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V3 1st ISSUE

PUTTING EDUCATION FIRST:


An Educational Reform Agenda
Copyright

2010 SRi Stratbase Research Institute. All rights reserved.

Globally, various governments recognize the importance of human


capital formation in the development process. Countries all over the
globe are investing more on education and training in order to improve
the competitiveness of their people. It must be noted that no country in
Asia or in the world has achieved development status without investing
heavily in education and human resource development.

The Philippine government has failed in providing Filipinos with quality


and relevant education for the past decades. There has been a perennial backlog in classrooms, school facilities, textbooks and instruction
materials especially in the countryside. Decades of faulty publications of
textbooks have continued to be unaddressed despite efforts to reach
lawmakers attention1 . Net enrollment rate or participation rate continued to drop while dropout rates have continued to rise over the past
years. Graduates, specifically from the public schools, continuously find it
difficult to find quality jobs due to their limited skills and competencies.
Moreover, the mutual causality between education and the poverty
experienced by Filipino families is undeniable. In the country for
example, only 72 percent of Filipino children finished primary schooling2.
On the average, only 66 percent of the children who enter Grade One
complete Grade Six3. In the poorest regions, barely half manage to do so.

PUTTING EDUCATION FIRST:


An Educational Reform Agenda

Out of every hundred Filipino children who enter Grade One, only
42 percent graduate from high school and only 25 percent will go to
college4. The data of the Department of Education (DepEd)5 alarmingly
shows a 6 percent dropout rate for the primary level while 7.45 percent
for the secondary level. It has been almost two decades since dropout
rates were acceptable at 1.65 percent for the elementary level and
only 5.88 percent for high school. A report commissioned by the
United Nations Development Program (UNDP) echoed the same stand
of increased dropouts in the country. Enrollment dropped to
12.03 million for school year 2007 to 2008 from the 12.08 million
pupils enrolled in 2006 to 20076. For this school year, DepEd has
estimated that 60,000 students from private schools have
transferred to public schools due to high tuition fees7.

V3 1st ISSUE
Copyright

2010 SRi Stratbase Research Institute. All rights reserved.

During the Arroyo regime, dropout rates consistently


climbed up. This increase is owed to her administration
under which public schools became worse. According to
Antonio Tinio, Chairman of Alliance of Concerned Teachers (ACT), the largest non-traditional teachers organization in the country, the main reason (for the dropout
rates) is poverty.8 The unpredictable increase in prices
of goods and the lack of jobs in the country further inflict
the already strained situation of Filipinosbalancing daily
sustenance or survival and the importance of education.
With more than 86 percent of the student population
is dependent on the public school system9, putting focus
on reforming and upgrading basic education will serve
as the governments most potent strategy to propel
sustainable growth and development with social equity.
The 2008/2009 Philippine Human Development Report
(PHDR) has emphasized in its recent study that deeper
than policies and larger than individuals, it is the institutions that structure behavior which matter deeply for
whether human development advances or not10. By
saving our public schools, Filipinos will not only reverse
the decades-long neglect of our educational system but
also cut the vicious cycle that has condemned children of
poor and uneducated parents to beget poor and
uneducated children themselves.
It is very important that our peoples education should
be reoriented and geared towards domestic employment-led growth through skill-intensive technologies for
greater productivity. Educational priorities in the public
sector should focus on promoting quality learning and
skill upgrading among the poorer sector of Philippine
society; and greater access for the poor to quality and
relevant education to ensure their empowerment
as individual members of society.

To achieve this, greater access to quality and relevant education must aggressively be pursued through proper and
relevant education and training, which will eventually lead to quality and high paying jobs for Filipinos. The government
needs to ensure that majority of the Filipinos are amply provided with the necessary basic education to
develop and empower themselves. Through the expansion of educational and skills training opportunities
especially for marginalized members of Philippine society, the countrys productivity
will improve and sustainable growth and development can be attained.
The people should be given the learning tools to help themselves. The unequal distribution of human capital
caused by inequalities in education is the worst form of inequality. Spending on education is the most productive
public investment any Government can makebecause to educate a child is to save a man.

V3 1st ISSUE
Copyright

2010 SRi Stratbase Research Institute. All rights reserved.

of instruction continue to plague our public basic


educational system. There are several key reforms that
can and should be immediately addressed in this sector
to save the school system and ensure the
competitiveness of every citizen in a knowledgebased and information-driven world.

Everyone must make the best use of the countrys main


asset: Its the talented and adaptable manpower. The
young people should be equipped with the kind of
education essential for the Knowledge World.
In the future, there will be fewer and fewer jobs for the
uneducated and the unskilled. The income gap is already
visible between the unschooled and the educated. Jobs
are declining in the traditional manufacturing industries,
which once paid even semiskilled workers decent wages.
At the same time, job demand is rising for young people
with high skills in service and manufacturing industries.

Empowerment Arises from Education


A strong educational foundation empowers the individual to unleash his capacity to improve ones life and that of ones
family. According to the DepEd, this school year, 86 percent11 of 20.17 million elementary and high school students12
and their families will continue to hope that the education they will get from our public schools can enable them
to eventually break the crippling bonds of poverty. Poverty reduction is all about expanding the options that people
have in life. Education is all about enabling people to explore, create, and seize options. This is the public educations
most daunting challenge, and one which government cannot face alone. It takes the multi-sectors --- State, Business,
and Civic Sector --- to work together and maximize their strengths and competencies.
It is a given that there has been no country in the world that has developed without investing heavily in education and
human capital. The Philippine educational system, however, continues year in and year out to be hounded by the same
inefficiencies and problems over the past decades. Issues aforementioned such as poor infrastructure and poor quality

But families trapped in marginal occupations cannot


educate their children for the higher skills the economy
needs. Thus, ignorance perpetuates itself.
A revolution in education is paramount given the
challenges of globalization, a revolution on lifetime
learning and our education stakeholders are at its wings.
It is a revolution that fights for quality education for all
public elementary and secondary schools; and
access and relevance for technical and
tertiary educational institutions.
There is the need to envision an educational system that
values love and concern for family, community and
country; education that goes beyond the basics and
empowers citizens with purpose, vision, and skills and

V3 1st ISSUE
Copyright

2010 SRi Stratbase Research Institute. All rights reserved.

offers life-long opportunities. The expansion of educational and skills


training opportunities for the poor in the public school system improves
the countrys productivity and sets the proper tone for
sustained economic growth and development.
There is a need to focus the nations attention and limited government
appropriations on uplifting the quality of basic education and saving the
public schools. Too long have children of poor families suffered
due to lack of classrooms, teachers, textbooks, and
other necessary materials for them to learn.
Equalizing reforms or affirmative action against poverty is necessary and
should be undertaken. To reduce poverty and make people prosper,
first and foremost, give the people the learning tools to help themselves.
Literacy, technological training, and formal education are seen
as means out of poverty for the Filipino people.

international standards-- other countries allot 6 percent of their gross domestic product (GDP) for
education expenditures; whereas, the Philippines education budget only accounts for 2 percent of the
GDP. A P172.84-billion budget, P18 billion less of the original P190-budget proposed, has been
allotted to the Department for this year. However the distribution of this budget is unable to address
the pressing problems of the public education system. The biggest percentage of its annual budget goes
to its personnel services. For this year, P141 billion14 of the budget of the DepEd goes to the payment
of salaries and other personnel benefits. Only P22 billion15 is reserved for maintenance and other
operating expenses (MOOE) (which includes school operating budgets and expenses for teacher
training, textbooks, and desks) and P12 billion16 for its capital outlay (which include the
construction of school buildings and purchase of laboratory and IT equipment).

Given this proportionate distribution of budget, there is very little room for implementation of
developmental projects and operational expenses directly related to the improvement of the learning
process in classrooms. According to the Global Education Digest 2008 of the United Nations

The decline in the quality of education in public schools in the past


decades aggravates the plight of the students from the poorer regions
in the country. It deprives them of the opportunities to improve their
lives, as well as that of their families. Today, almost 3.1 million Filipinos are
unemployed, accounting for 8.0 percent unemployment rate; while 6.3
million are underemployed or a rate of 17.8 percent13. It is imperative
that all the graduates, especially from the public schools, be given quality
education because it will serve as their primary livelihood tool
so as to bring about a better life for their families.
To put education first and save our schools and save our nations future,
it is imperative for the government to introduce the following reforms:

A. Education Budget Reforms to Ensure Maximum


Provision for Basic Education
The DepEd continues to receive the highest budget among all the
departments as mandated by the Constitution, though it still falls below

V3 1st ISSUE
Copyright

2010 SRi Stratbase Research Institute. All rights reserved.

laboratory equipment, and in-service teacher training if we truly


intend to save the public schools.

The goal should be to establish a complete elementary school in every


barangay and a complete high school in every town. There is a need
to pursue a massive school building program nationwide for more than
1,500 additional classrooms nationwide18. Also, to be able to live up
to international standards for school year 2010-2011, backlogs in book
printing, desk manufacturing, and teaching hiring are all immediate needs.
In the previous school year, the public schools require 63,178,377
textbooks19 and other instruction materials yet only 30,129,200 are
funded. Three million school desks are also badly needed20. The backlog
is 4.56 million, yet the P1 billion budget allocation can cover merely an
estimated 1.5 million. The most crucial need would be the hiring of
additional teachers. There is a need for 39,762 teachers but only 10,000
can be covered and funded under the allotted 2009 budget21.
This school year, according to Mr. Tinio, there is a shortage of 54,060
teachers, 61,343 classrooms, 816,291 chairs and 113,051 water and sanitation facilities. Other youth groups contested DepEds data and claimed
that the public school system is short of 34.7 million textbooks22.
Educational, Scientific and Cultural Organization (UNESCO)17, the country has the lowest budget
allotted per student as a percentage of the gross domestic product (GDP) in comparison to Indonesia,
Thailand and Malaysia. What is needed is an increase in the National Budget Allocation for
Basic Education to 6 percent of GNP and the spending for basic education from
17 percent to 20 percent of the National Budget, which is comparable to
East Asian neighbors like Singapore, Hong Kong, and Malaysia.
There is a decreasing trend in the growth of the budget for basic education even though
enrollment in public schools has been steadily increasing. There is a need to spend more money for
the public schools than in the educational bureaucracy. With the increase of budgetary allocation and
the provision of a special fund, the quality of education will be continually upgraded to meet
international standards and trends. It is absolutely necessary that a one-time P30 billion Special
Education Fund for Basic Education be provided to build more schools and classrooms, reduce class
size, hire enough teachers, and address all other backlogs. All of these are required to raise the
quality standards through cost effective inputs like textbooks, library material,

The daunting objective of dealing with the huge backlog in basic education resources may be dealt with in the next three years and cope with
the increase in enrollment. This one-time P30 billion added expenditure
program can put an end to the perennial basic education backlog.
In the last State of the Nation Address (SONA) of President Gloria
Macapagal-Arroyo, the Philippine Education System has been boasted as
to be the great equalizer that allows every young Filipino a chance to
realize their dreams. She enumerated that 95,000 classrooms have been
built, additional 60,000 teachers have been employed, P1.5 billion have
been allotted for teacher training, especially for 100,000 English teachers.
Behind these numbers are the realities that priorities have been misplaced and budgets have been misallocated. The Philippines Business for
Education (PBEd), an organization working towards education reform,

V3 1st ISSUE
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2010 SRi Stratbase Research Institute. All rights reserved.

has questioned23 the existing 95,000 classrooms that were built in


non-priority schools. The P1.5 budget supposedly for training has not
been utilized fully where some teachers complain of lack of funds. All
these numbers have been manipulated to serve political whims.

We cannot allow this situation to continue.

B. Democratizing School Governance:


Education Management Innovation through SchoolCommunity and School-Industry Linkages
We must institutionalize school empowerment and accountability
mechanisms by empowering local school heads, teachers, and other
education stakeholders at the community level to improve their schools
and embrace innovative ideas through the mandated creation of School
Advisory/Governance Councils in every elementary and secondary
school, and the promotion of provisions of R.A. 9115 or the Governance
of Basic Education. There is a need to reduce the bureaucratic and regulatory burden on public schools that limits the capacity of school heads
to govern effectively and encourage every school to develop a mission
ethos for higher standards. School heads should have the power and
should be provided the resources to run their schools autonomously
and, in return, will be responsible for school performance and accountable for their student achievement levels.
With autonomy and greater power, school heads would be able to
achieve the following:
a. lead their respective schools in a way that student learning and
continuing teacher training are its key focuses;
b. hold teachers responsible for student learning and performance;
c. challenge and provide opportunities for teachers to think, plan, and
work collectively towards school learning goals; and

V3 1st ISSUE
Copyright

2010 SRi Stratbase Research Institute. All rights reserved.

d. institutionalize participatory school governance by


sharing decision-making with parents, teachers and the
community; as well as establish linkages or
partnerships between schools and communities
and the private sector.
To ensure accountability of school heads and governance
councils, clearly defined national standards, performance
indicators/targets and educational outcomes must be set
by the DepEd.
Another notable program is the Third Elementary
Education Project (TEEP) which is being implemented
by DepEd with financial support from the World Bank
and OECF. TEEP aims to tap LGUs in sharing the cost of
school building program particularly through their
Engineering Offices. Parent-Teachers Associations (PTAs)
also play an increased role as schools become
empowered and elect a School Management Advisory
Committee. NGOs will likewise be mobilized behind the
advocacy campaigns, training, school construction and the
yearly performance audit of this project.

C. Partnering with the Private Sector:


Institutionalizing Alternative Resource
Mobilization
The task of preparing the Filipino public school students
for the challenges of the knowledge-based world
cannot be achieved by the government alone. Educating
the youth today under the present socio-economic,
political, and moral conditions of the nation must be
everybodys concern. How well Filipinos do this
collective job will have profound consequences not only
on the economic well-being of every

Filipino, but also on the future of the nation.


The government can provide more educational resources for public schools if they can develop cooperative
ventures between the Education Department and other
education stakeholders. It is essential that they build their
credibility, enhance their competence, and expand their
network of partners to mobilize additional resources for

With more than 86 percent of the


student population is dependent on
the public school system, putting
focus on reforming and upgrading
basic education will serve as the
governments most potent strategy to
propel sustainable growth and
development with social equity.
public education. In resource mobilization, we appeal to
the hearts as we appeal to the head and try to build a
harmonious relationship with our partners. It also means
bringing partners into our schools and giving them a
sense of shared responsibility or ownership in the
outcome of Philippine public education. It is also essential
that we continuously improve the image of DepEd
as an institution to get the support of the
major stakeholders of education.

In line with this direction, it is essential to promote


various public-private sector partnerships for enhanced
education service delivery through a revitalized
Adopt-a-School Program. It is an innovative and
pro-poor program of the DepEd which gives the
opportunity for private institutions and individuals to
become partners in education by providing
assistance to public elementary and high schools.

The concept of multiple partnerships has something to


do with the strengthening of linkages between the public
and private sector. Private sector initiatives and civil
society facilitation backed by national and local
government support and legitimacy, ensure a greater
rate of impact and effectiveness when it comes to the
implementation of an educational project or program.
According to the recent study of the World Bank, the
main rationale for developing public private partnerships
(PPPs) in education is to maximize the potential for
expanding equitable access to schooling and for
improving education outcomes, especially for
marginalized groups.24 An example would be harnessing
the competencies and capacities of the private sector to
manage and operate public schools25; private participation in public education may also be enhanced through
institutionalizing a National System Of School Vouchers.

D. Enhancing Teacher Training and Welfare


for Quality Education
It is a requisite for quality education to enhance the
quality of teaching instructions through an extensive preservice and in-service training program and education,
as well as provisions of incentives for the teachers26. We
need to recognize that the teachers form the backbone

V3 1st ISSUE
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2010 SRi Stratbase Research Institute. All rights reserved.

of the educational system. To motivate them to work


more effectively, it is a must to:
a) develop policy interventions focused on improving
teaching competencies and practices;
b) equip teachers through in service training interventions with current trends in teaching methodologies;
c) introduce and institutionalize an incentive mechanism for outstanding teachers who can develop highly
competent and high-performing students;
d) develop a culture of excellence and professionalism among teachers;
e) increase drastically budgetary allocations for
teacher training and development; and
f) increase budgetary support for key tertiary teacher
training institutions.
To ensure quality education, the government should
correct the years of neglect of teachers under
different administrations. With the passage of the Salary
Standardization Law (SSL) III, teachers are guaranteed a
6,000-thousand peso increase in their monthly pay at the
entry level. Aside from this, teachers with specialization in
Science or Math will receive a salary increase three steps
higher than their assigned salary grade27. This prioritization of the government would raise the quality of
classroom teachers by motivating them through increase
of provisions for their welfare in terms of health
insurance, support services, study leaves,
and continuing education scholarships.

For a longtime, our teachers have not been given the


importance and attention in spite of their utmost
dedication and commitment to shape the minds of our
youth. They are the real heroes of our society which
deserve recognition and respect.

E. Bridging the Digital Divide in Education:


Modernization through Education
Technology
Experience dictates that the Education Department
cannot solve all the problems in public education through
conventional or traditional approaches alone. Alternative
strategies and delivery mechanisms need to be put in
place to fast-track the achievement of department goals
of academic excellence; universal access to quality basic
education and bridging the Digital Divide.
For this purpose there is a need to radically and meaningfully modernize the public schools through a Comprehensive School Modernization Program focused on
Information and Communication Technology provisions
and interventions that will ensure higher standards in
English, Math, Science and Educational Technology, as well
as better progression from basic education to the post
secondary and tertiary levels. It should be the objective
of this program to provide teachers and students with
adequate information technology skills to strengthen
learning and produce graduates who can competitively
pursue any field of endeavor.
The global economic integration has led to greater
competition in the world market, thus demanding for
a more intensive skills build-up. There is a demand for
new types of skills and competencies to compete in new

industries and the global market. The government should


not be satisfied until every student will leave basic
education with the critical skills essential in an
information-driven and knowledge-based society.

Under this comprehensive program the government


should be committed to extend access to educational
technology for students and teachers. There is a need to
put up computer laboratories in every public high school
in the country and conduct a massive computer training
program for teachers. Promotion of computer literacy at
the elementary and secondary levels through
public-private sector partnerships and cooperation
agreements are also necessary.
In order to answer the resounding call of the next
century for more emphasis on Science and Technology
education, we need to upgrade present curricula through
greater emphasis on research-based education in S&T
and provide greater access to Science and Technology
Scholarships to the poorer sectors of society.
To cope with the growing demand in the world
market, there is a need to introduce information
technology in our educational system particularly in our
public schools. DepEd has already hatched the idea of a
an ICT infrastructure goal by revitalizing the
Comprehensive Computer Education Program which
aims to put up computer laboratories in every public
high school in the country and conduct massive computer training for the teachers. The local community, civic
groups and Local School board will be encouraged to
play an active role in the implementation of this program.
A parallel program which has commenced in the latter
part of 2009, have already targeted a 91,155 computer
units to be given out in public high schools.

V3 1st ISSUE
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2010 SRi Stratbase Research Institute. All rights reserved.

The remaining budget from last years allocation and the


2010 budget will be used to roll out all these computers
to the remaining 2,830 high schools out of 6,650
not yet connected to the Internet28.

a. increasing efficiency and accessibility of Alternative


Learning Systems through barangay based systems;

Expand access of Education Technology or students in


the most remote areas of the country and in
underserved communities through a Digital Satellite
Highway or the implementation of a Distance Learning
via satellite technology. The use of technology as a curriculum tool encourages self-directed learning that occurs
in an active, rather than passive environment. Education
Technology could be used in the design development,
utilization, management and evaluation process as well
as resources for teaching and learning. According to the
Common Wealth by Jeffrey Sachs, well renowned development economist and author of The End of Poverty,
education and training brought to far-flung areas, inhibited
by modernization, is one of the eight contributions of ICT.
Students hindered by territorial incapacity of receiving
quality education can be participants in global classrooms,
lectures and trainings. The advent of both television and
Internet has made these activities happen. Video
conferencing, social networking and online broadcasting have made a difference to the previously centralized
and digitally divided country such as the Philippines29. The
local PTCA, community civic groups, and Local School
Boards should be encouraged to play an active role in
the implementation of this comprehensive program that
is critical in addressing the digital divide.

c. encouraging volunteerism for non-formal


education; and

F. Promoting Universal Literacy


Today as in the past there is a need to provide young and
old Filipinos with literacy and numeracy by:

b. developing literacy and numeracy strategies for our


out-of-school youths and illiterate adults;

d. fully implementing an Early Childhood Care


Program at the community level to bridge
the educational divide.

Final Word
Education is a major instrument for economic and social
development. For the past decade, numerous efforts have
been exerted to achieve the elusive economic growth.
Echoing the recommendations of the recently concluded
conference of the Joint Foreign Chambers of the
Philippines30, education in the country should be vastly
improved because rapid economic progress is not
possible without a well-educated workforce. The National
Government Budget should substantially allot for higher
wages for teachers, investments on school facilities
and continuous training of instructors.
Hopefully the new government through the
education department can be more aggressive and
persistent in pursuing educational reforms. Education is
the true essence of human development. Without
education, development cannot be sustained.
Endnotes:

reforms dont transform. Launched on May 20, 2009 at Crowne Plaza Galleria Manila Hotel.
Mocon, Claudeth. (2010) Sorrow in our schools. Business Mirror. June 12, 2010.
Mocon, Claudeth. (2010) Sorrow in our schools. Business Mirror. June 12, 2010.
5
Cited in Another Shamefil Arroyo Legacy: Highest Dropout Rates in Years by Bulatlat, posted
in June 6, 2009
6
Cited from DepEd hit over freight cost, dropout crisis, Manila Times, May 24, 2009
7
Mocon, Claudeth. (2010) Sorrow in our schools. Business Mirror. June 12, 2010.
8
Another Shameful Arroyo Legacy: Highest Dropout Rates in Years by Bulatlat, posted on June
6, 2009
9
Mocon, Claudeth. (2010) Sorrow in our schools. Business Mirror. June 12, 2010.
10
2008/2009 Philippine Human Development Network (PHDN) entitled Institutions, Politics
and Human Development. Chapter Two entitled When Reforms Dont Transform: Reflections
on institutional reforms in the Department of Education Department of Education: When reforms dont transform. Launched on May 20, 2009 at Crowne Plaza Galleria Manila Hotel
11
Mocon, Claudeth. (2010) Sorrow in our schools. Business Mirror. June 12, 2010
12
DepEd welcomes students to SY 2009-2010 released on May 31, 2009
13
Employment rate registered at 92.0 Percent in April 2010, results from the April 2010 Labor
Force Survey (LFS) by the National Statistics Office (NSO), released on June 15, 2010
14
Republic of the Philippines, Republic Act No. 9970, General Appropriations Act Fiscal Year
2010, Department of Education, Office of the Secretary; Department of Budget and Management (DBM)
15
Republic of the Philippines, Republic Act No. 9970, General Appropriations Act Fiscal Year
2010, Department of Education, Office of the Secretary; Department of Budget and Management (DBM)
16
Republic of the Philippines, Republic Act No. 9970, General Appropriations Act Fiscal Year
2010, Department of Education, Office of the Secretary; Department of Budget and Management (DBM)
17
Global Education Digest 2008: Comparing Education Statistics Across the World. United Nations Educational, Scientific and Cultural Organization (UNESCO). Published on December 31,
2008
18
DepED 2009 Budget Deprives 3M Students of Seats, abs-cbn news.com/Newsbreak, Septem
ber 11, 2008
19
DepED 2009 Budget Deprives 3M Students of Seats, abs-cbn news.com/Newsbreak, September 11, 2008
20
DepED 2009 Budget Deprives 3M Students of Seats, abs-cbn news.com/Newsbreak, September 11, 2008
21
DepED 2009 Budget Deprives 3M Students of Seats, abs-cbn news.com/Newsbreak, September 11, 2008
22
Mocon, Claudeth. (2010) Sorrow in our schools. Business Mirror. June 12, 2010.
23
A Statement from Philippine Business for Education (PBEd) entitled Final SONA of PGMA
reinforces call for Education President released on August 18, 2009.
24
Patrinos, Harry Anthony, Barrera-Osorio, Felipe and Guqueta, Juliana. The Role and Impact of
Public-Private Partnerships in Education. World Bank. 30 March 2009.
25
Patrinos, Harry Anthony, Barrera-Osorio, Felipe and Guqueta, Juliana. The Role and Impact of
Public-Private Partnerships in Education. World Bank. 30 March 2009.
26
2008/2009 Philippine Human Development Network (PHDN) entitled Institutions, Politics
and Human Development. Chapter Two entitled When Reforms Dont Transform: Reflections
on institutional reforms in the Department of Education Department of Education: When reforms dont transform, page 4. Launched on May 20, 2009 at Crowne Plaza Galleria Manila
Hotel.
27
President Arroyo Approves Salary Standardization Law. June 18, 2009
28
Estopace, D.D. (2010) DepEd allots 2009, 2010 budgets fro computers. Business Mirror. March
29, 2010.
29
The End of Poverty: How we can make it Happen in our lifetime by Jeffrey Sachs. 2005
30
Joint Foreign chamber Press Conference entitled Impact of the Global Economic Crisis on
the Philippines: Preparing to Rebuild Foreign Investment Inflows (Analysis and Comments of
the Joint Foreign Chamber in the Philippines. Held at the Dusit Thani Hotel, Makati City on
June 1, 2009.

10

State of Textbooks: Still Faulty, Says Go. By Jarius Bondoc. The Philippine Star, Updated on
August 28, 2009
2008/2009 Philippine Human Development Network (PHDN) entitled Institutions, Politics
and Human Development. Chapter Two entitled When Reforms Dont Transform: Reflections
on institutional reforms in the Department of Education Department of Education: When

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