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  • Good Afternoon to everyone. I am truly delighted to be here in-front of distinguished top educators in ASEAN Region and present what we have been doing in the Philippines in support of the vision of achieving ‘EDUCATION FOR ASEANESS. Before I proceed, allow me to introduce the Philippine delegation. We have our Assistant Secretary Jesus G. Galvan , in charge of Finance and Administration, Mr. Roger B. Masapol , the Chief of Planning and Programming Division of the Department of Education, Dr. Romeo Fernandez , Elementary School Principal, Ms. Michelle Guadamor , Science coordinator and yours truly, Superintendent of Manila.
  • My presentation is divided into 5 major parts: The first section provides basic profile of the country. In the second section, I will briefly discuss the overview of the Philippine Educational System which include the evolution of the present system. It will be followed by sector performance In the 4th section, I will discuss the current initiatives towards attaining Education for ASEANNESS. And the last I will discuss some emerging challenges and future prospects.
  • As you may know, Philippines is an archipelago composed of more than 7, 100 islands located in Southeastern Asia, archipelago between the Philippine Sea and South China Sea, east of Vietnam. The official name is Republic of the Philippines with Manila as the Capital. Total population is around 88.5 Million, literacy rate is 92.6% with 10 years of basic education cycle. Medium of instruction is English except for Filipino subject. Philippines is predominantly catholic (81%).
  • Philippines is one of the pioneering member of ASEAN and in fact, one of the prime mover in organizing the ASEAN.
  • Now, allow me to quickly describe to you our education system. With the 1987 Philippine Constitution The Department of Education, Culture and Sports (DECS) became the principal government agency responsible for education and manpower development The Department continually pursues the Constitutional mandate of ensuring the peoples’ right to education, to wit: “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.” (Article XIV, Section 1) Furthermore, Article XIV (Education, Science and Technology, Arts, Culture and Sports) spelled out the State’s policy on education. This includes, among others, the following: Section 1. The State shall protect and promote the right of all citizens to quality educaiton at all levels and shall take appropriate steps to make such education accessible to all. Section 2. The State shall: (1) Establish maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people and society; (2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school, age; (3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public, especially to the underprivileged; (4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs and (5) Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and other skills. Section 3 (1) All educational institutions shall include the study of the Constitution as part of the curricula. (2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency. Section 4 (1) The state recognized the complementary roles of public and private institutions in the educational system and shall exercise reasonable supervision and regulation of all educational institutions. Section 5 (1) The state shall take into account regional and sectoral needs and conditions and shall encourage local planning in the development of educational policies and programs
  • The Congressional Commission on Education (EDCOM) Report provided the impetus for congress to pass RA7722 and RA7796 in 1994. This created the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively. This trifocal education system refocused DECS’s mandate to basic education which covers elementary, secondary and non-formal education, including culture and sports. CHED became solely responsible for higher education And TESDA was established to administer the postsecondary middle-level manpower training and development
  • RA 9155 also known as the “Governance of Basic Education Act of 2001” Renamed the department to the Department of Education, thus removing culture and sports from its mandate The department expanded the role of field offices such as regional offices, division offices and schools. This change provides the framework for two things: empowerment of principals and local-based management. principal empowerment is achieved by strengthening principal and leadership roles and local based management is improved within the context of transparency and local accountability Lastly, under RA9155, the goal of basic education became: providing the school age population and the youth with skills, knowledge and values to become caring, self reliant, productive and patriotic citizens.
  • Formal Educational Ladder Effective SY 1995-1996, the new entry age for elementary education is 6yrs; 12-15 years for secondary education and 16-19 for higher education. (preschool is optional). The number of years of formal schooling in the Philippines is one of the shortest in the world It has a 6-4-4 structure 6 years of elementary: (4 years primary and 2 years intermediate) 4 years of secondary There are two types of secondary schools according to curriculum offerings General academic secondary course Vocational HS (offer the same secondary curriculum with additional vocational courses) A regional science high school is established in each of the regions of the country They offer an enriched science, math and English curriculum in addition to the requirements of the secondary curriculum 4 years for higher education for a degree program except for some courses like Engineering, Law, medical services which require 5 or more years of schoolings The tertiary education level is comprised of degree and non degree programs The higher education non-degree programs normally require at least 4 years of schooling Post-secondary and technical/vocational courses are non-creditable to degree programs and these covers one month to three years of schooling Non-formal education is an alternative delivery system. Its clienteles are chiefly out-of-school youth and adults. It focuses on the development of literacy and employable/productive skills coupled with citizenship training. [click] [click] [click] [click]
  • This is the Basic Education Framework in a snapshot, with the vision of “Functionally Literate Filipinos.” It shows the scope of the sector and the extent of coordination we do with other partner government institutions, the academe and the industry. From the provision of Early Childhood Education at age 5 (of which DepED is an active player alongside DSWD, the LGUs and the private sector), we start caring for the child when he or she enters the formal school at age 6. Prior to formal instruction, we check on his/her readiness for formal instruction through the Grade 1 Readiness Assessment Tool. If found ready, the child immediately proceeds to formal Grade 1 work; otherwise, the child undergoes the 8-week preschool education course. Next is the 6 years of elementary education and the 4 years of high school education. Learning assessment takes place at Grade 6 and at Year 2. And at Year 4, the student is administered the National Career Assessment Examination (NCAE) to guide him/her and the parents in the career choices to make – of whether proceeding to post-secondary education under TESDA or to higher education under CHED, or join the world of work. Students who cannot be accommodated in public high schools are awarded scholarship subsidies known as GASTPE to enable them to continue education in participating private high schools. Those who leave the system in between are offered alternative learning and we assess and certify them through the Accreditation & Equivalency Test.
  • An important consideration when appreciating the Department’s proposed budget is to know the magnitude of its most precious clients, the learners, as they will drive the resources that we will require for the ensuing years. Of the total 19.9 million children enrolled in our system last school year, 88% (17.4M) are in the public school system, consisting of 42,917 public elementary and secondary schools while the remaining 12% (2.4M) are enrolled in 11,056 private schools nationwide. If we account for the enrolment of preschools and the ALS programs this SY, learners in basic education will exceed the 21 million mark. Preschool Enrolment – 1.06 million Elementary Enrolment – 13.39 million Secondary Enrolment – 6.45 million Alternative Learning – 0.31 million Total 21.21 million
  • The is our 5-year Report Card, both actual and planned for elementary and secondary education. As you are aware, these indicators are greatly influenced by socio-economic factors, notably poverty and health, which DepEd tries to overcome through our various interventions. Despite these harsh realities, the trends in the four key indicators are encouraging because improvements though modest, remain steady over the years. Participation, cohort and completion rates in both elementary and secondary levels posted an increasing trend over the last 3 years. Likewise, dropout rates steadily declined. We expect this momentum to continue given enough support and resources for teaching and learning.
  • While DepED’s budget has been increasing steadily from 2001 to 2008, we believe that the increase in the DepED budget should at least be at par with that of the national budget. For FY 2009, the national budget grew by 15.3%, while DepED’s only increased by 12.5%.
  • According to World Bank, if the country wants to attain quality education for all, the average share of education budget in developing countries should not be lower than 20%. This slide shows that we are still not close to the international benchmark even if we net out debt service. Comparing DepED’s budget against GDP will show that the average share from 2001 to 2007 ranges from 2.12% - 2.07%, while international standards place it at 6% of GDP according to UNESCO.
  • The 4th challenge is how to raise the proficiency level of the school children already in school. While it is encouraging to see an increase in the number of Grade 6 pupils who have higher mastery of English, Science and Math which we all know are tool subjects for learning, we are aware that much is to be desired. Nonetheless, we are hopeful that this will be the start of an even better mix of resources and expertise in the future. With your support, we intend to ramp up these numbers further, given the host of interventions that we have laid out. We wish to note that the 1,898 elementary schools that performed poorly in the 2006 National Achievement Test, are now reduced to 391 schools or 21%. We hope to reduce this number even further, as we increase the level of proficiency of the rest in the system.
  • This graph illustrates our performance gains at the elementary level. Notice the shift of the bell curve from average mastery to moving towards mastery. We expect that by next year, with your support, the blue trend line will further move towards mastery level.
  • Let me now discuss the current initiatives of the country as gesture of supporting the efforts towards attaining regional education integration. While our current effort is relatively modest because of the need to prioritize serious domestic educational problems confronting us, but we share the same vision of attaining Education for ASEANNESS. Like many countries in the world, Philippines is committed to achieve universal participation by 2015. By all means, we are exhausting our energy and resources to bring and keep all school-aged children to school. Our present primary participation rate stood at 85% and we want to substantially increase the figure to 90% by year 2010. We are closely collaborating with UNESCO, SEAMEO, ASEAN and other international organization on this matter. We want to develop our children of becoming ASEAN citizen. The child-friendly school system under the assistance of UNICEF is a proven and tested strategy in improving participation and quality and promoting the rights of children as well. The system has been very effective in substantially reducing dropout and increasing cohort survival rates.
  • As part of our international commitment in promoting deeper regional cooperation particularly in education, we are currently hosting 3 major strategic regional centers that offers opportunities for education professionals to grow professionally and contribute to the cultivation of seeds of ASEANNESS. Apart from Human resource development through Direct training, scholarships, capacity building and provision of technical expertise, INNOTECH have specifically contributed to the development of education in the country through Technical Assistance, Development of instructional materials and learning resources, Development of courseware. INNOTECH is also instrumental in the successful development and implementation of Muslim Education in the public schools by assisting DepED in the development of Muslim Education Roadmap, and the introduction of Standard Elementary Curriculum for Muslim Education. INNOTECH has recently enhanced the proven innovation in education delivery popularly known as IMPACT (Instructional Management by Parents, Community and Teachers) through the introduction of technology. One of the recommendation of EFA Mid-Decade Assessment is to accelerate the use of proven Alternative Delivery Modes (ADM) to address the problem on congestion and also quality. UNICEF through its 6th Country Program for Children (CPC 6) has been providing technical and financial support to those schools implementing IMPACT approach. Based on SEARCA's mandate, the entire Education sector of the of the Philippines as host country and other member countries has benefited a lot from SEARCA's programs and projects through advance scholarship grants and research and development with special focus on agriculture development. Since 1968, SEARCA's Graduate scholarship programs has provided substantial number of scholarship opportunities to Philippines and other member countries primarily to develop human resource and to promote regional cooperation between and among Asian member countries. As the host agency, DepED Secretary represents the country in SEAMEO Board not only for the basic education sub-sector but the entire education sector which include TESDA and CHED. SEARCA's programs and projects are directly benefiting the higher education sub-sector under CHED. The basic education sub-sector under DepED is indirectly benefiting from SEARCA's activities through quality supplies of incoming teachers particularly on the revitalized Tecnical and Vocational School of DepED. CPSC on the other hand, has been providing substantial professional and technical skills development opportunities via local and regional training programs and degree courses with the aim of improving individual skills and strengthen organizational competence. From 2004-2008, a total of 123 Filipino professionals and practitioners both from academe and industries availed the various training programs and professional courses being offered by CPSC. CPSC also extends technical assistance to local technical education institutions through planning, designing, organizing, conducting and evaluating demand-driven training programs and projects in technician education and training, research, consultancy and information Technology.
  • During the 43 rd SEAMEO Council Meeting last year, Indonesia has proposed for the establishment of 3 additional SEAMEO Regional Centers to further expand opportunities for ASEAN Educators. Philippines is supporting it as long as it does not duplicate the work of existing Regional Centers. We know that the existing capacities of existing regional centers are quite limited as the demand for training is sharply increasing. It would address language barrier, strengthen science and math teaching in the region. Philippines is also actively participating to any exchange students scholarship programs to give our future generation with regional perspective on how education is delivered in the region. We truly appreciate such kind of program since it provide opportunities to younger generation to understand each country’s history and culture.
  • The 12 existing SEAMEO Regional Centers has been providing training opportunities to education professionals in ASEAN Regions and we are taking advantage of it by sending our future education leaders to participate. We also started participating to APEC EdNET training program on e-Learning and many other venues sponsored by various international organizations Likewise, we are sharing our top education human resource to work with SEAMEO Secretariat and its Regional centers particularly on crafting and designing programs and projects for ASEAN member countries. Filipino teachers are now teaching English Language in several Asian countries which opens opportunities for cultural interaction and harmony.
  • When we adopted the EFA 2015 Philippine Plan of Action, we started to infuse systemic reforms under the Basic Education Sector Reform Agenda (BESRA) in order to achieve its goal and objectives. I’m happy share with you that we are now harvesting the fruits of the reforms Our curriculum provides opportunities to our children to understand and appreciate Asian history, cultures and traditions. It is a dedicated subject for both elementary and secondary and even in tertiary level.
  • Recognizing and respecting the cultural diversity in the country, DepED has started to offer Language and Values Education subjects specially designed for Muslim Filipino Children. It was our esteemed former Secretary Edilberto De Jesus who signed the DepED Order No. 55 series of 2004 prescribing Madrasah Curriculum in the public schools. Since then, the program soared high and attracted foreign donors to assist the department. Currently, we are finalizing a program with the assistance from Australian government for Indigenous Peoples Education. DepED is now starting to feel the pressure to increase the basic education cycle. Currently, we are operating within the limits of 10 years cycle. We feel it urgent to increase the cycle from 10 to 12 years as enshrined in the Philippine Education For All 2015 Plan of Action to make our education system competitive and our graduates become globally competitive.
  • We feel that the following bullets are crucial in achieving regional education integration. ASEAN has to develop common educational framework that will integrate all education systems in ASEAN region. This is necessary to eliminate difficulties in curricular comparability. We need also to seriously address language barriers and promote regional competitiveness in global arena
  • While there are initial moves undertaken towards education integration in ASEAN region, there is a need to continue advocating the beauty of having integrated educational system particularly in areas of curriculum standards, quality assurance and assessment and monitoring and evaluation. ICT in education is emerging as the most promising strategy towards achieving quality and increasing participation. It can also be used to promote regional educational cooperation.
  • Maraming Salamat po means THANK YOU VERY MUCH.
  • Philippines

    1. 1. Outline of Presentation I. Country Profile II. Overview of the Philippine Educational System III. Sector Performance IV. Current Initiatives V. Emerging Challenges and Future Prospects
    2. 2. I. C ountry Profile QUICK GLANCE : Official Name : Republic of the Philippines Location : Southeastern Asia, archipelago between the Philippine Sea and South China Sea, east of Vietnam Islands : 7,107 Capital : Manila Climate : Tropical Marine/Monsoon Population : 88.5 Million Literacy : 92.6% Basic Ed Cycle : 10 years Sch.Participation : 85% (2007-2008) Medium of Inst. : English except for Filipino Subject
    3. 3. I. Country Profile
    4. 4. II. Overview of Philippine Educational SystemMandate  1987 199 200  4 11987 Philippine Constitution DECS is the principal government agency responsible for education and manpower development. “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all." (Art. XIV, Sec. 1)
    5. 5. II. Overview of Philippine Educational SystemMandate 1987 1994 2001   Tri-focalization of Education Management RA 7722 and RA 7796 created:  DECS for basic education  CHED for higher education  TESDA for post-secondary, middle-level manpower training and development DEC S
    6. 6. II. Overview of Philippine Educational SystemMandate 1987 1994 2001   “Governance of Basic Education Act of 2001” RA 9155:  Formally renamed DECS as the Department of Education and transferred “culture” and “sports” to the National Commission for the Culture and the Arts and the Philippine Sports Commission DECS
    7. 7. II. Overview of Philippine Educational SystemStructure of the Formal Public Educational SystemAge 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20, 21 AND ABOVEGrade/Year 1 2 3 4 5 6 I II III IV PRE – ELEMENTARY SECONDARY TERTIARY GRADUATE POST GRADUATELevel SCHOOL (Compulsory) (Optional) General General, Humanities, Educ/Teacher Trng, Masteral Doctoral Secondary Social/Beh. Sci. Courses Courses School Business Ad., Natural Science Mathematics Vocational Secondary Trades, Crafts School Home Econ. Service Traders Mass Com, Other Dis., Special Fine Arts, Architectural, Schools Religious/Theology, Law & Jurisprudence,Non-Formal Education Medical, Engineering, Veterinary, MedicineAGE LEVEL15-24 – Out of School Youth` Basic Literacy Post SecondaryLevel25 above-Adults Elementary Level 2-3 Yr. Technical or Technician Secondary Level
    8. 8. • ICT in Education Vision: Functionally Literate Filipinos• Partnerships with Private Sector/Industry• Increase spending Teacher Development for Basic Education • RBEC and Supply • Tech Voc • Hiring and • Food for • English, Cur school Students ols deployment Teachers Science, Math r i cu • SBM • Every Child a • NAT Scho • Training • Critical Reader lum • Certification • NCAE learning resources Program • Multi-Grade •A&E CHED • Teachers • Distance and benefits and alternative Special Education • Pre-school Welfare learning College/ • Feeding University B A S I C E D U C A T I O N ? Elementary High School Technical Grade 1 VocationalECE Public Schools NCAE + Readiness Private Schools Counselling Test Drop-outs TESDADSWD DOH ELGUs STP GA Labor Force Alternative Learning Accreditation & Equivalency INDUS - TRY Basic Education Framework
    9. 9. III. Sector PerformanceCoverage: 88% of the total enrolment are in Public Schools Central Office =1 17.4M Regional Office = 16 + 1 ARMM Schools Division Offices = 195 Enrolment 62% Public Elem. Schools = 37,807 + 12,304,207 5% Private Elem. Schools = 6,664 + 1,092,781 26% Public High Schools = 5,110 + 5,126,459 7% Private High Schools = 4,392 + 1,332,846 = = 53,973*Public Enrolment does not include SUCs data (Source: BEIS-SSM) 19,856,293
    10. 10. III. Sector Performance Key Performance Indicators, Public & Private, in % Actual Targets Indicator Level SY SY SY SY SY 05-06 06-07 07-08 08-09 09-10Participation Elem. 84.4 83.2 84.8 85.21/ 90.0Rate Sec. 58.5 58.6 61.9 63.61/ 70.0Cohort Survival Elem. 70.0 73.4 75.3 77.0 79.0Rate Sec. 67.3 77.3 79.9 80.5 81.0Completion Elem. 68.1 71.7 73.1 75.0 77.0Rate Sec. 61.7 72.1 75.4 76.0 76.3 Elem. 7.3 6.4 6.0 5.0 4.0Dropout Rate Sec. 12.5 8.6 7.5 6.0 5.5SY 2008-2009 Participation Rate is based on preliminary enrolment report
    11. 11. III. Sector Performance Increase funding in basic education 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% 2001-2003 2004-2006 FY 2007 FY 2008 FY 2009 % Increase of 26.24% 19.22% 18.06% 8.94% 15.32% Natl Budget (PB) % Increase of 12.46% 13.85% 12.97% 8.68% 12.53% DepED Budget (PB)N.B. The FY 2009 data refers to NEP level.
    12. 12. III. Sector PerformanceIncrease funding in basic education 30.00% 25.00% Ave. share of educ. budget in developing countries is 20%, per WB report 20.00% 15.00% 10.00% 6% International Standard 5.00% 0.00% 2001-2003 2004-2006 FY 2007 FY 2008 FY 2009 Ave. % share of Natl Budget 13.50% 12.90% 12.19% 12.16% 11.87% % Share Natl Budget 17.22% 16.03% 15.10% (Net of Debt Service) Average Share of Education Budget Per Ave. % of GDP 2.53% 2.12% 2.07% EDCOM Report of 1991 1960’s : 29% 1970’s : 11% 1980’s : 13% 1990’s : 13%
    13. 13. III. Sector Performance Grade 6 National Achievement Test, in MPS % Improve- % Improve- SY 2005- SY 2006- ment fr. SY 2007- ment fr. 06 07 Previous 08 Previous SY SYEnglish, Science & Math 51 58 12% 61 6%Overall 55 60 10% 65 8%MPS-Mean Percentage Score
    14. 14. III. Sector Performance Improved proficiency level of those in school 60 50 40 30 20 10 0 Moving Closely Average Low Mastery Towards Approximating Mastered Mastery Mastery Mastery SY 06-07 8.18 49.17 38.72 3.92 0 SY 07-08 3.67 41.7 49.08 5.53 0.01
    15. 15. IV. Current InitiativesGlobal Commitment1. Philippines is committed to achieve the Millennium Development Goal 2 of achieving universal participation in primary level 2. Philippines is likewise committed to uphold Rights of Children based on the principles of the Convention on the Rights of the Child (CRC)
    16. 16. IV. Current InitiativesRegional Cooperation3. Philippines is hosting 3 strategic Regional Centers as part of the effort to promote greater ASEAN regional education collaboration
    17. 17. IV. Current Initiatives4. Philippines is supporting the proposed establishment of 3 new SEAMEO Regional Centers in Indonesia: a. SEAMEO Regional Center for Language (SEAMEO RECFOL) b. SEAMEO Regional Center for Mathematics (SEAMEO RECFOM) c. SEAMEO Regional Center for Science (SEAMEO RECFOS)5. Philippines is actively participating in the Exchange Students Program being coordinated by various regional organization
    18. 18. IV. Current InitiativesBroadening Opportunities forRegional Cooperation6. Philippines has been sending Filipino Teachers and Educators to participate in the various training programs being offered by other SEAMEO Regional Centers, ASEAN and APEC EdNET.7. Top Filipino education professionals currently working with SEAMEO and other regional organizations particularly in crafting/designing regional programs and projects.8. Filipino Teachers are being recruited to teach English language in several countries of Asia
    19. 19. IV. Current InitiativesCountry Strategy 9. DepED as the principal agency for basic education has instituted reforms under the Basic Education Sector Reform Agenda (BESRA) since the adoption of the Philippine Education for All 2015 (EFA 2015) Plan of Action. 10. The Philippines Basic Education Curriculum offers Asian Civilization, Culture and Tradition subject in Social Studies in both Elementary and Secondary.
    20. 20. IV. Current InitiativesCountry Strategy11. In 2004, DepED started to offer Arabic Language and Islamic Values Education (ALIVE) subject for Muslim Students in the Public Schools12. Under the Philippine Education For All 2015 Plan of Action, the country would soon adopt 12 years of basic education to make its educational system comparable with other ASEAN countries and to the rest of the world
    21. 21. V. Emerging Challenges and Future ProspectsEmerging Challenges  Need to substantially increase participation of all school-aged children  Development of a common educational framework for ASEAN Region  Need to substantially address language barriers to achieve ASEAN students global competitiveness
    22. 22. V. Emerging Challenges and Future ProspectsEmerging Challenges  Need to accelerate the effort of laying down the ground towards ASEAN Education Integration in terms of curriculum standards, quality assurance and assessment, monitoring and evaluation  Need to accelerate initiatives on the use of ICT in promoting Regional Education Cooperation