1.

Educational planning strives to research, develop, implement and advance

policies, programs and reforms within educational institutions. Educational
planners might work at the local, national or international level to advance
or improve education. While educational planning might center on pre-
school and K to 12 education.

Yes, I agree because the K to 12 Program covers Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High School, and
two years of Senior High School [SHS]) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and entrepreneurship.

The goal of this program is to internationally competitiveness and people empowerment

along the lines of quality, efficiency and equity. Produce globally competitive and world
class high and middle level manpower and managers

The Philippines has embarked on education reforms that it considers crucial to its
economic development, bringing its school system into line with international standards
and seeking to open up its higher education sector to more people. The government
had to overcome substantial opposition to introduce K-12, a sign of its determination to
bring lasting change, but sustained funding to support the increased demand on
resources will be crucial if these bold reforms are to be a success.

2. SIP – School Improvement Plan - is a roadmap that lays down specific

interventions that a school, with the help of the community and other
stakeholders, undertakes within a period of THREE CONSECUTIVE
SCHOOL YEARS.

The continuous improvement of the schools is essential to ensure increased student

performance and quality results. Innovative, exemplary, and research-based programs,
coupled with staff development, focused and aligned resources, and public participation
in planning are critical factors in improving schools. School improvement planning
process includes extensive data collection and analysis, development of a “school
profile,” goals, researched-based activities and strategies, finalization of the plan,
implementation, monitoring, and assessing its effectiveness. School improvement
planning is a journey of continuous improvement, and the plan is a road map for an
ongoing discourse on school improvement. The final school improvement document is
only as good as the quality of thought that goes into it, and the time and commitment
that is given by everyone who has a stake in the plan.
There are three key principles that guide the process and the development of the school
improvement plan:

 All members of a school staff should participate in the planning process.

 Participants review a broad database that includes information about student
achievement, demographics, learning environment, and perceptions about the
school.
 Understanding that the real improvement must occur in the classroom. Teachers
must be willing to be reflective about their practice and tenacious in their
attempts to fine-tune the art of teaching to meet the needs of every student.
 

3. SIP - School Improvement Plan is an important element in SBM-School Based

Management.

4. The SIP shall be anchored on the DepEd Vision, Mission, Core Values,
Strategies and on Central, Regional, Division and School Goals.

The school vision, mission and goals are very important part in
curriculum development. ... It serves as the guiding post around which all
educational efforts including in the curriculum should be aligned.
Objectives direct the change in behaviour which is the ultimate aim of
learning.

The SIP shall be anchored to a simple but bold vision – that every school
will be a thriving school that prepares every student to graduate from high
school ready for college, career and community.

One way to achieve that goal is through the School Improvement Plan
(SIP), a unique plan, refined annually, that defines a school’s targeted work
to raise achievement for all of its students. These plans are the driving
force behind the theory of change in every school’s strategic framework.

School has to developed a unique SIP, with input from staff, families,
community members and district administration. Each plan includes a set of
key strategies aimed at measurable, research-based goals, monitored
throughout the year, in the following areas:

 Effective school-based leadership

 Student achievement
 High-quality instructional practice
 High-quality professional learning
  Family and community engagement

The formulation of the SIP shall be guided by the following principles:

 The SIP shall be anchored on the DepEd vision, mission, and core
values.
 The SIP shall be evidence and results-based, child and learner-
centered.
 The planning process shall involve the active participation of all
education stakeholders in the school and community.

5. Educational Planners should explore new avenue including major

reform of educational structures and contents.

6. Institutional Planning is important and necessary it’s the primary objective is to

make the utilization of existing resources.

7. Each sector is responsible in the preparation of plan to be integrated into

national/regional/provincial/municipal development.

It is likewise declared government policy to foster, at all times, a spirit of shared

purposes and cooperation among the members and elements of the educational
community, and between the community and other sectors of society, in the
realization that only in such an atmosphere can be true goals and objectives of
education be fulfilled.

Research and development (R&D) has also been a focus in areas such as food security, the
environment and natural disasters, biodiversity and health systems in order to support the Duterte
administration’s socio-economic objectives. As part of the push for reform, the government is
keen to encourage increased private investment and internationalisation in higher education.

8. A strong public education system that provides equal opportunities for all is
fundamental to democracy.

Yes, I agree because based on Educational Act of 1982 (Batas Pambansa Blg. 232)
applies to both private and public schools in all levels of the entire educational system.
The Act provides that the basic policy is to established and maintain a complete,
adequate and integrated system of education relevant to the goals of national
development.

The educational system aims to:

1. Provide for a broad general education that will assist each individuals in the peculiar
ecology of his own society, to (a) attain his potentials as a human being; (b) enhance
the range and quality of individual and group participation in the basic functions of
society; and (c) acquire the essential educational foundation of his development into a
productive and versatile citizen;
2. Train the nation's manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the advancement
of knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system
of educational planning and evaluation.

The Act further states that towards the realization of these objectives, and pursuant to
the Constitution, all educational institutions shall aim to inculcate love of country, teach
the duties of citizenship, and develop moral character, personal discipline, and
scientific, technological, and vocational efficiency.

It further states that the educational system shall reach out to educationally deprived
communities, in order to give meaningful reality to their membership in the national
society, to enrich their civic participation in the community and national life, and to unify
all Filipinos into a free and just nation.

9. The most effective assessment of student progress is the assessment that

teachers do every day in the classroom.

The ultimate goal of teaching is understanding.

But sometimes it’s easier to talk than to teach, as we all know, especially when we need to cover
a lot of material in a short amount of time. We hope students will understand, if not now then
before test time, and we keep our fingers crossed that their results will indicate we’ve done our
job.

The problem is, we often rely on these tests to measure understanding and then we move on.
There isn’t always time to address weaknesses and misunderstandings after the tests have been
graded, and the time to help students learn through strategies to ask great questions is gone.

1. An open-ended question that gets them writing/talking

2. Ask students to reflect
3. Use quizzes
4. Ask students to summarize
5. Hand signals
6. Response cards
7. Formative pencil-paper assessment
8. Make it useful
9. Use variety
10. Practice frequency
11. Analogy prompt
12. Four-corners
13. Think-pair-share
14. Choral reading
15. One question quiz
16. Peer instruction
17. Separate what you do and don’t understand
18. Journal reflection
10. “Perfection is not the target”… THE TARGET IS CONTINUOUS IMPROVEMENT” –
Usec. RIVERA 2015.

II – Enumerate the contributions and implications to Educational Planning from the

following theorist.

19. JOHN DEWEY

20. LEE SHULMAN
21. HOWARD GARDENER
22. JEAN PIAGET
23. FREDERICK FROEBEL
24. NEIL FLEMING
25. CARL ROGERS
8, 9 and 10 (Give at least 3 theorist of education that you believed
contributed much to our Philippine Educational System)

1. JOHN DEWEY (PROGRESSIVISM)

Education is always in the process of development.

 Education must be life itself, not a preparation for life.

 Learning should be directly related to interests of the child.
 The teacher’s role is not to direct but to advice.
 The school should encourage cooperation rather than
competition.
 Interplay of ideas and personalities that is necessary condition of
true growth.

Educators must be ready to modify methods and policies in the light of new
knowledge and changes in the environment.

 Focuses on the child as whole rather than of the content or the teacher.
 Curriculum content comes from the questions and interests of the
students.
 Emphasis is given on the validation of ideas by the students through
active experimentation.
 Methods of teaching include discussions, interaction (teacher with
students) and group dynamics.
 Opposes the extreme reliance on bookish method of instruction, learning
through memorization, the use of fear and punishment and the four (4)
walled philosophy of education.

2. LEE SHULMAN
 3. HOWARD GARDNER

Theory of Multiple Intelligences

This theory suggests that traditional psychometric views of intelligence are too limited. Gardner
first outlined his theory in his 1983 book "Frames of Mind: The Theory of Multiple
Intelligences," where he suggested that all people have different kinds of "intelligences." Gardner
proposed that there are eight intelligences, and has suggested the possible addition of a ninth
known as "existentialist intelligence."

In order to capture the full range of abilities and talents that people possess, Gardner theorizes
that people do not have just an intellectual capacity, but have many kinds of
intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences.

While a person might be particularly strong in a specific area, such as musical intelligence, he or
she most likely possesses a range of abilities. For example, an individual might be strong in
verbal, musical, and naturalistic intelligence.

The theory of multiple intelligences enjoys considerable popularity with educators. Many
teachers utilize multiple intelligences in their teaching philosophies and work to integrate
Gardner’s theory into the classroom.

Learning more about the multiple intelligences can help you better understand your own
strengths.

4. JEAN PIAGET

For sixty years, Jean Piaget conducted research on cognitive development. His research method
involved observing small number of individuals as they responded tasks that he designed. These tasks
were later known as Piagetian tasks.
Piaget called his general theoretical framework “genetic epistemology” because he was
interested in how knowledge developed in human organisms. Piaget was initially into biology and he
also had a background in philosophy. Knowledge from both these disciplines influenced his theories and
research of child development. Out of his researches, Piaget came up with the stages of cognitive
development. Piaget examined the implications of his theory not only to aspects of cognition but also to
intelligence and moral development. His theory has been applied to widely to teaching and curriculum
design specially in the preschool and elementary curricula.

5. FREDERICK FROEBEL
“The father of kindergarten.”
His theory was based on the concept of the absolute as a creative force, of which the child’s
nature is a part. The function of the teacher is to promote the growth of the child as a human plant in
the direction of its own inner laws of growth. He stressed creative self-development and spontaneous
activity, making or unfolding the best in the child. He formulated a philosophy of child development in
his Education of Man. Pedagogics of the Kindergarten and Education by Development. As he worked out
his theory in his school at Keilhau, which came to be known as the “Kindergarten,” Froebel not only
encourage play but elaborated series of “gifts” and “occupation” which developed the idea of unity. In
the curriculum he encouraged, through language, song and manual work. The Kindergarten was not
accepted in Germany but it developed widely in the United States.

6. NEIL FLEMING

Identify and elaborate at least 5 policies, 5 programs, 5 reforms of DepEd that

enhanced to the following:

1. KINDERGARTEN
REFOMS:
 more localised curriculum
 the construction of clean
 safe and child-friendly classrooms
 closer cooperation with the community
 Children were developing a love of reading, while teachers’ skills had been
enhanced via use of technology and the adoption of more effective teaching
strategies.

2. ELEMENTARY
REFORMS:
 best practice included a curriculum more suited to the needs of Christian and
Muslim pupils
 closer cooperation with indigenous communities
 the provision of self-paced learning materials
 catch-up programmes at all levels and the introduction of Learning Action Cell
sessions for teachers’ professional development.
  DepEd noted that in schools that had adopted these practices enrolment rose and
the drop-out rate fell. Minority groups were also more confident, with Muslim
children having the opportunity to learn Arabic.

3. JUNIOR HIGH SCHOOL

REFORMS:
 focused on programmes to reduce the drop-out rate and nurture continued
learning
 use of ALS through a virtual classroom
 a basic literacy programme for adults
 scholarships for adult learners and students with special needs. Schools reported
increased enrolment and participation, along with rising community awareness.
 Teacher competency also improved with training in new learning strategies
focused on real-world application.

4. SENIOR HIGH SCHOOL

communicative competence; think intelligently; critically and creatively in life situations;

make informed and values-based decisions; perform their civic duties; use resources
sustainability; and participate actively in artistic and cultural activities and in the
promotion of wellness and lifelong fitness.

REFORMS:

System
The Philippines has a vibrant and diverse education system, with the government, assisted by the
private sector, providing a wide range of education from early years up to college and university
across the archipelago. The Department of Education (DepEd) oversees the provision of basic
education. The private sector includes kindergartens, international schools and religious schools.
In 2015/16 there were 14.9m children enrolled at primary school and 6.01m at secondary level.

History
Today’s system has been shaped by the Philippines’ colonial and post-war history. Under the
Spanish, education was largely provided by missionaries and the study of religion was
compulsory, but most Filipinos were not included. It was only in the 19th century that they were
able to attend the universities that had been established two centuries earlier, and it was only
when the US took control of the Philippines in 1898 that consideration was given to non-
religious education, English-language teaching and free primary school education for all.
The country was ill-prepared for the sudden expansion of education and did not have enough
teachers to meet the new demand, so the colonial authorities established a teacher-training school
and brought in 1000 teachers from the US to provide training. An emphasis on vocational and
adult education was introduced in the early 20th century, while bilingual teaching – with maths,
science and literature taught in English – was introduced under Ferdinand Marcos in 1974. The
commitment to a bilingual education and universal access was enshrined in the 1987
constitution.

1. K-12 Implementation
Three years since the Enhanced Basic Education Act (EBEA, known as the K-12 law) was
signed, the Philippines has finally embarked on its most ground-breaking change to the schooling
system in decades, the K-12 reform.

K-12 extends compulsory schooling to grades 11 and 12, adding two years to secondary school,
and makes secondary education compulsory. Prior to its implementation, the Philippines was the
only country in Asia, and one of only a few in the world, to have a basic education system of just
10 years. The EBEA also mandated kindergarten as the start of compulsory formal education,
while the Kindergarten Act of 2012 made pre-school free. In August 2016, 1.5m Filipino
children attended 11th grade, with senior school students choosing between four tracks through
the system: academic, technical-vocational, sports or the arts. Much of the opposition to the
initiative, which triggered five separate petitions to the Supreme Court, centred on whether the
country’s teachers, schools and administration were in a position to implement the reform.
President Duterte expressed scepticism about the programme before he was elected, but changed
his mind in May 2016 after a delegation from DepEd told him that the change was necessary, as
Filipino students were falling behind their neighbours.

Indeed, increased spending on basic education – including an expanded Alternative Learning

System (ALS) – is a centrepiece of the new president’s 10-point socio-economic agenda.
President Duterte insists that the development of the Philippines’ human capital is a priority of
his administration. Building on existing programmes, the education secretary, Leonor Briones,
said that the Duterte administration’s education policy intends to ensure that the country provides
a quality education that is accessible to all and relevant to the needs of the nation. Filipinos
should also find education “truly liberating” through the development of critical thinking skills
and an appreciation of culture and the arts.

2. 10-Point Plan
The shift to K-12 began under President Duterte’s predecessor, Benigno Aquino III, who
approached education as an investment in Filipinos, and offered a 10-point plan for improving
education as part of his election campaign. As well as K-12, the 10 fixes included pre-schooling
for all, technical-vocational training as an alternative in senior high school, working with local
governments to build new schools, proficiency in science and maths, and working with private
schools as “essential partners” in basic education. The plan is to expand the Government
Assistance to Students and Teachers in Private Education, supporting as many as 1m students at
private high schools through the Education Service Contracting Scheme.

3. Education For All

In 2015 the Education for All (EFA) initiative included provisions to ensure all Filipinos were
able to achieve what UNESCO calls “functional literacy”, the ability to read, write and do
calculations at a level that is sufficient for the country in which a particular person lives. Further
supporting the K-12 reform, the government set four key objectives for the EFA initiative:
providing education options for all out-of-school adults and young people; eliminating drop-outs
and repetition during the first three years of school; encouraging the completion of a full cycle of
basic schooling to a satisfactory level at every grade by all Filipino children; and committing to
the attainment of basic education competencies for everyone.

In fact, recognition of the need to move towards K-12 was evident much earlier. In 2005 the
government promised, under the Basic Education Reform Agenda, to remove all hurdles limiting
access to and delivery of basic education, whether regulatory, structural, financial or
institutional. The policy involved five key thrusts: school-based management; the development
of teacher education; national learning strategies; quality assurance and accountability; and
changes to the administration of DepEd, using the latest technology to ensure more effective use
of resources, whether staff or funds.

4. World Bank Assessment

In June 2016 the World Bank published its assessment on the Philippines reform of basic
education, “Assessing Basic Education Service Delivery”, noting that reforms were now backed
with a substantial increase in funding, after years of underinvestment exacerbated by average
population growth in excess of 2%.

The World Bank estimates that public spending increased by 60% in real terms between 2010
and 2015, helping finance infrastructure improvements and provide the means to hire more
teachers. As a result, between 2010 and 2013 the student-to-teacher ratio in public high schools
fell from 38:1 to 29:1, while the student-to-classroom ratio dropped from 64:1 to 47:1. However,
“despite impressive recent increases, the Philippines still spends less on education than many
neighbouring and middle-income countries,” the study noted. “Recent analysis has confirmed the
need for more spending to meet national education norms and standards.”

The World Bank study was commissioned by DepEd to assess how the public budget was being
used, in order for funds to be allocated more efficiently and effectively. It tracked 80% of the
government’s national education budget, as well as spending by local authorities, in the last
quarter of 2014.

In a separate report looking at the EFA initiative, UNESCO noted that even though the largest
portion of the Philippine budget had consistently been devoted to education, in percentage terms
this fell short of international standards, with the state spending only 2.6% of GDP on the sector
in 2011.

That figure has risen over the past few years to an expected 3.5% in 2017, but the Philippines
continues to spend far less on education as a proportion of GDP than many of its neighbours.
Both Vietnam and South Korea, which have some of the world’s best-performing schools
according to international benchmarks, spend 5% of GDP on education.

5. Early Encouragement
DepEd itself assessed the implementation of K-12 at a January 2017 conference with
stakeholders including government officials, school administrators and teachers.

Among the encouraging news, it found that the situation in kindergartens had improved, with a
more localised curriculum, the construction of clean, safe and child-friendly classrooms, and
closer cooperation with the community. Children were developing a love of reading, while
teachers’ skills had been enhanced via use of technology and the adoption of more effective
teaching strategies.

For grades one to six, best practice included a curriculum more suited to the needs of Christian
and Muslim pupils, closer cooperation with indigenous communities, the provision of self-paced
learning materials, catch-up programmes at all levels and the introduction of Learning Action
Cell sessions for teachers’ professional development. DepEd noted that in schools that had
adopted these practices enrolment rose and the drop-out rate fell. Minority groups were also
more confident, with Muslim children having the opportunity to learn Arabic.

Junior high schools also focused on programmes to reduce the drop-out rate and nurture
continued learning, including the use of ALS through a virtual classroom, a basic literacy
programme for adults, and scholarships for adult learners and students with special needs.
Schools reported increased enrolment and participation, along with rising community awareness.
Teacher competency also improved with training in new learning strategies focused on real-
world application.

In senior high schools, where the full roll-out of grade 12 is now taking place, DepEd said that
the policy has been largely successful, noting the transfer of junior high school teachers to fill
vacancies, and improved cooperation both between local and national government, and with the
private sector on the provision of facilities, including classrooms and dormitories for pupils
living in remote areas. A large percentage of those enrolled in private schools received vouchers,
with scholarships also available.

Raising Standards
Much of the official discussion on K-12 centres on the need to raise standards, improve teacher
quality and encourage completion of basic schooling. The drop-out rate has remained high, and
data from the “Functional Literacy, Education and Mass Media Survey” produced by the
Philippine Statistics Authority, shows that around 4m children and young people were out of
school in 2013, while as of April 2016, 16.6m Filipinos – or 39% of the workforce – had not
completed basic education. The World Bank noted continuing problems with access and
inequality. The report found that only 53% of the poorest 20% of households sent their children
to high school, while 81% of the wealthiest families did so. To address the problem, the
government aims to incentivise attendance, extend school feeding programmes and expand
programmes under the ALS, a “second chance” designed to ensure more Filipinos complete their
basic education. President Duterte has indicated that an enhanced ALS – better targeted with
wider coverage, more partnerships and approaches that meet learners’ needs – will be one of his
administration’s major legacies.

Regional Inequalities
The World Bank also found differences in allocations to education in different regions at the
level of both national and local government. While both have responsibility for funding
education, the World Bank estimates the local contribution, which is funded by property taxes,
has been declining since 2006. Currently, more than 90% of school funding originates from the
national government, with the proposed allocation to DepEd at P569.1bn ($12bn) in 2017,
compared with P431.5bn ($9.1bn) in 2016. Most goes towards teachers’ salaries, but a
significant amount funds financial assistance programmes for children from low-income
families. Regional disparities in funding levels do not necessarily correspond directly with
outcomes. The report found that although city schools received higher funding, their pupils
tended to do less well in national tests than their rural peers. The report cited insufficient
infrastructure to cope with the larger student bodies at urban schools and higher rates of teacher
absences as reasons for this.

“Many schools, particularly in urban areas, have insufficient and poor quality facilities and a
shortage of teachers,” the report said. “Operational funding still falls short of the amounts that
schools need to pay bills, undertake basic repairs, and provide the day-to-day materials their
students need. And there is rarely anything left over to fund school-level initiatives to improve
student learning achievement.”

Allocation Of Funds
More effective targeting of funds to the areas of greatest need is therefore a priority alongside an
overall increase in budget allocations. Briones told the Education Summit in November 2016
there is “a need for a drastic improvement in absorptive capacity”. The Duterte administration is
planning to introduce a series of financial management reforms to improve education outcomes,
including: enhanced leadership supervision and oversight over finance, administration and
procurement; the creation of an education programme delivery unit to monitor budget execution
and intervene to ensure funds move smoothly to where they are needed; a financial management
information system to track budget spending in real time; and a more proactive approach to
spending.

6. Teaching Standards
In recent years DepEd has introduced a number of measures to improve the standard of teaching,
revising professional benchmarks and providing more on-the-job training. It has also made a
concerted effort to attract the brightest and the best by raising compensation and making the
selection process more competitive. In the past, teaching was poorly paid and often seen as the
fall-back course for university applicants who did not get onto their preferred course. Studies
found teacher knowledge in both elementary and high school was low, and that the professional
development programmes were insufficient.

Civil society is also helping. Non-profit organisation Philippine Business for Education launched
the Scholarships in Teacher Education Programme to Upgrade Teacher Quality in the Philippines
(STEPUP), which is funded by Australian Aid, in 2015. The idea is to encourage the country’s
best-performing college graduates and professionals to join the profession, with the aim of
producing 1000 high-quality teachers for the public school system by 2019. Accepting
candidates up to the age of 45, STEPUP covers full tuition fees and offers a range of benefits for
participants. In return, successful applicants must work with DepEd for three years. The
organisation offers a similar scheme to encourage the best high school seniors to pursue degrees
in education, majoring in subjects including maths and English. The Philippines has not
participated in an international survey of school performance since a 2003 study showed only
one-third of children in elementary and secondary school were able to reach the lowest
international benchmark in maths. It also revealed stark differences in performance between
children from low-and high-income families. While that makes it hard to get a sense of how well
the country’s children are doing relative to their peers in region, results in national tests remain
patchy. At elementary school, the average score rose to 69.97% in 2013/14, but slipped back to
69.1% in 2014/15. The government targeted a score of 77% in 2016. A similar trend is evident at
the secondary level, where the average score edged up to 53.77% in 2013/14 before dropping
back to 49.48% in 2014/15. In 2016 the target was 65%. National results also show that pupils in
urban schools do not perform as well as those in rural areas, according to the World Bank. The
average score in the 2014 grade six exam was 66% in city schools and 75% in those outside
urban areas, even though the former tended to have larger revenues.

Meeting National Needs

The government insists that the education system must be more appropriate to the needs of the
country, including its economy. The aim is to improve students’ abilities in science and
technology, and nurture critical thinking, creativity and entrepreneurial spirit, as well as to
encourage them to support the wider community, especially those on the margins. Sex education,
along with awareness of the issues surrounding teenage pregnancy and the dangers of drugs
(from grade four), will be strengthened, and there will be a special emphasis on the environment,
climate change and disaster preparedness in a country that has frequently endured earthquakes,
volcanic eruptions and severe weather. To achieve these goals, the government is overhauling
the curriculum to establish a “spiral” approach, which is designed to challenge and stimulate
pupils so that they develop critical thinking skills. DepEd consulted industry during the
development of the new curriculum, although the final design was the work of DepEd alone.
Those learning science under the spiral approach, for example, learn general science, biology,
chemistry and physics on a per quarter basis. The basics are taught in grade seven, with more
complicated theories added as pupils progress through subsequent grades.

Higher Education
The Philippines is one of the few countries where the number of private higher education
institutions and students enrolled there is greater than in the state sector. Leading private
universities, such as the University of Santo Tomas, were established hundreds of years before
their public sector counterparts – although Filipinos were not allowed to attend until the 19th
century – while the University of the Philippines, the archipelago’s leading state university, was
set up in 1908, when the country was under US control.

National government spending on the tertiary education segment has risen in recent years, but at
12.2% of the sector budget, spending remains below the international benchmark of 15-20%. The
2017 allocation reflects a government decision to scrap tuition fees at all state universities and
colleges. However, students will still need to pay their living expenses with grants and other
forms of aid available to those from low-income families.

“In the short term, this will incrementally improve enrolment rates, and will help free up
financial resources for other college expenses and needs of the students,” Patricia Licuanan,
chair of the Commission on Higher Education (CHED), said in a statement after the budget was
passed in December. “From a wider perspective, this amount will eventually increase the
available income of families.”

The Philippine higher education system is managed by CHED and the Technical Education and
Skills Development Authority (TESDA). The country’s 228 state universities and colleges,
which had 1.88m students in the 2015/16 academic year, are operated and subsidised by the
government, with each university run by a board of regents and a board of trustees supervised by
the chair of CHED. Local government units can also establish local universities. The state
universities and colleges have a total of 454 satellite campuses, according to CHED.

The 1706 private universities and colleges, which have a total of 2.22m students, are generally
much smaller, are governed under the Corporation Code and can be non-profit religious
institutions or for-profit secular colleges. The greatest density of higher education institutions is
in the south of the largest island of Luzon, including Manila. In 2015/16, 26% of students
(1.07m) were enrolled in business-related courses, followed by 19% (791,000) studying
education and teaching, and 13% (517,000) on courses in engineering and technology.

Quality Of Instruction
Despite the size of the higher education sector, the quality of instruction remains low, according
to the Asian Development Bank (ADB). In professional board examinations, for instance,
median pass rates between 2005 and 2015 ranged from 34% to 43%. The ADB also noted a
“worrisome preponderance” within both the state and private sector of institutions with a pass
rate of zero, “indicative of a large number of low-quality higher education institutions.”

“CHED has instituted a vertical/horizontal typology approach to assess the quality of higher
educational institutions,” Caroline Marian Enriquez, president of Our Lady of Fatima University,
told OBG. “However, given that the current university landscape is composed of over 2000
institutions of very uneven quality, some of the standards may be too stringent or not applicable
to the core competencies of certain institutions.”

The government has been trying to rationalise the state sector by putting a halt to the
establishment of new course programmes by state universities and local colleges that do not meet
the standards set by CHED, by encouraging rationalisation and hopefully reducing course
duplication. It is also trying to raise standards through the introduction of quality institutional
sustainability assessment.

“For the government to truly improve the quality assurance system of education, it should
provide strong data on the performance of schools. Once analysis is provided on the 10 best- or
worst-performing schools, the market will be able to decide based on this information,” Chito
Salazar, president and CEO of Phinma Education, told OBG PHILIPPINE QUALIFICATIONS
FRAMEWORK: In addition, the government has enhanced the Philippine Qualifications
Framework (PQF) to put it in line with the ASEAN Qualifications Reference Framework and
ensure academic programmes meet international standards. “The PQF can significantly reduce
jobs-skills mismatch. It can also boost international confidence among Filipino workers by
making them more competitive and employable,” Senator Joel Villanueva, a former TESDA
director-general, said in August 2016 (see analysis). The government is committed to creating a
system that is more aligned to 21st century needs, positioning higher education as an accelerator
for innovation and inclusive development. It is encouraging cooperation between academia and
industry, supporting the professional development of teaching and research staff who want to
complete their doctorate, and promoting research cooperation between institutions and across
borders. Already, courses in subjects including meteorology, business analytics and naval
architecture have been developed with industry, and a degree in health informatics is under
development.

Research Partnerships
Research and development (R&D) has also been a focus in areas such as food security, the
environment and natural disasters, biodiversity and health systems in order to support the Duterte
administration’s socio-economic objectives. As part of the push for reform, the government is
keen to encourage increased private investment and internationalisation in higher education.

Some institutions already partner with overseas universities on select courses, while the
Philippine-California Advanced Research Institute (PCARI) was initiated in 2013 by the
scientific community and academics to boost the country’s research capacity by supporting post-
doctoral scholars and R&D proposals with the potential to address the Philippines’
developmental issues.

The PCARI’s R&D projects involve 15 private institutions working with partners at the
University of California, and include work on traffic management in urban areas, the
development of affordable solar energy systems for remote areas, and improving local capacity
to design and develop medical devices.

Outlook
The Philippines has embarked on education reforms that it considers crucial to its economic
development, bringing its school system into line with international standards and seeking to
open up its higher education sector to more people, while supporting R&D that will raise its
academic profile and bring lasting benefits to the country.

The government had to overcome substantial opposition to introduce K-12, a sign of its
determination to bring lasting change, but sustained funding to support the increased demand on
resources will be crucial if these bold reforms are to be a success.
 PROGRAMS & PROJECTS
PRESCHOOL EDUCATION
Preschool Service Contracting Scheme

 A six month period of schooling for preschool entrance who was not accommodated during the opening of
classes which starts October.

Kinder Summer Program (KSP)

 Grade One entrance who were not able to enroll in the Kindergarten program are given a month
preparation for formal schooling

Integrated Core Curriculum (ICC)

 A regional initiative that developed and implemented a developmentally appropriate and integrative kind
of curricula for the development of the different developmental domains.

On-The-Spot Integrative Assessment for Preschool Education Program (OSIAPEP)

 A regional initiative instrument use to assess / evaluate the effectiveness of the performance of pupils in
the different developmental domains administered in a non-threatening manner.

Pre-Assessment Tools for Five-Year Preschool Students via Play (PATFYOPEP)

 A tool that helps determine children’s prior knowledge before entering Preschool Demo Teaching on the
K to 12 Curriculum
Enhance preschool teachers’ competencies in the implementation of the K-12 Curriculum

Search for the Outstanding Pre-School Teachers of the Year

 Recognize the outstanding performance/s of Pre-school teachers

Bench Marking on Preschool Entrants’ Capabilities in the Public School

 Bench mark the Capabilities/prior knowledge of preschool entrants in the public school

ELEMENTARY EDUCATION
Intensive School-Based Instructional Supervision (ISBIS)

 A Regional initiative focused on intensive supervision of instruction providing technical support and
assistance to teachers with an end goal of improving performance of pupils in all grade levels, in the
five major learning areas.

A Day in School (ADIS)

 To return DepEd-NCR to its rightful place as THE PREMIER REGION via pupil achievement)
Assess and improve instruction and instructional supervision from regional to school level by
providing immediate assistance, prepare short term projects and interventions, to further improve
performance levels of teachers, principals and supervisors, and ultimately end with the increase of
 pupil’s achievement levels.

Every Child A Reader Program (ECARP)

 An institutionalized programs by DepED which enforce the policy that every child a reader by Grade
3.

Philippine Informal Reading Inventory

 A national assessment tool to determine the reading level of pupils from Grades I-VI.

Child Friendly School System (SFSS)

 A program sponsored by the UNICEF that aims at putting the best interest of the child especially
the poor learner, at heart by understanding the child himself and his interaction with his
environment (the home, the school and the community) through a standardized teaching system

Self-Paced Learning Kit (SPL)

 An approach to address the needs of non-readers and slow readers

Bright Minds Read (BMR) Program

 A regional initiative funded by Mc Donald’s House of Charities focused on teaching Beginning

Reading in consonance with ECARP

Journalism Program

 A year round activity intended to develop journalistic and writing skills of pupils and teachers
advisers.

Science Teacher Researchers’ Invention Program (SPTRIP)

 Promote academic excellence in science via the conduct of science fair, quiz & sci-dama in
consonance with the National Science Fair

Accreditation Program for Public Elementary Schools (APPES)

 Designed to empower public schools to strive excellence

 It is an evaluation system to identify and improve school effectiveness and foster excellence in the
school, division, regional and national levels of the educational system. Furthermore, it is based on
the concept of self-regulation to continuously upgrade educational quality and services through
self-evaluation and judgment of peers.

Regional Science Sleep Over

 An exciting experiences among teachers and pupils which is focused on brining the school and the
community together with the end in view to enhance teaching strategies in the implementation of
Basic Science Education
Regional Subject Area Supervision Learning Action Cell (RSASLAC)

 Strengthen supervisory skills via round table discussions, lecture, question and answer and the like

As A Filipino

 Developmental Reading Integrated with Values Education for Good Citizenship A Storybook
commissioned by UnionBank of the Philippines – Corporate Social Responsibility, aimed at the
promotion of Filipino values among our students and used as a basic resource for reading.

Read-A-Thon

 A reading enrichment skills via contests on

 Best Reader
 Best Storyteller
 Best Oral Reading Interpretation
 Vocabulary Reading Test

Changing Lives through Character Education

MUTYA: Museo Tinggalan ng Yaman ng Araling Panlipunan

 A multi-faceted program in HEKASI that covers Teacher’s Development, Pupil Development,

Curriculum Development, Physical Facilities Development and Monitoring and Evaluation.

Utilization of the Developed Formative Test for Grades I-VI HEKASI

 Evaluate the extent and effectiveness of the Developed Formative Test for Grades I-VI

Demo Teaching for best Practices Shopping: A Roll On for HEKASI

 Promote best practices that improve pupils performance via shopping

UnionBank Learning System (UBLS)

 Enhances reading skills and talents in the performing arts

 Show appreciation for learning system Promote best practices in teaching the UBLS

 Assess the impact of the program to Grade 2 pupils

Regional Agro Industrial Fair

 Showcase excellent project output of EPP pupils in the schools divisions

On-the-Spot Performance evaluation in EPP

 Evaluate the performance of pupils in terms of EPP skills competencies

Regional STEP Competition in EPP

 Enhance knowledge skills and boost self esteem among EPP pupils
Pagkaing Sapat Para Sa Lahat

 Department of Education – National Capital Region (DepEd-NCR) Battlecry Against Poverty

Library Hub Program

 A central office funded program

Special Science Elementary School

 Provide pupils with various opportunities and exposure in developing skills and aptitudes for every
science school.

Reading Recovery Program

 Central Office funded program to prevent literacy difficulties at an early stage before they begin to
affect a child’s education progress

Project Turn in Mathematics (Demonstration Teaching)

 Show case the best practices of every Division and for the participants to adopt in their respective
Division

OPLAN SBM

 Validate the level of SBM implementation

Children at Risk in School Needing Assistance (CaRISNA) Year I

 To increase achievement level of 50 low performing schools by 2%

Seminar-Work-Shop/Training in Constructing Science Investigatory Materials (SIM)

 Enhance Pupils higher order thinking skills and scientific literary through child-centered
experiential and teachers competence to apply scientific methods/approaches in developing SIM

Quarterly simultaneous Earthquake Drill

 Prepare the whole school community in times of disaster

Seminar-Workshop on “AKLAT IKALAT, KAALAMAN BIBIGAT”

 As approach to develop genuine love for reading

Enhancement Program for MSEP Teachers

 Update MSEP teachers on different methods and techniques in teaching Music, Arts and PE

Madrasah Education

 Enhance teaching competencies of Asatidz

 Improve the reading skills of the pupils on ALIVE Assure the success of the implementation
Mother Tongue-Based Multilingual Education (MTB-MLE)

 Mass Training of Grade 1 Teacher and School Heads on Mother-Tongue Based Multilingual
Education (MTB-MLE) in the NCR

Modified in School, Off School Approach (MISOSA)

 An Alternative Delivery Mode to address over populated classes

Enhanced Instructional Management by Parents Community & Teachers (e-IMPACT)

System

 Improve Participation Rate (PR) Achievement Rate (AR) and reduce Dropout Rate (DR) in order to
achieving universal primary education

Enhancement Program for Edukasyong Pantahanan at Pangkabuhayan (EPP) Teachers

 Enhance Instructional competencies of EPP teachers

Organization and activation of: KATTAP-NCR Chapter (Katipunan ng mga Tagamasid

at Tagapagtaguyod ng Araling Panlipunan)/Preschool Association

 Provide technical assistance to teachers to improve instructional competencies

2012 DepEd-NCR Conference and Seminar-Workshop on Guidance and Counseling

theme: the Pursuit of effective Guidance Counseling to Achieve 2015 EFA & MDG

 Enhance the effective delivery of Guidance and Counseling services to achieve universal primary
education

Forum on Character Education & Values Education Theme: Character and Values
Education

 Provide an open discussion, share feedback and consultation relative to social transformation,
moral recovery and good citizenship with end goal of enriching the Character & Values Education
Program

Project toward Excellence for Mentors of English (Project TexT for ME)

 Enhance language and reading skills of mentors for Grades I-VI

Information and Communication Technology (ICT) Program

 Conduct meetings to update schools, divisions on the ICT programs and Projects

Training Workshop on Basic Computer Literacy for Administrators and Teachers

 Gain basic knowledge in using different computer applications as a tool in teaching

Training/Orientation for Elementary School Heads and Teachers of DepEd

Computerization Program (DPC) Recipient Schools / Interactive Whiteboard

 Orient/Update the elementary school heads and teachers of DPC Recipient Schools/Interactive
 Whiteboard

Training Workshop on ICT Integration across Subject Areas Using Interactive

Whiteboard

 Update the teachers on the different tools for ICT integration in the different subject areas using
interactive Whiteboard

Demo Teaching on ICT Integration across Subjects Using Interactive Whiteboard

 Promote best practices that improve the performance of students

Faber-Castell Academy of Art Seminar

 Enhance Art Creativity of MSEP teachers (Advanced Phase)

Supreme Pupil Government (SPG)

 A central office project to build / enhance pupils’ leadership potential and social skills

School Readiness Assessment (SreA)

 Expedite the assessment of Grade 1 entrants readiness

Home Education Program (HEP/ Home Study Program (HSP)

 An alternative delivery system of educating children who for some reasons or circumstances cannot
avail of the formal system of instruction in a regular school

Approval of Private School Operation

 Evaluate/approve application for permit/recognition/tuition fee increase of private school

Gender and Development (GAD) Seminar on the Prevention of Violence against Women
and Children (VAW-C)

 Raise awareness among DepEd-NCR employees enabling them to be more committed and
responsive to eliminate the gender biases

GAD Capability Building

 Strengthen the bonding and team spirit among and between DepEd employees, thus become more
committed and responsive to gender equality

GAD: “The Link”

 Create a well coordinated GAD implementation/provide regular updates for NCR

Personal Safety Lesson (PSL)

 Conduct Training of Trainers on PSL

SPECIAL EDUCATION (SPED)

Expansion of SPED Program

 Increase no. of public/private schools offering SPED Program for different exceptionalities through
self-contained classes
 Increase number of recognized SPED Centers in the public schools
 Continue mapping of public/private schools that cater to children with special needs (CSNs)
including number of organized classes and its population

SPED Center Monitoring

 Monitor the SPED Center operation

Bi-annual meeting of Division Supervisors

 Update Division on Regional SPED programs and project

Regional SPED Conference on Inclusive Education

 Create an Inclusive Environment for managing, teaching and learning for Diverse Learners

Seminar-Workshop on Acceleration Program for the Gifted and Talented Children

 Update teachers and guidance counselors on the utilization of the different assessment tools for
gifted and talented children

Training in the utilization of Teacher Manual in Handling and Managing Children with
Special Needs in Inclusive Setting

 Equip knowledge and skills in utilizing teacher’s manual

Teacher Training on Applied Behavior Analysis (ABA) and Effective Academic

Intervention for CWA and CLD

 Modify the behavior of children with special needs Equip knowledge and skills on ABA and
academic intervention

Seminar-Workshop on HEADSTART Program for the Gifted and Talented children

 Enhance teacher’s competencies in the implementation of the Headstart Program for the Gifted and
Talented children

Seminar-Workshop Effective Academic and Behavior Interventions for Children with

Special Needs (CSNs)

 Trains/Equip school heads, teachers and guidance coordinators both in public and private schools
with knowledge, skill on academic and behavior interventions implementing inclusive education

Demo-Teaching for Best Practices on Transition Program and Early Intervention in

SPED

 Promote best practices that improve performance of children with special needs

Seminar-Workshop on Music Therapy for Children with Special Needs

  Equip knowledge and skills in modifying behavior through music

Seminar Workshop on Language and Speech Development for Children with Hearing
Impairment (CHI)

 Enhance skills in teaching language / speech for children with hearing impairment

Development of Teacher Manual on Handling and Managing Children with Special Seed
in inclusive setting

 Reproduce teaching guide in handling CSNS in inclusive setting

Complementary Intervention SPED Private School matters

 Evaluate/Process/Issue Government/Permit / Recognition Private Applicant Schools

School Improvement Plans (SIP)

Continuous improvement of our schools is essential to ensure increased student performance and
quality results. Innovative, exemplary, and research-based programs, coupled with staff development,
focused and aligned resources, and public participation in planning are critical factors in improving
schools. Our school improvement planning process includes extensive data collection and analysis,
development of a “school profile,” goals, researched-based activities and strategies, finalization of the
plan, implementation, monitoring, and assessing its effectiveness. School improvement planning is a
journey of continuous improvement, and the plan is a road map for an ongoing discourse on school
improvement. The final school improvement document is only as good as the quality of thought that
goes into it, and the time and commitment that is given by everyone who has a stake in the plan.
There are three key principles that guide the process and the development of our school improvement
plans:

 All members of a school staff should participate in the planning process.

 Participants review a broad database that includes information about student achievement,
demographics, learning environment, and perceptions about the school.
 Understanding that the real improvement must occur in the classroom. Teachers must be
willing to be reflective about their practice and tenacious in their attempts to fine-tune the art
of teaching to meet the needs of every student.

The school improvement process is the single most important process carried out by
the school community. It is an organized process used to ensure the success of all
students. According to Mike Schmoker in his book Results: the Key to Continuous
School Improvement, “the combination of three concepts constitutes the foundation for
positive improvement results: meaningful teamwork; clear, measurable goals; and the
regular collection and analysis of performance data.” This quote demonstrates the
importance of the school community as a whole working together to develop, monitor
and evaluate achievement results. School improvement is a continual process. After the
initial school improvement plan is completed and submitted, the plan becomes a blueprint
that should be carried out during the year. A printed school improvement plan should
quickly become a worn, tattered document with coffee stains and other indicators of
frequent use. Therefore, the school improvement process is dynamic with changes and
adjustments throughout the year.
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