Utpras

Principles and general objectives of education In the Philippines the education system aims to: 

Provide a broad general education that will assist each individual in society to attain his/her potential as a human being, and enhance the range and quality of the individual and the group;



Help the individual participate in the basic functions of society and acquire the essential educational foundation for his/her development into a productive and versatile citizen;

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Train the nation’s manpower in the middle-level skills required for national development;

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Develop the high-level professions that will provide leadership for the nation, advance knowledge through research, and apply new knowledge for improving the quality of human life;

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Respond effectively to changing needs and conditions through a system of educational planning and evaluation.

Current educational priorities and concerns The growing awareness of the benefits of education, the constitutional provision (a new constitution was adopted in 1987) for free and compulsory elementary education, the demand for education relevance and responsiveness to changing societal needs and the alarming rate of increase in the country’s population have contributed to the problem of providing education for all, a problem which becomes more serious each year. The Department of Education, Culture and Sports (now the Department of Education, DepED) has attempted to implement educational reforms, programmes and projects to address the key issues of access and quality of basic education, relevance and efficiency of the education system. However, many problems are besetting education in the Philippines. Among the school-related causes are the unqualified and poorly trained teachers, inadequate facilities and equipment, and lack of instructional materials (textbooks and teacher’s manuals). Non-school factors include poverty, low educational attainment and illiteracy of parents, and poor health and nutrition. In recent years, the DepEd has pursued several development programmes and projects through government funding and overseas economic co-operation both multilateral and bilateral. The strategies to improve education include overall review of elementary and secondary education, universal access to and quality of education (notably by emphasizing teaching of English, science, technology and mathematics), provision of alternative delivery schemes (such as multigrade teaching, mobile teaching, and instructional management by parents, community and teachers in disaster areas), management training for principals and school administrators, development of research, improvement of school libraries and teachers’ welfare. Technical and vocational

education was also revised in an effort to cope with rapid technological advancements and to provide young people with more meaningful preparation for their future employment. The strategies include curriculum development, improvement of pre- and in-service education of teachers in both public and private schools, updated instructional materials in various fields, and upgrading of equipment for both public and private institutions. At the higher education level, the strategies include improving access of the poor and disadvantaged, improving quality––notably by focusing on pre-service and in-service training of teachers––, liberalizing policies for private schools, rationalizing state colleges and universities (SUCs), and strengthening linkages with government professional boards for evaluation. Among the development programmes implemented in recent years, the following should be mentioned: The Elementary and Secondary Education Project: the aim of the project has been to meet the sector’s requirement for essential physical resources (facilities and equipment), especially in educationally and economically disadvantaged areas; improve the professional competence of teachers and school administrators; expand the population’s basic knowledge and the skills of children at risk of dropping out of school as well as illiterate out-of-school youth and adults; and further develop DepEd institutional capacities in planning and management of the education system. Implementing the New Secondary Education Curriculum (1992-93): mass training of Grade IV teachers was undertaken, and complemented with the production and delivery of textbooks and teachers’ manuals to fully support the implementation of the new curriculum. The physical facilities component of the programme also provided for the construction of 673 packages of equipped and furnished academic classrooms, workshops and science laboratories to augment the accommodations problem in the secondary level. The School Building Programme: this programme provides for the construction of classrooms, science laboratories and multi-purpose workshops, and the provision of equipment for instruction for selected elementary and secondary schools within the typhoon belt of the country and in remote and rural areas. Science Teaching Improvement Project: this project aims to develop science equipment through research, prototype production, standards setting and tests, and expertise within the educational sector through workshops, seminars, and training of teachers and staff locally and abroad. Science Equipment Project: this project addresses the pressing need of the public school system for instructional materials and equipment. The National Science Equipment Centre and three Regional Distribution/Service Centres were developed and institutionalized for the purpose of developing, testing, producing, and distributing science equipment to the public secondary schools. Rationalizing programme offerings of state colleges and universities on a regional basis: this programme aims at encourage specialization in each SUC and intra-regionally

among SUCs with special emphasis on capital and land-intensive courses such as agriculture, technology and engineering, and technical education. It encourages regional co-ordination among SUCs to minimize duplication of programme offerings. Among the achievements, benefits and performance of the education system over a tenyear period (1986-95), the following should be mentioned: 

Education has been given the highest budgetary priority in the national government budget.



The New Elementary School Curriculum (NESC) and the New Secondary School Curriculum (NSSC) have been fully implemented.

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Free public secondary education has been implemented.



The programme of assistance for low-income students and faculty in private schools has been expanded.

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The Values Education Framework has been formulated and implemented.

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Centres of excellence in teacher education have been established.

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Professionalization of the teaching profession has been achieved through the Philippine Teachers Professionalization Act of 1994.

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The National Elementary Achievement Test for Grade VI pupils and the National Secondary Achievement Test for Form IV high school students have been administered.

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Student contact time has increased through a lengthened school calendar and additional time for English, science and mathematics.

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Science education has been strengthened through the establishment of regional science high schools, the formulation and implementation of the Science and Technology Education Plan, the establishment of the Regional Science Teaching Centres, and the organization of the National Science Teaching Instrumentation Centre.

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Policies governing private education have been liberalized––notably as regards curriculum requirements and tuition fee policy––to promote efficiency, autonomy and responsiveness.

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Educational performance during the period has improved, as indicated by the literacy rate, the improved enrolment rate at the primary and secondary levels, the decrease of repetition rates, and the provision of textbooks and instructional materials.

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The DepEd will continue to provide access to basic education. In accordance with the broadening of accessibility to basic education, the programme commitment has the following components: (a) establishment of a school in every barangay not having an elementary school and in every town without a high school (a barangay is the basic governmental unit in the country’s political structure, consisting of a number of families within the same geographic area); (b) organization of multigrade classrooms; (c) completion of incomplete elementary schools; and (d) provision of basic instructional materials, facilities and equipment at the elementary and high school levels. In addition, the Master Plan for Basic Education (1996-2005) has the mandate of modernizing education. The programme is being pursued through the introduction of modern instructional materials––such as computers and Internet, videos, well equipped science laboratories and machine shops as well as libraries––to enrich instruction through training programmes and further studies, including staff development abroad, teaching techniques and teachers’ mastery of subject matter. Training programmes will also be provided for the upgrading of managerial skills in planning, project and fund management as well as resource management and community mobilization. Information and telecommunication systems will serve as basic tools for carrying out educational administration and supervision. Laws and other basic regulations concerning education In the Philippines, education is a public or state function. Public elementary and secondary education is supported by the national government, the former as mandated by the Constitution (1987), which states 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”, and the latter by Republic Act No. 6655 (Free Secondary Education Act). Specific provisions on education upon which all decrees, policies, regulations, and rules on education are based, are provided in the Constitution. These are expressly stated by way of the constitutional mandate, Presidential decree, and other legal provisions. The objectives of formal education at the elementary, secondary, and tertiary levels as well as those of non-formal education are specified in the Education Act of 1982. The Republic Act No. 6728 deals with private education, notably by setting common minimum physical facilities and curricular requirements for all schools and by liberalizing the subject content of values education. The creation of the Commission on Higher Education by Republic Act No. 7722 and of the Technical Education and Skills Development Authority separated these entities from the Department of Education where they originally belonged. The Philippine Teachers Professionalization Act, Republic Act No. 7836, was issued in 1994. The Literacy Co-ordination Council, an interagency body administratively attached to DECS, was created by Republic Act No. 7165 to carry out State policy to eradicate illiteracy. The House Bill No. 1875 entitled “An Act to Strengthen Teacher Education in the Philippines by Establishing Lead Teacher Training Institutions, Appropriating Funds Therefore and for Other Purposes” deals with the improvement of teacher education.

The Republic Act No. 7796, otherwise known as the Technical Education and Skills Development Act of 1994, aims to encourage the full participation of and mobilize the industry, labour, local government units and technical-vocational education and training (TVET) institutions in the skills development of the country's human resources. In August 2001, Republic Act No. 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). This Act provides the overall framework for: (i) school heads empowerment by strengthening their leadership roles; and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens. According to legislation, primary education is free and compulsory for children aged 712. Secondary education is free but not compulsory. Administration and management of the education system The Department of Education (DepEd) is the principal government agency responsible for education and manpower development. The mission of the Department is to provide quality basic education that is equitably accessible to all and lay the foundation for lifelong learning and service for the common good. The Department is primarily responsible for the formulation, planning, implementation and co-ordination of the policies, standards, regulations, plans, programmes and projects in areas of formal and nonformal education. It also supervises all basic education institutions, both public and private, and provides for the establishment and maintenance of a complete, adequate and integrated system of education relevant to the goals of national development. The current Department structure consists of two parts: the Central Office and the field offices which consist of regional and sub-regional levels. The Department proper consists of: the Office of the Secretary; five Services (Office of Planning Service, Financial and Management Service, Administrative Service, Human Resource Development Service, and Technical Service); four Bureaus (Elementary Education, Secondary Education, Non-Formal Education, and Physical Education and School Sports); and Centres (such as Health and Nutrition, and National Education Testing and Research). There are field offices in sixteen regions, each headed by a Regional Director; 157 provincial and city schools divisions, each headed by a School Division Superintendent; and 2,227 school districts headed by a District Supervisor. The Bureau of Elementary Education (BEE) is responsible for providing access and quality elementary education for all. It also focuses on social services for the poor and directs public resources and efforts at socially disadvantaged regions and specific groups. The Bureau of Secondary Education (BSE) is responsible for providing access and quality secondary education. Its aim is to enable every elementary graduate to have

access to secondary education. It improves access to secondary education by establishing schools in municipalities where there are none and reviews the overall structure of secondary education as regards curriculum, facilities, and teachers’ inservice training. The Bureau of Non-formal Education (BNFE) is responsible for contributing to the improvement of the poor through literacy and continuing education programmes. Its aim is to provide focused basic services to the more disadvantaged sections of the population to improve their welfare and contribute to human resource development. The Bureau of Physical Education and School Sports (BPESS) is responsible for physical fitness promotion, school sports development, cultural heritage revival (Kundiman Fiesta), natural heritage conservation, and values development. Its aim is to inculcate desirable values such as self-discipline, honesty, teamwork, sportsmanship, excellence and others and make the Filipino youth fit to respond adequately to the demands, requirements, challenges and opportunities that the next century may bring. The functions of the BPESS were absorbed by the Philippine Sports Commission in August 1999. Attached agencies to the Department are the National Museum, National Library, National Historical Institute, and Records Management and Archives Office. Other offices are the Instructional Materials Corporation, Instructional Materials Council, Educational Development Projects Implementing Task Force, Educational Assistance Policy Council, National Youth and Sports Development Board, National Social Action Council and Teacher Education Council. The main objective of the cultural agencies of the Department is to preserve, conserve, restore and enrich the cultural heritage, customs and traditions. The Technical Education and Skills Development Authority (TESDA) was established through the enactment of Republic Act No. 7796 otherwise known as the Technical Education and Skills Development Act of 1994. This Act aims to encourage the full participation of and mobilize the industry, labour, local government units and technical-vocational education and training (TVET) institutions in the skills development of the country's human resources. Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors. The Commission on Higher Education (CHED) is independent and separate from the DepEd. The Commission is responsible for formulating and implementing policies, plans and programmes for the development and efficient operation of the system of higher education in the country. Its coverage is both public and private higher education institutions as well as degree-granting programmes in all post-secondary educational institutions. The creation of CHED was part of a broad agenda for reforms in the country's education system, outlined by the Congressional Commission on Education in 1992. Part of the reforms is the trifocalization of the education sector. The three governing bodies in the education sector are the CHED for tertiary and graduate

education, the DepEd for basic education, and the TESDA for TVET and middle level education. There is an imperative need to strengthen and streamline the internal management of educational institutions in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. This could notably be done through decentralizing decision-making authority, reviewing staffing and personnel policies, developing the school as initiator of innovation and improvement, liberalizing policies to ensure competitiveness, autonomy and responsiveness, and streamlining processes for delivery of inputs and services. A recent policy thrust of the DepEd is the empowerment of school principals. The principal shall assume more administrative authority and the corresponding accountability for improving teaching competencies and pupils’ achievement. The policy gives principals the authority to: manage the school’s funds for maintenance and other operating expenses; raise additional funds for the school through Parent-Teachers and Community Associations; design and develop his/her own school improvement programme in collaboration with parents and community leaders; participate in the selection, recruitment and promotion of teachers; plan and develop an innovative curriculum, using the national curriculum as a framework. The Decentralization Programme is being implemented by transferring substantive decision-making powers to the school level. Structure and organization of the education system

Structure of the education system in the Philippines

Pre-school education Pre-school education consists of nurseries and kindergartens that cater to children aged 3-6. This level of education is not compulsory. Primary education Elementary education is compulsory and provides basic education to pupils aged 7-12. It consists of six years of study except in a few schools––mainly private––offering a sevenyear course. Elementary education is organized into two levels: primary, which covers Grades I-IV; and intermediate, which covers Grades V and VI (or VII). After completing the six-year elementary programme, pupils receive a certificate of graduation.

Secondary education Secondary education (high school) is a continuation of the basic education provided at the first level. It is expanded to include learning (general education) and training in basic employable skills (vocational/technical education). This covers a period of four years of formal schooling and is addressed to students aged 13-16. Tertiary education (higher education) provides prescribed courses of studies which are credited towards degrees in academic disciplines or professions. It includes two-year post-secondary technical and vocational courses, various professional courses, and general higher education, including graduate and post-graduate studies (for students aged 17-25). Normally, a baccalaureate degree takes four years. Graduate and postgraduate courses normally take two to three years to complete. According to the DECS (now DepEd) Order no. 16 of 2001, at the elementary and secondary levels the 2001/02 school year began on 4 June and ended on 27 March of the following year. It consisted of 203 days, or about thirty-three weeks of classes in public schools. The financing of education Many of the problems of education today are linked to the under-investment in education. The increase in the education budget from 1986 to 1989 was not sustained in the succeeding three-year period. After reaching a peak of 13.2% of the national budget in 1989, the share of education declined to 11.7% in 1991. Real per capita expenditures declined starting in 1990. The growth in the nominal size of the education budget was attributed to the growth of salary inputs which account for about 70% of total education expenditures. The level of spending is very much below those of other ASEAN countries. Actual expenditure per student increased from 783 pesos (P) in 1986 to P1,380 in 1994 at the elementary level. During the same period, a slight decline was observed at the secondary level from P1,271 to P1,257 per student. However, education has been given the highest budgetary priority in the national government budget in recent years. Realignments within the DepEd budget have been made to augment the financial resources for elementary education. In addition, twothirds of the President’s Social Fund have been committed primarily to establish new schools in barangays without an elementary school. The share of education in the national budget increased to 14% in 1995. The education budget (DepEd and state universities and colleges) increased from P13.13 billion in 1986 to P53.7 billion in 1995. The average teachers’ salary increased from P1,553 per month in 1986 to P5,902 which is probably the highest rate of increase among the various professional groups in the national government. To implement the Master Plan for Basic Education (1996-2005), it is estimated that P50 billion will be allocated for the modernization of basic education in the next ten years. The national government is authorized by the Constitution to contribute to the financial support of educational programmes. The DepEd is likewise asked to formulate measures to broaden access to education through financial assistance and other

incentives to schools, teachers, and students. Public elementary schools, national secondary schools, vocational and technical schools, other special schools, and chartered and non-chartered tertiary educational institutions are funded primarily from national funds. Local governments are encouraged to assume the operation of nonnational public schools, while the national government provides funds and adequate sources of revenue. Government educational institutions are allowed to receive grants, legacies, and donations for purposes specified by existing laws. The management and use of such income is subject to government accounting and auditing rules and regulations. Private schools throughout the country are funded from capital investments, equity contributions, tuition fees and other school charges, grants, loans, subsidies and other income sources in accordance with current legislation. The national, regional, provincial, city and municipal governments may also aid school programmes with loans, grants and scholarships to recognize the complementary role of the government and of private schools in the educational system. A number of programmes have been funded through international finance assistance. For instance, the Secondary and Elementary Education Project (1990-94) was financed through a support loan from the World Bank with co-financing by the Overseas Economic Co-operation Fund of Japan. The Philippine-Australia Technical and Vocational Education Project aimed at improving the sub-sector was supported by the Australian bilateral assistance. The Science Teaching Improvement Project was jointly financed by the German government and the Philippine government. The Science Equipment Project (1989-1992) was implemented with the financial assistance of the German government.

The educational process Pre-primary education Pre-school education at the kindergarten level (age group 5-6 years) must aim to develop children in all aspects (physical, social, emotional, and cognitive) so that they will be better prepared to adjust and cope with life situations and the demands of formal schooling; and to maximize the children’s potential through a variety of carefully selected and meaningful experiences considering their interests and capabilities. The curriculum focuses on the following areas:  Physical development: it includes gross and fine motor co-ordination through play and manipulative activities like games, simple works, etc.  Personal-social development: it involves skills and social behaviours and it includes the development of health habits, independence, abilities to follow rules and routines. Learning about the family and other people is part of the concerns in this area.

 Affective development: it includes experiences that help children develop love for God, self, others and the community, and develop awareness of their feelings and sense of the right and wrong.  Cognitive development: it includes the development of communication skills and sensory-perceptual and numeracy concepts and skills. Communication skills refer to competencies in expressing ideas and feelings both in English and Filipino (oral expression and basic readiness skills of listening, pre-reading and writing). Sensoryperceptual and numeracy skills refer to the ability to observe, discriminate, compare and classify, and to understand, count, read and write numbers.  Creative-aesthetic development: it includes exploration of sounds, music and rhythms, and the development of children’s creative expression through drawing, painting, manipulative activities, etc. In order to attain and ensure the holistic development of children, a well-planned curriculum and a well-balanced programme of activities are necessary, although they may vary according to each pre-school’s approach. Indoor and outdoor play are essential whatever approach the pre-school follows. The language spoken by the child should be valued. It is necessary that such language be used initially and until the children have attained the facility and confidence in expressing themselves in English and Filipino. The following table shows a sample programme of pre-school activities: Sample programme of pre-school activities Area of development Activities Communication skills and socio-emotional Sharing period (experiencies, development songs, poems, news and informal conversation Cognitive development, socio-emotional Self-selected activities development, physical development, creative development Cognitive development, socio-emotional Working period, including more development structured activities Physical development, creative Supervised outdoor paly development, socio-emotional development Personal-social development, health care Clean up and snack Physical development Rest Any of the areas of development Story time or indoor activities Total minutes

No. of minutes 10

20

45-60 30

30 15 15 165-180

The Pre-school Education Programme, established in 1992, aims to provide 5-year-olds in disadvantaged areas an opportunity for early peer socialization and learning activities before starting elementary education. The former DECS organized a total of 1,428 classes with 40,780 pupils in the twenty provinces covered by the Social Reform Agenda (SRA). A total of 638 pre-school teachers were trained in nine selected regions.

Instructional materials and supplies were distributed to classes under the Department Programme, pre-schools run by Parent-Teacher Associations, and community-based pre-schools. Primary education Elementary education provides basic education to pupils aged 7-12. The elementary course comprises six years (in some cases, seven years), the first four years termed primary grades and the last two years, intermediate grades. The overall mission of elementary education is to enable pupils to acquire a basic preparation that will make them an enlightened, disciplined, self-reliant, God-loving, creative, versatile and productive citizens in a national community. The main objectives of elementary education are:  to provide knowledge and develop the skills, attitudes and values essential to the children’s personal development and necessary for living in and contributing to a developing and changing social milieu;  to provide learning experiences aimed at increasing the children’s awareness of and responsiveness to the demands of society, and to prepare them for constructive and effective involvement;  to promote and intensify the children’s knowledge of, identification with, and love for the nation and the people to which they belong;  to promote work experiences aimed at developing and enhancing the children’s orientation to the world of work and creativity, and to prepare them for an honest and gainful work. “Curriculum policies are usually set forth by the Department of Education through various orders, circulars, memoranda and bulletins. They are aligned with national priorities and contribute to the achievement of development goals. However, several laws passed by the national legislature specifically relate to the school curriculum. Development of the basic education curriculum is the responsibility of the Central Office Bureau of Elementary and Secondary Education, Curriculum Development Divisions. This bureau defines the learning competencies for the different subject areas; conceptualizes the structure of the curriculum; and formulates national curricular policies. These functions are exercised in consultation with other agencies and sectors of society (e.g. industry, social and civic groups, teacher-training institutions, professional organizations, school administrators, parents, students, etc.). The subject offerings, credit points and time allotments for the different subject areas are also determined at the national level. In this sense, a national curriculum exists in the Philippines. However, while curriculum implementation guidelines are issued at the national level, the actual implementation is left to school-teachers. They determine the resources to be used; teaching and assessment strategies and other processes. Furthermore, schools have the option to modify the national curriculum (e.g. content,

sequence and teaching strategies) in order to ensure that the curriculum responds to local concerns. The approach to curriculum design in the country is based on content topic and competency. The Department of Education prescribes competencies for the subject areas in all the grade/year levels. The Bureau of Elementary and Secondary Education develops, publishes and disseminates these learning competencies to the field. Most of the subject/learning areas have a list of learning competencies expected to be mastered by the children at the end of each grade/year level and also at the end of elementary/secondary schooling. Some subject/learning areas have a combination of both (i.e. learning competencies under each content/topic). The curriculum is designed to be interpreted by teachers and implemented with variations. Schools are encouraged to innovate and enrich or adapt, as along as they have met the basic requirements of the curriculum. In this context, the regional science high schools offer an enriched science and mathematics programme whereby students take additional science and mathematics subjects. In some private schools, English, science and mathematics subjects are taken in lieu of values education; this is because subjects like religion, moral values and ethics already have been incorporated. In addition, students are required to participate in co-curricular activities. These are managed by students with the teacher as facilitator/moderator. The curriculum plan (learning competencies) does not present teaching methods and learning activities that teachers must follow in implementing the curriculum. The guiding philosophy is that the creativity of teachers is stimulated by the option to plan and use the appropriate teaching/learning activities independently. However, teacher’s manuals or guides do incorporate higher-level content areas and suggestions for teaching and assessing.” (See Mariñas & Ditapat, 2000). The features that make the new 2002 curriculum for elementary and secondary education different from previous curricula (NESC and NSEC) are: (i) restructuring of the learning areas, reducing them to five (Filipino, English, science, mathematics and Makabayan); (ii) stronger integration of competencies and values within and across learning areas; (iii) greater emphasis on the learning process and integrative modes of teaching; and (iv) increased time for tasks to gain mastery of competencies of the basic tool subjects. The objectives are expressed in terms of competencies, which are knowledge, skills and attitudes that the learner is expected to acquire at the end of the programme. A significant feature of the competencies is the inclusion of the use of ICTs, articulated in terms of skills in accessing, processing, and applying information, and using educational software in solving mathematical problems and conducting experiments. Content is delivered using a variety of media and resources. The teachinglearning process considers the learner an active partner rather than an object of pedagogy. The learner takes on the role of constructor of meaning, while the teacher serves as facilitator, enabler and manager of learning. (Department of Education, 2002). The weekly lesson timetables for elementary education (1999 and according to the 2002 basic education curriculum) are shown below: Elementary education: weekly lesson timetable (1999) Subject

Weekly time allocated to each subject (in minutes)

I

II

Character-building activities 100-150 100-150 Filipino language 300 300 English language 300 300 Mathematics 200 200 Civics and culture 200 200 History, geography, civics Science and health Arts and physical education, home economics and livelihood education Optional Total weekly minutes 1,100–1,150 1,100–1,150 Total minutes per day 220-230 220-230

III

IV

V

VI

100 300 300 200 200 200 200

100 300 300 200 200 200 200

100 300 300 200 200 200 200

100 300 300 200 200 200 200

1,500 300

200 1,700 340

300 1,800 360

300 1,800 360

Source: Mariñas & Ditapat, 2000.

Elementary education: weekly lesson timetable (2002 basic education curriculum) Learning area Filipino language English language Science (1) Mathematics Makabayan: (2) – Civics and culture – Social studies (3) – Home economics and livelihood – Values education, good manners and right conduct (5) Total weekly minutes

Weekly time allocated to each subject (in minutes) I

II

III

IV

VI

VII

400 500 400 300 300 -

400 500 400 300 300 -

400 500 200 400 300 300 -

300 400 300 300 500 200 200

300 400 300 300 600 200 200

300 400 300 300 600 200 200

1,600

1,600

1,800

1,800

1,900

1,900

Source: Department of Education, 2002. Notes: (1) In Grades I and II, science is integrated into English and Makabayan (Civics and culture); in Grades III–VI, science includes basic health concepts. (2) Makabayan is a learning area that serves as a practice environment for holistic learning to develop a healthy personal and national self-identity. Ideally, Makabayan entails the adoption of modes of integrative teaching which will enable the learner to personally process and synthesize a wide range of skills and values (cultural, aesthetic, athletic, vocational, politico-economic, and ethical). In Grades I–III, Makabayan competencies and topics are developed through ‘Civics and culture.’ Children engage in character-building activities, develop good behaviour, and are taught values like love for the country, good citizenship, and respect for one’s cultural heritage. Children are also introduced to basic health knowledge, healthy practices, and simple scientific skills. Civics and culture also nurtures creative expressions through

music, arts, physical exercises and games. In Grade III, Civics and culture focuses on the development of a work ethic. (3) Geography in Grade IV, History in Grade V, and Government & civics in Grade VI. (4) Integrated into Civics and culture in Grades I–III. (5) Values education and ‘good manners and right conduct’ are integrated in all learning areas.

In 2001/02, the gross enrolment rate at the elementary level was 114.4% and the average teacher-pupil ratio in the public sector was 1:36. The cohort survival rate was 67.1%. The average drop-out rate in 2000/01 was 7.2%. The National Elementary Achievement Test (NEAT) is an achievement test given to Grade VI pupils completing the elementary education course. In 2000/01, the overall achievement rate was 51.7%. “Students at the elementary level are annually promoted from one grade to the next provided that they meet the achievement standards set for the grade. […] In Grades I-VI, students are rated in every subject four times during the year. A cumulative rating system is used as the basis for promotion. The pass grade is 75 percent. The periodic ratings are reported to the students and their parents through an individual report card which provides for a brief narrative evaluation of the student’s behaviour. After satisfactorily completing the six-year elementary curriculum, the students receive a certificate of graduation from the elementary school. No examination is required for admission to public secondary schools.” (Sutaria, 1995, p. 791). Secondary education Elementary school graduates are admitted into the secondary level which is a continuation of the elementary education programme and a preparation for higher education. The secondary course consists of four years. Curricular offerings are classified as either general or vocational/technical secondary. Elementary and secondary education levels are considered basic education. Secondary education is addressed to students aged 13-16. The New Secondary Education Curriculum was implemented in 1992/93. The major subject areas are science, mathematics, technology, Filipino, English, and civics/national culture. Technical and vocational education was also revised and adapted to technological progress and employment needs in recent years. The weekly lesson timetables for secondary education (1999 and according to the 2002 basic education curriculum) are shown below: Secondary education: weekly lesson timetable Subject English language

Weekly time allocated to each subject (in minutes) I

II

III

IV

200

200

200

200

Filipino language Science and technology Mathematics Social studies Physical education, health and music Values education Technology and home economics Total weekly minutes Total minutes per day Total hours per day

200 400 200 200 200

200 400 200 200 200

200 400 200 200 200

200 400 200 200 200

200 400 2,000 400 6h40m

200 400 2,000 400 6h40m

200 400 2,000 400 6h40m

200 400 2,000 400 6h40m

Source: Mariñas & Ditapat, 2000.

Secondary education: weekly lesson timetable (2002 basic education curriculum) Subject

Filipino language English language Science and technology (1) Mathematics Makabayan: (2) – Social studies (3) – Home economics, agriculture & fisheries, industrial arts, and entrepreneurship – Music, arts, physical education and health – Values education (4) Total weekly minutes

Weekly time allocated to each subject (in minutes) I 300 300 300 300 780 240 240

II 300 300 300 300 780 240 240

III 300 300 300 300 780 240 240

IV 300 300 300 300 780 240 240

240

240

240

240

60 1,980

60 1,980

60 1,980

60 1,980

Source: Department of Education, 2002. Notes: Integrated science in the first year (basic concepts in earth science, biology, chemistry and physics); biology in the second year; chemistry in the third year; physics or advanced chemistry in the fourth year (this scheme shall take effect in the school year 2003/2004). (1)

At the secondary level, Makabayan is a learning area designed to develop the personal, social and work/special skills of learners, in particular interpersonal skills, empathy with other cultures, vocational efficiency, problem-solving, and decision-making in daily life. (2)

The component social studies covers: history of the Philippines (first year); Asian studies (second year); world history (third year); and economics (fourth year). (3)

(4)

Also integrated in all learning areas.

“Vocational and technical education […] covers five main fields, namely, trade (technology, communication, electronics, computers, transportation, etc.), agriculture, fisheries, home industries, and non-traditional courses. These comprise more than 250 different courses of six months’ to three years’ duration. These courses include formal school work in the field of specialization and related academic subjects. In the one-, twoand three-year courses, these are combined with supervised industrial training in a cooperating firm.” (Sutaria, cit., p. 788). Under the proposed TESDA Occupation, Qualification and Certification System (TOQCS) qualification requirements will be based on the National Occupational Skills and Standards approved by the TESDA Board while certification requirements will be addressed by occupational skills tests. The proposed system will introduce four levels of certification. The first three levels will correspond to the existing levels of certification in the National Skills Certification Programme (NSCP). The fourth one will be intended for Technician or Master Craftsman certification. Each level will have a set of competencies as qualification requirements. These requirements will correspond to the competencies stipulated in the existing occupational skills standards for each specific trade. The system calls for a competency-based learning scheme, which will correspond to the set of competencies identified in each level. A certificate of competency will be issued upon completion/passing of the test. Completion of competencies within a level will entitle a person to a "statement of competency". The system has a provision for ease of entry and exit in the education system through recognition of prior learning whether acquired in school or in the workplace. The attainment of a license and certificate are not timebound since the system will give emphasis on the skills and knowledge required to gain qualification rather than the type and length of the training/course. The existing occupational skills standards will be the basis of all qualification and certification activities. Under the existing skills testing and certification system, occupations are classified into three categories, namely Third Class, Second Class and First Class (the highest). In some cases, occupations may be classified into two classes (Class A and B) or one category. These categories/levels have corresponding tests that serve as an instrument in evaluating the level of knowledge and skills competence for a particular occupation/job. The TOQCS will adapt the existing system with additional level intended for Technicians or Master Craftsman to form part of the framework. The following are the basic features of the qualification and certification system: 

Recognition prior to Learning (RPL) whether acquired in a learning institution or enterprise-based. It provides a framework that would make it possible for the ease of entry and exit in the educational system through the recognition of skills and knowledge acquired either in school or in the workplace. This means that for workers who want to pursue further schooling relevant to their work, their job experiences can have equivalent units earned in the formal educational system.



The TOQCS recognizes two ways of achieving certificate and license. The first one being through institution-based learning while the second one is through work-based learning. Although these two ways have their own evaluation system (i.e. learning evaluation for institute-based and performance assessment for work-based), occupational assessment is a must for qualification under the

proposed TOQCS. The proposed system will use the existing skills testing instrument in the skills assessment. 

Modularized and competency-based learning based on occupational skills standards. The system calls for a modularized and competency-based learning such that each level has set of qualification requirements (i.e. a set of competencies). These competencies are the identified duties set forth in the occupational skills standard developed and endorsed by the industry. The duties under the occupation are converted into modules (learning environment), while tasks are converted into learning elements.



Accumulation of certificate of competencies towards license/certificate through a "statement of competency". Upon completion of each competency, a Certificate of Competency will be issued attesting that the learner possesses the required skills and knowledge for the particular competency. A learner has to complete all the competencies within a certain level.



Self-pacing. The attainment of a certificate or license is not time-bound since the system will give emphasis on the skills and knowledge required to gain qualification rather than the type and length of training programmes.

In 2001/02, the gross enrolment rate at the secondary level was about 86% and the average teacher-student ratio in the public sector was 1:39. The cohort survival rate was 73.2%. The average drop-out rate in 2000/01 was 8.7%. The National Secondary Achievement Test (NSAT) is a test given to students completing the secondary level. In 2000/01, the overall achievement rate was 53.4%. “As in the elementary school, secondary school students are rated four times a year. If a student fails in a particular subject, he or she repeats the subject the next year, but is, nevertheless, promoted to the next higher year. A certificate is issued to secondary school graduates. All high school graduates seeking admission to post-secondary programmes requiring a minimum of four years’ study are required to qualify in the National College Entrance Examination (NCEE) administered by the National Educational Testing and Research Centre.” (Sutaria, cit., p. 791). Assessing learning achievement nationwide The National Educational Testing and Research Centre (NETRC) assumes the lead role in the field of educational measurement, evaluation and research as a means of providing information necessary to improve the state of the education system. Among the tests that are annually developed are the National College Entrance Examination (NCEE), the National Technical and Vocational Examination (NTVE), and the Philippine Educational Placement Test (PEPT), the latter for drop-outs desiring to be re-admitted into the formal system. The Centre, in collaboration with the Civil Service Commission, annually develops the test for the Philippine Board Examination for Teachers (PBET). The Centre also develops the National Elementary Achievement Test (NEAT) and the National Secondary Achievement Test (NSAT).

Achievement levels in elementary and secondary education still fall below standards. In 1988, achievement scores of elementary pupils stood at only 55.2% against a standard of 75%. Results of the NEAT reflect national mean scores below the target mean score. The lowest scores were registered in language/reading, science and mathematics. It was further revealed that only 29% or 38 of 131 competencies/skills were learned by the children. The problem of poor quality has been traced to a number of causes which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. Based on the NEAT scores, there was an increase in the percentage of elementary pupils who mastered basic competencies in reading/writing and in mathematics between 1995 and 1998. During the same period, there was a decrease in the percentage mastering basic competencies in life skills/others. Nationwide, the percentage of pupils mastering reading/writing increased from 59.0% in 1995 to 61.6% in 1998. Males and females had essentially the same rate of increase between 1995 and 1998. There was practically no improvement in the urban areas; in contrast, there was a significant improvement in the rural areas. In terms of the percentage of pupils mastering reading/writing, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 64.2%; rural: 51.7%) and in 1998 (urban: 64.5%; rural: 57.7%). Nationwide, the percentage of pupils mastering mathematics increased from 67.7% in 1995 to 78.2% in 1998. Males and females had essentially the same rate of increase between 1995 and 1998. The rural areas experienced a higher increase (76.3% in 1998 vs. 63.1% in 1995) than the urban areas (79.7% in 1998 vs. 71.0% in 1995). In terms of the percentage of students mastering mathematics, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 71.0%; rural: 63.1%) and in 1998 (urban: 79.7%; rural: 76.3%). Nationwide, the percentage of pupils mastering competency in life skills decreased from 61.7% in 1995 to 60.9% in 1998. Test scores from the science and HEKASI (geography, history and civics) were used to form the measure for life skills, these subjects being the closest proxy available in the NEAT. There was no change in male performance between 1995 and 1998; however, female performance deteriorated, causing the overall decrease in life skills competency among pupils. Nonetheless, the percentage of females (66.5% in 1995 and 60.9% in 1998) was greater than that of the males (56.7% for both 1995 and 1998) during both years. While urban performance declined (67.2% in 1995 vs. 64.9% in 1998), the rural areas experienced a slight increase (55.6% in 1998 vs. 54.5% in 1995). In terms of the percentage of students mastering life skills, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 67.2%; rural: 54.5%) and in 1998 (urban: 64.9%; rural: 55.6%). The decreased level of performance in life skills has been attributed by the DECS to the inadequacy of inputs to support the component subjects, particularly science (DECS, 1999).

Higher education As stated in the Long-Term Higher Education Development Plan 2001-2010, the vision for higher education is as follows: The higher education system of the Philippines is a key player in the education and integral formation of professionally competent, serviceoriented, principled, and productive citizens. Through its tri-fold function of teaching, research, and extension services, it becomes a prime mover of the nation's socioeconomic growth and sustainable development. The missions of higher education institutions are: (i) to educate and train Filipinos for enhanced labor productivity and responsible citizenship in an environment where educational access is equitable; (ii) to inculcate nationalism and patriotism in the hearts and minds of the students and graduates; (iii) to accelerate the development of high-level professionals ready to meet international competition; and (iv) to serve as centers of research and development The Commission on Higher Education (CHED) was established by virtue of the Republic Act No. 7722 otherwise known as the 1994 Higher Education Act. The Commission is responsible for the operation of all higher education institutions––both public and private––their policy formulation, planning and programme recommendations. The Commission regulates the establishment or closure of private higher education institutions, their course offerings, curricular development, building specifications and tuition fees. In order to provide advisory services to the Commission, a panel of experts in the nine major course clusters were appointed for an initial three-year period (1995-97). The Technical Panels were involved in areas such as development and revision of policies and standards, setting directions for their specific programmes, and monitoring and evaluation of programmes. Public higher education institutions (PHEI) are basically composed of chartered state universities and colleges (SUCs). Other PHEIs include: colleges and schools supervised by the CHED, community colleges, local universities and colleges (LUCs) and other government schools. Private higher education institutions, both confessional and non confessional, are feepaying and enrol about 80% of the total number of collegiate students (2.01 million in 1995/96). Confessional HEIs are usually non-profit institutions owned by religious orders, while non confessional HEIs are owned by private corporations and they are not affiliated to any religious organization. Charted state universities and colleges are organized according to their charters. SUCs are authorized to award degrees or open new courses upon approval of the Board of Regents/Trustees. Private HEIs are organized under the corporation code. They are governed by special laws and the general provisions contained in the corporation code. Private institutions usually follow the regulations and orders of the CHED but they enjoy a certain degree of autonomy when they reach Level III accreditation.

In response to the continued mismatch between manpower supply and demand and the issue of enhancing the employability of graduates, information dissemination on relevant and in-demand courses based an regional/local needs has been intensified. Course offerings were rationalized to avoid duplication or undesirable competition between and among private tertiary schools and state universities and colleges through continuous review and evaluation of educational programmes by the Regional Development Councils. Tertiary institutions have modified their curricula to suit the needs of their service areas. Alongside, the institutions strengthened their respective areas of specialization by developing the managerial capability of professionals in various fields through building a strong research capability in agriculture, research, technology and environment, and natural resources development. Higher education institutions have adopted a scheme of voluntary accreditation to upgrade the quality of programme offerings. Other quality assurance mechanisms have been developed to improve various programme clusters, namely: agriculture education; humanities, social sciences and communication; information technology; medical and health related professions; engineering, architecture and technology; science and mathematics; teacher education; business accountancy and industry; and maritime education. Programme offerings include associate diploma courses, baccalaureate courses, and graduate degree courses at the master’s and doctoral levels. In the academic year 2002/03 there were 1,470 HEIs in the country, of which 1,297 in the private sector. Public HEIs included 111 state universities and colleges, forty-four local universities and colleges, five special HEIs (mainly providing training in areas such as military science and national defense), twelve government schools (usually TVET institutions offering higher education programmes), and one CHED-supervised postsecondary education institution. In the academic year 2000/01 total enrolment in HEIs amounted to 2,637,039 students (of whom 73.1% in the private sector). Teaching staff amounted to 93,884, of whom 8,2% were holders of doctorate degrees. For the academic year 1999/2000 the participation rate was 21.2% and the graduation rate was 59.1%. Special education Special education develops the capabilities of children who are physically, mentally, emotionally, socially or culturally disabled as well as gifted children. Children with special needs are being attended to through modified curricula, special services and physical facilities for the maximum development of their potential. Educational patterns for these children include the special class plan (selfcontained/segregated plan), resource room plan, special education centres, special schools, and the itinerant teacher plan. On the whole, the ultimate goal of the special education programme is the mainstreaming or integration of children with special needs into the regular school system to lead as normal a life as possible. A mobile training course is also organized on current trends in classroom management and supervision of special education programmes as well as the utilization of publications on special education, educating the gifted, the Braille Code, basic sign vocabulary, and regulations and standards for special schools.

“As of the school year 1990-91, there were eight special education centres, 25 special schools, and 97 elementary schools with integrated classes. Only 22,096 children with special needs were enrolled in the government schools. The number served is less than two percent of the estimated exceptional population in need of special services.” (Sutaria, cit., p. 788). Private education The private sector has been a major provider of educational services, accounting for about 7.5% of primary enrolment, 32% of secondary enrolment and about 80% of tertiary enrolment. Private schools have proven to be efficient in resource utilization. Per unit costs in private schools are generally lower when compared to public schools. This situation is more evident at the tertiary level. Government regulations have given private education more flexibility and autonomy in recent years, notably by lifting the moratorium on applications for new courses, new schools and conversions, by liberalizing tuition fee policy for private schools, by replacing values education for third and fourth years with English, mathematics and natural science at the option of the school, and by issuing the revised Manual of Regulations for Private Schools in August 1992. The Education Service Contracting scheme of the government provides financial assistance for tuition and other school fees of students turned away from public high schools because of enrolment overflows. The Tuition Fee Supplement is geared to students enrolled in priority courses in post-secondary and non-degree programmes including vocational and technical courses. The Private Education Student Financial Assistance is made available to underprivileged but deserving high school graduates who wish to pursue college/technical education in private colleges and universities. In the school year 2001/02, there were 4,529 private elementary schools (out of a total of 40,763) and 3,261 private secondary schools (out of a total of 7,683). In 2002/03, there were 1,297 private higher education institutions (out of a total of 1,470). Means of instruction, equipment and infrastructure Despite the rapid expansion of the public school system, out of 43,000 barangays nationwide, more than 12,000 rural barangays (27%) do not have an elementary school. In 1993/94, about 34.5% of public elementary schools were incomplete, i.e. not offering the full six-year elementary programme. At the secondary level, 61 or 3.4% of the 1,800 municipalities in the country are without either public or private high schools, while 175 municipalities or 9.7% of these 1,800 municipalities are without a public high school. A the elementary and secondary levels, the availability of textbooks has been assured thanks to the Education for All Programme. However, other basic educational requirements such as school buildings, teachers and instructional equipment have not been fully provided. This led to the adoption of measures like increasing class sizes, holding multiple shifts and assigning teaching overloads. Even with such measures, school buildings and teachers are still inadequate. During the school year 1992/93, assuming a class size of 50 students, there was a shortage of close to 3,900 classrooms

in public elementary schools, and 4,100 classrooms in secondary schools, while more than 6,500 teachers were needed in public high schools. Failure of the education sector to modernize was evident in the past because of the absence of some basic services, facilities and equipment which proved crucial to efforts at maximizing the advantages of technological developments. The Master Plan for Basic Education (1996-2005) has the mandate of modernizing education, notably by introducing modern instructional materials which include computers and Internet, videos, well-equipped science laboratories and machine shops as well as libraries to enrich instruction. Information and telecommunication systems will also serve as basic tools for carrying out educational administration and supervision. The current situation in the country is that new information technologies have only affected a negligible fraction of the education system. Only 0.03% and 16.2% of public elementary and secondary schools, respectively, have computers and only 1.9% and 53.4% of public elementary and public secondary schools, respectively, have science laboratories. Computer literacy is just now growing in importance and very few teachers have adequate training and access to computers. The teachers can avail of computers and other information technology facilities in a few public schools and elite private schools. Adult and non-formal education Non-formal education includes organized school-based educational activities aimed at attaining specific learning objectives for a particular clientele, especially the illiterate adults and out-of-school youths. It is one of the intervention strategies for human development, especially for the economically, socially and educationally disadvantaged population groups, ethnic minorities and other cultural communities. Non-formal education objectives cater directly to the immediate and current needs of people, rather than preparing them for some future gains. The Bureau of Non-formal Education (BNFE) conducts consultative conferences on the School On the Air Programme and educational television on Maghanap Buhay Tayo. It continues to pursue the development of a manual on literacy evaluation and a literacy project for the hill tribes. In recent years, non-formal education and training has focused on three programme areas: functional literacy, living skills development, and values development. The Literacy Co-ordination Council, an interagency body administratively attached to the DepEd, has been created to carry out the policy of the State to give priority to the eradication of illiteracy. Non-formal education and training accomplishments for 1993 included various training workshops and meetings, along with assessment, pilot testing and printing of literacy materials. To strengthen the implementation of the NFE programmes and projects, the BNFE maintains its links and co-ordination with both local and foreign governmental and non-governmental organizations. For better implementation of the functional literacy programme, the BNFE, in its aim to reduce illiteracy and contribute to poverty alleviation in the country, has provided leadership and technical assistance in the implementation of literacy programmes, projects, training workshops and other activities, including:

Female functional literacy and parent education: this non-formal education component of the Area-Based Child Survival and Development Programme provides parents, particularly mothers, with essential competencies and skills to better perform their roles in child survival, protection and development. Literacy project for cultural communities: this project aims to provide more accessible educational services to cultural communities (such as hill tribes) who are unable to attend formal schooling. Development of literacy measures: in view of the need for a more useful tool for identifying illiterates, the BNFE undertook a project on the development of literacy measures through seminar-workshops. The literacy measures currently consist of seven items that measure the functional literacy of the target clientele. This is accompanied by the Manual of Instructions indicating the way to administrate of the measure and its scoring. Development and production of instructional materials for the eradication of illiteracy and functional literacy: a primer for Level I of literacy and a facilitator’s guide were developed. Another set of materials, consisting of booklets, posters, folder poster, comics and facilitator’s guides were also developed and finalized for printing. In addition to these, a continuum of basic life skills for three literacy levels was finalized and produced. Development of an alternative learning system: the development of the alternative learning system in the Philippines is essentially a research and development project with the following components: (a) development of a non school-based essential learning continuum; (b) development of alternative delivery modes; (c) development of learning materials; and (d) development of an expanded accreditation and equivalency system. For instance, the BNFE has been involved in the development of the essential learning continuum, of the School on the Air Programmes, and of an expanded accreditation and equivalency system with the National Educational Testing and Research Centre. Field implementation of literacy projects and activities: functional literacy classes have been organized in the fourteen regions. A total of 6,320 classes have been organized, with a 14% increase over the last years. The total enrolment of 119,162 learners has a breakdown of 53,085 or 45% out-of-school youth and 66,078 or 55% adults. Although the number of classes, enrolment and graduates in functional literacy has increased in recent years, it is still short of the target clientele. Living skills development projects and activities have also been implemented in the regions. Among the problems and issues which are internal to the education sector, about 15% of 10.2 million children continue to be out of school. The low survival rate in the elementary and secondary education largely contributes to the increase of out-of-school youth and illiterates. Studies further reveal that pupils who drop out of school before Grade IV revert to illiteracy if no continuing education is provided. Of the entire population, 2.6 million are basically illiterate and 11.7 million are functionally illiterate. The literacy rate rose from 82.8% in 1980 to 93.5% in 1994.

Teaching staff Anyone who chooses a teaching career in the Philippines must hold a degree in teacher education. Teachers in public and private elementary schools must have at least a bachelor’s degree in elementary education. High school teachers are expected to have a bachelor’s degree in secondary education with specialization (a major and a minor) in high school subjects. Both degrees are awarded upon successful completion of approved teacher education courses in recognized institutions. Teaching in colleges or professional degree programmes at the tertiary level requires at least a master’s degree in a particular area of specialization. A doctorate is required of those who teach courses in graduate programmes. All teachers complete a four-year degree programme. The usual programmes are the Bachelor of Secondary Education and Bachelor of Elementary Education. Specialist programmes are also available in agriculture, business, industrial and physical education. Courses include a core of general education, at least one year of professional education and studies in the major teaching area. Curricula for each programme are approved by the Commission on Higher Education and institutions have flexibility to vary these models. Until now, the curriculum for the pre-service training is still the 1986 curriculum with some modifications and revisions in accordance with DECS Order No. 3 of 1993, which provides for new minimum requirements in the general education and other components of initial bachelor-level courses of study. Non-education graduates may complete an eighteen-unit Certificate of Professional Education in order to qualify as primary or secondary teachers. After completion of these programmes, the students are required to take the Philippine Board Examination for Teachers to qualify to teach at the elementary and secondary levels. The Magna Carta for Public School Teachers (Republic Act No. 4670) enacted in 1966 states in Section 15 that teachers’ salaries “(a) shall compare favourably with those paid in other occupations requiring equivalent or similar qualifications, training and abilities; (b) shall be such as to ensure teachers a reasonable standard of life for themselves and their families; (c) shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater responsibility than others, provided that the general salary scale be such that the relation between the lowest and highest salary paid will be of reasonable order.” In the case of the private school teachers, the law also provides that “the remuneration paid to them shall, as a general rule, be comparable to current salary rates for corresponding government positions.” The teachers’ salary was increased in 1995; however, the average teachers’ salary at present is inadequate as source of livelihood. The Magna Carta similarly states that “any teacher engaged in actual classroom teaching shall be required to render not more than six hours of actual classroom teaching a day, preparation and correction of exercises and other work incidental to his/her normal teaching duties.” Secondary teachers shall be assigned to no more than six daily forty-minute periods of instruction. For college, the normal teaching load of a full-time instructor shall be eighteen hours a week. The teaching load of part-time instructors who are full-time employees outside of teaching shall not exceed twelve hours per week.

Teachers belong to the government service and they are governed by civil service laws, rules and regulations. Teachers can only join the service if they meet the prescribed qualifications, such as: appropriate civil service eligibility, bachelor’s degree in education or its equivalent, master’s degree and doctorate degree, good moral standing, etc. Training activities at the national, regional, district and school levels are conducted by the DepEd, teacher education institutions, other government and non-government agencies, and international agencies as part of staff development programmes and to meet in-service training needs of teachers. The Department through linkages with other agencies and associations, initiates, plans and implements in-service training programmes. Such programmes take the form of conventions, conferences, short-term courses, summer institutes, workshops and seminars. These activities are designed for teachers, supervisors and administrators of various levels. Poor quality of education is due, among other causes, to deficiencies in pre-service training and in-service training of teachers, and unqualified teachers teaching subjects outside their areas of specialization. For instance, only slightly more than half of the mathematics teachers in high school majored in this subject, while only 4% of physics teachers majored in this subject. There is a need for an institutionalized support system to strengthen in-service training, clearly defined career paths and prospects of mobility in the teaching profession to enhance motivation. Also there is the question of regulation of the teaching load, which according to a study conducted revealed that the Filipino teacher has seventy-two tasks other than teaching. In the 1980s, massive staff development programmes were institutionalized. For 1992, the Bureau of Elementary Education conducted various training programmes at the local level, including seminars and workshops on the maintenance of school facilities and other instructional tools and devices, and on the management of Learning Resource Centres for elementary school administrators, seminars and workshops on effective instructional management of multigrade classes for teachers, and a training course designed to upgrade the competencies of public school teachers in assessing children with special needs. The Supervisory Skills Enhancement Programme was also launched. This programme sought to strengthen the supervisors’ commitment to their role, update their knowledge of the content and process of instruction in their areas of supervision and improve their methodology of evaluating and monitoring teaching-learning. At the first stage of implementation, 1,049 division supervisors participated in the programme. Science and mathematics supervisors underwent an additional week-long training, sponsored by the Department of Science and Technology-Science Education Institute. The training was intended to enrich the supervisors’ stock of knowledge of the content and methodology in their areas of supervision, especially as 7.7% of the science supervisors and 18.2% of the mathematics supervisors were found to be non-specialists in their respective fields. Likewise, a one-week follow-up workshop for 56 fourth-year private high school trainers in technology and home economics was conducted. A total of 35,704 fourth-year teachers from public and private secondary schools underwent training in content, strategies and evaluation in science, mathematics, English, Filipino, social studies, values education, physical education, health education, music, technology and home economics. While the institutionalization of in-service training is being vigorously

pursued, the provision of local and foreign fellowships remains a part of staff development. At the tertiary level, schools prepare their own training programmes. Recently, the College Faculty Development Fund Programme was formulated to help update the competencies of teachers, specifically for the faculty of private colleges and universities. Similarly, faculty members in private colleges and universities were also accorded a chance to pursue graduate education through the Faculty Development Fund. In 1992, a total of twenty-eight college teachers benefited from the fund. Training programmes have also been organized to upgrade the competencies of vocational/technical subject teachers. Ad hoc bodies of experts in various fields of specializations or disciplines including teacher education have also been strengthened to provide the required expertise and serve as consultative and advisory bodies. These are the Technical Panels which are involved in the areas of development and revision of policies and standards, setting directions for specific programmes, and monitoring and evaluating of programmes. In addition, the DepEd Integrated Scholarship Programme which is covered by an annual Memorandum of Agreement between the Department and the participating institutions has been in operation for the last decade. In recent years, the grants have concentrated on short-term training programmes so that more teachers can benefit from the in-service training programmes. Other training programmes include management skills for secondary school principals, conference-workshops for school administrators and master teachers, and short-term courses for both elementary and secondary school teachers. Among the measures taken to improve the quality of education in the future, a massive training programme for teachers will be implemented to develop skills for effective use of modern school facilities. The programme will consist of a pre-service and in-service training component. Pre-service will involve deregulation and re-orientation of the study programmes of teacher education colleges towards specific teaching competencies evolved from an analysis of clientele needs as well as adaptation of successful teacher education programmes both locally and abroad. In-service programmes will sustain professional upgrading or development of teachers through the revitalization of an existing school-based structure (Learning Action Cells) and by strengthening linkages with teacher education programmes. A teacher induction programme shall be considered to commence entry into the teaching profession. This phase will subject a newly hired teacher on probationary status to on-the-job observation by master teachers. Only after completing the teacher induction programme where on-the-job training and skills certification shall be undertaken will tenure be granted to a newly hired teacher. In line with the provisions of Republic Act No. 7836 (Philippine Teachers Professionalization Act of 1994), a career progression scheme for teachers, administrators and specialists will be developed and tied up with the Continuing Professional Education under the Board for Professional Teachers. Performance evaluation will likewise be undertaken on a regular basis to focus on certain accountability targets to measure performance. Merit-based incentives and rewards will be an integral part of the merit evaluation scheme.

Educational research and information To establish a basis for policy and strategy formulation as well as development of programmes and projects in the education sector, several studies on the following issues have been undertaken by the Department of Education through its different Bureaus in recent years: drop-outs at the elementary level; survey of existing material resources of the Learning Resource Centres including the school libraries; search for the most effective public elementary schools; implementation of the New Secondary Education Curriculum; review and assessment of the Government subsidy for private secondary education; efficiency and effectiveness of four literacy programmes. The National Education Testing and Research Centre (NETRC) has undertaken a research entitled School Assessment System to develop an assessment system for pupils in Grades II, IV and VI of elementary education Principles and general objectives of education In the Philippines the education system aims to: 

Provide a broad general education that will assist each individual in society to attain his/her potential as a human being, and enhance the range and quality of the individual and the group;

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Help the individual participate in the basic functions of society and acquire the essential educational foundation for his/her development into a productive and versatile citizen;

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Train the nation’s manpower in the middle-level skills required for national development;

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Develop the high-level professions that will provide leadership for the nation, advance knowledge through research, and apply new knowledge for improving the quality of human life;

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Respond effectively to changing needs and conditions through a system of educational planning and evaluation.

Current educational priorities and concerns The growing awareness of the benefits of education, the constitutional provision (a new constitution was adopted in 1987) for free and compulsory elementary education, the demand for education relevance and responsiveness to changing societal needs and the alarming rate of increase in the country’s population have contributed to the problem of providing education for all, a problem which becomes more serious each year. The Department of Education, Culture and Sports (now the Department of Education, DepED) has attempted to implement educational reforms, programmes and projects to

address the key issues of access and quality of basic education, relevance and efficiency of the education system. However, many problems are besetting education in the Philippines. Among the school-related causes are the unqualified and poorly trained teachers, inadequate facilities and equipment, and lack of instructional materials (textbooks and teacher’s manuals). Non-school factors include poverty, low educational attainment and illiteracy of parents, and poor health and nutrition. In recent years, the DepEd has pursued several development programmes and projects through government funding and overseas economic co-operation both multilateral and bilateral. The strategies to improve education include overall review of elementary and secondary education, universal access to and quality of education (notably by emphasizing teaching of English, science, technology and mathematics), provision of alternative delivery schemes (such as multigrade teaching, mobile teaching, and instructional management by parents, community and teachers in disaster areas), management training for principals and school administrators, development of research, improvement of school libraries and teachers’ welfare. Technical and vocational education was also revised in an effort to cope with rapid technological advancements and to provide young people with more meaningful preparation for their future employment. The strategies include curriculum development, improvement of pre- and in-service education of teachers in both public and private schools, updated instructional materials in various fields, and upgrading of equipment for both public and private institutions. At the higher education level, the strategies include improving access of the poor and disadvantaged, improving quality––notably by focusing on pre-service and in-service training of teachers––, liberalizing policies for private schools, rationalizing state colleges and universities (SUCs), and strengthening linkages with government professional boards for evaluation. Among the development programmes implemented in recent years, the following should be mentioned: The Elementary and Secondary Education Project: the aim of the project has been to meet the sector’s requirement for essential physical resources (facilities and equipment), especially in educationally and economically disadvantaged areas; improve the professional competence of teachers and school administrators; expand the population’s basic knowledge and the skills of children at risk of dropping out of school as well as illiterate out-of-school youth and adults; and further develop DepEd institutional capacities in planning and management of the education system. Implementing the New Secondary Education Curriculum (1992-93): mass training of Grade IV teachers was undertaken, and complemented with the production and delivery of textbooks and teachers’ manuals to fully support the implementation of the new curriculum. The physical facilities component of the programme also provided for the construction of 673 packages of equipped and furnished academic classrooms, workshops and science laboratories to augment the accommodations problem in the secondary level. The School Building Programme: this programme provides for the construction of classrooms, science laboratories and multi-purpose workshops, and the provision of

equipment for instruction for selected elementary and secondary schools within the typhoon belt of the country and in remote and rural areas. Science Teaching Improvement Project: this project aims to develop science equipment through research, prototype production, standards setting and tests, and expertise within the educational sector through workshops, seminars, and training of teachers and staff locally and abroad. Science Equipment Project: this project addresses the pressing need of the public school system for instructional materials and equipment. The National Science Equipment Centre and three Regional Distribution/Service Centres were developed and institutionalized for the purpose of developing, testing, producing, and distributing science equipment to the public secondary schools. Rationalizing programme offerings of state colleges and universities on a regional basis: this programme aims at encourage specialization in each SUC and intra-regionally among SUCs with special emphasis on capital and land-intensive courses such as agriculture, technology and engineering, and technical education. It encourages regional co-ordination among SUCs to minimize duplication of programme offerings. Among the achievements, benefits and performance of the education system over a tenyear period (1986-95), the following should be mentioned: 

Education has been given the highest budgetary priority in the national government budget.

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The New Elementary School Curriculum (NESC) and the New Secondary School Curriculum (NSSC) have been fully implemented.

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Free public secondary education has been implemented.



The programme of assistance for low-income students and faculty in private schools has been expanded.



The Values Education Framework has been formulated and implemented.



Centres of excellence in teacher education have been established.



Professionalization of the teaching profession has been achieved through the Philippine Teachers Professionalization Act of 1994.



The National Elementary Achievement Test for Grade VI pupils and the National Secondary Achievement Test for Form IV high school students have been administered.



Student contact time has increased through a lengthened school calendar and additional time for English, science and mathematics.



Science education has been strengthened through the establishment of regional science high schools, the formulation and implementation of the Science and Technology Education Plan, the establishment of the Regional Science Teaching Centres, and the organization of the National Science Teaching Instrumentation Centre.



Policies governing private education have been liberalized––notably as regards curriculum requirements and tuition fee policy––to promote efficiency, autonomy and responsiveness.



Educational performance during the period has improved, as indicated by the literacy rate, the improved enrolment rate at the primary and secondary levels, the decrease of repetition rates, and the provision of textbooks and instructional materials.



The DepEd will continue to provide access to basic education. In accordance with the broadening of accessibility to basic education, the programme commitment has the following components: (a) establishment of a school in every barangay not having an elementary school and in every town without a high school (a barangay is the basic governmental unit in the country’s political structure, consisting of a number of families within the same geographic area); (b) organization of multigrade classrooms; (c) completion of incomplete elementary schools; and (d) provision of basic instructional materials, facilities and equipment at the elementary and high school levels. In addition, the Master Plan for Basic Education (1996-2005) has the mandate of modernizing education. The programme is being pursued through the introduction of modern instructional materials––such as computers and Internet, videos, well equipped science laboratories and machine shops as well as libraries––to enrich instruction through training programmes and further studies, including staff development abroad, teaching techniques and teachers’ mastery of subject matter. Training programmes will also be provided for the upgrading of managerial skills in planning, project and fund management as well as resource management and community mobilization. Information and telecommunication systems will serve as basic tools for carrying out educational administration and supervision. Laws and other basic regulations concerning education In the Philippines, education is a public or state function. Public elementary and secondary education is supported by the national government, the former as mandated by the Constitution (1987), which states 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”, and the latter by Republic Act No. 6655 (Free Secondary Education Act). Specific provisions on education upon which all decrees, policies, regulations, and rules on education are based, are provided in the Constitution. These are expressly stated by way of the constitutional mandate, Presidential decree, and other legal provisions.

The objectives of formal education at the elementary, secondary, and tertiary levels as well as those of non-formal education are specified in the Education Act of 1982. The Republic Act No. 6728 deals with private education, notably by setting common minimum physical facilities and curricular requirements for all schools and by liberalizing the subject content of values education. The creation of the Commission on Higher Education by Republic Act No. 7722 and of the Technical Education and Skills Development Authority separated these entities from the Department of Education where they originally belonged. The Philippine Teachers Professionalization Act, Republic Act No. 7836, was issued in 1994. The Literacy Co-ordination Council, an interagency body administratively attached to DECS, was created by Republic Act No. 7165 to carry out State policy to eradicate illiteracy. The House Bill No. 1875 entitled “An Act to Strengthen Teacher Education in the Philippines by Establishing Lead Teacher Training Institutions, Appropriating Funds Therefore and for Other Purposes” deals with the improvement of teacher education. The Republic Act No. 7796, otherwise known as the Technical Education and Skills Development Act of 1994, aims to encourage the full participation of and mobilize the industry, labour, local government units and technical-vocational education and training (TVET) institutions in the skills development of the country's human resources. In August 2001, Republic Act No. 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). This Act provides the overall framework for: (i) school heads empowerment by strengthening their leadership roles; and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens. According to legislation, primary education is free and compulsory for children aged 712. Secondary education is free but not compulsory. Administration and management of the education system The Department of Education (DepEd) is the principal government agency responsible for education and manpower development. The mission of the Department is to provide quality basic education that is equitably accessible to all and lay the foundation for lifelong learning and service for the common good. The Department is primarily responsible for the formulation, planning, implementation and co-ordination of the policies, standards, regulations, plans, programmes and projects in areas of formal and nonformal education. It also supervises all basic education institutions, both public and private, and provides for the establishment and maintenance of a complete, adequate

and integrated system of education relevant to the goals of national development. The current Department structure consists of two parts: the Central Office and the field offices which consist of regional and sub-regional levels. The Department proper consists of: the Office of the Secretary; five Services (Office of Planning Service, Financial and Management Service, Administrative Service, Human Resource Development Service, and Technical Service); four Bureaus (Elementary Education, Secondary Education, Non-Formal Education, and Physical Education and School Sports); and Centres (such as Health and Nutrition, and National Education Testing and Research). There are field offices in sixteen regions, each headed by a Regional Director; 157 provincial and city schools divisions, each headed by a School Division Superintendent; and 2,227 school districts headed by a District Supervisor. The Bureau of Elementary Education (BEE) is responsible for providing access and quality elementary education for all. It also focuses on social services for the poor and directs public resources and efforts at socially disadvantaged regions and specific groups. The Bureau of Secondary Education (BSE) is responsible for providing access and quality secondary education. Its aim is to enable every elementary graduate to have access to secondary education. It improves access to secondary education by establishing schools in municipalities where there are none and reviews the overall structure of secondary education as regards curriculum, facilities, and teachers’ inservice training. The Bureau of Non-formal Education (BNFE) is responsible for contributing to the improvement of the poor through literacy and continuing education programmes. Its aim is to provide focused basic services to the more disadvantaged sections of the population to improve their welfare and contribute to human resource development. The Bureau of Physical Education and School Sports (BPESS) is responsible for physical fitness promotion, school sports development, cultural heritage revival (Kundiman Fiesta), natural heritage conservation, and values development. Its aim is to inculcate desirable values such as self-discipline, honesty, teamwork, sportsmanship, excellence and others and make the Filipino youth fit to respond adequately to the demands, requirements, challenges and opportunities that the next century may bring. The functions of the BPESS were absorbed by the Philippine Sports Commission in August 1999. Attached agencies to the Department are the National Museum, National Library, National Historical Institute, and Records Management and Archives Office. Other offices are the Instructional Materials Corporation, Instructional Materials Council, Educational Development Projects Implementing Task Force, Educational Assistance Policy Council, National Youth and Sports Development Board, National Social Action Council and Teacher Education Council. The main objective of the cultural agencies of the Department is to preserve, conserve, restore and enrich the cultural heritage, customs and traditions. The Technical Education and Skills Development Authority (TESDA) was established through the enactment of Republic Act No. 7796 otherwise known as the

Technical Education and Skills Development Act of 1994. This Act aims to encourage the full participation of and mobilize the industry, labour, local government units and technical-vocational education and training (TVET) institutions in the skills development of the country's human resources. Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors. The Commission on Higher Education (CHED) is independent and separate from the DepEd. The Commission is responsible for formulating and implementing policies, plans and programmes for the development and efficient operation of the system of higher education in the country. Its coverage is both public and private higher education institutions as well as degree-granting programmes in all post-secondary educational institutions. The creation of CHED was part of a broad agenda for reforms in the country's education system, outlined by the Congressional Commission on Education in 1992. Part of the reforms is the trifocalization of the education sector. The three governing bodies in the education sector are the CHED for tertiary and graduate education, the DepEd for basic education, and the TESDA for TVET and middle level education. There is an imperative need to strengthen and streamline the internal management of educational institutions in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. This could notably be done through decentralizing decision-making authority, reviewing staffing and personnel policies, developing the school as initiator of innovation and improvement, liberalizing policies to ensure competitiveness, autonomy and responsiveness, and streamlining processes for delivery of inputs and services. A recent policy thrust of the DepEd is the empowerment of school principals. The principal shall assume more administrative authority and the corresponding accountability for improving teaching competencies and pupils’ achievement. The policy gives principals the authority to: manage the school’s funds for maintenance and other operating expenses; raise additional funds for the school through Parent-Teachers and Community Associations; design and develop his/her own school improvement programme in collaboration with parents and community leaders; participate in the selection, recruitment and promotion of teachers; plan and develop an innovative curriculum, using the national curriculum as a framework. The Decentralization Programme is being implemented by transferring substantive decision-making powers to the school level. Structure and organization of the education system

Structure of the education system in the Philippines

Pre-school education Pre-school education consists of nurseries and kindergartens that cater to children aged 3-6. This level of education is not compulsory. Primary education Elementary education is compulsory and provides basic education to pupils aged 7-12. It consists of six years of study except in a few schools––mainly private––offering a sevenyear course. Elementary education is organized into two levels: primary, which covers Grades I-IV; and intermediate, which covers Grades V and VI (or VII). After completing the six-year elementary programme, pupils receive a certificate of graduation.

Secondary education Secondary education (high school) is a continuation of the basic education provided at the first level. It is expanded to include learning (general education) and training in basic employable skills (vocational/technical education). This covers a period of four years of formal schooling and is addressed to students aged 13-16. Tertiary education (higher education) provides prescribed courses of studies which are credited towards degrees in academic disciplines or professions. It includes two-year post-secondary technical and vocational courses, various professional courses, and general higher education, including graduate and post-graduate studies (for students aged 17-25). Normally, a baccalaureate degree takes four years. Graduate and postgraduate courses normally take two to three years to complete. According to the DECS (now DepEd) Order no. 16 of 2001, at the elementary and secondary levels the 2001/02 school year began on 4 June and ended on 27 March of the following year. It consisted of 203 days, or about thirty-three weeks of classes in public schools. The financing of education Many of the problems of education today are linked to the under-investment in education. The increase in the education budget from 1986 to 1989 was not sustained in the succeeding three-year period. After reaching a peak of 13.2% of the national budget in 1989, the share of education declined to 11.7% in 1991. Real per capita expenditures declined starting in 1990. The growth in the nominal size of the education budget was attributed to the growth of salary inputs which account for about 70% of total education expenditures. The level of spending is very much below those of other ASEAN countries. Actual expenditure per student increased from 783 pesos (P) in 1986 to P1,380 in 1994 at the elementary level. During the same period, a slight decline was observed at the secondary level from P1,271 to P1,257 per student. However, education has been given the highest budgetary priority in the national government budget in recent years. Realignments within the DepEd budget have been made to augment the financial resources for elementary education. In addition, twothirds of the President’s Social Fund have been committed primarily to establish new schools in barangays without an elementary school. The share of education in the national budget increased to 14% in 1995. The education budget (DepEd and state universities and colleges) increased from P13.13 billion in 1986 to P53.7 billion in 1995. The average teachers’ salary increased from P1,553 per month in 1986 to P5,902 which is probably the highest rate of increase among the various professional groups in the national government. To implement the Master Plan for Basic Education (1996-2005), it is estimated that P50 billion will be allocated for the modernization of basic education in the next ten years. The national government is authorized by the Constitution to contribute to the financial support of educational programmes. The DepEd is likewise asked to formulate measures to broaden access to education through financial assistance and other

incentives to schools, teachers, and students. Public elementary schools, national secondary schools, vocational and technical schools, other special schools, and chartered and non-chartered tertiary educational institutions are funded primarily from national funds. Local governments are encouraged to assume the operation of nonnational public schools, while the national government provides funds and adequate sources of revenue. Government educational institutions are allowed to receive grants, legacies, and donations for purposes specified by existing laws. The management and use of such income is subject to government accounting and auditing rules and regulations. Private schools throughout the country are funded from capital investments, equity contributions, tuition fees and other school charges, grants, loans, subsidies and other income sources in accordance with current legislation. The national, regional, provincial, city and municipal governments may also aid school programmes with loans, grants and scholarships to recognize the complementary role of the government and of private schools in the educational system. A number of programmes have been funded through international finance assistance. For instance, the Secondary and Elementary Education Project (1990-94) was financed through a support loan from the World Bank with co-financing by the Overseas Economic Co-operation Fund of Japan. The Philippine-Australia Technical and Vocational Education Project aimed at improving the sub-sector was supported by the Australian bilateral assistance. The Science Teaching Improvement Project was jointly financed by the German government and the Philippine government. The Science Equipment Project (1989-1992) was implemented with the financial assistance of the German government.

The educational process Pre-primary education Pre-school education at the kindergarten level (age group 5-6 years) must aim to develop children in all aspects (physical, social, emotional, and cognitive) so that they will be better prepared to adjust and cope with life situations and the demands of formal schooling; and to maximize the children’s potential through a variety of carefully selected and meaningful experiences considering their interests and capabilities. The curriculum focuses on the following areas:  Physical development: it includes gross and fine motor co-ordination through play and manipulative activities like games, simple works, etc.  Personal-social development: it involves skills and social behaviours and it includes the development of health habits, independence, abilities to follow rules and routines. Learning about the family and other people is part of the concerns in this area.

 Affective development: it includes experiences that help children develop love for God, self, others and the community, and develop awareness of their feelings and sense of the right and wrong.  Cognitive development: it includes the development of communication skills and sensory-perceptual and numeracy concepts and skills. Communication skills refer to competencies in expressing ideas and feelings both in English and Filipino (oral expression and basic readiness skills of listening, pre-reading and writing). Sensoryperceptual and numeracy skills refer to the ability to observe, discriminate, compare and classify, and to understand, count, read and write numbers.  Creative-aesthetic development: it includes exploration of sounds, music and rhythms, and the development of children’s creative expression through drawing, painting, manipulative activities, etc. In order to attain and ensure the holistic development of children, a well-planned curriculum and a well-balanced programme of activities are necessary, although they may vary according to each pre-school’s approach. Indoor and outdoor play are essential whatever approach the pre-school follows. The language spoken by the child should be valued. It is necessary that such language be used initially and until the children have attained the facility and confidence in expressing themselves in English and Filipino. The following table shows a sample programme of pre-school activities: Sample programme of pre-school activities Area of development Activities Communication skills and socio-emotional Sharing period (experiencies, development songs, poems, news and informal conversation Cognitive development, socio-emotional Self-selected activities development, physical development, creative development Cognitive development, socio-emotional Working period, including more development structured activities Physical development, creative Supervised outdoor paly development, socio-emotional development Personal-social development, health care Clean up and snack Physical development Rest Any of the areas of development Story time or indoor activities Total minutes

No. of minutes 10

20

45-60 30

30 15 15 165-180

The Pre-school Education Programme, established in 1992, aims to provide 5-year-olds in disadvantaged areas an opportunity for early peer socialization and learning activities before starting elementary education. The former DECS organized a total of 1,428 classes with 40,780 pupils in the twenty provinces covered by the Social Reform Agenda (SRA). A total of 638 pre-school teachers were trained in nine selected regions.

Instructional materials and supplies were distributed to classes under the Department Programme, pre-schools run by Parent-Teacher Associations, and community-based pre-schools. Primary education Elementary education provides basic education to pupils aged 7-12. The elementary course comprises six years (in some cases, seven years), the first four years termed primary grades and the last two years, intermediate grades. The overall mission of elementary education is to enable pupils to acquire a basic preparation that will make them an enlightened, disciplined, self-reliant, God-loving, creative, versatile and productive citizens in a national community. The main objectives of elementary education are:  to provide knowledge and develop the skills, attitudes and values essential to the children’s personal development and necessary for living in and contributing to a developing and changing social milieu;  to provide learning experiences aimed at increasing the children’s awareness of and responsiveness to the demands of society, and to prepare them for constructive and effective involvement;  to promote and intensify the children’s knowledge of, identification with, and love for the nation and the people to which they belong;  to promote work experiences aimed at developing and enhancing the children’s orientation to the world of work and creativity, and to prepare them for an honest and gainful work. “Curriculum policies are usually set forth by the Department of Education through various orders, circulars, memoranda and bulletins. They are aligned with national priorities and contribute to the achievement of development goals. However, several laws passed by the national legislature specifically relate to the school curriculum. Development of the basic education curriculum is the responsibility of the Central Office Bureau of Elementary and Secondary Education, Curriculum Development Divisions. This bureau defines the learning competencies for the different subject areas; conceptualizes the structure of the curriculum; and formulates national curricular policies. These functions are exercised in consultation with other agencies and sectors of society (e.g. industry, social and civic groups, teacher-training institutions, professional organizations, school administrators, parents, students, etc.). The subject offerings, credit points and time allotments for the different subject areas are also determined at the national level. In this sense, a national curriculum exists in the Philippines. However, while curriculum implementation guidelines are issued at the national level, the actual implementation is left to school-teachers. They determine the resources to be used; teaching and assessment strategies and other processes. Furthermore, schools have the option to modify the national curriculum (e.g. content,

sequence and teaching strategies) in order to ensure that the curriculum responds to local concerns. The approach to curriculum design in the country is based on content topic and competency. The Department of Education prescribes competencies for the subject areas in all the grade/year levels. The Bureau of Elementary and Secondary Education develops, publishes and disseminates these learning competencies to the field. Most of the subject/learning areas have a list of learning competencies expected to be mastered by the children at the end of each grade/year level and also at the end of elementary/secondary schooling. Some subject/learning areas have a combination of both (i.e. learning competencies under each content/topic). The curriculum is designed to be interpreted by teachers and implemented with variations. Schools are encouraged to innovate and enrich or adapt, as along as they have met the basic requirements of the curriculum. In this context, the regional science high schools offer an enriched science and mathematics programme whereby students take additional science and mathematics subjects. In some private schools, English, science and mathematics subjects are taken in lieu of values education; this is because subjects like religion, moral values and ethics already have been incorporated. In addition, students are required to participate in co-curricular activities. These are managed by students with the teacher as facilitator/moderator. The curriculum plan (learning competencies) does not present teaching methods and learning activities that teachers must follow in implementing the curriculum. The guiding philosophy is that the creativity of teachers is stimulated by the option to plan and use the appropriate teaching/learning activities independently. However, teacher’s manuals or guides do incorporate higher-level content areas and suggestions for teaching and assessing.” (See Mariñas & Ditapat, 2000). The features that make the new 2002 curriculum for elementary and secondary education different from previous curricula (NESC and NSEC) are: (i) restructuring of the learning areas, reducing them to five (Filipino, English, science, mathematics and Makabayan); (ii) stronger integration of competencies and values within and across learning areas; (iii) greater emphasis on the learning process and integrative modes of teaching; and (iv) increased time for tasks to gain mastery of competencies of the basic tool subjects. The objectives are expressed in terms of competencies, which are knowledge, skills and attitudes that the learner is expected to acquire at the end of the programme. A significant feature of the competencies is the inclusion of the use of ICTs, articulated in terms of skills in accessing, processing, and applying information, and using educational software in solving mathematical problems and conducting experiments. Content is delivered using a variety of media and resources. The teachinglearning process considers the learner an active partner rather than an object of pedagogy. The learner takes on the role of constructor of meaning, while the teacher serves as facilitator, enabler and manager of learning. (Department of Education, 2002). The weekly lesson timetables for elementary education (1999 and according to the 2002 basic education curriculum) are shown below: Elementary education: weekly lesson timetable (1999) Subject

Weekly time allocated to each subject (in minutes)

I

II

Character-building activities 100-150 100-150 Filipino language 300 300 English language 300 300 Mathematics 200 200 Civics and culture 200 200 History, geography, civics Science and health Arts and physical education, home economics and livelihood education Optional Total weekly minutes 1,100–1,150 1,100–1,150 Total minutes per day 220-230 220-230

III

IV

V

VI

100 300 300 200 200 200 200

100 300 300 200 200 200 200

100 300 300 200 200 200 200

100 300 300 200 200 200 200

1,500 300

200 1,700 340

300 1,800 360

300 1,800 360

Source: Mariñas & Ditapat, 2000.

Elementary education: weekly lesson timetable (2002 basic education curriculum) Learning area Filipino language English language Science (1) Mathematics Makabayan: (2) – Civics and culture – Social studies (3) – Home economics and livelihood – Values education, good manners and right conduct (5) Total weekly minutes

Weekly time allocated to each subject (in minutes) I

II

III

IV

VI

VII

400 500 400 300 300 -

400 500 400 300 300 -

400 500 200 400 300 300 -

300 400 300 300 500 200 200

300 400 300 300 600 200 200

300 400 300 300 600 200 200

1,600

1,600

1,800

1,800

1,900

1,900

Source: Department of Education, 2002. Notes: (1) In Grades I and II, science is integrated into English and Makabayan (Civics and culture); in Grades III–VI, science includes basic health concepts. (2) Makabayan is a learning area that serves as a practice environment for holistic learning to develop a healthy personal and national self-identity. Ideally, Makabayan entails the adoption of modes of integrative teaching which will enable the learner to personally process and synthesize a wide range of skills and values (cultural, aesthetic, athletic, vocational, politico-economic, and ethical). In Grades I–III, Makabayan competencies and topics are developed through ‘Civics and culture.’ Children engage in character-building activities, develop good behaviour, and are taught values like love for the country, good citizenship, and respect for one’s cultural heritage. Children are also introduced to basic health knowledge, healthy practices, and simple scientific skills. Civics and culture also nurtures creative expressions through

music, arts, physical exercises and games. In Grade III, Civics and culture focuses on the development of a work ethic. (3) Geography in Grade IV, History in Grade V, and Government & civics in Grade VI. (4) Integrated into Civics and culture in Grades I–III. (5) Values education and ‘good manners and right conduct’ are integrated in all learning areas.

In 2001/02, the gross enrolment rate at the elementary level was 114.4% and the average teacher-pupil ratio in the public sector was 1:36. The cohort survival rate was 67.1%. The average drop-out rate in 2000/01 was 7.2%. The National Elementary Achievement Test (NEAT) is an achievement test given to Grade VI pupils completing the elementary education course. In 2000/01, the overall achievement rate was 51.7%. “Students at the elementary level are annually promoted from one grade to the next provided that they meet the achievement standards set for the grade. […] In Grades I-VI, students are rated in every subject four times during the year. A cumulative rating system is used as the basis for promotion. The pass grade is 75 percent. The periodic ratings are reported to the students and their parents through an individual report card which provides for a brief narrative evaluation of the student’s behaviour. After satisfactorily completing the six-year elementary curriculum, the students receive a certificate of graduation from the elementary school. No examination is required for admission to public secondary schools.” (Sutaria, 1995, p. 791). Secondary education Elementary school graduates are admitted into the secondary level which is a continuation of the elementary education programme and a preparation for higher education. The secondary course consists of four years. Curricular offerings are classified as either general or vocational/technical secondary. Elementary and secondary education levels are considered basic education. Secondary education is addressed to students aged 13-16. The New Secondary Education Curriculum was implemented in 1992/93. The major subject areas are science, mathematics, technology, Filipino, English, and civics/national culture. Technical and vocational education was also revised and adapted to technological progress and employment needs in recent years. The weekly lesson timetables for secondary education (1999 and according to the 2002 basic education curriculum) are shown below: Secondary education: weekly lesson timetable Subject English language

Weekly time allocated to each subject (in minutes) I

II

III

IV

200

200

200

200

Filipino language Science and technology Mathematics Social studies Physical education, health and music Values education Technology and home economics Total weekly minutes Total minutes per day Total hours per day

200 400 200 200 200

200 400 200 200 200

200 400 200 200 200

200 400 200 200 200

200 400 2,000 400 6h40m

200 400 2,000 400 6h40m

200 400 2,000 400 6h40m

200 400 2,000 400 6h40m

Source: Mariñas & Ditapat, 2000.

Secondary education: weekly lesson timetable (2002 basic education curriculum) Subject

Filipino language English language Science and technology (1) Mathematics Makabayan: (2) – Social studies (3) – Home economics, agriculture & fisheries, industrial arts, and entrepreneurship – Music, arts, physical education and health – Values education (4) Total weekly minutes

Weekly time allocated to each subject (in minutes) I 300 300 300 300 780 240 240

II 300 300 300 300 780 240 240

III 300 300 300 300 780 240 240

IV 300 300 300 300 780 240 240

240

240

240

240

60 1,980

60 1,980

60 1,980

60 1,980

Source: Department of Education, 2002. Notes: Integrated science in the first year (basic concepts in earth science, biology, chemistry and physics); biology in the second year; chemistry in the third year; physics or advanced chemistry in the fourth year (this scheme shall take effect in the school year 2003/2004). (1)

At the secondary level, Makabayan is a learning area designed to develop the personal, social and work/special skills of learners, in particular interpersonal skills, empathy with other cultures, vocational efficiency, problem-solving, and decision-making in daily life. (2)

The component social studies covers: history of the Philippines (first year); Asian studies (second year); world history (third year); and economics (fourth year). (3)

(4)

Also integrated in all learning areas.

“Vocational and technical education […] covers five main fields, namely, trade (technology, communication, electronics, computers, transportation, etc.), agriculture, fisheries, home industries, and non-traditional courses. These comprise more than 250 different courses of six months’ to three years’ duration. These courses include formal school work in the field of specialization and related academic subjects. In the one-, twoand three-year courses, these are combined with supervised industrial training in a cooperating firm.” (Sutaria, cit., p. 788). Under the proposed TESDA Occupation, Qualification and Certification System (TOQCS) qualification requirements will be based on the National Occupational Skills and Standards approved by the TESDA Board while certification requirements will be addressed by occupational skills tests. The proposed system will introduce four levels of certification. The first three levels will correspond to the existing levels of certification in the National Skills Certification Programme (NSCP). The fourth one will be intended for Technician or Master Craftsman certification. Each level will have a set of competencies as qualification requirements. These requirements will correspond to the competencies stipulated in the existing occupational skills standards for each specific trade. The system calls for a competency-based learning scheme, which will correspond to the set of competencies identified in each level. A certificate of competency will be issued upon completion/passing of the test. Completion of competencies within a level will entitle a person to a "statement of competency". The system has a provision for ease of entry and exit in the education system through recognition of prior learning whether acquired in school or in the workplace. The attainment of a license and certificate are not timebound since the system will give emphasis on the skills and knowledge required to gain qualification rather than the type and length of the training/course. The existing occupational skills standards will be the basis of all qualification and certification activities. Under the existing skills testing and certification system, occupations are classified into three categories, namely Third Class, Second Class and First Class (the highest). In some cases, occupations may be classified into two classes (Class A and B) or one category. These categories/levels have corresponding tests that serve as an instrument in evaluating the level of knowledge and skills competence for a particular occupation/job. The TOQCS will adapt the existing system with additional level intended for Technicians or Master Craftsman to form part of the framework. The following are the basic features of the qualification and certification system: 

Recognition prior to Learning (RPL) whether acquired in a learning institution or enterprise-based. It provides a framework that would make it possible for the ease of entry and exit in the educational system through the recognition of skills and knowledge acquired either in school or in the workplace. This means that for workers who want to pursue further schooling relevant to their work, their job experiences can have equivalent units earned in the formal educational system.



The TOQCS recognizes two ways of achieving certificate and license. The first one being through institution-based learning while the second one is through work-based learning. Although these two ways have their own evaluation system (i.e. learning evaluation for institute-based and performance assessment for work-based), occupational assessment is a must for qualification under the

proposed TOQCS. The proposed system will use the existing skills testing instrument in the skills assessment. 

Modularized and competency-based learning based on occupational skills standards. The system calls for a modularized and competency-based learning such that each level has set of qualification requirements (i.e. a set of competencies). These competencies are the identified duties set forth in the occupational skills standard developed and endorsed by the industry. The duties under the occupation are converted into modules (learning environment), while tasks are converted into learning elements.



Accumulation of certificate of competencies towards license/certificate through a "statement of competency". Upon completion of each competency, a Certificate of Competency will be issued attesting that the learner possesses the required skills and knowledge for the particular competency. A learner has to complete all the competencies within a certain level.



Self-pacing. The attainment of a certificate or license is not time-bound since the system will give emphasis on the skills and knowledge required to gain qualification rather than the type and length of training programmes.

In 2001/02, the gross enrolment rate at the secondary level was about 86% and the average teacher-student ratio in the public sector was 1:39. The cohort survival rate was 73.2%. The average drop-out rate in 2000/01 was 8.7%. The National Secondary Achievement Test (NSAT) is a test given to students completing the secondary level. In 2000/01, the overall achievement rate was 53.4%. “As in the elementary school, secondary school students are rated four times a year. If a student fails in a particular subject, he or she repeats the subject the next year, but is, nevertheless, promoted to the next higher year. A certificate is issued to secondary school graduates. All high school graduates seeking admission to post-secondary programmes requiring a minimum of four years’ study are required to qualify in the National College Entrance Examination (NCEE) administered by the National Educational Testing and Research Centre.” (Sutaria, cit., p. 791). Assessing learning achievement nationwide The National Educational Testing and Research Centre (NETRC) assumes the lead role in the field of educational measurement, evaluation and research as a means of providing information necessary to improve the state of the education system. Among the tests that are annually developed are the National College Entrance Examination (NCEE), the National Technical and Vocational Examination (NTVE), and the Philippine Educational Placement Test (PEPT), the latter for drop-outs desiring to be re-admitted into the formal system. The Centre, in collaboration with the Civil Service Commission, annually develops the test for the Philippine Board Examination for Teachers (PBET). The Centre also develops the National Elementary Achievement Test (NEAT) and the National Secondary Achievement Test (NSAT).

Achievement levels in elementary and secondary education still fall below standards. In 1988, achievement scores of elementary pupils stood at only 55.2% against a standard of 75%. Results of the NEAT reflect national mean scores below the target mean score. The lowest scores were registered in language/reading, science and mathematics. It was further revealed that only 29% or 38 of 131 competencies/skills were learned by the children. The problem of poor quality has been traced to a number of causes which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. Based on the NEAT scores, there was an increase in the percentage of elementary pupils who mastered basic competencies in reading/writing and in mathematics between 1995 and 1998. During the same period, there was a decrease in the percentage mastering basic competencies in life skills/others. Nationwide, the percentage of pupils mastering reading/writing increased from 59.0% in 1995 to 61.6% in 1998. Males and females had essentially the same rate of increase between 1995 and 1998. There was practically no improvement in the urban areas; in contrast, there was a significant improvement in the rural areas. In terms of the percentage of pupils mastering reading/writing, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 64.2%; rural: 51.7%) and in 1998 (urban: 64.5%; rural: 57.7%). Nationwide, the percentage of pupils mastering mathematics increased from 67.7% in 1995 to 78.2% in 1998. Males and females had essentially the same rate of increase between 1995 and 1998. The rural areas experienced a higher increase (76.3% in 1998 vs. 63.1% in 1995) than the urban areas (79.7% in 1998 vs. 71.0% in 1995). In terms of the percentage of students mastering mathematics, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 71.0%; rural: 63.1%) and in 1998 (urban: 79.7%; rural: 76.3%). Nationwide, the percentage of pupils mastering competency in life skills decreased from 61.7% in 1995 to 60.9% in 1998. Test scores from the science and HEKASI (geography, history and civics) were used to form the measure for life skills, these subjects being the closest proxy available in the NEAT. There was no change in male performance between 1995 and 1998; however, female performance deteriorated, causing the overall decrease in life skills competency among pupils. Nonetheless, the percentage of females (66.5% in 1995 and 60.9% in 1998) was greater than that of the males (56.7% for both 1995 and 1998) during both years. While urban performance declined (67.2% in 1995 vs. 64.9% in 1998), the rural areas experienced a slight increase (55.6% in 1998 vs. 54.5% in 1995). In terms of the percentage of students mastering life skills, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 67.2%; rural: 54.5%) and in 1998 (urban: 64.9%; rural: 55.6%). The decreased level of performance in life skills has been attributed by the DECS to the inadequacy of inputs to support the component subjects, particularly science (DECS, 1999).

Higher education As stated in the Long-Term Higher Education Development Plan 2001-2010, the vision for higher education is as follows: The higher education system of the Philippines is a key player in the education and integral formation of professionally competent, serviceoriented, principled, and productive citizens. Through its tri-fold function of teaching, research, and extension services, it becomes a prime mover of the nation's socioeconomic growth and sustainable development. The missions of higher education institutions are: (i) to educate and train Filipinos for enhanced labor productivity and responsible citizenship in an environment where educational access is equitable; (ii) to inculcate nationalism and patriotism in the hearts and minds of the students and graduates; (iii) to accelerate the development of high-level professionals ready to meet international competition; and (iv) to serve as centers of research and development The Commission on Higher Education (CHED) was established by virtue of the Republic Act No. 7722 otherwise known as the 1994 Higher Education Act. The Commission is responsible for the operation of all higher education institutions––both public and private––their policy formulation, planning and programme recommendations. The Commission regulates the establishment or closure of private higher education institutions, their course offerings, curricular development, building specifications and tuition fees. In order to provide advisory services to the Commission, a panel of experts in the nine major course clusters were appointed for an initial three-year period (1995-97). The Technical Panels were involved in areas such as development and revision of policies and standards, setting directions for their specific programmes, and monitoring and evaluation of programmes. Public higher education institutions (PHEI) are basically composed of chartered state universities and colleges (SUCs). Other PHEIs include: colleges and schools supervised by the CHED, community colleges, local universities and colleges (LUCs) and other government schools. Private higher education institutions, both confessional and non confessional, are feepaying and enrol about 80% of the total number of collegiate students (2.01 million in 1995/96). Confessional HEIs are usually non-profit institutions owned by religious orders, while non confessional HEIs are owned by private corporations and they are not affiliated to any religious organization. Charted state universities and colleges are organized according to their charters. SUCs are authorized to award degrees or open new courses upon approval of the Board of Regents/Trustees. Private HEIs are organized under the corporation code. They are governed by special laws and the general provisions contained in the corporation code. Private institutions usually follow the regulations and orders of the CHED but they enjoy a certain degree of autonomy when they reach Level III accreditation.

In response to the continued mismatch between manpower supply and demand and the issue of enhancing the employability of graduates, information dissemination on relevant and in-demand courses based an regional/local needs has been intensified. Course offerings were rationalized to avoid duplication or undesirable competition between and among private tertiary schools and state universities and colleges through continuous review and evaluation of educational programmes by the Regional Development Councils. Tertiary institutions have modified their curricula to suit the needs of their service areas. Alongside, the institutions strengthened their respective areas of specialization by developing the managerial capability of professionals in various fields through building a strong research capability in agriculture, research, technology and environment, and natural resources development. Higher education institutions have adopted a scheme of voluntary accreditation to upgrade the quality of programme offerings. Other quality assurance mechanisms have been developed to improve various programme clusters, namely: agriculture education; humanities, social sciences and communication; information technology; medical and health related professions; engineering, architecture and technology; science and mathematics; teacher education; business accountancy and industry; and maritime education. Programme offerings include associate diploma courses, baccalaureate courses, and graduate degree courses at the master’s and doctoral levels. In the academic year 2002/03 there were 1,470 HEIs in the country, of which 1,297 in the private sector. Public HEIs included 111 state universities and colleges, forty-four local universities and colleges, five special HEIs (mainly providing training in areas such as military science and national defense), twelve government schools (usually TVET institutions offering higher education programmes), and one CHED-supervised postsecondary education institution. In the academic year 2000/01 total enrolment in HEIs amounted to 2,637,039 students (of whom 73.1% in the private sector). Teaching staff amounted to 93,884, of whom 8,2% were holders of doctorate degrees. For the academic year 1999/2000 the participation rate was 21.2% and the graduation rate was 59.1%. Special education Special education develops the capabilities of children who are physically, mentally, emotionally, socially or culturally disabled as well as gifted children. Children with special needs are being attended to through modified curricula, special services and physical facilities for the maximum development of their potential. Educational patterns for these children include the special class plan (selfcontained/segregated plan), resource room plan, special education centres, special schools, and the itinerant teacher plan. On the whole, the ultimate goal of the special education programme is the mainstreaming or integration of children with special needs into the regular school system to lead as normal a life as possible. A mobile training course is also organized on current trends in classroom management and supervision of special education programmes as well as the utilization of publications on special education, educating the gifted, the Braille Code, basic sign vocabulary, and regulations and standards for special schools.

“As of the school year 1990-91, there were eight special education centres, 25 special schools, and 97 elementary schools with integrated classes. Only 22,096 children with special needs were enrolled in the government schools. The number served is less than two percent of the estimated exceptional population in need of special services.” (Sutaria, cit., p. 788). Private education The private sector has been a major provider of educational services, accounting for about 7.5% of primary enrolment, 32% of secondary enrolment and about 80% of tertiary enrolment. Private schools have proven to be efficient in resource utilization. Per unit costs in private schools are generally lower when compared to public schools. This situation is more evident at the tertiary level. Government regulations have given private education more flexibility and autonomy in recent years, notably by lifting the moratorium on applications for new courses, new schools and conversions, by liberalizing tuition fee policy for private schools, by replacing values education for third and fourth years with English, mathematics and natural science at the option of the school, and by issuing the revised Manual of Regulations for Private Schools in August 1992. The Education Service Contracting scheme of the government provides financial assistance for tuition and other school fees of students turned away from public high schools because of enrolment overflows. The Tuition Fee Supplement is geared to students enrolled in priority courses in post-secondary and non-degree programmes including vocational and technical courses. The Private Education Student Financial Assistance is made available to underprivileged but deserving high school graduates who wish to pursue college/technical education in private colleges and universities. In the school year 2001/02, there were 4,529 private elementary schools (out of a total of 40,763) and 3,261 private secondary schools (out of a total of 7,683). In 2002/03, there were 1,297 private higher education institutions (out of a total of 1,470). Means of instruction, equipment and infrastructure Despite the rapid expansion of the public school system, out of 43,000 barangays nationwide, more than 12,000 rural barangays (27%) do not have an elementary school. In 1993/94, about 34.5% of public elementary schools were incomplete, i.e. not offering the full six-year elementary programme. At the secondary level, 61 or 3.4% of the 1,800 municipalities in the country are without either public or private high schools, while 175 municipalities or 9.7% of these 1,800 municipalities are without a public high school. A the elementary and secondary levels, the availability of textbooks has been assured thanks to the Education for All Programme. However, other basic educational requirements such as school buildings, teachers and instructional equipment have not been fully provided. This led to the adoption of measures like increasing class sizes, holding multiple shifts and assigning teaching overloads. Even with such measures, school buildings and teachers are still inadequate. During the school year 1992/93, assuming a class size of 50 students, there was a shortage of close to 3,900 classrooms

in public elementary schools, and 4,100 classrooms in secondary schools, while more than 6,500 teachers were needed in public high schools. Failure of the education sector to modernize was evident in the past because of the absence of some basic services, facilities and equipment which proved crucial to efforts at maximizing the advantages of technological developments. The Master Plan for Basic Education (1996-2005) has the mandate of modernizing education, notably by introducing modern instructional materials which include computers and Internet, videos, well-equipped science laboratories and machine shops as well as libraries to enrich instruction. Information and telecommunication systems will also serve as basic tools for carrying out educational administration and supervision. The current situation in the country is that new information technologies have only affected a negligible fraction of the education system. Only 0.03% and 16.2% of public elementary and secondary schools, respectively, have computers and only 1.9% and 53.4% of public elementary and public secondary schools, respectively, have science laboratories. Computer literacy is just now growing in importance and very few teachers have adequate training and access to computers. The teachers can avail of computers and other information technology facilities in a few public schools and elite private schools. Adult and non-formal education Non-formal education includes organized school-based educational activities aimed at attaining specific learning objectives for a particular clientele, especially the illiterate adults and out-of-school youths. It is one of the intervention strategies for human development, especially for the economically, socially and educationally disadvantaged population groups, ethnic minorities and other cultural communities. Non-formal education objectives cater directly to the immediate and current needs of people, rather than preparing them for some future gains. The Bureau of Non-formal Education (BNFE) conducts consultative conferences on the School On the Air Programme and educational television on Maghanap Buhay Tayo. It continues to pursue the development of a manual on literacy evaluation and a literacy project for the hill tribes. In recent years, non-formal education and training has focused on three programme areas: functional literacy, living skills development, and values development. The Literacy Co-ordination Council, an interagency body administratively attached to the DepEd, has been created to carry out the policy of the State to give priority to the eradication of illiteracy. Non-formal education and training accomplishments for 1993 included various training workshops and meetings, along with assessment, pilot testing and printing of literacy materials. To strengthen the implementation of the NFE programmes and projects, the BNFE maintains its links and co-ordination with both local and foreign governmental and non-governmental organizations. For better implementation of the functional literacy programme, the BNFE, in its aim to reduce illiteracy and contribute to poverty alleviation in the country, has provided leadership and technical assistance in the implementation of literacy programmes, projects, training workshops and other activities, including:

Female functional literacy and parent education: this non-formal education component of the Area-Based Child Survival and Development Programme provides parents, particularly mothers, with essential competencies and skills to better perform their roles in child survival, protection and development. Literacy project for cultural communities: this project aims to provide more accessible educational services to cultural communities (such as hill tribes) who are unable to attend formal schooling. Development of literacy measures: in view of the need for a more useful tool for identifying illiterates, the BNFE undertook a project on the development of literacy measures through seminar-workshops. The literacy measures currently consist of seven items that measure the functional literacy of the target clientele. This is accompanied by the Manual of Instructions indicating the way to administrate of the measure and its scoring. Development and production of instructional materials for the eradication of illiteracy and functional literacy: a primer for Level I of literacy and a facilitator’s guide were developed. Another set of materials, consisting of booklets, posters, folder poster, comics and facilitator’s guides were also developed and finalized for printing. In addition to these, a continuum of basic life skills for three literacy levels was finalized and produced. Development of an alternative learning system: the development of the alternative learning system in the Philippines is essentially a research and development project with the following components: (a) development of a non school-based essential learning continuum; (b) development of alternative delivery modes; (c) development of learning materials; and (d) development of an expanded accreditation and equivalency system. For instance, the BNFE has been involved in the development of the essential learning continuum, of the School on the Air Programmes, and of an expanded accreditation and equivalency system with the National Educational Testing and Research Centre. Field implementation of literacy projects and activities: functional literacy classes have been organized in the fourteen regions. A total of 6,320 classes have been organized, with a 14% increase over the last years. The total enrolment of 119,162 learners has a breakdown of 53,085 or 45% out-of-school youth and 66,078 or 55% adults. Although the number of classes, enrolment and graduates in functional literacy has increased in recent years, it is still short of the target clientele. Living skills development projects and activities have also been implemented in the regions. Among the problems and issues which are internal to the education sector, about 15% of 10.2 million children continue to be out of school. The low survival rate in the elementary and secondary education largely contributes to the increase of out-of-school youth and illiterates. Studies further reveal that pupils who drop out of school before Grade IV revert to illiteracy if no continuing education is provided. Of the entire population, 2.6 million are basically illiterate and 11.7 million are functionally illiterate. The literacy rate rose from 82.8% in 1980 to 93.5% in 1994.

Teaching staff Anyone who chooses a teaching career in the Philippines must hold a degree in teacher education. Teachers in public and private elementary schools must have at least a bachelor’s degree in elementary education. High school teachers are expected to have a bachelor’s degree in secondary education with specialization (a major and a minor) in high school subjects. Both degrees are awarded upon successful completion of approved teacher education courses in recognized institutions. Teaching in colleges or professional degree programmes at the tertiary level requires at least a master’s degree in a particular area of specialization. A doctorate is required of those who teach courses in graduate programmes. All teachers complete a four-year degree programme. The usual programmes are the Bachelor of Secondary Education and Bachelor of Elementary Education. Specialist programmes are also available in agriculture, business, industrial and physical education. Courses include a core of general education, at least one year of professional education and studies in the major teaching area. Curricula for each programme are approved by the Commission on Higher Education and institutions have flexibility to vary these models. Until now, the curriculum for the pre-service training is still the 1986 curriculum with some modifications and revisions in accordance with DECS Order No. 3 of 1993, which provides for new minimum requirements in the general education and other components of initial bachelor-level courses of study. Non-education graduates may complete an eighteen-unit Certificate of Professional Education in order to qualify as primary or secondary teachers. After completion of these programmes, the students are required to take the Philippine Board Examination for Teachers to qualify to teach at the elementary and secondary levels. The Magna Carta for Public School Teachers (Republic Act No. 4670) enacted in 1966 states in Section 15 that teachers’ salaries “(a) shall compare favourably with those paid in other occupations requiring equivalent or similar qualifications, training and abilities; (b) shall be such as to ensure teachers a reasonable standard of life for themselves and their families; (c) shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater responsibility than others, provided that the general salary scale be such that the relation between the lowest and highest salary paid will be of reasonable order.” In the case of the private school teachers, the law also provides that “the remuneration paid to them shall, as a general rule, be comparable to current salary rates for corresponding government positions.” The teachers’ salary was increased in 1995; however, the average teachers’ salary at present is inadequate as source of livelihood. The Magna Carta similarly states that “any teacher engaged in actual classroom teaching shall be required to render not more than six hours of actual classroom teaching a day, preparation and correction of exercises and other work incidental to his/her normal teaching duties.” Secondary teachers shall be assigned to no more than six daily forty-minute periods of instruction. For college, the normal teaching load of a full-time instructor shall be eighteen hours a week. The teaching load of part-time instructors who are full-time employees outside of teaching shall not exceed twelve hours per week.

Teachers belong to the government service and they are governed by civil service laws, rules and regulations. Teachers can only join the service if they meet the prescribed qualifications, such as: appropriate civil service eligibility, bachelor’s degree in education or its equivalent, master’s degree and doctorate degree, good moral standing, etc. Training activities at the national, regional, district and school levels are conducted by the DepEd, teacher education institutions, other government and non-government agencies, and international agencies as part of staff development programmes and to meet in-service training needs of teachers. The Department through linkages with other agencies and associations, initiates, plans and implements in-service training programmes. Such programmes take the form of conventions, conferences, short-term courses, summer institutes, workshops and seminars. These activities are designed for teachers, supervisors and administrators of various levels. Poor quality of education is due, among other causes, to deficiencies in pre-service training and in-service training of teachers, and unqualified teachers teaching subjects outside their areas of specialization. For instance, only slightly more than half of the mathematics teachers in high school majored in this subject, while only 4% of physics teachers majored in this subject. There is a need for an institutionalized support system to strengthen in-service training, clearly defined career paths and prospects of mobility in the teaching profession to enhance motivation. Also there is the question of regulation of the teaching load, which according to a study conducted revealed that the Filipino teacher has seventy-two tasks other than teaching. In the 1980s, massive staff development programmes were institutionalized. For 1992, the Bureau of Elementary Education conducted various training programmes at the local level, including seminars and workshops on the maintenance of school facilities and other instructional tools and devices, and on the management of Learning Resource Centres for elementary school administrators, seminars and workshops on effective instructional management of multigrade classes for teachers, and a training course designed to upgrade the competencies of public school teachers in assessing children with special needs. The Supervisory Skills Enhancement Programme was also launched. This programme sought to strengthen the supervisors’ commitment to their role, update their knowledge of the content and process of instruction in their areas of supervision and improve their methodology of evaluating and monitoring teaching-learning. At the first stage of implementation, 1,049 division supervisors participated in the programme. Science and mathematics supervisors underwent an additional week-long training, sponsored by the Department of Science and Technology-Science Education Institute. The training was intended to enrich the supervisors’ stock of knowledge of the content and methodology in their areas of supervision, especially as 7.7% of the science supervisors and 18.2% of the mathematics supervisors were found to be non-specialists in their respective fields. Likewise, a one-week follow-up workshop for 56 fourth-year private high school trainers in technology and home economics was conducted. A total of 35,704 fourth-year teachers from public and private secondary schools underwent training in content, strategies and evaluation in science, mathematics, English, Filipino, social studies, values education, physical education, health education, music, technology and home economics. While the institutionalization of in-service training is being vigorously

pursued, the provision of local and foreign fellowships remains a part of staff development. At the tertiary level, schools prepare their own training programmes. Recently, the College Faculty Development Fund Programme was formulated to help update the competencies of teachers, specifically for the faculty of private colleges and universities. Similarly, faculty members in private colleges and universities were also accorded a chance to pursue graduate education through the Faculty Development Fund. In 1992, a total of twenty-eight college teachers benefited from the fund. Training programmes have also been organized to upgrade the competencies of vocational/technical subject teachers. Ad hoc bodies of experts in various fields of specializations or disciplines including teacher education have also been strengthened to provide the required expertise and serve as consultative and advisory bodies. These are the Technical Panels which are involved in the areas of development and revision of policies and standards, setting directions for specific programmes, and monitoring and evaluating of programmes. In addition, the DepEd Integrated Scholarship Programme which is covered by an annual Memorandum of Agreement between the Department and the participating institutions has been in operation for the last decade. In recent years, the grants have concentrated on short-term training programmes so that more teachers can benefit from the in-service training programmes. Other training programmes include management skills for secondary school principals, conference-workshops for school administrators and master teachers, and short-term courses for both elementary and secondary school teachers. Among the measures taken to improve the quality of education in the future, a massive training programme for teachers will be implemented to develop skills for effective use of modern school facilities. The programme will consist of a pre-service and in-service training component. Pre-service will involve deregulation and re-orientation of the study programmes of teacher education colleges towards specific teaching competencies evolved from an analysis of clientele needs as well as adaptation of successful teacher education programmes both locally and abroad. In-service programmes will sustain professional upgrading or development of teachers through the revitalization of an existing school-based structure (Learning Action Cells) and by strengthening linkages with teacher education programmes. A teacher induction programme shall be considered to commence entry into the teaching profession. This phase will subject a newly hired teacher on probationary status to on-the-job observation by master teachers. Only after completing the teacher induction programme where on-the-job training and skills certification shall be undertaken will tenure be granted to a newly hired teacher. In line with the provisions of Republic Act No. 7836 (Philippine Teachers Professionalization Act of 1994), a career progression scheme for teachers, administrators and specialists will be developed and tied up with the Continuing Professional Education under the Board for Professional Teachers. Performance evaluation will likewise be undertaken on a regular basis to focus on certain accountability targets to measure performance. Merit-based incentives and rewards will be an integral part of the merit evaluation scheme.

Educational research and information To establish a basis for policy and strategy formulation as well as development of programmes and projects in the education sector, several studies on the following issues have been undertaken by the Department of Education through its different Bureaus in recent years: drop-outs at the elementary level; survey of existing material resources of the Learning Resource Centres including the school libraries; search for the most effective public elementary schools; implementation of the New Secondary Education Curriculum; review and assessment of the Government subsidy for private secondary education; efficiency and effectiveness of four literacy programmes. The National Education Testing and Research Centre (NETRC) has undertaken a research entitled School Assessment System to develop an assessment system for pupils in Grades II, IV and VI of elementary education Article. 23 Export sales shall mean the Philippine port F.O. B. value, determined from invoices, bills of lading, inward letters of credit, landing certificates, and other commercial documents, of export products exported directly by a registered export producer or the net selling price of export products sold by a registered export producer to another export producer, or to an export trader that subsequently exports the same: Provided, That sales of export products to another producer or to an export trader shall only be deemed export sales when actually exported by the latter, as evidenced by landing certificates or similar commercial documents: Provided, further, That without actual exportation the following shall be considered constructively exported for purposes of this provision: 1.

2.

sales to bonded manufacturing warehouses of export-oriented manufacturers; sales to export processing zones;

3.

sales to registered export traders operating bonded trading warehouses supplying raw materials used in the manufacture of export products under guidelines to be set by the Board in consultation with the Bureau of Internal Revenue and the Bureau of Customs;

4.

sales to foreign military bases, diplomatic missions and other agencies and/or instrumentalities granted tax immunities, of locally manufactured, assembled or repacked products whether paid for in foreign currency or not: Provided, further, That export sales of registered export traders may include commission income: and Provided, finally, That exportation of goods on consignment shall not be deemed export sales until the export products consigned are in fact sold by the consignee.

Sales of locally manufactured or assembled goods for household and personal use to Filipinos abroad and other non-residents of the Philippines as well as returning Overseas Filipinos under the Internal Export Program of the government and paid for

in convertible foreign currency inwardly remitted through the Philippine banking systems shall also be considered export sales. Article. 24 Production cost shall mean the total of the cost of direct labor, raw materials, and manufacturing overhead, determined in accordance with generally accepted accounting principles, which are incurred in manufacturing or processing the products of a registered enterprise. Article. 25 Processing shall mean converting of raw materials into marketable form through physical, mechanical, chemical, electrical, biochemical, biological or other means or by a special treatment or a series of actions, such as slaughtering, milling, pasteurizing, drying or dessicating quick freezing, that results in a change in the nature or state of the products. Merely packing or packaging shall not constitute processing. Article. 26 Investment Priorities Plan shall mean the overall plan prepared by the Board which includes and contains: (a) The specific activities and generic categories of economic activity wherein investments are to be encouraged and the corresponding products and commodities to be grown, processed or manufactured pursuant thereto for the domestic or export market; (b) Specific public utilities which can qualify for incentives under this Code and which shall be supported by studies of existing and prospective regional demands for the services of such public utilities in the light of the level and structure of income, production, trade, prices and relevant economic and technical factors of the regions as well as the existing facilities to produce such services; (c) Specific activities where the potential for utilization of indigenous nonpetroleum based fuels or sources of energy can be best promoted; and (d) Such other information, analyses, data, guidelines or criteria as the Board may deem appropriate. The specific and generic activities to be included in the Investment Priorities Plan with their status as pioneer or non-pioneer shall be determined by the Board in accordance with the criteria set forth in this Book.

CHAPTER II INVESTMENT PRIORITIES PLAN Article. 27. Investment Priorities Plan Not later than the end of March of every year, the Board of Investments, after consultation with the appropriate government agencies and the private sector, shall submit to the President an Investment Priorities Plan: Provided, however, That the deadline for submission may be extended by the President. Article. 28. Criteria in Investment Priority Determination No economic activity shall be included in the Investment Priorities Plan unless it is shown to be economically, technically and financially sound after thorough investigation and analysis by the Board. The determination of preferred areas of investment to be listed in the Investment Priorities Plan shall be based on long-run comparative advantage, taking into account the value of social objectives and employing economic criteria along with market, technical; and financial analyses. The Board shall take into account the following: (a) Primarily, the economic soundness of the specific activity as shown by its economic internal rate of return; (b) The extent of contribution of an activity to a specific development goal; (c) Other indicators of comparative advantage; (d) Measured capacity as defined in Article 20; and (e) The market and technical aspects and considerations of the activity proposed to be included. In any of the declared preferred areas of investment, the Board may designate as pioneer areas the specific products and commodities that meet the requirements of Article 17 of this Code and review yearly whether such activity, as determined by the Board,shall continue as pioneer, otherwise, it shall be considered as non-pioneer and accordingly listed as such in the Investment Priorities Plan or removed from the Investment Priorities Plan. Article. 29. Approval of the Investment Priorities Plan The President shall proclaim the whole or part of such plan as in effect; or alternatively return the whole or part of the plan to the Board of Investments for revision. Upon the effectivity of the plan or portions thereof, the President shall issue all necessary directives to all departments, bureaus, agencies or instrumentalities of the government to ensure the implementation of the plan by the agencies concerned in a

synchronized and integrated manner. No government body shall adopt any policy or take any course of action contrary to or inconsistent with the plan. Article. 30. Amendments Subject to publication requirements and the criteria for investment priority determination, the Board of Investments may, at any time, add additional areas in the plan, alter any of the terms of the declaration of an investment area or the designation of measured capacities, or terminate the status of preference. In no case, however, shall any amendment of the plan impair whatever rights may have already been legally vested in qualified enterprises which shall continue to enjoy such rights to the full extent allowed under this Code. The Board shall not accept applications in an area of investment prior to the approval of the same as a preferred area nor after approval of its deletion as a preferred area of investment. Article. 31. Publication Upon approval of the plan, in whole or in part or upon approval of an amendment thereof, the plan or the amendment, specifying and declaring the preferred areas of investment and their corresponding measured capacity shall be published in at least one (1) newspaper of general circulation and all such areas shall be open for application until publication of an amendment or deletion thereof, or until the Board approves registration of enterprises which fill the measured capacity. CHAPTER III REGISTRATION OF ENTERPRISES Article. 32. Qualifications of a Registered Enterprise To be entitled to registration under the Investment Priorities Plan, an applicant must satisfy the Board that: 1.

He is a citizen of the Philippines, in case the applicant is a natural person, or in case of a partnership or any other association, it is organized under Philippine laws and that at least sixty percent (60%) of its capital is owned and controlled by citizens of the Philippines; or in case of a corporation or a cooperative, it is organized under Philippine laws and that at least sixty percent (60%) of the capital stock outstanding and entitled to vote is owned and held by Philippine nationals as defined under Article 15 of this Code, and at least sixty percent (60%) of the members of the Board of Directors are citizens of the Philippines. If it does not possess the required degree of ownership as mentioned above by Philippine nationals, the following circumstances must be satisfactorily established: (a) That it proposes to engage in a pioneer project as defined in Article 17 of this Code, which, considering the nature and extent of capital requirements, processes, technical skills and relative business risks involved, is in the opinion of the Board of such a nature that the available measured capacity thereof cannot be readily and adequately filled by Philippine nationals; or, if the applicant is exporting at least seventy

percent (70%) of its total production, the export requirement herein provided may be reduced in meritorious cases under such conditions and/or limited incentives as the Board may determine; (b) That it obligates itself to attain the status of a Philippine national, as defined in Article 15, within thirty (30) years from the date of registration or within such longer period as the Board may require taking into account the export potential of the project: Provided, That a registered enterprise which exports one hundred percent (100%) of its total production need not comply with this requirement; (c) That the pioneer area it will engage in is one that is not within the activities reserved by the Constitution or other laws of the Philippines to Philippine citizens or corporations owned and controlled by Philippine citizens; 2.

The applicant is proposing to engage in a preferred project listed or authorized in the current Investment Priorities Plan within a reasonable time to be fixed by the Board or, if not so listed, at least fifty percent (50%) of its total production is for export or it is an existing producer which will export part of production under such conditions and/or limited incentives as the Board may determine; or that the enterprise is engaged or proposing to engage in the sale abroad of export products bought by it from one or more export producers; or the enterprise is engaged or proposing to engage in rendering technical, professional or other services or in exporting television and motion pictures and musical recordings made or produced in the Philippines, either directly or through a registered trader.

3.

The applicant is capable of operating on a sound and efficient basis and of contributing to the national development of the preferred area in particular and of the national economy in general; and

4.

If the applicant is engaged or proposes to engage in under takings or activities other than preferred projects, it has installed or undertakes to install an accounting system adequate to identify the investments, revenues, costs, and profits or losses of each preferred project undertaken by the enterprise separately from the aggregate investment, revenues, costs and profits or losses of the whole enterprise or to establish a separate corporation for each preferred project if the Board should so require to facilitate proper implementation of this Code. Article. 33. Application

Applications shall be filed with the Board, recorded in a registration book and the date appearing therein and stamped on the application shall be considered the date of official acceptance. Whenever necessary, the Board, through the People's Economic Councils, shall consult the communities affected on the acceptability of locating the registered enterprise within their community.

Article. 34. Approval and Registration Procedures The Board is authorized to adopt rules and regulations to facilitate action on applications filed with it, prescribe criteria for the evaluation of several applications filed in one preferred area; devise standard forms for use of applicants and delegate to the regional offices of the Department of Trade and Industry the authority to receive and process applications for enterprises to be located in their respective regions. Applications filed shall be considered automatically approved if not acted upon by the Board within twenty (20) working days from official acceptance thereof. Article. 35. Criteria for Evaluation of Applications The following criteria will be considered in the evaluation of applications for registration under a preferred area: (a) The extent of ownership and control by Philippine citizens of the enterprises; (b) The economic rates of return; (c) The measured capacity: Provided, That estimates of measured capacities shall be regularly reviewed and updated to reflect changes in market supply and demand conditions: Provided, further, That measured capacity shall not result in a monopoly in any preferred area of investment which would unduly restrict trade and fair competition nor shall it be used to deny the entry of any enterprise in any field of endeavor or activity; (d) The amount of foreign exchange earned, used or saved in their operations; (e) The extent to which labor, materials and other resources obtained from indigenous sources are utilized; (f)

The extent to which technological advances are applied and adopted to local conditions;

(g) The amount of equity and degree to which the ownership of such equity is spread out and diversified; and (h) Such other criteria as the Board may determine. Article. 36. Appeal from Board's Decision Any order or decision of the Board shall be final and executory after thirty (30) days from its promulgation. Within the said period of thirty (30) days, said order or decision may be appealed. to the Office of the President. Where an appeal has been filed, said order or decision shall be final and executory ninety (90) days after the perfection of the appeal, unless reversed.

Article. 37. Certificate of Registration A registered enterprise under this Code shall be issued a certificate of registration under the seal of the Board of Investments and the signature of its Chairman and/or such other officer or employee of the Board as it may empower and designate for the purpose. The certificate shall be in such form and style as the Board may determine and shall state, among other matters: (a) The name of the registered enterprise; (b) The preferred area of investment in which the registered enterprise is proposing to engage; (c) The nature of the activity it is undertaking or proposing to undertake, whether pioneer or non-pioneer, and the registered capacity of the enterprise; and (d) The other terms and conditions to be observed by the registered enterprise by virtue of the registration. TITLE II BASIC RIGHTS AND GUARANTEES Article. 38. Protection of Investment All investors and registered enterprises are entitled to the basic rights and guarantees provided in the Constitution. Among other rights recognized by the Government of the Philippines are the following: (a) Repartriation of Investments. - In the case of foreign investments, the right to repatriate the entire proceeds of the liquidation of the investment in the currency in which the investment was originally made and at the exchange rate prevailing at the time of repatriation, subject to the provisions of Section 74 of Republic Act No. 265, as amended. For investments made pursuant to Executive Order No. 32 and its implementing rules and regulations, remittability shall be as provided therein. (b) Remittance of Earnings. - In the case of foreign investments, the right to remit earnings from the investment in the currency in which the investment was originally made and at the exchange rate prevailing at the time of remittance, subject to the provisions of Section 74 of Republic Act No.265 as amended; (c) Foreign Loans and Contracts. - The right to remit at the exchange rate prevailing at the time of remittance such sums as may be necessary to meet the payments of interest and principal on foreign loans and foreign obligations arising from technological assistance contracts, subject to the provisions of Section 74 of Republic Act. No. 265 as amended;

(d) Freedom from Expropriation. - There shall be no expropriation by the government of the property represented by investments or of the property of the enterprise except for public use or in the interest of national welfare or defense and upon payment of just compensation. In such cases, foreign investors or enterprises shall have the right to remit sums received as compensation for the expropriated property in the currency in which the investment was originally made and at the exchange rate at the time of remittance, subject to the provisions of Section 74 of Republic Act. No. 265 as amended; (e) Requisition of Investment. - There shall be no requisition of the property represented by the investment or of the property of enterprises, except in the event of war or national emergency and only for the duration thereof. Just compensation shall be determined and paid either at the time of requisition or immediately after cessation of the state of war or national emergency. Payments received as compensation for the requisitioned property may be remitted in the currency in which the investment was originally made and at the exchange rate prevailing at the time of remittance, subject to the provisions of Section 74 of Republic Act No. 265, as amended. TITLE III INCENTIVES TO REGISTERED ENTERPRISES Article. 39. Incentives to Registered Enterprises All registered enterprises shall be granted the following incentives to the extent engaged in a preferred area of investment: (a) Income Tax Holiday. (1) For six (6) years from commercial operation for pioneer firms and four (4) years for non-pioneer firms, new registered firms shall be fully exempt from income taxes levied by the National Government. Subject to such guidelines as may be prescribed by the Board, the income tax exemption will be extended for another year in each of the following cases: i.

ii. iii.

the project meets the prescribed ratio of capital equipment to number of workers set by the Board; utilization of indigenous raw materials at rates set by the Board; the net foreign exchange savings or earnings amount to at least US$500,000.00 annually during the first three(3) years of operation.

The preceding paragraph notwithstanding, no registered pioneer firm may avail of this incentive for a period exceeding eight (8) years. (2) For a period of three (3) years from commercial operation, registered expanding firms shall be entitled to an exemption from income taxes levied by the National Government proportionate to their expansion under such terms

and conditions as the Board may determine; Provided, however, That during the period within which this incentive is availed of by the expanding firm it shall not be entitled to additional deduction for incremental labor expense. (3) The Provision of Article 7 (14) notwithstanding, registered firms shall not be entitled to any extension of this incentive. (b) Additional Deduction for Labor Expense. - For the first five (5) years from registration a registered enterprise shall be allowed an additional deduction from the taxable income of fifty percent (50%) of the wages corresponding to the increment in the number of direct labor for skilled and unskilled workers if the project meets the prescribed ration of capital equipment to number of workers set by the Board: Provided, That this additional deduction shall be doubled if the activity is located in less developed areas as defined in Art. 40. (c) Tax and Duty Exemption on Imported Capital Equipment. - Within five (5) years from the effectivity of this Code, importations of machinery and equipment and accompanying spare parts of new and expanding registered enterprises shall be exempt to the extent of one hundred per cent (100%) of the customs duties and national internal revenue tax payable thereon; Provided, That the importation of machinery and equipment and accompanying spare parts shall comply with the following conditions: i. They are not manufactured domestically in sufficient quantity, of comparable quality and at reasonable prices; ii. They are reasonably needed and will be used exclusively by the registered enterprise in the manufacture of its products, unless prior approval of the Board is secured for the part-time utilization of said equipment in a non-registered activity to maximize usage thereof or the proportionate taxes and duties are paid on the specific equipment and machinery being permanently used for non-registered activities; and iii. The approval of the Board was obtained by the registered enterprise for the importation of such machinery, equipment and spare parts. In granting the approval of the importations under this paragraph, the Board may require international canvassing but if the total cost of the capital equipment or industrial plant exceeds US$5,000,000, the Board shall apply or adopt the provisions of Presidential Decree Numbered 1764 on International Competitive Bidding. If the registered enterprise sells, transfers or disposes of these machinery, equipment and spare parts without prior approval of the Board within five (5) years from date of acquisition, the registered enterprise and the vendee, transferee, or assignee shall be solidarily liable to pay twice the amount of the tax exemption given it. The Board shall allow and approve the sale, transfer or disposition of the said items within the said period of five (5) years if made: (a) to another registered enterprise or registered domestic producer enjoying similar incentives;

(b) for reasons of proven technical obsolescence; or (c) or purposes of replacement to improve and/or expand the operations of the registered enterprise. (b) Tax Credit on Domestic Capital Equipment. - A tax credit equivalent to one hundred percent (100%) of the value of the national internal revenue taxes and customs duties that would have been waived on the machinery, equipment and spare parts, had these items been imported shall be given to the new and expanding registered enterprise which purchases machinery, equipment and spare parts from a domestic manufacturer: Provided, That (1) That the said equipment, machinery and spare parts are reasonably needed and will be used exclusively by the registered enterprise in the manufacture of its products, unless prior approval of the Board is secured for the part-time utilization of said equipment in a non-registered activity to maximize usage thereof; (2) that the equipment would have qualified for tax and duty-free importation under paragraph (c) hereof; (c) that the approval of the Board was obtained by the registered enterprise; and (4) that the purchase is made within five (5) years from the date of effectivity of the Code. If the registered enterprise sells, transfers or disposes of these machinery, equipment and spare parts, the provisions in the preceding paragraph for such disposition shall apply. (c) Exemption from Contractor's Tax. - The registered enterprise shall be exempt from the payment of contractor's tax, whether national or local. (d) Simplification of Customs Procedures. - Customs procedures for the importation of equipment, spare parts, raw materials and supplies, and exports of processed products by registered enterprises shall be simplified by the Bureau of Customs. (e) Unrestricted Use of Consigned Equipment. - Provisions of existing laws notwithstanding, machinery, equipment and spare parts consigned to any registered enterprise shall not be subject to restrictions as to period of use of such machinery, equipment and spare parts: Provided, That the appropriate re-export bond is posted unless importation is otherwise covered under subsections (c) and (m) of this Article: Provided, further, That such consigned equipment shall be for the exclusive use of the registered enterprise. If such equipment is sold, transferred or otherwise disposed of by the registered enterprise the related provision of Article 39 (c) (3) shall apply. Outward remittance of foreign exchange covering the proceeds of such sale, transfer or disposition shall be allowed only upon prior Central Bank approval. (f)

Employment of Foreign Nationals. - Subject to the provisions of Section 29 of Commonwealth Act Number 613, as amended a registered enterprise may employ foreign nationals in supervisory, technical or advisory positions for a period not exceeding five (5) years from its registration, extendible for limited periods at the discretion of the Board: Provided, however, That when the majority of the capital stock of a registered enterprise is owned by foreign investors, the positions of president, treasurer and general manager or their equivalents may be retained by foreign nationals beyond the period set forth herein.

Foreign nationals under employment contract within the purview of this incentive, their spouses and unmarried children under twenty-one (21) years of age, who are not excluded by Section 29 of Commonwealth Act Numbered 613, as amended, shall be permitted to enter and reside in the Philippines during the period of employment of such foreign nationals. A registered enterprise shall train Filipinos as understudies of foreign nationals in administrative, supervisory and technical skills and shall submit annual reports on such training to the Board. (g) Exemption on Breeding Stocks and Genetic Materials. - The importation of breeding stocks and genetic materials within ten (10) years from the date of registration or commercial operation of the enterprise shall be exempt from all taxes and duties: Provided, That such breeding stocks and genetic materials are (1) not locally available and/or obtainable locally in comparable quality and at reasonable prices; (2) reasonably needed in the registered activity; and (3) approved by the Board. (h) Tax Credit on Domestic Breeding Stocks and Genetic Materials. - A tax credit equivalent to one hundred percent (100%) of the value of national internal revenue taxes and customs duties that would have been waived on the breeding stocks and genetic materials had these items been imported shall be given to the registered enterprise which purchases breeding stock and genetic materials from a domestic producer: Provided, (1) That said breeding stocks and genetic materials would have qualified for tax and duty free importation under the preceding paragraph; (2) that the breeding stocks and genetic materials are reasonably needed in the registered activity; (3) that approval of the Board has been obtained by the registered enterprise; and (4) that the purchase is made within ten (10) years from date of registration or commercial operation of the registered enterprise. (i)

Tax Credit for Taxes and Duties on Raw Materials. - Every registered enterprise shall enjoy a tax credit equivalent to the National Internal Revenue taxes and Customs duties paid on the supplies, raw materials and semimanufactured products used in the manufacture, processing or production of its export products and forming part thereof, exported directly or indirectly by the registered enterprise: Provided, however, That the taxes on the supplies, raw materials and semi-manufactured products domestically purchased are indicated as a separate item in the sales invoice. Nothing herein shall be construed as to preclude the Board from setting a fixed percentage of export sales as the approximate tax credit for taxes and duties of raw materials based on an average or standard usage for such materials in the industry.

(j)

Access to Bonded Manufacturing/Trading Warehouse System. - Registered export oriented enterprises shall have access to the utilization of the bonded warehousing system in all areas required by the project subject to such guidelines as may be issued by the Board upon prior consultation with the Bureau of Customs.

(k) Exemption from Taxes and Duties on Imported Spare Parts. - Importation of required supplies and spare parts for consigned equipment or those imported

tax and duty free by a registered enterprise with a bonded manufacturing warehouse shall be exempt from customs duties and national internal revenue taxes payable thereon: Provided, however, That at least seventy percent (70%) of production is exported; Provided, further, That such spare parts and supplies are not locally available at reasonable prices, sufficient quantity and comparable quality; Provided, finally, That all such spare parts and supplies shall be used only in the bonded manufacturing warehouse of the registered enterprise under such requirements as the Bureau of Customs may impose. (l)

Exemption from Wharfage Dues and any Export Tax, Duty, Impost and Fee. The provisions of law to the contrary notwithstanding, exports by a registered enterprise of its non-traditional export products shall be exempted from any wharfage dues, and any export tax, duty, impost and fee. TITLE IV INCENTIVES TO LESS-DEVELOPED-AREA REGISTERED ENTERPRISE Article. 40

A registered enterprise regardless of nationality located in a less-developed-area included in the list prepared by the Board of Investments after consultation with the National Economic and Development Authority and other appropriate government agencies, taking into consideration the following criteria: low per capita gross domestic product; low level of investments; high rate of unemployment and/or underemployment; and low level of infrastructure development including its accessibility to developed urban centers, shall be entitled to the following incentives in addition to those provided in the preceding Article: (a) Pioneer Incentives. - An enterprise in a less-developed-area registered with the Board under Book 1 of this Code, whether proposed, or an expansion of an existing venture, shall be entitled to the incentives provided for a pioneer registered enterprise under its law registration. (b) Incentives for Necessary and Major Infrastructure and Public Facilities. Registered enterprises establishing their production, processing or manufacturing plants in an area that the Board designates as necessary for the proper dispersal of industry or in an area which the Board finds deficient in infrastructure, public utilities, and other facilities, such as irrigation, drainage or other similar waterworks infrastructure may deduct from taxable income an amount equivalent to one hundred percent (100%) of necessary and major infrastructure works it may have undertaken with the prior approval of the Board in consultation with other government agencies concerned; Provided, That the title to all such infrastructure works shall upon completion, be transferred to the Philippine Government; Provided, further, That any amount not deducted for a particular year may be carried over for deduction for subsequent years not exceeding ten (10) years from commercial operation.

TITLE V GENERAL PROVISIONS Article. 41. Power of the President to Rationalize Incentives. The President may, upon recommendation of the Board and in the interest of national development, rationalize the incentives scheme herein provided; extend the period of availment of incentives or increase rates of tax exemption of any project whose viability or profitability require such modification. Article. 42. Refund and Penalties In case of cancellation of the certificate granted under this Code, the Board may, in appropriate cases, require the refund of incentives availed of the impose corresponding fines and penalties. Article. 43. Benefits of Multiple Area Enterprises When a registered enterprise engages in activities or endeavors that have not been declared preferred areas of investments, the benefits and incentives accruing under this Code to registered enterprises and investors therein shall be limited to the portion of the activities of such registered enterprise as is a preferred area of investment.

REGIONAL TVET SITUATIONER GEOGRAPHIC PROFILE Central Visayas is located between Luzon and Mindanao. It is composed of four (4) provinces. It is about 571 kilometers from Manila and 402 kilometers from Davao. It is also divided into 15 districts (see Annex A), 120 municipalities, and 12 cities. Table 1. Region VII Provinces: Number of Districts, Cities, Municipalities, Capital and Governors Province Bohol Cebu Negros Or. Siquijor

# Dist

# Cities

# Mun

3 8 3 1

1 6 5 -

47 47 20 6

Capital Tagbilaran City Cebu City Dumaguete City Siquijor

Governor Erico B. Aumentado Pablo P. Garcia George P. Arnaiz Orlando B. Fua Sr.

It has a total land area of 15,582.4 square kilometers with Siquijor as the smallest province with only six municipalities. The population density of the region is 365.87. The four provinces are not connected to each other. They are separated by seawater, therefore, one must cross the sea in order to go to another province. Except Negros Oriental, all the three provinces are surrounded by sea. Very small

islets are found near Bohol and Cebu. Cebuano is the spoken dialect in the households but the populace can also speak and uk Chinese language. Its main agricultural products arenderstand Tagalog and English. Chinese families also spea rice, sugar cane, corn, coconuts, fruits, bananas, vegetables, cattle, goats, swine and fowls. There is no problem of communication among these provinces because of the new trends in information technology like the landline and cell phones, fax machines, computers and internet connections. Also, the availability of fast crafts, one province can be reached within two hours from the previous six hours by the nightly slow-moving ships. Land transportation nowadays is easier because of the increasing number of multi-cabs, jeepneys, van for hire, taxi and air-conditioned buses for short and long distance trips within the province. The oldest city of the country, Cebu City is found in Region VII. It is also the capital of the province of Cebu. The center of business and trade in the region is Metro Cebu which is composed of four cities and five municipalities. Most of the government regional offices are found in Cebu City.

DEMOGRAPHIC PROFILE The population of Central Visayas as of May 2000 census is 5,705,091. It is increased by 686 thousand over the 1995 census figure of 5.0 million. It grew at 2.79% from 1995 to year 2000. If this trend continue annually, then the population of Central Visayas will double in 25 years. Cebu has the biggest share of the regional population which is 58.82% or followed by Bohol, Negros Oriental and Siquijor has the lowest share. B.1 Poverty Incidence The preliminary result of the 2000 Family Income and Expenditures Survey showed a worsening poverty incidence of 43.9 percent. It was increased to 38.90 percent in 1997 from 32 percent in 1994. This increase number of poor is largely due to the Asian financial crisis and the El Niño phenomenon which led to significant loss of gainful employment. Thus, rural poverty increased to 57.70 percent and urban poverty to 27.50 percent in 2000. These poor people become more marginalized as poverty hampers their access to education. This in turn restricts their chances of finding employment in the urban centers of the region. These poor migrants end up in the squatter areas of the urban centers and live along the banks of esteros and areas near the pier. B.2 Labor Force and Employment Data Of the 2.368 million members of the labor force as of December 2001, 2.082 million or 87.9% were employed. The figure decreased compared to that of January 2000. The unemployed were 286,000 or the unemployment rate was 12.1%, and the underemployment rate was decreased to 8.5% from 10.66% as of January 2000. Underemployment in the rural areas is high because more than 40% of the rural folks depend on farming and fishing.

Table 3. Employment Data (In Thousands) Employment Status Oct. 1999 Labor Force 2,316 Employed 2,073 Unemployed 243 Underemployed 289 Labor Participation Rate 64.98 Employment Rate 81.51 Unemployment Rate 10.49 Underemployment Rate 13.94

Jan 2000 2,360 2,121 239 226 65.87 89.87 10.13 10.66

Dec. 2001 2,368 2,082 286 176 66.4 87.9 12.1 8.5

ECONOMIC INDICATORS C.1 Investment Paid up capital for SEC registered investments managed to increase by some 4.39 percent during the third quarter compared to the same period in 2000. Also, corporate paid up capital increased by 4.46 percent to P837.57 million in the second quarter of 2001 from 801.8 million a year ago. DTI's registration of single proprietorships increased by almost 18 percent from 6.9 billion in Jan.- Sept. 2000 to 8.1 billion same period in 2001. SEC registered investment declined by 5.97 percent from 2.3 billion (Jan-Sept. 2000) to 2.16 billion the same period, year 2001. BOI registered projects also nose-dived by 72.74 percent from P1.5 billion in Jan-Sept. 2000 to 415 million during the same period this year. Except for IT, investments is not rosy because of the Philippines' reputation being a high risk country. C.2 Industries Most of the manufacturing industries are concentrated in Cebu. Bohol and Negros Oriental remain as agricultural provinces but are suppliers of raw materials like sea and forest products. The main priority sectors of Bohol are agriculture and tourism because of its beautiful beaches. There are few manufacturing industries of Negros Oriental such as sugar cane and coconut oil mills. There are no regional data for the total number of industries in Region VII available in DTI. They have only data of industries in Cebu (reflected in the Cebu Province TVET Situationer). C.3 Export More than thirty-seven percent (37.50%) of the export in 2001 was Electronics, followed by other industrial goods at 12.10%, while marine products-11.405. Cebu Mitsumi Inc. in Danao City has been the highest exporter for the three consecutive years beating the firms located in MEPZ. Exports may not improve by the latter part of 2002 because of the continuing economic recession in US and Japan. C.4 Tourism There have been reports of cancellations of bookings since Sept. 11, 2001. But since before the terrorist attacks, the growth in tourist arrivals had been slowing down because of the economic setbacks in Japan and the security risks experienced by some Japanese consultants and businessmen early this year.

Domestic tourism, however, will probably strengthen as a result of the growing reputation of the region to be good site of meetings and conferences. Plans are underway to create an ad hoc Cebu Convention Bureau. The bureau will bid to make Cebu the permanent venue for the Philippine Advertising Congress and other domestic and international events. The bureau is now bidding to host the 2005 Southeast Asian Games and the convention of the Pacific Association of Travel Agencies (PATA) that will be held in the Philippines next year. The bureau will also bid for the holding of the Incentive Travel and Corporate Meetings Asia. C.5 Air Transport MCIAA posted a 3 percent increase in earnings in the first quarter, 2002 compared to the same period last year. (The Freeman, May 3, 2002) The income generated reached P142,066,492 compared last year's more than P137.7M. Airport services contributed the biggest chunk in the total income which amounted to P91,304,282.37 C.6 The 7.8 the

Inflation rate average inflation rate of Cebu for January-October 2001 period is percent from 6.8 per cent a year ago. It is the second highest in country next to ARMM which is the highest rate at 8.3 percent.

PRIORITY SECTORS The four priority sectors identified to augment the regional growth are the information technology, health, tourism and agri-fishery sectors. Technical-vocational education and trainings (TVET) play an important role in the supply of the skills needed by these sectors either for local or foreign employment.

TVET PROVIDERS The technical vocational education and training (TVET) provision of Region VII have been realized thru the collaborative effort of 95 public and private schools, 11 TESDA-run training centers, 17 private training centers, 64 enterprises, 12 LGU training centers and LGUs coordinated programs with NGOs and other government agency facilities. (Annex B) For the UTPRAS registration of these TVET institutions, there were 68 institutions and 268 programs registered from 1998 to 2001. Of these registered institutions, five (5) schools offer courses for the maritime sector, thirty (30) schools offer 135 information and communications courses and six (6) institutions offer caregiver course. For the first quarter of 2002, there are four (4) institutions and seven (7) programs registered including three centers for caregiver. (See Annex C) Table 4. Number of Schools/Centers Registered under UTPRAS Province Bohol

No. of Institutions No. of Programs 1998 1999 2000 2001 2002* 1998 1999 2000 2001 2002* 2 3 6 13 7 22

Cebu 6 8 Neg Or. 5 Siquijor TOTAL 6 15 * First Quarter

11 1 15

14 2 3 25

3 1

15

27 21

48 2

4

15

61

57

65 14 7 108

6 1 7

Course offerings of these schools and centers that address to the four priority sectors, namely, agri-fishery, health, ICT and tourism showed that more than 60% of the course offerings are for information and communication technology while the remaining percentage is shared among agriculture-fishery, .8%; health, 1.66%; tourism, 5.39% while other sectors get the bigger share of 30%. (Annex B) Tourism activities, which help generate employment in the rural areas, need improved products and services to augment the local residents' income. Livelihood training programs of the LGUs are sources of some innovative people to answer the call. Hotel and Restaurant Service and Technology are also offered by 13 schools in the region for an improved accommodation and dining of local and foreign tourists to the place. The demand for workers in the field have been complemented with the course offerings of the TVET schools. Information and Communication Technology graduates find their roof in the Export Processing Zone to man in the technical side and others fill the seats in the production and assembly activities. E.1 School-based TVET The ninety-one (95) public and private schools offering TVET programs are scattered throughout the region. Most of these schools, about (55), are found in Cebu where 45 are private and 11 are public. Negros Oriental claimed to have sixteen (16) active TVIs in the province where six (6) are private technical vocational schools, seven (7) are private tertiary with non-degree programs, two (2) are public state colleges and one (1) public tertiary with non-degree programs. Bohol, on other handed counted their school-based TVET providers to sixteen (16) also. Thirteen (13) are private schools, two (2) are state colleges and only one (1) is a public municipal college owned by the LGU of the locality. Siquijor has four (4) broken down to one (1) state college, two (2) private schools and one (1) TESDA supervised school. (Annex B) Table 5. Number of School-Based TVET Providers Per Province PROVINCE Bohol Cebu Negros Or. Siquijor TOTAL

PRIVATE

SUC

13 44 13 2 72

2 11 2 1 16

TESDA Administered School

1 1

Other Public Schools 1 3 2 6

The TESDA's PESFA or the Private Education Student Financial Assistance has an existing 1,102 slots in Region VII. Five hundred thirty-eight (538) are existing slots, while the five hundred sixty-four (564) will

enroll this coming school opening. The distribution of the PESFA slots among provinces was based on the number of districts in Region VII. Another scholarship for TVET is the TESDP-ADP SF which has also 353 slots for Region VII. These scholarship is funded from ADB and the distribution of slots is also per district. Table 6. Distribution of PESFA and TESDP-ADB SF Slots PROVINCE Bohol Cebu Negros Or. Siquijor TOTAL

No. of Districts 8 3 3 1 15

PESFA New slots On-going Slots 300 390 113 70 133 48 38 30 564 538

TESDP-ADB SF 70 188 68 27 353

The existing distribution is advantageous to the districts with few number of municipalities like Siquijor which has only six municipalities for its lone district. Bohol has 14 to 19 municipalities in every district (See Annex A). Tuition fees and allowances will be given to the qualified students especially those who are coming from low-income families. E.2 Center-based TVET The establishments of training centers are indicative of very strong collaborative efforts of the LGUs and TESDA regional and provincial offices. Negros Oriental identified three (3) most recently established centers; the Tissue Culture Laboratory and Training Center of LGU Valencia, Guihulngan Agricultural Training and Enterprise School (GATES) of LGU - Guihulngan and the FILCANADIAN Training and Development Center at Dumaguete City. The latter is a private training center whose caregiver course offering is registered under UTPRAS or the unified TVET Program Registration and Accreditation System of TESDA. The graduates of the said center have a high probability of getting overseas employment at Canada since the curriculum is accredited by the Canadian Embassy. These three centers brought to a total of ten (10) training centers in Negros Oriental where two (2) of them are private and the eight (8) are LGU Training Centers. Bohol maintained its five (5) TESDA-run training centers in five of its municipalities while seven (7) private training centers complement the TVET provision in the locality. Of these private training centers, two (2) offer caregiving courses, three (3) are strictly for Pre-licensing and in-service training course, one (1) supplies tourism sector with the Japanese Language and Japanese Culture Familiarity Program and the last one offer vocational courses like Dressmaking, Automotive, RAC and Computer courses. Siquijor's Lazi Skills Development Center is an LGU-run training center that offers some vocational programs for the residents of Lazi and its neighboring towns.

The Regional Training Center in Cebu City benefits the strong support from industry associations/boards. The center houses five industry associations and two industry boards that are directly involved in the TVET provision. The center operation is co-managed by TESDA VII and the said industry associations. The cooperation were forged to ensure quality skills and imparting of new techniques used in the industries like the electrical, automotive, welding to the clients especially those who are unemployed, underemployed and displaced workers or seen as one of the solutions to the mismatch of skills and demand. The Department of Manpower Development and Placement of Cebu City LGU is also a venue that will be able to bring changes for the unskilled workers and unemployed adults city who are willing to learn skills and to work for a living. It offers livelihood programs for those who are willing to have business of their own and other skills training programs for employment purposes. E.3 Community-based TVET The local governments' efforts in the manpower development especially in the rural areas where poverty incidence is highest which record 57.7% in 1998, are now intensified thru close coordination with NGOs and other government agencies, with programs and projects for human resource development like DTI, DOST, TESDA, DSWD, DepED etc. The community-based skills trainings are now modified to include entrepreneurship skills for the trainees in preparation for them to engage in businesses thru the skills trainings they acquire. About 90% of the municipalities in Region VII are active and supportive to the programs for livelihood and employment of the rural people. The Community Training and Employment Coordinators (CTECs) in the municipalities are channels in bringing TVET right at the doorstep of the people especially in the rural areas. As this is not an easy task, they are enskilled in planning, fund sourcing, linkaging and other relevant skills needed in the performance of the task given to them. The wider task in monitoring of other programs conducted in the locality encouraged TESDA-Siquijor to organize and identify barangay CTECs for the barangays of the six municipalities of Siquijor. Other provincial offices have not yet initiated this scheme in their respective provinces. E.4 Enterprise-based TVET Dual Training System (DTS) first saw its realization in the province of Cebu where there are some industries. To date, there is one school implementing full DTS while seven have dualized programs. Currently, the first dualized program in Seafarers in the country was implemented in Negros Oriental by the Negros Maritime College Foundation Inc. in cooperation with various industries. Other provinces have not yet implemented DTS. In Region VII, 74 industries are the implementors of the Apprenticeship/Learnership Programs. Most of these are factories in Mandaue City and Lapulapu City. (Annex B). The new industry partner is

from the information technology sector, the Internet Café Association of Cebu with 129 full pledge members, according to its president. Demand in Information and Technology is seen and felt in the computerization of office records and transactions , the telephone craze in the entire country and the opening of some internet cafes in the region.

BEST PRACTICES One of the best practice in the TVET provision in Central Visayas is the tapping of the industry boards/associations in the skills training for the purpose of lessening the mismatch between the skills needed in the industry. The Regional Training Center become the training venue/workshop of these industry associations with the support and assistance of the international partners like the German experts from DED and GTZ. These German experts provided direct support to TVET through their technical expertise in Automotive, RAC and metalworking and the implementation of DTS program. Other international partners of these associations who provide financial support for training and capability building are the Swisscontact, or Swiss Foundation for Technical Operation, the CIDA or the Canadian International Assistance.

TARGETS AND OUTPUTS As of March 2002, accomplishments on massive training/retraining and assessment, Siqujor registers the highest accomplishments with 5,214, followed by Cebu with 666 graduates, Regional Training Center- 204, Bohol -157 and Negros Oriental - 33. For the regional accomplishments, only 10.11% is achieved during the first quarter for training and retraining. (See Annex D.)

ISSUES AND PROBLEMS A. UTPRAS · Lack of available TEP in some provinces to conduct the technical inspection · Limited training regulation in some programs and if available, occupational titles are likewise limited. · Difficulty in determining the standard facilities, tools and equipment in non-regulated training programs · Absence of incentives and awards to good performing TVET providers as a motivating tool towards quality TVET · No standard Certificate of Registration developed

Annex A. Region VII Districts, Number of Municipalities and Congressmen of Region VII

Cities BOHOL First District Second District Third District

Municipalities

Congressmen

1 -

14 14 19

Edgar M. Chatto Roberto C. Cajes Eladio M. Jala

1 1 1 2

5 15 6 9 10 2

Jose R. Gullas Simeon Kintanar Antonio P. Yapha Jr. Clavel A. Martinez Joseph Felix Durano Nerissa Corazon S. Ruiz Raul V. del Mar Antonio V. Cuenco

NEGROS OR. First District Second District Third District

1 3 1

7 5 7

Jacinto M. Paras Emilio Macias II Herminio Teves

SIQUIJOR Lone District

-

6

Orlando A. Fua Jr.

CEBU First District Second District Third District Fourth District Fifth District Sixth District Cebu City North Cebu City South