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PAMANTASAN NG LUNGSOD NG MAYNILA Graduate School of Management 3rd Trimester 2011-2012

DEVELOPMENT PLANNING (DPM 613)

IVY M. BOCA
STUDENT

DR. DIONY V. VARELA


PROFESSOR

PHILIPPINE EDUCATION DEVELOPMENT

Outline
Introduction Sectors Involved - Philippine Education - Major Governing Bodies in Education Sector - Different Bureaus Involved in Philippine Education - The Very Organization Involved in Philippine Education - Attached Agencies Involved in Education - Philippine Educational System ( Development Plan)

Issues,Problems,Challenges and Needs Recommendation ( Development Plan) Conclusion References

Department of Education, Philippines

Executive Departments of the Philippines

Bureaus Elementary Education Non-Formal Education National Education Testing and Research Centre Secondary Education Physical Education and School Sports School Health and Nutrition Centre

Organization Centre for Students and Co Curriculum Affairs

Attached Agencies Commission on Higher Education (CHED) National Book Development Board (NBDB) Professional Regulation Commission (PRC) Technical Education Skills Development Authority (TESDA)

PHILIPPINE EDUCATION

Governance of Basic Education Act of 2001( RA 9155) aims to improve the delivery of public basic education services through a new governance framework that is built on decentralization. The management of the Philippine education system has been trifocalized since 1994. Responsible for basic education is the Department of Education (DepEd) whose bureaucratic arrangement reflects the political management system of the country. Middle-level skills development which includes technical vocational education and training is managed by the Technical Education and Skills Development Authority (TESDA) Higher education is managed by the Commission on Higher Education (CHED)

4 MAJOR GOVERNING BODIES IN EDUCATION SECTOR


1.

Commission on Higher Education - Dr. Patricia Licuanan

attached to the Office of the President for administrative purposes. established on May 18, 1994 through Republic Act No. 7722 or the Higher Education Act of 1994 which was authored by Senator Francisco Tatad. creation of CHED was part of a broad agenda for reforms in the country's education system, outlined by the Congressional Commission on Education (EDCOM) in 1992. Centers of Excellence (COEs) and Centers of Development (CODs) are higher education institutions (HEIs) both public and private which have demonstrated the highest degree or level of standards along the areas of instruction, research and extension. Manages Higher Education

2. DEPARTMENT OF EDUCATION
Secretary - Hon. BR. ARMIN A. LUISTRO FSC Responsible for basic education is the Department of Education (DepEd) whose bureaucratic arrangement reflects the political management system of the country.

Provide a broad general education that will assist each individual in society to attain his/her potential as a human being, and enhance the range and quality of the individual and the group; Help the individual participate in the basic functions of society and acquire the essential educational foundation for his/her development into a productive and versatile citizen; Train the nations manpower in the middle-level skills required for national development; Develop the high-level professions that will provide leadership for the nation, advance knowledge through research, and apply new knowledge for improving the quality of human life; Respond effectively to changing needs and conditions through a system of educational planning and evaluation.

3. TESDA

Secretary Joel Villanueva Director General,TESDA

Manages middle-level skills development which includes technical vocational education and training.

Vision TESDA is the leading partner in the development of the Filipino workforce with world-class competence and positive work values. Mission TESDA provides direction, policies, programs and standards towards quality technical education and skills development.

DIFFERENT BUREAUS INVOLVED IN PHILIPPINE EDUCATION -1. ELEMENTARY EDUCATION

also known as "primary school" or "grade school" (Filipino: paaralang elementarya, sometimes mababang paaralan) consists of six grades (grades 1-6). primary level, which includes the first three grades (grades 1-3), and intermediate level, which includes the last three levels (grades 4-6).

Curriculum: core subjects: Mathematics, Science, English language, Filipino language, and Makabayan (which includes Social Studies, Livelihood Education, and Values Education). Other (minor) subjects include: Music, Arts, and Physical Education

2. SECONDARY EDUCATION

high school" / paaralang sekundarya / mataas na paaralan), of four levels largely based on the American schooling system DepEd specifies a compulsory curriculum for all high schooling, public and private. The Department of Education proposes an additional two years of compulsory education, that, is called K+12 program. After considering various proposals and studies, the model that is currently being proposed by DepEd is the K-6-4-2 Model. This model involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies.

3. NON-FORMAL EDUCATION

is designed to assist the out-of-school youth and adults who have been deprived of formal education to empower the people with "desirable knowledge, skills, attitudes, and values that will enable him/her to think critically and creatively, act innovatively and humanely in improving the quality of his/her life and that of his/her family, community and country." to reduce the number of illiterates in the country and provide them with need-based literacy programmes and also develop basic employable skills. lays thrust on the following aspects: Literacy Programs for numeracy and functional literacy of each individual Development of Livelihood Skills Expansion of Certification and Equivalency Programmes

4. NATIONAL EDUCATIONAL TESTING AND RESEARCH CENTER ( NETRC)

Leads in research, evaluation and assessment of the effectiveness of education which provide information vital of the formulation of educational policies geared towards the realization of an empowered and globally competitive Filipino. Key Programs

National Elementary Achievement Test (NEAT) National Secondary Achievement Test (NSAT) Philippine Validating Tests (PVT) Accreditation and Equivalency Program (AEP) Accelerated Learning Program for Elementary School (ALPES)

5. BUREAU OF PHYSICAL EDUCATION AND SCHOOL SPORTS


Promoting ideals of sports and physical fitness through the elementary and secondary schools. Focused in the strengthening capabilities and delivery of services in the elementary and secondary schools for students, teachers, coaches and all the partners in this undertaking. Projects
School Sports Competition Program (Special Fund) Physical Education Curriculum Materials Development Program Outreach Sports Program Regional Sports High School Teachers'/Coaches/Trainors/Officiating Officials Training Program Special Projects and International Participation Fitness Program Information, Dissemination and Marketing Program Traditional Games and Sports Program

6. SCHOOL HEALTH AND NUTRITION CENTER


KEY PROGRAMS Health and Nutrition Education School-Based AIDS Education Project School-Based Prevention and Control of Cardio-Vascular Diseases Feminine Hygiene Educational Program Oral Health Education (BSBF) Program National Drug Education Program Teacher-In-Child-Parent (TCP) Approach Preventive Nephrology Project National Drug Education Program Health Services Medical, Dental and Nursing TB Prevention and Control Program School Milk Project Breakfast Feeding Program

THE VERY ORGANIZATION INVOLVED IN PHILIPPINE EDUCATION CENTER FOR STUDENTS AND CO-CURRICULAR AFFAIRS - Is a response to popular calls for active youth participation in nationbuilding.
FUNCTIONS Policy Formulation and Review Programs and Projects Development and Implementation Inter/Intra-Agency Youth and Students Involvement Intra-Agency Cooperation and Involvement International Programs Coordination and Implementation Work Appreciation Program Coordination and Implementation Recognition and Accreditation of Youth and Student Organizations Monitoring Proposals and Suggestions for Priority Action of the Secretary Other Incidental and Necessary Functions and Assignments by the Secretary

PROGRAMS AND PROJECTS CENTER FOR STUDENTS AND CO-CURRICULAR AFFAIRS

A. STUDENT TECHNOLOGISTS AND ENTREPRENEURS OF THE PHILIPPINES (STEP)


Establishment of STEP Organizations Technical Conference and Training/Workshop Skills Development and Competitions Awards Annual Evaluation and Planning Conference and

Workshop

B. STUDENT GOVERNMENT PROGRAM (SGP)


Synchronized Supreme Pupil/Student Government Elections
Supreme Student Governments Division, Regional and National Federations

National Leadership Training for Student Government

Officers
Awards Youth Leadership Awards Celebrity Edition Peer Counseling Program Training/Workshop
National Federation of Supreme Student Governments Conference

Annual Evaluation and Planning Conference and Workshop

C. YOUTH ENTREPRENEURSHIP AND COOPERATIVISM IN SCHOOLS (YECS)

Establishment of YECS Organizations Training and Conference (Teen Negosyo) Awards Moderators Training Annual Evaluation and Planning Conference and Workshop D. YOUTH FOR ENVIRONMENT IN SCHOOLS (YES) Establishment of YES Organizations Youth for Environment Summer Camp
Massive-Intensive-Sustained Tree-Planting, Tree-Growing and Caring Annual Evaluation and Planning Conference for Tree-Planting Program Tree-

E. WORK APPRECIATION AND TRAINING PROGRAM Special Program for the Employment of Students (SPES) Government Internship Program (GIP) On-the-Job Training (OJT)

F. SPECIAL PROJECTS
SAMa-SAMa sa Eskwela School Tour Parents-Teachers Affairs Vice Presidents Academic Excellence and Exemplary Leadership Awards Presidents Outstanding Achievement and Academic Excellence Awards

G. OTHER PROJECTS AND PARTNERSHIPS Teachers Month Campaign Support for Scouting Movement International Students Exchanges Support for Science Clubbing

ATTACHED AGENCIES INVOLVED IN EDUCATION

1. 2.

Commission on Higher Education (CHED) National Book Development Board (NBDB ) A government agency mandated to develop and support the Philippine book publishing industry. Created by RA 8047 or the Book Publishing Industry Development Act in 1995.

Major Areas of Concern Enhancing the Competitiveness of the Book Industry Developing and Supporting the Creative Sector Strengthening the NBDB Enhancing Textbook Quality Procurement Enhancing Local and International Markets for Philippine Books Goals

3.PROFESSIONAL REGULATION COMMISSION (PRC)


P ROFESSIONALISM AND INTEGRITY R ESPONSIBILITY, UNITY AND ACCOUNTABILITY C OMPETENCE AND EXCELLENCE

Mandate Nurture Filipino Professionals towards technical proficiency and civic responsibility in the service of the Filipino nation Republic Act 8981 mandates the following: Institutionalization of centerpiece programs

Full computerization careful selection of Professional Regulatory Board members, and monitoring of school performance to upgrade quality of education

Updating of organizational structure for operational efficiency and effectiveness; Strengthening of PRC's enforcement powers, including regulatory powers over foreign professionals practicing in the country; Authority to use income for full computerization; and Upgrading of compensation and allowances of Chairperson to that of a Department Secretary and those of the Commissioners to that of Undersecretary.

4.TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY (TESDA

Vision TESDA is the leading partner in the development of the Filipino workforce with world-class competence and positive work values. Mission TESDA provides direction, policies, programs and standards towards quality technical education and skills development.

Figure 1. EFA in the Philippine National Plans

PHILIPPINE EDUCATION DEVELOPMENT PLAN


The current governments national development agenda is articulated in the Medium-Term Philippine Development Plan (MTPDP) 2005-2010.
To advance these component objectives, the Plan outlines six production tasks:
1. 2. 3. 4. 5. 6. 7. 8. 9.

Making every school continuously perform better. Making expansion of ECCD coverage yield more EFA benefits. Transforming nonformal and informal interventions into an alternative learning system (ALS) to yield more EFA benefits. Getting all teachers to continuously improve their teaching practices Adopt a 12-year cycle for formal basic education. Continuing enrichment of curriculum development in the context of pillars of the new functional literacy. Providing adequate public funding for country-wide attainment of EFA goals; Creating network of community-based groups to improve governance for local attainment of EFA goals; and. Monitoring progress in effort towards attainment of EFA goals.

GOVERNMENTS PARTNERS IN DELIVERING BASIC EDUCATION SERVICES

1. Private Schools 2.Civil Society Major government programs that involve private sector assistance. a.Adopt-a-School b.Brigada Eskwela. c.Sagip Eskwela. d.Operation Barrio School. e.Classroom Galing Sa Mamayang Pilipino Abroad (CGMA). 3. Local Government Units (LGUs) 4. Donors Agencies

ISSUES, PROBLEMS CHALLENGES AND NEEDS


A. Accelerating Implementation of Decentralization through School Based Management (SBM)
1. The specific reforms under RA 9155 understandably took a long time to get implemented in the system that has been used to centralized governance and reorienting DepEds organizational culture has been a slow and painful process.
2. The DepEd should carefully study critical lessons derived from projects piloting/implementing SBM. 3. The institutionalization of SBM is also being supported by two other foreign-funded projects, SEDIP and BEAM. The SEDIP is practically the secondary education version of TEEP. It has the same geographical coverage and uses the same approach. The BEAM is also provides support to schools in developing, implementing and monitoring their SIPs that was initiated in TEEP. 4. The risk, however, lies on the stability of political climate. Anytime, a new DepEd secretary may be appointed and may not support current plans and programs.

ISSUES, PROBLEMS CHALLENGES AND NEEDS


B. Optimizing Benefits on Foreign Assistance
1. Several foreign-assisted projects have been aimed at basic education in the country, threatening to overwhelm the sectors absorption capacity. 2. Commitments to major projects, especially loans, should be safeguarded from budgetary constraints. 3. Poor project management, lack of staff and frequent changes in the leadership of DepEd. 4. For the current initiatives on policy reforms and programs to work out, the DepEd needs to be firm and resolute in setting the direction and timing for various foreign assistance projects, loans or grants. 5. Sustainability is also a major issue, especially with innovations and reforms started through externally funded projects. More often, project completion reports go straight to the shelves.

ISSUES, PROBLEMS CHALLENGES AND NEEDS

C..Maximizing Contributions from LGUs


1.

2.

A large portion of the SEF is not spent wisely towards yielding better local education outcomes. The SEF should not just be limited to formal education (e.g., classroom construction and repair), but include nonformal education.

ISSUES, PROBLEMS CHALLENGES AND NEEDS


D. Harmonizing Planning and Financing and Others 1. Unpredictability in the approval process of the annual budget, particularly in Congress. Marketing the MTEF and OPIF to the congressmen and senators for them to appreciate the new framework thus becomes a major task that must be undertaken for this reform to succeed. 2. The perennial classroom backlog.Classroom shortage in 2011 is estimated at 113,000. 3. Lack of teachers. The national average of teacher-student ratio s in SY 2009-2010 stood at 1:36 for elementary and 1:38 for secondary levels , but wide disparities again existed across schools. 4. Drop outs was worst at the tertiary level, or among the 16-24 age group particularly in the degree programs at 65.8 % according to the 2007 Annual Poverty Indicators Survey ( APIS) that this was mainly due to high cost of education that had to be fully shouldered by the household.

ISSUES, PROBLEMS CHALLENGES AND NEEDS

Societal bias against Technological Vocational Education Training (TVET) and insufficient social marketing particularly among basic education students and their parents. The need to upgrade the quality of higher education programs, including S&T courses, and make them internationally comparable. Continuing job-skills mismatches, owing to low quality and relevance of education and training programs, alongside lower absorptive capacity of the economy. The main difficulty in assessing the contribution of ALS in the attainment of basic education goals in the country is the lack of sufficient data.

Philippine basic education is beset with high drop-out rates (DOR) and low cohort survival rate (CSR). According to DepEd, based on a typical cohort of children entering Grade 1, only 66 percent are able to complete elementary on the average High literacy rate according to the 2008 Functional Literacy and Mass Media Survey ( FLEMMS),about 58 million out of the estimated 67 million Filipinos aged 10 to 64 years old( 86.4%) are functionally illiterate. The major challenge for the Philippine basic education today is to reverse the declining trend in access at the same time work on service and performance quality. Past efforts have been focused on improving access to basic education that quality was compromised given budgetary constraints. And the SBM, which is the governments main strategy for both increasing equity and improving the quality of basic education, is yet to produce results.

Big Thanks Everyone !!!

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