Trends, Issues and Policies in Philippine Education System

Trends, Issues and Policies in
Philippine Education System
At the end of this module, the students should be able to:
1. Become familiar of the Philippine education’s ladder, philosophy,
vision, aims, missions, mandates and DECS organic structure;
2. Identify the problems of Philippine education in terms of:
2.1.
2.2.
2.3.
2.4.
access to basic education
quality of basic education
weakness/ailments of the public school system
critical areas requiring priority attention
3. Determine issues and policies on:
3.1.
3.2.
3.3.
3.4.
3.5.
access to quality education
decentralization of educational management
legislated educational reform
deregulation of private school
educational innovation
4. Interpret the results and impacts of policies and programs; and
5. Become familiar with laws enacted on education since 1986 to present.
The Philippine Education System
at a Glance
The Philippine education system can be
described as a dynamic one. It has undergone
several stages of development from the pre-Spanish
era to the present.
Dating back at the pre-Magellanic period, the
Philippine education was informal, unstructured
and without method. Learning was more
experimental than theoretical.
During the Spanish era, education was done by missionaries for
the elite and for religious instruction. The enactment of Education
Decree of 1863 marked the beginning of primary education for boys and
girls in each municipality and a normal school for male teachers. Primary
instruction was free and Spanish instruction was compulsory. Education
was inadequate, suppressed and controlled during that period.
When the Americans came, they established a free public
school system. Instruction was done in English to train people for the
duties of citizenship and democracy, by non-commissioned officers and
chaplains.
Act No. 74 in 1901, which centralized public school, created a heavy
shortage of teachers and marked the arrival of Thomasites or teachers
coming from USA, to teach in the Philippines.
The arrival of the Japanese made the teaching of Tagalog,
Philippine History and character education reserved for Filipinos. Love
for work and dignity of labor was emphasized.
The issuance of Executive Order No. 94 in 1947 changed the
Department of Instruction to Department of Education. the regulation and
supervision of public and private schools was made with the
establishments of regional officials.
Then in 1972, it became the Department of Education, Culture and
Sports via Proclamation 1081 and then later the Ministry of Education and
Culture in 1978 due to issuance of PD 1397. Major organization was
implemented with the establishment of 13 regional offices.
The Ministry of Education, Culture and Sports
was created via Education Act 0f 1982, which later
became the Department of Education, Culture and
Sports by virtue of Executive Order 117 in 1987. The
structure of DECS remained unchanged until 1994
when the CHED, and in 1995, when TESDA were
established, to supervise tertiary degree programs
and non-degree technical-vocational programs, via
RA’s 7722 and 7796, respectively.
The Educational Ladder
The Philippine Education delivered its programs
through the formal and non-formal and informal ways.
The new entry age for elementary education, starting SY
1995-96 was 6 years old; the secondary education, 1215 years old; and tertiary education, 16-19 years old.
The formal education ladder has 6-4-4 structure, or 6
years for elementary education; 4 years, secondary; and
4 years for tertiary education, except for some courses
like engineering, law, medical sciences with 5 or more
years of schooling. Pre-school education is optional.
Some private schools offer seven years of elementary
education, while others require pre-school or
kindergarten education.
Non-formal education is an
alternative system that is focused on
OSY and OSA. Its main thrust is on
literacy education and training for
employable and/or productive skills,
coupled with citizenship training.
Philosophy of Education
The philosophy states that education
shall develop citizen who believe in
God, love their country and fellowmen
and actively participate in building a
just Filipino society and conserving
and developing the nation’s human
and material resources.
Vision of Philippine Education
The vision can be quoted as
“We have seen the Filipino nation of
the future in the best of the Filipino
today. Nurturing, enhancing and
articulating the best in us are the
central tasks of education”.
Aims of Education
Education shall aim in the fullest
potentials of all individuals, the only sure way
of achieving our common and shared national
goals. It should develop all socially valuable
talents of persons as its contribution to
building an adhesive, peaceful and progressive
society. From this educational experience,
students are expected to emerge as respected
and valued participants in the global
community because of their world class
experience and excellence in ability.
Mission of Education
Basic education intends to provide
universal access to quality and relevant
education through formal, informal and nonformal channels. It shall develop in the young
Filipino, including the disadvantage groups of
children with special needs and extremely
difficult circumstances, the knowledge, the
skills and attitude necessary for active and
successful participation in the economic,
political, socio-cultural, spiritual and moral life
in just and humane society.
Mandates
The mandates of the Philippine education can be gleaned
from the Education Act of 1982; the 1987 Philippine Constitution;
and Executive Order No. 117.
Education Act of 1982 mandates that the education
system to (i) provide for a broad general education that will assist
each individual in the peculiar ecology of his own society to (a)
attain his potential as a human being, (b) enhance the range and
quality of individual and group participation in the basic functions
of society, and (c) acquire the essential educational foundation of
his development into a productive and versatile citizen; (ii) to train
the nation manpower in the middle level skills required for national
development; (iii) develop the profession that will provide
leadership for the nation in the advancement of knowledge for
improving quality of human life; and (iv) respond effectively to
changing needs and conditions of the nation through a system of
educational planning and evaluation.
The 1987 Philippine Constitution explicitly provides in
Art. XIV, Sec. 1, stating 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”.
The Executive Order No. 117, S. 1987, identifies that
DECS to become primary responsible in the formulation, planning,
implementing and coordinating the policies, plans, programs, and
projects in the areas of formal and non-formal education in all
levels, be it elementary, secondary, tertiary, technical-vocational,
non-formal, sports and culture; supervise all educational
institutions, both public and private and provide for the
establishment and maintenance of a complete, adequate and
integrated system of education relevant to the goals of national
development.
Organic and Management Structure of DECS
The DECS is divided into two major structural
components: the central office and field offices. The central
office has five (5) service units, namely: (i) planning; (ii)
financial management; (iii) administrative; (iv) Human
Resource Development; and (v) technical services. It has four
(4) bureaus, namely: (i) Bureau of Elementary Education; (ii)
Bureau of Secondary Education; (iii) Bureau of Non-Formal
Education; and (iv) Bureau of Physical Education and Sports.
Its five (5) centers are identified as (i) School Health and
Nutrition Center; (ii) National Education Testing and
Research Center; (iii) Educational Development Projects
Implementing Task Force; (iv) National Educators Academy of
the Philippines; and (v) DECS Learning Materials Center.
Cultural agencies attached to DECS are the (i) National Museum;
(ii) National Library; (iii) National Historical Institute; (iv) Record
Management and Achiever’s Office; and (v) the Commission on Philippine
Languages.
The field office consisted of regional and sub-regional offices. The
regional offices numbering 16, including the ARMM is headed each by a
regional director; a regional secretary for ARMM; 134 provincial and city
school divisions, each headed by a school superintendent; and 2,128 school
districts, each headed by a district supervisor.
As of 1996-97, the 46,644 schools established nationwide are
categorized as 36,640 elementary schools; 6,411 secondary schools; 1,276
post secondary schools; and 1,287 higher education institutions (HEI’s). Of
the 46,644 schools, 39,154 are government schools; and 7,490, private
schools.
Problems of Philippine Education
Ever since the Philippine education
system was established, problems were always
part of its operation. The problems besetting
the modernized education system are those
that pertain to (i) access to basic education, (ii)
quality of basic education, (iii) weaknesses
and/or ailments of the public school system,
and (iv) underinvestment in education.
Access to Basic Education
In 1992, there were 12,956 or 30 percent of 43,302
barangays without elementary schools and only 11,800 or 35 percent
of 34,081 existing elementary schools offer only primary education.
Seventy five (75) or 4.9 percent of 1,537 municipalities were
without either public or private high school; 175 or 11.4 percent
municipalities were without public high school.
in 1990, participation rate among the 7-12 years old was
82.9 percent only. This translates to 1.5 million school-aged children
who are outside the formal school system; and about 4 million of the
45,447 million population, 10 years old and above were illiterates.
Quality of Basic Education
The quality of basic education has been immensely
affected by these inadequacies in terms of (i) school
buildings, teachers, instructional materials and equipment
have not been fully provided in schools; (ii) achievement
levels in elementary and secondary education fall below
standard. The possible causes of poor quality of education are
traceable to: (a) reduction in the contact hours for academic
subjects under the new elementary and secondary curricula;
(b) poor quality of instruction owing to the poor student
input to teacher’s education program; (c) pedagogical
processes or student-teacher interaction in classroom is
generally characterized by one way flow where teachers
delivers the lesson; (d) unqualified teachers to teach subjects
outside their areas of specialization; and (e) centralized
system of academic supervision and management
discourages innovations and initiatives at the school level.
Weaknesses/Ailments of the Public School
System
According to EDCOM Report (Making Education Work,
1992), the quality of the Philippine education is continuously
declining in terms of basic education failure to (i) teach the
competence the average citizens need to become responsible,
productive and self-fulfilling; (ii) colleges and technical and
vocational schools are not producing the manpower we need to
develop our economy; and (iii) graduate education is mediocre
and failed to generate the research-based knowledge we need to
create more job and raise value of production.
This decline has been attributed to a number of
causes, namely: (i) low budget, high enrollment; (ii) shortage of
teachers; (iii) shortage of classrooms; and (iv) shortage of
textbook.
Low budget, high enrollment. For SY 1999-2000, DECS
budget was P83.35 billion or 18 percent of the national budget.
Although budgetary priorities was given to education sector,
such budgetary increases in the last few years were not enough
to address the influx or blotting enrollment in the basic
education levels.
In SY 1989-90, enrollment for the public schools has
increased by 22 percent while enrollment in the private school
has gone down, indicating that more parents were enrolling
their children in public schools. This implies that the
government should totally support the free basic education.
As per DECS estimate, the government would
spend an average of P4, 753 for every public elementary or
secondary students. This amount would cover more P74
billion of DECS budget and less amount to meet fund
requirements to cover shortages for teachers, textbooks and
classrooms.
Shortage of teachers. Since the beginning of 1990,
the number of public school teachers has decreased 13
percent from about 372,000 in 1989-1990 to about 328,000
this year. This is in direct contrast to the growing enrollment
in public schools this decade.
In the last four years, there was an average of more than
30,000 vacant teaching position in public schools. This school year
(SY 1999-2000), at least 19,000 additional teachers are needed to
meet the enrollment requirements in elementary and secondary
levels. To address this gap, an amount at P1.86 billion is needed to
cover shortages at the end of the year, according to DECS.
The acute shortage is forcing some mentors to handle
two or more grade levels. Latest available data shown that almost
20,500 teachers handle multigrade classes.
Public high school teachers are focused to handle a
maximum of nine academic subjects. This situation not only drains
the energy of teachers, but also affects the learning process of
their students. Teachers with excess load naturally tend to relax or
rest at some points because of stress and fatigue.
Shortage of textbook. On the average, seven students
share the use of textbook in each of their subject. in order to
achieve an ideal of 1:1 textbook to student ratio, the
government needs at least 92.8 million new book. Today, the
number of books available in the system is more or less 18.28
million. This translates to roughly P5 billion since the average
cost per book is pegged at P70.00.
If the government seeks to achieve a 1:1 student to
textbook ratio before 2004, an appropriation of P2.5 billion
which must increase annually by P500 million should be
infused to the system beginning this year. This is almost
impossible as the government has yet to release the P850
million for textbooks two years ago.
Classroom shortage and more. Instead of decreasing
classroom shortage, the past three school years witnessed an
increasing demand for classrooms. From 1996 to 1998, classroom
shortage has grown an alarming 63 percent. This implies that old
school building are rapidly deteriorating while the government is
not providing new ones.
According to DECS estimates, at least 21,500 new
classrooms are needed to accomplish this year’s enrollment for
the first two levels. Such classroom shortage translates to P6.6
billion since P305,000 is needed to build new classroom. But
again the problem is where to source the needed funds.
The situation is even worse in some remote areas.
There are 11,420 elementary schools in the country without
toilets. There are also 12,956 barangays that do not have a single
elementary schools, while about 13 municipalities in four regions
do not have public or private schools.
Underinvestment in education. This is a perennial
problem that is besetting the education system. This
situation has been brought about by (i) increase in the
education budget from 1986 to 1989 was not sustained in
the succeeding three—year period; (ii) real per capita
expenditures declined starting in 1990; (iii) the growth in
the universal size of the education budget was attributed
to the growth of salary input which account for about 80
percent of the total education expenditures; and (iv0 due
to lack of funds, the education sector has failed to take
advantage of recent technological advances. Computers
are practically non-existent in public schools.
Trends, Issues and Policies
Improving Access to and Quality of
Basic Education
Establishment of schools. In accordance with the
Constitution mandate to make the basic education accessible to
all, DECS adopted a priority program of establishing elementary
schools in barangay without elementary schools and the
establishments of high schools in municipalities without high
schools.
Between 1992 and 1996, the number of rural
barangays without elementary schools was reduced from 6,019
to 4,231; while the number of incomplete elementary schools
was reduced from 6,139 to 2,569. At present, out of the 75
municipalities without public or private high school in 1992,
only 26 municipalities remain without a secondary school.
Creating item position for teacher.
From 1992 to 1997, a total of 50,858
items were provided to address the
problem of teacher shortage. In SY 199798, teacher’s requirement stood at 11,670
to meet enrollment increases. With 7,000
new teaching position authorized in 1997,
a backlog of 4,674 teachers remained.
Social Reform Agenda (SRA). The SRA is a package
of intentions that Philippine Government is implementing to
improve the welfare of the disadvantage groups and facilitate
their early integration into the political and economic
mainstream. It consists of (i) access to quality basic
education, (ii) asset reforms and sustainable development of
productive resources and access to economic opportunities.
DECS is the local agency to work towards the fulfillment of 15
basic reform commitments in collaboration with local
government.
Under the 1996 Poverty Alleviation Fund, 2,240
nurse items were provided for deployment to the SRA
provinces.
Entry age for grade 1 and national school
enrollment day. Starting SY 1995-96, the entry age
for grade 1 was reduced from 7 to 6 years old, thus
increasing the number entering grade 1 pupils. To
enable DECS adequate time to plan effectively for
teaching assignment, classrooms and textbooks, an
early enrollment day for entering grade 1 pupils is
adopted. The National School Enrollment Day is held
on the last Monday of January for every year.
Education for All (EFA). The four
goals of EFA Plan of Action are (i) early
childhood care and development; (ii)
universalization of quality primary
education; (iii) continuing education; and
(iv) eradication of illiteracy. Alternative
non-formal education delivery schemes
were developed and implemented for
selected cultural communities.
Non-Formal Education (NFE). This
scheme aims to raise the literacy and
numeracy skills of the poor to enhance their
capacity to engage in self-help and
community development activities. It seeks
to expand access to basic education by
establishing an NFE equivalency and
accreditation system and alternative learning
program to serve community with high dropouts and low participation rate. The activities
of NFE are focused on literacy classes and
skills development.
Multigrade
(MG).
The
multigrade schooling program was
implemented via provision of MG
instructional package, training of
teachers and supervisors and
monitoring and evaluation of
program implementation.
Third Elementary Education Project
(TEEP). This project is now being
implemented in 14 of the 26 provinces
identified as part of the SRA. Its objectives
are threefold, namely: (i) to improve
learning achievement, completion rates and
access to quality elementary education; (ii)
build the institutional capacity of DECS to
manage change; and (iii) actively involve
the community and the local government in
educational programs.
The TEEP begins with capacity building program at the
provincial and divisional levels to equip local DECS officials with
skills to implement decentralized education administration and
school empowerment. This is followed by the formulation of
DEDP, a work and financial program which identified activities or
an intervention to be done by stakeholders (PTA’s, SA’s, NGO’s
and LGU’s). Financial assistance is provided by TEEP once work
program is approved. DEDP’s consists of several interventions like
INSET for stakeholder participants, school improvements and
innovation of facilities (SIIF) and the school building program
(SBP) involving LGU’s. The TEEP has a budget consisting P16.9
billion or $569.4 million.
SEDP. This was an ADB funded secondary
education project completed in 1955. It provided
a total of 675 school buildings and furniture
packages to various high schools nationwide and
distributed 32.69 million copies of textbook and
instructional materials. Another project is
underway, SEDIP. This project is seen as single
intervention in the 10-year basic education cycle
covering secondary education in disadvantaged
provinces.
Lengthening of school days. The number
of school days was increased from 185 to not
more than 220 days. Science was reintroduced as
a subject in Grades I and II. Contact hours were
increased in English, Science and Math subjects
for the elementary level; and English and Science
subjects for high school levels. The replacement
of Values Education in the third and fourth year
with English, Math and Natural Science subjects
was permitted to private schools.
Regional science high school and new science
curriculum. Science and Technology (ST) were given
emphasis via establishment of regional science high school
in each of the 16 regions.
New science curriculum has been developed by
DECS, which was initially implemented in five national high
schools. The curriculum for the first year through fourth
year would concentrate on academic subjects in science,
while fourth year curriculum would focus on hands-on
training in instructional and agricultural science.
National Elementary Achievement
Test (NEAT)/National Secondary
Achievement Test (NSAT). The
NEAT was administered beginning
SY 1993-94; and the NSAT was
conducted starting SY 1994-95.
The Ten Year Master Plan for Basic Education (1996-2005).
This ten-year master plan was anchored on a policy of
decentralization and modernization of the basic education. An
initial step towards the modernization thrust was the setting
up of a Center for Education and Technology (CET) at the
DECS central office in June, 1996. The functions of the CET
revolve around the review and development of multi-media
instructional materials, curriculum development using multimedia and conducting training programs. A model School of
the Future (SOF) was set up at the CET. The SOF is different
from a typical high school in terms of the use of more
instructional interventions using multi-media technology and
the shift in the role of teachers from provider of information to
facilitator of learning.
Pre-school program. This program aims to
provide 5-year old children in disadvantaged areas
time for early peer socialization and learning
activities before starting Grade I. The program on
early childhood experience was integrated in Grade I
curriculum. The first eight weeks are spent on
games, songs, exercises, and play activities to make
children feel that school can be pleasant and
enjoyable. The regular Grade I curriculum starts on
the 9th of the week. Teachers assigned to the
program were trained on the use of ECE
instructional materials.
Drop-out intervention program. These
interventions employed in this program
include the provision of multi-level
learning
materials,
parent-teachers
partnership, school feeding, provision of
school supplies for selected pupil
beneficiaries in order to reduce drop-out
and improve achievement in elementary
schools.
Educational testing. To facilitate the reentry of OSY to the formal school system,
DECS
administers
the
Philippine
Educational Placement Test (PEPT) every
year. The examination is designed to assess
the knowledge, skills and work experience
of OSY and averaged youth in school and to
determine their appropriate level in the
formal system.
Project Basic Education (PROBE), Leadership
Enhancement for Effective Results (LEADER), and
Accelerated Learning Program for Elementary School
(ALPES). PROBE was aimed at improving the English
comprehension among elementary and high school
students and to enhance education in grades V and VI;
and in the 1st and 2nd year high school; LEADER was
initiated to develop higher levels of learning skills
among
pupils
in
Sibika
at
Kultura/Heograpiya/Kasaysayan; and ALPES provides
that public elementary school pupils are promoted to
the next level if they pass the ALPES examination
showing that they are too intelligent to remain in their
respective school levels.
Physical Education and School Sports and Health
and Nutrition. The Bureau of Physical Education and
School Sports would produce books and audio-visual
materials for physical education teachers. To
complement the use of these materials, the Bureau
conducts training for P.E. teachers, coaches and trainers;
and health and nutrition revitalized the school feeding
program to improve the nutritional status of school
children via provision of safe, cheap and nutritious food
in the school canteen. Proceeds are to be used to
purchase foodstuffs for supplementary feeding of
undernourished and indigent pupils.
Lingua franca education project. DECS Secretary
Andrew Gonzales announced that this Lingua Franca
Education Project will replace English with Filipino and
three other major dialects as a medium of instruction in
elementary schools, starting June, 1999-2000. The project
aims to probe a theory that pupils learn faster when the
subjects are taught in the vernacular or native tongue.
When pupils move on to Grade II and IV, they would be
taught in Filipino, except when the subject is English. In
Grades V and VI, all subjects will be taught in Filipino
except in Math, Science and English classes.
Decentralization of Educational Management
A recent policy of the DECS is the empowerment of
school principals. Substantive decision making powers are
vested in the school head to provide him/her with more
administrative authority and corresponding accountability
for improving teaching competencies and raising pupil
achievements. Plantilla items of teachers who are designated
officer-in-charge or teacher-in-charge of schools are
upgraded to become plantilla items of school principals in
the said school.
Computer-based information systems have been
developed for use in the regional offices, division offices and
schools.
Region-focused
educator’s
congresses were held beginning 1995
for the Visayas and Mindanao areas,
followed by Luzon and NCR areas in
1996.
These
congresses
were
conducted to enhance regional
participation in the development
plans and programs.
Implementing Legislated Educational Programs
In accordance with the recommendations of the
Congressional
Commission
on
Education
(EDCOM) to restructure DECS, two separate bodies
to oversee tertiary education and technical and
vocational education were created, allowing DECS
to concentrate on basic education. The Commission
on Higher Education (CHED) and the Technical
Education and Skills Development Authority were
created through RA 7722 and RA 7796,
respectively, have become independent entities
from DECS.
RA 7836 enacted in 1994 provides for the regulation
and supervision of the practice of teaching in the
Philippines and prescribing a licensure examination for
teachers.
RA 8047 known as the Book Publishing Industry
Development Act was passed in June 1995. It provides for
the formulation, adoption and implementation of a
National Book Policy and a corresponding Book
Development Plan that will serve as basis for postering the
growth and viability of the book publishing industry and
secondary textbook production and distribution functions.
Deregulation of Private Education
DECS liberalized government policies governing
private education to capitalize on inherent advantages of
private schools. Among the initiatives were the
deregulation of tuition fees charged by private educational
institutions which are now subject only to the consultation
and other requirements mandated by law; the lifting on the
moratorium on the offering of new programs; and the
issuance of new Manuals for Regulations for Private
Schools. Additionally, voluntary accreditation by nongovernment accrediting agencies was strongly encouraged
as a means of improving educational standard over and
above the maximum required for recognition.
Outcomes and Effects of Policies and Programs
The outcomes and effects of the policies and
programs implemented can be cited as (i)
enrollment; (ii) provision of educational supplies
and improvement of physical facilities; (iii)
expansion
of
literacy
programs;
(iv)
pupils/students’ performance in NEAT/NSAT
Test; (v) increased pay of public school teachers
and provision of other benefits; and (vi)
identification of critical areas for priority
attention.
Enrollment
Enrollment increased from 15.1 million
in SY 1992-93 to 17.14 million in 1997-98 in
both elementary and secondary schools;
participation rate in the elementary level
rose from 85.16 percent in SY 1992-93 to
95.09 percent in SY 1997-98; and from 56.76
percent to 64.72 percent in the secondary
level. With this, the cohort survival rate has
increased from 68.36 percent to 73.73
percent over the six-year period.
Educational Supplies and Physical Facilities
Books, audio-visual aids and materials
were provided in schools, particularly in
the remote areas. In terms of classrooms,
100, 752 were constructed in SY 1992-97
regular school building program, the
President’s
Social
Fund,
secondary
education development project and the
Japan International Corporation Agency.
Literacy Program
Literacy rate has improved with the expansion of
non-formal education program and adoption of various
alternative learning systems. The 1989 Functional
Literacy Education and Mass Media Survey (FLEMMS)
has reported the sample literacy rate rose to 89.90
percent to 93.90 percent in 1994. Functional literacy rate
has increased from 75.24 percent in 1989 to 83.8 percent
in 1994. Simple literacy rate refers to ability to read and
write messages; while functional literacy requires
mathematical and comprehension skills.
NEAT and NSAT Performance
The result of NEAT in 1993-1996 indicated that the
average achievement level of Grade VI pupils was 76.66
percent or 1.66 percent more than the desired of 75 percent.
At the secondary level, the NSAT revealed a better
performance in terms of an aggregate score of 79.08 percent
in 1994 which increased to 81.59 percent in 1995.
By subject area basis, starting in 1993, 59.56 percent of
the NEAT examinees scored 75 percent and above in
English and this rating remained constant up to 1995; in
Math, 53.10 percent rated 25 percent and above and
subsequently reaching 68.17 percent in 1995; in Science, the
performance has improved from 67.96 percent in 1993 to
73.76 in 1995; and HEKASI, from 46.56 percent in 1993 to
73.38 percent in 1995.
In 1994, 85.44 percent of the NSAT
examinees got 75 percent and above in
English and rose to 93.90 percent in 1996;
Mathematics, 70.43 percent in 1994 to 84.53
percent in 1996; in Science, 71.65 percent of
examinees rated 75 percent and above which
improved to 83.21 percent in 1996; and in
Filipino, from 82.32 percent in 1994 to 91.70
percent in 1996.
Basic Salary and Other Benefits of Public School Teachers
The teacher’s basic monthly salary was raised
from P3, 102 in 1992 to P8, 605 in 1997. This salary
increment was based on RA 6758 or the Salary
Standardization Law.
Financial assistance was extended to teachers
through the GSIS and other financial institutions,
including the establishment of cooperative, shelter
programs and in-service education, etc.
Education Areas Requiring Priority Attention
According to DECS, these areas were
identified as critical and therefore requiring
immediate attention, namely: (i) financing the
basic education; (ii) modernization program; (iii)
increased fund requirements for textbooks; (iv)
review of bilingual policy on instruction; (v)
devolution of education function to LGU’s; and
(vi) additional year of basic education.
Financing the Basic Needs in Education
The government has been trying its best to
provide adequate fund support to education
sector. However, due to economic constraints,
year in and year out, the budget support for
education ahs been quite inadequate. And so
inspite of the scarcity and very limited financial
capability of the national government, it has
been taping other sources via reallocation,
rechannel of resources and exploration of
alternative sources from LGU’s, PO’s and
NGO’s.
Implementation of Education Modernization Program
The establishments of regional and provincial
science high school and provision of science
laboratories and science technology activities;
sustaining the rescue initiative for science
education (Project RISE) which aims to retrain
science teachers nationwide over a five-year
period; and the establishment of schools of the
future to give access in the provision of information
technology tools such as computers, CD’s and
internets.
Increased Fund Requirements for Textbook
The implementation of the textbook
privatization program mandated by RA
8047 has triggered a threefold increase in
textbook pieces. An estimated P8 billion is
required to provide textbooks during the
next two school years on 1:1 studenttextbook ratio.
Review of the Bilingual Policy
The DECS goal is to enhance learning via two
languages; Filipino and English. However, this cannot
be achieved immediately. There is still lack of
preparedness with respect to teachers, students and
instructional materials.
Devolution of Education Functions to LGU’s
This will enable the educational system to
accommodate local preferences, making the
curriculum more relevant to local conditions and
needs, and generate greater support from local
governments, communities and parents.
Additional Year of Basic Education
This is a move lengthening the basic education
from 10 years to 11 years. This would enable our
education system to globalize the standard of
Philippine education. However, this proposal was
held in abeyance pending a government decision
to pursue it either in elementary or high school
level.
Some Laws Affecting the Education System
In the Decade of 1990’s
Some of the laws which were passed during the 1990’s can be
cited as follows:
(i) RA 7662, Providing Reform on Legal Education;
(ii) RA 7722, Commission on Higher Education (CHED);
(iii)RA 7731, Abolishing NCEE;
(iv)RA 7743, Establishment of Congressional Cities, Municipal
Libraries and Barangay Reading Centers in the Philippines
(v) RA 7784, Teachers’ Education Council and Establishment of
Centers for Excellence for Teachers’ Education
(vi)RA 7796, Creating the TESDA;
(vii)RA 7797, Lengthening School Calendar to 220 school days;
(viii)RA 7798, Establishment of Stock Educational Cooperatives;
(ix)RA 7836, strengthening of the Regulation of the Practice
Teaching in the Philippines and prescribing a Licensure
Examination for Teachers
(x) RA 7889, Establishing UP in Mindanao;
(xi) RA 8047, Book Publishing Industry Development
Act;
(xii) RA 8190, Granting Priority Appointment or
Assignment to Public School Teachers Who Reside in a
Barangay, Municipality or City near the school;
(xiv) RA 8292, Providing for Uniform Composition,
Powers of the Governing Board, Manner of Appointment
and Term of Office of the President of Chartered SUC’s;
(xv)RA 8491, Prescribing the Code of National Flag,
Anthem, Motto, Coat of Arm and other Heraldic Items
and Devices;
(xvi)RA 8492, Establishing a National Museum and
providing for its Permanent Home;
(xvii)RA 8496, Establishing the Philippine Science High
School System;
(xviii)RA 8525, Establishing Adopt a School Program;
(xix)RA 8545, Providing Government Assistance to
Students and Teachers in Private Education; and
(xx) RA 8557, establishing the Philippine Judicial
Academy that shall serve as a Training School for
Justices, Lawyers and Court Personnel.