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THE STATE OF PHILIPPINE EDUCATION ED 814 INSTITUTION BUILDING BY ARNOLD G. ONIA THE STATE OF PHILIPPINE EDUCATION The Philippine Government Expenditures on Education totals 16.9% of the total national budget for the year 2008. The Philippines is ranked no. 7 in the Asia Pacific Region topped by Vanuatu at 21.1%, while Singapore is ranked no. 8 at 15.3%. While we ranked just above Singapore, Singapore actually spends more money on a per student basis than us. This is simply because Singapore being a developed country has a larger budget that Philippines. Of this 16.9% budget for education, 2% goes to preprimary education, 52% goes to primary education, 27% goes to secondary education, 10% goes to tertiary education.

Graph 1 Government Expenditure on Education The Philippines has a literacy rate of 93.6% of adults (above 15 years old) and 94.8% of youth (15-24 years old). The Philippines is currently ranked no. 6 in the East Asia and the Pacific in terms of literacy rate and the regions is topped by China having 100% Literacy Rate, but is behind by 0.10% in terms of Regional Literacy average of 93.7%. In 1990, Filipino Adult literacy is also 93.6% while youth Literacy is 96.6%. This shows that youth literacy is on the decline.

Graph 2 Literacy Rate

When it comes to primary education completion rate, 94% of Filipino children complete a full primary course. Of this figure, 93% of girls and 91% of boys. 1999 data showed that only 85% of the Filipino boys and 90% of Filipino girls finished primary education. 2002 data showed an increase in the primary education completion rate. Male children have a 91% and Filipino Female Children have 99% completion rate. Comparing the 2002 and 2008 figure, we can surmise that there is a decline in the numbers of Filipino children completing primary education. This declining rate in completing primary education probably affected that our declining literacy rate.

Graph 3 Primary Education Completion Rate

Graph 4 Primary Education by Sex

Data on secondary education showed an increasing trend 50%, 55% and 61% for the years 1999, 2002 and 2008 respectively. While on the tertiary level, a slight change is noted in the enrolment data. enrolment seem In 1999, only 28% of the tertiary age population is enrolled in tertiary education. In 2002, these figure rise up to 30%, and 2008 the enrolment rate is 29%. Among the nations in the East Asia and Pacific Region, Philippines is ranked no. 9 in the secondary and tertiary enrolment. Japan is the top ranked country in the region having 100% of its youth enrolled in the secondary and tertiary education.

Graph 5 Secondary Education Enrolment Rate

Graph 6 Tertiary Education Enrolment Rate The population aged 1519 in the Philippines is expected to increase by 18 per cent during the period 2000-2015. In the Philippines, upper secondary education (comprised of just a single year, the last grade of secondary education) is made up exclusively of general programs and shows a high level of internal efficiency. The graduation rate of 16-year-olds at 66 per cent is almost equal to the entry rate of 15year-olds at 68 per cent It is important to note that the typical graduation age at the upper secondary level is 17 or 18 in other countries. GDP per capita is among the lower third of countries but GDP growth at 3.2 per cent is above the World Education Indicators (WEI) average of 2.2 per cent. While 20.6 per cent of total public expenditure is allocated to education, five percentage points more than the WEI average, the proportion of expenditure on upper secondary educational institutions as a percentage of GDP at 0.3 per cent is the third-lowest of all WEI countries (after India and Indonesia). This translates into a low expenditure per student in upper secondary at PPP$384, far below the WEI average. There is a higher level of private enrolment at the upper secondary level of education (30.5 percent in independent institutions, largely in urban areas) than at lower secondary (25.2 per cent) or primary (7.5 per cent) levels. The proportion of private sources in expenditure for primary to postsecondary non-tertiary education is fourthhighest among WEI countries. Central government debt as a percentage of GDP has increased fourfold, from 15 per cent in the 1970s to almost 60 per cent in the 1990s on average. Nonetheless, there has been growing participation by the central government in education since the 1980s.

The question remains whether the Philippines can meet a higher demand for upper secondary education with an adequate teaching force. The current studentteacher ratio of 21.2 at that level is only slightly above the WEI average. Teachers salaries in public upper secondary schools are relatively attractive with a ratio, after 15 years of experience, to GDP per capita of 3.10, well over the WEI average of 2.10. However, the competitiveness of teachers salaries in public rural schools (compared with private schools), combined with small school size, can lead to high unit costs. It will, therefore, be interesting to see how the Philippines pursues a mixed public-private strategy to ensure access to upper secondary education regardless of the geographic or socio-economic background of individuals.

References: 1. UNESCO, Global Education Statics Center 2. Financing Education Investment and Returns Analysis of World Education Indicators, OECD, UNESCO, in cooperation of Mr. Ramon BACANI and Ms. Lilia ROCES.

FINANCING EDUCATION INVESTMENTS AND RETURNS

ANALYSIS OF THE WORLD EDUCATION INDICATORS

2002 Edition
For data tables see Annex A4.

UNESCO Study showed an increasing trend in Philippine Education. Literacy rate as well as enrollment rate were increasing from the early 1970 to 2000. Literacy rate was recorded at above 80% level in 1970 but 2008 data at UNESCO showed a 93.6% literacy rate for adult 15 years old above. When we inquire the state of something, we inquire about its condition. The answers that we get are about its present condition. We rarely pass judgment of its condition as good or bad, unless we have a prior knowledge of the its condition in the past. If we knew what its past condition was and we are given its present condition, we are therefore knowledgeable individuals which can pass judgment if it has gone from good to worse or the other way around. Therefore, to knowledgeably describe the present condition of the Philippine Education, I will have to have to assess its present condition basing its condition from the past. Increasing enrolment rates will allow for significant progress in human capital availability as better-educated young people join the workforce. Enrolment patterns, however, provide only part of the picture. The translation of increased access to school into increased availability of human capital depends critically on participation and the successful completion of higher levels of educational programmes (FINANCING EDUCATION INVESTMENTS AND RETURNS ANALYSIS OF THE WORLD EDUCATION INDICATORS, UNESCO 2002 Edition) A comparison of growth patterns between WEI and OECD countries or between WEI countries at different stages of industrialization further suggests that, while capital investment is most strongly associated with growth at early stages of industrialization, the role of human capital increases with industrial development and overall level of educational attainment and eventually takes over as a strong driver of economic growth.
Trends in enrolment and literacy rates, 19651999 Adult literacy rate (% of people aged 15 and above) Enrolment rate, primary (% gross) Enrolment rate, secondary (% gross) Enrolment rate, tertiary (% gross)

7 Another subset of countries, comprising Indonesia, Malaysia, Peru, the Philippines, Thailand and Zimbabwe, started from slightly lower levels of adult literacy or primary enrolment rates, but achieved considerable progress over the past 35 years. They all reached nearly universal participation rates at the primary level and dramatically increased participation in secondary and tertiary education. Progress was initially mainly confined to growth in secondary enrolment rates, but tertiary enrolment rates began to take off in the mid-1980s in Peru and Malaysia, and to a lesser extent in Indonesia, Jamaica and Zimbabwe.

The UNESCO recognized the important role of education and human capital in the performance of the economies of countries. Study conducted by the UNESCO showed that human capital is one of the most important engine of growth in Organization for Economic Cooperation and Development (OECD) countries for the past three decades (OECD 2000). This is the Philippine Education For All (EFA) 2015 Plan. This Plan for Action was developed by different Technical Working Groups (TWGs) of the DepEd who conducted a series of consultations with civil society, education experts, policy makers, teachers and administrators on what needs to be done to improve the quality of Philippine education. The TWGs finalized the EFA Plan of Action, which is to be implemented from the year 2005 until the year 2015.

What does the EFA Plan of Action hope to accomplish by 2015, the end of the implementation period? Lets analyze each goal by answering the questions. You may want to do this with a partner. 1. Universal Functional Literacy - The Plan envisions that all Filipinos will be functionally literate by 2015. But how can you tell that they are functionally literate? They are functionally literate according to the Plan if they possess: A range of skills and competencies cognitive (Intellectual) affective (emotional) and behavioral - which enables individuals to live and work as human persons, develop their potential, make critical and informed decisions and function effectively in the context of their environment and that of the wider community (local, regional, national, global) in order to improve the quality of their life and that of society. 2. Universal coverage of quality Early Childhood Education (ECE) for all 3-5 year-old children. Most communities have Early Childhood Education Programs to provide early childhood stimulation and development for children before they enter Grade One. These programs are provided by several institutions in the community. 3. Universal school participation and total elimination of drop-outs and repetition from Grades I-III. Are all 6-7 year-old children in your barangay enrolled in Grade I? Are they able to continue attending classes at least until Grade III? 4. Universal completion of the full cycle of basic education schooling with satisfactory achievement levels by all at every grade level. In the Philippine educational system, a child has to finish six (6) years of elementary and four (4) years of secondary education to complete the full cycle of basic education. Studies show that from 1989 to 2002 only 65 out of 100 pupils who enter Grade I finish Grade Six and only 46 finish secondary education.

8 5. Expand the coverage of the Basic Literacy Program for the 16 year old and- above and the Alternative Learning System (ALS) Accreditation and Equivalency Program for the 16 yearold and above who have less than 10 years of basic education. 6. Commitment of all Philippine communities to the attainment of basic education competencies for all Education for All by ALL. The ALL here again refers to the Filipino children in need of education. EFAs Critical Tasks Based on the goals of EFA, what are the critical tasks of the different education stakeholders? When we say stakeholders, we mean all those involved in the education of the child. They all have significant roles. As a teacher, since you are at the forefront of these critical tasks, your role is doubly important. The more important tasks for which your personal and professional commitment as a teacher is greatly needed are the following: (DepEd 2004, Philippine Education For All (2015 Plan of Action). 1. Make every school continuously perform better. Let us say there are 10 teachers in your school. If all of you teach very well and make sure your students learn, then you can say you have done your best to make your school better. If there are 10 schools in your town that are doing the same, can you say that you are helping make your town perform well? Multiply the efforts of all the schools in the country; can you imagine how your little effort in your school can go a long way? 2. Expand ECE coverage to yield more EFA benefits. If you have children of your own, you can start giving them the benefit of early childhood care and development. Talk to them. Tell them stories. Take them for a walk in your barangay. Answer all their questions. Enroll them in ECE Programs. Encourage other parents to do the same. These activities will keep them stimulated mentally. 3. Transform existing non-formal and informal learning options into a truly viable alternative learning system yielding more EFA benefits. As a teacher, you may be asked to handle non formal education classes. The ALS has a Basic Literacy Program which teaches illiterates basic reading, writing, and numeracy skills. There is also an Accreditation and Equivalency Program (A and E), which addresses the learning needs of school drop-outs who have not completed 10 years of basic education. 4. Get all teachers to continuously perform better. Whether you are a beginning teacher or an experienced one, you cannot stop growing. You have to continue to upgrade and improve your teaching skills. Read widely. Attend seminars. Observe effective teachers. Ask questions. 5. Adopt a 12-year cycle for formal basic education. This means adding two (2) more years to basic education. This is a matter to be decided by our legislators, our education authorities, and the parents. But since you also have a stake in education, your stand on the matter must be heard. Study the benefits of a longer basic education cycle and help convince parents to support a shift to it. The DepEd started to introduce an additional year with the optional High School Bridge Program. You learned about this Program in Module 1. Will you be happy if most of the elementary graduates of your school will be asked to attend the Bridge Program? What does it say about the quality of the graduates of your school? 6. Accelerate curriculum development. You are not expected to develop a new curriculum. What is expected of you is to know the curriculum by heart so that you will know what you are expected to teach in the different learning areas in the grade/year level you are handling. At the same time, try to conduct some studies on the curriculum so you will know whether the learnings are relevant to the needs and conditions of your pupils. If they are not, then try to make some modifications to make the curriculum more relevant.

MEDIUM TERM PHILIPPINE DEVELOPMENT PLAN 2004-2010 EDUCATION GOALS, STRATEGIES AND ACTION PLANS A. EARLY CHILDHOOD and BASIC EDUCATION Pre-school as a prerequisite to Grade 1 Close the classroom gap Install distance learning in conflict areas Upgrade Math, Science, English learning and teaching Institutionalize values formation Optional high school bridge program Strengthen Madrasah education B. TECHINICAL VOCATIONAL EDUCATION AND TRAINING (TVET) Ladderized interface between TVI and higher education Scholarship and assistance programs Improving TVET curricula and skill matching Tapping private sector, LGUs. NGOs in TVET education C. HIGHER EDUCATION Provide scholarships/financial assistance to disadvantaged sectors Distance learning Introduce the pre-baccalaureate program as a remedial scheme Develop centers of excellence which will have links with industry Curriculum upgrading/faculty development Rationalize creation and funding of SUCs

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Higher Education Enrollment and Graduates by Sector, Discipline Group, Sex and Academic Year: AY 2005/06 - AY 2009/10

Public and Private (Both Sexes)

Discipline Group
GENERAL EDUCATION SCIENCE AND TEACHER TRAINING FINE AND APPLIED ARTS HUMANITIES RELIGION AND THEOLOGY SOCIAL AND BEHAVIORAL SCIENCES BUSINESS ADMINISTRATION AND RELATED LAW AND JURISPRUDENCE NATURAL SCIENCE MATHEMATICS IT-RELATED MEDICAL AND ALLIED TRADE, CRAFT AND INDUSTRIAL ENGINEERING ARCHITECTURAL AND TOWN-PLANNING AGRICULTURAL, FORESTRY, AND FISHERIES HOME ECONOMICS SERVICE TRADES MASS COMMUNICATION AND DOCUMENTATION OTHER DISCIPLINES MARITIME

Total Discipline Group

GENERAL EDUCATION SCIENCE AND TEACHER TRAINING FINE AND APPLIED ARTS HUMANITIES RELIGION AND THEOLOGY SOCIAL AND BEHAVIORAL SCIENCES BUSINESS ADMINISTRATION AND RELATED LAW AND JURISPRUDENCE NATURAL SCIENCE MATHEMATICS IT-RELATED MEDICAL AND ALLIED TRADE, CRAFT AND INDUSTRIAL ENGINEERING ARCHITECTURAL AND TOWN-PLANNING AGRICULTURAL, FORESTRY, AND FISHERIES HOME ECONOMICS SERVICE TRADES MASS COMMUNICATION AND DOCUMENTATION

2005/06 22,518 361,774 11,282 25,860 7,143 64,092 531,017 18,840 22,903 10,701 242,799 549,658 309,320 19,667 63,913 5,562 13,576 23,781 104,267 74,601 2,483,274

2006/07 20,698 331,416 12,216 26,558 8,568 67,452 572,174 16,977 23,149 14,553 251,661 609,659 9,891 315,412 19,015 59,397 5,568 19,740 30,020 135,455 54,870 2,604,449

Enrolment 2007/08 2008/09 35,257 13,750 370,441 325,186 12,931 13,732 29,241 28,287 7,884 7,804 73,512 72,196 612,481 649,549 18,159 19,293 25,044 22,641 12,688 14,636 280,596 300,882 547,595 517,319 5,799 4,330 311,437 319,775 19,288 18,004 58,168 63,315 4,952 4,847 23,951 26,814 28,385 29,132 107,452 108,450 69,033 65,443 2,654,294 2,625,385

2009/10 14,198 352,046 16,682 28,089 6,943 76,546 724,215 20,144 24,127 12,154 348,462 440,335 3,833 344,662 20,441 59,692 5,149 36,355 30,994 117,448 88,450 2,770,965

2004/05 3,817 70,837 1,703 5,192 1,320 13,588 102,628 3,989 4,267 2,042 38,567 61,916 49,270 2,762 12,803 1,206 1,881 4,398

2005/06 2,748 66,362 1,749 4,436 1,473 12,176 94,819 2,744 3,795 2,204 38,435 86,373 2,898 48,951 2,663 13,040 1,075 2,233 4,506

Graduates 2006/07 2007/08 3,411 1,964 70,711 63,682 1,796 2,118 4,645 4,429 1,392 1,403 11,937 11,493 95,646 93,273 2,792 3,260 3,768 3,609 1,787 2,115 35,901 38,665 110,312 121,401 1,528 1,221 49,617 48,464 2,401 2,277 12,528 11,181 877 942 2,355 2,434 4,439 4,258

2008/09 1,562 56,777 2,137 4,678 1,131 12,506 106,746 2,931 4,194 2,105 45,830 128,057 946 48,448 2,286 9,842 952 3,490 5,454

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OTHER DISCIPLINES MARITIME

Total 3,500,000 3,000,000 2,500,000 2,000,000 1,500,000 1,000,000 500,000

15,422 12,020 409,628

19,963 8,801 421,444

15,463 11,121 444,427

16,197 10,429 444,815

17,814 11,768 469,654

Enrolment Size GENERAL EDUCATION SCIENCE AND FINE AND APPLIED ARTS HUMANITIES RELIGION AND THEOLOGY SOCIAL AND BEHAVIORAL BUSINESS ADMINISTRATION LAW AND JURISPRUDENCE NATURAL SCIENCE MATHEMATICS IT-RELATED MEDICAL AND ALLIED TRADE, CRAFT AND INDUSTRIAL ENGINEERING ARCHITECTURAL AND TOWN- AGRICULTURAL, FORESTRY, AND HOME ECONOMICS SERVICE TRADES MASS COMMUNICATION AND OTHER DISCIPLINES MARITIME Graduate Size

Figure 1 Tertiary Enrolment & Graduation Size

Performance Indicator 2005-2010 (Average) Elementary Level

101.18% 84.53% 73.70% 71.67% 96.57%

6.40% Gross Enrolment Rate1 Participation Rate (or Net Enrolment Rate)2 Cohort Survival Rate Completion Rate Dropout Rate Transition Rate2 (or School Leavers Rate)

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DEFINITION OF TERMS
Schools refer to the number of schools according to the level of education it offers. For instance, a school which offers both elementary and secondary levels is counted as one elementary and one secondary school. Enrolment is the actual count of the total number of pupils/students who have registered as of August 31 in a given school year. The data of the laboratory schools of SCUs, CHED and TESDA supervised schools are included Teachers refer to the number of teachers holding position titles of Master Teachers III and Teachers I-III. The data are based on Basic Education Information System School Statistics Module. Performance Indicators refer to the several key indicators that can be computed and utilized for evaluating the educational systems performance at various levels. Gross Enrolment Rate refers to the total enrolment in a given level of education as a percentage of the population which according to national regulations should be enrolled at this level, i.e., age 6-11 for elementary and 12-15 for secondary. It is a measure of the capacity of a regions elementary and secondary schools. Participation Rate or Net Enrolment Rate is the ratio between the enrolment in the school-age range to the total population of that age range. Cohort Survival Rate is the proportion of enrolees at the beginning grade or year who reach the final grade or year at the end of the required number of years of study. Completion Rate is the percentage of first year entrants in a level of education who complete/finish the level in accordance with the required number of years of study. Dropout Rate or School Leavers Rate is the proportion of pupils/students who leave school during the year as well as those who complete the grade/year level but fail to enrol in the next grade/year level the following school year to the total number of pupils/students enrolled during the previous school year. Transition Rate (from primary level to intermediate level, Grade IV to Grade V; elementary to secondary) is the percentage of pupils who graduate from one level of education and move on to the next higher level. National Achievement Rate refers to the degree of performance in different subject areas in various levels of education. Mean Percentage Score (MPS) indicates the ratio between the number of correctly answered items and the total number of test questions or the percentage of correctly answered items in a test. Teacher-Pupil/Student Ratio is the proportion of the enrolment at a certain level of education in a given school year to the number of authorized nationally paid positions for teachers at the same level in the same school year Functionally Literacy Rate is the percentage of the population 10-64 years old who have higher level of literacy which includes not only reading and writing skills but also numerical skills.

RES

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Performance Indicator 2005-2010 Average Secondary Level

99.53% 81.30% 60.10% 76.56% 71.63%

8.78% Gross Participation Cohort Completion Dropout Rate Transition Enrolment Rate (or Net Survival Rate Rate (or School Rate2 Rate1 Enrolment Leavers Rate) Rate)2

14,000,000 12,356,061 12,000,000 10,000,000 8,000,000 6,000,000 4,000,000 2,000,000 409,578 0 Pre-School Private Pre-School Public Elementary - Elementary Private Public Secondary Private Secondary Public 1,080,731 1,318,285 5,229,260

695,475

Enrolment by Level 2005-2010 Average

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ENROLMENT CHART 2005-2010

16000000 14000000 12000000 Axis Title 10000000 8000000 6000000 4000000 2000000 0 Pre-school Enrolment 911,899 961,397 1,002,223 1,175,101 1,474,644 Elementary Enrolment 13,006,647 13,145,210 13,411,286 13,686,643 13,934,172 Secondary Enrolment 6,298,612 6,363,002 6,506,176 6,763,858 6,806,079 Tertiary Enrolment 2,483,274 2,604,449 2,654,294 2,625,385 2,770,965

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

400,000 350,000 300,000 250,000 200,000 150,000 100,000 50,000 6,500 0 Elem. Schools Private Elem. Sec. Schools Sec. Schools Elem. Elem. Sec. Sec. Schools - Private - Public Teachers - Teachers - Teachers - Teachers Public Private Public Private Public No. of Schools & Teachers 2005-2010 Average 37,476 4,331 5,246 48,673 52,880 133,262 348,968

Philippines 0.5 0.5 0.5 10.0 9.9 10.0 1.02 1.4 ** 1.3 ** 1.6 ** 1.24 **