University of Bohol

PHD EM 311- School Finance & Business Management

Summer 2018

Student: Rainelda B. Galula Professor: Ma. Liezle C. Gallardo

Doctorand

Critical Areas of Educational Finance

1. Mission - We dream of Filipinos

who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders. To protect and promote the right of every
Filipino to quality, equitable, culture-based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

Goals -& Objectives

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.

2. Faculty, Curriculum & Instruction

 Curriculum and Instruction

This strand ensures that the organization focuses attention on its mandate: the
delivery of a relevant, responsive and effective basic education curriculum around which
all other strands and offices provide support.

Functions include development and continuous improvement of the curriculum; actively

seeking and understanding the “learner” to develop the appropriate delivery systems;
development and production of learning resources to support the delivery and;
development and administration of tools and processes to assess the quality and
effectiveness of the curriculum

Offices under Curriculum and Instruction:

BUREAU OF CURRICULUM DEVELOPMENT (BCD)

 Curriculum Standards Development Division (CSDD)

 Special Curricular Programs Division (SCPD)

BUREAU OF LEARNING DELIVERY (BLD)

 Teaching and Learning Delivery (TLD)

 Student Inclusion Division (SID)

BUREAU OF EDUCATION ASSESSMENT (BEA)

 Education Assessment Division (EAD)

 Education Research Division (ERD)

BUREAU OF LEARNING RESOURCES

 Learning Resources Production Division (LRPD)

 Learning Resources Quality Assurance Division (LRQAD)

Faculty- 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 enrolment
in public schools this decade. 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 199798, teacher’s requirement stood at 11,670 to meet enrolment
increases. With 7,000 new teaching position authorized in 1997, a backlog of 4,674
teachers remained.
Curriculum & Instruction- 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. 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.

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.

3.Students

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.

Enrolment 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

DepEd reaffirms efforts to achieve ideal class size, teacher-student

In its relentless effort to provide students and teachers with environment conducive
to learning, the Department of Education (DepEd) reassured the Committee on
Basic Education and Culture of the House of Representatives (HoR) that the
Department has been conducting interventions to achieve ideal class size and
teacher-student ratio in public schools nationwide.

DepEd Undersecretary for Planning and Field Operations Jesus Mateo

acknowledged that one way of improving the learning environment is to reduce the
class size, classroom-pupil and teacher-studio ratios, and noted that cases in
urban centers may be different because of reported overpopulation, among other
contributing factors.

“Kung titingnan natin, yung teacher-pupil ratio dating nasa 1:45. For School Year
2017-2018, the teacher-student ratio is 1:31 for the elementary level, 1:36 for
Junior High School level, and 1:31 for Senior High School level,” Mateo
 enumerated.

The clarification was made in response to House Bill 473, or An Act Regulating
Class Size in All Public Schools and Appointing Funds Thereof, which proposes
that a class to be handled by one teacher shall be fixed at a standard size of 35
learners, with a maximum of no more than 50 students.

Further, Undersecretary Mateo pointed out, “Hindi po one size fits all ito.
Halimbawa, sa Kinder, ang ating ginagamit na parameter ay 25
learners tapos maximum 30. Ibig sabihin nito, we try to hit the 1:25 pero pag
sumobra nasa 31, decision point yun na magdagdag ng guro. Pagdating
sa Grades 1 and 2, ina-attempt natin na magkaroon ng 1:30, 36 is decision point
to provide additional teachers. Pag dating sa Grade
3, ang maximum nasa35. Pagdating ng Grade 5-10, ang planning
parameter ay 1:40. Sa SHS, bagama’t1:40 din ang ating planning parameter, we
have to factor in the subject specialization of teachers.”

Aside from reducing class size, the Department’s efforts to provide an

environment conducive to learning include acquisition of land for school sites,
construction of multi-story school buildings in areas with limited land space, and
use of shuttle services in cooperation with LGUs to transport students to schools
with available classrooms. DepEd also conducted early registration activities to
prepare for arising issues and concerns that learners, teachers, and parents may
encounter in the upcoming School Year.

Moreover, the Department has requested for the creation of more non-teaching
positions for support staff in schools such as bookkeepers, disbursing officers,
among others, to ensure that teachers will have more time to focus on lesson
preparations and conduct of classes.

4. Research

Research – a systematic process of collecting and analyzing data to

increase the understanding of a topic 2. Research Agenda – a document
containing a list of priority education research areas to guide DepEd and its
stakeholders in the conduct of research.

The Department of Education (DepEd) hereby issues the enclosed

Supplemental Research Guides and Tools for DepEd personnel who are interested in
conducting research. This is in support of DepEd Order No. 16, s. 2017 entitled
Research Management Guidelines

The research guides and tools aim to provide guidance for those who
intend to conduct research as well as those who plan to seek funding through their
respective school’s division, regional, and national research committees. These tools
may also guide research managers in evaluating research proposals and may be used
in providing technical assistance on conducting research.

Tool Description

Enclosure No. 1 This form aims to help researchers develop the structure of
their research proposal and to ensure alignment of the overall
Writing a Research Proposal approach to the research problem.

Enclosure No. 2 This tool aims to guide teachers in the process of developing
and implementing action research to improve student learning.
Classroom-based Action
Research

Enclosure No. 3 This tool aims to aid the researchers in addressing and
incorporating the suggestions and comments from the research
Response to Suggestions and committees.
Comments of Research
Committees
4. These supplemental tools and guides are properties of the DepEd. All the enclosures,
in whole or in part, are not for sale and shall not be used for any profit-generating
activities. Violation by any individual or organization will be dealt with accordingly.

5. For more information, all concerned may contact the Policy Research and
Development Division-Planning Service (PRD-PS), Department of Education (DepEd)
Central Office, DepEd Complex, Meralco Avenue, Pasig City at telephone no. (02) 635-
3976 or through email at ps.prd@deped.gov.ph.

As it strives for evidence-based policy making, the Department of Education

(DepEd) continues to encourage the conduct of research by its personnel. Notable
initiatives in this vein include the adoption of the Basic Education Reform Agenda (as
DepEd Order 39, series of 2016), the conduct of the National Research Management
Conference held in Baguio in November 2016, and most recently, the implementation of
the Research Management Guidelines (RMG) last March 2017.

“The RMG provides guidance in managing research initiatives in the national, regional,
division and school level,” stated Undersecretary for Planning and Field Operations
Jesus Mateo in a Memorandum.
Contained in DepEd Order No. 16, series of 2017, the RMG is intended to strengthen
the culture of research in the Department. It builds on previous issuances regulating the
use of the Basic Education Research Fund (BERF) and provides additional guidance in
managing research initiatives at all levels of governance.

Most notably, it establishes Schools Division Research Committees to oversee research

at the Schools Division level, and provides holistic guidance for the entire research
management cycle – from the call for proposals to dissemination and archiving. It also
improves support mechanisms for research by allowing for the use of additional funding
sources, providing a framework for establishing research partnerships, and specifically
setting aside funds to support the policy.

To officially introduce the new guidelines, the Policy Research and Development
Division (PRD) will embark on its second nationwide Research Caravan. At each of the
Caravan’s 18 regional stops, representatives from PRD and the Regional Planning,
Policy, and Research Division will orient regional and school’s division office personnel
and address broader concerns related to the conduct of research. It is hoped that such
an orientation will raise further awareness of research-related concerns and improve the
Department’s capacity to handle them.

“The policy also improves support mechanisms for research such as funding,
partnerships and capacity-building, but more importantly it reinforces the research to
education through dissemination, utilization and advocacy,” Mateo added.
Interested Department personnel may submit research proposals on the following
areas: a) Teaching and Learning; b) Child Protection; c) Human Resource
Development; d) Governance; e) Gender and Development; f) Disaster Risk Reduction
and Management; and g) Inclusive Education.

Any comment or inquiry regarding the RMG or any research-related matters in DepEd
may be forwarded to the Policy Research and Development Division at DepEd Central
Office through ps.prd@deped.gov.ph.

5. Extension & Community Involvement

Objective 1: Inform the community/state regarding the expertise, educational initiatives

and scholarly contributions of the department faculty, staff and students.
Objective 2: Gain broad recognition for the strength
Objective 3: Increase the outreach & service programs extended to the local community,
school districts, community colleges, tribal nations and other community-based
organizations.
Objective 4: Seek interdisciplinary/multi-disciplinary alliances to enhance outreach
efforts emanating from the department

1.Outreach and service programs offered to local community

2. Participants served through outreach and service programs
3. Recognition, awards and distinctions received by faculty and students
 6.Library- Policies and Programs for School Library Development

A school library is very important in the attainment of the objectives of education. Its
main function is to make instructional materials available and accessible to teachers and
learners in order to develop positive reading/study habits and develop the ability to use
those materials efficiently and effectively as tools of learning.

The library is a service center, reading center, guidance center, material production
center, and most importantly teaching-learning center. The library should be the center of
a school being an integral and indispensable part of it.

Each elementary and secondary school must have a functional library. Schools
without libraries must establish them, those with libraries must improve them. Refer to
Enclosure 1 for details.

School libraries should procure basic print supplementary materials, in addition to

adequate copies of textbooks and teacher’s manuals, in accordance with the Guidelines
on Supplementary Materials Intended for Public Elementary and Secondary Schools.
Refer to Enclosure 2 for details.

Monitoring of school libraries should be done regularly by DECS central office,

regional offices, and/or school heads.

Immediate dissemination of the contents of this Order to all concerned is enjoined.

7. Physical Plant, Facilities & Laboratories

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
Activity

8. Administration

This strand ensures the efficiency to support the organization as a whole to focus
on its core business and thus attain its targets

Functions include internal management and support to operations as provided in the

Administrative Code of 1987 and other legal issuances, and produces the reportorial
requirements of government oversight agencies (e.g. DBM, CSC, COA, etc.)
 Offices under Finance and Administration:

FINANCE SERVICE (FS)

 Accounting Division (AD)

 Budget Division (BD)
 Employee Account Management Division (EAMD)

ADMINISTRATIVE SERVICE (AS)

 Asset Management Division (AMD)

 Cash Division (AS-CD)
 Education Facilities Division (EFD)
 General Services Division (GSD)
 Personnel Division (AS-PD)
 Records Division (RD)
 Baguio Teachers Camp (BTC)

PROCUREMENT SERVICE (ProcS)

Procurement Planning and Management Division (PPMD)

 Contract Management Division (CMD)

 Bids and Awards Committee (BAC) Secretariat