POLYTECHNIC UNIVERSITY of the PHILIPPINES

(PUP) Sta. Mesa, Manila

Education Service Contracting (ESC) Scheme: Its

Implementation and Sustainability

FRANCIS C. MACALINAO

CHAPTER I
The Problem and Its Background

INTRODUCTION
Today, access to education is widely recognized as a basic human right, both an important
end in itself as well as means to achieving the Millennium Development Goals (MDGs). The role
of the State in delivering that right is legally codified in their commitments to the international
rights treaties. However, governments face persistent constraints in ensuring the financing and
provision of services of sufficient quality in an equitable manner. As a result, there has been
increasing call for a wide range of private providers, whether it is for-profit entities, nongovernmental, community-based, or faith-based organizations, to play an active role in
education. The growth of the private sector has been fuelled, on the one hand, by conscious
policy design and, on the other, by voluntary, demand-driven factors related to increased access
and better quality education. The private sector has come to play a significant role in providing
education to the poor.
A number of governments have responded to challenges in the school sector by
introducing market-based policies that emphasize choice, management autonomy for schools and
accountability for results. One relatively recent trend in education policy is the use of contract
schools, whereby governments contract out the delivery of schooling to private sector
organizations.
Contracting can be defined as a purchasing mechanism used to acquire a specified
service, of a defined quantity and quality, at an agreed-on price, from a specific provider, for a
specified period (Taylor 2003: 158). Contracting implies an ongoing exchange relationship,
supported by a contractual agreement. For the purposes of this paper, contracting involves a
government agency entering into an agreement with a private provider to procure a service or a
bundle of education services in exchange for regular payments.
Contracting has been widely used by government agencies to procure a broad range of
services, including transportation, cleaning, refuse collection and fire protection. While
contracting for social services is less common, private entities (and particularly not-for-profit
organizations) have long played an important role in the delivery of services such as child care,
employment counseling and welfare support.
Historically, governments have made considerable use of contracting for non-core
educational services such as school transport, food services and cleaning. However, recent years
have seen a broadening in the scope of contracting undertaken in the education sector. There are
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now a number of examples of governments contracting directly with the private sector for the
delivery of core education services.
This study looks into how the Educational Service Contracting (ESC) scheme
implements their programs and its influence on the performance of private secondary students
particularly on students communication skills.
Under Educational Service Contracting scheme, or ESC, is a program provided for by
Republic Act 8545 (amending R.A. 6728), or the Expanded Government Assistance to Students
and Teachers in Private Education, or GASTPE. Its main objective is to decongest public
secondary schools by contracting the excess capacities of private high schools through the
provision of subsidies for students who, otherwise, would have gone to the public high schools.
Students are selected according to the family income, depending upon their Income Tax Return
(ITR). Assistance under this program is generally restricted to students at institutions charging
very low fees and preference is generally given to students whose family income is not more
than Php 2,000.00. The scheme is administered by the Fund for Assistance to Private
Education (FAPE), a private non-profit organization. The Department of Education (DepEd)
introduced this program for schools participating in ESC, which aims to address concerns about
the quality of education at some schools.
Current estimate shows that high percentage of Filipino children live in poverty. In order
to serve them well, educators must understand the particular experiences and challenges these
children face. This has serious implications for how teachers come to understand the nature and
causes of poverty and it must direct well-intentioned efforts to educate poor children by
disregarding the larger social context in which they live and are expected to succeed.
An examination of the extent to which the ESC is implemented and sustained has been
given impact and attention to find out how it addresses its support program to Mindoren os. The
framework of the study provided its goals and objectives and its structural programs and how it
is implemented and sustained. Fostering stronger working relationships with the academic
institutions, the private sector is called for.
Hence, this research is aimed to analyze the framework of ESC and how it is
implemented and sustained in the private secondary schools in 1st District of Oriental Mindoro.

THEORETICAL FRAMEWORK
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This is anchored on some theories which show its relationship to the study.
Katz Functional Theory of Attitudes stressed the desired outcomes and Social Influences
Theories. For Katz, functions are the outcomes sought by human actors that explained their
attitudes and actions. A function is an underlying motivation. According to Katz, at various times
and under various circumstances, humans are motivated by the desire to attain rewards and avoid
punishments to simplify our mental worlds. He argues that every act we engage in, whether
mental or behavioral, results in the enhancement or negotiation of one or more functional
outcomes; any attempt to control or influence others must account for the importance of each
function in the individuals life. It is useful since it broadens discussion of communication
outcomes by considering some basic ends desired by human. The knowledge of function is based
on an individuals need to structure students world. It is based on a search for meaning on a need
to organized beliefs in a clear, coherent and consistent manner. Humans often seek ordered and
balanced views of the world, the attitude they hold can provide the necessary conceptual
consistency and simplicity.
Another theory is based on Wiemanns Communicative Competence Model which
focuses on patterns of verbal and non-verbal behaviors that allow individuals to be perceived by
others as competent communicators. He sees communicative competence as the ability of an
interactant to choose among available communicative behaviors in order that he may
successfully accomplish his own interpersonal goals during an encounter while maintaining the
face and line of his fellow interactants within the constraint of the situation.
Wiemann says, the competent communicator balances two possible conflicting goals. On
one hand the individual wants to accomplish a personally defined goal, yet on the other hand, he
or she recognizes that this cannot be accomplished at the cost of the other that relational
maintenance is also crucial. The competent communicator is the person who can have his way in
the relationship while maintaining a mutually acceptable definition of that relationship. The
competent communicator is perceived as being supportive to his or her partner, emphatic and
relax during interaction and flexible in reactions to others. He or she is also skillful at managing
the flow of interaction and at regulating the direction of interaction. The competent
communicator knows how to use appropriate acts of verbal and non-verbal cues in all these
areas.
Jean Piaget (1896-1980) believed that cognitive development occurs in stages and that
the stages occur in a fixed order and are universal to persons everywhere. He identified the
following stages: sensorimotor, preoperational, concrete operational, and formal operational.
According to Piaget, for learning to occur, an individual must be able to assimilate new
information into existing cognitive structures or schemes; that is, the new experience must
overlap with previous knowledge. Behavior becomes more intelligent as coordination between
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the reactions to objects becomes progressively more interrelated and complex. Cognitive
development begins in the sensorimotor stage (which is evident from birth until about 2 years of
age) with the babys use of the senses and movement to explore its world. In the preoperational
stage (from about 2 years of age until about age 6 to 7), action patterns evolve into the symbolic
but illogical thinking of the preschooler. In this stage, language ability grows rapidly (Berk,
2003; Bigge & Shermis, 1999). In the concrete operational stage, cognition is transformed into
the more organized reasoning of the school-aged child (age 6-7 until about 11 or 12). Abstract
reasoning begins with the formal operational stage of the adolescent where youth are able to
construct ideals and reason realistically about the future (Berk, 2003; Ormrod, 2004).
In Piagets work, it is the schemes, or psychological structure, that change with age.
Individuals build new schemes by adapting their experiences into previous knowledge.
Assimilation and accommodation process make up the adaptive process (Berk, 2003). Many
adults, however, have not developed complete formal operational thinking and need concrete
examples before being presented with abstract ideas. Thus, it is important for the teacher to
present information in a manner appropriate for the stage of development. The APN has no
formal means of testing an individuals cognitive development stage, but must rely on the
individuals verbal interaction during the assessment process.
Albert Bandurs (1977) Social Learning Theory was based on the concept of reciprocal
determinism and concerned with the social influences that affect learning (eg, groups, culture,
and ethnicity)). In this theory, environment, cognitive factors, and behavior interact with one
another so each variable affects the other two. For example, people learn from the continual
bombardment of environmental stimuli without being aware that they are doing so.
Banduras theory focuses on how people learn from one another and encompasses such
concepts as observational learning, imitation, and modeling (Bandura, 1977). Many behaviors
that people exhibit have been acquired through observation and modelling of other. Individuals
can imitate behaviors of some they admire. For example, teenagers often imitate the behavior of
their latest movie or rock star idol, or a nursing student may imitate the behaviors of a teacher.
Learning by watching or listening to others (vicarious learning) can occur without
imitating the behaviors observed. In this instance, people can verbally describe the behavior, but
may not demonstrate it until later, when there is a need to do so. Students learn from each others
experiences, but may not have an opportunity to implement the learning until they graduate.
In recent years, Bandura has focused more on the underpinnings of constructivism and
social cognition. He has stressed that the learner is actively involved with the environment
through personal selection, intentionally, and self-regulation of the learning process based on his
own filter of the world. People may actively select their own role models and regulate their
own attitudes and actions regarding learning. An important finding of Banduras research for
health care professionals is that self-efficacy promotes learning and productive human function.
5

CONCEPTUAL FRAMEWORK

Process

Input

Output

Framework of
Education Service
Contracting (ESC)

Goals
Governance
Instructional
Programs
Student
Services
Social
Cohesion

Survey
Data
Gathering
Data Analysis
Data
Interpretation

An analysis of
Education Service
Contracting (ESC)
Scheme and its
Implementation and
Sustainability

Sustainability and
Implementation

Registration
Criteria
Evaluation of

Fig 1.
Shows the relationship of impact variables which contains the Framework of ESC and its
Sustainability and Implementation while in the process contains the survey, data gathering, data
analysis and data interpretation, meanwhile the output variable contains the analysis of ESC
scheme and its implementation and sustainability.

HYPOTHESIS
There is no significant relationship between the framework of the Education Service
Contracting (ESC) and steps to sustain and implement the program.
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STATEMENT of the PROBLEM

This study is aimed to determine the framework of the Education Service Contracting
(ESC) and its steps formulated to sustain and implements its program.
It seeks to answer the following questions:

1. What is the framework of Evaluating Education Service Contracting (ESC) in

terms of :
1.1 Goals / Objectives
1.2 Administration / Governance
1.3 Instructional Assessment
1.4 Student Services
1.5 Social Cohesion
2. What are the steps formulated by ESC to sustain its implementation in terms
of :
2.1 Registration Criteria
2.2 Evaluation of Program Outcomes
3. Is there a significant relationship between the framework of Education Service
Contracting (ESC) and its steps to sustain and implement the program?

SCOPE and LIMITATION

This study is an attempt to analyze the Educational Service Contracting (ESC), Its
Implementation and Sustainability in selected private secondary schools in 1st District of
Oriental Mindoro. These schools are Agustin Memorial Academy (AGMA), Divine Word
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College of Calapan (DWCC) High School Department, Good Shepherd Academy (GSA), Grace
Mission College Inc., Lakeside Institute, Luna Goco Colleges, Inc., (LGC) Basic Education
Department, Naujan Academy, Northern Mindoro Academy and Puerto Galera Academy. The
school principal, guidance counselor, encoder and other school personnel are the respondents of
the study. This is mainly a descriptive report; it does not evaluate, appraise and compare/contrast
practices of different private schools. It intends to examine about the Education Service
Contracting (ESC) implemented in the secondary private schools in 1st District of Oriental
Mindoro. The program Educational Service Contracting (ESC) will serve as the basis of the
study to determine how this program is implemented in the selected schools in 1 st District of
Oriental Mindoro.
The respondents will be asked about the status of Education Service Contracting (ESC)
as to its goals and objectives, administration and governance, instructional assessment, student
services and social cohesion. They will also be interviewed on how Education Service
Contracting (ESC) is sustained and implemented the registration criteria and evaluation of the
program outcomes will also be described by the respondents.
Interviews and questions for School Heads / Encoders will also add a comprehensive
approach to the evaluation of ESC.

SIGNIFICANCE of the STUDY

Findings of the study will provide broad and vital information regarding the
Implementation and Sustainability of Education Service Contracting (ESC) in different
secondary private schools in 1st District of Oriental Mindoro.

The findings of the study will be beneficial to the following:

Education Service Contracting (ESC) Implementer. The findings of the study will aid
in the formulation and adaptation of quality assurance measures in addressing problems in access
of quality education.
School. The result of this study may also serve as framework for various programs and
strategies to be employed in implementing the Education Service Contracting (ESC). Thus,
appropriate strategy and action may be formulated. With the help of this study, the school can
devise plans in having the Education Service Contracting (ESC) program more fruitful. Schools
will be made responsible not only to deliver instruction but to take all steps to ensure that
students meets the standards.
Students. It will be beneficial to students beneficiaries of the ESC. A favorable schoolparent relationship may serve as students motivation in improving their intellectual skills with
the use of the ESC program. The motivating factors that will start from the initiative of the
school principal may help the students to be more enthusiastic in learning process.
Future Researchers. This study will help to encourage future researchers to conduct the
most vital part of the Education Service Contracting (ESC) Program. The study may propel them
to go into related area or they may study further about the Implementation and Sustainability of
ESC for other perspective. This may also provide data bases for further innovation of this
research study.

DEFINITION of TERMS
For better understanding of the study, the following words are operationally defined.
Educational Service Contracting (ESC) It is a scheme of scholarship aid wherein the
government contracts with private schools to enroll students in areas where there
is a shortage of place in public high school.

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Adequacy Is defined as the level of school funding at which it is financially possible to deliver
an adequate education to all students.
Effectiveness Is demonstrated capability to reach goals.
Good performance Is a term that is associated with self-image and positive self image in turn
enhances achievement.
GASTPE -Expanded Government Assistance to Students and Teachers in Private Education
FAPE - Fund for Assistance to Private Education, a private non-profit organization.

Students aspirations Are expectations of students for level of education to be achieved and
occupational choice.
Goals are long-term aims that you want to accomplish. There is no set way in which to
measure the accomplishment of your goals. You may feel that you are closer, but
since goals are de facto nebulous, you can never say for sure that you have
definitively achieved them.
Objectives - are concrete attainments that can be achieved by following a certain number of
steps. It can be measured. Simply phrase your objective in the form of a question.
Administration / Governance the traditions and institutions by which authority in a country is
exercised for the common good. This includes (i) the process by which those in
authority are selected, monitored and replaced, (ii) the capacity of the government
to effectively manage its resources and implement sound policies, and (iii) the
respect of citizens and the state for the institutions that govern economic and
social interactions among them. Governance, on the other hand, conveys the
administrative and process-oriented elements of governing rather than its
antagonistic ones.
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Instructional Assessment refers to the wide variety of methods that educators use to evaluate,
measure, and document the academic readiness, learning progress, and skill
acquisition of students from preschool through college and adulthood.
Student Services activities whose primary purpose is to contribute to the student's emotional
and physical well-being and to his or her intellectual, cultural, and social
development outside the context of the formal instruction program. It includes
expenditures for student activities, cultural events, student newspapers, intramural
athletics, student organizations, intercollegiate athletics, counseling and career
guidance (excluding informal academic counseling by the faculty), student aid
administration, and student health services.
Social Cohesion is commonly used in policy reports, debates or plans. Also defined as
solidarity or togetherness and sometimes related to community cohesion.

CHAPTER II
Review of Related Literature

This chapter presents the reading surveyed on and database documents which are
significant research materials in this study. The purpose is shown that the content of the subject
matter in this study are supported by the authorities.

Foreign Literature
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Educational services are often not tangible and are difficult to measure because they
result in the form of transformation of knowledge, life skills and behavioral modifications of
learners (Tsiniduo, Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon
definition of quality that is applied to education field. The definition of quality of education
varies from culture to culture (Michael, 1998). The environment and the personal characteristics
of learners play an important role in their academic success. The school personnel, members of
the families and communities provide help and support to students for quality of their academic
performance. This social assistance has a crucial role for the accomplishment of performance
goals of students at school, (Goddard, 2003)
Theory of Educational Productivity by Wilber (1981) determined three groups of nine
factors based on affective, cognitive and behavioral skills for optimization of learning that affect
the quality of academic performance: Aptitude (ability, development and motivation); instruction
(amount and quality); environment (home, classroom, peers and television) (Roberts, 2007).
Based from form Coleman, et al (1996), the ESC resulted from a confluence of trends. It
was inspired by the busing of black children from public schools into integrated schools during
the days of desegregation in the U.S. as a mean to improve educational quality.
From Belfield and Wooten (2003), the governments role should be to spell out the
desired outputs and performance standards, set penalties for failure to achieve and rewards for
success and then leave providers to decide the best way of organizing themselves to deliver the
required outputs to the specified standard. The need for flexibility is especially true in the area of
staffing and employment, but it is also relevant in other areas such as curriculum, budget
allocation etc.
Slavin (1989) noted the tendency for education practices to swing from one fad to
another. He stated If education is ever to made serious generational progress, educators must
somehow stop the pendulum by focusing their efforts to improve education on programs that are
effective rather than those are merely new or sound good (p.758). Central to Slavins concerns
is the notion of generational progress. To have generational progress we must have a system in
place that ensures that the next generation of instructional efforts represents an improvement
over the previous generation. Generational progress can occur in a number of instructional
contexts. A school district can examine the test data from year to year, and use that information
to make adjustments that ensure that the most effective practices are retained and that the less
effective practices are replaced with more effective practices. A teacher can examine the
instructional program implemented with one group of learners and use the information on learner
changes to ensure that a more effective version of that program is used with the next group of
learners.
Generational progress is difficult to achieve if we are not clear about what we area
teaching and why we are teaching it. Additionally, we must be clear about the instructionally
13

relevant characteristics of our learners, particularly the prerequisites needed for success in each
instructional program. If our instructional programs are not clear and replicable, then
generational progress is not possible, except by accident. We need to know how and why one
generation of instructional effort differs from the previous generations.
According to Education and Employment Committee (2000), contracts with private
managers should be long enough to encourage private sector to invest. In many instances,
contracts are relatively short 3 to 5 years. This can potentially reduce investment and interest in
the sector. It also provides little time for institutions to improve the performance of the schools
which can be often taken 5 or more years. Contracting agencies could opt for longer contracts
with private firms managing public schools.
Harding (2002), stated that a key to successful contracting is to ensure that the
contracting agency has both the information and skills required to developed and manage a
rigorous contracting process. In effect, the contracting agency should undergo an evaluation to
ensure its fitness to undertake the complex task of contracting for education services.
In addition, Snell (2002) argues splitting policy functions from service delivery creates
incentives for government to become more discriminating consumers, looking beyond
government monopoly providers to a wide range of public and private providers.
On the other side some scholars discussed the effect of aid to economic growth. One of
the earliest studies of the effect of aid on economic growth was conducted by Voivodas (1973).
Voivodas found that for a sample of 22 least developed countries from 1956 -1968 aid has a
negative impact on economic growth.
Vasquez (1998) reached a similar conclusion. Using a sample of 73 countries from 1971
to 1195, he studied the effect of bilateral aid and multilateral and found that neither aid per capita
nor aid as ratio of GDP is positively related to economic growth. Rather, he found that aid as a
percentage of GDP is negatively related to economic growth. He also found that increasing aid is
not related with any factor that would enhance economic growth.
Further, Hudson and Mosley (2004), Islam (2003) and Dalgaard and Hanse (2004)
studied aid, focusing on its rate of return. They found that aid may have a diminishing return;
thai is, the impact of aid on growth becomes negative after a certain threshold is reached. The
threshold level of aid as a ration of GDP varied from 25 percent to 45 percent.
In contrast, some studies found that aid have positive effect on economic growth.
Dowling and Hiemenz (1982) studied the effect of aid on economic growth in Asian continent.
They used a sample of 13 countries receiving a substantial amount of aid. After controlling the
effect of trade, finance and government intervention, they found that aid has positive and
significant effect on economic growth. Similarly, Levy (1988) studied that effect of aid in a
14

sample of Sub-Saharan African Countries from 1968 to 1982 and found a significant and positive
relationship between the ration of aid to GDP and economic growth.
In sum, over 3 decades of the empirical literatures on the study of impact of aid shows
that the effect of aid on economic growth is ambiguous. In one study aid is found to have
positive effects on economic growth; in another study aid is found to have negative effects on
economic growth. In some studies, the effect is not clear cut.
A project proposal of the World Bank in cooperation with BNPP (The Bank-Netherlands
Partnership Programme) says that constraints on public budgets and human resources for health
and education mean that governments need to find cost-effective ways of drawing on the private
and nonprofit sectors for delivery of services and getting the best performance out of publicly
paid providers (Draxler, 2008).
In Canada, in addition to costing $32 million more than if they had been publicly
financed, the motives underlying the Nova Scotia P3 project were political this arrangement
allowed the government to keep the cost of the schools off its books in an attempt to reduce the
apparent size of the provincial deficit (Robertson, 2003, cited in Froese-Germain, 2004).
Moreover, it is often argued that the fiscal characteristics of the PPPs are exactly the same as for
public debt, except that these funds are more expensive and less flexible and that the
macroeconomic effects of infrastructure investment will be exactly the same whether the
investment is made collectively through the public sector or by select private firms (Quiggin,
2002 in Sheil, 2002). Analysing the reasons for governments of all political persuasions taking
this path, Sheil (2002) maintains that the only available conclusion is that, effectively, our States
have become imprisoned within their own populist anti-public debt rhetoric. Under the present
circumstances, where pressure for public infrastructure investment is intense, PPPs are attractive
because they offer the governments a way to take on debt-equivalent obligations, while avoiding
the appearance of having done so.
It is a model of emerging market. Though the political orientation of Taiwan, R.O.C. is
controversial, the economic and educational performance, as a matter of fact, is competitive to
those top ranking countries. However, due to global economic recession and a mammoth deficit
after the Democratic Progressive Party seized the reins of government, both parties introduced
PPP into education to lighten the burden of education budget. NGOs and non-profit organizations
fought hard for the legislation of securing education budget expenditure of 21.5% of average net
government revenue over the previous 3 years. So the education system in Taiwan is mainly
public-funded (public schools in all levels make up more than 90%). What also differs from
other countries is that the normal universities were able to pick up students from the top ranking
in the early days, and ensured the graduates with teaching vacancies, so the performance of
Taiwan education is usually one of the best. However, the government, under the pressure of
economic gloom and financial deficits, deliberately ignores the background of successful
education outcomes and leads scholars and civil organizations, which gain benefits from the
15

government, to criticize and make the public to believe the education should be even better.
During the period of 1995 and 1999, the policy of opening the education market and stimulating
competition between teachers suggested that teachers and schools were merely business centers
with knowledge supply, which misled the public to demand teachers offering better service.
Massive numbers of outstanding teachers therefore withdrew from schools and the government
continuously reduced education budget to decrease the deficit, so the quality of education has
been deteriorating rapidly in the past ten years, which raised even more vigorous critics toward
education. Inverting cause and effect constructs a good environment for the government to
introduce PPPs into education and deceive the public that PPPs could help to offer a better
education. The rights-based education has been replaced by profit-oriented one. Education is
seen as a tool to create value of outputs for the country; therefore, education quality is more
worsened and PPP is more popularized. Though PPP is not widely demonstrated in Taiwan yet,
the tendency of the government to collaborate with private sectors is evident. Emerging cases of
PPP in Taiwan include contracting out school meals, canteen service, and security services. And
above all, the government plans to amend laws so as to legalize PPPs in education (contribution
of NTA).
Instead of engaging a private organization to operate a public school, some governments
contract out the enrollment of students in private schools, thus, in essence, buying outputs. By
paying for students to enroll in existing schools, governments can quickly expand access without
incurring any up-front expenditure on constructing and equipping new schools. Other
governments contract out students enrollment in specialized services that are not available in the
public sector. Thus, the concept of contracting out education services involves using public funds
to underwrite individual student enrollment in existing schools. This type of contract can be
targeted to specific students and groups, such as low-income, disadvantaged, or problem
students. Contracting for education services also makes it possible to leverage private schools
investments in their school capital assets by sending publicly funded students to these schools.
As a result, the publicly funded students receive a higher quality education than if the cost of
their education had been restricted simply to the amount of public funding spent on them. Also, if
the contracted schools are willing to subsidize publicly funded students from the fees paid by
their paying students (as many nonprofit schools do), this form of contracting allows publicly
funded students to benefit from the higher fees paid by privately funded students (World Bank
2006). This type of contract enhances accountability in two ways. First, schools are subject to
competitive pressures because parents and students are able to choose from among public and
private schools. Second, in some cases school operators are selected through competitive
processes that give schools an incentive to improve their services. Moreover, accountability is
assured by pre-existing school governance and oversight arrangements, such as school boards,
boards of trustees, and parent committees (World Bank 2006).
Kim, Alderman, and Orazem (1999) evaluated a subsidy program in Pakistans
Balochistan province. The budget allocation for the program was smaller than the resources
16

needed to cover all the target population. For this reason, the authorities decide to run a lottery to
decide who should benefit. Kim, Alderman, and Orazem (1999) found that the program had had
a positive impact on girls enrollment rates. However, because the baseline treatment and control
groups had important differences, it is unclear whether the differences in enrollment between
beneficiaries and non-beneficiaries can be attributed to the program or to other differences in
their characteristics.
Uribe et al. (2006) is one of the few attempts to quantify the ways in which PPPs affect
education outcomes. Hoxby and Murarka (2007) present some evidence of the relationship
between certain traits of charter schools and education outcomes. Also, Bettinger, Kremer, and
Saavedra (2008) present evidence on how students acquire skills in private vocational. There is
an extensive empirical literature on vouchers that is technically sound. In contrast, the literature
on subsidies, private management, and private finance initiatives is less abundant, with most of
the evidence on private management consisting of studies of the charter school experiment in the
United States. It is critical for researchers to explore further the relationship between PPPs and
education outcomes.

Local Literature
The Government Assistance to Students and Teachers in Private Secondary Education
consisting of the Education Service Contracting (ESC), which is the demonstration of the
Governments commitment to maintain the viability of private education as a key partner in the
delivery of quality basic education.
The 1987 Philippine Constitution, Article XIV of the 1987 Constitution of the Republic
of the Philippines provides the legal basis for the Education Service Contracting (ESC) as
articulated in the following provisions:
The State shall protect and promote the rights of all citizens to quality education at all
levels and shall take appropriate steps to make such education accessible to all. (Sec. 1)

17

It is the policy of the state to establish and maintain a system of scholarship grants,
student loan programs, subsidies and other incentives which shall be available to deserving
students in both public and private schools, especially to the underprivileged (Sec. 2-3)
The State recognizes the complementary roles of public and private institutions in the
education system. (Sec. 4-1)
Republic Act 8545 (amending R.A. 6728), otherwise known as the Expanded
Government Assistance to Students and Teachers in Private Education (GASTPE), stipulates
that it is the declared policy of the State, in conformity with the mandate of the Constitution, to
promote and make quality education available to all Filipino citizens. The ESC has become a
symbol of private-public school partnership in making quality secondary education accessible to
all Filipino children.
From the article written by Agahob (2012) on New education contracting scheme takes
place Deped Education Service Contracting (ESC) is aimed at demonstrating and improving
access to quality secondary education through government extension of financial assistance to
deserving elementary school graduates who wish to pursue the secondary education in private
schools.
According to the article of Alba (2010), Education Service Contracting (ESC) has been
practiced by the Philippine government since 1980s but in different name, the Public-PrivatePartnership (PPP) in education. Two factors lead to the application of this strategy. One is the
need to accommodate the growing number of school-aged children. Two is the need to respond
to the call for universal access to basic education.
Based from Porio (2009), FAFE executive director, ESC and EVS programs are systems
of government financial assistance that provide grants for deserving elementary school graduates
to pursue secondary education in a private high school of their choice. The main objective of the
EVS is to decongest overcrowded public secondary schools by utilizing excess capacities in
private schools. It is a four-year funding commitment by the government to a beneficiary coursed
through a program participating private high school.
From Davao Association of Catholic Schools (DACS), ESC was a response to stresses
and strains at the high school level in both the public and private school sectors in the 70s up to
the mid-80s. With the looming congestion problem, the Ministry of Education, Culture and
Sports (MECS) commissioned FAPE to conduct a feasibility study on the ESC and later pilot
trials in Region VIII. The results showed that the ESC was a cost-effective way of delivering
education.
In recognition of its viability, the ESC was allocated five million pesos in the 1986
budget as one of the thrusts of the Ministry of Education. In the 1987-1992 Philippine
18

Development Plan, it was identified as a strategy in providing equitable access to education. The
ESC was institutionalized as one of the GASTPE programs in 1989.
For over 20 years, the ESC has been on a fast-forward growth. In 2011-2012, the ESC
budget amounted to 3.61 billion that enabled 634,860 students to study in 2,860 participating
secondary schools. The ESC is a concrete demonstration of a strong private-public sector
partnership in making secondary education accessible to Filipino children.
Paras (2009) on the other hand reported that due to the failure of DepEd to conduct a
program audit of ESC, ESC participating schools and students as provided in the contract with
Private Education Assistance Committee (PEAC) and monitor the implementation of GASTPE
resulted in the inability to verify the existence of participating schools and the identity of
students enrolled there in and validate attainment of the programs objectives.

Foreign Studies
From the report of Education International (2009), a global union federation representing
more than 30 million teachers, professors and education workers from 171 countries,
introduction of PPPs in education addresses issues such as new financing arrangements to enable
governments to bring forward their works programmers, and meets the demand for new projects;
it brings additional new skills and tighter discipline which focuses on the planning and delivery
of building projects and their associated services; it provides innovation in the planning and
delivery of services and especially in financing arrangements; and it provides greater discipline
to procurement processes. On the other hand they oppose the outsourcing of education and
related services that are traditionally provided by public education systems and institutions.
A recent review (World Bank 2005) of the available evidence on contracting experiences
around the world indicated that: (a) contracting with schools to enroll publicly funded students is
used extensively and has proven to be a good strategy for rapidly expanding access to education,
while avoiding large public sector capital costs; (b) contracting for support services (meal
provision, facility maintenance) is also used extensively, usually with positive results; (c)
contracting for management services is one of the most important issues, but it is also very
difficult to implement, not least because of the challenge of identifying measurable and verifiable
performance criteria; (d) contracting a private actor to operate a public school has proven
controversial in some countries, regardless of results; (e) a few countries are experimenting with
contracts for private financing and construction of schools; (f) an extension of the private finance
model is contracting for private actors to run schools, as well as finance and build them, a model
that has not yet been tried in education; and (g) contracting for professional services (curriculum
design) is also fairly easy to specify and monitor.
The review also concluded that there was little evidence on the effectiveness of most
forms of contracting, especially outside of the United States, and especially beyond vouchers.
Therefore, more evaluations, rigorous, and random if possible, are needed, on what works,
where, why and how.
19

According to India Infrastructure Report (2012) in private sector of education by the

IDFC foundation, India is unique among other developing countries in its use of earmarked taxes
for financing public expenditure on education. It is extremely important, therefore, to see
whether this increase in expenditure by the union government is crowding in or crowding out
expenditure by the states or the private sector. Initial evidence seems to indicate that the state
governments have not increased their education expenditure commensurately. They are
becoming increasingly more reliant on the union government to augment their resource base for
education. Consequently, education policy is increasingly being determined at the national, rather
than the state level, as was originally envisaged in the Constitution.
Burkett (2005) study revealed that recent studies seem to indicate that contracting out an
existing school to improve performance whether under No Child Left Behind Policy (NCLB or
otherwise) without a charter is declining in popularity. That being said, there are several states
and districts in the U.S. where charter laws or other regulations may make contracting out under
NCLB a realistic external approach. The contracting option is still a difficult one, with many
possible pitfalls throughout the process. However, research and case studies make it clear that if
done properly, the contracting option can have a positive impact on the performance of a school
(although as discussed, evidence is still somewhat inconsistent).
Mathis and Jimerson (2008) both stated that virtually all school districts contract for
some types of services. It is practical, expedient and fiscally prudent to do so. However, the
dynamic has shifted toward major national or international corporations marketing long-term
contracts to provide school support services. This is different in kind and in implications. The
number and types of support services now being marketed continues to expand, but
transportation, food and custodial services are the major areas of attention. For some districts, for
some services and with specific vendors, contracting out might make sense and provide good
service for reduced costs. But in many cases, contracting out is not good for either the school
district or the community. Making a wise decision depends on the degree to which school leaders
dispassionately, objectively, and wisely review the circumstances.
Local Studies
From the study of De Guzman (2001) entitled School-Based Management in the
Philippine Basic and Higher Education Sectors: Rationale, Practices and Policy Directions, the
Philippine government has imitated policies geared toward improving education access and
completion rates of underserved populations. One of the policies relates to the implementation of
the Education Service Contracting (ESC) scheme. A policy initiative that gives full scholarships
to high school students who cannot be accommodated in public schools and have no choice but
to enroll in private schools.
According to the study of Civil Society Network for Education Reforms E-Net
Philippines (2012) entitled Education Service Contracting in the Philippines the ESC has not
20

been able to reach out to the poorest of the poor as it envisaged. Indeed, the DepEd and FAPE
validated that there is disconnect between this articulated objective and the implementation of
the ESC. The additional costs for parents --- tuition fee to augment the ESC subsidy given per
student, textbooks and school uniform and materials are beyond reach for families with meagre
income. Similarly, in private schools, students are more compelled to submit projects and
participate in school activities compared to public schools where such activities may be optional.
In addition, DepEd argued that ESC is a cost-efficient way of providing education to a
large student population but the study found out that different stakeholders bear the burden for
this efficiency. Parents pay for tuition, miscellaneous fees and purchase textbooks and other
materials that are otherwise provided free in public schools. Private schools take the risk of
operating under extreme financial constraints, often times incurring debts before the release of
their grants. Teachers contribute immensely by agreeing to lower than minimum wages amidst
the teaching loads and multiple tasks they perform. In summary, the government passes on to
parents and private schools/teachers the other costs of educating a high school student which
could not be covered by the ESC grant.
On the other hand DepEd Executive Summary (2009) stated that the department should
conduct and submit a report on a program audit of participating schools and students to verify
reports submitted by the service providers as to existence of and the number and identity of
students enrolled in participating schools under the ESC and EVS program. Another is a set of
policies to give the Division Offices a vital role in the monitoring of the FAPE process in the
selection, grant and payment of Esc and EVS slots for student beneficiaries for each school in
their respective area.
Larocque (2004) argue that contracting for the delivery of services may have a number of
benefits over traditional methods of service procurement. In particular, it may improve the
quality of government spending; allow governments to respond to new demands and facilitate
the adoption of innovations; increase access to services; and increase transparency of
government spending. At the same time, it is clear that contracting, if done badly, can have
downsides.
Felipe (2004) contracting for the provision of education services has been, and will
continue to be, controversial. From a political economy standpoint, the beneficiaries of education
contracting initiatives are usually dispersed (for example, poor children; students in poorly
performing schools) and unorganized. In contrast, opponents of contracting in particular
teacher unions who fear loss of jobs or political power are well financed and well organized.
Its success requires good policy design, well-managed implementation, effective political
management and well-designed evaluations.

21

CHAPTER III
Research Methodology

This chapter presents the methodology of the researcher employed by the researcher in
analyzing and interpreting the data pertaining to the variables of this study.

Research Design

22

The researcher will use the descriptive-correlational method of research that seeks the
relationships of the status of Education Service Contracting (ESC) and how they sustain and
implement the program.
Arenillo 2010 on her lecture for Research I emphasized that descriptive research involves
the description, recording, analysis and interpretation of the present nature, composition or
process of phenomenon. It involves some types of comparison or contrasts and may attempt to
discover a cause and effect relationship that exists between non-violated variables.
Arenillo 2010 also explained that correlational studies are designed to estimate the extent
of which the different variables are related to each other in the population of interest. The
distinguishing characteristic is the effort to estimate the relationship as distinguished from simple
description.

Population, Sample Size and Sampling Technique

The respondents of this study are the nine (9) private secondary private schools in 1 st
District of Oriental Mindoro which includes the Principal, School Heads, Guidance Counselor
and other personnel in charge of evaluating the ESC. These schools are Agustin Memorial
Academy (AGMA), Divine Word College of Calapan (DWCC) High School Department, Good
Shepherd Academy (GSA), Grace Mission College Inc., Lakeside Institute, Luna Goco Colleges,
Inc., (LGC) Basic Education Department, Naujan Academy, Northern Mindoro Academy and
Puerto Galera Academy.
The respondents will be taken from the total population using stratified random sampling
at 5% error of tolerance. The sample size was determined with the use of Slovins formula:

Where:

Formula:

sample population

total number of population

e2

Error

n= N

1 + Ne2
n= N
23

1 + Ne2
n=

The sample population of each school is computed using the stratified proportional
sampling; where the samples are randomly selected from different strata of the population of the
study. (Naval et al, RH 630 Research Seminar 1, p.154)

Description of the Respondents

The selected respondents are the Principal, School Heads, Guidance Counselor and other
personnel in charge of the ESC program.
School

No. of Respondents

1. AGMA

1 Principal
1 Encoder
1 Teacher
1 Principal
1 Guidance Counselor
1 Principal
1 Encoder

2. DWCC
3. GSA

24

1 Teacher
1 Principal
1 Registrar
1 Encoder

4. GMC

5. Lakeside
Institute

1 Administrator

6. LGC

1 Principal
1 Teacher
1 Principal
1 Encoder
1 Secretary

7. Naujan
Academy

1 Principal
1 Guidance Counselor
1 Encoder
1 Principal
1 Guidance Counselor
1 Encoder
1 Principal
1 Guidance Counselor

8. NMA

9. PGA

Personnel

No.

Principal

Teacher

Encoder

Guidance Counselor

Administrator

Secretary

Registrar

1
25

TOTAL no. of respondents

25

Research Instrument
The main instrument used in this study was the constructed questionnaire by the
researcher.

Reliability of the Instrument

To test the reliability of the instrument, the three principals of private secondary schools
in Calapan City were requested to validate the questions and answers of the respondents. The
president of the Private Schools of Calapan City held a meeting with the members to assess the
validity of the questionnaire regarding the program in Calapan City. The purpose of the meeting
was to help the private schools in Calapan City on how to avail the program and sustain its
implementation in the town.

Mode of Data Collection

The researcher went to the various private secondary schools in 1 st District of Oriental
Mindoro with a permit letter from the Division Superintendent and made contacts with the
school heads and assistants to be allowed to administer questionnaire in their schools.
The researcher visited the sampled schools and administered the questionnaire through
the permission of the school principal. The researcher explained each of the statements on the
questionnaire to the respondents. The interview was done through answering the open-ended
questions. They were given enough time to be able to complete and provide answers to the items
in the questionnaire and interview guide.
The researcher thereafter retrieved all questionnaire from the respondents.
26

Statistical Treatment of Data

The data gathered from the questionnaire will be analyzed and interpreted using
descriptive and inferential statistics such as Mean and Pearsons r.
The following formula will be used in this study:
1.

Mean

X = x / n
Where:
x is the sum of all the sample observations
n is the number of sample observations
x is the mean

The formula for mean will be used in computation of mean scores of respondents
response.

2.
r=

Pearsons r:
nxy ( x)(y)
[n(x2) (x)2] [ n (y2) (y)2]

Where:
r is the Pearsons Product Moment Correlation
n is the number of scores
x is the first variable
y is the second variable
27

 is the sum of scores or the variable

x2 is the summation of squared variable x
y2 is the summation of squared variable y

This formula will be used to test the relationship between the framework of ESC, Its
implementation and sustainability.

CHAPTER IV
Presentation, Analysis and Interpretation of Data

This chapter presents analysis and interpretation of the data gathered through the use of
questionnaires. Thus the tabular presentation and discussion were organized based on the
problems used in this study.

1. What is the framework of Evaluating Education Service Contracting (ESC) in

terms of :
1.1 Goals / Objectives
1.2 Administration / Governance
1.3 Instructional Assessment
1.4 Student Services
1.5 Social Cohesion
28

1.1 Goals / Objectives

Table 1
Mean Perception Profile of Respondents in terms of Goals / Objectives
Descriptive Statistics
Weighted
Mean

Goals/Objectives
a. Its goals and objectives are supportive of the basic
policies of Philippine Education System
b. It has, specific, realistic, achievable and
measurable goals and objectives
c. Its mission and vision are founded on the
constitutional provision of education and consistent
with the national development goals.
d. The philosophy represents the ESC program
shared values and beliefs about education and
government's goal.
e. It makes sure that the school implements the
mission, vision and goals of ESC program.
General Weighted Mean

4.66
4.53

Verbal Interpretation
Approaching excellence in
practicing the Standards
Approaching excellence in
practicing the Standards

4.41

Exceeding the Minimum

Standards

4.47

Exceeding the Minimum

Standards

4.66
4.54

Approaching excellence in
practicing the Standards
Approaching excellence
in practicing the
Standards

With regards to the goals and objectives, the general weighted mean of 4.54 indicates that
the ESC program is rated to be approaching excellence in practicing the standards. It places
increased emphasis in the indicator that the school implements the mission, vision and goals of
ESC program since its goals are supportive of the basic policies of Philippine Education System.
However, a weighted mean of 4.41 and 4.47 described into exceeding the minimum
standard is reflected on the consistency of ESC program to national development goals since
evaluation was done by private school personnel whose ideas are focused on the goals of the
private school aligned with ESC programs. Evaluation designs ranged from the plans of private
schools to coordinate with ESC involving independent assessment. It reflected a common or
localized plan that reflected features of ESC program.

1.2 Administration / Governance

Table 2
Mean Perception Profile of Respondents in terms of Administration / Governance
Descriptive Statistics
29

Administration/Governance
a. Conduct orientation conferences on program,
policies, guidelines for the Regional Committee
participating schools and other concerned individuals.
b. Evaluate and process the program forms of each
participating school including the required supporting
documents in accordance with the policies of the
programs.
c. Monitor the compliance of participating schools
with the rules and regulations as well as the guidelines
governing the ESC programs
d. Recommend appropriate policies to DepEd for the
effective implementation of the program
e. Undertake research and evaluation studies of the
program in Accordance with DepEd's research agenda
General Weighted Mean

Weighted
Mean

Verbal Interpretation

4.63

Approaching excellence
in practicing the
Standards

4.50

Approaching excellence
in practicing the
Standards

4.72
4.47
4.34
4.53

Approaching excellence
in practicing the
Standards
Exceeding the Minimum
Standards
Exceeding the Minimum
Standards
Approaching excellence
in practicing the
Standards

Table 2 presents the respondents rating of ESC program in terms of administration /

governance.
The highest weighted mean 4.72, monitoring the compliance of participating school in
adherence with ESC rules reflected that selected private schools in 1 st District of Oriental
Mindoro follow the guidelines implemented by the ESC because of strict monitoring of schools.
This is coupled by regular orientation on program and policies of ESC program.
The school is evaluated by certifiers who are assigned by FAPE to check regularly how
the school is complying with ESC standards. Overall then, the private schools performed well
but its relationship with DepEd in terms of its policies had been rated into exceeding minimum
standards since teachers are not obliged to undertake research studies regarding ESC program.
The ESC and DepEd as measured by raters are expected to look into performance interacting as
the key to research orientation to teachers.
Since monitoring and recertification contributed to the improvement of the program,
DepEd authorities should also be included in the evaluation. If there is such a concern, the use of
a regular ESC employee in the province may help assure accuracy and honesty.
The general weighted mean of 4.53 indicates that there is an excellent administration and
governance in ESC program. Consequently, the ESC program is shown to be successful in its
effort to maintain its mission.

1.3 Instructional Program

30

Table 3
Mean Perception Profile of Respondents in terms of Instructional Program
Descriptive Statistics
Instructional Program
a. Presence of clear, practical descriptions of what
instructions and learners will do.
b. There is an evidence of measures that allow
teachers learners and parents to determine the impact
of the instructional program in each student.
c. Its learner monitoring procedures ensure timely
instructional adjustments to prevent learner failures.
d. It has evidence in program effectiveness analyzed
for adverse effectiveness on different learners.
e. There is an equitable program that considers the
needs of the children in poverty.
General Weighted Mean

Weighted
Mean

Verbal Interpretation

4.25

Exceeding the Minimum

Standards

4.16

Exceeding the Minimum

Standards

4.19
4.03
4.18
4.28

Exceeding the Minimum

Standards
Exceeding the Minimum
Standards
Exceeding the Minimum
Standards
Exceeding the Minimum
Standards

Instructional program is found to be exceeding the minimum standards as shown by the

general weighted mean of 4.28.
It could be gleaned from the table that evidences of measures of instruction for different
learners are found to be exceeding the minimum standards. It also revealed that 4.18 described to
be exceeding to minimum standards is observed in the equitable program that considers the need
of children in poverty. The developmental nature of performance contracting program implies
that both schools and ESC should build flexibility into programs by providing enough support to
less privilege students. It seems essential that the local teachers who know the situation of
students be involved in the program design. Performance contracting must have increased
emphasis on accountability for student learning. School administrators are faced with the
requirement to define objectives for education and at the least to understand the relationship
among instructions and tools used to measure the effects of instructions. These in turn will make
indicators exceed excellent standards.

1.4 Students Services

Table 4
Mean Perception Profile of Respondents in terms of Students Services
Descriptive Statistics
Weighted
Mean

Students Services
31

Verbal Interpretation

a. Admission and placement of procedures are welldefined and Administered.

b. Check school management and coordination of all
co-curricular activities as support programs and
services.
c. Ensure a robust program for student engagement.
d. See to it that students are provided with services
like involvement in sports and proper food services.
e. Facilitate growth that empowers academic success
through students exploration and development of
their unique potentials.
General Weighted Mean

4.47

Exceeding the Minimum

Standards

4.22

Exceeding the Minimum

Standards

4.19
4.22

Exceeding the Minimum

Standards
Exceeding the Minimum
Standards

3.91

Exceeding the Minimum

Standards

4.20

Exceeding the Minimum

Standards

It presents a view that students services made by private schools are evaluated with a
general weighted mean of 4.20 described as exceeding the minimum standards.
The private schools administration and placement procedure are well-defined since it
adheres to the goals and mission aligned to the curriculum.
Exceeding to minimum standards showed that government can contract with private
schools that had proven success with their methods to provide students services. Students
services, particularly in ensuring a robust program for student engagement and facilitating
activities that empowers academic success through students exploration and development of
their potentials should be given priority. These should be a sustained focus in strengthening the
involvement of students in private schools to show concern to communities.
Students services cover how students should show the management and coordination of
all co curricular activities, non-academic support programs and services to make them succeed,
facilitate active learning, develop cultural appreciation, promote responsible citizenship and
ensure a robust campus experience for student engagement.
ESC program is established to make students maximize campus life experience and
promote students success through collaboration.

1.5 Social Cohesion

Table 5
Mean Perception Profile of Respondents in terms of Social Cohesion
Descriptive Statistics
32

Social Cohesion
a. There is a provision that will orient all students to
grow to adulthood.
b. It is necessitates common elements of schooling
with regard to curriculum, social values, goals and
political institutions.
c. It requires students to master the skills and
knowledge necessary for civic and economic
participation.
d. It provides productive interaction with peers from
different perspectives or cultures.
e. It requires community service and applications of
the institutional framework in the classroom through
debates and other manifestation of citizens roles.
General Weighted Mean

Weighted
Mean

Verbal Interpretation

3.88

Exceeding the Minimum

Standards

4.03

Exceeding the Minimum

Standards

4.09

Exceeding the Minimum

Standards

4.03

Exceeding the Minimum

Standards

3.94

Exceeding the Minimum

Standards

3.99

Exceeding the Minimum

Standards

Social cohesion is seen to be exceeding the minimum standards as shown by a general

weighted mean of 3.99.
The indicator in the highest rank is it requires students to master the skills and knowledge
necessary for civic and economic participation, however a mean of 3.94 is the lowest which
requires community service and applicants of the institutional framework in the classroom.
Exceeding the minimum standards shows that ESC participating schools reveal its effort
to provide an environment which is pleasant and conducive to growth and well-being. Through
services and activities evaluated by the ESC, the private schools should enhance more students
social cohesion and embrace an inclusive community to promote responsible citizenship. The
participating schools need to be given considerable flexibility in how they deliver the service for
which they have been contracted. The government spelled out the desired outputs and
performance standards and particularly on how proper decision to deliver the required outputs to
the specified standards.
2. What are the steps formulated by ESC to sustain its implementation in terms
of :
2.1 Registration Criteria
2.2 Evaluation of Program Outcomes
2.1 Registration Criteria
Table 6
Mean Perception Profile of Respondents in terms of Registration Criteria
33

Descriptive Statistics
Weighted
Mean

Registration Criteria
a. Realistic and achievable

4.31

b. Objective and measureable

4.31

c. Open to all prospective private school entrants

4.34

d. Output focused to allow schools to change how they

deliver education services.
e. Government establishes a centralized managing
agency, FAPE to coordinate the process.
General Weighted Mean

4.09
4.50
4.31

Verbal Interpretation
Exceeding the Minimum
Standards
Exceeding the Minimum
Standards
Exceeding the Minimum
Standards
Exceeding the Minimum
Standards
Exceeding the Minimum
Standards
Exceeding the Minimum
Standards

Registration criteria set by ESC program evaluated to be exceeding the minimum

standards as shown by a weighted mean of 4.31.
It reveals that ESC program is open to all prospective private school entrants wherein the
government establishes a centralized managing agency called FAPE to coordinate the process.
Private participation in education has increased dramatically, serving all types of private schools.
The government provides subsidies to existing private schools or to fund the students. ESC has
found a different ways to leverage the capacity and expertise of the private sector to provide
education. Its registration and selection are found to meet the demands of ESC program. This
private contract can be a better fit between the supply and demand for education. So increasing
the private sectors role in education can have several potential advantages over the delivery of
education.
Whether these benefits are actually realized depends greatly on how well designed the
partnership between ESC and participating school is on the regulatory framework of the program
and on the capacity of ESC certifiers to oversee and enforce its contracts and partnership with the
private sector.

2.2 Evaluation of Program Outcomes

Table 7
Mean Perception Profile of Respondents in terms of Evaluation of Program Outcomes
Descriptive Statistics
Evaluation of Program Outcomes
a. Define operating requirements and performance
standards that private schools should follow.
34

Weighted
Mean

Verbal Interpretation

4.34

Exceeding the Minimum

Standards

Exceeding the Minimum

Standards
Exceeding the Minimum
Standards
Exceeding the Minimum
Standards

b. Reward innovation and quality improvements

3.97

c. Help private schools to deliver high quality

education

4.34

d. Enforce qualifying criteria and regulations.

4.47

e. Include output specification that define performance

standards and facilitate the measurement and tracking
of quality and school efficiency.

4.25

Exceeding the Minimum

Standards

General Weighted Mean

4.28

Exceeding the Minimum

Standards

It could be seen from the table that ESC participating schools rated program and
outcomes with a general weighted mean of 4.28 described to be exceeding the minimum
standards. It implies that the criteria and regulations set by ESC program include output
specification that define performance standards and facilitate the measurement and tracking of
school efficiency.
This made education available to students and families to increase their socio-economic
segregation if better prepared students end up self-selecting into high-quality schools, thus
further improving their outcomes.
This sharing is likely to increase efficiency in the delivery of services and consequently
to induce the channeling of additional resources to the provision for education.
3. Is there a significant relationship between the framework of Education Service
Contracting (ESC) and its steps to sustain and implement the program?
3.1 Registration Criteria
Table 8
Correlation between Framework of ESC and Registration Criteria

Registration Criteria

Goals/ Objectives

Administration/Governance

Verbal
Correlation
Interpretati
Coefficients
on
Strong
0.50
Positive
Relationship
Weak
0.29
Positive
Relationship
35

Pvalue

Decision

Remarks

0.00

Reject Ho

Significant

0.10

Accept
Ho

Not
Significant

Instructional Program

0.63

Strong
Positive
Relationship

Students Services

0.59

Strong
Positive
Relationship

0.00

Reject Ho

Significant

0.69

Strong
Positive
Relationship

0.00

Reject Ho

Significant

Social Cohesion

0.00

Reject Ho

Significant

It shows that goals / objectives, instructional program, students services and social
cohesion are significant revealing its strong positive relationship with ESC framework.
It implies that ESC program shows the way to bring the private sectors skills and
resources into the education sector and to increase efficiency and innovation in the delivery of
education. The registration criteria indicates that government can contract out to the private
sector that can include everything like its goals, objectives, instructional program, students
services and social cohesion. Government can choose private providers in ESC contract by
means of a registration criteria win which the government defines specific requirements for the
quality education that it demands for the participating school.
However, administration / governance has a weak positive relationship and require
several different forms of contract including management, operation and support. All of these
variation need to be assessed separately as they require different approaches in order to be
effective.

3.2 Evaluation of Program Outcomes

Table 8
Correlation between Framework of ESC and Evaluation of Program Outcomes
Evaluation of Program
Outcomes
Goals/ Objectives
Administration/
Governance

Correlation
Coefficients

Verbal
Interpretation

Pvalue

Decision

Remarks

0.69**

Strong Positive
Relationship

0.00

Reject Ho

Significant

0.32

Moderate
Positive
Relationship

0.08

Accept
Ho

Not
Significant

36

Instructional Program

0.76**

Students Services

0.79**

Social Cohesion

0.78**

Very Strong
Positive
Relationship
Very Strong
Positive
Relationship
Very Strong
Positive
Relationship

.00

Reject Ho

Significant

.00

Reject Ho

Significant

.00

Reject Ho

Significant

It could be gleaned from the table that goals / objectives, instructional program, students
services and social cohesion have a direct relationship with ESC framework.
The government showed enabling framework that include setting clear objective and
streamlined criteria that the private sector must meet in order to established and operate schools
and instituting quality assurance system.
However, administration and governance has a moderate positive relationship with ESC
framework since they have to ascertain that the participating schools have sufficient capacity for
the task at hand. Also, private education and institutions must have develop their own capacity
to establish their own assurance mechanisms, develop appropriate performance measures for
ESC, and devise other incentives to achieve performance targets as well as how to meet
sanctions for non-performance.

37

CHAPTER V
Summary of Findings, Conclusions and Recommendations

The summary of findings, conclusions and recommendations based on the interpreted

data are presented below.

Summary of Findings
1.1 ESC framework in terms of goals / objectives
There is an increased emphasis on how the school implements mission, vision and goals of
ESC with a general weighted mean of 4.54 described it into approaching excellence in practicing
ESC standards.
1.2 Administration / Governance
The best indicator is how the ESC monitor the compliance of participating schools with the
rules and regulations of ESC by means of orientation, conferences and assessment on how
private schools set the implementing guidelines of ESC as described to be approaching
excellence in practicing the standards.

38

1.3 Instructional Program

This area is found to be exceeding the minimum standards since there are also minimum
standards on actual description of what instructions and learners will do and an equitable
program that will consider the needs of the unprivileged children.
1.4 Students Services
A general weighted mean of 4.20 described students services to a minimum standards of
practice since there is a necessity to provide elements of schooling that will students maximize
campus life experiences.
1.5 Social Cohesion
Exceeding to minimum standards revealed that ESC participants convey since students
are required to master the skills and knowledge necessary for civic and economic participation.
2. Correlation of ESC framework with
2.1 Registration Criteria
A strong positive relationship exits with the goals / objectives, instructional program,
students services and social cohesion while a weak positive relationship with administration /
governance is seen.
2.2 Evaluation of Program Outcomes
There is a strong positive relationship with the goals / objectives, instructional program,
students services and social cohesion while a moderate positive relationship exists in
administration and governance.

Conclusions
1. The ESC framework involving goals / objectives and how it is administered and
governed are rated to approaching excellence in practicing the standards.

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2. The instructional program delivered by participating schools is evaluated to a

minimum standards as seen for an equitable program that considers the needs of less
privileged students and its impact on these students.
3. Students services exceed the minimum standards since admission and placement of
procedures are well-defined and administered.
4. Social Cohesion is rated to exceeding the minimum standards which require the
participating school to have a direct link with the community services.
5. There is a strong positive relationship with the goals / objectives, instructional
program, students services and social cohesion of ESC framework in terms of
registration criteria and a weak positive relationship with administration / governance.
6. There is a strong positive relationship with ESC framework in terms of goals /
objectives, instructional program, students services and social cohesion while
moderate positive relationship exist in terms of administration / governance.

Recommendation
1. ESC must strengthen its clear objective and streamlined criteria that the private
schools must meet in order to establish and operate schools.
2. There is a need to evaluate how ESC work most effectively in different contexts,
particularly in student services and social cohesion programs should be piloted and
rigorously evaluated in different settings.
3. Participating schools must demonstrate the importance of strengthening the capacity
of the ESC program responsible for regulating, monitoring and contracting private
schools.
4. ESC providers should require private participating school teachers to offer highquality and research based services to develop the program.
5. There should be an alternative method of targeting by using funding formulas that
favor students from lower-income families.
6. Private schools must be categorized by their property level and receive subsidies
depending in the level of tuition fees that they charge to students with the poorest
schools receiving the highest subsidies.

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7. The private schools must be certified and meet several criteria to receive subsidies
including meeting input specifications and quality indicators set by ESC standards to
have a strong link with its administration and governance.

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