding more

E/1 benefits!.

+6


19/43

n the %uestion about a balance between program categories, if one were to exclusively categori5e

these 1L programs either as literacy numeracy, e%uivalency, social and lifeskills, or income generation, then,

people can say that the Basic Literacy -rogram is categori5ed as literacy and numeracy, the 1ccreditation and

E%uivalency -rogram is categori5ed as e%uivalency, the Informal Education -rogram is categori5ed as social

and lifeskills, and the Indigenous -eoples Education as cultural education. #here is no income'generation

program existing. #he category on lifeskills however, is a common thread that runs across all 1lternativeLearning ystem programs because these programs apply the lifeskills approach in teaching and learning.

/or better understanding of the terms in the new paradigm, the following definitions descriptions are

presented below8

+.) Alternative -earning S.ste! J is a parallel learning system that provides a viable alternative to the

existing formal education instruction. It encompasses both the non'formal and informal sources of

knowledge and skills

*.) 'on,for!al Education (:/E) J is any organi5ed, systematic educational activity carried outside theframework of the formal system to provide selected types of learning to a segment of the population

.) /nfor!al Education J is a lifelong process of learning by which every person ac%uires and

accumulates knowledge, skills, attitudes and insights from daily experiences at home, at work, at play

and from life itself

.) *asic Education J is the education intended to meet basic learning needs which lay the foundation on

which subse%uent learning can be based. It encompasses early childhood, elementary and high school

education as well as alternative learning systems for children, K and adult learners and for those

with special needs.


20/43

unction e&&ectively in society /it$in t$e conte t o& t$eir environment and t$at o& t$e /ider

community (local, regional, national, global) in order to improve t$e 1uality o& t$eir li&e and

t$at o& society.

2.) 0hildren

pre'school children J *'< years old

school'age children J 7 to ++ years old

(9rade + to 9rade 7)

Elementary Level

J +* to +< years old

(+st year to th year)

econdary Level

6.) outh ' +< to * years old

@.) Adults ' *< years old and beyond

+=.) ut, f,School outh 3 S 4 and adults J youth and adults who lack the += years of basic schooling

provided by government (Elementary and econdary levels)

-egal +oundations of 'on,+or!al Education Policies

1s always, it is best to trace the source of an educational system such as the 1L to the basic and

fundamental law of the land. #he -hilippine onstitution provides for a free and compulsory elementary

education and free secondary education through the 3epartment of Education (3epEd). #his means that all

/ilipinos have a constitutional right to basic education and the 3epEd is mandated to provide this service to all

/ilipinos.

In the 6=?s, the global community launched a campaign called Education for 1ll (E/1) that aimed to

eradicate illiteracy and promote functional literacy for all peoples of the world. ur nation was a signatory to

this and as such, committed to providing education for all /ilipinos.

1gainst this backdrop, the -hilippine government put in places the following legal measures andcommitment that serves as basis for the introduction of 1L in the -hilippine educational system8

Republic Act %"55= T+e o e)&-&ce Act o B-$ic E,uc-tio&

n ;une 7, *==+, the -hilippine ongress passed a law that defined the governance of basic

education. 1mong many of its provisions, this law recogni5ed the 1L as a complement of formal

*=


21/43

education and a ma$or component of basic education with a clearly defined role within the overall

educational goals.

E>ecuti e O),e) No. 356 = Re&-*i&' t+e Bu)e-u o No&( o)*-l E,uc-tio& ?BN4E@ to t+e

Bu)e-u o Alte)&-ti e Le-)&i&' S7$te* ?BALS@

n eptember + , *== , the ffice of the -resident of the 2epublic of the -hilippines renamed

the 3epEd?s Bureau of :on'formal Education to the Bureau of 1lternative Learning ystem (B1L )

through this Executive rder signed by -resident 9loria &acapagal'1rroyo. :ot only does this rder

reiterate the Bureau?s mandate to address the learning needs of marginali5ed learners but it also directs

B1L to provide a systematic and flexible approach to reach all types of learners outside the school

system.

In addition, the Executive rder spelled out the functions of the B1L . #hey include the

following8

' #o address the learning needs of all marginali5ed groups including the deprived, depressed

and underserved citi5ens

' #o coordinate with various agencies for skills development of the learners

' #o expand access to educational opportunities for citi5ens of different interests,

capabilities, demographic characteristics, and socio'economic origins and status

' #o promote certification and accreditation for basic education of alternative learning

programs both formal and informal in nature.

E,uc-tio& o) All ?E4A@ /l-& o) 2 "5

In *== , the -hilippine government once again committed to participate in the global

campaign for Education for 1ll by the year *=+


22/43

' Build and develop a constituency for 1L development.

' onduct research and studies to test cost'effective options for delivering %uality 1L .

' >ndertake an inventory of available resources in localities for literacy interventions outside

schools.

' Ensure a vigorous and credible system for reliably assessing, measuring, validating and

communicating competencies ac%uired through :/E and informal education.

)overning and +inancing *odies of 'on,+or!al Education

O ici-l bo,7 $upe) i$i&' N4E p)o')-**e$

#he 3ureau o& #lternative earning 'ystem (3# ') , an office within the 3epartment of Education

(3epE3) is mandated to serve as the main government agency to guide the evolution of the country?s

alternative learning system. 1mong its key function are8

' to promote, improve, monitor and evaluate (but not necessarily deliver) alternative learning

interventions for functional literacy of out'of'school youth, and adults, for ethnic minorities and

other groups with special educational needs that cannot be met by schools, and for desired

competencies that are part of lifelong learning.

' to contract with or make grants to providers of non'formal education' define and set standards for adult literacy programs' accredit and recogni5e providers meeting standards' monitor and evaluate adult literacy outcomes among individuals and populations

Ot+e) o ici-l bo,ie$ i& ol e, i& 'o e)&-&ce o N4E

Local government units (L9>s), non'government organi5ations (:9 s) and private groups

constitute the support network for 1L at grassroots level.

0-i& $ou)ce$ o N4E i&-&ci&'

9overnment through 3epartment of Education provides funds for implementation of 1L

programs 9overnment through L9>s also provide funds such as the countryside development funds and

special education funds3onors

**


23/43

N-tio&-l Bu,'et Alloc-tio& -&, t+e pe)ce&t-'e ? @ $+-)e o ALS i& t+e N-tio&-l bu,'et o t+e

Dep-)t*e&t o E,uc-tio&

0 255",2556

%otal annual budget o& t$e 0epartment o& +ducation J ""2 B

%otal # ' budget o& t$e 0epartment o& +ducation J 6 0

4ercentage (5) s$are o& # ' in t$e budget o& t$e 0epartment o& +ducation J . 6!

0 2557

%otal annual budget o& t$e 0epartment o& +ducation J "3 . B

%otal # ' budget o& t$e 0epartment o& +ducation J 23 . 0

4ercentage (5) s$are o& # ' in t$e budget o& t$e 0epartment o& +ducation J ."

Nu*be) o T-)'et Le-)&e)$

6,11 .ears old /$o s$ould be in +lementary 'c$ools (6rades 7 to )

-opulation "2 2! 3!!

In'school " 3! 32%

ut'of' chool " ! 2 5!

12,1 .ears old /$o s$ould be in 'econdary 'c$ools (7st to 8t$ year 9ig$ 'c$ool)

-opulation 2%6 !2In'school 3 356 53%

ut'of' chool 3 % 2!5

outh and Adults in the labor force 16 .ears old and above $eads o& 9ouse$olds /$o $ave not

completed basic education or are dropouts &rom sc$ool.-opulation " .5 0

'on,+or!al Education Supported and %anaged

#he Bureau of 1lternative Learning ystem has recently set'up an electronic database template that

will house data and information on :/E 1L . orresponding data gathering forms have been fielded based on

a set of indicators for :/E 1L to support Education for 1ll goals of the -hilippines. >ploading and

downloading of information will be done electronically. #his information exchange is set to be operationali5ed

*


24/43

despite lack of hardware support such as complex servers, local area network and computer peripherals and

portals. /unding for these is still being proposed.

1t the moment, design and development of &I and electronic database for :/E 1L is underway.

'on,+or!al Education Educators and Trainers

#here is a national framework for the training of :/E educators and trainers. It involves recruitment,

initial training, refresher training, support and supervision.

Rec)uit*e&t

#he hiring of &obile #eachers (speciali5ed teachers of non'formal education programs in far'flung

and difficult'to'reach areas of the country) is anchored on the existing Airing 9uidelines for #eachers of

the -hilippine 3epartment of Education. #he recruitment and hiring is taken care of by the 3ivision fficein the provinces. ince the nature of work in non'formal education is different and comparatively more

difficult than a formal classroom system, a set of new and additional guidelines is being proposed for

adoption that will highlight additional %ualifications befitting a &obile #eacher position such as

background and experiences in community work, good public relations, etc.

O& i&iti-l t)-i&i&'

1ll newly recruited &obile #eachers undergo basic training both at the national and local levels.

#he Bureau of 1lternative Learning ystem at the national level provides orientation on :/E programs

and pro$ects8 how they are implemented, how are learning materials used, and what are the principles and

theories surrounding teaching and learning among adults in the :/E.

&eanwhile, induction programs are being provided by either the 2egional or the 3ivision ffice

where new recruits are being ushered in and given orientation in program implementation including

administrative aspects of the $ob.

Re )e$+e) t)-i&i&'

2egular training is very important among :/E implementers such as the &obile #eachers because

$ust like all teachers in the classroom, their training and preparation took place in a formal school

environment through the #eacher Education Institutions in the country.

It is imperative therefore to provide regular refresher courses and training programs to &obile

#eachers and other :/E 1L implementers. #raining programs are being provided both at the national and

*


25/43

regional levels. ince funding for training programs is not regularly provided at the national level,

sourcing out funds is a continuous effort in order to convene &obile #eachers at the national level at least

once a year. In some cases, registration fee for board and lodging is being charged to training participants

when funding from the national office is scarce.

Suppo)t -&, $upe) i$io&

#he 3epartment of Education is structured with a supervisory hierarchy. -olicy, standard and

program formulation emanates from the national or central office. #hese are being carried out at the

grassroots level with direct guidance and supervision by the regional, division and district levels.

upport comes in both technical and financial. In'service training is a regular undertaking where

regional and division supervisors organi5e small'scale enrichment programs based on immediate needs

and varying work circumstances in their areas. 1 mechanism called > 1-1: (literally means #alks!), a

coined term from >sapan at 1ksiyon sa 1L :gayon (#alks and 1ctions in the :/E 1lternative Learning

ystem #oday) has $ust been recently put in place. #his is a scheme that aims to support the professional

growth and develop competence of the &obile #eachers by organi5ing them into groups or clusters to

obtain updates and learn from each other for better delivery of the :/E 1L -rograms.

/inancial support such as a meager amount for photocopying of modules and transportation

expenses is also made available to &obile #eachers. &eanwhile, a welfare benefit package (consisted of

ha5ard pay and additional transportation allowances) has already been proposed to the :ational

3epartment of Budget and &anagement for appropriate funding. 1lso awaiting approval is a proposed

career path for &obile #eachers that entitles them to promotion in a defined career progression scheme,regular training and enhancement programs, scholarships and support to other forms of professional

development.

T.pes of 'on,+or!al Education

". B-$ic Lite)-c7 /)o')-* ? BL- @

#his program aims to provide illiterate out'of'school children, youth and adults the basic reading,

writing N numeracy skills. #he basic literacy program covers the following core categories8 Literacy and

:umeracy, Life skills training, Early hildhood are N Education, and ultural education. #he number of

enrollees in this program based on local or field level reports is


26/43

3e&ore t$e actual conduct o& t$e learning intervention the following activities are undertaken8

1dvocacy N ocial &obili5ation, ommunity urvey, 2ecruitment N organi5ation of learners, conduct of

screening N orientation. 0uring t$e actual conduct o& t$e learning intervention the following teaching

learning activities are utili5ed8

' tructured sessions like face to face learning sessions using the Basic Literacy Learning materials

' one'on'one individual tutorial

' cooperative group learning

' demonstration sessions

' remediation

' active learning strategies

' lifeskills approach using the 1L competencies and values

#&ter t$e learning intervention the following activities are undertaken8 conduct of the achievement

test, post program counseling.

#he number of completers in this program based on local or field level reports is


27/43

' life skills approach

' I # through the use of radio based instruction

' digiti5ed learning modules for on'line learning

#&ter t$e learning intervention the following activities were undertaken8 conduct of achievement

test, post program counseling N accreditation N e%uivalency test.

. I&,i'e&ou$ /eople$ E,uc-tio& (I- Educ)

#his program addresses the learning needs, interests, aspirations, and worldview of the I-s. #his

program aims to develop 1L intervention that is acceptable to the I-s in general and specific I-

communities in particular, and provide illiterate out'of'school youth and adult the basic reading, writing N

numeracy. #his program covers the following categories8 Literacy and :umeracy, Life skills training,ultural Education. #his is a new program of the Bureau and therefore will have only the data from the

pilot areas or less than


28/43

#his is a new program of the Bureau and therefore will have only the data from the pilot areas or

less than *= learners for initial implementation this year. #he activities undertaken are 1dvocacy and

ocial &obili5ation and ommunity urvey.

. ;


29/43

)raduates could no; be recogni=ed abroad . /ilipino graduates, e.g. engineers, architects, doctors, etc.,

could now be recogni5ed as professionals in other countries. #hose who intend to study abroad will meet

the entrance re%uirements of foreign schools.The econo!. ;ill e>perience accelerated gro;th in the long run . #he ob$ective of the DO+* program is

to improve %uality of basic education. everal studies have shown that the improvements in the %uality of

education will increase 93- growth by as much as *M. tudies in the >D, India and > show thatadditional years of schooling also have positive overall impact on society.The Philippine education s.ste! ;ill be at par ;ith international standards . DO+* will facilitate mutual

recognition of /ilipino graduates and professionals following the 4ashington 1ccord and the Bologna

1ccord. A better educated societ. provides a sound foundation for long,ter! socioecono!ic develop!ent . #he

Enhanced DO+* Basic Education system will contribute to the development of emotionally and

intellectually mature individuals capable of pursuing productive employment or entrepreneurship or higher

education disciplines.

isadvantages of :12

-arents have to shell out more money (for transportation and food) for the education of their

children.#he government does not have the money to pay for two more years of free education, since it

does not even have the money to fully support today?s ten years. 3epEd must first solve the lack

of classrooms, furniture and e%uipment, %ualified teachers, and error'free textbooks.4e can do in ten years what everyone else in the world takes +* years to do. 4hy do we have to

follow what the rest of the world is doingP 4e are better than all of them. /ilipinos right now are

accepted in prestigious graduate schools in the world, even with only ten years of basic education.1s far as the curriculum is concerned, 3epEd should fix the current sub$ects instead of adding

new ones. #he problem is the content, not the length, of basic education. 1s an editorial put it, we

need to have better education, not more education.1 high school diploma will not get anybody anywhere, because business firms will not hire fresh

high school graduates.Every family dreams of having a child graduate from college.

4hile students are stuck in 9rades ++ and +*, colleges and universities will have no freshmen for two years. #his will spell financial disaster for many private Aigher Education Institutions

(AEIs).#he drop'out rate will increase because of the two extra years.

I. /RI ATE(/UBLIC /ARTNERS#I/*@


30/43

---s can be defined as a contract that a government makes with a private service provider to ac%uire a

specified service of a defined %uantity and %uality at an agreed price for a specified period (#aylor *== ). #he

services at least include education services (management, maintenance, and support services like

transportation). (La2oc%ue and -atrinos *==7).

Education operations contracts are generally complex. #he delivery of education can be measured asthe number of students enrolled in any given school, but the number of students attending school does not in

itself mean that the students are learning anything. bserving the inputs associated with these contracts is

extremely difficult. &oreover, how much students learn depends heavily on their family background, a factor

that the school cannot control. In short, the parameters of these contracts are difficult to establish and usually

re%uire long'term commitments.

ontracting as a means of increasing the private sector?s role in education can have several benefits

over the traditional public delivery of education. #hese benefits include greater efficiency, increased choice,

and wider access to government services, particularly for people who are poorly served by traditional methods.

Increased private involvement in education, through contracting or vouchers, has the additional advantages of

bringing speciali5ed skills to bear in the operation and management of public schools and of circumventing the

inflexible salary scales and work rules that tend to prevail in public sector employment.

#he final ob$ective of ---s is to increase the enrollment rates and improve the education outcomes

(such as standardi5ed test scores and dropout rates), particularly of students from low'income families. /rom

the government?s point of view, reducing costs alone can be an important ob$ective.

=


31/43

ome evidence suggests that the private sector delivers high'%uality education at low costs around the

world. >sing data from the E 3?s -rogramme for International tudent 1ssessment (-I 1), 4oessmann

(*==


32/43

/nter!ediate effects and final outco!es

#he theoretical literature on the --- suggests that there are four ways in which the private provision of

public services affects educational outcomes (see La2oc%ue and -atrinos *==7" avas, *===" :echyba, *==="

Epple and 2omano, +@@6).

+. +le>ibilit. in provision . --- contracts give schools more flexibility in how they manage and provide

education services than the public sector alone does. 9enerally, the public sector gives schools very little

flexibility in hiring teachers and organi5ing schools, so a flexible --- contract can make it possible for

schools to create a better fit between supply and demand.*. /ncorporating ?ualit. criteria into the contract . -rivate providers in --- contracts are usually chosen

through an open bidding process based on %uality and cost criteria. /urthermore, the contracts often

re%uire contractors to produce certain outcomes, such as increases in test scores. #hus the contracting

process and the resulting contract can yield a higher %uality of education.. pti!al risk,sharing . 1 --- contract can achieve an optimal level of risk'sharing between the

government and the private sector. #his risk'sharing may increase efficiency in the delivery of services

and, conse%uently, may increase amount of resources and improved provision in the education sector.

&easuring the optimal level of risk'sharing is not straightforward. /inancial indicators such as revenue'to'

cost ratio, revenue'to'student ratio, and cost'to'student ratio can be proxies to measure risk'sharing. In

short, to ascertain different risk'sharing options, it is first necessary to examine %uantifiable financial

indicators.. 0o!petition . ---s can promote competition in the market for education. #he private sector can compete

with the public sector for students. In turn, the public sector can react to that competition by improving the

%uality of the education that it provides in its schools. #he argument in favor of competition is that if that

option is available (for example, in a voucher system), students and families will shop for the schools that

provide the best %uality of education (/riedman +@


33/43

PPPs can create co!petition in the education !arket . #he private sector can compete for students

with the public sector. In turn, the public sector has an incentive to react to this competition by

increasing the %uality of the education that it provides. PPP contracts can be !ore fle>ible than !ost public sector arrange!ents . 9enerally, the public

sector has less autonomy in hiring teachers and organi5ing schools than the private sector does. -ublic'

private contracts can be a better fit between the supply of and demand for education. /lexibility inteacher contracting is one of the primary motivations for ---s.

)overn!ents can choose private providers in PPP contracts b. !eans of an open bidding process

in ;hich the govern!ent defines specific re?uire!ents for the ?ualit. of education that it de!ands

fro! the contractor . #he contracts often include measurable outcomes and clauses that specify the

condition to deliver a certain %uality of education, and the contractor with the best or lowest cost

proposal is then chosen. #his one characteristic of the contract alone can raise the %uality of education. PPP contracts can achieve an increased level of risk,sharing bet;een the govern!ent and the

private sector . #his risk'sharing is likely to increase efficiency in the delivery of services and,

conse%uently, to induce the channeling of additional resources to the provision for education. )overn!ents can contract out to the private sector in a range of initiatives that can include

ever.thing( /rom nonacademic activities such as food services and management contracts involving a

few schools, to subsidi5ing the tuition at private schools for hundreds of thousands of students, to

long'term, multimillion dollar infrastructure partnerships. ontracting is a way to bring the private

sector?s skills and resources into the education sector (as is the case of capital investments for school

construction under private finance initiatives) and to increase efficiency and innovation in the delivery

of education. ontracting can do all of this while allowing governments to keep schools accountable.

isadvantages of PPP

#here is a body of literature that argues that there are negative outcomes associated with the private

provision of public services8

---s will lead to the privati5ation of education and thus will reduce the government?s control over a

public service. Increasing the educational choices available to students and their families may increase socioeconomic

segregation if better prepared students end up self'selecting into high'%uality schools, thus further improving their outcomes.

---s will lead to poorer students being left behind in the deteriorating public schools that lose the

support of more educated parents. In countries where ---s have not been extensively tried before, the government may need to change

its education policies and regulatory framework. #he government must clearly create an enabling

framework that includes8


34/43

Q defining the place of private providers in the national education strategy"Q setting clear, ob$ective, and streamlined criteria that the private sector must meet in order to

establish and operate schools"Q introducing school funding systems that integrate public and private schools and that are neutral,

responsive, and targeted"Q establishing an effective %uality assurance system.

9ood design cannot ensure the success of a --- in education as it must also be implemented

effectively and efficiently. #o ensure this, governments should choose their private partners by means of a

transparent, competitive, and multi'stage selection process. econd, they should assign the roles of purchaser

and provider of education services to different entities within the education administrative agencies. #hird,

they must ascertain that the private agency in %uestion has sufficient capacity for the task at hand. 1lso,

government education institutions must develop their own capacity, establish %uality assurance mechanisms,

develop appropriate performance measures for contractors, and devise incentives to achieve performance

targets as well as sanctions for nonperformance.

II. ISSUES ON /#ILI//INE EDUCATION

Fu-lit7 . #here was a decline in the %uality of the -hilippine education, especially at the elementary

and secondary levels. /or example, the results of standard tests conducted among elementary and high school


35/43

students, as well as in the :ational ollege of Entrance Examination for college students, were way below the

target mean score.

A o),-bilit7. #here is also a big disparity in educational achievements across social groups. /or

example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary

level. 1nd most of the freshmen students at the tertiary level come from relatively well'off families.

Bu,'et. #he -hilippine onstitution has mandated the government to allocate the highest proportion

of its budget to education. Aowever, the -hilippines still has one of the lowest budget allocations to education

among the 1 E1: countries. #he government gives more funds for military works than giving big funds for

educational works.

2i5al said that #ng !abataan ang pag-asa ng bayan !, but how do children be the hope of our country

if the government does not support the education in our country. Aow will the children learn, if even the

primary levels are not supported by the governmentP

De elop*e&t o I&$t)uctio&-l 0-te)i-l$ p-)ticul-)l7 i& co)e $ubGect$ . #eachers not only need

training in the preparation and development of instructional materials, but they must also be given financial

support to produce these. Instructional &aterials include modules, standardi5ed validated rating, achievement

and diagnostic tests vi5 %ualitative ones.

T+e $7$te* o p)o*otio& Hit+i& t+e )-&8$ &ee,$ to be o e)+-ule, . #o date, what is prevalent is the

H-alakasan ystem, >tang na Loob and -akikisama ystemH especially in public schools. It is high time that

the teachersG ranks be professionali5ed from top'to'bottom akin to the corporate world. -romotions should be

solely based on merit. &any educators are $ust after the salary increase and most of all of the prestige that goes

with being a school manager. o, they tend to focus more on pala!as sa padrino . #he worst is, these

mentors are not really concerned and dedicated enough to initiate reforms to improve the system. o, the

students suffer from their lack of dedication, by learning nothing from them.

Te-c+e) T)-i&i&' -&, De elop*e&t . In spite the number of people pursuing a degree in education,

very few are actually e%uipped with the necessary competence in specific learning areas that they are supposed

to excel in. bservations are that except for education graduates from AE3 designated centers of excellence"

many would'be teachers are deficient in sub$ect matters.

L-c8 o -cilitie$ i& public $c+ool$ . 4ith insufficient budget and large numbers of students, publicschools lack classrooms, books, and supplies for their students. #he lack of classrooms leads to prohibitively

large class si5e, as many as 7= students in some schools, making for an undesirably high student'teacher ratio.

In some schools it also translates to the shortest possible class periods, to allow for morning, afternoon, and

even evening sessions so that as many students as possible may be accommodated.


36/43

/or example, Aouse committee on higher and technical education allocated a budget of -0 .06

million for -olytechnic >niversity of the -hilippines for *=+*. But, there are eight personal computers which

are shared by


37/43

Sc+ool 7e-). Because of the fre%uent interruption of classes during the rainy season, the issue of

changing the school year to eptember';une from the current ;une'&arch has been raised again and again over

the years.

III. CURRENT SITUATION O4 /#ILI//INE EDUCATION

Education in the -hilippines is based on the education system of the >nited tates, with some

variations, with English as the medium of instruction. chools are classified into public (government) or

private (non'government). #he general pattern of formal education follows four stages8 -re'primary level

(nursery, kindergarten and preparatory) offered in most private schools" six years of primary education,

followed by four years of secondary education. #he school year, which is at least *== days or = weeks long,

generally begins on the first &onday in ;une and ends by the last /riday of &arch, when the hot, dry season

begins. chool attendance takes place from &onday to /riday.

1fter high school there are vocational courses or colleges which offer courses for a varying number of

years depending on the course. >niversity courses leading to a bachelor?s degree are usually years long,

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