Particulars	Actual			2004-2010 Fighting Target	% Acc. 2006
	2006	2005	% Change
A. Enrollment in Pre-Schools	41,213	38,001	8.45	45,002	91.58
Public	16,364	20,854	(21.53)	17,633	92.80
Private	24,849	17,147	44.92	27,329	90.92
B. Day Care Centers ( DCCs)
No.  of  DCCs	3,997	3,949	1.22	-	-
No.  of Children Served	112,467	106,992	5.12	-	-
No. of Brgys w/ DCCs	3,112	3,135	(0.73)	-	-
No  of Brgys w/ accredited DCCs	2,201	2,161	1.85	-	-
No. of Brgys w/Out DCCs	359	336	6.84	-	-
C. % of Grade 1 Enrollees  With & W/Out ECCD Experience
Gr. 1  Enrollment	194,747	192,387	1.23	210,326	92.59
W/ ECCD Experience	116,529	109,624	6.30	198,099	58.82
% W/ ECCD Experience	59.83	56.98	5.00	70.00	85.47
W/Out  ECCD Experience	78,218	82,763	(5.49)	12,753	16.30
% W/Out ECCD Experience	40.16	43.01	(6.63)	30.00	74.70

                 Source: DepEd V and DSWD V

   Overall enrolment in formal preschools increased by 8.45 percent, with 44.92 percent growth in the private preschool.  A marked decline in the Day Care Center (DCCs) enrollees of the local government units was noted, with a 21.53 percent decrease over 2005 figures (Table 1).

 

   There was a minimal increase in the number of Day Care Centers in 2006, from 3,949 DCCs in 2005 to 3,997 DCCs in 2006 serving a total of 112,467 children ages 3-5 years old.   Although there was an increase in the number of DCCs, the number of barangays with DCCs decreased by 0.73 percent in 2006.  Of the total 3,471 barangays in the region, 3,112 have DCCs in 2006 lower by 23 barangays in 2005.

 

   The number of Grade 1 enrollees with ECCD experience increased by 6.30 percent, from 109,624 in 2005 to 116,529 in 2006. This figure is only 59.83 percent of the total Grade I enrollees during the year, but 2.85 percent higher than 2005 figure. 

 

   Strategic interventions for a more focused ECCD program implementation includes the launching of the Expanded Preschool Program. DepEd's Preschool Program and the Education Service Contracting Scheme contributed to the increase in the number of preschoolers in the region.

  Table 2  Enrolment Data, Bicol Region, 2005 and 2006

Indicators	Actual			2004-2010 Fighting Target	% Accomp. 2006
	2006	2005	% Change
Public	1,238,338	1,223,040	1.25	1,302,162	95.10
Elementary	898,689	889,425	1.04	935,345	96.10
Secondary	339,649	333,615	1.81	366,817	92.59
Private	79,425	83,208	-	-	-
Elementary	26,765	25,988	2.99	-	-
Secondary	52,660*	57,220	-	-	-
Net Enrolment	1,317,763	1,306,248	0.88	-	-

                 Source: DepEd V

                 *Data do not include provinces of Albay, Masbate and Masbate City

   During the second semester of 2006, three typhoons hit the region.  The worst was in November 2006, when typhoon “Reming” devastated Bicol.  Albay and Camarines Sur were the most hit provinces.  A sudden deterioration in all areas was felt, particularly in the education sector.  Classes were suspended in all levels and was resumed in 2007.  Most of the old classrooms were destroyed, textbooks and teaching materials were sunk in floods.  More families were displaced particularly in the provinces of Albay and Camarines Sur.

 

   Except for the Drop-out Rate, all basic key indicators in the education sector, such as the participation rate, cohort survival rate, completion rate and result of the national achievement test fell short of the plan targets.  Figure 1 showed the actual accomplishment for SY 2005-2006.

Figure 1  Basic Education Indicators, Bicol Region, SY 2005-2006

                    Source: DepEd V

• Compared to SY 2004-2005, participation rate declined by 2.21 percent in public elementary schools.  Participation rate in the public secondary schools increased by 1.07 percent (Table 3).

• National Achievement Test results for both elementary and secondary levels in the region were below the minimum standard of at least 75 percent Mastery Level.  The result in the elementary level deteriorated, from 55.45 percent in SY 2004-2005 to 51.14 percent in SY 2005-2006.

• The Regional Unified Achievement Test result improved by 2.69 percent, but still below the minimum standard of at least 75 percent Mastery Level.

   The sudden deterioration in the education system in the region calls for a continuous support of all the stakeholders, which should be given directly to where actual teaching-learning takes place, particularly on classrooms and textbooks provision.  Quality of teachers and faculty capability building should be further improved as this is one of the issues in the continued decline of quality in basic education indicators' performance.

 

   The immediate implementation of programs and projects identified in the rehabilitation plan should be done and should consider risk reduction, particularly in the location, design and construction of new school buildings. 

Table 3.  Basic Education Performance Indicators, Bicol Region
SY 2004-2005 and SY 2005-2006

Indicators	School Yr. 2004-2005	School Yr. 2005-2006	% Change	2004-2010 Fighting Target	% Accomp. 2006
Participation Rate
Net Enrolment Ratio
Elementary	85.07	82.70	(2.78)	87.00	95.06
Secondary	43.44	45.58	4.93	58.00	78.59
Gross Enrolment Ratio (Public)
Elementary	103.47	101.18	(2.21)
Secondary	63.34	64.02	1.07
Cohort Survival Rate
Elementary	79.45	75.70	(4.72)	82.00	92.32
Secondary	70.50	62.04	(12.00)	70.00	88.63
Completion Rate
Elementary	66.96	61..81	(7.69)	69.00	89.58
Secondary	55.30	48.36	(12.55)	57.00	84.84
Drop-Out Rate
Elementary	1.19	1.26	5.88	1.07	117.76
Secondary	5.85	5.79	(1.02)	5.25	110.28
Natl. Achievement Test
Elementary
National	55.45	51.14	(7.77)	60.00	85.23
Regional Unified Test	59.18	60.77	2.69	75.00	81.03
Secondary (4th year)	*	40.90		50.00	81.80

                  Source: DepEd V

                  *No National Achievement Test for Secondary Level was conducted during SY 2004-2005

Technical Vocational Education and Training (TVET)

 

   In carrying out its primary function of effecting the efficient delivery of programs and services in the region, the Technical Education and Skills Development Authority (TESDA) V was able to achieve more than the 2006 plan targets.  The strong support of TVET partners significantly contributed to its achievement, despite financial constraints.   The STAR Program's implementation played significant role in achieving programs addressing immediate TVET sectors' requirements not only in the region but also for demands outside Bicol.  The PGMA Training for Work Scholarship Program (PGMA-TWSP) was one of the notable STAR Program that brought the expansion of scholarship beneficiaries and timely responses to emerging industry skills needs such as call center agents, animators, medical transcriptionist and welders.  Following were the accomplishments of the sub-sector for CY 2006:

• Total technical education and training output was 95,999, with five percent growth over the 2005 figure.  It represents a 110 percent accomplishment of the annual target (Table 13.4).  The significant increase can be attributed to the continuing efforts of  empowering the LGUs in managing skills development   through the Community Training and Employment Coordinators (CTEC).

Table  4 Middle-Level Skills Development Program Indicators
Bicol Region,  2005 and 2006

Program Indicators/ Services	Actual		% Change	2006 Target	% Accomp.
	2006	2005
Technical Education and Training Output	95,999	91,359	5.08	86,900	110.00
School based (Pub.& Private)	8,861	7,329	20.90	9,700	91.35
Center-based	3,980	3,321	19.84	2,880	138.19
Community-based/ Enterprise Development	83,158	73,857	12.59	74,320	111.89
Other Non-School Based	-	6,852	-	-	-
Competency Assessment and Certification Output
Assessed	12,430	10,046	23.73	9,206	135.02
Certified	4,872	3,492	39.52	4,603	105.84
% Certified	39.20	35.00	12.00	50.00	78.00
TESDA Scholarship Program	2,015	2,010	0.25	2,015	100.00
PESFA	1,517	1,517	0	1,517	100.00
TESDP-ADP	498	493	1.01	498	100.00

                  Source: TESDA V
                  Note: 2006 output is only up to Sept. 2006

 

• On Competency Assessment, 135 percent accomplishment was attained for the year.  As many as 12,430 workers and graduates of TVET were assessed, with 4,872 passers or a certification rate of 39 percent.  The adoption of ProSpeak 7, a tool for assessment of English proficiency was started on June 12, 2006 testing about 605 applicants.

• The Private Education Student Fund Assistance (PESFA) and TESDA-ADB Scholarship maintained the 1,517 and 498 beneficiary scholars, respectively.

• The provincial offices held Talakayang Bayan para sa Dangal ng Barangay in their respective areas to initiate development of small scale enterprises for Village Technology projects and Dangal ng Barangay Programs.  The project reinforced the traditional Community-Based Training and Enterprise Development (CBTED) projects to ensure employment and project sustainability.

• Masbate School of Fisheries (MSF) “Plant for Life” Project was the most notable project with its multi-sectoral participation.    MSF launched mangrove rehabilitation in coastal areas that aimed to conserve and enrich the marine resources through information dissemination and seedlings distribution.

• TESDA V successfully hosted the Bicol Career Caravan in November 2006 with DG Syjuco as the leading advocate of Ladderized Education Program (LEP). The activity gained substantial support from the LGUs.  As an offshoot of the Caravan, 18 Higher Education Institutions registered 34 programs under LEP consisting 67 TVET qualification.

Tertiary Education

 

   The higher education sub-sector did not perform well in terms of enrolment compared with the preceding year.  For CY 2006, total enrolment in higher education decreased by 2.85 percent, from 106,790 in SY 2005-2006 to 103,744 in SY 2006-2007.  Enrolment in the private higher education institutions (HEIs) decreased by 2.11 percent from 58,320 in 2005 to 57,088 in 2006.  Similarly, public HEIs enrolment declined by 3.74 percent, from 48,470 in 2005 to 46,656 in 2006 (Table 5). 

 

   More females were enrolled both in the private and public HEIs.  This only showed that after graduating from high school, male students were forced to look for employment, mostly requiring hard labor, to help augment family income.

 

   There were 25,582 graduates in SY 2005-2006, registering a 6.41 percent growth over SY 2004-2005 graduates of 24,401.  Forty percent of which are males and 60 percent females (Table 6).   

 

   To widen the access of economically and socially disadvantaged groups to education and training, the government provided various scholarships and student financial assistance. 

 

   A total of 13,726 beneficiaries were granted scholarship by the Commission on Higher Education (CHED) V, the Department of Science and Technology (DOST) V, Technical Education and Skills Development (TESDA) V in SY 2006-2007.  This number is higher by 2.35 percent over the previous school year (Table 7).   

 

   The State Universities and Colleges in the Region continued to perform its mandated functions and strive to be the center of excellence.  The SUCs accomplishment in 2006, contributed to the attainment of the overall objective of providing access to tertiary education in the region.  Of the total scholarship beneficiaries, 10,308 were granted by the SUCs during SY 2006-2007, 17.75 percent growth over SY 2005-2006 figure (Table 7).

 

   The Department of Science and Technology (DOST) also provides scholarship programs under R.A. 7687 or S&T Scholarship Act of 1994 and the DOST-SEI Merit Scholarship formerly Project 5801 or S&T Scholarship Program B.  R.A. 7687 provides scholarships for both BS and technology courses, and serves S&T-inclined youth whose economic status prevents them from pursuing tertiary or post-secondary courses.  There were 163 qualifiers under this program in 2005 and it increased to 165 in 2006.  The DOST-SEI Merit Scholarship on the other hand, is a scholarship program open to qualified incoming college freshmen from the top five percent of the graduating high school class regardless of income level.  For the DOST-SEI Merit Scholarship, the number of qualifiers decreased by 29.41 percent, or from 17 in 2005 to 12 in 2006.  A total of 129 and 140 DOST scholars graduated in 2005 and 2006, respectively.

 

   The SUCs are committed to discover and apply new knowledge and skills to spur investment and economic growth in the region.   In 2006, research development activities of the SUCs were focused with the 10-point agenda of the PGMA administration. 

 

   To build capacities towards enterprise and community development, the HEIs continued to develop appropriate extension modalities in the region.  Based from the Accomplishment Report submitted to CHED by 57 HEIs in the region, a total of 210 extension services were accomplished in 2006, along trainings and education, and community involvement.

Table 5 Number of Enrolment and Graduates in the Tertiary Education SY 2005-2006

Indicators	Actual		% Change
	2006	2005
Enrolment	103,744	106,790	(2.85)
Public	46,656	48,470	(3.74)
Private	57,088	58,320	(2.11)
Graduates	25,582	24,041	6.41
Public	9,203	-	-
Private	16,379	-	-

                  Source: CHED V

 

Table 6 Enrolment in Public and Private Tertiary Schools,
By Province/City, Region 5, SY 2005-2006 & SY 2006-2007

Province/City	2006				Total	2005		Total
	Public		Private			Public	Private
	Male	Female	Male	Female
Albay	2,704	4,664	1,229	1,821	10,418	7,217	3,432	10,649
Cam. Norte	1,516	2,151	1,547	2,227	7,441	3,121	3,726	6,847
Cam. Sur	4,842	5,965	1,816	1,490	14,113	11,773	3,242	15,015
Catanduanes	1,937	3,006	253	341	5,537	7,286	679	7,965
Masbate	671	876	200	304	2,051	915	1,665	2,580
Sorsogon	551	775	507	863	2,696	1,445	1,692	3,137
Iriga City	-	-	2,279	2,929	5,208	-	5,490	5,490
Legazpi City	3,285	5,295	6,084	6,084	20,748	8,369	12,570	20,939
Ligao City	250	486	4	29	769	802	53	855
Masbate City	-	-	2,088	2,531	4,619	-	4,103	4,103
Naga City	807	772	7,832	10,443	19,854	1,589	17,960	19,549
Sorsogon City	2,238	2,543	1,308	1,094	7,183	4,412	2,239	6,651
Tabaco City	410	912	666	1,119	3,107	1,541	1,469	3,010
Total	19,211	27,445	25,813	31,275	103,744	48,470	58,320	106,790

                  Source: CHED V    

   A complimentary program, the Government Assistance to Students and Teachers for Private Education (GASTPE) also provided financial subsidy to secondary students who could not be absorbed by the public schools.  This program also helped decongest the secondary public schools. There were 23,906 students in the secondary schools throughout the region who were granted assistance under this program in 2005 (Table 7). 

Table 7 Grants, Scholarship and Student Assistance Program Availment,
Bicol Region, SY 2005 – SY 2006

Indicators	Actual
	2006	2005	% Change
CHED Student Financial Assistance 1	1,226	2,467	(50.30)
DOST S&T Scholarship
Qualifiers	177	180	(1.67)
Graduates	140	129	8.53
TESDA Scholarship Program
PESFA	1,517	1,517	0
TESDP-ADB	498	493	1.01
SUC  Scholarship/ Financial Assistance	10,308	8,754	17.75
BU	3,139	2,923	7.39
CNSC	925	789	17.24
CSC	1,594	1,060	50.38
CSPC	1,024	1,065	(3.85)
CSSAC	1,091	1,077	1.28
DEBESMSCAT	150	150	0
PSU	1,328	957	38.77
SSC	1,057	733	44.20
Total	13,726	13,411	2.35
Gov't. Assistance to Students and Teachers of Private Education (GASTPE)²	ND	23,906	-
Education Contracting Scheme	ND	22,872	-
Tuition Fee Subsidy	ND	1,088	-

                  ¹ Scholarship, Grants & Loan Programs
                           ² DepEd Secondary Education
                  Source: CHED V, SUCs