Documente Academic
Documente Profesional
Documente Cultură
November 2016
Photos and layout by DepEd Multimedia Unit
TABLE OF CONTENTS
Introduction 1
Our Mandate 7
Make education accessible to every Filipino child
Our Challenge 13
Make education relevant to the urgent needs
as well as opportunities of our nation
My Wish 15
Make education truly liberating
My Commitment 17
Program and financial management reforms to make the Department
effective and efficient in service delivery
My Assurance 21
Promotion of the welfare of academic and non-academic personnel
My Leadership 22
Active, transparent, consultative, and corruption-free
Bayanihan 23
Education is our collective responsibility
A
ll my life I have been exposed
to the challenges of education
in the Philippines. I come from
a family of teachers. My
parents, aunts and uncles, brother and
sisters, nephews, nieces and even
grandchildren are teachers. I have
lived through the travails of teachers --
low pay, long hours of work, huge debts,
and physical difficulties. As an elementary
school pupil, I have experienced walking
long distances to and from school and
sitting in stifling, overcrowded classrooms
as I struggled to learn.
Heading the Department of Education is a huge challenge and responsibility. I could say
that it is easily the biggest yet, even in my long years of public life as an administrator,
academic, educator, executive official, and social activist.
The Department is the biggest bureaucracy in Philippine government. Presently, it has 763,538
authorized plantilla positions, of which 674,613 are teaching positions, 61,343 are technical
positions, 25,692 are for administrative support, 1,359 are management and supervisory, and
531 are third level or career executive service positions. Of the total authorized plantilla items,
711,785 positions or 93 percent are filled.
The Department manages the highest budget allocation among all the government line agencies.
For 2016, the enacted budget for the Department totals 433.38 billion pesos. The next highest
would be the Department of Public Works and Highways, with an enacted budget of
397.11 billion pesos. After these two, the next highest will be at levels of less than 130 billion pesos.
The government efforts to improve education have produced gains. The Philippine Education
for All 2015 National Review, for example, reports gains across the goals being monitored
(Early childhood care and education; Universal primary/basic education; Learning and life skills
for youth and adults; Adult literacy; Gender parity and equality; and Quality of education).
However, it is also undeniable that these efforts still leave a lot of gaps. The same review
points out that “the upward movements have been too slow to make it to target by 2015”.
Aware of the challenges of improving the education sector, I have been involved in
decades-long campaigns to advance the cause of education. As President of Freedom from
Debt Coalition, I contributed to the campaign to reduce the crushing debt burden of the
country to free more resources for education and social development. Since its creation
in 2006, the Alternative Budget Initiative led by Social Watch Philippines (SWP), of which
I was a convenor, has always advocated for higher budget allocations for education.
Every year, SWP has successfully convinced the legislature to increase budget allocations
for education.
As Secretary of the Department, I am now given the rare privilege to seek and work out solutions
from the inside. As one of my first acts as Secretary, I am setting out this declaration
of vision and agenda through which path I would endeavor to lead the Department.
This vision and agenda is not really a matter of discretion on my part. It is guided
by the education mandates from no less than the Philippine Constitution. It is also
circumscribed by the international commitments that our country adheres to, such as the
Sustainable Development Goals 2030. It also builds on the gains and lessons from the
programs of past administrations, particularly from the strong performance of my immediate
predecessor. But certainly, it also embodies a number of my ideas that I hope can
contribute positively to our common aspirations for the continuing progress of our basic education.
This declaration is by no means in final form. I regard it as a working and consultation draft that
I am sharing with all concerned, both within and outside the department, for feedback and
discussion. It will be a living document that will be nourished and further shaped by the inputs
and contribution of all.
Table 1.2. NAT Results (in MPS) for Grade 6, SY2009 to SY2014
Table 1.3. NAT Results (in MPS) for Secondary Level, SY2009 to SY2014
Subject Area SY2009 SY2010 SY2011 SY2012 SY2013 SY2014
percent in 2014 remains far from the target Republic Act 10533 or the Enhanced Basic
of 65.00 percent by 2016. (See Tables 1.1, 1.2, Education Act of 2013 approved on May 15,
and 1.3 and Figure 1) 2013, which adds two years of senior high
school, is about developing an enhanced basic
The K to 12 basic education program rolled out education curriculum that will make every
by the preceding term led by Br. Armin Luistro learner ready for higher education or work
should be seen in light of the challenge of raising anywhere, equipped with “21st century skills”
the quality of education. K to 12 is not just about (learning and innovation skills; information,
adding school years for basic education to be media and technology skills; effective
at par with international norm; it is foremost communication skills; and, life and career skills).
about the content and the intended outcomes
in terms of upgrading education quality. I am catching these radical reforms when huge
strides have already been made, but also
Republic Act 10157 or the Kindergarten with the transition to full implementation still
Education Act approved on January 20, 2012 in progress. I am committed to the full
made kindergarten compulsory in order to implementation of K to 12, and to lead the
take advantage of a critical phase in a child’s department in developing an effective system
psycho-social development to better prepare to monitor and evaluate the outcomes of K to 12
him or her for effective learning in elementary. in terms of quality and access.
Source: Clarissa C. David and Jose Ramon G. Albert, Recent Trends in Out-of-School Children in the Philippines. PIDS,
November 2015.
Drop Out Rate - Elementary 6.28% 6.29% 6.38% 6.24% 4.60% 3.26% - -
Drop Out Rate - Secondary 7.95% 7.59% 7.82% 8.04% 7.58% 6.73% - -
Source: Performance, Programs, Projects and Policies (Presentation by the Department of Education Transition
Committee, June 2016)
of the labor force have not completed basic 2. The need to reach out to out of school
education. (See Table 5) children and youth as well as to a great
number of adult Filipinos in the labor
Being unable to complete basic education force who were not able to complete
has a major impact on an individual’s mobility basic education, but are desiring and
and capability in the labor market and the willing to participate in programs that
economy. Certainly, it will not only be in the the Department refers to as Alternative
economy that individuals unable to complete Learning System (ALS) consisting of
basic education will be disadvantaged; the both non-formal and informal education.
disadvantage will be experienced in the social
and political realms as well. My observation in my review of the Department’s
outcomes and budget utilization has been that,
The areas that we need to address in terms aside from the understandable prioritization
of access are not new to the Department: of the flagship K to 12, program execution in
terms of access focused more on integration
1. The need to get our school-age children to into formal education. As noted earlier, the public
enter school (measured by improvements school system’s ability to keep students
in the gross and net enrolment rates), and in schools and to graduate students have
to keep them in school up to completion improved.
of basic education (measured by
improvements in the cohort survival rates, However, I found a serious backlog in ALS.
completion rates and drop-out rates). In particular, the budget utilization for ALS
Family income not sufficient to send child to school 22.7 17.0 19.2
Source: Philippine Statistics Authority, 2013 Functional Literacy, Education and Mass Media Survey
Note: Data excludes Region VIII for this survey round.
Table 5. Employed and Unemployed Persons Who Have Not Completed Basic
Education, April 2016 (In Thousands)
% to Total
Grade Completed Employed Unemployed Total Employed/
Unemployed
No Grade Completed 497 12 509 1.20
at least in the last two years leaves much to by President Duterte in his first State of the
be desired. As an urgent intervention coming in, Nation Address. The key will be better targeting
I have instructed the Department units of beneficiaries, prioritization of these programs
concerned to prepare a catch-up plan on ALS by implementing units and partners, and
for immediate implementation. introduction of modalities that fit the
circumstances of the target learners.
Moving forward, we will review the programs
with the view to promptly and effectively I commit to leading the effort for extensive
intensifying and expanding ALS, as emphasized positive outcomes on ALS, to start making
Education intrinsically has that impact, but the content and methods that develop critical thinking are
also key. It is therefore positive that K to 12 has a strong articulation of critical thinking in the curriculum
outcomes and competencies (See Table 6). I also have a special interest in Philippine culture and the arts.
Enriching appreciation of culture and arts that spring from our diversity and rich historical experiences
as a people should round out the scope of our basic education. The rich curricular content on culture
and arts should be complemented with greater actual exposure to these by both teachers and students.
I will also be open to new ideas and pathways to innovation in teaching delivery and content that can maximize
the full potential of learners, for an education that truly liberates.
Possess foundational
knowledge across a range
of learning areas with
Possess functional knowledge
core competencies in
across a range of learning
communication; scientific,
areas and technical skills in
critical and creative thinking;
Knowledge, Skills, chosen career tracks with
and use of technologies
Values advanced competencies in
communication; scientific,
Have an understanding of
critical and creative thinking;
right and wrong; one’s history
and the use of technologies.
and cultural heritage; and deep
respect for self, others and their
culture, and the environment.
I have been tasked with leading the venerable PhP433.5 billion. The budget of DepEd is
old house of education which is over a hundred consistently on the upward trend, increasing by
years old. It is important that I continually study an average of 16.5 percent in the last six
this house -- its strengths, weaknesses, years. (See Figure 5)
vulnerabilities and its capacities. A friend and
colleague from the UP National College of Public Of the three Major Final Outputs (MFO) of
Administration and Governance has advised DepEd, delivery of basic education services
me to use Sharkansky’s model of the public (MFO 2) receives bulk of the department’s
administration system and apply it to DepEd. budget. For 2016, PhP364.62 billion or 94
It is a variation of the input-output model as percent is allocated for MFO 2. Basic Education
applied to a government agency. Policy Services (MFO 1) which is focused on policy
formulation on the learning content for
Among the various inputs to the DepEd system student and teachers is given PhP 339.78
-- demands and expectations from the public, million; while Regulatory and Development
human and financial resources -- I immediately Services for Private Schools – GASTPE (MFO 3)
proceeded to examine the budget. is given PhP 21 billion.
As mandated by the Constitution, DepEd For 2017, the proposed budget of President
receives the largest budgetary allocation Duterte for basic education is PhP 569 billion.
annually. For 2016, it has an allocation of This is higher by an unprecedented 31.26 percent
Source: Performance, Programs, Projects and Policies (Presentation by the Department of Education Transition
Committee, June 2016)
from the current year’s budget of PhP 433.5 billion, My findings are that program and financial
and brings our proposed appropriation closer management as well as procurement are
to the 4 to 6 percent of GDP ideal appropriation major areas that need urgent and decisive
indicated by international standards. The huge intervention. The Finance Service finds it very
increase in funding is in recognition of the needs challenging to promptly account for and monitor
and expectations that the Department has the Department’s nationwide funds and is only
to meet and deliver. It is an expression of the able to keep an eye on the Central Office and
President’s plan for education. centrally-managed funds. Status of the
downloaded funds to Regional Offices (ROs)
From inputs, we move on to what Sharkansky and transfers to other agencies, such as
describes as the “conversion” process. the School Building Program implemented by
Others call it the throughput or transformation the DPWH, are not immediately available
process. This is when resources are converted in the budget monitoring reports. For the
and translated into actual goods and services. 2016 funding, 18 percent of the budget is
There have to be sufficient and well-trained allocated for Central Office, 65 percent is
teachers, climate-smart school buildings with for ROs, and 17 percent is transferred to other
adequate facilities, tools like computer kits, agencies. The absence of a digital and
textbooks, and school supplies. To do this, integrated financial management system
processes and procedures must be efficient; hinders timely and accurate collection and
financing must be prudent and economical. consolidation of budget utilization reports of
about 72 percent of the Department’s budget.
I have started my dialogues with organized groups, both academic and non-academic personnel, to hear
their views and inputs on sector issues and concerns. I take their inputs seriously, and
consider these along with other views in the determination of polices and programs.
We are studying the expansion of the scope of employee welfare, to respond to felt and
reasonable needs by our academic and non-academic personnel. Last July 12, 2016, three of our teachers
in Cotabato became victims of a shooting incident which killed two of them and injured another. I was really
saddened to find out that there was little in policy that would allow us to give them
adequate and meaningful assistance. At the Central Office, one of the immediate things we found out
was the lack of a properly functioning clinic. We are reviving the clinic, with personnel, equipment and
medicines to serve the basic emergency medical needs of our personnel. More than these ad hoc
responses, we will address the matter by more comprehensive policy reforms on personnel welfare.
My leadership will be transparent and consultative, both within and outside the Department. We will
implement fully and constructively the President’s Executive Order on Freedom of Information (FOI).
During my first month in office, I have concentrated on the immediate transition requirements at the
Central Office. You can be sure that now that I have somehow settled in, your leadership will be
going to the ground. We will see for ourselves your conditions, work with you on problem solving, and act
decisively whenever warranted.
We will continue and expand existing and working partnerships with the private sector and communities
as concrete mechanisms and expression of our cooperation and solidarity to advance
the cause of basic education for all. The Adopt-a-School program enabled by the “Adopt-a-School
Act of 1998” and Brigada Eskwela are two shining examples of such partnerships. Adopt-a-School,
which allows private entities to provide assistance to schools in terms of infrastructure and non-infrastructure
assistance, has generated over PhP28 billion from 2011 to 2015. Brigada Eskwela, which brings
together parents, teachers, and members of the community to pool their resources to get schools ready
for school opening, has also generated billions of pesos in donations-in-kind and mobilized
millions of volunteers.
To harness our collective spirit, awareness is key. We will upgrade the department’s communication strategy
and program to be able to reach out to our local, national and even global communities.
”
liberating basic education for all.