Indicators	Actual		% Change
	2007	2006
Enrolment in Pre-schools	58,163	41,213	41.13
Public	40,830	16,364	149.51
Private	17,333	24,849	(30.25)
Day Care Centers (DCCs)
No. of DCCs	3,994	3,997	(0.07)
No. of Children Served	112,085	112,467	(0.34)
No. of Bgys. w/ DCCs	3,114	3,112	0.06
No. of Bgys. w/ Accredited DCCs	2,192	2,201	(0.41)
No. of Bgys. w/o DCCs	357	359	(0.56)
No. of Grade I Enrollees	201,511	194,747	3.47
W/ ECCD Experience	127,973	116,529	9.82
% W/ ECCD Experience	63.51	59.83	6.15
W/o ECCD Experience	73,538	78,218	(5.98)
% W/o ECCD Experience	36.49	40.16	(9.14)

                  Source: DepEd 5 and DSWD 5

   The Department of Education (DepEd) conducted measurements of weight/body mass and height index of the learners to measure the success of the government’s nutrition/feeding programs. Of the total number of pupils weighted/measured in 2007, around 68 percent were normal, 30 percent were below normal and 2 percent were above normal. Records also indicated that 71 percent of these children were of normal height, 27.8 percent lacked in height and 1.2 percent were taller than those children of the same age levels.

 

Basic Education

 

   Access to basic quality education was measured through the enrolment, participation and access to various learning opportunities from the pre-schools up to the secondary levels.

 

   Total enrolment in the elementary level, both public and private elementary schools, increased by 1.84 percent or from 924,354 in 2006 to 941,353 in 2007. Enrolment in the public and private secondary schools posted a growth of 2.75 percent over the 2006 figure (Table 13.2). The net enrolment for both public and private elementary and secondary schools increased by 2.11 percent from a net enrolment of 1,321,921 in 2006 to 1,349,855 in 2007.

Table 13.2 Enrolment Data, Bicol Region, 2006 and 2007

Indicators	Actual		% Change	Target 2007	% Accomp.
	2007	2006
Public	1,263,727	1,238,338	2.05	1,250,721	101.04
Elementary	913,986	898,289	1.70	907,676	100.69
Secondary	349,761	339,649	2.98	343,045	101.96
Private	86,108	83,983	2.53	-	-
Elementary	27,367	26,065	5.00	-	-
Secondary	58,741	57,918	1.42	-	-
Total Elementary	941353	924354	1.84	-	-
Total Secondary	408502	397567	2.75	-	-
Net Enrolment	1349855	1321921	2.11	-	-

                    Source: DepEd 5

 

Figure 13.1 Basic Education Indicators, Bicol Region, SY 2006-2007

Indicators	Actual		% Change	Target 2007	% Accomp.
	2007	2006
Participation Rate
Elementary	82.19	82.70	-0.51	83.70	98.20
Secondary	55.25	55.25	9.67	49.58	111.44
Cohort Survival Rate
Elementary	77.44	75.70	1.74	76.70	100.96
Secondary	65.98	62.04	3.94	63.40	104.07
Completion Rate
Elementary	64.53	61.81	2.72	62.81	102.74
Secondary	52.01	48.36	3.65	58.30	89.21
Drop-Out Rate
Elementary	1.23	1.26	-0.03	1.16	94.30
Secondary	6.15	5.75	0.4	5.00	81.30
Nat’l Achievement Test
Elementary
National	53.44	51.14	2.3	62.27	85.82
Secondary (4th Year)	41.52	40.90	0.62	45.00	92.27

Indicators	2007	2006	% Change
Enrolment	77,071	80,268	-3.98
Combination	67,177	70,034	-4.08
Multigrade	9,894	10,234	-3.32
No. of Classes	2,262	2,254	0.35
Combination	1,984	1,932	2.69
Multigrade	278	322	-13.66
No. of Teachers	2,023	-	-
Combination	1,759	-	-
Multigrade	264	-	-

                 Source: DepEd 5

   The increasing tuition fee in the private secondary schools caused students to transfer to public schools or to stop schooling. To arrest the situation and to effectively utilize the existing facilities and teachers in the private secondary schools, the Educational Service Contracting Scheme was established. The scheme provided subsidies for tuition and textbook to recipient students. It eased the pressure on the large enrolment in the public secondary schools and at the same time maximized the use of existing facilities and teachers in the private schools. For the period under review, 109 private secondary schools participated in the program, giving educational services to 24,589 recipient students with a total subsidy of PhP122,945,000.

 

   Education Voucher Program also provided opportunities to qualified elementary graduates to pursue high school. They were provided each with a voucher amounting to PhP5,000.00 for their tuition fee and the balance was borne by the enrollee. For 2007, Bicol Region was allotted 3,487 slots. Only 3,043 vouchers were used for students enrolled in 83 participating schools, with a total released amount of PhP15,215,000.

 

   There were 67 qualifiers out of 823 applicants to the Philippine Science High School (PSHS)-Goa Campus scholars for 2007 of the Department of Science and Technology (DOST) 5. The expansion of DOST Scholarship Program through the PSHS-Goa Campus provided access to quality education which is one of the priority strategies of the Education For All (EFA) program.

 

   Three new public elementary schools were opened in 2007, one in Siruma, Camarines Sur, one in San Miguel, Catanduanes and another one in Gotusan, Masbate City. Ten new secondary schools were likewise established as separate and full-fledged high schools.

 

   The Alternative Learning System (ALS), a parallel learning system, provided a viable alternative to existing formal educational instruction. It encompassed both the non-formal and informal sources of knowledge and skills. It had two major programs namely: Basic Literacy Program (BLP) and the Continuing Education Program (CEP).

 

   The BLP catered to learners who needed basic literacy skills in reading, writing and numerical ability. Instructions were provided through the Mobile Program by the mobile teachers and the Unified Service Contracting Scheme handled by literacy facilitators. After obtaining the BLP, the learners had the option to continue their studies under the CEP.  Under this program was the Accreditation and Equivalency (A&E). Accomplishment under the BLP and CEP is shown in Table 13.5

Table 13.5 Alternative Learning System Accomplishment, Bicol Region, 2007

Particulars	Enrolment	Completers	Completion  Rate (%)
I.  BLP	7,333	5,225	71.00
Mobile Program	3,412	2,520	74.00
GAA Funded	1,125	893	79.00
LGU Funded	2,796	1,812	65.00
II.  CEP	4,486	3,199	71.00
A&E GAA Funded	687	617	90.00
LGU/NGO Funded	2,948	1,870	63.00
BP-OSA Funded	851	712	84.00

                  Source: DepEd 5

   Rehabilitation works were conducted for the school buildings that were destroyed by the super typhoons that hit the region during the last quarter of 2006.  Some 76 percent or 2,792 school buildings in Bicol sustained substantial damages with estimated cost of PhP2,426,597. 

 

   The government provided funds for the rehabilitation of the damaged school buildings and for the construction of new ones to replace those that were no longer economically viable for repair. A total of PhP1,578,402,631 was spent for the construction of 9,853 classrooms (Table 13.6).

 

Table 13.6 Rehabilitation Funds of Damaged Schools, Bicol Region, 2007

Fund Source	Amount (PhP)	No. of Classroom	Remarks
MOOE 2006	241,801,221	2,686	Finished
Sup. Budget 2007	122,601,410	729	Finished
CARE	1,214,000,000	6,496	Finished
Total	1,578,402,631	9,853

                 Source: DepEd 5

Technical Vocational Education and Training (TVET)

   The role of technical vocational education and training was crucial in attaining one of the administration’s priority agenda of job creation. It was also the best option and viable alternative to higher education. TESDA 5 continued to equip and empower TVET sector and various field-operating units, enabled TVET bodies and created stronger partnerships that linked training with employment.

 

   TESDA rated a high 0.98 percent in the performance scorecard with perfect scores in institution-based and community-based training programs, competency assessment and the PGMA - Training for Work Scholarship Program (TWSP).

 

   TESDA 5 focused its efforts along three-core businesses namely: (1) direction setting; (2) standards setting and systems development; and (3) support to TVET provision. 

 

   On direction setting, the following were accomplished: (1) updating of existing technical education and skills development (TESD) plans; (2) adoption of relevant resolutions introduced by Regional/Provincial Technical Education and Skills Development Committee; (3) compliance with the data requirements of the national Monitoring Network (MONET); (4) facilitation of the conduct of researches; (5) updating of the Technical-Vocational Education and Training (TVET) Situationers; and (6) selection of regional bets for TVET-related awards such as the President Ramon Magsaysay Outstanding Filipino Worker Award (PRMOFWA), Kabalikat Award and Best CTEC Award.

 

   Under standards setting and systems development, TESDA 5 acted on all TVET applications for new programs and for alignment or migration to new training regulations.  As part of its commitment for quality vocational education and training delivery, TESDA sustained its adoption of competency-based curriculum, trained trainers under the National TVET Trainers Accreditation and Qualification Program (NTTAQP), qualified trainers for assessment methodology; assessed and certified workers and accredited assessment centers. In cooperation with CHED, TESDA successfully implemented the Ladderized Education Program (LEP).

 

   TESDA 5 likewise acted on 525 applications for registration under the Unified TVET Program Registration and Accreditation System (UTPRAS).  It issued special orders to 4,059 graduates of TVET and 505 certifications, authentications and verifications.  Further, it sustained the adoption of competency-based curriculum by 11 TESDA technology institutions (TTIs) and trained 14 individuals on the NTTAQP and 572 others on training and assessment methodologies.

 

   As to the Ladderized Education Program, the offering of LEP by 41 institutions was maintained.  These providers offered 76 bachelor’s degree courses where 141 TVET qualifications were embedded. Around 4,000 students enrolled for LEP in 2007, of which 1,842 were scholars.

 

   On TVET Provision, TESDA 5 monitored the training activities of all providers including their enrolments, graduates, and the scholarships facilitated. During the year, it produced 117,242 graduates out of the 135,494 enrollees in different programs (Table 13.6).  Of the total graduates, 102,030 were graduates of courses facilitated by the provincial offices, while TESDA technology institutions provided 11,189. TESDA training centers produced 4,023 graduates out of the 4,276 persons enrolled in various training programs.

 

   On competency assessment and certification, some 22,839 skilled persons or graduates were assessed and 13,633 were certified (Table 13.7) posting a growth rate of 83.74 percent and 179.82 percent, respectively. The accreditation of 30 assessment centers was likewise sustained. 

Table 13.7 Middle-Level Skills Development Program,
Bicol Region, 2006 and 2007

Program Indicators/ Services	Actual		% Change	Target 2007	% Accomp.
	2007	2006
Technical Education and Training Output	117,242	95,999	22.13
School-based (Public and Private)	11,189	8,861	26.27	3,555	314.74
Center-based	4,023	3,980	1.08	1,900	211.74
Community-based/ Enterprise Development	102,030	83,158	22.69	15,325	665.77
Competency Assessment and Certification Output
Assessed	22,839	12,430	83.74	15,000	152.26
Certified	13,633	4,872	179.82	-	-
% Certified	59.69	39.20	52.27	-	-
TESDA Scholarship Program
PESFA	1,541	1,517	1.58	1,383	111.42
PGMA-TWSP Jobs- directed program	70	-	-	-	-
PGMA-TWSP LEP	1,842	-	-	-	-

                   Source: TESDA 5

   On scholarships, 1,541 Private Education Support Fund Assistance (PESFA) grantees were sustained in 2007. Some 70 students were trained under the Jobs-Directed program while 1,842 were enrolled in the LEP of the President Gloria Macapagal-Arroyo Training for Work Scholarship Program.

 

   In terms of investment for TVET, TESDA facilitated the investment of more than PhP27 million from various stakeholders including the Office of the President, national legislators, provincial and local governments, non-government organizations and private firms. Table 13.6 shows the middle-level skills development program performance of the sector for CY 2007. It surpassed the MTRDP’s 10 percent targeted increase in the number of TVET program enrollees/graduates. It also assessed and certified workers as well as the number of scholarship beneficiaries annually. 

   Tertiary Education 

   The higher education sub-sector posted a modest performance in 2007.  Enrolment was pegged at 103,165 with a slight decline of less than 1 percent. This was short of the targeted 116 thousand students in 2007. Graduates declined by 11 percent   over the 2006 figure, with increase in the public colleges and universities but a huge decline by almost 22 percent in the private schools. The decline in both enrolment and graduates could be attributed to the increase in tuition fees and economic difficulties of the families as a result of the two super typhoons that hit the region during the last quarter of 2006 (Table 13.8).

 

Table 13.8 Tertiary Education Enrolment and Graduates,
Bicol Region, 2006 and 2007

Indicator	Actual		% Change
	2007	2006
Enrolment	103,165	103,744	-0.56
Public	46,490	46,656	-0.36
Private	56,675	57,088	-0.72
Graduates	22,754	25,582	-11.05
Public	10,115	9,203	9.91
Private	12,639	16,379	-22.83

                  Source: CHED 5

   There were 139 Higher Education Institutions (HEIs) in the region, from 138 in 2006, 95 of which were private, 8 were State Universities and Colleges, 21 were Satellite Campuses and 15 were Local Community Colleges. These were geographically distributed as follows:  Albay (42), Camarines Norte (14), Camarines Sur (49), Catanduanes (4), Masbate (10) and Sorsogon (20).  These HEIs were active partners in generating and disseminating information and technology to the rural poor through their research and extension services thus helping increase their income and productivity. Of the 139 HEIs, 28 or 20 precent have accredited programs, four of which were granted by International Standard Organization. 

 

   Health-related courses had the highest enrolment in private HEIs for the past five years due to the high demand for nurses and other health-related courses here and abroad. It was followed by Business Management and Teacher Education.

Figure 13.2.  Enrolment by Discipline (Public & Private), Bicol Region

                           Source: CHED 5 

   Public HEIs enrolment, by discipline, had highest enrollees in arts and sciences, followed by teacher education and engineering and architecture (Figure 13.2). Law and Criminology had the lowest course enrolment in public schools. Graduates, by discipline, in public schools were highest in teacher education, followed by health related programs and trades, crafts and industrial technology programs. Health related courses, business management and teacher education were the top three most availed programs in the private schools  (Table 13.9).

Table 13.9 Graduates in Tertiary Education by Program,
Bicol Region, SY 2006-200

Course	Public		Private		Total
	Male	Female	Male	Female	Male	Female
Arts and Sciences	147	211	296	308	443	519
Teacher Education	608	1,903	394	1,290	1,002	3,193
Engineering and Architecture	239	150	344	122	583	272
Health Related Programs	393	1,198	1,210	2,714	1,603	3,912
Business Management	343	887	988	1,763	1,331	2,650
Agriculture, Forestry and Fisheries	407	502	1	-	408	502
Law and Criminology	277	518	883	252	1,160	770
Religion/Theology	-	-	-	-	-	-
Information Technology	182	407	415	459	597	866
Maritime Education	-	-	747	9	747	9
Graduate Education	77	191	156	284	233	475
Trades, Crafts & Industrial Tech.	943	532	1	3	944	535
Total	3,616	6,499	5,435	7,204	9,051	13,703

                  Source: CHED 5

   Twenty percent of faculty were holders of doctoral degrees and 62 percent were master’s degree holders in both the private and public HEIs. The remaining 18 percent were baccalaureate degree holders while some have units leading to master’s degree.

 

   Two HEIs were granted Center of Excellence/Development, namely (1) Bicol University Tabaco Campus as the Center of Excellence in Fisheries; and (2) Ateneo de Naga University as Center of Development in Information Technology, Entrepreneurship and Business Administration. Ateneo de Naga was also granted deregulated status until November 2012, and Universidad de Sta. Isabel until November 2008.

 

   Institutional Monitoring and Evaluation for Quality Assurance (IQuAME) were conducted in Catanduanes College in Catanduanes and Osmeña Colleges in Masbate City.

 

   The number of college/science and technology/vocational-technical scholars and student assistants increased by almost 30 percent in 2007. Access to quality education improved through the Science and Technology scholarships of the DOST, the CHED Student Financial Assistance, as well as the implementation of the PGMA-Training for Work Scholarship Program of the TESDA, which benefited a substantial number of students. The SUCs scholarship program and student assistantships also improved. These included the barangay and sangguniang kabataan scholars, congressional scholars, LGU scholars, institutional scholars and other private individuals/entities scholarship programs. A huge increase was noted in the number of undergraduate scholarship qualifiers of the DOST, with 85.88 growth rate over the 2006 figures (Table 13.10). 

Table 13.10 Grants, Scholarship and Student Assistance Program Availment

Bicol Region, 2006 and 2007

Indicators	Actual		% Change	2007 Target	% Accomp- lishment
Scholarship Program	17,590	13,618	29.16	-	-
CHED Student Financial Assistance	1,311	1,226	7.00	1,287	101.86
DOST S& T Scholarship
Undergraduate Qualifiers	329	177	85.88	-	-
PSHS Qulifiers	68	67	1.49	-	-
TESDA Scholarship Program
PESFA	1,541	1,517	1.58	-	-
PGMA-TWSP	1,842	-	-	-	-
PGMA-Jobs Directed	70	-	-	-	-
SUCs Scholarship
BU	3,214	3,139	2.40	-	-
CNSC	1,297	925	40.22	-	-
CSPC	519	1,024	(49.32)	-	-
CSSAC	NDA	1,091	-	-	-
CSC	4,485	1,594	181.37	1,383	324.30
DEBESMSCAT	649	550	18.00	680	95.44
PSU	1,399	1,328	5.35	-	-
SSC	934	1,057	(11.64)	-	-

                    Source: CHED 5, DOST 5, TESDA 5, SUCs

   Excellence in instructions was reflected in the performance of graduates in various licensure examinations. The Sorsogon State College (SSC) graduates remarkably performed above the National Mean. A 100 percent passing was achieved in Mechanical Engineering. Bicol University’s performance in Nursing/Midwifery, Accountancy, Social Work, Teacher Education (Elementary and Secondary), Architecture and Mechanical and Civil Engineering, was almost always higher than the national average. This number represented 53 percent of the 15 programs offered by the university with licensure examination. There were 14 students who garnered top places in the various PRC licensure examinations ranging from 1^st to 12^th places. However, Bicol University would have to improve its graduates’ performance in the licensure examination for Chemists, Chemical Engineering, Electrical Engineering, Agricultural Engineering, Agriculture, Forestry and Fisheries in the ensuing years. Camarines Norte State College (CNSC) also improved its graduates’ performance with 83 percent passing rate in Civil Engineering, 80 percent in Master Electrician, 55 percent in Electrical Engineering, and 53 percent in Licensure for Elementary Teachers.