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Functional Literacy for All: Continuously Improve”

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1 Functional Literacy for All: Continuously Improve”
FY 2008 Budget Functional Literacy for All: “Making Schools Continuously Improve” Good morning, distinguished ladies and gentlemen. The Department of Education wishes to present before this august body, for the second time, the proposed FY 2008 budget under the theme “Functional Literacy for All: Making Schools Continuously Improve” which highlights the renewed emphasis to schools and communities in our quest for quality basic education for every Filipino. This presentation is an enhancement of the first, mainly because we integrated the main points we have discussed last Sept. 17, 2007. Secretary Jesli A. Lapus October 04, 2007

2 Presentation Outline Background Thrusts and Directions, 2008-2010
Scope/Coverage of Basic Education The Basic Education Curriculum Thrusts and Directions, 3-Year Budget Simulation Financing Proposals Proposed Legislative Agenda Initiatives Under BESRA Items for Possible Augmentation There are 7 parts to this presentation. It kicks off with a general background information on the scope of Philippine basic education and the curriculum currently in use; the Department’s thrusts and directions for the next 3 years under my watch; their budgetary implications; and some proposals on how these thrusts can be possibly financed. We also wish to apprise this body of our proposed legislative agenda which we have already discussed with a number of legislators recently; a brief description of the major initiatives we are pursuing under the Basic Education Sector Reform Agenda or BESRA and the expenditure items we deem crucial to the system should additional funding become available to us.

3 Vision: Functionally Literate Filipinos
ICT in Education ICT in Education Vision: Functionally Literate Filipinos Partnerships with Private Partnerships with Private Sector/Industry Sector/Industry Increase spending Increase spending Teacher Development for Basic Education for Basic Education RBEC and Supply Tech Voc Food for Hiring and English, school deployment Science, Math SBM Schools Students Every Child a Curriculum Training NAT Critical Teachers Reader Certification NCAE learning Program Multi - Grade CHED resources A & E Teachers Distance and Special Education benefits and alternative Pre - school Welfare learning College/ Feeding University ? B A S I C E D U C A T I O N Elementary High School Technical Grade 1 Public Schools Vocational ECE NCAE + This is the Basic Education Framework in a snapshot, with the vision of “Functionally Literate Filipinos.” It shows the scope of the sector and the extent of coordination we do with other partner government institutions, the academe and the industry. From the provision of Early Childhood Education at age 5 (of which DepED is an active player alongside DSWD, the LGUs and the private sector), we start caring for the child when he or she enters the formal school at age 6. Prior to formal instruction, we check on his/her readiness for formal instruction through the Grade 1 Readiness Assessment Tool. If found ready, the child immediately proceeds to formal Grade 1 work; otherwise, the child undergoes the 8-week preschool education course. Next is the 6 years of elementary education and the 4 years of high school education. Learning assessment takes place at Grade 6 and at Year 2. And at Year 4, the student is administered the National Career Assessment Examination (NCAE) to guide him/her and the parents in the career choices to make – of whether proceeding to post-secondary education under TESDA or to higher education under CHED, or join the world of work. Students who cannot be accommodated in public high schools are awarded scholarship subsidies known as GASTPE to enable them to continue education in participating private high schools. Those who leave the system in between are offered alternative learning and we assess and certify them through the Accreditation & Equivalency Test. Readiness Private Schools Counselling Test TESDA DSWD DOH LGUs Drop - outs GASTPE Labor Force Alternative Learning Accreditation & Equivalency INDUS - TRY Basic Education Framework

4 - Readiness for learning
Basic Education Pyramid – Core Competencies Being Developed Sec. (12-15 y/o) Readiness, passion for lifelong learning and work Elem. (6-11 y/o) Foundation skills for learning how to learn Preschool (5 yrs old) - Readiness for learning For the Basic Education Curriculum that is used in all public schools, the core competencies we develop in them are the following: At the end of the preschool education, a child should be ready for formal instruction. At the end of the 6 years of elementary education, a child should have acquired foundation skills for learning how to learn. And at the end of high school education, a student should demonstrate passion and readiness for lifelong learning and for work. These are the expected outcomes at each level following the combined introduction of courses like languages, science and technology, social studies and technology and livelihood education. ECCD (0-4 y/o), c/o DSWD

5 Core Values Being Developed
Preschool Elementary Secondary Self-respect, self-esteem Obedience to elders Honesty Loyalty Sharing, cooperation Love of God & country Thrift/frugality Truthfulness Respect for life Responsibility Independence Equality Love of God & country Environment consciousness Sharing, thrift, frugality Love of work Respect for others and rule of law Fortitude; integrity Humility; love of work Social responsibility Economic responsibility Temperance Spirituality Peace Sharing, thrift, frugality Moreover, we in the Department, are not only concerned with developing the academic proficiency of our children. Of equal importance are the deliberate efforts we exert to inculcate positive values or virtues that can make each one of them responsible Filipinos in the future. This slide shows the core values that are embedded in the Basic Education Curriculum at each and every stage of the basic education cycle. It is interesting to note that as early as their formative years, children are already exposed to such values as respect for self, others and the rule of law, love of God and country, environment consciousness and social responsibility, love of work, sharing and frugality.

6 Equal Access to Quality Education
Challenges in Basic Education Programs Preschool Elementary Secondary Alternative Learning Equal Access to Quality Education Learning Outcomes However, the greatest challenge in the effective delivery of basic education services is this – how to provide equal access to quality education for all learners. Note that we are confronted by some 20 million learners in our 43,000 schools and 3,000 learning centers, all of whom must benefit from these services at the same time, if we want them to become productive members of the society. where some 20 million learners housed in 43,000 schools and 3,000 community learning centers nationwide must benefit at the shortest time possible

7 Scale up proven educational innovations and
policies software staff hardware budget management teaching- learning process Students possessing basic competencies for lifelong learning and for work always inadequate poor, variable quality low proficiency To address this challenge, DepED provides the inputs essential to the smooth functioning of the basic education system. These inputs only become meaningful when they are used inside the classrooms during the teaching-learning process, and translated into learning outcomes which students manifest. However, data shows that the students’ proficiency level is generally low, the teaching-learning process is poor and of variable quality and the essential inputs are always inadequate. While there are no quick fixes in education, the Department considers tested educational technologies and out-of-the-box interventions that can bridge the gap in content, pedagogy, training and improve system governance in the shortest time possible. We, therefore, look forward to all possible support we can muster from this body and our leaders in government and the businesses, as we maneuver towards arresting system deficits at the basic education level. Scale up proven educational innovations and implement out-of-the box interventions to improve content, pedagogy, training + governance

8 II. Main Thrusts, Leap frog the quality of basic education into global standards (Basic Education Sector Reform Agenda or BESRA) Increase spending for basic education from all possible sources (public national + local, private sources, ODA) Tighten system governance to enhance school-based management For the next three years, we look at effecting major changes in the way we deliver basic education services to our children and in the process, make a difference. We hope to leapfrog the quality of basic education into global standards, increase spending for basic education from all possible sources and to tighten system governance that will enhance school-based management.

9 Leap-frogging basic education quality
Investing more in preschool education Improving the quality of teaching and learning (teacher retooling) Improving classroom conditions (addressing resource shortages) Making basic education accessible and relevant to the Filipino learners (e.g., tech-voc, GASTPE) Promoting equity in the delivery of basic education services (e.g., Madrasah, Special Education, Alternative Learning) Promoting centers of excellence in public schools, particularly in English, science, math, arts, sports By leapfrogging, we intend to invest more in preschool education because of its proven positive impact on elementary education, continue to work for the betterment of quality of teaching and learning, and continue improving classroom conditions. Learning cannot take place in overly-congested classrooms, and aggravated by ill-prepared teachers. We also want to make basic education accessible to all through scholarship subsidies and make basic education relevant to the needs of the market economy. We also do not neglect the marginalized sectors of the population – the out-of-school youths and adults, children who are differently-abled and our Muslim brothers in the south. Lastly, we want to invest in centers of excellence in the public schools, particularly in English, Science, Math, arts and sports.

10 Increase Basic Education spending
Regular financing (GAA) Alternative financing strategies Adopt-a-School (Private Sector) Utilization of a portion of the LGUs’ Internal Revenue Allotment Securitization of a portion of the LGUs’ Special Education Fund Issuance of Patriot Bonds by NG To attain our aspirations, we look forward to increasing public spending for basic education via the regular GAA and through a combination of non-conventional financing strategies, namely: Adopt a School Utilization of a portion of the LGUs’ Internal Revenue Allotment Securitization of a portion of the LGUs’ Special Education Fund Issuance of Patriot Bonds by NG We hope that this august body can extend full support to the Department in realizing this direction.

11 Tightening system governance
Performance-based budgeting System-wide quality assurance Accountability-focused Transparency in operations The Department is such a huge bureaucracy and enjoys the highest budget among all government institutions. Hence, we intend to tighten system governance through a number of initiatives, to wit: Performance-based budgeting to ensure that only meaningful programs directly related to the attainment of learning outcomes are pursued System-wide quality assurance to elevate the Department’s performance to acceptable standards Focused on accountability to minimize system wastage; and Transparency in operations.

12 Sector Performance, Public & Private
1. This slide tells you how the system has been performing since 2005, and what we hope to attain by The data captures critical performance indicators for preschool, elementary, secondary and alternative education. Grade 1 Readiness Rate is the proportion of 6 year-old children entering Grade 1 who, after undergoing testing, are deemed ready for formal Grade 1 education. For this year, we estimate that about 40% of all those enrolling in G1 public elementary schools are ready for formal schooling, and this is expected to grow by 5 percent each year, until we attain 55% by 2010. Participation rate is the proportion of the enrolment of a certain age group to the total population of that same age group. For elementary, the age range is 6-11 years old, while for secondary, it is years old. The participation rates in both elementary and secondary levels are steadily encouraging. Cohort survival rate is the proportion of enrollees at the beginning grade or year who reach the final grade or year at the end of the cycle. Cohort survival rate in elementary level last year had a 1% drop, from 70% to 69%, but we see a modest recovery now, at 72%. The secondary cohort survival rate has been increasing, except for a drop in the current school year. Our inquiry into the possible causes of this decline generally point to poverty and unstable peace and order conditions in certain parts of the country.

13 5. Dropout rate is the proportion of children who leave school during the year from the total number of pupils/students enrolled during the previous school year. The dropout rates for both elementary and secondary are estimated to decrease year after year, until we finally reach our objective of 3% for elementary and 5% for secondary by 2010. 6. Accreditation & Equivalency is DepED’s contribution to giving better chances to our out-of-school youths and adults (estimated at 10.5 million of years old group in 2003). We accredit the learning they gain outside of the formal school system, into either elementary or secondary. An example of this is the case of Manny Pacquiao. In addition to accreditation, we also offer programs directly to out-of-school youths and adults, in coordination with the LGUs, the NGOs, private sector and civil society groups. Notice our modest target coverage as this is purely DepED’s input. 7. Finally, the acid test of how effective is the sector performing is the indicator on Achievement Level. This summarizes the extent of learning gained by the students in all 6 years of elementary schooling. Our good news is that we are improving substantially, as demonstrated by this over 10% improvement in Grade 6 improvement. The results for secondary testing is still undergoing finalization. Overall, there have been performance setbacks in the past. But we are optimistic that the improvements we started will continue until 2010 with your support, so that together, we can sustain the momentum of growth.

14 Resource Gaps (costs in billion)
This slide is a review of the resource gaps we forecast for 2008. For classrooms, using the 1 classroom for every 45 students at double shift basis, we will require 12,418 new classrooms to meet enrolment increases, as well as replace damaged stocks. This considers the equivalent number of classrooms that can be delivered by the GASTPE program’s education vouchers, and the programmed construction activities for FY Despite this, we estimate that a net shortage of 1,390 additional classrooms worth P760 million will remain. We hope that we can further bring this number down as soon as we obtain additional support from other sources like PDAF, ODA, LGU and private sector partners. In the case of school furniture, every classroom we will build will be provided with school furniture for both children and teachers. Therefore, our net requirement will be 0.5 million units worth P0.42 million after considering the FY 2008 program.

15 Resource Gaps (costs in billion)
On teachers, we need 12,733 new items, consisting of 8,884 to meet enrolment increases, and 4,208 to provide for the needs of special groups (alternative learning, special education, preschool and madrasah). A net shortage of 2,733 items will result by end of school year, if we factor in the 2008 program. On principals, when I joined DepED in August last year, one of the things that struck me was 61% of our public schools are without legitimate heads. This, therefore, compelled me to work for the creation of principal items to pave the way for effective school-based management operations our main thrust in BESRA. We created 890 new items in 2006, 1,097 in 2007 and in 2008, hopefully we can get 1,600 items. In total, we would have provided principals to 6% of these schools. We need to continue addressing this matter as principals are crucial in enabling schools to delivery quality basic education services. Meanwhile, our schools without principals are led either by teachers-in-charge in those schools, or by principal coordinators in the case of clusters of schools. For textbooks, we need 74.5 million copies to replace damaged books and meet new enrolment. Collectively taken, our total requirement for these seven major items alone amounts to P18.5 billion. Since the FY 2008 will provide some P10B, we are still left with P8 billion unsatisfied needs. We trust that this august body can help augment our resources to improve the quality of basic education in this country.

16 III. 3-year Financial Simulation (2008-2010)
This section is in conformity with what we have agreed upon in the Sept. 17 presentation where we were asked to determine the budgetary impact of all the major initiatives we intend to pursue for the next 3 years.

17 Underlying Assumptions
Preschool Education Scenario 1: DepED will continue to be a provider of preschool education; lead role will be assumed by National Council on ECCD Scenario 2: Preschool is part of the basic education ladder i.e., from K to 10; a pre-requisite to Grade 1 (proposed bill) Elementary Education Scenario 1: Class size is pegged at 45 on double-shift system. Scenario 2: Class size improves from 45 in 2008, to 40 in 2009 to 35 in 2010, all on double-shift system Secondary Education – same as elementary All prices used are held constant until 2010; expressed in PhP millions. We went through a budget simulation exercise covering the basic learning resources, as well as the programs we have pipelined in order to leapfrog the quality of basic education into global standards. For preschool education, we used two scenarios - the Conservative assumes that DepED will continue to be just one of the players in preschool education, while the Desired Scenario assumes that our legislative proposal will push through, making preschool education a part of the basic education ladder. So that it will now start from “kindergarten” to 4th year high school. For elementary and secondary education, there are also 2 scenarios in terms of class sizes: for the Conservative side, we assumed that classes will continue to comprise of 45 students on double-shift basis. The Desired Scenario assumes that class sizes will improve from 45 in 2008, to 40 in 2009 and to 35 in 2010, all on double-shift basis. To facilitate analysis, all prices used are held constant until 2010.

18 Budget Scenarios To come up with an intelligent forecast of how much reforms would cost, DepED undertook a 10-year budget simulation study ( ) in cooperation with World Bank. Four budget scenarios were developed, but for purposes of our FY 2008 proposal, we are limiting ourselves to only two – catch up (the green trend line) and EFA++ scenarios (the red trend line). For the catch-up scenario, DepED’s budget should grow by 11% in the initial year of 2006 (or P12B) to wipe out all resource shortages, provide for enrolment increases and inflation. From this level, it should stabilize at about P8B for the succeeding years until 2015.  For the EFA ++ scenario, DepED’s budget should have grown by at least 15% in the initial year of 2006 (or P17B) to wipe out resource gaps, provide for enrolment increases and inflation and engage into programs and projects supportive of EFA. The scenario suggests that from 2007 to 2015, DepED’s budget should stabilize at an additional P9B outlay yearly. For FY 2008 alone, DepED’s budget should be at the level of about P153B to wipe out resource shortages and provide for inflation and enrolment growth, and implement EFA 2015 reforms fully addressing access, equity and quality considerations. We over-layed our own budget simulation of 2 years – note the solid brown trend line which represents the conservative scenario, and the solid light green trend line representing the desired scenario. In brief, the conservative scenario suggests that our budget for 2009 should be at the level of P157B if we want carry out our reforms and bring modest improvements to the sector. On the other hand, the desired scenario suggests that our budget in 2009 should be at the level of P162B if we want to rump up our numbers and bring our programs to scale.

19 Simulation Costs: In million pesos
This slide tells us the yearly progression of budget requirements for certain critical learning resources. Using FY 2008 as base, the overall requirements for the Conservative Scenario would be an additional P11.2B in 2009 and P14.4B in The Desired Scenario, on the other hand, suggests an additional P15.7B in 2009 and P20.4B in The difference mainly lies in the assumption that preschool education is now part of the basic education ladder and that class sizes will improve from 45 in 2008 to 40 in 2009 to 35 in 2010, all under the system of double-shifting of classes. Desired Scenario: Inclusion of preschool to the basic education ladder beginning 2009, and class sizes improve from 45 in 2008 to 40 in 2009 to 35 in 2010, all on double shift basis.

20 Comparative Budgets, 2006-2008 (P’000s)
1. A quick look at the historical budget of DepED and its attached agencies would indicate that DepED’s budgets have been growing steadily, which includes the budgets of our attached agencies, namely: Phil. High School for the Arts, National Council for Children’s Television, National Book Development Board and the National Museum. Using FY 2005 as base, our budget increased by 8% in 2006, 13% in 2007 and 6% in For 2008, this budget level as shown in the NEP is 16% lower than what we originally proposed to DBM. 2. Comparing DepED’s budget against GDP will show that is 2.53% for the last 3 years, while international standards place it at 6% of GDP according to UNESCO. 3. From the perspective of the national budget, DepED will be getting 11.9%. For this body’s information, WB cited in one of its reports that the average share of education budget in developing countries should be 20% in order to pursue Education for All reforms. 4. Finally, the EDCOM also cited average budget figures in its report – in the ’60’s, the education budget was 29% against the national budget, 11% in the ’70’s and 13% in the ’80’s and ’90’s. FY 2008 NEP is 16% lower than the Original Proposal Share Against National Budget: 11.9% Notes: year ave. share of GDP is 2.53%. International standard is 6% of GDP, per UNESCO report. 2. Ave. share of educ. budget in developing countries is 20%, per WB report. 3. Historical Ave. Share of Education Budget per EDCOM Report 1960’s : 29% 1970’s : 11% 1980’s : 13% 1990’s : 13%

21 Allocations by Expense Class
In terms of the allocation by expense type, our 2007 budget had an 81%-14%-6% sharing for PS, MOOE, and CO. For 2008, the sharing improved a bit into 78%-14%-8% for the same categories. This increase in non-salary expenses is a big improvement in our case, as more resources will become available for developmental activities that can support effective teaching and learning processes in the classrooms.

22 DepED Budgets, by Major Final Outputs
As we fully implement the new system of Organizational Performance Indicators Framework or OPIF, the configuration of our FY 2008 budget under this system is categorized by Major Final Output (MFO) is as follows: 67% of our budget will be spent for MFO 1 of Public Pre-elementary and Elementary Education Services 28% for MFO 2 of Public Secondary Education Services 0.3% for MFO 3 of Alternative Learning Services 2% for MFO 4 of Basic Education Sector Management Services 0.005% for Regulatory and Developmental Services, and 2% for GASTPE Services

23 IV. Financing Proposals
1. Utilize 10% of the LGUs’ Internal Revenue Allotment Total IRA, P183.9B 10% of IRA, except for bgys. estimated at 5% P16.6B P16.6B / P550,000/classroom = 30,216 cls per year We propose to this body that 10% of the IRA of LGUs be tapped to arrest our perennial classroom shortages. This is bolstered by the fact that education is among the 3 priority areas for development, not to mention that no less than the Constitution accords priority to education, science and technology, arts, culture and sports to, among others, accelerate social progress and development. This proposal looks at utilizing 10% of the IRA shares of provinces, cities and municipalities, and 5% of the barangays’. This year, some P183.9B is made available in the GAA, and following the estimated IRA shares, would generate some P16.6B, that can already build over 30,000 classrooms. This number can significantly expand coverage of the basic education sector, as well as replace old and dilapidated structures, estimated in 2005 at about P46B by a World Bank study. Over time, we could already move towards single-shift classes so that there can be longer contact time for teaching and learning. We anticipate high support for this proposal from the LGUs concerned since their communities stand to directly benefit from this arrangement once their constituents start to acquire basic education competencies.

24 IV. Financing Proposals
2. Securitizing 50% of the LGUs’ Special Education Fund (SEF) The second proposal is to securitize the LGU’s Special Education Fund. Based on our calculations under 2 scenarios, we can generate some P12B to finance 22,135 classrooms at 25% of the SEF, or generate some P24B for 44,270 classrooms if at 50% of the SEF. If only LGUs can be authorized to securitize their SEF purposely to finance classroom construction, including other basic resources in this manner, we could attain a lower classroom-student ratio comparable with international standards. And once the classroom problem is addressed, DepED can start focusing its efforts and resources to issues related to quality and efficiency. This proposal and that of the IRA will, however, require legislation. We, therefore, urge this body to support our ideas on alternative financing strategies as these will eventually redound to improving the welfare of the Filipino people.

25 IV. Financing Proposals
3. Issuance of patriot bonds by the National Government via the National Development Company This proposal calls for the issuance of sovereign bonds we initially call “Patriot Bonds” by the national government through the National Development Corporation or NDC. These bonds can be in big and small denominations to allow big and small investors to put resources in socially relevant fund. The national government could authorize NDC to issue bonds, the proceeds of which are transferred to DepED to finance the frontloading of classroom construction and other basic items. The national government would guarantee repayment of the bonds, by including specific amounts in DepED’s annual budget. DepED then, through DBM, will transfer the appropriated amount to NDC to service the principal and interest repayments for the Patriot bonds. Assuming that under this scheme, national government will authorize NDC to float say, P20 billion worth of Patriot bonds based on 10-year tenor securitized at 10%, the proceeds can already put up 36,364 classrooms. In terms of repayment, some P3.25B of DepED budget can be earmarked to service the P20B Patriot bonds. This represents barely 2% of DepED’s 2008 budget.

26 V. Proposed Legislative Agenda Supportive of DepED Thrusts/Directions
Institutionalization of Preschool in the Basic Education Cycle RA 4670 (Magna Carta for Teachers) RA 7160 (Local Government Code) National Career Assessment Examination RA 7880 (“Roxas Law”) PD 1146 as Amended (on GSIS) This section talks about the legislative agenda we are proposing to support our 3-year thrusts and directions.

27 VI. Initiatives Under BESRA

28 Preschool Education Legal Bases Rationale Budgets
Early Childhood Care and Development Act (RA 8980) Executive Order 349 s. 2004 RA Governance of Basic Education Act Batas Pambansa Blg The Education Act of 1982 MTPDP BESRA Strategy Document Rationale Education For All 2015 – “Expand targeted coverage of quality-assured ECCD programs” MTPDP – “ Universal coverage of 5 y/o and standardized quality of preschool education” Budgets 2008 NEP Budget: P2 Billion 2007 GAA: P 500 Million 2006 GAA: P 250 Million

29 SBM Installation and Support
Legal Bases RA 9155 – Governance of Basic Education Act Basic Education Sector Reform Agenda (BESRA) Rationale Schools are the community-based social institutions that provide the most widely available formally organized instruction, which is expected to enable students to learn, and thereby attain their desired educational outcomes. If schools are to deliver better outcomes in a sustainable manner, the key stakeholders, within the school and the community, must be enabled and empowered to manage their school-level affairs so that they continuously improve the link between their own efforts and their collectively desired educational outcomes. The central insight of this reform thrust is that people most actively and directly involved in and affected by the school operations are the best people to improve the quality of these schools. Budgets 2008 NEP Budget: P500M 2007 GAA : P500M 2006 GAA : P250M

30 Science and Math Budget Legal Bases Rationale
1987 Constitution Republic Act Governance of Basic Education Act MTPDP Batas Pambansa 232 BESRA Strategy Document Rationale Chapter 19, MTPDP , “Need to improve the competitiveness of the country’s knowledge and Science and Technology workers.” Budget 2008 NEP Budget – P918.6M 1. Science and Math Equipment P698.0M 2. Regional Science High Schools M 3. Support to Special Elem. Science Schools (53 ES) M 4. Support to ESEP High Schools (110 schools) M 5. Cert. Program for Non-Specialists in S& M M 2007 GAA P 239.1M Science and Math Equipment P50.0M Regional Science High Schools M Cert. Program for Non-Specialists in S & M M

31 Tech-Voc Education Legal Bases
Republic Act Free Public Secondary Education Act. Philippine Constitution of 1987 Batas Pambansa 232. Education Act of 1982 Republic Act Governance of Basic Education Act DepED Order No. 37, s. 2004; DepED Order No. 48, s. 2007 MTPDP Rationale Revive and strengthen the existing 261 tech-voc high schools to provide students with opportunities to acquire TESDA certifiable technical, vocational, industrial and other relevant skills Provide relevant foundation skills for higher learning, world of work or entrepreneurship opportunities The result of the National Career Assessment Examination 2007 showed that 711,526 or 54.51% of the graduating high school students are with high aptitude for tech-voc programs. Budgets 2008 NEP Budget: P528 Million 2007 GAA: P207 Million

32 GASTPE (Government Assistance to Students and Teachers in
Private Education) GASTPE Legal Bases 1987 Constitution Republic Act 6728 of 1989 Republic Act 8545 of 1998 DepED Memo No. 144, s. 2007 DepED Order No. 37, s. 2007 Rationale Secondary education is free, and must be provided to all learners in the public schools. However, there is limited capacity in the public schools to accommodate all prospective enrollees. The program is thus implemented to provide opportunity for public school excess students to continue their secondary education in participating private schools by providing financial assistance to poor but deserving elementary school graduates. It also helps private schools maximize use of their idle capacity, thereby helping promote their continued financial viability. Budgets 2008 NEP Budget: P2.90B 2007 GAA : P3.14B 2006 GAA : P2.46B 2005 GAA : P1.83B 2004 GAA : P1.57B 2003 GAA : P1.58B

33 Information and Communications Technology (ICT)
Legal Basis MTPDP Rationale Chapter 19, MTPDP “ICT will be harnessed as a powerful enabler of capacity development. It will therefore be targeted directly towards specific development goals like ensuring basic education for all and lifelong learning, among others.” BESRA Strategy Document on ICT Integration for Basic Education Budgets 2008 NEP Budget P M DepEd Computerization Program M Distance Ed. for Elem. Students M Effective Alternative Secondary Education M 2007 GAA P M DepEd Computerization Program: M Distance Ed. for Elem. Students: M Strong Republic Schools-Distance Learning M

34 Madrasah Education Legal Bases Rationale Budgets MTPDP, 2004-2010
DepEd Order No. 51, s Standard Curriculum for Elementary Public Schools and Private Madaris (Muslim schools) Rationale To upgrade the Muslim basic education and mainstream it as a component of the basic education in the country Budgets 2008 NEP Budget: P200 Million 2007 GAA: P 100 Million 2006 GAA: P 150 Million

35 Alternative Learning System
Legal Basis Republic Act Governance of Basic Education Act BESRA Strategy Document Rationale 2003 FLEMMS (Functional Literacy, Education and Mass Media Survey) cited that 10.5 million Filipinos aged years old never attended schools To provide opportunity to learners outside of the formal school system to acquire basic education competencies Targets 312,400 learners in FY 2008 Budgets 2008 NEP Budget: P M 2007 GAA: P230.14M 2006 GAA: P 75.55M

36 Arts and Sports Legal Bases Philippine Constitution of 1987
Republic Act Governance of Basic Education Act Executive Order No. 433 (Sports) Rationale To provide a nationwide program for students who have demonstrated talents or potential in the arts and sports The components are teacher and student training and all other operating expenses Includes 17 schools with Special Program for the Arts; and 17 schools with Special program for Sports Budget 2008 NEP Budget – P17 Million P500K each for 34 regional schools)

37 VII. Items for Possible Augmentation
These are the additional budget items that we earnestly request this body to support. Please note the following: 1. On school buildings, we need an additional outlay of P0.76B to wipe out our net classroom shortages and to repair existing dilapidated structures. As earlier mentioned, the World Bank study done in 2005 cited that 15% of our existing classrooms are beyond economic repair, with costs estimated at P46B. Of the remaining ones, a good number requires major repairs to prolong their serviceable life. On School MOOE, we are requesting an additional 15% additional budget to enable our schools to fully implement their School Improvement Plans that can directly influence the attainment of higher learning outcomes among students. This will likewise help promote our policy of “no collection” of unnecessary school fees from students and parents.

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