The document summarizes the key aspects of the Philippine education system, including its history, structure, philosophies, and challenges. It outlines the educational ladder comprising elementary, secondary, and tertiary levels. It discusses problems such as inadequate access to basic education, poor education quality, weaknesses in the public school system including low budgets, teacher and classroom shortages. It also covers trends and policies to improve access and quality of basic education through establishing more schools, upgrading teacher qualifications, and decentralizing educational management.

1. Trends, Issues and
Policies in Philippine
Education System

2. -The Educational Ladder
-Philosophy,
aims,
visions,
missions and mandate
Organic
DECS
Structure
-Problems of Philippine
Education
Basic
Education
Access to
.A/oo lrnoccoc of Piihlir

3. At the end of this module, the students should be able to:
1. Become familiar of the Philippine education's ladder, philosophy,
vision, aims, missions, mandates and DECS organic structure;
2. Identify the problems of Philippine education in terms of:
2.1. access to basic education
2.2. quality of basic education
2.3. weakness/ ailments of thepublic school system
2.4. critical areas requiring priority aEention
3. Determine issues and policies on:
3.1. access to quality education
3.2. decentralization of educational management
3.3. legislated educational reform
3.4. deregulation of private school
3.5. educational innovation
4. Interpret the results and impacts of policies and programs; and
5. Become familiar with laws enacted on education since1986 to present.

4. The Philippine Education
System at a Glance

5. The Philippine education system can
be described as a dynamic one. It has
undergone several stages of
development from the pre-Spanish era to
the present.
Dating back at the pre-Magellanic
period, the Philippine education was
informal, unstructured and without
method. Learning was more experimental
than theoretical.

6. During the Spanish era, education was done by
missionaries for the elite and for religious instruction. The
enactment of Education Decree of 1863 marked the
beginning of primary education for boys and girls in each
municipality and a normal school for male teachers.
Primary instruction was free and Spanish instruction was
compulsory. Education was inadequate, suppressed and
controlled during that period.
When the Americans came, they established a free
public school system. Instruction was done in English to
train people for the duties of citizenship and democracy,
by non-commissioned officers and chaplains.

7. Act No.74 in 1D01, which centralized public school, created a heavy
shortage of teachers and marked the arrival of Thomasites or teachers
coming from USA, to teach in thePhilippines.
The arrival of the japanese made the teaching of Tagalog,
Philippine H i3ory and character education reserved for Filipinos. LovE
for work and dignity of labor was emphasized.
The issuance of Exeutive Order No. 94 in 1947 changed the
Department of Instruction to Department of Education. the requlation and
supervision of public and private schools was made with thE
elablishmentsof reqional officials.
Then in 1972, it beame the Department of Education, Culture and
Sports via Proclamation 1081 and then later the MiniSry of Education and
Culture in 1978 due to issuance of PD 1397. Major organization was
implemented with theestablishment of 13 reqional offices.

8. The Ministry of Education, Culture
and Sports was created via Education Act 0f
1982, which later became the Department
of Education, Culture and Sports by virtue
of Executive Order 117 in 1987. The
structure of DECS remained unchanged
until 1994 when the CHED, and in 1995,
when TESDA were established, to supervise
tertiary degree programs and non-degree
technical-vocational programs, via RA’s
7722 and 7796, respectively.

9. The Educational Ladder

10. The Philippine Education delivered its
programs through the formal and non-formal
and informal ways. The new entry age for
elementary education, starting SY 1995-96
was 6 years old; the secondary education,
12-15 years old; and tertiary education, 16-
19 years old. The formal education ladder
has 6-4-4 structure, or 6 years for
elementary education; 4 years, secondary;
and 4 years for tertiary education, except for
some courses like engineering, law, medical
sciences with 5 or more years of schooling.
Pre-school education is optional. Some
private schools offer seven years of
elementary education, while others require
pre-school or kindergarten education.

11. Non-formal education is
an alternative system that is
focused on OSY and OSA. Its
main thrust is on literacy
education and training for
employable and/or productive
skills, coupled with citizenship
training.

12. Philosophy of
Education
The philosophy states that
education shall develop citizen
who believe in God, love their
country and fellowmen and
actively participate in building
a just Filipino society and
conserving and developing the
nation’s human and material
resources.

13. Vision of Philippine
Education
The vision can be quoted
as “We have seen the Filipino
nation of the future in the
best of the Filipino today.
Nurturing, enhancing and
articulating the best in us are
the central tasks of
education”.

14. Aims of Education
Education shall aim in the
fullest potentials of all individuals, the
only sure way of achieving our
common and shared national goals. It
should develop all socially valuable
talents of persons as its contribution
to building an adhesive, peaceful and
progressive society. From this
educational experience, students are
expected to emerge as respected and
valued participants in the global
community because of their world
class experience and excellence in
ability.

15. Mission of Education
Basic education intends to
provide universal access to quality
and relevant education through
formal, informal and non-formal
channels. It shall develop in the
young Filipino, including the
disadvantage groups of children with
special needs and extremely difficult
circumstances, the knowledge, the
skills and attitude necessary for
active and successful participation in
the economic, political, socio-cultural,
spiritual and moral life in just and
humane society.

16. Mandates
The mandates of the Philippine education can
be gleaned from the Education Act of 1982; the 1987
Philippine Constitution; and Executive Order No. 117.
Education Act of 1982 mandates that the
education system to (i) provide for a broad general
education that will assist each individual in the
peculiar ecology of his own society to (a) attain his
potential as a human being, (b) enhance the range
and quality of individual and group participation in the
basic functions of society, and (c) acquire the
essential educational foundation of his development
into a productive and versatile citizen; (ii) to train the
nation manpower in the middle level skills required for
national development; (iii) develop the profession that
will provide leadership for the nation in the
advancement of knowledge for improving quality of
human life; and (iv) respond effectively to changing
needs and conditions of the nation through a system
of educational planning and evaluation.

17. The 1987 Philippine Constitution explicitly
provides in Art. XIV, Sec. 1, stating that 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”.
The Executive Order No. 117, S. 1987,
identifies that DECS to become primary responsible in
the formulation, planning, implementing and
coordinating the policies, plans, programs, and
projects in the areas of formal and non-formal
education in all levels, be it elementary, secondary,
tertiary, technical-vocational, non-formal, sports and
culture; supervise all educational institutions, both
public and private and provide for the establishment
and maintenance of a complete, adequate and
integrated system of education relevant to the goals
of national development.

18. Organic and Management
Structure of DECS
The DECS is divided into two major
structural components: the central office and
field offices. The central office has five (5)
service units, namely: (i) planning; (ii) financial
management; (iii) administrative; (iv) Human
Resource Development; and (v) technical
services. It has four (4) bureaus, namely: (i)
Bureau of Elementary Education; (ii) Bureau of
Secondary Education; (iii) Bureau of Non-Formal
Education; and (iv) Bureau of Physical Education
and Sports. Its five (5) centers are identified as
(i) School Health and Nutrition Center; (ii)
National Education Testing and Research Center;
(iii) Educational Development Projects
Implementing Task Force; (iv) National Educators
Academy of the Philippines; and (v) DECS
Learning Materials Center.

19. Cultural agencies attached to DECS are the (i)
National Museum; (ii) National Library; (iii) National Historical
Institute; (iv) Record Management and Achiever’s Office; and
(v) the Commission on Philippine Languages.
The field office consisted of regional and sub-regional
offices. The regional offices numbering 16, including the
ARMM is headed each by a regional director; a regional
secretary for ARMM; 134 provincial and city school divisions,
each headed by a school superintendent; and 2,128 school
districts, each headed by a district supervisor.
As of 1996-97, the 46,644 schools established
nationwide are categorized as 36,640 elementary schools;
6,411 secondary schools; 1,276 post secondary schools; and
1,287 higher education institutions (HEI’s). Of the 46,644
schools, 39,154 are government schools; and 7,490, private
schools.

20. Problems of Philippine
Education
Ever since the Philippine
education system was established,
problems were always part of its
operation. The problems besetting the
modernized education system are
those that pertain to (i) access to
basic education, (ii) quality of basic
education, (iii) weaknesses and/or
ailments of the public school system,
and (iv) underinvestment in
education.

21. Access to Basic Education
In 1992, there were 12,956 or 30 percent of
43,302 barangays without elementary schools and only
11,800 or 35 percent of 34,081 existing elementary
schools offer only primary education.
Seventy five (75) or 4.9 percent of 1,537
municipalities were without either public or private high
school; 175 or 11.4 percent municipalities were without
public high school.
in 1990, participation rate among the 7-12 years
old was 82.9 percent only. This translates to 1.5 million
school-aged children who are outside the formal school
system; and about 4 million of the 45,447 million
population, 10 years old and above were illiterates.

22. Quality of Basic Education
The quality of basic education has been
immensely affected by these inadequacies in
terms of (i) school buildings, teachers,
instructional materials and equipment have not
been fully provided in schools; (ii) achievement
levels in elementary and secondary education fall
below standard. The possible causes of poor
quality of education are traceable to: (a)
reduction in the contact hours for academic
subjects under the new elementary and
secondary curricula; (b) poor quality of instruction
owing to the poor student input to teacher’s
education program; (c) pedagogical processes or
student-teacher interaction in classroom is
generally characterized by one way flow where
teachers delivers the lesson; (d) unqualified
teachers to teach subjects outside their areas of
specialization; and (e) centralized system of
academic supervision and management
discourages innovations and initiatives at the
school level.

23. Weaknesses/Ailments of the Public
School System
According to EDCOM Report (Making
Education Work, 1992), the quality of the Philippine
education is continuously declining in terms of basic
education failure to (i) teach the competence the
average citizens need to become responsible,
productive and self-fulfilling; (ii) colleges and
technical and vocational schools are not producing
the manpower we need to develop our economy;
and (iii) graduate education is mediocre and failed
to generate the research-based knowledge we need
to create more job and raise value of production.
This decline has been attributed to a
number of causes, namely: (i) low budget, high
enrollment; (ii) shortage of teachers; (iii) shortage of
classrooms; and (iv) shortage of textbook.

24. Low budget, high enrollment. For SY 1999-
2000, DECS budget was P83.35 billion or 18 percent
of the national budget. Although budgetary
priorities was given to education sector, such
budgetary increases in the last few years were not
enough to address the influx or blotting enrollment
in the basic education levels.
In SY 1989-90, enrollment for the public
schools has increased by 22 percent while
enrollment in the private school has gone down,
indicating that more parents were enrolling their
children in public schools. This implies that the
government should totally support the free basic
education.

25. As per DECS estimate, the government
would spend an average of P4, 753 for every
public elementary or secondary students. This
amount would cover more P74 billion of DECS
budget and less amount to meet fund
requirements to cover shortages for teachers,
textbooks and classrooms.
Shortage of teachers. Since the
beginning of 1990, the number of public school
teachers has decreased 13 percent from about
372,000 in 1989-1990 to about 328,000 this
year. This is in direct contrast to the growing
enrollment in public schools this decade.

26. In the last four years, there was an average
of more than 30,000 vacant teaching position in
public schools. This school year (SY 1999-2000), at
least 19,000 additional teachers are needed to meet
the enrollment requirements in elementary and
secondary levels. To address this gap, an amount at
P1.86 billion is needed to cover shortages at the end
of the year, according to DECS.
The acute shortage is forcing some mentors
to handle two or more grade levels. Latest available
data shown that almost 20,500 teachers handle
multigrade classes.
Public high school teachers are focused to
handle a maximum of nine academic subjects. This
situation not only drains the energy of teachers, but
also affects the learning process of their students.
Teachers with excess load naturally tend to relax or
rest at some points because of stress and fatigue.

27. Shortage of textbook. On the average,
seven students share the use of textbook in each
of their subject. in order to achieve an ideal of 1:1
textbook to student ratio, the government needs at
least 92.8 million new book. Today, the number of
books available in the system is more or less 18.28
million. This translates to roughly P5 billion since
the average cost per book is pegged at P70.00.
If the government seeks to achieve a 1:1
student to textbook ratio before 2004, an
appropriation of P2.5 billion which must increase
annually by P500 million should be infused to the
system beginning this year. This is almost
impossible as the government has yet to release
the P850 million for textbooks two years ago.

28. Classroom shortage and more. Instead of
decreasing classroom shortage, the past three school
years witnessed an increasing demand for
classrooms. From 1996 to 1998, classroom shortage
has grown an alarming 63 percent. This implies that
old school building are rapidly deteriorating while the
government is not providing new ones.
According to DECS estimates, at least 21,500
new classrooms are needed to accomplish this year’s
enrollment for the first two levels. Such classroom
shortage translates to P6.6 billion since P305,000 is
needed to build new classroom. But again the
problem is where to source the needed funds.
The situation is even worse in some remote
areas. There are 11,420 elementary schools in the
country without toilets. There are also 12,956
barangays that do not have a single elementary
schools, while about 13 municipalities in four regions
do not have public or private schools.

29. Underinvestment in education. This is a
perennial problem that is besetting the
education system. This situation has been
brought about by (i) increase in the education
budget from 1986 to 1989 was not sustained in
the succeeding three—year period; (ii) real per
capita expenditures declined starting in 1990;
(iii) the growth in the universal size of the
education budget was attributed to the growth
of salary input which account for about 80
percent of the total education expenditures;
and (iv0 due to lack of funds, the education
sector has failed to take advantage of recent
technological advances. Computers are
practically non-existent in public schools.

30. Trends, Issues and
Policies
Improving Access to and
Quality of Basic Education

31. Establishment of schools. In accordance
with the Constitution mandate to make the basic
education accessible to all, DECS adopted a priority
program of establishing elementary schools in
barangay without elementary schools and the
establishments of high schools in municipalities
without high schools.
Between 1992 and 1996, the number of
rural barangays without elementary schools was
reduced from 6,019 to 4,231; while the number of
incomplete elementary schools was reduced from
6,139 to 2,569. At present, out of the 75
municipalities without public or private high school
in 1992, only 26 municipalities remain without a
secondary school.

32. Creating item position for
teacher. From 1992 to 1997, a
total of 50,858 items were
provided to address the problem
of teacher shortage. In SY 1997-
98, teacher’s requirement stood
at 11,670 to meet enrollment
increases. With 7,000 new
teaching position authorized in
1997, a backlog of 4,674 teachers
remained.

33. Social Reform Agenda (SRA). The SRA is a
package of intentions that Philippine Government
is implementing to improve the welfare of the
disadvantage groups and facilitate their early
integration into the political and economic
mainstream. It consists of (i) access to quality
basic education, (ii) asset reforms and
sustainable development of productive resources
and access to economic opportunities. DECS is
the local agency to work towards the fulfillment
of 15 basic reform commitments in collaboration
with local government.
Under the 1996 Poverty Alleviation Fund,
2,240 nurse items were provided for deployment
to the SRA provinces.

34. Entry age for grade 1 and national
school enrollment day. Starting SY 1995-
96, the entry age for grade 1 was reduced
from 7 to 6 years old, thus increasing the
number entering grade 1 pupils. To enable
DECS adequate time to plan effectively
for teaching assignment, classrooms and
textbooks, an early enrollment day for
entering grade 1 pupils is adopted. The
National School Enrollment Day is held on
the last Monday of January for every year.

35. Education for All (EFA). The
four goals of EFA Plan of Action are
(i) early childhood care and
development; (ii) universalization
of quality primary education; (iii)
continuing education; and (iv)
eradication of illiteracy. Alternative
non-formal education delivery
schemes were developed and
implemented for selected cultural
communities.

36. Non-Formal Education (NFE).
This scheme aims to raise the
literacy and numeracy skills of the
poor to enhance their capacity to
engage in self-help and community
development activities. It seeks to
expand access to basic education
by establishing an NFE equivalency
and accreditation system and
alternative learning program to
serve community with high drop-
outs and low participation rate. The
activities of NFE are focused on
literacy classes and skills
development.

37. Multigrade (MG). The
multigrade schooling
program was implemented
via provision of MG
instructional package,
training of teachers and
supervisors and monitoring
and evaluation of program
implementation.

38. Third Elementary Education
Project (TEEP). This project is now
being implemented in 14 of the 26
provinces identified as part of the
SRA. Its objectives are threefold,
namely: (i) to improve learning
achievement, completion rates and
access to quality elementary
education; (ii) build the
institutional capacity of DECS to
manage change; and (iii) actively
involve the community and the
local government in educational
programs.

39. The TEEP begins with capacity building
program at the provincial and divisional levels to
equip local DECS officials with skills to implement
decentralized education administration and school
empowerment. This is followed by the formulation of
DEDP, a work and financial program which identified
activities or an intervention to be done by
stakeholders (PTA’s, SA’s, NGO’s and LGU’s).
Financial assistance is provided by TEEP once work
program is approved. DEDP’s consists of several
interventions like INSET for stakeholder participants,
school improvements and innovation of facilities
(SIIF) and the school building program (SBP)
involving LGU’s. The TEEP has a budget consisting
P16.9 billion or $569.4 million.

40. SEDP. This was an ADB funded
secondary education project completed
in 1955. It provided a total of 675
school buildings and furniture
packages to various high schools
nationwide and distributed 32.69
million copies of textbook and
instructional materials. Another project
is underway, SEDIP. This project is seen
as single intervention in the 10-year
basic education cycle covering
secondary education in disadvantaged
provinces.

41. Lengthening of school days. The
number of school days was increased
from 185 to not more than 220 days.
Science was reintroduced as a subject
in Grades I and II. Contact hours were
increased in English, Science and Math
subjects for the elementary level; and
English and Science subjects for high
school levels. The replacement of
Values Education in the third and fourth
year with English, Math and Natural
Science subjects was permitted to
private schools.

42. Regional science high school and new
science curriculum. Science and Technology
(ST) were given emphasis via establishment of
regional science high school in each of the 16
regions.
New science curriculum has been
developed by DECS, which was initially
implemented in five national high schools. The
curriculum for the first year through fourth year
would concentrate on academic subjects in
science, while fourth year curriculum would
focus on hands-on training in instructional and
agricultural science.

43. National Elementary
Achievement Test
(NEAT)/National Secondary
Achievement Test (NSAT). The
NEAT was administered
beginning SY 1993-94; and the
NSAT was conducted starting SY
1994-95.

44. The Ten Year Master Plan for Basic Education
(1996-2005). This ten-year master plan was anchored
on a policy of decentralization and modernization of
the basic education. An initial step towards the
modernization thrust was the setting up of a Center for
Education and Technology (CET) at the DECS central
office in June, 1996. The functions of the CET revolve
around the review and development of multi-media
instructional materials, curriculum development using
multi-media and conducting training programs. A
model School of the Future (SOF) was set up at the
CET. The SOF is different from a typical high school in
terms of the use of more instructional interventions
using multi-media technology and the shift in the role
of teachers from provider of information to facilitator of
learning.

45. Pre-school program. This program aims to
provide 5-year old children in disadvantaged
areas time for early peer socialization and
learning activities before starting Grade I. The
program on early childhood experience was
integrated in Grade I curriculum. The first
eight weeks are spent on games, songs,
exercises, and play activities to make children
feel that school can be pleasant and
enjoyable. The regular Grade I curriculum
starts on the 9th of the week. Teachers
assigned to the program were trained on the
use of ECE instructional materials.

46. Drop-out intervention program.
These interventions employed in this
program include the provision of
multi-level learning materials,
parent-teachers partnership, school
feeding, provision of school supplies
for selected pupil beneficiaries in
order to reduce drop-out and
improve achievement in elementary
schools.

47. Educational testing. To facilitate the
re-entry of OSY to the formal school
system, DECS administers the
Philippine Educational Placement Test
(PEPT) every year. The examination is
designed to assess the knowledge,
skills and work experience of OSY and
averaged youth in school and to
determine their appropriate level in
the formal system.

48. Project Basic Education (PROBE), Leadership
Enhancement for Effective Results (LEADER), and
Accelerated Learning Program for Elementary
School (ALPES). PROBE was aimed at improving
the English comprehension among elementary
and high school students and to enhance
education in grades V and VI; and in the 1st and
2nd year high school; LEADER was initiated to
develop higher levels of learning skills among
pupils in Sibika at
Kultura/Heograpiya/Kasaysayan; and ALPES
provides that public elementary school pupils are
promoted to the next level if they pass the ALPES
examination showing that they are too intelligent
to remain in their respective school levels.

49. Physical Education and School Sports and
Health and Nutrition. The Bureau of Physical
Education and School Sports would produce
books and audio-visual materials for physical
education teachers. To complement the use of
these materials, the Bureau conducts training for
P.E. teachers, coaches and trainers; and health
and nutrition revitalized the school feeding
program to improve the nutritional status of
school children via provision of safe, cheap and
nutritious food in the school canteen. Proceeds
are to be used to purchase foodstuffs for
supplementary feeding of undernourished and
indigent pupils.

50. Lingua franca education project. DECS
Secretary Andrew Gonzales announced that this
Lingua Franca Education Project will replace English
with Filipino and three other major dialects as a
medium of instruction in elementary schools,
starting June, 1999-2000. The project aims to
probe a theory that pupils learn faster when the
subjects are taught in the vernacular or native
tongue. When pupils move on to Grade II and IV,
they would be taught in Filipino, except when the
subject is English. In Grades V and VI, all subjects
will be taught in Filipino except in Math, Science
and English classes.

51. Decentralization of Educational
Management
A recent policy of the DECS is the empowerment
of school principals. Substantive decision making
powers are vested in the school head to provide
him/her with more administrative authority and
corresponding accountability for improving teaching
competencies and raising pupil achievements.
Plantilla items of teachers who are designated officer-
in-charge or teacher-in-charge of schools are
upgraded to become plantilla items of school
principals in the said school.
Computer-based information systems have been
developed for use in the regional offices, division
offices and schools.

52. Region-focused educator’s
congresses were held beginning
1995 for the Visayas and
Mindanao areas, followed by
Luzon and NCR areas in 1996.
These congresses were
conducted to enhance regional
participation in the development
plans and programs.

53. Implementing Legislated Educational
Programs
In accordance with the recommendations
of the Congressional Commission on
Education (EDCOM) to restructure DECS, two
separate bodies to oversee tertiary education
and technical and vocational education were
created, allowing DECS to concentrate on
basic education. The Commission on Higher
Education (CHED) and the Technical
Education and Skills Development Authority
were created through RA 7722 and RA 7796,
respectively, have become independent
entities from DECS.

54. RA 7836 enacted in 1994 provides for the
regulation and supervision of the practice of
teaching in the Philippines and prescribing a
licensure examination for teachers.
RA 8047 known as the Book Publishing Industry
Development Act was passed in June 1995. It
provides for the formulation, adoption and
implementation of a National Book Policy and a
corresponding Book Development Plan that will
serve as basis for postering the growth and viability
of the book publishing industry and secondary
textbook production and distribution functions.

55. Deregulation of Private Education
DECS liberalized government policies governing
private education to capitalize on inherent
advantages of private schools. Among the initiatives
were the deregulation of tuition fees charged by
private educational institutions which are now
subject only to the consultation and other
requirements mandated by law; the lifting on the
moratorium on the offering of new programs; and
the issuance of new Manuals for Regulations for
Private Schools. Additionally, voluntary accreditation
by non-government accrediting agencies was
strongly encouraged as a means of improving
educational standard over and above the maximum
required for recognition.

56. Outcomes and Effects of Policies and
Programs
The outcomes and effects of the policies
and programs implemented can be cited as
(i) enrollment; (ii) provision of educational
supplies and improvement of physical
facilities; (iii) expansion of literacy
programs; (iv) pupils/students’ performance
in NEAT/NSAT Test; (v) increased pay of
public school teachers and provision of
other benefits; and (vi) identification of
critical areas for priority attention.

57. Enrollment
Enrollment increased from 15.1
million in SY 1992-93 to 17.14 million
in 1997-98 in both elementary and
secondary schools; participation rate
in the elementary level rose from
85.16 percent in SY 1992-93 to 95.09
percent in SY 1997-98; and from
56.76 percent to 64.72 percent in the
secondary level. With this, the cohort
survival rate has increased from 68.36
percent to 73.73 percent over the six-
year period.

58. Educational Supplies and Physical
Facilities
Books, audio-visual aids and
materials were provided in schools,
particularly in the remote areas. In
terms of classrooms, 100, 752 were
constructed in SY 1992-97 regular
school building program, the
President’s Social Fund, secondary
education development project and
the Japan International Corporation
Agency.

59. Literacy Program
Literacy rate has improved with the
expansion of non-formal education program and
adoption of various alternative learning systems.
The 1989 Functional Literacy Education and Mass
Media Survey (FLEMMS) has reported the sample
literacy rate rose to 89.90 percent to 93.90
percent in 1994. Functional literacy rate has
increased from 75.24 percent in 1989 to 83.8
percent in 1994. Simple literacy rate refers to
ability to read and write messages; while
functional literacy requires mathematical and
comprehension skills.

60. NEAT and NSAT Performance
The result of NEAT in 1993-1996 indicated that
the average achievement level of Grade VI pupils
was 76.66 percent or 1.66 percent more than the
desired of 75 percent. At the secondary level, the
NSAT revealed a better performance in terms of an
aggregate score of 79.08 percent in 1994 which
increased to 81.59 percent in 1995.
By subject area basis, starting in 1993, 59.56
percent of the NEAT examinees scored 75 percent
and above in English and this rating remained
constant up to 1995; in Math, 53.10 percent rated 25
percent and above and subsequently reaching 68.17
percent in 1995; in Science, the performance has
improved from 67.96 percent in 1993 to 73.76 in
1995; and HEKASI, from 46.56 percent in 1993 to
73.38 percent in 1995.

61. In 1994, 85.44 percent of the NSAT
examinees got 75 percent and above in
English and rose to 93.90 percent in
1996; Mathematics, 70.43 percent in
1994 to 84.53 percent in 1996; in
Science, 71.65 percent of examinees
rated 75 percent and above which
improved to 83.21 percent in 1996; and
in Filipino, from 82.32 percent in 1994 to
91.70 percent in 1996.

62. Basic Salary and Other Benefits of Public School
Teachers
The teacher’s basic monthly salary was
raised from P3, 102 in 1992 to P8, 605 in
1997. This salary increment was based on
RA 6758 or the Salary Standardization Law.
Financial assistance was extended to
teachers through the GSIS and other
financial institutions, including the
establishment of cooperative, shelter
programs and in-service education, etc.

63. Education Areas Requiring Priority Attention
According to DECS, these areas were
identified as critical and therefore requiring
immediate attention, namely: (i) financing
the basic education; (ii) modernization
program; (iii) increased fund requirements
for textbooks; (iv) review of bilingual policy
on instruction; (v) devolution of education
function to LGU’s; and (vi) additional year
of basic education.

64. Financing the Basic Needs in
Education
The government has been trying its
best to provide adequate fund support to
education sector. However, due to
economic constraints, year in and year
out, the budget support for education ahs
been quite inadequate. And so inspite of
the scarcity and very limited financial
capability of the national government, it
has been taping other sources via
reallocation, rechannel of resources and
exploration of alternative sources from
LGU’s, PO’s and NGO’s.

65. Implementation of Education Modernization
Program
The establishments of regional and
provincial science high school and provision
of science laboratories and science
technology activities; sustaining the rescue
initiative for science education (Project RISE)
which aims to retrain science teachers
nationwide over a five-year period; and the
establishment of schools of the future to give
access in the provision of information
technology tools such as computers, CD’s
and internets.

66. Increased Fund Requirements for
Textbook
The implementation of the textbook
privatization program mandated by RA
8047 has triggered a threefold
increase in textbook pieces. An
estimated P8 billion is required to
provide textbooks during the next two
school years on 1:1 student-textbook
ratio.

67. Review of the Bilingual Policy
The DECS goal is to enhance learning via two
languages; Filipino and English. However, this
cannot be achieved immediately. There is still
lack of preparedness with respect to teachers,
students and instructional materials.

68. Devolution of Education Functions
to LGU’s
This will enable the educational system
to accommodate local preferences, making
the curriculum more relevant to local
conditions and needs, and generate
greater support from local governments,
communities and parents.

69. Additional Year of Basic Education
This is a move lengthening the basic
education from 10 years to 11 years. This
would enable our education system to
globalize the standard of Philippine
education. However, this proposal was held
in abeyance pending a government decision
to pursue it either in elementary or high
school level.

70. Some Laws Affecting the Education System
In the Decade of 1990’s
Some of the laws which were passed during the
1990’s can be cited as follows:
(i) RA 7662, Providing Reform on Legal Education;
(ii) RA 7722, Commission on Higher Education (CHED);
(iii)RA 7731, Abolishing NCEE;
• RA 7743, Establishment of Congressional Cities,
Municipal Libraries and Barangay Reading Centers in
the Philippines
• RA 7784, Teachers’ Education Council and
Establishment of Centers for Excellence for Teachers’
Education
• RA 7796, Creating the TESDA;
• RA 7797, Lengthening School Calendar to 220 school
days;
• RA 7798, Establishment of Stock Educational
Cooperatives;
(i) RA 7836, strengthening of the Regulation of the
Practice Teaching in the Philippines and prescribing a

71. (x) RA 7889, Establishing UP in Mindanao;
(xi) RA 8047, Book Publishing Industry
Development Act;
(xii) RA 8190, Granting Priority Appointment or
Assignment to Public School Teachers Who
Reside in a Barangay, Municipality or City near
the school;
(xiv) RA 8292, Providing for Uniform Composition,
Powers of the Governing Board, Manner of
Appointment and Term of Office of the
President of Chartered SUC’s;

72. (xv)RA 8491, Prescribing the Code of National Flag,
Anthem, Motto, Coat of Arm and other Heraldic
Items and Devices;
(xvi) RA 8492, Establishing a National Museum and
providing for its Permanent Home;
(xvii) RA 8496, Establishing the Philippine Science
High School System;
(xviii) RA 8525, Establishing Adopt a School
Program;
(xix) RA 8545, Providing Government Assistance to
Students and Teachers in Private Education; and
(xx) RA 8557, establishing the Philippine Judicial
Academy that shall serve as a Training School for
Justices, Lawyers and Court Personnel.