Head, Special Concerns and Research Department of Education State of Philippine Education and Neighboring Regions Good afternoon distinguished ladies and gentlemen of the Basic Education Committee. We request your indulgence as we provide you a background on our country’s basic education system. This I will do with the assistance of my Undersecretaries. Dr. Ruth L. Fuentes Head, Special Concerns and Research Department of Education

Presentation Outline I. The Philippine Education System Department’s Mandate Vision, Mission and Core Values Structure of Philippine Education System Function Coverage The Education For All & Basic Education Sector Reform Agenda Basic Education Performance Budget and Financing Ten Point Education Agenda of the New Administration Legislative Agenda The presentation starts with the Department’s mandate, vision, mission and core values as well as on its structure, functions, coverage, and the Education For All and Basic Education Sector Reform Agenda. After that, we will be enlightening you on our current performance, funding requirements, and the ten point education agenda of the new administration that we will be pushing for in the next six years. Finally, we wish to present to you our legislative agenda for your consideration and support. As a background, we wish to present a short history on how we came to have our current system in education and the evolution of our mandate.

1982 1987 1994 2001 Education Act of 1982 An Act providing for the establishment and maintenance of an integrated system of education. In 1982 the Education Act of 1982 mandated the then Department of Education, Culture and Sports (DECS) to provide for the establishment and maintenance of an integrated system of education.

1987 Philippine Constitution 1982 1987 1994 2001 1987 Philippine 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) Article XIV, Section 1 of the 1987 Philippine Constitution provides that “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.”

Tri-focalization of Education Management 1982 1987 1994 2001 Tri-focalization of Education Management In 1994, the Congressional Commission on Education (EDCOM) Report saw a need to have our education system tri-focalized. The mandate of the then DECS is to focus on basic education alone – covering elementary and secondary schools, non-formal education, culture and sports. Higher education was left to the Commission on Higher Education (CHED) and post-secondary middle level manpower training and development to the Technical Education and Skills Development Authority (TESDA). TESDA for post-secondary, middle-level manpower training and development (RA 7796, August 25, 1994) CHED for higher education (RA 7722, May 18, 1994) DECS for basic education

“Governance of Basic Education Act of 2001” (R.A. 9155): 1982 1987 1994 2001 “Governance of Basic Education Act of 2001” (R.A. 9155): Formally renamed DECS as the Department of Education and transferred “culture” and “sports” to the National Commission for the Culture and the Arts and the Philippine Sports Commission Redefined the roles of different administrative levels of DepED (central office, regional offices, division offices, district offices and schools) Then in 2001, DECS was formally renamed the Department of Education by virtue of Republic Act 9155 or the “Governance of Basic Education Act of 2001.” This redefined the roles of different administrative levels of DepEd in the central office, regional offices, division offices, district offices, and schools. The culture and sports component were transferred to the National Commission for the Culture and the Arts and the Philippine Sports Commission, respectively.

DepEd’s New Vision, Mission and Core Values By 2030, DepEd is globally recognized for good governance and for developing functionally-literate and God-loving Filipinos. Mission To provide quality basic education that is accessible to all and lays the foundation of lifelong learning and service for the common good. With the adoption of the Balanced Scorecard under the Performance Governance System (DepEd Order 39 s.2010), a new set of vision, mission, and core values has been crafted . We envision that by 2030, DepEd is globally recognized for good governance and for developing functionally-literate and God-loving Filipinos. It is our mission to provide quality basic education that is accessible to all and lays the foundation of lifelong learning and service for the common good by working through our core values of Culture of Excellence, Integrity and Accountability; Maka-Diyos; Makatao; Makabayan; Makakalikasan Core Values Culture of Excellence, Integrity and Accountability; Maka-Diyos; Makatao; Makabayan; Makakalikasan Source: Adoption of the DepED-Balance Scorecard under the Performance Governance System per DepEd Order 39, s. 2010

Structure of Philippine Education System Age 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20, 21 AND ABOVE Grade/ Year 1 2 3 4 5 6 I II III IV Level GRADUATE POST GRADUATE PRE – SCHOOL KINDER GAR-TEN ELEMENTARY (Compulsory) SECONDARY (Optional) TERTIARY Master Courses Doctoral Courses The Philippine Education System is built much like a ladder with the first step at pre-elementary, then elementary, secondary, tertiary, graduate and post-graduate education. Pre elementary education consists of the optional pre-school education for ages 3 and 4 and kindergarten is for 5 year olds. This is intended to prepare them for the compulsory six-year elementary education - 4 years primary and 2 years intermediate. In school year 1995-1996, the entry age for elementary has been set at 6 years old. A four-year secondary education for ages 12-15 follows with two types of secondary curriculum offerings: (a) general academic high school and (b) vocational high school. Regional science high schools were also established in each region that offers an enriched science, math and English curriculum in addition to the requirements of the secondary curriculum. This completes the ten-year basic education cycle. Further education is offered for Post-secondary and technical/vocational non-degree courses and degree courses in the tertiary, graduate and post-graduate levels. Alternative learning systems (ALS) runs parallel to formal education offering basic literacy for out-of-school youth and adult illiterates as well as alternative learning in elementary and secondary levels. ALS caters to 15-24 years old out-of-school youth and 25 years and older out of school adults. ALS focuses on the development of literacy and employable/productive skills coupled with citizenship training. ALTERNATIVE LEARNING SYSTEM AGE LEVEL 15-24 – Out of School Youth Basic Literacy Level 25 above-Adults Elementary Level Secondary Level

Roles of DepED per RA 9155 Central Office > Policy-making > Standards-setting > Resource generation /Allocation Region > Enforcement of standards > Monitoring and quality assurance Division > Instructional leadership > Administrative support to schools (i.e. MOOE) > Resource generation (i.e. Local School Board) Schools > Direct delivery of quality education DIRECTIONS & STANDARDS (Support to Schools) Under Republic Act 9155, directions and standards and support to schools had become the responsibility of the central and regional offices. While field operations will be undertaken by the division offices and schools. The central office is tasked with policy-making, standards-setting and resource generation and allocation. Regional offices will enforce the standards set and monitor and ensure quality of service. Instructional leadership, direct administrative support and local resource generation will be handled by the division offices in direct support to schools who in turn will deliver quality teaching and learning. OPERATIONS

Coverage = 1 = 16 + 1 ARMM = 199** = 2,437 = 55,339 Schools = 37,801 Central Office Coverage = 16 + 1 ARMM Regional Office = 199** Schools Division Offices = 2,437 No. of Districts = 37,801 68% Public Elem. Schools* = 7,084 13% Private Elem. Schools The central office will provide direction to the regional offices as well as the DepEd in the Autonomous Region in Muslim Mindanao. The regional offices will be supervising some 199 schools division offices representing provinces and cities. The divisions are further subdivided into schools districts responsible for the management of public and private school across municipalities. District offices oversee some 55,339 schools. Of this number, 68% or 37,801 are public elementary schools and the rest the reamining 13% (7,084) are private elementary schools. There are 10,454 public and private high schools of which 5,747 are public and 4,707 are private high schools. 10% = 5,747 Public High Schools* 9% = 4,707 Private High Schools = 55,339 Schools *No. of schools includes data of SUCs, CHED and TESDA (as of Sept 22, 2009) **Including 5 interim divisions (as of July 6, 2010)

1. PHILIPPINE HIGH SCHOOL FOR THE ARTS ATTACHED AGENCIES 1. PHILIPPINE HIGH SCHOOL FOR THE ARTS 2. NATIONAL BOOK DEVELOPMENT BOARD 3. NATIONAL COUNCIL FOR CHILDREN’S TELEVISION 4. NATIONAL MUSEUM There are also four agencies attached to the Department: the Philippine High School for the Arts in Mt. Makiling the National Book Development Board the National Council for Children’s Television, and the National Museum

Coverage: Size of Learners (in ’000) For SY 2010-2011, we expect to cater to some 24.55 million school children in both public and private pre-elementary, elementary, and secondary schools as well as learners under the alternative learning systems. * Total 19.33M 20.28M 21.89M 22.56M 24.55M * Targets

Philippine Education For All (EFA) 2015 Plan The EFA and BESRA Philippine Education For All (EFA) 2015 Plan Basic Education Sector Reform Agenda (BESRA) The Basic Education Sector Reform Agenda (BESRA), conceptualized in 2005 is intended to facilitate the implementation of the Philippine Education for All (EFA) 2015 Plan by focusing on the learners, teachers and school/learning centers. BESRA also supports the attainment of the Millennium Development Goals. BESRA is a package of interrelated policy actions intended to bring about fundamental change in how education is delivered across the basic education sector, and in how reforms in the basic education are planned and implemented. Functional Literate Filipinos* * Ability to communicate effectively, solve problem, think critically and creatively, use resources sustainably and be productive, develop sense of community and expand world view

Basic Education Performance By way of determining our compliance with our mandate, we measure our performance in terms of three (3) indicators: Access - measured by Gross Enrolment Rate and Participation Rate Efficiency – measured by Completion Rate and Drop-out Rate Quality- measured by the results of the National Achievement Test (NAT) for Grade 6 and Year 2; School Readiness Assessment Results for children entering Grade 1; and the Accreditation & Equivalency which is DepED’s contribution to giving better chances to out-of-school youths and adults.

The trends in the two (2) access indicators are encouraging because of the modest improvements..

We also see slight increase in the completion rates and reduction in the drop-out rates. Note that access and efficiency indicators are greatly influenced by socio-economic factors, notably poverty and health, which DepEd , in cooperation with other partners, tries to overcome through our various interventions

Quality outcomes has shown some marked improvements in the national achievement test and school readiness assessment of those entering Grade 1.

Budget and Financing To support our programs and projects in compliance with our mandate, we wish to present the budget and financing situation of the Department.

Ave. Share of DepEd’s Budget DepEd Budget Ave. Share of DepEd’s Budget from GDP: 2.26% While DepED’s budget has been increasing steadily from 2001 to 2011, DepED’s budget against GDP will show that the average share from 2001 to 2009 ranges from 2.1% - 2.8%, while international standards place it at 6% of GDP according to UNESCO. For this body’s information, the EDCOM in 1991, has cited that in the ’60’s, education was getting about 29% of the national budget, 10.5% in the ’70’s, and 13% in the ’80’s and ’90s % share of DepEd Budget to GDP 2.5% 2.8% 2.5% 2.3% 2.1% 2.0% 2.1% 2.0% 2.3% * Private sector support to basic education via Adopt a School Program on top of the GAA. 19

DepEd Budget and % Share from the National Budget We believe that the increase in the DepED budget should at least be at par with that of the national budget. The share of DepEd in the national budget has declined from 13.77% in 2001 to 11.35% in 2010.

FY 2010 DepED Budget, by Allotment Class (Share in %) For FY2010, 80% of our budget is allocated for personal services given our more than 500,000 employees. 13% is allocated for maintenance and other operating expenses and 7% for capital outlay.

SOURCE AMOUNT FY 2009 (in Php M) DepED Regular Budget 174,468 Official Development Assistance (ODA) 3,798 LGUs-Special Education Fund (SEF) 11,492 (as of 2008) Others 10,917 Total 200,675 DepEd also receives additional support from LGU’s Special Education Funds amounting to P11.5 billion (as of 2008). These are particularly used to support schools through infrastructure, and teacher training and hiring. Additional P14.6 billion comes from other sources like private sector donations amounting to P10.9 billion and P3.8 billion from Official Development Assistance (ODA).

Ten Point Agenda of the New Aquino Administration Under the new administration, we align our programs and projects to the ten-point education agenda of the President.

1. 12-Year Basic Education Cycle 2. Universal Pre-Schooling for all 3. Madaris Education as a Sub-system Within the Education 4. Technical-Vocational Education as an Alternative Stream in Senior High School 5. “Every Child A Reader” by Grade 1 12-year basic education cycle We are currently preparing our plan to ascertain what needs to be done, how much it will cost, how will we implement this, and also provide answers to the feedback we began receiving the day we announce we were going ahead with planning for this change. The question is not adding two more years or not BUT creating a holistic education environment for the child so they can acquire employable skills that they can use once they finish high school. Rather than thinking of it as plus two years in education, we ask you to look at it as minus two. Fourteen years of education including 4 years in college to get employed is longer than the 12 year basic education program we are planning where a graduate is already employable or can be capable of pursuing a college degree if they choose to do so. We do assure you that this program will be done alongside our other priorities such as closing resource gaps and looking at the welfare of our teachers and students. We will provide more detail on October 5. Universal pre-schooling for all We see the pre-school program as a means to properly prepare a child for the world of learning. We once more seek your support to make pre-school available for all. Madrasah Education This is being implemented 670 public schools near Muslim communities that are implementing the curriculum in regions 3, 4-A, 4-B, 6, 7, 9, 10, 11, 12, Caraga and NCR. The standard curriculum for Arabic Language and Islamic Values Education in elementary public schools and private Madaris were developed with the assistance of various private and international partners. We also work with the Technical Education and Skills Development Authority (TESDA) in providing training for Muslim out-of-school youths. Under DepEd Order Nr. 81, 2007, private madaris implementing our standard curriculum receive a subsidy of P5,000.00 per student per year. We have fifty five of these schools benefiting from this project right now.The implementation began in 2004 through DepEd Order No. 51, s. 2004. Technical-Vocational Education as an Alternative Stream in Senior High School This existing program will work in line with the 12-year basic education program. With our curriculum for the 282 tech-voc high schools already aligned with TESDA training regulations and industry standards, our students are able to take and pass national certifications given by TESDA.\ As of school year 2008-2009, 311 of our tech-voc high school graduating students obtained a COC 1 certificate from TESDA, the first level of certification for skills in automotive, furniture and cabinet making, garments, culinary arts, refrigeration and air conditioning, among others. Financial support was also poured in for infrastructure, equipment and machinery, and teacher training. Every Child A Reader by Grade 1 and Library for Every School The existing Every Child a Reader Program (ECARP) aims to train each child so that he/she is able to read with comprehension as early as Grade 1. They are taught to read and comprehend reading materials intended for each grade level. Every child is developed to be independent readers as well.

6. Science and Math Proficiency 7. Assistance to Private Education as partners in basic education 8. Medium of Instruction rationalized 9. Quality Textbooks 10. Covenant with Local Governments to build more schools. Science and Math Proficiency Already, we have 197 secondary schools under the Engineering Science Education Program (ESEP) offering special Science and Math curriculum. We have in each region a regional science high school (RSHS) offering a curriculum specially designed for the special science program delivered by teachers who are majors in math and science. There are also schools that offer special science classes supported by teachers who graduated majoring or trained in science and mathematics. At the elementary level, the special science elementary school (SSES) project serves as the counterpart of RSHS. There are currently 100 SSES catering to children with special abilities in Science and Math. Non-specialists in English, Science and Math in both elementary and high school are constantly undergoing training. These teachers are graduates of education courses majoring in other subjects but are asked to teach these subjects. Assistance to Private Education partners in basic education For next year’s budget, we have proposed funding allocation for some one million beneficiaries as set by President Aquino. Each child beneficiary will continue to receive tuition fee subsidy of P5,000 (for areas outside NCR) or P10,000 (for NCR) each year for four years from first year to fourth year. In addition, a subsidy for the salaries of private school teachers under ESC will continue to be provided. As you are aware of, basic salaries of public school teachers are now higher than those in private schools. Rationalize Medium of Instruction DepEd is currently using mother-tongue or bi-lingual as medium of instruction from Pre-school to Grade 2. A UNESCO study showed that children are able to absorb learning better if they are taught in a language they use at home at an early age. It also allows them to learn a second or even a third language later on. English becomes the medium of instruction starting Grade 3. Quality of Textbooks We are looking at the existing textbook evaluation and procurement policies and guidelines and see what needs to be improved or strengthened. At this time, procurement of textbooks is unbundled. Content is procured first and printing afterwards. This will give publishers who have good content a competitive edge over publishers who have a greater capacity in printing and delivery. Covenant with LGUs for more schools We will go around and seek the commitment of local governments to help build school buildings for public schools. Part of our task also is to close the resource gaps to achieve the ideal learning environment.

Thank you! Thank you and good day! Briefer for the Committee on Basic Education and Culture, House of Representatives , August 11, 2010