Development Planning- EDUCATION

7/31/2019 Development Planning- EDUCATION

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PHILIPPINE EDUCATION DEVELOPMENT

OutlineIntroduction

Sectors Involved

- Philippine Education

- Major Governing Bodies in Education Sector

- Different Bureaus Involved in Philippine Education- The Very Organization Involved in Philippine Education

- Attached Agencies Involved in Education

- Philippine Educational System ( Development Plan)

Issues,Problems,Challenges and Needs

Recommendation ( Development Plan)

Conclusion

References





PHILIPPINE EDUCATION

Governance of Basic Education Act of 2001( RA 9155) aims to improve the

delivery of public basic education services through a new governanceframework that is built on decentralization.

The management of the Philippine education system has been ‘trifocalized’

since 1994.

Responsible for basic education is the Department of Education (DepEd)whose bureaucratic arrangement reflects the political management system

of the country.

Middle-level skills development which includes technical vocational

education and training is managed by the Technical Education and SkillsDevelopment Authority (TESDA)

Higher education is managed by the Commission on Higher Education

(CHED)



1. Commission on Higher Education - Dr. Patricia Licuanan

attached to the Office of the President for administrative purposes.

established on May 18, 1994 through Republic Act No. 7722 or the

Higher Education Act of 1994 which was authored by Senator Francisco

Tatad. creation of CHED was part of a broad agenda for reforms in the country's

education system, outlined by the Congressional Commission onEducation (EDCOM) in 1992.

Centers of Excellence (COEs) and Centers of Development (CODs) are

higher education institutions (HEIs) both public and private which havedemonstrated the highest degree or level of standards along the areas of instruction, research and extension.

Manages Higher Education



2.

Secretary - Hon. BR. ARMIN A. LUISTRO FSC

Responsible for basic education is the Department of Education (DepEd) whose bureaucraticarrangement reflects the political management system of the country.

Provide a broad general education that will assist each individual in society to attain his/her potential as a human being, and enhance the range and quality of the individual and the group;

Help the individual participate in the basic functions of society and acquire the essentialeducational foundation for his/her development into a productive and versatile citizen;

Train the nation’s manpower in the middle-level skills required for national development;

Develop the high-level professions that will provide leadership for the nation, advance knowledgethrough research, and apply new knowledge for improving the quality of human life;

Respond effectively to changing needs and conditions through a system of educational planningand evaluation.



3. TESDA

Secretary Joel Villanueva Director General,TESDA

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

Vision

TESDA is the leading partner in the development of the Filipinoworkforce with world-class competence and positive work values.

Mission

TESDA provides direction, policies, programs and standards towardsquality technical education and skills development.



DIFFERENT BUREAUS INVOLVED IN PHILIPPINE EDUCATION -1. ELEMENTARY EDUCATION

also known as "primary school" or "grade school" (Filipino: paaralang

elementarya , sometimes mababang paaralan ) consists of six grades (grades 1-6).

primary level , which includes the first three grades (grades 1-3), andintermediate level , which includes the last three levels (grades 4-6).

Curriculum: core subjects: Mathematics, Science, English language, Filipino language, and

Makabayan (which includes Social Studies, Livelihood Education, and

Values Education). Other (minor) subjects include:

Music, Arts, and Physical Education



2. SECONDARY EDUCATION

high school" / paaralang sekundarya / mataas na paaralan),

of four levels largely based on the American schooling system

DepEd specifies a compulsory curriculum for all high schooling, public and

private.

The Department of Education proposes an additional two years of

compulsory education, that, is called K+12 program.

After considering various proposals and studies, the model that is currently

being proposed by DepEd is the K-6-4-2 Model. This model involves

Kindergarten, six years of elementary education, four years of junior high

school (Grades 7 to 10) and two years of senior high school (Grades 11 to12). The two years of senior high school intend to provide time for students

to consolidate acquired academic skills and competencies.



3. NON-FORMAL EDUCATION

is designed to assist the out-of-school youth and adults who have beendeprived of formal education

to empower the people with "desirable knowledge, skills, attitudes, and

values that will enable him/her to think critically and creatively, act

innovatively and humanely in improving the quality of his/her life and that

of his/her family, community and country."

to reduce the number of illiterates in the country and provide them with

need-based literacy programmes and also develop basic employable

skills.

lays thrust on the following aspects:

• Literacy Programs for numeracy and functional literacy of each individual

• Development of Livelihood Skills

• Expansion of Certification and Equivalency Programmes



4. NATIONAL EDUCATIONAL TESTING AND RESEARCH CENTER ( NETRC)

Leads in research, evaluation and assessment of the effectiveness of

education which provide information vital of the formulation of educationalpolicies geared towards the realization of an empowered and globally

competitive Filipino.

Key Programs

National Elementary Achievement Test (NEAT)

National Secondary Achievement Test (NSAT)

Philippine Validating Tests (PVT)

Accreditation and Equivalency Program (AEP) Accelerated Learning Program for Elementary School (ALPES)



5. BUREAU OF PHYSICAL EDUCATION AND SCHOOL SPORTS

Promoting ideals of sports and physical fitness through the elementary and

secondary schools. Focused in the strengthening capabilities and delivery of services in the

elementary and secondary schools for students, teachers, coaches and allthe partners in this undertaking.

Projects School Sports Competition Program (Special Fund)

Physical Education Curriculum Materials Development Program

Outreach Sports Program

Regional Sports High School

Teachers'/Coaches/Trainors/Officiating Officials Training Program

Special Projects and International Participation

Fitness Program

Information, Dissemination and Marketing Program

Traditional Games and Sports Program



6. SCHOOL HEALTH AND NUTRITION CENTER

KEY PROGRAMS

Health and Nutrition Education School-Based AIDS Education Project

School-Based Prevention and Control of Cardio-Vascular Diseases

Feminine Hygiene Educational Program

Oral Health Education (BSBF) Program

National Drug Education Program

Teacher-In-Child-Parent (TCP) Approach

Preventive Nephrology Project

National Drug Education Program

Health Services Medical, Dental and Nursing

TB Prevention and Control Program School Milk Project

Breakfast Feeding Program



THE VERY ORGANIZATION INVOLVED IN PHILIPPINE EDUCATION

CENTER FOR STUDENTS AND CO-CURRICULAR AFFAIRS

- Is a response to popular calls for active youth participation in nation-

building.

FUNCTIONS

Policy Formulation and Review

Programs and Projects Development and ImplementationInter/Intra-Agency Youth and Students Involvement

Intra-Agency Cooperation and Involvement

International Programs Coordination and Implementation

Work Appreciation Program Coordination and Implementation

Recognition and Accreditation of Youth and Student Organizations

Monitoring

Proposals and Suggestions for Priority Action of the Secretary

Other Incidental and Necessary Functions and Assignments by the Secretary



PROGRAMS AND PROJECTS

CENTER FOR STUDENTS AND CO-CURRICULAR AFFAIRS

A. STUDENT TECHNOLOGISTS AND ENTREPRENEURS OF THE

PHILIPPINES (STEP) Establishment of STEP OrganizationsTechnical Conference and Training/WorkshopSkills Development and Competitions

Awards

Annual Evaluation and Planning Conference and Workshop B. STUDENT GOVERNMENT PROGRAM (SGP)

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

Federations

National Leadership Training for Student GovernmentOfficersAwardsYouth Leadership Awards – Celebrity EditionPeer Counseling Program Training/WorkshopNational Federation of Supreme Student Governments Conference

Annual Evaluation and Planning Conference and Workshop



C. YOUTH ENTREPRENEURSHIP AND COOPERATIVISM IN SCHOOLS (YECS)

Establishment of YECS OrganizationsTraining and Conference (Teen Negosyo)AwardsModerators’ Training Annual Evaluation and Planning Conference and

Workshop

D. YOUTH FOR ENVIRONMENT IN SCHOOLS (YES)Establishment of YES OrganizationsYouth for Environment Summer CampMassive-Intensive-Sustained Tree-Planting, Tree-Growing and Tree-

CaringAnnual Evaluation and Planning Conference for Tree-Planting Program

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



F. SPECIAL PROJECTS

SAMa-SAMa sa Eskwela School Tour

Parents-Teachers AffairsVice President’s Academic Excellence and Exemplary Leadership

Awards

President’s Outstanding Achievement and Academic ExcellenceAwards

G. OTHER PROJECTS AND PARTNERSHIPSTeachers’ Month Campaign Support for Scouting MovementInternational Students Exchanges

Support for Science Clubbing



ATTACHED AGENCIES INVOLVED IN EDUCATION

1. Commission on Higher Education (CHED)

2. National Book Development Board (NBDB )

A government agency mandated to develop and supportthe Philippine book publishing industry. Created by RA8047 or the Book Publishing Industry Development Act in1995.

Major Areas of Concern

♦ Enhancing the Competitiveness of the Book Industry♦ Developing and Supporting the Creative Sector♦ Strengthening the NBDB♦ Enhancing Textbook Quality Procurement♦ Enhancing Local and International Markets for Philippine

Books Goals



3.PROFESSIONAL REGULATION COMMISSION (PRC)P – ROFESSIONALISM AND INTEGRITY

R – ESPONSIBILITY, UNITY AND ACCOUNTABILITY C – OMPETENCE AND EXCELLENCE

Mandate

“Nurture Filipino Professionals towards technical proficiency andcivic responsibility in the service of the Filipino nation” Republic Act 8981 mandates the following: Institutionalization of centerpiece programs -

Full computerization

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

Updating of organizational structure for operational efficiency andeffectiveness;

Strengthening of PRC's enforcement powers, including regulatorypowers over foreign professionals practicing in the country;

Authority to use income for full computerization; and Upgrading of compensation and allowances of Chairperson to that

of a Department Secretary and those of the Commissioners to thatof Undersecretary.



4.TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY (TESDA

Vision

TESDA is the leading partner in thedevelopment of the Filipino workforce withworld-class competence and positive workvalues.

Mission

TESDA provides direction, policies, programsand standards towards quality technicaleducation and skills development.



Figure 1. EFA in the Philippine National Plans



PHILIPPINE EDUCATION DEVELOPMENT PLAN

The current government’s national development agenda is articulated in the

Medium-Term Philippine Development Plan (MTPDP) 2005-2010.

To advance these component objectives, the Plan outlines six productiontasks:

1. Making every school continuously perform better.

2. Making expansion of ECCD coverage yield more EFA benefits.3. Transforming nonformal and informal interventions into an alternative learning

system (ALS) to yield more EFA benefits.

4. Getting all teachers to continuously improve their teaching practices

5. Adopt a 12-year cycle for formal basic education.

6. Continuing enrichment of curriculum development in the context of pillars of thenew functional literacy.

7. Providing adequate public funding for country-wide attainment of EFA goals;

8. Creating network of community-based groups to improve governance for localattainment of EFA goals; and.

9. Monitoring progress in effort towards attainment of EFA goals.



GOVERNMENT’S PARTNERS IN DELIVERING BASIC EDUCATION SERVICES

1. Private Schools

2.Civil Society

Major government programs that involveprivate sector assistance.

a.Adopt-a-Schoolb.Brigada Eskwela.

c.Sagip Eskwela.

d.Operation Barrio School.e.Classroom Galing Sa Mamayang Pilipino Abroad ( CGMA).

3. Local Government Units (LGUs)

4. Donors Agencies



ISSUES, PROBLEMS CHALLENGES AND NEEDS

A. Accelerating Implementation of Decentralization through School BasedManagement (SBM)

1. The specific reforms under RA 9155 understandably took a long time to getimplemented in the system that has been used to centralized governance andreorienting DepEd’s organizational culture has been a slow and painful process.

2. The DepEd should carefully study critical lessons derived from projectspiloting/implementing SBM.

3. The institutionalization of SBM is also being supported by two other foreign-fundedprojects, SEDIP and BEAM. The SEDIP is practically the secondary education versionof TEEP. It has the same geographical coverage and uses the same approach. The

BEAM is also provides support to schools in developing, implementing and monitoringtheir SIPs that was initiated in TEEP.

4. The risk, however, lies on the stability of political climate. Anytime, a new DepEdsecretary may be appointed and may not support current plans and programs.

ISSUES PROBLEMS CHALLENGES AND NEEDS




B. Optimizing Benefits on Foreign Assistance

1. Several foreign-assisted projects have been aimed at basic educationin the country, threatening to overwhelm the sector’s absorption capacity.

2. Commitments to major projects, especially loans, should besafeguarded from budgetary constraints.

3. Poor project management, lack of staff and frequent changes in theleadership of DepEd.

4. For the current initiatives on policy reforms and programs to work out,

the DepEd needs to be firm and resolute in setting the direction andtiming for various foreign assistance projects, loans or grants.

5. Sustainability is also a major issue, especially with innovations andreforms started through externally funded projects. More often, projectcompletion reports go straight to the shelves.




C..Maximizing Contributions from LGUs

1. A large portion of the SEF is not spent wisely towards

yielding better local education outcomes.2. The SEF should not just be limited to formal

education (e.g., classroom construction and repair),

but include nonformal education.




D. Harmonizing Planning and Financing and Others

1. Unpredictability in the approval process of the annual budget, particularly inCongress. Marketing the MTEF and OPIF to the congressmen and senatorsfor them to appreciate the new framework thus becomes a major task thatmust be undertaken for this reform to succeed.

2. The perennial classroom backlog.Classroom shortage in 2011 is estimatedat 113,000.

3. Lack of teachers. The national average of teacher-student ratio s in SY2009-2010 stood at 1:36 for elementary and 1:38 for secondary levels , but

wide disparities again existed across schools.

4. Drop outs was worst at the tertiary level, or among the 16-24 age groupparticularly in the degree programs at 65.8 % according to the 2007 AnnualPoverty Indicators Survey ( APIS) that this was mainly due to high cost of

education that had to be fully shouldered by the household.




Societal bias against Technological Vocational Education Training (TVET)

and insufficient social marketing particularly among basic educationstudents and their parents.

The need to upgrade the quality of higher education programs, including

S&T courses, and make them internationally comparable.

Continuing job-skills mismatches, owing to low quality and relevance of education and training programs, alongside lower absorptive capacity of

the economy.

The main difficulty in assessing the contribution of ALS in the attainment of basic education goals in the country is the lack of sufficient data.



Philippine basic education is beset with high drop-out rates (DOR) and low cohort

survival rate (CSR). According to DepEd, based on a typical cohort of children enteringGrade 1, only 66 percent are able to complete elementary on the average

High literacy rate according to the 2008 Functional Literacy and Mass Media Survey (

FLEMMS),about 58 million out of the estimated 67 million Filipinos aged 10 to 64 years

old( 86.4%) are functionally illiterate.

The major challenge for the Philippine basic education today is to reverse the declining

trend in access at the same time work on service and performance quality. Past efforts

have been focused on improving access to basic education that quality was

compromised given budgetary constraints. And the SBM, which is the government’s main strategy for both increasing equity and improving the quality of basic education, is

yet to produce results.



Big Thanks Everyone !!!

Documents

Development Planning- EDUCATION