PART I: RESPONDING TO THE BASIC NEEDS

    

     Chapter 4. Basic and Tertiary Education

I. Summary

 

   The Updated Bicol Development Plan 2008-2010 emphasizes the role of basic and tertiary education in regional development. Formal basic education refers to the pre-elementary education, the six years of schooling at elementary level and the four years at the secondary or high school level. Tertiary education covers the two alternative tracks of a minimum of fours years of higher education or six months to three years of non-degree technical/vocational training. The latter alternative is discussed in the next chapter on Skills Development.

 

   Increases in enrolment and participation rates, though minimal, revealed the improved status of access to basic education. In the elementary level, enrolment in SY 2008-2009 was up by 1.75 percent over SY 2007-2008 while participation rate or net enrolment ratio was 1.28 percent higher than the previous SY.   The same trend prevailed in the secondary level.

 

   Efficiency indicators were likewise positive for the elementary level as shown by 1.12 percent improvement in cohort survival rate in SY 2007-2008 mainly as a result of continuing advocacy on the Food for School Program, Balik Aral and School Feeding Program.  Actual dropout rate in CY 2007-2008 went down a bit lower at 1.10 percent compared to the 1.11 percent target. Similarly in the secondary level, cohort survival rate increased by 5.76 percent while dropout rate went down a bit lower to 1.10 percent compared to the 1.11 percent target.  Reduction in the secondary level dropout rate to the 4.50 percent target was not met, having been exceeded by the 6.10 percent dropout rate in SY 2007-2008.

 

   Tertiary education provided access to its 141 higher educations institutions across the Bicol region through the provision of various scholarship and student financial assistance programs. Continuous monitoring by CHED on the HEI’s compliance to policies, standards and guidelines resulted into their upgraded status and produced excellent performance among local graduates in various Board Examinations. 

II. Assessment 

   Early Childhood Care and Development

   Preschool was implemented in the region through Preschool Contracting Scheme, PTCA-funded Preschools, Private Preschools, NGO-Organized and Day Care Programs of the local government units.  Day Care workers were trained by the DepEd on the curriculum to be used in their preschool classes.

 

   Attesting to the lack of preschool classes, the DepEd data indicated that there were 73,726 pupils enrolled in Grade 1 as of SY 2007-2008 who were without early childhood development experience. Teachers remedied the deficiency with an eight-week curriculum designed for those unprepared pupils on their first two months in grade one. This scheme helped minimize dropouts in this grade level as pupils were guided to smoothly cope with their formal classroom activities.

 

   Continuing advocacy on the importance of early childhood development generated local government support which led to the provision of additional school facilities, instructional materials, books and pre-school teachers.

 

   From 3,994 Day Care Centers (DCCs) in 2007, the number of DCCs regionwide soared to 4,043 in 2008.  Correspondingly, the number of children served went up from 112,085 in 2007 to 116,509 in 2008. Further, the number of barangays with DCCs increased from 3,114 in the previous year to 3,116 in 2008.

 

   The preschools’ capability to draw sustained interest among children was reflected by the 87.61 percent preschool completers. The 2.45 percent dropouts, however, need to be reckoned with special attention.

 

   Basic Education

     Access in Elementary Level

 

   Enrolment.   The total enrolment in the elementary level in SY 2008-2009 turned out higher at 929,782 compared to the projected 912,169. This was up by 15,997 or 1.75 percent over 2007-2008.

 

   Almost all schools divisions increased their elementary enrolments except for Albay. This was attributed to the relocation and transfer of residence among households affected by the typhoons that hit the region in 2006. 

 

   Among schools divisions, Camarines Sur had the highest increase in elementary enrolment (up by 5,331) followed by Masbate (2,840), Camarines Norte (2,281) and Sorsogon (1,850). 

 

   Participation rate.  Participation Rate or Net Enrolment Ratio in the elementary level, both public and private schools, was 83.47 percent for SY 2007-2008.  Compared to the previous year, there was an increase of 1.28 percent.  Not counting the private schools’ data, however, participation rate in the elementary public schools declined by 1.62 percent.  This was attributed to the effects of the frequent calamities, particularly typhoons, in the region.

 

   SPED. Special education classes for special children with disabilities gained momentum in SY 2007-2008. Grades 1 to 6 had a total enrolment of 1,025 comprised of 569 male and 456 female.  SPED classes were classified as graded and non-graded and by exceptionalities to properly address the specific need of every child.

 

   Private elementary schools.  Among private elementary schools, enrolment for SY 2008-2009 reached 27,877, slightly higher by 1.86 percent over that of the previous SY. The total number of private elementary schools went up to 267 from last year’s 237.

 

   Balik-Aral Program.  To curtail the increasing number of dropouts, the Balik-Aral Program was implemented primarily to attract dropouts and would-be dropouts to return to the school system.  The program drew some 5,163 balik-aral pupils in Grades 1 to 6 in SY 2007-2008. 

 

   Madrasha.  Muslim migrants in the region were considered alongside their tradition and culture which led to the opening of madrasha elementary schools.  As of SY 2007-2008, 76 muslim pupils, 40 male and 36 female, were enrolled.

 

   Indigenous people. Access to education included indigenous people in general. There were 768 enrollees from grades 1 to 6 in the elementary level.

                 

   Pupil-Classroom ratio.  Classrooms available in various elementary schools totaled 25,526 in SY 2007-2008.  With 25,581 organized classes, a pupil-classroom ratio of 1:36 prevailed.  Despite the construction of 443 additional classrooms during the year, the region still needed 55 additional classrooms given the actual number of classes organized. In addition, there were 3,687 non-instructional classrooms per utilization in the elementary schools.

 

   Pupil-Seat ratio.  The number of seats available in elementary schools totaled 727,737 with a pupil-seat ratio of 1:2.6. Some 202,045 more seats are needed to accommodate the present enrolment. 

 

     Access in Secondary Level

 

   Enrolment.  The secondary level had an enrolment of 369,206 in SY 2008-2009. This posted an increase of 18,867 or 5.38 percent over last year’s figure in 533 main secondary schools and 54 extension/annex schools. Albay division had the highest increase in enrolment followed by Camarines Sur and Masbate.

 

   Participation rate.  Including both the public and private secondary schools, the Participation Rate or Net Enrolment Ratio in the secondary level was 54.24 percent in SY 2007-2008.

 

   Public secondary education was catered by 497 main/independent nationally-funded schools, 64 annex/extension schools, 4 science high schools, 11 integrated schools and 7 locally-funded schools.  Of those schools, 569 offered single-shift while 6 offered double-shift classes.

 

   SPED. Special education classes for the secondary level accounted 218 special young adults enrolled in the first to fourth year.

 

   Private secondary schools. Enrolment in private secondary schools in SY 2008-2009 totaled 58,858. This was 0.18 percent higher than the previous year’s enrolment.

 

   Balik- Aral Program. Dropouts and would-be dropouts in high school were enticed back to the classrooms through the Balik-Aral program. There were 5,802 balik-aral students enrolled in first to fourth year classes, of which 3,710 were male and 2,092 female.

 

   Indigenous people. Access to education among indigenous people registered a total of 360 enrollees in the first to fourth year level.

 

   Student-Classroom ratio. On the availability of classrooms, the secondary level accounted 6,996 with 7,374 organized classes. This resulted to a 1:50 student-classroom ratio.  Some 378 more classrooms were needed to augment the 383 classrooms that were provided in the current year.

 

   Student-Seat ratio. There were 1,358 non-instructional classrooms in current utilization by schools in the secondary level.  Relatedly, there were 231,682 seats available which resulted to a student-seat ratio of 1:1.51.

 

   Efficiency in Elementary Level

 

   Cohort survival rate.  The elementary cohort survival rate increased by 1.12 percent in SY 2007-2008 over the previous SY.  Six schools divisions posted increases as follows:  Camarines Sur ( by 4.69%), Ligao City (1.73%), Masbate Province (3.50%), Naga City (2.14%), Sorsogon City (3.75%) and Tabaco City (1.92%).  Camarines Norte had the highest cohort survival rate of 90.11 percent while Masbate had the lowest cohort survival rate of 71.74 percent. The overall increase was due to continuing advocacy on the Food for School Program, Balik Aral and School Feeding Program.

 

   Repeater rate.  A 0.15 percent increase in the region’s repeater rate was noted in the elementary level as it went up to 4.45 percent in SY 2007-2008.  By schools divisions,  Tabaco City had the highest repeater rate (7.86%) followed by Sorsogon City (7.02%), Legazpi City (5.45%), Masbate Province (5.41%) and Naga City (5.22%). Lowest repeater rates were posted by Camarines Norte (1.29%), Iriga City (1.82%) and Catanduanes (2.59%).

               

   The total number of repeaters in Grades 1 to 6 in SY 2007-2008 was 39,722, of which 26,219 were male and 13,722 were female.  The highest number of repeaters were in Grade 1 (20,561 pupils), Grade 2 (8,197) and Grade 3 (4,841).

 

   Dropout rate.  Actual dropout rate in CY 2007-2008 went down a bit lower to 1.10 percent compared to the 1.11 percent target.  By schools divisions, Camarines Sur had the highest dropout rate of 1.92 percent while Camarines Norte had the lowest at 0.25 percent. The reduced dropout rate was attributed to trainings of teachers and supervisor on how to minimize dropping out of pupils and on the Dropout Reduction Program implementation.

 

   Retention rate.  A total of 10 out of 13 schools divisions in the region increased their retention rates for the elementary level.  Of the targeted retention rate of 93.33 percent for SY 2007-2008, the actual rate accomplished was 92.70 percent.  Camarines Norte had the highest rate of 98.10 percent while Masbate Province had the lowest at 89.39 percent.

 

   Efficiency in Secondary Level

 

   Cohort survival rate. Cohort survival rate increased by 5.76 percent compared to the previous year’s data. Tabaco City Division  had the highest cohort survival rate of 86.16 percent while Camarines Norte had the lowest at 59.31 percent.

 

   Repeater rate. The regional target for repeater rate at the secondary level was 3.03 percent while the actual rate was 3.25 percent. This figure was, however, lower compared to the previous school year’s rate of 3.44 percent.

 

   Among schools divisions, Naga City posted the highest repeater rate of 7.63 percent followed by Sorsogon City (5.53%), Camarines Norte (4.84%) and Legazpi City (4.57%).  The lowest repeater rates were in Ligao City (1.50%) and Tabaco City (1.52%).

 

   Dropout rate. Reduction of the secondary level dropout rate to the 4.50 percent target was not met as this was still exceeded by the 6.10 percent dropout rate in SY 2007-2008.  Total dropouts in the first to fourth years reached 21,214, of which 13,341 were male and 7,873 were female.  Average reduction of dropouts is -0.06 percent in the secondary level.   Camarines Norte had the highest dropout rate of 9.89 percent while Ligao City had the lowest at 3.06 percent. 

 

   Retention rate. Actual retention rate was 87.26 percent, a little above the 85.28 target. Tabaco City had the highest retention rate of 94.47 percent while Camarines Norte had the lowest at 80.85 percent.

 

   Equity in Elementary Level

 

   There were 27,167 nationally-funded and locally-funded teaching personnel in various elementary schools. Of these, 26,081 were nationally-funded and 1,086 were locally-funded. 

 

   Teachers who were paid through the Special Education Fund (SEF) were distributed as follows:  233 teaching personnel (paid by provincial/city funds); 213 teachers (paid by municipal fund); 237 teachers (paid by LGUs); and 308 teachers (paid by PTCA fund).  Also included were 77 volunteers and 18 other teachers who were taken care of through other fund sources.

 

   The prevailing pupil-teacher ratio in the elementary schools is 1:33.

 

   Equity in Secondary Level

 

   In government secondary schools, there were 10,730 teaching personnel, 9,424 were nationally-funded and 1,308 were locally-funded.  Locally-funded teachers represent 13.88 percent of the total teaching force.  These were distributed as follows:  453 teachers paid by SEF; 150 teachers by municipal fund; 459 teachers by LGUs; and 98 teachers by PTCA fund.  An additional 118 volunteer teachers and 28 others were paid by other fund sources. 

 

   The prevailing student-teacher ratio in government secondary schools was 1:40.88.

 

Tertiary Education

 

   Access

 

   There were 141 Higher Education Institutions (HEIs) in the region as of SY 2008-2009. These included 97 private HEIs (59%) and 44 public HEIs (31%). Among the private HEIs, 82 (85%) were owned by private individuals while 15 (15%) were run by religious groups. 

 

   As to the number of HEIs per province, Camarines Sur had 50 (35%), Albay - 42 (30%), Sorsogon - 21 (15%)Camarines Norte - 14 (10%), Masbate - 10 (7%), and Catanduanes - 4 (3%).

 

   Based on the 1st semester enrolment SY 2008-2009, private HEIs had the greater share having 54 percent of the total. Public HEIs had 46 percent.  Public HEIs include the state universities and colleges (SUCs) and local community colleges (LCCs).

 

   The CHED helped facilitate access to tertiary education through its Student Financial Assistance Programs (StuFAP) which included Scholarship Programs, Grants-in-Aid and Loan Program.  These had a total of 5,737 recipients.

 

   The President Gloria Macapagal-Arroyo’s Student Assistance Fund for Education (PGMA-SAFE), implemented by the CHED Regional Office, benefited 2,920 poor but deserving students who availed of the SAFE loan and 562 students who were grantees of the SAFE scholarship.

 

   Through the Continuing Education Program, 65 faculty grantees from 43 sending HEIs finished their master’s degree programs last March and October 2008.  These included 30 Master in English Language and Literature, 18 Master in Mathematics and 17 Master in Chemistry.

 

   For the Faculty Development Program, Ateneo de Naga University was granted authority as a Delivering HEI of CHED, particularly for Master in Mathematics and Master in Language and Literature.

 

   Under the Expanded Tertiary Education Equivalency Accreditation Program (ETEEAP), the University of Saint Anthony enrolled 13 students who were in active service in the PNP, BJMP and BOF. Eight of whom graduated with the degree of Bachelor of Science in Criminology.  Naga College Foundation enrolled and graduated three students in BS in Criminology.  Aquinas University of Legazpi had one enrollee and graduate in Teacher Education. 

 

   Under the ladderization program, two HEIs were granted Certificate of Authority to operate ladderized programs for SY 2008-2009. These were Aquinas University of Legazpi for BS in Computer Science and SPEED Computer College for BS in Information Technology. For SUCs, ladderized programs offered were the following: Bicol University – Bachelor of Technology, Bachelor of Science in Nursing, and Engineering; Camarines Sur State Agricultural College – Bachelor of Agricultural Technology; Sorsogon State College – Bachelor of Technology, DAT-BAT and BS Computer Science; and Camarines Norte State College – BSIT. Private HEIs with ladderized programs were: University of Northeastern Philippines – BS Criminology; Naga College Foundation – BS Nursing and HRM; Aquinas University – BS Computer Science, BS Civil Engineering, BS Industrial Engineering, BS Electronics and Communications Engineering, BS Computer Engineering, BS Nursing; and Divine Word College of Legazpi – BS Hospitality Management.

 

   Efficiency

 

   The 15 local community colleges that were created by LGUs were continuously monitored by CHED on their compliance to policies, standards and guidelines on the establishment and operation. CHED Memorandum Order No. 32 (S. 2006) gave them a period of 8 years to comply commencing from SY 2007-2008.

 

   Ateneo de Naga University was granted autonomous status for a 5-year period from 2008-2013. It was also designated as Center of Excellence for Teacher Education for 2008-2011, Center of Development in Business Administration for 2007-2010 and Center of Development in Entrepreneurship for 2001-2010.  The Universidad de Sta. Isabel retained its deregulated status for one year. The Bicol University was designated as Center of Excellence for Teacher Education and BU-Tabaco Campus as Center of Development for Fishery in June 2008.

   Relevance and responsiveness were ensured as certain programs were offered only by SUCs in the region and not by any other private HEI.  These programs included Sanitary Engineering, Geothermal Engineering and Speech and Theater Arts.  Topics on Climate Change were integrated in all curricular programs. Likewise, there were programs that were offered by private HEIs but not offered by SUCs such as BS Digital Animation and MS in Information Technology by Ateneo de Naga University and Master in Information Technology by Aemilianum College, Inc. in Sorsogon City

 

   Quality and Excellence

 

      Some noteworthy HEIs in the region excelled in Board Examinations at the national level as follows:   

• Partido State University, Goa, Camarines Sur - topnotcher in Sanitary Engineering

• Ateneo de Naga University - 2^nd placer October 2008 ECE Licensure Exam, 5^th placer January 2008 BS Civil Engineering exam, 7^th placer in Licensure Examination for Teachers 

• Saint Anthony University, Iriga City - 6^th placer in Midwifery 

• University of Nueva Caceres - 7^th placer May 2008 Civil Engineering, 5^th  placer September 2008 Electrical Engineering, 6^th placer September 2008 Registered Master Plumber, and 5^th placer Bar Examination 

• Bicol University - top school among schools with 30-49 examinees 2^nd, 3^rd, 9^th and 10^th placers in Midwifery licensure exam, 7^th placer Social Work, 5^th placer June 2008 CPA, 6^th and 8^th placers October 2008 Mechanical engineering, 1^st and 2^nd placers May 2008 Registered Master Electrician, 2^nd, 3^rd and 8^th placers September 2008 Registered Master Electrician, 9^th placer November 2008 Chemical Engineering, 3^rd top school among schools with 150-200 examinees, 7^th placer Midwifery Board Exam.

   Accreditation of programs was given to HEIs whose programs attained standards of quality over and above the minimum required by the CHED, by   the Federation of Accrediting Agencies (FAAP) for private HEIs and by the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP) for the SUCs. Those accredited HEIs and their respective programs included the following:

 

• Ateneo de Naga University  - Level III re-accredited status in Arts and Sciences with 13 degree programs, Commerce with three degree programs, and Teacher Education with four degree programs;  Level II re-accredited status in Computer Science, Information Systems and Information Technology;  Level I in Accountancy program; and Level I Initial Accreditation in Computer Engineering and Electronics and Communications Engineering

• Aquinas University - Level II in Arts and Sciences, Business Administration and Teacher Education; and Candidate status in Engineering programs, MBA & MAEd 

• Bicol College - Level II 1^st re-accreditation in Criminology; Level II in Liberal Arts, Commerce, MA in Education and Master in Management; and Level I 1^st Re-accreditation in Teacher Education 

• Divine Word College of Legazpi - Level II re-accreditation in Liberal Arts, Business, and Teacher Education; and Candidate status in Hotel Management 

• Naga College Foundation – Level II re-accreditation in Bachelor of Arts, Commerce and Criminology; Level I in Bachelor of Elementary Education; and Candidate Status in BS Nursing 

• Saint Louise de Marillac College of Sorsogon - Level II in Liberal Arts, Business Mgt, and Education 

• Universidad de Sta. Isabel - Level II in Liberal Arts, Commerce, Teacher Education, Nursing and Social Work 

• University of Nueva Caceres - Level II 5^th re-accreditation in Business Administration; Level II 4^th re-accreditation in Teacher Education; and Level I in BS Nursing 

• University of Saint Anthony - Level II 3^rd re-accreditation in Teacher Education, Commerce, and Liberal Arts; and  Level I formal accreditation in BS in Criminology, Nursing and MA in Education 

• University of Northeastern Philippines -­ Level II in Liberal Arts, Commerce and Education; and Candidate Status in BS Criminology

   SUCs that were accredited by AACCUP included the following:

• Bicol University - Qualified for Level III in EDD in Educational Management, MA in Education, MA in Public Administration, Master in Management, MA in Industrial Education, Bachelor of Elementary Education, Bachelor of Secondary Education, BS in Industrial Education and BS Nursing;  Level I re-accreditation in BS in Fisheries;  Level I accreditation in BS Biology, AB English, AB Sociology, AB Peace Studies, AB Political Science, BS Social Work, AB Economics, BS Entrepreneurship, BS Management, BS Accountancy, BS Agriculture, BS Agribusiness, BS Forestry, BS Agricultural Technology and BS Agricultural Engineering; and Candidate Status in PhD Public Administration, MS Agriculture, BS Chemistry, BS Computer Science, AB Journalism, AB Audio-Visual Comm, AB Speech and Theater Arts and BS Food Technology  

• Camarines Norte State College - Level I accreditation in Teacher Education; Candidate Status in DAT-BAT, Business Administration and Master in Public Administration

• Camarines Sur Polytechnic Colleges (CSPC) - Level I accreditation in BS in Mechanical Engineering, BS Electrical Engineering, BS ECE; Level I candidate in BS Civil Engg, and Preliminary Visit BS in Office Administration, BS Nursing and BSIT

• CSPC Naga Campus - Level I in Bachelor of Elementary Education; Candidate Status Bachelor of Secondary Education, and Preliminary Visit, BS Civil Engineering, BS4 Engineering programs and Teacher Education programs

• Camarines Sur State Agricultural College - Level II re-accreditation in Teacher Education, Agriculture, Agricultural Engineering, Agribusiness, Food Technology, Agro-forestry, Environmental Science, Master in Plant Science and Master in Resource Mgt; Level I Candidate in Doctor in Dev Ed and Plant Science; and Candidate Status in Veterinary Medicine; and in Sipocot Campus Candidate Status in Teacher Education

• Catanduanes State College - Level II re-accreditation in AB Economics and AB Political Science, BS Nutrition and Dietetics,  Business Adm, BS Industrial Technology, BS Nursing, MPA, & MAED; Level 1^st Resurvey in BEED and BSED

• Don Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology - Level I accreditation in Teacher Education, Agricultural courses

• Partido State University - Level II re-accreditation in Teacher Education; Level I in Business Admin, Entrepreneurship, Office Administration, MAED, Environment and Sanitation

• Sorsogon State College - Level II re-accreditation in Teacher Education, and Bachelor of Technology; and Candidate status in ME, EE, CE, BS Computer Science, BS Fisheries in Aquaculture, MM, MAT, and MAED

III. Prospects and Trends for 2009 

 

   The basic education sub-sector shall pursue the reactivation of the Education for All Program.  Its goals include:

• universal completion of full cycle (10 years) of basic education schooling with satisfactory achievement levels by all at every grade or year level

• universal school participation and elimination of dropouts and repetition in the first three grades\universal coverage of out-of-school youths and adults in the provision of basic learning needs

• total community commitment to the attainment of basic education competencies for all

    Other conduit programs that should provide greater impetus to the achievement of those goals are:

• Basic Education Sector Reform Agenda

• School Improvement Plan

• School-Based Management

• Early Childhood Care & Development

• In-Service Trainings for Teachers and Administrators

• Child Friendly Schools Systems

   Tertiary education shall continue to be guided by the thrusts of the CHED, namely: quality and excellence, relevance and responsiveness, access and equity, and efficiency and effectiveness.

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