CHAPTER 7  BASIC AND TERTIARY EDUCATION

Introduction

 

   In a world where knowledge has become a crucial element for nations to prosper and compete, primacy is placed on quality and accessible education, from early childhood development to primary, secondary and tertiary learning. The vision set out in the World Declaration on Education for All prescribes that every child, youth and adult has the human right to benefit from education that will meet their basic learning needs including the full development of human personality. Today we regard an educated Filipino as someone who is functionally literate. This means one has the complete range of skills and competencies cognitive, affective and behavioral-- that enables individuals to live and work as human persons; develop their potentials; make critical and informed decisions; and function effectively in a society. This is within the context of their environment and that of the wider community for the improvement of their quality of life and of the society.

 

   Investing in education is important. One, it supports economic growth over the long term. Two, it helps break the transmission of poverty from one generation to another. Education is an important means for families to emerge from poverty. It provides people, particularly the youth, with more opportunities.

 

   However, a high percentage of individuals give lack of money as the reason for not attending schools. As a result, there are families who do not have access to the benefits of education. The government has an important role to play in education. The government has the responsibility to provide equal opportunities for everyone to develop their human capacities and ensure that every child complete basic schooling, and that a significant number are enrolled in tertiary education. This Plan gives full and adequate attention on basic education as an essential human right and fundamental obligation of the state. It underscores the relevance of education as a basis for life long learning of every Bicolano.

 

Early Childhood Development

 

   Development Challenges

 

   Children who have the benefit of adequate Early Childhood Care and Development (ECCD) experience tend to be better prepared for formal education. Overall pre-school enrolment in 2006 showed an increase of 8.5 percent in the number of 3-5 years old enrolled in the formal pre-schools with the private pre-schools posting a 44.92 percent growth and surpassing the plan target. However this represents only about 36.7 percent of the total pre-school population. Moreover there was a noted decline of 21.53 percent in the public formal pre-school enrolment.

 

   There is still a considerable number of children that are not provided with pre-school education. Only 59.83 percent of grade 1enrollees have ECCD experience.

 

   The number of day care centers (DCCs) increased from 3,949 in 2005 to 3,997 in 2006, but there are still 359 barangays (10 percent) without day care centers. Each barangay is supposed to have a day care center. The number of children served in DCCs increased by 5.12 percent in 2006.

 

   In order to achieve a more focused implementation of the ECCD program, the following strategic interventions were undertaken: (a) modified 6-8 weeks pre-school curriculum for grade 1 to offset the absence of ECCD experience of grade 1 enrollees; and (b) the pre-school service contracting scheme where the national government pays the private schools who are the service providers.

 

   The other challenges that face early education are: (a) improving the quality of day care centers through the DCC accreditation system including adequate provision of learning materials; (b) improving the quality of day care workers through continuous capability building and standardizing the salaries of day care workers; (c) improving parental education, skills and awareness; (d) strengthening program support for information dissemination and education; and (e) widening the coverage of programs and services.

Objectives

   The following are the objectives for early childhood care and development:

1. Universal coverage of 3-5 years old in quality assured pre-school and early childhood care and development programs.

2. To ensure that young children are adequately prepared for formal learning system and that both public and private schools are responsive to the development needs of the children.

3. Facilitate a smooth transition from care and education provided at home to community or school-based setting and to primary school.

Strategies

   The following are the strategies for ECCD:

1. Make expansion of ECCD coverage yield more EFA benefits by:

• identifying and encouraging the most cost-effective and quality assured ECCD programs;

• making sure that the most disadvantaged children get into these programs;

• developing ECCD investment and financial plans at all levels for purposes of cost sharing arrangements as provided in Section 9 of R.A. 8980 of the ECCD Act;

• evaluating and implementing cost effective ECCD programs;

• expanding access to quality ECCD programs; and

• undertaking pro-active advocacy and social marketing to increase awareness and demand for quality ECCD services.

2. Develop and update quality assurance standards, i.e., ECCD curriculum, ECCD checklist and school readiness tool to assess the childs over-all development. The ECCD curriculum shall focus on the childs total development and promote the delivery of complementary and integrative services for health care, nutrition, early childhood education, psycho-social, cultural and value formation activities.

3.  Enhance, support and educate the parents in their roles as primary caregivers and educators of their children.

4.  Harness involvement and mobilization of communities by:

• expanding parent participation in existing center-based and home-based programs; and

• promoting knowledge and practices and disseminating relevant information on health, early education, psycho-social development, values and spirituality and other services among parents and community.

5. Develop and implement a human resource development program for ECCD volunteers, service providers, supervisors and program managers to upgrade their competencies. The program shall define core competency standards, training framework, strategies and mechanisms for continuing education of various ECCD service providers and volunteers.

6.  Institutionalize a recruitment, registration and credential system for ECCD service providers and foster continuing education program through formal education and other complementary alternative forms of training.

7.  Create an ECCD network of community-based groups to develop and implement ECCD action plans in partnership with local governments units.

8.  Improve the quality of day care centers through the DCC accreditation system including the provision of adequate learning materials.

9.  Monitor ECCD progress towards attainment of goals and document/ disseminate, replicate and institutionalize good models and practices on ECCD.

Targets

1. Day care center established in all barangays.

2. Accreditation of 80 percent of day care centers.

3. One hundred (100) percent of grade I enrollees with ECCD experience.

 Major Programs and Projects

1. Early Childhood Care and Development Program - includes the provision of technical, financial and material support to local government units to improve program implementation on health, nutrition and early education services.

2. Parent Education - The parent effectiveness service is designed for parents to improve quality of care and teaching that children receive at home as well as improved family life.

3. Supervised Neighborhood Play - is a neighborhood-based early childhood program for 3-5 year old children who are unable to participate in ECCD classes.

4. Supplemental feeding for underweight pre-school children.

5. Capacity building of key stakeholders and performance monitoring programs.

6. Advocacy, Communication and Social Marketing. Advocacy campaigns to encourage parents to enroll their children in pre-schools as preparation for basic education and for LGUs to establish day care centers in barangays without day care centers and to provide support to the ECCD program.

Basic Education

   Development Challenges

   In view of the high fertility in the region, the educational system has to cope reasonably with the rapid increase in school age children which has led to lack of classrooms and inadequate teaching materials including books. In SY 2005-2006, basic education enrolment increased by 6.4 percent and surpassed the plan target. It was noted that there has been an increase in enrolment in public schools, which is due to the transfer of students from private to public as a result of the increase in tuition fees. This will put more pressure on the public education system and the government will have to increase budget allocation to teachers, textbooks and expansion of school facilities.

 

   Access to basic education has been expanded through the twin strategies of establishing schools in school-less barangays and completing incomplete schools through multi-grade classes. In 2005, the number of barangays without elementary schools was reduced from 173 to 38 barangays. The number of incomplete elementary schools decreased from 380 to 261 in 2006. Likewise, the Government Assistance to Students and Teachers for Private Education (GASTPE) provided financial subsidy to students who could not be absorbed by the public schools. A total of 25,524 students benefited from the Education Service Contracting Scheme participated in by 112 schools, while the Education Vouchers Scheme issued 3,306 vouchers with 81 schools participating.

 

   Although access to education has been significantly addressed, there is much to be done in improving the quality of education. This includes improving the quality of instruction and upgrading school facilities. While most children have access to school, only about 71 percent for elementary and 54 percent for secondary complete the education.  For those who complete school, little learning takes place as evidenced by the low mean achievement of about 55 percent for elementary and 42 percent for secondary. This is much lower than the expected 75 percent level of mastery.

 

   The participation rates in both the elementary and secondary levels have remained stable at 91.59 and 55.49 percent respectively but still fell short of the plan targets. The challenge is sustaining the initiatives relative to improving access and affordability and how to address the needs of the remaining number of children particularly in the secondary level who are not in school or who have not availed of any form of schooling.

 

   The elementary drop out rate, although increasing, is within the plan target but secondary level drop out rate and the cohort survival rates for both elementary and secondary levels are below the plan targets. The increasing number of dropouts could indicate a tighter economic condition for the Bicolano family forcing the children to stop schooling because of lack of funds. The frequent occurrence of typhoons could contribute to increased drop out rates due to the adverse impact of typhoons to family income and condition of school infrastructure and facilities. Schools are usually transformed into evacuation centers and facilities of these schools are insufficient to meet the demands of the evacuees. The transformation of schools into evacuation centers disrupts the education of students.

 

   The persistent issue that needs to be addressed is raising the level of performance along the key development indicators such as cohort survival rate, completion rate, academic performance and high drop out rate. In view of the high drop out rates, there is a recognized need to reduce the incidence of dropouts and to supplement formal schooling with programs to reach those unable to continue formal school.

 

   Other concerns that need to be addressed are the backlog of teachers in elementary and secondary schools, shortage of classrooms and inadequate instructional materials and facilities including audio visual materials.

 

   The governments response to the challenges in its basic education system is embodied in the Philippine Education for All (EFA) 2015 Plan. This Plan is a vision and a holistic program of reforms aimed at improving the quality of education. This serves as the blueprint for basic education.

   Objectives

   The objectives for development in basic education are:

1. To increase access to, affordability and quality of basic education.

2. To ensure that all children, youth and adults complete a good quality basic education with emphasis on disadvantaged children, including the poorest working children and children with special needs.

3. Universal school participation and completion of the full cycle of basic education schooling (10 yrs) with satisfactory achievement levels by all at every grade and year level.

4. Total community commitment to attainment of basic education competencies for all.

5. To close the gaps in the existing educational inputs particularly those of classrooms.

   Strategies

   The strategies for basic education are:

   In view of the high fertility in the region, the educational system has to cope reasonably with the rapid increase in school age children which has led to lack of classrooms and inadequate teaching materials including books. In SY 2005-2006, basic education enrolment increased by 6.4 percent and surpassed the plan target. It was noted that there has been an increase in enrolment in public schools, which is due to the transfer of students from private to public as a result of the increase in tuition fees. This will put more pressure on the public education system and the government will have to increase budget allocation to teachers, textbooks and expansion of school facilities.

 

   Access to basic education has been expanded through the twin strategies of establishing schools in school-less barangays and completing incomplete schools through multi-grade classes. In 2005, the number of barangays without elementary schools was reduced from 173 to 38 barangays. The number of incomplete elementary schools decreased from 380 to 261 in 2006. Likewise, the Government Assistance to Students and Teachers for Private Education (GASTPE) provided financial subsidy to students who could not be absorbed by the public schools. A total of 25,524 students benefited from the Education Service Contracting Scheme participated in by 112 schools, while the Education Vouchers Scheme issued 3,306 vouchers with 81 schools participating.

 

   Although access to education has been significantly addressed, there is much to be done in improving the quality of education. This includes improving the quality of instruction and upgrading school facilities. While most children have access to school, only about 71 percent for elementary and 54 percent for secondary complete the education. For those who complete school, little learning takes place as evidenced by the low mean achievement of about 55 percent for elementary and 42 percent for secondary. This is much lower than the expected 75 percent level of mastery.

 

   The participation rates in both the elementary and secondary levels have remained stable at 91.59 and 55.49 percent respectively but still fell short of the plan targets. The challenge is sustaining the initiatives relative to improving access and affordability and how to address the needs of the remaining number of children particularly in the secondary level who are not in school or who have not availed of any form of schooling.

 

   The elementary drop out rate, although increasing, is within the plan target but secondary level drop out rate and the cohort survival rates for both elementary and secondary levels are below the plan targets. The increasing number of dropouts could indicate a tighter economic condition for the Bicolano family forcing the children to stop schooling because of lack of funds. The frequent occurrence of typhoons could contribute to increased drop out rates due to the adverse impact of typhoons to family income and condition of school infrastructure and facilities. Schools are usually transformed into evacuation centers and facilities of these schools are insufficient to meet the demands of the evacuees. The transformation of schools into evacuation centers disrupts the education of students.

 

   The persistent issue that needs to be addressed is raising the level of performance along the key development indicators such as cohort survival rate, completion rate, academic performance and high drop out rate. In view of the high drop out rates, there is a recognized need to reduce the incidence of dropouts and to supplement formal schooling with programs to reach those unable to continue formal school.

 

   Other concerns that need to be addressed are the backlog of teachers in elementary and secondary schools, shortage of classrooms and inadequate instructional materials and facilities including audio visual materials.

 

   The governments response to the challenges in its basic education system is embodied in the Philippine Education for All (EFA) 2015 Plan. This Plan is a vision and a holistic program of reforms aimed at improving the quality of education. This serves as the blueprint for basic education.

Targets

   By 2010, the following operational targets shall have been achieved:

1. Improvement of key indicators to ---

1. 87.94 percent elementary cohort survival rate;

2. 75.00 percent secondary cohort survival rate

3. 70.00 percent elementary completion rate

4. 58.00 percent secondary completion rate

5. 98.00 percent elementary graduation rate

6. 95.00 percent secondary graduation rate

7.   1.14 percent elementary drop-out rate

8.   5.00 percent secondary drop-out rate

9.   1:30 Teacher/pupil/student ratio

2. Attainment of more than 75 percent mean performance level in achievement tests.

3. All public high schools will have a computer laboratory.

Major Programs and Projects

1. Third Elementary Education Project (TEEP)

2. Brigada Eskwela

3. Every Child A Reader Program - an intensive reading skills development program to address the very low reading performance among pupils.

4. Secondary Education Development and Improvement Project (SEDIP) provision of facilities and equipment and the training of teachers in underserved, depressed, disadvantaged schools division. It aims to increase access to quality secondary education and improve student achievement.

5. Educational Subcontracting Program - provision of funds to secondary private schools to absorb the excess enrolment in public high schools.

6. Adopt-A-School Program involves partnership  with private sector in the provision of educational inputs.

7. In-Service Training Program enhance teachers competencies through teacher training programs in the different learning areas.

8. Government Assistance to Students and Teachers for Private Education (GASTPE) provides financial subsidy to students who could not be absorbed by the public schools.

9. School Building Program/Computerization Program construction, repair, rehabilitation and upgrading of school facilities/implementation of the modernization and information technology interventions.

Higher Education

 

   Higher Education programs are geared towards the provision of better quality education, the development of higher-level work force and the intensification of research, extension and production services.

 

   Higher education development is guided by the policy framework defined in the Long Term Higher Education Development Plan 2001-2010. The plan provided a blueprint for higher education and serves as a guide in initiating and implementing meaningful reforms in higher education to ensure relevance and responsiveness of the system to the changing societal demands.

 

   Development Challenges

 

   The higher education sub-sector posted a modest performance in 2005. Enrolment declined by 2.85 percentage points from 106,790 in 2005 to 103,744 in 2006 and is still short of the targeted students. There were more female (56.6 percent) than male students. Public higher education institutions (HEIs) enrolment likewise decreased by 3.74 percent and served approximately 46.72 percent of the total number of higher education students in the region. For a number of years, enrolment has not been effectively directed toward courses necessary for regional development. Enrolment was high in the traditional courses such as commerce, arts and sciences, and engineering.

 

   There were 25,582 graduates in 2006 registering a 6.41 percent growth. The region has an oversupply of graduates and there is also a mismatch between competency and skills of graduates with the demands of the industry/labor market.

 

   Limited funding for scholarship grants/loans resulted to limited educational opportunities. Only about 13,726 scholars were provided assistance and failed to reach the 20,717 target. Overall only about 13 percent of the total student population benefited from the scholarship programs with a funding assistance amounting to P30.7 million.

 

   The CHED has likewise expanded access to higher education through the Expanded Tertiary Education and Accreditation Program. However, deputized HEIs declined from 10 to 5 in 2005. The most availed program was Bachelor of Science in Criminology followed by Business Management, Bachelor of Science in Nursing and Bachelor in Elementary Education.

 

   Accreditation is another mechanism to ensure quality in higher education. Of the 136 HEIs, 21 (15 percent) have accredited programs. As to the number of accredited programs, the top three were teacher education, commerce/business and accountancy and liberal arts.

 

   HEIs have not attained the requirement that faculty should be holders of masters degree or above. About 59 percent of the faculty members of private HEIs and 34 percent of SUCs have not acquired masteral degrees.

 

   In the area of instruction, curricular offerings in both private institutions and SUCs were revised/revitalized to conform to policies, standards and guidelines of specific programs. The courses include health-related programs, architecture and engineering, agriculture, business and information technology programs.

 

   The research and development centers of the SUCs continued to cater to diverse areas and had completed researches in agriculture and fisheries. But only a few universities conduct extensive research. This has been due to inadequacy of research facilities and qualified faculty to conduct research.

 

   On extension services, the HEIs continued to maximize participation in anti-poverty programs of the government by addressing the needs of the marginalized sector and establishing partnerships with LGUs, NGOs and communities.

 

   The higher education system still continue to face the following issues and concerns: (a) upgrading quality of higher education programs and institutions; (b) ensuring the relevance of higher education programs and services by matching the competency/skills of graduates with the needs of the industry/labor market and re-engineering of programs to make our graduates competitive; (c) adapting and utilizing appropriate ICT and other innovations in education; (d) increased levels of research and development and (e) identifying and tapping alternative sources of revenues.

 

  Objectives

 

   The objectives for higher education are:

1. To broaden the access of economically and socially disadvantaged groups to quality higher education.

2. To improve quality and international comparability of higher education programs and institutions.

3. To strengthen complementation and productive partnerships between and among public and private HEIs, between college or university and industry, and educational institutions involved with other sectors.

4. To generate, adapt, and disseminate knowledge that equips graduates with competencies, values and skills vital in a dynamically-changing domestic and international environment.

  Strategies

 

  On access and equity. The coverage of scholarships and students assistance programs shall be expanded and the awards raised in order to increase the number of beneficiaries especially among the disadvantaged sectors. Access to postgraduate education can be resolved by an increase in the government budget for scholarship grants to nurture talented individuals who are tapped to take on leadership positions in the future. Firms can opt to invest on higher education as part of their human resource development initiatives. Alternative delivery systems will be strengthened through the accreditation of HEIs offering Distance Education and Open Learning. The Expanded Tertiary Education Equivalency and Accreditation Program will be fully implemented. Competency standards will be upgraded and the quality performance of deputized HEIs will be maintained.

 

   On quality and excellence.The local colleges and universities shall offer quality undergraduate and graduate education programs with standards comparable with those offered by leading HEIs and network with global centers of excellence to help boost the curriculum. Other benefits may include faculty exchange programs or research collaborations both of which will expose faculty and students to new technology, skills and knowledge. Flagship programs will likewise be implemented while developing/strengthening institutions excelling in and focusing on specific disciplines. The HEIs will comply with the regional and international standards in selected programs like engineering, architecture accountancy and nursing education. Entry selection process will be put in place and a selection system/admission system established to ensure student readiness for college studies and improve survival and success at the tertiary level. Relevant faculty development programs will be implemented to enhance the qualification of teachers in higher education. Research and development and extension plans shall be prepared and HEI faculties will be encouraged and supported to undertake research and extension activities in identified priority areas and disseminate their research output.

 

   On relevance and responsiveness. The higher education system must take advantage of the opportunities provided by information and communication technologies (ICT) as a means of improving the opportunities of their students. ICT subjects shall be incorporated in the general curricula. Establish multi-stakeholder linkages to adapt a curriculum that will produce graduates according to the industry fit and students to benefit from industry experts through teaching arrangements or internships/apprenticeships programs. Program offerings that are critically required for national and regional development shall be prioritized. Graduates should be highly skilled in the areas of information technology, finance and engineering as well as equipped with proficient language skills for the global market demand and complemented with a strong culture of entrepreneurship and innovation.

 

   On efficiency and effectiveness. Rationalization of program offerings to define clearly the roles, functions and appropriate program offerings of each type of institution. Specialized programs responsive to the needs of the region will be developed. The allocation of resources in higher education shall also be rationalized. Complementation and networking between and among public and private higher education institutions shall be carried out through the establishment of a local network of data/information exchange; sharing of expertise, facilities and other resources and implementation of collaborative multi-HEI projects and undertakings. Tuition and other school fees in SUCs will also be rationalized

Targets

1. All SUCs shall be offering flagship programs that are in accordance with their mandates.

2. Five (5) percent of the HEIs will have distinct program specialization.

3. Fifty (50) percent of HEIs will have established networking arrangements by 2010.

4. All HEIs shall have formulated strategic plans.

5. One hundred (100) percent of the higher education sector shall be making use of ICT and the internet.

6. Five (5) percent of the HEIs will be developed into Centers of Excellence/ Centers of Development.

7. The percentage of faculty members with graduate degrees will increase to 50 percent.

8. More than half of the HEIs will have collaborative projects with industry and placement programs that would ensure employability of graduates.

9. The number of beneficiaries of scholarship and student assistance program will reach more than half by 2010.

10. The number of deputized HEIs will increase to 20 by 2010.

11. The identified priority training needs of all SUCs and 30 percent of HEIs shall have been addressed.

   Major Programs and Projects

1. Curriculum Reform and Revitalization the objective is to have a relevant and responsive curriculum based on revised policies and standards both in the undergraduate and graduate level.

2. Scholarship and Financial Assistance Program includes the expansion of scholarship coverage for a wider access to quality tertiary education of disadvantaged sector.

3. Ladderized Education Program a mechanism that allows students and workers progression between TVET and HEI or college and vice-versa. Specifically, it intends to create seamless and borderless education and training system that will allow mobility in terms of flexible entry and exit into the educational system.

4. Faculty Development Program includes the provision of scholarship grant that seeks to upgrade the academic qualifications of tertiary faculty to masters and doctorate levels.

5. Expanded Tertiary Education Equivalency and Accreditation Program a comprehensive assessment program that recognizes knowledge, skills, attitudes and values obtained by an individual from relevant work experiences and higher level non-formal and informal training towards the awarding of as appropriate degree.

6. Institutional Monitoring and Evaluation for Quality Assurances (IQuAME) monitoring and evaluation of programs and projects of the HEIs in the region.

7. Center of Excellence Project The centers of excellence and development will be the role models in technology transfer, development of industry linkages and in sharing resources and other assistance to other higher education institutions.

back to top