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fC¡C¡_ ^¡ X-C& — / imh Orfti I fa?jc> o/t
NATIONAL REPORT
ON THE DEVELOPMENT OF EDUCATION
. PHILIPPINES
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS Mani-ld,, -Philippines
October 1993
NATIONAL REPORT ON THE DEVELOPMENT OF EDUCATION PHILIPPINES
TABLE OF CONTENTS
Topics Page
Innovations and Important Changes 1
New Directions of Education Policy . . . . 4
The Structure, Content, and Methods
of Education 12
Nonformal Education 16
Pre-service and In-service Education . . . 23
Educational Research 29
International, Regional and Bilateral . . . 43
Problems Encountered and Future Prospects 55
tl^ERTJ BIB.
NATIONAL REPORT ON THE DEVELOPMENT OF EDUCATION (Philippines)
INNOVATIONS AND IMPORTANT CHANGES
Improving Access and Enhancing Quality
1. Further expansion of the public elementary school network to cover most rural barangays taking into consideration the need for efficiency and quality.
1.1 Inventory of* schoolless barangays undertaken.
1.2 Identification of about 5,174 priority sites by DECS Regional Offices.
1.3 Utilisation of President's Social Fund and regular budget for the construction of classrooms.
1.4 On-going construction of first 150 PSF 2-room schools in remote barangays with insurgency problems.
1.5 Additional 200 schools for schoolless barangays included in 1993 GAA.
1.6 Budgetary provision for 5,000 classrooms with the corresponding provision for teacher requirement included in the 1994 DECS budget proposal.
1.7 DECS Order No. 38, dated June 9, 1993 issiied, instructing the completion of incomplete public elementary schools through multigrade teaching.
1.8 Budgetary provision for the construetion of additional 2-classrooms to convert incomplete elementary schools to complete elementary schools included in the 1994 DECS budget.
1.9 On-going identification of four-room schools.
2. Increasing school calendar from 185 days to 200 days, daily contact minutes for Grades I-IV and contact time for Home Economics, English, Mathematics and Natural Sciences.
2.1 DECS Order No. 1, s. 1993 issued on January 4, 1993 which provides for the opening of classes of the first Monday of June instead of first Monday after June 12, reduced Christmas break and ending of classes in March. In SY 1993-1994, these will be a total of 200 days.
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2.2 Increased daily class time from the present 220 minutes for Grades I and II to 300 minutes, Grade III from 280 to 340 minutes, Grade IV from 280 to 360 minutes and Grades V and VI from 340 to 380 minutes (per DECS Order No. 1, s. 1993). The additional time is alloted to English (80 min.), Science (40 min.) and Music (60 min.).
2.3 Science taught as an additional subject for Grades I, II and III.
2.4 Increase daily class time for Natural Sciences and Home Economics subjects in the secondary level from 60 to 80 minutes.
3. Undertaking of a clearer typology of post-secondary education: Junior College type, Community College type Technical-Vocational, academic to help set appropriate norms of quality which may vary from school to school.
3.1 Functional and institutional classification of programs and schools to be undertaken.
3.2 On-going study of programs/courses involving more than one year but less than four years of study which could foe credited towards degree programs.
4. Provision of greater autonomy and flexibility for private schools, setting of common minimum physical facilities and curz icxxlar requirements for all schools and liberalization in subject content of values education.
4.1 Lifting of moratorium on application for new courses, new schools and conversions (per DECS Order No. 116, s. 1992).
4.2 Liberalization of tuition fee policy for private schools (DECS Order No. 21, s. 1993).
4.3 Replacement of Values Education subject for third and fourth year with English, Mathematics and Natural Science subjects at the option of the school (initially for private schools).
4.4 Issuance of the revised Manual of Regulations for Private Schools in August 1992.
5. Rationalization of program offerings of state colleges and universities on a regional basis.
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5.1 Encoxiraging specialisation in each SUC and intra-regionally among SUCs with special emphasis on capital- and land-intensive courses such as agriculture, technology and engineering, and technical education.
5.2 Encouraging regional coordination among SUCs to minimize duplication of program offerings Pilot program for Region X is being prepared.
5.3 Restriction on the creation of additional campuses not specifically authorized in SUC charter. Listing and prioritization of existing campuses with emphasis on main campus.
5.4 Providing assistance to DBM in budgetary reallocation among SUCs such that elementary and secondary courses are phased out except for laboratory programs, differential incentives are provided for graduate, priority undergraduate, and associated research programs and doctoral prerequisites for full professorships are maintained.
6. Ensuring more involvement of decision makers in elementary and secondary schools by encouraging them to adopt a pubic elementary or secondary school, establishment of training programs for principals and review of selection process for school administrators.
6.1 Training of school administrators at the National Educators Academy of the Philippines based in Baguio City.
6.2 Selection of ranking school principals to handle the responsibilities of retired district supervisors whose positions were made coterminus upon retirement.
Fast Track Implementation of the Education For All (EFA)
1. Implementation of various programs under EFA
1.1 Third Country Program for Children assisted by UNICEF - integrated child welfare program.
1.2 Urban Basic Services Program - program for street children in Cebu, Pasay and Kalookan.
1.3 Project UNLAD - Unified Networking of Lead Agencies for the Development of Botolan.
1.4 Multi-grade Services Through Mobile Teaching Project in the Cordillera Administrative Region.
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1.5 Female Functional Literacy - launched in the expansion areas covering 3 Samar provinces.
2. Debt relief obtained from two Japanese banks to support 2 EFA Projects.
B. NEW DIRECTIONS OF EDUCATIONAL POLICY
Thrusts. Mission. Goals and Objectives of the DECS Bureaus
and Services f1993-1998)
Bureau of Elementary Education (BEE)
Thrust
Access and quality elementary education for all.
Mission To enable every citizen to acquire basic preparation
that will make an enlightened, disciplined, nationalistic, self-reliant, god-loving, creative, versatile and productive citizen in a national community,
Goals and Objectives
1. Enable the majority of the population to meet their basic minimum needs; and
2. Provide focused basic services to the more disadvantaged sectors at a level which shall allow them to manage and control their resources as well as benefit from developmental interventions.
o Focus social services to the poor o Direct public resources and efforts at basic social
disadvantaged regions and specific groups
Bureau of Secondary Education (BSE)
Thrust.
Access and quality secondary education
Mission
To enable every elementary graduate access to secondary education
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Goals and Objectives
1. Improve access to secondary education by establishing schools in municipalities where there are none
2. Review the overall structure of secondary education
curriculum, facilities, teachers' in-service training
Bureau of Higher Education (BHE)
Goal:
To provide opportunities for individuals to develop themselves toward self-actualization and toward seizing the high level manpower needs of national development
Objectives:
1. Enable the majority of the population to meet their basic minimum needs;
2. Provide focused basic services to the more disadvantaged sectors at a level which shall allow them to manage and control their resources as well as benefit from developmental interventions; and
3. Harness the production capacity of the country's human resource base toward international competitiveness.
Bureau of Nonformal Education (BNFE)
Mission
( ] Contribute to the improvement of the poor through literacy and continuing education programs
Goal :
Provide focused basic services to the more disadvantaged sector at a level which shall allow them to manage and control their resources as well as benefit from developmental interventions
Objectives:
1. To improve the social welfare of the poor by their basic educational attainment through programs (simple and functional); continuing (alternative learning systems for OSYs); integration of livelihood skills development programs; and
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enhancing literacy education and the to these
2. Contribute to human resource development (HRD) by providing educational opportunities to OSYs (aged 7-16).
Bureau of Technical-Vocational Education (BTVE)
Goal
Harness the productive capacity of the country's human resource base towards international competitiveness.
Bureau of Physical Education and School Sports (BPESS)
Thrust(s)
1. Physical Fitness Promotion
2. School Sports Development
3. Cultural Heritage Revival, "Ktmdiman Fiesta"
4. Natural Heritage Conservation
5. Values Development
Mission
To make the Filipino youth fit to respond adequately to the demands and requirements and the challenges and opportunities that the century may bring.
Slogan: "I am fit for the 21st century."
Goals and Objectives
1. Promote the physical fitness and health of the Filipino youth;
2. Develop lifetime participation and/or excellence in sports and physical activities;
3. Nurture appreciation of the Filipino cultural heritage and natural environment; and
4. Inculcate desirable values such as self-discipline, honesty, teamwork, sportsmanship, excellence and others.
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Educational Delivery Programs and Services
Elementary Education Program
The increased priority given to elementary edtication is consistent with the policies and strategies of the EFA Plan of Action approved in 1992. Many innovative delivery approaches have already been implemented on pilot bases and evaluated for institutionali-sation or wider replication. The local government units and NGOs are being targetted for a more intensified advocacy and active participation in the four program goals of EFA, namely: Early Childhood Care and Development, Universalization of Quality Primary Education, Continuing Education and Eradication of Illiteracy.
Unequivocal support to elementary education was accorded through a rechanneling of resources. Realignments within the DECS budget were made to augment the financial resources for elementary education. In addition, two-thirds of the President's Social Fund was committed primarily to establish new schools in barangays without an elementary school. The textbook - pupil ratio for Grades I-VI improved to 1:1. Additional teacher items were authorized to fully provide for the requirements of elementary schools.
Special Education Program
Children with special needs (gifted, or with physical, mental, psycho-social, sensory impairment, as well as those with cultural differences) are being attended to through modified ctirricula, special services and physical facilities, for* the maximum development of their potentials. Educational patterns for these children include the following:
Special Class plan (self-contained/segregated plan), resource room plan, special education centers, special schools and the itinerant-teacher plan.
On the whole, the ultimate goal of the SPED program is the mainstreaming or integration of children with special needs into the regular school system to lead an almost normal life.
A mobile training on current trends in classx*oom management and supervision of special education programs as well as the utilization of publications on special education, and educating the gifted, the Braille Code, basic sign vocabulary, and regulations and standards for special schools in the Philippines.
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Secondary Education Program
The last year of implementation of the New Secondary Education Curriculum (NSEC) under the Secondary Education Development Program (SEDP) was in SY 1992-1993. Mass training of fourth year teachers was undertaken complemented with the production, and delivery of textbooks and teachers manuals to fully support the NSEC.
The physical facilities component of the Program al3o provides for the construction of 673 packages of equipped and furnished academic classrooms, workshops and science laboratories to augment the accommodation problem in the secondary level.
Higher Education Program
In response to the issue of continued mismatch between manpower supply and demand as well as to enhance the employability of graduates, information dissemination on relevant and in-demand courses based on regional/local needs was intensified. Course offerings were rationalized to avoid duplication and undesirable competition between and among private tertiary schools and State Universities and Colleges (SUCs) through continuous review and evaluation of educational programs by the Regional Development Councils (RDCs).
Tertiary institutions modified their curricula to suit the need of their service areas. Alongside, the institutions strengthened their respective areas of specialization in developing the managerial capability of professionals in various fields in building a strong research capability in agriculture, research and technology and environment, and natural resources development.
To fully support the characteristics of autonomy, competition and responsiveness as central to the effectiveness of private institutions, the DECS has adopted a policy of non-territorial monopoly for any course offering and that fair competition is being encouraged, thus the inequity underlying many restrictions on private schools has been revoked, and therefore equality in regulatory treatment between public and private schools is now being invoked. In the middle of 1992, the Manual of Regulations for Private Education has been revised to address the stringent requirements previously provided by the DECS on private institutions.
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Technical and Vocational Education Program
Technical and vocational education went through an intensive evoltitionary process. A multiplicity of national models, forms and structures has emerged in an effort to cope with rapid technological advancements. Planners recognise that the structtires, forms, content, methods and processes of education must change to provide young people with more meaningful preparation for their future employment. Among these efforts include, among others, the conduct of a school mapping survey for the 14 regions, the development of a design on physical plant, a brochure type manual for 7 trade areas, and the development of prototype print and non-print instructional materials for automotive, electrical, electronics, civil, agriculture and fisheries.
Non-formal Education Program
Non-formal education has been one of the intervention strategies for human development especially for the educationally and economically deprived, disadvantaged population groups, socially disadvantaged, ethnic and other cultural communities. NFE objectives cater directly to the immediate and current needs of people, rather than prepare them for some future gains. In view of this, NFE is seen as the crucial strategy for empowering the poor, and the educationally disadvantaged population groups. The bureau conducts consultative conference on the School On-the-Air Program and Educational Television on "Maghanap Buhay Taya". It continues to pursue the Development of a Manual on Literacy Evaluation and a Literacy Project for the Hill Tribes.
Physical Education and School Sports Program
The main objective of school sports and physical education is to promote through the school system the physical development of the student, and to increase his level of awareness, interest and participation in sports activities. Increased access to sports and cultural activities will be ptirsued to make the school children physically sound and to develop appreciation of the cultural heritage of the country.
School Health and Nutrition Program
The main objective of the School Health and Nutrition Program is to protect, maintain and promote the health and nutrition of the school population with priority to school children in depressed areas. It has responded to the Acquired Immunity Deficiency Syndrome (AIDS) pandemic by initiating school and public AIDS Education programmes. It
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continues to intensify the adoption of Bio-Intensive Gardening (BIG) Technology in the school food production in 9,200 schools, the establishment of 40 seed production centers in line with the Alay Tanim Pangkabuhayan. It also continues to strengthen health and nutrition education in 561 public elementary schools utilizing the Teacher-Child-Parent Approach.
Educational Testing and Research Development Program
The National Educational Testing and Research Center (NETRC) assumes the lead role in the education sector in the field of educational measurement, evaluation and research as a means of providing information necessary to improve the state of the educational system. Among the tests that are annually developed are the National College Entrance Examination (NCEE), the National Technical and Vocational Examination (NTVE), and the Philippine Educational Placement Test (PEPT). The Center, in collaboration with the Civil Service Commission, develops annually the test for the Philippine Board Examination for Teachers (PBET). The Center will also develop the National Elementary Achievement Test (NEAT) and the National Secondary Achievement Test (NSAT).
Cultural Development Program
The main objective of the'cultural agencies of the DECS is to preserve, conserve, restore and enrich the cultural heritage, customs and traditions through its cultural agencies. The various cultural agencies of the DECS namely: National Museum, National Library, National Historical Institute, Records Managements and Archives Office have formulated their respective programs and projects based on this thrust.
Special Programs
DECS has initiated a number of special programs to address equity, quality and efficiency in education. Among these are the following:
1. Government Assistance to Private Education (GASTPE)
RA 6728 paved the way to increase government assistance to private education.
a. Education Service Contracting (ESC) scheme provides financial assistance for tuition and other school fees of turn away students from public high schools in view of enrolment overflows.
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b. Tuition Fee Supplement is geared for stiidents enrolled in priority courses in post secondary and non-degree programs including vocational and technical courses.
c. Private Education Student Financial Assistance (PESFA) is made available to underprivileged but deserving high school graduates who wish to pursue college/technical education in private colleges and universities.
Education For All (EFA)
Consonant with the launching of Education For All (EFA) Program, the National Project Management Team on EFA has been primarily responsible in ensuring the implementation of the Plan of Action which stresses Early Childhood Care and Development, Universalisation of Primary Education, Eradication of Illiteracy and Continuing Education.
Technical Panel in Higher Education
Operationalisation of the Technical Panels, composed of experts from the academic, professional organizations and government, advise the Secretary through the Board of Higher Education, in the setting of standards for curriculum, faculty and physical facilities for the different disciplines and in the evaluation of current and proposed course offerings.
School Building Program (SBP)
This program provides for the construction of classrooms, science laboratories and multi-purpose workshops and the provision of equipment for instruction for selected elementary and secondary schools within the typhoon belt of the country. The program is implemented through the regular SBP funded from the General Appropriations Act, Presidential Social Fund, Japan International Cooperation Agency (JICA), Local Government Infrastructure Fund (LGIF), etc.
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C. THE STRUCTURE, CONTENT, AND METHODS OF EDUCATION
Educational Ladder
The Philippine Educational System includes an elementary, a secondary and several tertiary courses. The elementary course comprises six years, the first four years termed as primary grades and the last two years, intermediate grades. The secondary course consists of four years. The tertiary or collegiate course ranges from one to nine years. Normally, a baccalatireate degree takes four years while graduate and post-graduate courses normally take 2 to 3 years to complete.
A number of schools offer pre-school education to young children with ages 4-6 years. Formal schooling starts with the 7-12 year old children. Public elementary and secondary education are supported by the national government, the former as mandated by the Constitution and the latter by RA 6655 (Free Secondary Education Act).
Elementary school graduates are admitted into the secondary level which is a continuation of elementary edtication program and a prepax-ation for higher education. Curricular offerings are classified as either general or vocational/technical secondary. Elementary and secondary education levels are considered basic education. Graduates of the secondary schools are admitted to the collegiate/university level provided they pass the National College Entrance Examination. At a glance, the educational ladder is shown in the following page.
Source: Education in the Philippines, MECS, 1986.
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PHILIPPINE EDUCATIONAL LADDER
¡Years in Í School
9 8
! 7 ! 6 Í 5 Í 4
! 3
! 2 ! 1
! 4
! 3 ! 2 Í 1
Í 6 ! 5
! 4 ! 3 Í 2 ! 1
! Normal iAge
Í 25 ! 24
23 22 21 20
19
18 17
16
15 14 13
12 11
10 9 a 7
6 5 4 3
¡Level
T
! H
I
R
D
S E C 0 N D
F I R S T
0 P T I 0 J N Í A L Í
¡Curricular ! ¡Program ¡
Î Graduate/Post Í ¡Graduate Studies Í Gen. Higher Educ.¡ ¡Prof'l. Courses ¡
2-year Post Sec. ! Course ¡
Tech'l.-Voc'l. ! Education ¡
SECONDARY 'EDUC. ! . General Educ. !
. Vocational/ ¡ Technical Sec.¡
ELEMENTARY EDUC. ! . Intermediate !
. Primary !
Kindergarten ! and Nursery ¡
Mandate. Mission. Functions, and Objectives of the Department of Education-, Culture and Ssports
Mandate
The Department of Education, Culture and Sports is the principal agency of the Philippine Government which is responsible for education and manpower development of the
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population. As embodied in the Constitution: "The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all." (Art. XIV, Sec. 1)
Mission
The DECS is imbued with the following missions, namely: (a) to administer a complete, adequate and integrated system of education, both formal and non-formal; (b) to supervise and regulate appropriately all educational institutions; and (c) to develop and promote culture and sports in order to prepare the present and the next generation for life.
Functions
f ^ The Départaient shall be primarily responsible for the formulation, planning, implementation and coordination of the policies, plans, programs and projects in the areas of formal and non-formal education at all levels: elementary, secondary, higher, technical-vocational, non-formal, sports and culture; supervise all education 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.
Objectives
The educational system aims to:
1. Provide for a broad general education that will assist ,-•- each individual in the peculiar ecology of his own ( ) society, to (a) attain his potentials as a human being;
(b) enhance the r*ange 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;
2. Train the nation's manpower in the middle-level skills required for national development;
3. Develop the professions that will provide leadership for the nation in the advancement of knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation.
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The DECS Administrative Structure
The current Department structure consists of two parts: the Central Office and the field offices which consist of regional and sub-regional levels. The Department proper consists of the Office of the Secretary; five services, namely; Office of Planning Service, Financial and Management Service, Administrative Service, Human Resource Development Service, and Technical Service; six bureaus, namely: Elementary Education, Secondary Education, Higher Education, Non-Formal Education, Technical and Vocational Education, and Physical Education and School Sports; and Centers, such as: School Health and Nutrition and National Education Testing and Research.
The field offices consist of 14 regions, each headed by a Regional Director; 126 school divisions, each headed by a School Division Superintendent; and 2,123 * school districts, headed by a District Supervisor. The Autonomous Region for
(^~\ Muslim Mindanao (ARMM) created by R.A. 6734 is operationally linked to the other regions through its own DECS headed by Secretary.
Attached agencies to the Department are the following cultural agencies; National Museiim, The National Library, National Historical Institute, and Records Management and Archives Office. Other offices are: Instructional Materials Corporation, Instructional Materials Council, Educational Development Projects Implementing Task Force, Educational Assistance Policy Council, National Youth and Sports Development Board, National Social Action Council, National Board for Teachers, and Boy/Girl Scouts of the Philippines.
(See attached DECS Organizational Chart)
(' ) .DECS Personnel
Among the government agencies, the DECS has the biggest personnel force composed of the teaching personnel, related teaching personnel which includes principals and supervisors, non-academic personnel, regional and central office personnel serving the interest and welfare of about 16.9 Million students in the country. As of CY 1993, DECS had a total personnel complement of 442,480. Of this number 390,332 or 88.21 percent are composed of teachers from the three levels while 46,828 or 10.58 percent belong to the category of related teaching positions. Non-academic personnel compose 5,320 or» 1.20% consisting of personnel from the cultural agencies, regional offices and central office.
* SY 1989-1990.
15
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D. NONFORMAL EDUCATION AND TRAINING (1992-1993)
Nonformal education and training was focused on three program areas, namely: functional literacy, livelihood skills development and values development. It continued to supplement and complement formal education in the delivery of the educational services to the target clientele.
For better implementation of the functional literacy program, the Bureau of Nonformal Education (BNFE), in its aim to reduce, if not totally eradicate illiteracy and contribute to poverty alleviation in the country, provided leadership and direction in the implementation of literacy programs/projects/ activities such as:
1. Female Functional Literacy and Parent Education
This nonformal education component of the Area-Based Child Survival and Development (ABCSD) Program under the Third Countx^y Program for Children (CPC III) of UNICEF provides parents, particulai-ly mothers with essential competencies/skills to better perform their roles in child survival, protection and development. Target areas of this project were the seven (7) ABCSD provinces, namely: Sulu, Basilan, Tawi-Tawi, Maguindanao, Lanao del Sur, Negros Occidental and Ifugao. A total of seven training-workshops were conducted in these areas, the outputs of which were facilitators guides, primers and other support training materials. Monitoring and evaluation of the project was conducted by the BNFE and the CPC III-EFA Task Force from July to December 1992.
2. Literacy Project for Cultural Communities
This project aims to provide more accessible educational services to cultural communities/groups who are unable to attend formal schooling in Region X. During the year, two training activities were conducted under this project: the (i) development of literacy project for hill tribes, and (ii) literacy materials development for the cultural communities.
3. Development of Literacy Measures
In view of the need for a more useful tool for identifying illiterates, the ENFE undertook a project on the development of literacy measures which could be employed in line with the focused targeting that it has decided to do vis-a-vis its new NFE vision and mission at the threshold of the 21st century.
The development of literacy meaures was a pioneering effort which was made possible through collaboration between BNFE-DECS and UNESCO PROAP.
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Three seminar-workshops were conducted to develop the literacy measure. These were participated in by selected BNFE staff and experts from the academe and other DECS officers involved in basic education and testing.
The final draft of the literacy measure consisted of seven items that would measure the functional literacy target clientele. This is accompanied by the Manual of Instructions indicating the manner of administration of the measure and its scoring.
4. Development and Production of Instructional Materials for Eradication of Illiteracy and Functional Literacy
A primer for Level I of literacy and a facilitator's guide were developed, finalized and submitted for bidding. Another set of materials, consisting of booklets, posters, folder poster, comics and facilitator's guides were also developed and finalized for printing. In addition to these, a continuum of basic life skills for three levels of literacy was finalized and produced.
5. Technical Backstopping/Assistance on the Development of
Selected BNFE staff provided technical assistance/back-stopping on the development of literacy materials for:
- Project UNLAD, held at Botolan South Central School, Botolan, Zambales, during the third and fourth quarters of 1992
- Workshop on the Development of Post-Literacy Materials: Literacy cum Livelihood for FFL-Parent Education held at Sultan Kudarat, Maguindanao in August 1992
- Functional Literacy Training for Cultural Communities held in DECS Region IV (for Mangyans of Oriental Mindoro) in cooperation with the Office for Southern Cultural Communities (OSCC)
- Training of DECS-PNU-NFE Scholars on the Development of Skills-Based Literacy Materials, in December 1992 in Cavité.
6. Organization of the Literacy Coordination Council (LCC)
The Literacy Coordinating Council (LCC) is an intergency body administratively attached to DECS particularly to the BNFE. It was created by RA 7165 to carry out the policy of the State "to give the highest priority to the adoption of measures for the total eradication of illiteracy."
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The following activities were conducted by the BNFE preparatory to the operationalization of the LCC.
- Conduct of organizational meetings on 7 October and 11 November 1992
- Preparation of implementing guidelines for RA 7165 (LCC) and the staffing requirements and Terms of Reference of the LCC Secretariat.
- Preparation of the conceptual framework for Literacy Mapping
7. Development of an Alternative Learning System (ALS)
The development of the Alternative Learning System in the Philippines is essentially a research and development project (R&D) with the following components: 1) development of non-school based essential learning continuum; 2) development of alternative delivery modes; 3) development of learning materials; and the 4) development of an expanded accreditation and equivalency system.
For the past year, the BNFE accomplished the following for the above given components:
1) Key officials and selected technical staff were involved in the development of Essential Learning Continuum (ELC) by providing valuable inputs and technical assistance particularly in the fleshing-out and levelling of competencies for the ALS clients. This activity followed the validation of the Essential Learnings Framework developed earlier through Development A Curriculum (DACUM).
2) The School-on-the-Air Programs's (SOTAP'S) development as an alternative delivery mode and materials was pursued through the following activities: a) the preparation of 144 radio scripts in English, Filipino, Heograpiya, Kasaysayan/Sibika 100 of which were produced for airing, b) preparation of an instructional manager's manual and learner's booklets for SOTAP implementors and participants, c) conduct of an orientation and training of forty (40) SOTAP managers and implementors last September 2-3, 1992 at DECS-NCR Regional Educational Learning Center, and d) the training for a cox e of radio scriptwriters and producers in a workshop held last Dec. 7-17, 1992 at SEAMEO-INNOTECH.
3. The development of an expanded accreditation and equivalency system was started by consulting and coordinating with the key officials of the National Educational Testing and Research Center (NETRC)
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8. Breaking Ground for Community Action on Child Labor (UNICEF-ftssisted)
Five (5) learning materilas for out-of~school working children were submitted to UNICEF for printing.
Research findings on the School Performance of Working and Non-working Children were disseminated during a one-day conference held at RELC, Marikina on November 26, 1992.
9. Development of Instructional Materials for Katarungang Pambarangay
As part, of the instructional materials package for Katarungang Pambarangay, guides for utilization of the materials were developed by selected BNFE staff using DILG funds.
10. Field Implementation of Literacy Projects and Activities
In line with the government's equity concern, functional literacy •classes were organized in the 14 regions. A total of 6,320 classes with 14% increase over» last year's 5,528, were organized with an enrolment of 151,091 consisting of 61,542 or 41 percent out-of-school youth and 89,549 or 59 percent adults. The total enrolment of 119,162 has a breakdown of 53,085 or 45 percent out-of-school youth and 66,078 or 55 percent adults. This year, Region VI recorded the most number of participants in functional literacy with a total of 35,969 enrolles while the most number of graduates, 25,629, was reported by region IV.
As compared to the CY 1991 data, this year has a remarkable increase in terms of number of classes, enrolment and graduates in functional literacy but is still 36% short of the target clientele for the year which is 188,300..
In support of the economic recovery progi'ams of the government, livelihood skills development projects and activities were implemented in the regions.
Under their program, a total of 12,473 classes equivalent to 19 percent increase over that of last year were organized in the 14 regions with an enrolment of 246,324 consisting of 113,095 or 46% out-ot-school youth and 133,229 or 54 percent adults. The year's total enrolment was a 19 percent increase over last year's 233,303 enrolment in 10,482 classes. However, this was still 58 percent lower than the target clientele for the year. Of the total enrolment, 217,801 or 88 percent graduated of which 99,127 or 46 pertcent were out-of-school and 115,674 or 54 percent were adults. Among the 14 regions, NCR had the biggest number of enrolles, 29,820, but the region with the highest number of gradxiates was Region VI with a total of 29,239 compared to NCR which has only 24,774.
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These shortfalls were attributed to the lack of items for the district NFE coordinators/teachers. Most of these NFE coordinators are given teaching loads, instead of being fulltime coordinators. Furthermore many of the trained NFE coordinators are promoted each year and several of the NFE coordinators left are untrained or are not well-trained. Another reason is the absence of incentives, like travel allowances for the field implementors for efficient supervision of the classes.
Other Training Activities
The Bureau conducted a series of In-House seminar-workshops to orient its staff on current issues and concerns of NFE and inmprove work performance and relationships.
A Consultative Conference-Workshop for NFE Chiefs and Asst. Chiefs was held at the Palawan Agricultural College on May 11-13, 1992, with the theme, "Towards a Productive Community-Based NFE Program". In this workshop, the participants identified specific problems and issues that constrain the effective delivery of NFE services. They deliberated on the new NFE vision and mission, discussed the strategies, programs, organization and structure that will facilitate its realization and formulated a community-based NFE program for trial run in each region.
An Inter-agency Consultative Conference on Nonformal Education was also conducted by the Bureau for representatives from government and non-government agencies in the country involved in NFE. The objective of this conference was to develop a shared vision of NFE and strategies for strengthening interdepartmental and inter-agency collaboration and linkages in NFE.
A Technical Working Group Meeting was conducted by the Bureau in collaboration with UNICEF and UNDP on September 21-25, 1992 at Imus Sports Center, Imus, Cavité. Outputs of this meeting were an annotated agenda for the Strategic Planning Seminar (SPS), working papers for the SPS, one examplar strategic plan, and a simple project profile illustrative of inter*-departmental and interagency collaborative efforts in NFE.
The Bureau conducted five Inter-agency Strategic Planning workshops in clusters of regions from October to November 1992. The outptzts of the workshops were project profiles and action plans which are illustrative of GO and NGO collaboration.
The Educational T.V. Beauty School Plus "Maghanapbuhay Tayo" Programs continued to serve as a medium for* reaching the OSY and adults in their homes so that they could learn from the demonstration by selected NFE trainors in short-term livelihood skills courses. This TV Program is aired on Channel 9 from 3:00 to 4:00 p.m. every Thursday. After four (4) months of televiewing, all learners are assembled for a practicum. Their
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performance in the practicum is a requisite for the issuance of Certificates of Completion. A total of 3,800 home viewers have already graduated in courses like hairstyling, recycling, handicrafts and cosmetology.
The 1992 NFE Christmas Bazaar, which showcased the products/outputs of NFE projects, was held at the DECS ground on December 15, to 23, 1992. It was participated in by the different DECS regional NFE offices in the country.
The ADB-Assisted NFE Projects
The development and finalization of the Memorandum of Understanding Between the DECS and the Loan Fact-Finding Mission of the ADB on the Proposed NFE project was accomplished as targetted.
Other significant accomplishments and activities relative to the project were as follows:
- Meeting/consultations/fora with EDPITAF, ADB and other government and non-government officials and staff
- DEC on past, present and fxiture programs and projects on non-formal education
Preparation of projects and activities along the three project components, namely: Functional Literacy Continuing Education, and Capability Building
For a more systematic records management, a training workshop was conducted on Institutionalizing Management Information System (MIS) in NFE at DAP, Tagaytay City, on October 19-23, 1992 with 41 participants.
To strengthen the implementation of the NFE programs and projects, the BNFE maintained its linkages and coordination with GOs and NGOs both local and foreign.
To ensure the realization of project objectives and to gather information for the continuance or discontinuance of the project, a monitoring and evaluation scheme was designed. A set of indicators for each NFE project was developed to serve as guideposts for monitoring.
Nonformal Education and Training Accomplisments from First to Third Quarter 1993
Trainings:
1. Semestral Consultative Conference for NFE Chiefs and Asst. Chiefs
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2. In-House Training for BNFE personnel
3. Parent Education and Female Functional Literacy three day orientation/organization and financial planning workshops for the three provinces of Samar (Western, Eastern and Northern)
4. Five (5) day training on Literacy Materials Development at Batangas, Eastern Samar, June 21-25, 1993
5. Two (2) experts meetings re: literacy mapping
6. Consultative Conference for the ALS WSC members of BNFE: Feb. 1993
7. Refinement of Essential Learning Curriculum (ELC) April 27-29, 1993 at RELC, Marikina with 23 participants
8. Series of three (3) writeshops on radio scriptwriting for school-on-the-air program at RELC-NCR, Conception, April, 26- May 4, May 24- June 1 and June 14-22, 1993
9. Skills Training on the Development of Area Based Instructional Materials for Parent Education and Female Functional Literacy, Tacloban City, August. 9-14, 1993
10. Two-day Consultation on RA 7165, July 29-30, 1993
11. Consultative planning with Region V and XII for Functional Education and Literacy Program (FELP),September 13-17, 1993
12. Conduct of three monthly meetings of inter-agency core group for Parent Education and Female Functional Literacy - July 23, 1993, August 3, 1993, September 8, 1993
13. Conducted meeting with UP-ERP re Ethnographic Study, September 16, 1993
14. Two-monthly meetings of Literacy Coordinating Council and referendum - July 22, 1993, and September 30, 1993
Other Activities:
1. Orientation of Training Needs Assessment (TNA) Questionnaires
2. Administration of Questionnaires to selected Regions NCR and Region IV
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3. Educational services through TV as alternative delivery mode to reach out OSY and adults. One thousand (1,000) learners graduated during the third quarter on livelihood skills training via television program.
4. Review 1992 BNFE and update programs/projects for the calendar year 1993 based on previous accomplishments.
5. Consolidated finalized report of rht Inter-agency strategies planning in clusters of regions as per DECS Memo No. 177, s. 1992.
6. Prepared TNA working papers in consultation with UP ' consultants
7. Review and finalization of learning materials for level II and III, DAP, Pasig, May 31 to June d4, 1993
8. Printing of literacy materials for levels I and II
9. Pilot tested literacy mapping instrumentsin two barangays of Cavité and Batangas
10. In coordination with UP group, conducted needs assessment enhancing readiness.
11. Facilitate the preposition of the workplan and budget estimate for the CLRC Project in (21) venues: San Jtian, Manabo, Abra; San Juan, Bayugan, Agusan del Sur
12. Assess the training needs of NFE Programs personnel, Division NFE Supervisors, and District NFE Coordinators.
13. Community Learning and Resource Center (CLRC) for a more efficient communication system between UNESCO and BNFE may minimize delays
14. Participated in NSO Literacy Mapping Training, July 27-28, 1993 and NSO Literacy Mapping Provincial Training -August 2-6, 1993
15. Review and finalize learning materials for levels II and III, September 20-24, 1993
E. PRE-SERVICE AND IN-SERVICE EDUCATION
E.l Pre-Service Training of Teachers
All teachers complete a foux -year degree program. The usual programs are the Bachelor of Secondary Education and Bachelor of Elementary Education. Specialist programs are also
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available in agriculture, business, industrial and physical education. Courses include a core of general education, at least one year of professional education and studies in the major teaching area. Curricula for each program are approved by the Bureau of Higher Education and institutions have flexibility to vary these models.
Non-education graduates may complete an 18 units Certificate of Professional Education in order to qualify as primary or secondary teachers.
After completion of these programs, the students are required to take the Philippine Board Examination for Teachers (PBET) to qualify them to teach both in the elementary/secondary levels.
Up to this time, the curriculum for the pre-service training is still the 1986 curriculum based on MECS Order No. 35 s. 1986 with some modifications and revisions in accordance with DECS Order No. 3 s. 1993, which provides for* new minimum requirements in the General Education and other components of initial bachelor's level courses of study.
In the field of teacher education, comments and recommendation to House Bill No. 1875 entitled "An Act to Strengthen Teacher Education in the Philippines by Establishing Lead Teacher Training Institutions, Approriating Funds Therefore and for other Purposes," were prepared. The human and material resources invested on institutional networking was found to be gaining ground. The scheme was aimed at developing a network of cooperation and support of quality teacher education. Specifically, critical/priority areas of concern have been identified for which assistance and commitment of capable teacher training institutions will be enlisted. A DECS Order on this networking has already been disseminated and some DECSROS have already organized their own network.
On the other hand, adhoc bodies of experts in various fields of specializations or disciplines including teacher education have been strengthened to provide the required expertise and serve as consultative, advisory and recommendatory body to the DECS, through the BHE and the Board of Higher Education. These are the Technical Panels which are involved in the areas of development and revision of policies and standards and monitoring and evaluation instruments, setting directions for their specific programs, and actual monitoring and evaluation of programs.
As a result of the workshop participated in by members of the Technical Panel for Science and representatives of institutions offering science education programs nationwide, policies and standards for Basic Science and Mathematics components of teacher education as contained in DECS Order No. Ill s. 1990 are now ready for review and possible amendment.
E.2 In-Service Teacher Training
Training activities at the national, regional, district and school levels are conducted by DECS, teacher education institutions, other government and non-government agencies, international agencies such as UNESCO, UNICEF, etc. as part of staff development programs and to meet in-service training needs of teachers.
DECS through linkages with other agencies and associations, local or foreign, initiates, plans and implements in-service training programs. Such programs take the form of conventions, conferences, short-term courses, summer institutes, workshops, and seminars. These activities are designed for teachers, supervisors and administrators of various levels.
Prior to implementation of its New Elementary School Curriculum (NESC) and the New Secondary Education Curriculun (NSEC) under the PRODED and SEDP respectively, several training programs for teachers were organized by DECS in cooperation with Fund for Assistance to Private Education (FAPE) and selected teacher training institutions. These programs were done at the national, regional, district and school levels.
With the launching of PRODED in 1983 and SEDP in 1989 massive staff development programs were institutionalized.
For CY 1992, the Bureau of Elementary Education (BEE) conducted the following training programs.
1. For Elementary School Administrators:
- Orientation Seminar on the Utilization of the Handbook on Maintenance of School Facilities and the Manual on Specifications of Instructional Tools and Devices.
- Seminar-Workshop on Management of Learning Resource Centers (LRCs) to enhance competencies of managers in the management of LRCs, Advanced LAC Leader* Training Program (ALLTP) to enhance the capability of LAC leaders, develop materials foctîsed on improving instruction in the different learning areas.
2. For Teachers:
- Seminar-Workshops were conducted to address the needs of teachers for effective Instructional management of multigrade classes which include
- the restructuring of the Minimum Learning Competencies for Multigrade classes,
- developing prototype support instructional materials, and
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- validation of the MLC-MG in Region IV, VIII and IX.
- Orientation Workshop on Project BRIGHT (Better Reading Instruction Geared Towards Higher Thinking Skills of both teachers and pupils) to develop higher level thinking skills of both teachers and pupils were conducted in Regions I, VIII and IX.
3. Supervisors, administrators and SPED teachers from Regions III, V, VI, VII, XII and CAR were oriented on the systematic organization and management of educational programs and services for the gifted and the handicapped. Included were the use of the Sign Language Book for Filipino Children, Revised Filipino Braille Code and Livelihood Education Instructional Materials for Children with Special Needs 4. Special Education, Organization, Administration and Super- vision (OAS) Scholarship Grant:
- Five (5) grantees, one each from Regions I, II, VIII, IV CAR and (1) BEE staff completed the 8-month training program at the U.P.
5. Training of Teachers for the Visually Impaired A 5-Week summer training course for 18 teachers who will teach the in-school and out-of-school children with visual impairment was conducted at the PNU.
6. Training Exceptional and Advanced Children (T.E.A.C.H.) is a training course designed primarily to upgrade the competencies of public school (SPED) teachers in assessing children with special needs as well as in the preparation of the Individualized Educational Program (IEP). A total of sixty one (61) teachers from the divisions of Manila, Pasay City, Quezon City and Caloocan City were trained.
In line with the Secondary Education Development Program (SEDP), the institutionalization of staff development became operational when the DECS Regional offices (DECSROS) implemented between September and October 1992 the first in a series of personnel development programs at the local level - the Supervisory Skills Enhancement Program (SSEP). Designed for supervisors or those performing supervisory functions, the Program sought to strengthen the supervisors' commitment to their role, update their knowledge of the substantive content and process of instruction in their areas of supervision and improve their methodology of evaluating and monitoring teaching-learning. At the 1st stage of implementation, 1,049 division supervisors participated in the program.
Science and Math supervisors underwent an additional week-long training sponsored by Department of Science and Technology- Science Ediication Institute (DOST-SEI) and conducted
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by UP-ISMED. 'The training was intended to enrich the supervisors' stock of knowledge of the content and methodology in their areas of supervision especially as 7.7% of the Science supervisors and 18.2% of the Math supervisors were found to be non-specialists in their* respective fields.
Likewise, a one-week follow-up workshop for 56 fourth year private high school trainors in Technology and Home Economics (THE) was conducted. A total of 35,704 fourth year teachers from public and private secondary schools underwent training in content, strategies and evaluation in the eight subject areas, namely: Science, Math, English, Filipino, Social Studies, Values Education, Physical Education Health and Music (PEHM) and Technology and Home Economics (THE) were Installed. While the institutionalization of in-service training is being pursued vigorously, the provision of local and foreign fellowships remains a part of staff development.
Local fellowships were in the areas of Science, Math English, Filipino, THE, Values Education, PEHM, Social Studies and Computer Education.
Foreign scholarships other than those provided under SEDP were awarded by Philippine-Australia Science and Math Education Program (PASMEP). In 1992, 28 high school educators went to Australia on fellowship in curriculum administration.
PASMEP also ran training programs for administrators involved in its projects. One hundred fifty school administrators attended a one-month training program at UP-ISMED on the management and monitoring of curriculum implementation.
Meanwhile, a total of 14 teachers were awarded the SEAMEO-RELC scholarship grants. Thirty four (34) teachers took advanced short-term courses in Science and Math at SEAMEO-RECSAM. On the other hand, 150 school administrators attended a one-month training program at UP-ISMED in the management and monitoring of curriculum implementation.
At the tertiary level, schools prepare their own training programs in accordance with the thrusts and policies of the DECS. Recently, the College Faculty Development Fund Program (CFDF) was formulated to help update the competencies of teachers, to enhance the quality of their teaching, specifically for the faculty of private colleges and universities. For 1992, a total of 13 teachers have been enjoying the benefits of the program. Similarly, faculty members in private colleges and universities were also accorded a chance to pursue Graduate Education thru the Faculty Development Fund. A total of J?6,000,000 allotment was prorated to the 14 regions. So far, 28 college teachers benefited ffrom the fund during the year 1992.
Meanwhile, the BTVE has been conducting training programs to upgrade the competencies of vocational/technical subjects teachers.
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Among the training programs the Bureau has conducted are the following:
Training programs in Clinical Supervision for TVED Chiefs, Assistant Chiefs and Supervisors,
Short-term upgrading program for Technical Instructors and related subject teachers (STUPTI),
Various seminar-workshops for selected administrators, school heads of higher technical education institutions and technical vocational institutions, and
Through the BTVE, trainings programs sponsored by the Columbo Plan Staff College (CPSC) for Technician Education, twenty-two (22) participants were nominated and accepted. The courses were mostly those holding executive and supervisory positions and instructors. These grantees were from Regions I, III, VI, IX, XII and NCR.
DECS Integrated Scholarship Program which is covered by an annual Memorandum of Agreement between the DECS and the participating institutions has been in operation for the last decade. Previously, this program included grants for teachers to pursue Masters degrees but in the past few years, the grants have concentrated on short-term training program so that more teachers can benefit from the in-service training programs. At present, the Human Resource Development Service (HRDS) of DECS coordinate this program.
Other training programs conducted by HRDS are the following:
- A total of 197 Secondary School Principals were trained on Management Skills from October 6 - December 4, 1992
- National Consultation Conference-Workshop for School Administrators and Master Teachers with 59 participants nationwide
- Consultative-Workshop on Moral Recovery in coordination with DECS-KABISIG
- Short-term courses for both elementary/secondary school teachers in Values Education, Science, Math, English.
F. EDUCATIONAL RESEARCH
To establish basis for policy and strategy formulation as well as development of programs and projects in the education sector, the following educational researches have been undertaken by the Department of Education, Culture and Sports through the different bureaus, services, centers and units:
Bureau of Elementary Education (BEE)
1. Dropout Intervention Program (DIP)
This study aims to determine the relative effectiveness of some interventions in reducing dropouts and improving the achievement levels of Grades I-VI pupils in low-income municipalities.
Data on attendance, dropout rate, participation rate and survival rate gathered during the monitoring activities were collated, organized, and analyzed.
During the SY 1992-1993, the implementation of DIP was expanded on a pilot basis in 30 schools in regions IV, V, VI, VIII, and XII. The 30 schools with high dropout rates are in Low Income Municipalities (LIMs). Twenty schools received one of the following treatments: a) Multi-Level Materials (MLM) assisted Instruction; b) School Feeding (SF); c) MLM with Parent Teacher Partnership (PTP) and d) SF with PTP. Ten schools were used as control schools.
Gains in achievement in the pilot schools were measured using a pretest-posttest design. Attendance and dropping out and cohor>t survival rate were followed up until the beginning of SY 1992-1993.
Based on initial positive gains of the study, an expanded delivery of the interventions was extended to about 54 schools in nine regions in SY 1993-1994. The pilot schools and the expansion schools can serve as models for other schools in the regions when they design their own intervention programs. They can be considered as lead schools that could generate a ripple effect to improve the internal efficiency of the system which means the reduction if not the eradication of dopouts as well as improvement of both the achievement rate and the cohort survival rate.
2. Survey of Existing Material Resources of the Learning Resource Centers (LRCs) including the School Libraries
This study aims to come up with data which can be used as basis for the setting of standards and guidelines. To date, 90% of the data have been retrieved, organized and tallied.
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Findings/Implications
1. Book materials such as supplementary/reference/ professional books are abundantly available in the LRCs/ Libraries. There is also an adequate number of non-book materials, professional, and supplementary books in the basic learning areas. Only few of the LRCs have equipment except for radio casette recorder which came from the Program for Decentralized Elementary Education (PRODED). A large percentage of the print materials are in English, Mathematics, Science and Health, Filipino and Social Studies. While materials in Home Economics, Elementary Agriculture, Industrial Arts, GMRC, and Music Arts and PE exist in small quantity only. There are some LRCs/Libraries which do not even have these materials.
2. Not all of materials available in the LRCs/Libraries are fully utilized. For book materials, the utilization is placed at 61% and for non-book, at 86%. Out of the 126 titles of encyclopedia available in the LRCs in quantity ranging from 2-6 per school, only 5 are frequently vised by the teachers, pupils and researchers. These include World Book Encyclopedia, New Book of Knowledge, Peoples Science Encyclopedia and Lexicon's Universal Encyclopedia.
3. Out of the total nonbook materials, only 279 graphic symbols and three dimensional materials are fully utilized by teachers.
Recommendations
Based on the findings, the following are suggested and recommended:
1. Considering the importance of equipment in facilitating delivery of educational services, it is suggested that efforts should be exerted to acquire the most needed equipment for use in each center'*.
2. Orientation on the use of existing materials at the LRC/LIbrary should be done so that teachers can maximally utilize them. They should likewise be taught how to use and care for equipment, software and hardware.
3. There is a need for the LRCs to be provided with hardware and software to be given the opportunity to use them- in their* classes for facility of learning.
4. Copies of selected periodicals, magazines, and dictionaries should be made available in the LRC/Library.
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5. Most importantly is the need for the Center to provide some kind of evaluation of the instructional devices (especially those prepared by teachers) to get feedback from • teacher-users on the relevance of the materials to the MLCs and the functuality and effectiveness in the classrooms.
6. There should be varied collections of graphic symbols (flat pictures, flip charts, posters); three dimensional (models, mock-ups puppets prepared by teachers); display board (magnetic board, bulletin board, adhesive board); and other materials (coin collection, acquarium, planetarium, UN flags, etc.) to provide teachers a variety of materials to choose from.
7. Management/operation of the LRCs should be monitored/ supervised by the authorities concerned.
3. Anthopometrics for Elementary Schools
This study aimed at establishing body measurement of elementary school children ages 7-12 in order to provide them with school furniture appropriate for their sizes.
The present day children ages 7-12 are taller than their counterparts ten years ago. For boys and girls, the difference in height ranges from 1 cm. to 4 cm. However, there is not much difference in height within the age range.
Findings
1. The national mean generally, for most body measurements shows an increase in the means as age increases. The boys at the age of 7 are slightly taller than the girls but between the ages of 8 to 12, the girls slowly increase in height. The difference however, between the mean standing height of boys and girls at certain age level never exceeded 30 mm.
The childx*en of today are generally taller than their counterpart 15 years ago.. A comparison between the 1975 anthropometric study conducted by the then Child Youth Research Center (CYRC) and this Anthropometric Study shows that at each age level there is a difference of 32 mm to 50 mm for boys and 8 mm to 49 mm for girls.
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2. The mean standing height of boys and girls in the six sample regions almost remain constant. The difference by age level between the regional mean and the national mean does not exceed by 35 mm.
3. Pupils assume varied positions to get comfortable or get the right focal point when doing classroom activities like writing, reading, listening, and writing on the board.
The above positions are critical in the design of school desks, tablet armchairs and tables. In the sitting position, the inner* knee height is very important because the height of the seat should allow the feet of sitting child to lie flat on the floor.
When reading boardwork or listening to the teacher, the pupils' eyes are focused on the object/person. He holds his head erect and usually rest on the backrest. This makes the height of the chalkboard and the height of the backrest very important in designing school desks or tablet armchairs.
Other body parts that contribute to the proper posture of pupils are 1) standing height; 2) sitting height and 3) elbow height and inner knee height.
4. Different types of school seats are being utilized in the 154 classrooms observed. These ar*e the conventional two-seater desk, the tablet armchair, tables and chairs. Of these, the most common is the desk which is used by grades I to IV pupils in 51% of the classrooms observed. The tablet armchairs are used by inter-mediate classes in 38% of the classrooms. Both the school desks and tablet armchairs are also used in some of the classrooms.
The arrangement .of these classroom furniture differ from classroom to classroom and from school to school depending on the types of furniture and in the size of the classroom.
The arrangement of the school desks generally follow the common arrangement of 5 or 6 desks in a row of 4 columns. In limited cases where the size of the classroom does not allow such kind of arrangement, 3 desks are arranged close to each other on the side against the wall and allowing a narrow aile at the middle. A 6m x 7m classroom can accommodate only 18 desks to allow spacious aisles between desk. Where pupils can stand and move, a 6m x 8m classroom can contain 21 desk to provide pupils with spacious aisles. Forty (40) tablet chairs will give enough space for pupils to move freely in a 6m x 7m and 6m x 8m meters classroom.
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RecQHimendat ions
Since there is a significant difference between the 1975 and 1991 Anthropometric Study, the specification of school furniture need to be changed to make them appropriate to the present measurements of 7-12 children.
1.1 The length of the present elementary school desks especially for Grades I and II should be shorter as pupils are smaller than those in Grades IV-VI.
1.2 The seat height for all grade levels should be higher than the existing seat height. Specific sizes for Grades I and II, III and IV, V and VI are:
Seat Height Seat Depth
Grades I-II (ages 7-8) 328 mm 304 mm
Grades III-IV (ages 9-10) 358 mm 334 mm
Grades V-VI (ages 11-12) 378 mm 368 mm
The most appropriate classroom size for 40 pupils is 7m x 8m as this will give enough space for pupils to move freely.
3. For Grades V and VI the recommended school seat is the armchair to allow more flexibility for arrangement and provide them opportunity to practice a sense of responsibility. This will also familiarize them with the type of seat, being used at the secondary level.
4. Other regions which were not included in this Study and who have reasons to believe that the anthropometric measurements of their children differ from the national norms established by this Study may conduct a similar antropometric survey for their Region.
5. Since Filipino children are growing taller, another Anthropometric Study should be undertaken within the next (10) years.
4. Search for the Most Effective Public Elementary Schools
The Search is geared towards improving and upgrading the standard of education in the elementary level. It will identify and give recognition to public elementary schools which have been effective in raising the quality of education.
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Guidelines for the implementation of the Search were issued to the field through DECS Memorandum No. 41, s. 1992, "Quest for Quality National Search for Effective Public Elementary Schools." Twenty-eight (28) regional entries were evaluated. From the twenty eight, regional winners, Regions VI, NCR and XII Central Schools won the 1st, 2nd and 3rd Prize while Regions I, II, and III Non-Central Schools also won the 1st, 2nd and 3rd Pr*ize, respectively. The National Award on the Search for the Most Effective Public Elementary Schools was held at DAP, Pasig, Metro Manila on March 30, 1993.
Bureau of Secondary Education (BSE)
1. New Secondary Education Curriculum (NSEC)
This study aims to determine the achievement level vis-avis the 60% target. In SY 1991-1992, an achievement test was administered to 5,442 third year Secondary Education Development Program (SEDP) students In 110 schools nationwide. The conclusions and implications drawn from the results of the study point to the following:
a. The mean percent scores of the third year students in each of the five subjects tested are higher than the mean percent scores of the third year pre-SEDP (1991) and non-SEDP (1988) students.
b. Science is the most difficult subject for the students.
c. The three high scoring regions in the five subjects are: Regions IV, NCR and CAR. The lowest scoring are Regions VIII, IX and X.
To get a complete profile of the level of performance of students who are undergoing the NSEC program, a pretest was administered in SY 1992-1993 to 5,341 first year, 5,351 second year, 5,339 third year and 5,331 fourth year students in 109 secondary schools. The results of the pretest are being analyzed and the findings would be studied along the results of the post test to be administered at the end of the schoolyear.
2. Government Subsidy £Q Private Secondary Education: A
Review and Assessment
The Educational Service Contracting and Tuition Fee Supplement are financing programs Initiated by the DECS to redress disparities in educational opportunity, improve Internal efficiency of private schools, evolve cost-effective educational programs. Improve quality of education, increase access to private education and promote the integration of public and
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private schools. In SY 1991-1992, 640 ESC private high schools located in the different regions representing 52.9% of the total 1,210 schools participated in this program. Survey respondents include 68 regional project committee personnel (chairman, coordinators, members), 640 principals, 541 school guidance counselors and 3,395 student beneficiaries and their parents. A random sample of 941 non-ESC students from 14 schools were compared with the academic achievements of ESC grantees.
Findings
23% of the ESC participating students' parents were jobless, 25.7% were farmers and 10.8% were either laborers, carpenters or construction workers. A number of teachers, employees and clerks were also reported at the time of the survey.
The median family income was estimated at PI,250.00 About 20% have no fixed income and some 27.2% have a monthly income of P1,000.00 or below.
3. The educational attainment of parents of ESC participating students is associated with the low income. About. 16.4 percent obtained elementary education while 13.8 percent finished grade school. Another 13.2 percent have some secondary education while 22.5 percent have finished high school. Only 20 percent have some tertiary education or graduates of collegiate programs.
4. Some problems in the implementation of the subsidy program are as follows: a) delay in the payment; b) late submission of and inaccuracy in making reports; and 3) failtire of participating schools to allocate the subsidy salary increases of its teachers and staff.
5. 70 percent should be used for faculty salaries and benefits while 30 percent for the maintenance and improvement of school facilities.
Conclusions
1. The TFS and ESC programs have contributed in improving the quality education.
2. The academic performance of the ESC students is comparable to their non-ESC classmates.
3. The delayed payment of subsidy has discouraged qualified private schools to continue participating in the program.
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The objective of assisting private school to improve the quality education through increase In faculty salaries is not being fulfilled due to failure in allocating 70 percent of the subsidy to faculty benefits.
5. The TFS and ESC program have also contributed to the enhancement of the integration of public and private schools.
6. About 81 percent of the participating ESC schools surveyed want to continue the implementation of ESC and assist in the integration of the two sectors.
Bureau of Nonformal Education
1. School Readiness of Aeta Children in ths Loob Bunga Resettlement Area in Zambales
The study was undertaken in order to find out why a big number of school-age Aeta Children are not in the formal school system. Data were gathered through a process of "triangulation" to identify indicators of school readiness of Aeta Children, to describe the intellective and non-intellective profile of Aeta children, and to recommend intervention strategies which will enhance the school readiness of Aeta children and encourage them to stay in the formal school system. A total of 211 respondents were involved: 143 children, 18 teachers and 49 parents.
Findings/Conclusions/Recommendations
Most of the Aeta families living in the resettlement area live on a hand-to-mouth existence. There are no economic opportunities in the area that can provide them with steady income to support their families. Because of economic difficulty, sending their children to school is not at all a priority of an Aeta family.
Aeta children have specific roles to perform in the family. Chores are equally shared by the boys and girls and because of this situation many of them delay their entry into the formal school system. If ever they do enrol in the formal school system, they register a high drop-out rate.
Majority'of the Aeta children were found deficient in the pre-requisite skills necessary for schooling. This deficit is primarily due to the Aeta environment which does not provide for' the development of academically oriented skills.
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4. Aeta parents who were generally illiterate were similarly not able to provide the cognitive stimulation necessary for school readiness. Instead they teach their children life and occupational skills at a tender age.
5. There is a need for pre-school education to be provided the Aeta children to ensure the readiness for school by age seven.
6. Policy changes may be injected in the curriculum like curricular innovations that will fit the needs of the Aetas or any other cultural group living in the resettlement area. For instance, life skills subjects, Including sanitation and nutrition.
7. To attract more Aeta children to go to the formal school system, corporal punishment must be avoided."
8. Scholarship or financial assistance for Aeta children in the resettlement area must be created to help deserving Aeta children finish their education.
9. To improve the health condition of the Aeta children, a project that will provide nourishment must be established.
10. Many children were noted to have skin diseases which were left, untreated and exposed to flies. DECS should initiate health and sanitation programs that will inculate habits of hygiene.
11. Both government and non-government organization must create economic opportunities in the resettlement area by instituting livelihood program that could enhance the economic status of the Aetas.
2. Efficiency and Effectiveness of Literacy Programs
The Bureau of Nonformal Education subcontracted a research study on the "Efficiency and Effectiveness of Four Literacy Programs" implemented by NGO's and GO's the criteria used were 1) Graduates of past training programs, preferably of the most recent ones, 2) The training program may either be a straight literacy program or literacy cum livelihood/skills training, 3) Actual training can be observed during the period of study, 4) The training program is located in Luzon, accessible by transportation and in a generally peaceful community.
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Based on these criteria the four* literacy programs chosen are as follows:
Project
Magbassa Kita Literacy Program (MK)
MCI Basic Literacy Program (MCI - BLP)
Mother Rita Barcelo Outreach Center Community Manpower Development (Literacy and Numeracy Program (MRBOC-CMDP)
Productivity Skills and Capability Building for Dis-Advantage Women (PSCB)
Type
Government Organization DECS
Non-government Organization Mercy Corps International (MERCIPHIL)
Location
Plaridel, Quezon Region IV
BotoIan, Zambales
Non-government Organization Regina Carmeli College-Mother Rita Barcelo Outreach and Livelihood Corporation
Guiguinto, Btilacan
Government Organization
DSWD
Gen. Mariano Alvarez, Cavité
The approach to each case study followed a modified Stufflebeam's Content, Input, Process, Product (CIPP) assessment framework. The study was undertaken for a period of five months, June 1 to October 31, 1992. Based on the findings the following conclusions were laid down.
1. The four core studies revealed common problems related to the organization and conduct of literacy programs. These problems can be attributed to a) the difficulty of identifying, attracting and motivating illiterates and/or new literates to attend and complete the program, b) the lack of literacy needs-assessment and community involvement, c) the failure to contextualize the content/orientation of literacy programs, and d) the lack of literacy materials appropriate to the learners interest and reads. Three case studies underscored the ambiguity of the philosophy underlying the programs and the lack of appropriate strategies for systematically monitoring and evaluating program efficiency and effectiveness.
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All four case studies found that adult illiterates and neoliterates are more concerned with meeting their daily needs than learning the 3 Rs and or skills that promise gainful activity. Those who attended and stayed on to complete the program are generally individuals who are either without, gainful employment or motivated by certain extrinsic consideration to enter formal schooling on the part of basic literacy learners, to avoid being cheated or hoodwinked in business or commercial transactions, to participate more actively in community non-secular and secular activities and of concern to become employable. Participants in one case study appear to be motivated by their sense of gratitude to the sponsor of the literacy program because of what the sponsor has done for the community. In this particular case, "utang na loob" seems to be a strong motivating force.
The observed inefficiencies in these case studies are attributable to a) the lack of systematic involvement of the community in the recruitment of literacy learners and b) the weak retention power of the training programs. On the other hand, the effectiveness of training programs arises from a) the lack of well-trained literacy teachers b) the lack of appropriate instructional materials c) the lack of valid instrument or techniques for the evaluation of learning outcomes and d) the lack of relevance of the content of literacy training to contextual realities and trainees needs.
Existing and future literacy programs have much to learn from the MCI-BLP, which this research project has found to be relatively efficient and effective on account of the following practices which have been built into the Program:
1. Selection and identification of literacy learners is a community activity involving both trainors and barangay/viliage leaders.
2. Literacy learners received personalized motivation from the trainor who treats them both as learners and as family members.
3. Trainors are in general graduates of past literacy programs and are either related by blood or by affinity to the learners, or are perceived to be caring members of the community.
4. Trainors undergo longer training in literacy teaching (at least two weeks) and are continuously participating In training session.
5. The home or first language is used as the medium of instruction.
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6. Initial literacy lessons, i.e, learning sounds, words and sentences are related to the learners environment and actual experiences.
7. Literacy classes are conducted in a nonformal naturalistic setting, with no prescribed dress code Learners attend literacy classes in their daily attire.
8. Instructional materials are those prepared by the SIL using the home language (Sambal) as the medium and relating the content to familiar surroundings and actual experiences of the learners.
9. Systematic and regular supervision of trainors and observation of classes is undertaken by the Literacy coordinator.
10. Frequent meetings and sharing session are held among coordinators and trainors.
11. Literacy classes are open to both literacy learners and non-learners in the community who can observe lessons anytime.
12. Literacy classes are not time-bound, held at the convenience of the learners. For instance, those who work during the day have literacy classes at night. Class time is made flexible to adjust to exigencies.
13. Management, administrator and financial support for the literacy program is provided by MERCIPHIL. a nongovernment organization, which is the local counterpart of the Mercy Corps International (MCI).
D. National Educational Testing and Research Center (NETRC)
The Curricular Objectives of Elementary Education as Identified by Parents and Teachers
This micro study seeks to find out the views of teachers and parents as to the broad knowledge and skills which could be attained by Grades II, IV, and VI school children in both public and private schools particularly in Science, Mathematics, Filipino, English, and Civics and Culture; the findings of which are intended to inform the policy-makers and practitioners in each region of the students' performance in said academic subjects- Cognizance of such performance was deemed essential in evolving the necessary measures and strategies geared towards improving elementary education. Limited samples composed of teachers, school administrators, and parents whose children were enrolled in public and private schools. The collected data were analyzed using statistics tools like percentage analyses and ranking.
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Findings
For Grade II School Children
1. The general learnings which 15.32 percent of the teacher-respondents specified were the different knowledge required in the Minimum Learning Competencies (MLC).
2. For general skills, majority took into consideration among others, the development of good study habits; the art of listening; expressing oneself; comprehending what is read; spelling; writing legibly; telling the time; following directions; and knowledge in the 4 fundamental operations in Math.
3. The MLC was referred to in terms of identifying the curricular objectives for Mathematics.
4. Noted in the findings on the implicit desire for Science to be taught as a separate area were: the ' teaching of personal hygiene; balanced diet; man and environment; and simple experiments with the use of five senses.
5. For Civics and Culture, emphasis was on citizenship building, awareness of cultural heritage, moral/spiritual values, and the MLC suggested contents.
6. For Filipino Language, the respondents opinion was parallel with what was emphasized in the Filipino Language.
For Grade IV School Children
1. Included in the general knowledge were those required in the MLC in the five major subjects with emphasis on vocabulary enrichment, paragraph writing, oral and written communication; expression, pronunciation, parts of speech and usage, the 3 Rs, measurements problem solving, right conduct and values.
2. For general skills, considered were the knowledge required in the MLC with emphasis on the 3 Rs, the four fundamental operations in Math, word problem solving, parts of speech, sentence construction, reading, use of the dictionary, accuracy in observation, judgment and decision, ability to communicate, summarise, criticize, and the development of artistic talents.
3. In Mathematics, primary concern are towards the mastery of the skills in computation, graph/maps/scale reading, more acquaintance with ratio percentage, fractions, word problem analysis, acquisition of more skills in answering I.Q. questions, and reasoning ability, all of which are found In the MLC.
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4. In Science, taken into consideration were the various knowledge about, the earth, space, solar system, matter energy, motion, atmosphere, weather, etc.
5. For teaching Civics and Culture, the principal concerns were on the Philippine History, nationalism, involvement through current events, communication skills, values, rights on privileges, ability to decide, etc.
6. For Filipino Language, to be learned were the various knowledge required in the MLC with emphasis towards proficiency to communicate, read, comprehend and write vocabulary development, and teaching a nationalism, Filipino Custom, traditions and attitudes.
7. For English, concerns focused on vocabulary development, mastery in spelling, the use of affixes, suffixes and prefixes, the importance of good study habits, how to follow directions, right use of the. library, ability to perceive cause and effect, and the ability to appreciate beauty in nature through folk dances, songs and beauty spots in the Philippines.
For Grade VI School Children
1. The general knowledge to be attained by the sixth graders as perceived by the educators included, the MLC covered knowledge, the 3 R's, values education, the four fundamental operations, Home Economics, Science, public relations, livelihood (vocational, motor, technical and cultural) skills, and Philippine History.
2. For general academic skills, included were: the 3 R's, the four fundamental operations, basic occupational skills, Science concepts, history, values education, nationalism, Home Economics tips on safety measures, and the required MLC.
3. For Mathematics subject, 74.71 percent indicated the importance of the four fundamental processes, 10.34 percent referred to the MLC with emphasis on problem solving whether written or oral and 4.60 percent mentioned skills in I.Q. questions and reasoning ability.
4. Science curriculum for Grade VI included the development of the ability to observe, identify and describe objects, the knowledge on the balance of and law of magnetism, discovery through research, exposure to modern instruments, use of microscope, environment conservation, etc. aside from the required MLC.
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5. First acquired learnings to be attained by the in -schools are on Philippine Government and Samahang Pan1ipunan emphasizing patriotism, Filipinism, interpretation of the Philippine Constitution, responsibilities to fellowmen, country and God, familiarization of national as well as international figures, importance of current events, peaceful revolution, duties of law makers, and the MLC.
6. For teaching Filipino Language, the MLC covered Learning Curriculum for the grade level with exercises on oral and written communication, reading, writing stories, poems, comprehension on what is seen and read, attentive listening and proficient expression of oneself, etc.
7. The English language comprised not only the required learning in the MLC but also knowledge on Philippine literature, correct spelling, the use of expressions, proficiency writing and reading simple poems, songs, stories, book reports, compositions on pocket books, ability to criticize a piece of work or idea, having exposures to stage plays, film showing, participation in dramatization on stories read, etc.
For both the English and the Filipino subject, the importance of good manners, right conduct and values were indicated.
Based from these findings it appears that educators recognize the use of MLC as their guide material in determining the curricular objectives of each of the five important subject areas.
G. INTERNATIONAL, REGIONAL AND BILATERAL COOPERATION IN THE FIELD OF EDUCATION
In the Philippines, education Is a public or state function. This is explicitly expressed in Article XIV, Section 1 which provides among others, the right of all citizens to quality education at all levels and that the State shall take appropriate steps to make such education accessible to all. The above constitutional mandate recognizes the potentialities of education as an important means by which an organized society achieves stability, progress, and prosperity. This, too, is in accord with the UNESCO consti-tution which provides that the purpose is to contribute peace and security by promoting collaboration among the nations through education, in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedom which are affirmed for the peoples of the world, without distinction of race, sex, language or religion (Article 1, UNESCO Constitution).
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Actualizing the above-stated mandate, the Philippines as a member state, has pursued several policies which were made operationalized through development programs/projects by the education sector made possible through government funding and overseas economic cooperation both multilateral and bilateral. It has also involvement in various activities under the regional cooperation, e.g., APPEAL, ESCAP, APHEID, etc.
Programs and Projects
A. Education for All (EFA)
The Philippines joined this global movement, by signing the World Declaration on EFA and nationally through the Issuance Presidential Proclamation No. 480 in 1989 which declared the period 1990-1999 as the decade of Education for'* All (EFA). As a consequence, the National Plan of Action was prepared to chart the direction of a national education program and to formulate relevant and supportive policies to ensure that the basic learning needs of all children, youth, and adults are effectively met. It. is a blueprint for national survival, containing the most urgent of priorities for ensuring the full and uninterrupted development of this country's most important resource ... its people to enable him to live in dignity, continue learning, and improve the quality of his life.
Under this plan of action, a rational, deliberate system of orchestrating resources within and outside the education sector was required, because education is the full empowerment of individuals and the concern of all. The preparatory activities as well as the preparation of the Plan were financed by UNICEF, UNDP, UNESCO, and ADB.
The Philippine EFA has embarked on four* development areas. To wit:
1- Institutionalization of Early Childhood Care and Development as a Basic Service for Education (ECCD)
To address to the needs of the 0-6 years old population.
2. Universalization of Quality Primary Education (UQPE)
This area of concern has been pursued to ensure universal access to primary education.
3. Eradication of Illiteracy (EOI)
This area of concern addresses the problems of low level of literacy in disadvantaged communities.
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4. Continuing Education and Development
This is another sub-program aimed to strengthen the Alternative Learning System (ALS) for adults and out-of-school youth, i.e., to develop a functionally literate, productive and responsible citizenry with primary focus on the disadvantaged, deprived and underserved sectors of the population.
The plan includes 76 projects, 15 of which are national and 61 are region-based which were prepared by the regional participants themselves to address their own peculiar needs. Some of these projects have started implementation through the assistance of the above-mentioned donor agencies. This Plan in its updated donor-friendly package form has been presented to multilateral agencies at the third quarter of the year for possible funding. Most projects on alternative delivery system have been included in the ADB-assisted Nonformal Education Project which will start implementation by the last quarter of 1993.
Most projects especially on early childhood care and development and universalization of quality primary education are already included in the Country Program for Children IV of UNICEF, e.g., Multigrade Teaching, Mobile Teaching, and Early Childhood Education Interventions. Other projects specific-ally on teacher training, improvement of quality of teaching in English, Science and Math and empowering the marginalized are still being negotiated with donors like AIDAB and UNDP.
B. Foreign-Assisted Programs and Projects
To make education in the Philippines more relevant/ functional and to improve the quality and access to education, several foreign-assisted programs/projects were implemented. To wit:
1. JICA Typhoon Resistant School Building Program
Implemented by DECS-EDPITAF with the objective of providing and replacing typhoon-damaged school buildings by typhoon proof structures in typhoon - prone areas in the country, construction projects are carried out in phases making use of typhoon - resistant prefabricated type structures.
The Philippines, located along the typhoon belt area, has always been frequented by typhoons and as always, the results were damaging. A lot of school buildings, especially in areas most affected, were destroyed, thereby causing temporary suspension in the schedule of classes.
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The JICA TRSBP was implemented as an outcome of DECS' request through NEDA to the government of Japan for assistance to the DECS regular schoolbuilding program. Japan gave high priority utilizing the Y38 unallocted amount under the 1988 Japanese Grant-in-Aid with a planned budget of Y2.576 B for the following:
Phase I - March 1989 - December 1989
Phase II - March 1990 - December 1990
Phase III - March 1991 - December 1991
Phase IV - March 1992 - December 1992
Phase V - March 1993 - December 1992
As of December 1992, JICA's cumulative performance is
as follows:
Phase
I
II
III
IV
V
Actual Accomplishment
Region V - 72 SB package completed
Region VIII - 68 SB Package
Region II and IV - 72 SB package
Region VI and X - 72 almost complete
Region I and III - 72 on-going
%
100%
100%
100%
•v - / -
2. Secondary Education Development Project
Implemented by DECS-EDPITAF, with the objective of improving the quality of secondary school graduates and the internal efficiency of the system; expanding access to quality education; and promoting equity in the allocation of resources especially the local level. The above objectives resulted from a government study of the secondary education subsector which among others, confirmed the secondary education as the weakest link In the education system. The SEDP, therefore was implemented, as an investment program designed to address the problems in the secondary sector and effect substantial improvements in the secondary education subsector.
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The SEDP consists of two parts: Part A provides physical facilities and equipment packages to selected schools. About 673 packages of physical facilities was planned. Part B provides for the development of curriculum and instructional materials, staff development, management and evaluation. Under the SEDP, the following following are the expected outputs:
New Secondary Curriculum
- 22,374,086 textbooks; 200,000 teacher's manuals
- 140,000 trained public school teachers
40,000 trained private school teachers
- 5,000 newly oriented school administrators in public and private
- 673 school buildings and 673 equipment packages for science, math and work education
new policies for secondary education
increased participation rate from 51.5% to 75%
reduction of dropout rate in the public high schools from 5.8% to 2%
increased achievement scores from 43% to 70%
- improved textbook/student ratio from 1:7 to 1:1 and, ianproved teacher-student ratio from 1:53 to 1:40.
These are expected to be attained within the 1988-1994 period under the following funding scheme:
GDP - US$ 104.96M
ADB Loan - US $ 70M
Grants:
AIDAB - US $ 14.45M
JICA - US $ 25.3M
ESF - US $ 30.0M
CIDA - US $ 11.61M
GTZ - US $ 2.5M
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As of December 1992, the SEDP accomplishment are as
follows:
A. Construction Component
Construction in 414 sites had been completed at a cost of P788.8M
B. Equipment Component
340 High Schools.were provided with classroom and office furnitures; 137 High Schools were provided with partial laboratory equipment packages;
C Training
As of 1992, 171,448 secondary school teachers (cumulative accomplishments) were trained; 3,555 teacher-trainors and 5,238 administrators were also trained in 1992 at a cost of F100.7 M.
D. Others:
606 man-month of short term local fellowship in Comp. Education and 6 research studies relative to secondary education had been completed at a cost of F.l M.
3. RP-EEC Upland Agriculture Education Development Project
Implemented by DECS-EDPITAF in 5 locations: Abra State Institute of Science and Technology, Ifugao State College of Agriculture and Forestry, Aurora National Agricultural School, Antique College of Agriculture and Misamis Oriental College of Agriculture and Technology.
.The project, generally aims at improving the quality and relevance of the agriculture education system in the country. This is based on the intense desire of the government in bringing about the needed climate of change in the agriculture education system. Five provincial technical institutes of agriculture (PTIA) have been identified to be financed by the European Economic Society (EEC).
Under the project, it is expected that 1) basic facilities and infrastructure required for an effective and efficient teaching of the Diploma in Agriculture Technology and the Bachelor in Agriculture Technology shall be upgraded;
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(2) strengthening of demonstration farming facilities; (3) outreach education capabilities in collaboration with the local offices and farmers training centers shall be strengthened; (4) equipment and laboratory apparatuses, books and instructional materials shall be provided; (5) strengthened staff development and installing a pilot credit scheme to finance income-generating projects of students and graduates. The project is implemented since 1989-1995 with a budget of ECU $0.4M and GOP $ 1.5M.
The program has to its credit the following for 1992:
- 24 agricultural structures at a cost of F25.6M
- 5 Project Institutes with furniture at a cost of P.3M
- 338 MM of local and overseas fellowship for PTIA and PMO
- 71 MM worth of stttdent credit awarded to 184 students and F2.2M worth of scholarship to 512 students
4. Philippine Australian Science and Mathematics Education Projects (PASMEP)
Implemented by EDP-PMU, DECS-EDPITAF. Generally, it aims to upgrade the quality and mathematics education at the secondary level,
It is a grant acquired through the Australian International Development Assistance Bureau (AIDAB). This was a result of the visit of the Australian Mission to the Philippines in 1986 which identified the field of Science and Mathematics as their priority subsector for Australian assistance at a budget of A US $14.43M.
As of the end of CY 1992, the PASMEP has to its credit the following:
- 52 teacher educator's completed 9 months in Australia study program
- 10 Ph.D students from U.P. completed 4.5 months study in Australia
- 2,976 school teachers mass trained
- 780 other teachers had workshop and laboratory skills training
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5. Philippine-Australia Technical and Vocational Education Project (PATVEP)
Implemented by DECS-Bureau of Technical and Vocational Education in response to the high priority accorded by the Medium Term Development Plan on rural-based activity; labor-intensive technology and small and medium scale enterprises.
The project, generally aims at improving the technical and vocational education subsector. It expects to have upgraded practical skills training of the NCTESD staff; trained BTVE staff under currictilum development, monitoring and evaluation facilities design, and in equipment identification, and trained trade/technology teachers at selected TEI/ SATs in Australia for a one year practical skills pedagogy course. These are all to be attained within the period from mid 1989 - mid 1994 at a planned cost of A $29.92 M (F500 M) from the Australian bilateral assistance. EDPITAF serves as the executing agency. Close coordination between the Australian team and the Project Management Office is higly observed.
PATVEP in 1992, has workshops/renovation at. 4 sites which entailed a F 23.8 M expense under its construction component, and four Project Institutes with Technical Equipment, initial equipment delivery and Cebu Fabrication Center at an expense of F6.9 M under its equipment component. A total of 102 instructors/curriculum/ designers/teacher trainors had been trained in Australia (long term) and 340.35 mm of technical assistance awarded on the various tr»ade/ technology areas.
6. Science Teaching Improvement Project
Jointly financed by the Federal Republic of Germany (FRG) and the Philippine government through the DECS and implemented in Regions VII, X and NCR with a budget of F13,479,872 for CY 1990.
It aims at developing science equipment through research, prototype production, standards setting and tests, and expertise within the educational sector through workshops, seminars and training of teachers and staff locally and abroad.
The project was conceived in response to the ne&d for science equipment in secondary education.
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7. Science Equipment Project
Implemented in the National Science Equipment Center Labangon, Cebu City by the DECS-EDPITAF from 1989-1992 with a budget of US$ 2.5M from the Federal Republic of Germany and F40.537 M GOP.
It, was conceived in response to the pressing need of the public school system for instructional materials and equipment and taking into accotint the limited financial resources of the government.
The above project objective shall be attained through the development and institutionalization of the National Science Equipment Center and three Regional Distribution/ Service Centers for the purpose of developing, testing, producing,and distributing science equipment to the public secondary schools.
SEP-1 in 1992 has 210 secondary schools in Regions 5 and 7 received laboratory equipment at a cost of F134.4M and 1,760 secondary school teachers were trained on laboratory skills.
8. Canadian Commodity Assistance Program 1 (SEDP Textbook Paper Supply)
Implemented in the secondary schools nationwide by the Instructional Materials Corporation (IMC), DEC-EDPITAF from June 1987 - March 1988 (for the 1989 request) and June 1988-November 1989 (for 1990 request) with a budget of US $11.367M from the Canadian government and a GOP US $ .894M.
This project was conceived in response to the textbook and accompanying teachers manual needs in the secondary schools as a consequence of the implementation of the new secondary education curriculum. With a projected high school enrolment of 2.5M a year, an average of 6.8 M copies of textbooks shall be printed and distributed annually to all public high schools nationwide. The Canadian government through the Canadian International Development Agency (CIDA) acceeded to the Philippine government request for assistance. CIDA committed to provide a two-year supply of textbook paper/ cover.
It aims to provide enough textbooks to every student in order to improve quality, expand and equalize access to educational opportunities in the public secondary schools.
A total of 14,256,000 volume of textbooks (7,308,000 for 3rd year and 6,948,000 for 4th year) and 144,000 teacher's manual (72,000 each for 3rd and 4th year) shall be produced during the duration of the project.
The program was implemented as programmed.
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9. Agricultural Technology Education Project (ATEP)
The ATEP was launched by DECS-EDPITAF in consonance with the Medium Term Philippine Development Plan (1987-1992) of training technicians emphasizing on practical skills and encouraging students/graduates to set themselves up as entrepreneurs in agriculture and related industries upon completion of their training.
It is envisioned that by the end of the six year project duration, 1988-1994 at a budget of US $24.76 M or F495.18M the NAES shall be operationalised; improved agricultural Technology Education, improved and rationalized research and extension at the National Agricultural University, Zonal Agricultural University, and Regional Agricultural University levels, and extension programs shall be expanded in order to upgrade the quality of agriculture education in the country.
The above-cited objective and expected outputs shall be achieved through the massive/intensive implementation of the program strategies at the National Agricultural University in UP Los Bafios as the lead agency, 2 Zonal Agricultural University, and 13 Provincial Technical Institute of Agriculture (PTIAS).
As of 1992, the ATEP has to its credit the following cumulative physical accomplishment: 207 agricultural structures completed at an expense of F30.6M; 2,638 teachers' who were trained in DAT-BAT curriculum F3.6M and 4,353 mm of local and foreign fellowship availed and 5,009 student scholarships granted at a cost of F3.6 M. An amount of F 4.1M was used in 1992 for the 19 Project Institutes with furnitures under its equipment component. 10.
10. Second Elementary Education Project (SEEP) (IBRD Loan No. 3244-PH 2nd DECF Loan No. PH-P128)
The SEEP is financed through a budget support loan from the Word Bank with co-financing by the Overseas Economic Cooperation Fund (DECF) of Japan in the amount of US $2Q0M and Y 20.020 billion or roughly US $145 M, respectively. This commenced in CY 1990 and ended in 1992.
The project was aimed at meeting the subsector's requirement for essential physical resources especially in educationally and economically disadvantaged areas; improve professional competence of teachers and school administrators; expand to the population basic knowledge and skills to children at risk of dropping out of school and to illiterates out-of-school youth and adults; and further
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develop DECS institutional capacities in planning and management of the elementary education subsector as well as the sector as a whole in order to increase equity, efficiency and quality in elementary education.
In support to these objectives, the project has the following components:
1. Increasing the provision of educational infrastructure and materials through:
a. Schoolbuilding Program
b. School Desks
c. Textbooks
d. School Equipment and MIS equipment
2. Improving teacher and administrator performance throtigh :
a. In-service training
b. Reviews of Pre-Service Training and Certification
3. Expanding basic education through:
a. Dropout Intervention Program
b. Evaluation of Educational Outcomes
c. Literacy Training Program
4. Strengthening Planning and Management through:
a. Elementary Student Assessment System
b. Management Information System
c. Planning and Budgeting Studies
d. Information distribution System
Project Status
Percentage of accomplishment was short of the target due to the natural calamities that hit the country in 1990 and 1991 which resulted to severe fiscal problems due to diverting funds for emergency operations. This low utilization of loan funds caused DECS to prepare for an extension of the project by two
53
/ \ \
years (1993-1994) and the change of the closing date from December 31', 1992 to December 31, 1995.
As of the 2nd quarter of 1993 (from 1990 -end of June 1993), the SEEP has to its credit:
15,796 new classrooms
2,360 replaced classroom
17,083 rehabilitation classrooms
2,062 new multipurpose workshops
1,289 toilet
1.13 millions desks
48.60 million copies of textbooks and instructional materials
The above accomplishments has used a significant amount as follows:
World Bank 0ECF
Loan Amt. US $ 200 M Y 20,020B
Loan Drawdown US $ 68.87 M Y 5,789 B
% of Utilization 34% 28%
Conclusions
The extension of financial and/or technical assistance in the form of loan and/or grant by neighboring countries to the Philippines in implementing development programs within the purview/objectives of economic cooperation among developing countries (ECDC) has significantly increased basic education facilities, technical skills and management capabilities in the education sector. These in one way or another has enhanced quality education and equitable access to educational opportunities.
It is however recommended that all member countries of the ECDC shall come up to certain policies like:
- Stistaining improvements through further technical assistance; and
- Low rate of loan interests and longer period of loan repayments especially to poor developing countries
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H. EDUCATION PROBLEMS ENCOUNTERED AND FUTURE PROSPECTS
There are problems besetting education as there are problems in other sectors. These eductional problems maybe attributed to either the school factors and/or the non-school factors. Among the school-related causes are the unqualified and poorly trained teachers; inadequate facilities/lack of school-buildings and equipment; and lack of instructional materials (textbooks and teacher's manuals). Nonschool factors could be as follows: poverty, low educational attainment/illiteracy of parents, and poor health and nutrition.
The DECS in pursuance of its goals which are supportive of the national development goals of the country, has attempted to implement educational reforms. In the implementation of the edticational programs and projects of various concerns needed to be addressed. The macro concerns dealt on access, quality, relevance and efficiency.
1. Access to Basic Education
a. Despite rapid expansion of the public school system, there are 11,630 or 27% of 43,302 barangays without an elementary school; out of the 34,081 existing elementary schools, 11,800 or 35% are incomplete schools.
b. At the secondary level, 61 or 3.4% of the 1,800 municipalities in the country are without either public or private high school while 175 municipalities or 9.7% of these 1,800 municipalities are without a public high school.
c. As a result of these constraints on access, participation rate among the 7-12 year olds has reached only 82.9% in SY 1990. This indicates that 1.5 million school age children remain outside the formal school system. On the other hand, one of every three Grade I pupils does not reach Fourth Year* High School.
d. The low survival in the elementary and secondary edtication largely contribute to the increase of out-of-school youth and illiterates. At present, about 4 million out of 45.447 million population of ten year olds and above are illiterates. Studies further reveal that pupils who drop out before Grade IV revert to illiteracy if no continuing education is provided.
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2. Quality of Basic Education
a. In both the elementary and secondary levels, the availability of textbooks has been assured. However, other basic educational requirements such as schoolbuildings, teachers and instructional equipment have not been fully provided. This led to the adoption of measures like increasing class sizes, holding multiple shifts and assigning teaching overloads. Even with such measures, schoolbuildings and teachers are still inadequate. During SY 1992-93, using a class size of 50 students, there was a shortage of close to 3,900 classrooms in public elementary schools, and 4,100 classrooms in secondary schools while more than 6,500 teachers were still needed in public high schools.
b. Achievement levels in elementary and secondary education still fall below standards. In 1988, achievement scores of elementary pupils stood at only 55.2% against a standard of 75.0%.
c. Some of the possible school-related causes of the poor quality of basic education include:
1) the reduction in the contact hours for academic subjects under the new elementary and secondary curricula which has been aggravated further* by the loss of contact hours due to involvement of teachers in non-academic activities;
2) poor quality of instruction owing to the poor student input into teacher education programs, with studies showing that these programs attract the lower third of high school graduates; and
3) deficiencies in pre-service training and in-service training, and unqualified teachers teaching subjects outside their areas of specialization. Unqualified teachers are mostly found in science and mathematics courses. For instance, only slightly more than half of mathematics teachers in high school majored in this subject while only 4% of physics teachers majored in this subject. This is partly attributed to the few teacher education institutions offering specialization in science and mathematics.
d. The country's school calendar is one of the shortest in Asia with only 185 school days. Most Asian countries have at least 200 days. The Philippines is also one of the three Asian countries with a 10 years of basic education, while all the ASEAN neighbors have 12 years of basic edtication.
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3. Private Schools
a. While the private sector has been a major provider of eductional services, accounting for about 35 percent of secondary enrolment and about 80 percent of tertiary enrolment, government regulations have tended to impede its advantages of flexibility and autonomy and restrict its more efficient and prompt response to manpower needs.
b. Inspite of government regulation, private schools have proven to be efficient in resource iitilization. Per unit costs in private schools are generally lower» when compared to public schools. This situation is more evident at the tertiary level.
4. State Colleges and Universities
a. At the same time that government has exercised its regulatory power over private schools, it has also been involved in the provision of tertiary education largely through heavily-subsidized state universities and colleges (SUCs). The effect is: the government has become a regulator as well as a competitor in tertiary education.
b. Chartered tertiary state institutions have increased in number and expanded with respect to the programs they offer as well as in the campuses in which they operate. Consequently, unit costs have risen and the budgetary burden on the national government has swelled. In the midst of the scarcity of resources, SUCs to some extent have drawn away resources from basic education.
Underinvestment in Education
1. Many of the problems of education today are rooted to the underinvestment in education. The increase in the education budget, from 1986 to 1989 was not sustained in the succeeding three-year period. After reaching a peak of 13.2% of the national budget in 1989, the share of education declined to 11.7% in 1991.
2. Real per capita expenditures declined starting 1990.
3. The growth in the nominal size of the education budget was attributed to the growth of salary inputs which account for about 70% of total education expenditures.
4. The level of spending is very much below those of other ASEAN countries. Even the least developed regions in the world spent 3.3% of their GNP while the Phil, spent 2.8% of GNP in 1988.
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Development Prospects
1. The literacy rate shall improve from 95% in 1993 to 98% in 1998.
2. The elementary level participation rate shall increase from its estimated 86.0% in 1993 to 90.0% in 1998.
3. The elementary achievement rate shall increase from 63% in 1993 to 72% in 1998.
4. The secondary level participation rate is targeted to reach 66% in 1998, from its 1993 level of 58%
5. The cohort survival rate for Grade I to Grade VI is targeted to increase from 71% in 1993 to 75% in 1998, while that for Year I to Year IV in high school is expected to increase from 79% in 1993 to 84% in 1998.
Strategies
Elementary Education
1. Universal Access
a. Build a school in at least 8,000 remote barangays by FY 1995.
b. Alternative delivery schemes
(1) Multigrade teaching
(2) Instructional Management by Parents Community and Teachers (Project Impact) for disaster areas
(3) Mobile teaching
2. Improve Quality
a. Emphasize English, Science and Math
b. Emphasize GMRC
c. Overall review of elementary education
d. Management training and capability building
e. Conduct of research
f. Attend to teacher's welfare
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Secondary Education
1. Improve Access
2. Improve Quality
a. Emphasize English, Science, Technology and Mathematics
b. Continuity of high school Values Education
c. Overall review of Secondary Education
d. Improve school libraries
e. Management and capability building
f. Teachers' Welfare
g. Undertake research
Tertiary Education
1. Improve Access of the Poor and Disadvantaged
2. Improve Quality
a. Focus on pre-service and in-service of teachers
b. Liberalization of Policies for Private Schools
c. . Rationalization of SUCs
d. Undertake research
e. Strengthen linkages with government professional boards for evaluation
Technical and Vocational Education
1. Job Analysis Curriculum Development
2. Pre- and In-Service Education of Teachers in both public and private schools
3. Improve delivery
4. Equipment upgrading for both Public and Private TVE institutions
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Nonformal Education
1. Increase simple and functional literacy
2. Enhance Capability in Nonformal Education Delivery.
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