Principles and general objectives of education

In the Philippines the education system aims to:

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

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

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

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

 Respond effectively to changing needs and conditions through a system of

educational planning and evaluation.

Current educational priorities and concerns

The growing awareness of the benefits of education, the constitutional provision (a new
constitution was adopted in 1987) for free and compulsory elementary education, the
demand for education relevance and responsiveness to changing societal needs and the
alarming rate of increase in the country’s population have contributed to the problem of
providing education for all, a problem which becomes more serious each year. The
Department of Education, Culture and Sports (now the Department of Education,
DepED) has attempted to implement educational reforms, programmes and projects to
address the key issues of access and quality of basic education, relevance and
efficiency of the education system. However, many problems are besetting education in
the Philippines. Among the school-related causes are the unqualified and poorly trained
teachers, inadequate facilities and equipment, and lack of instructional materials
(textbooks and teacher’s manuals). Non-school factors include poverty, low educational
attainment and illiteracy of parents, and poor health and nutrition.

In recent years, the DepEd has pursued several development programmes and projects
through government funding and overseas economic co-operation both multilateral and
bilateral. The strategies to improve education include overall review of elementary and
secondary education, universal access to and quality of education (notably by
emphasizing teaching of English, science, technology and mathematics), provision of
alternative delivery schemes (such as multigrade teaching, mobile teaching, and
instructional management by parents, community and teachers in disaster areas),
management training for principals and school administrators, development of research,
improvement of school libraries and teachers’ welfare. Technical and vocational
education was also revised in an effort to cope with rapid technological advancements
and to provide young people with more meaningful preparation for their future
employment. The strategies include curriculum development, improvement of pre- and
in-service education of teachers in both public and private schools, updated instructional
materials in various fields, and upgrading of equipment for both public and private
institutions.

At the higher education level, the strategies include improving access of the poor and
disadvantaged, improving quality––notably by focusing on pre-service and in-service
training of teachers––, liberalizing policies for private schools, rationalizing state colleges
and universities (SUCs), and strengthening linkages with government professional
boards for evaluation.

Among the development programmes implemented in recent years, the following should
be mentioned:

The Elementary and Secondary Education Project: the aim of the project has been to
meet the sector’s requirement for essential physical resources (facilities and equipment),
especially in educationally and economically disadvantaged areas; improve the
professional competence of teachers and school administrators; expand the population’s
basic knowledge and the skills of children at risk of dropping out of school as well as
illiterate out-of-school youth and adults; and further develop DepEd institutional
capacities in planning and management of the education system.

Implementing the New Secondary Education Curriculum (1992-93): mass training of

Grade IV teachers was undertaken, and complemented with the production and delivery
of textbooks and teachers’ manuals to fully support the implementation of the new
curriculum. The physical facilities component of the programme also provided for the
construction of 673 packages of equipped and furnished academic classrooms,
workshops and science laboratories to augment the accommodations problem in the
secondary level.

The School Building Programme: this programme provides for the construction of
classrooms, science laboratories and multi-purpose workshops, and the provision of
equipment for instruction for selected elementary and secondary schools within the
typhoon belt of the country and in remote and rural areas.

Science Teaching Improvement Project: this project aims to develop science equipment
through research, prototype production, standards setting and tests, and expertise within
the educational sector through workshops, seminars, and training of teachers and staff
locally and abroad.

Science Equipment Project: this project addresses the pressing need of the public
school system for instructional materials and equipment. The National Science
Equipment Centre and three Regional Distribution/Service Centres were developed and
institutionalized for the purpose of developing, testing, producing, and distributing
science equipment to the public secondary schools.

Rationalizing programme offerings of state colleges and universities on a regional basis:

this programme aims at encourage specialization in each SUC and intra-regionally
among SUCs with special emphasis on capital and land-intensive courses such as
agriculture, technology and engineering, and technical education. It encourages
regional co-ordination among SUCs to minimize duplication of programme
offerings.

Among the achievements, benefits and performance of the education system over a ten-
year period (1986-95), the following should be mentioned:

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

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

 Free public secondary education has been implemented.

 The programme of assistance for low-income students and faculty in private

schools has been expanded.

 The Values Education Framework has been formulated and implemented.

 Centres of excellence in teacher education have been established.

 Professionalization of the teaching profession has been achieved through the

Philippine Teachers Professionalization Act of 1994.

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

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

 Science education has been strengthened through the establishment of regional

science high schools, the formulation and implementation of the Science and
Technology Education Plan, the establishment of the Regional Science Teaching
Centres, and the organization of the National Science Teaching Instrumentation
Centre.

 Policies governing private education have been liberalized––notably as regards

curriculum requirements and tuition fee policy––to promote efficiency, autonomy
and responsiveness.

 Educational performance during the period has improved, as indicated by the

literacy rate, the improved enrolment rate at the primary and secondary levels,
the decrease of repetition rates, and the provision of textbooks and instructional
materials.


The DepEd will continue to provide access to basic education. In accordance with the
broadening of accessibility to basic education, the programme commitment has the
following components: (a) establishment of a school in every barangay not having an
elementary school and in every town without a high school (a barangay is the basic
governmental unit in the country’s political structure, consisting of a number of families
within the same geographic area); (b) organization of multigrade classrooms; (c)
completion of incomplete elementary schools; and (d) provision of basic instructional
materials, facilities and equipment at the elementary and high school levels.

In addition, the Master Plan for Basic Education (1996-2005) has the mandate of
modernizing education. The programme is being pursued through the introduction of
modern instructional materials––such as computers and Internet, videos, well equipped
science laboratories and machine shops as well as libraries––to enrich instruction
through training programmes and further studies, including staff development abroad,
teaching techniques and teachers’ mastery of subject matter. Training programmes will
also be provided for the upgrading of managerial skills in planning, project and fund
management as well as resource management and community mobilization. Information
and telecommunication systems will serve as basic tools for carrying out educational
administration and supervision.

Laws and other basic regulations concerning education

In the Philippines, education is a public or state function. Public elementary and

secondary education is supported by the national government, the former as mandated
by the Constitution (1987), which states that “the State shall protect and promote the
right of all citizens to quality education at all levels and shall take appropriate steps to
make such education accessible to all”, and the latter by Republic Act No. 6655 (Free
Secondary Education Act). Specific provisions on education upon which all decrees,
policies, regulations, and rules on education are based, are provided in the Constitution.
These are expressly stated by way of the constitutional mandate, Presidential decree,
and other legal provisions.

The objectives of formal education at the elementary, secondary, and tertiary levels as
well as those of non-formal education are specified in the Education Act of 1982. The
Republic Act No. 6728 deals with private education, notably by setting common
minimum physical facilities and curricular requirements for all schools and by liberalizing
the subject content of values education.

The creation of the Commission on Higher Education by Republic Act No. 7722 and of
the Technical Education and Skills Development Authority separated these entities from
the Department of Education where they originally belonged.

The Philippine Teachers Professionalization Act, Republic Act No. 7836, was issued in
1994. The Literacy Co-ordination Council, an interagency body administratively attached
to DECS, was created by Republic Act No. 7165 to carry out State policy to eradicate
illiteracy. The House Bill No. 1875 entitled “An Act to Strengthen Teacher Education in
the Philippines by Establishing Lead Teacher Training Institutions, Appropriating Funds
Therefore and for Other Purposes” deals with the improvement of teacher
education.
The Republic Act No. 7796, otherwise known as the Technical Education and Skills
Development Act of 1994, aims to encourage the full participation of and mobilize the
industry, labour, local government units and technical-vocational education and training
(TVET) institutions in the skills development of the country's human
resources.

In August 2001, Republic Act No. 9155, otherwise called the Governance of Basic
Education Act, was passed transforming the name of the Department of Education,
Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the
role of field offices (regional offices, division offices, district offices and schools). This
Act provides the overall framework for: (i) school heads empowerment by strengthening
their leadership roles; and (ii) school-based management within the context of
transparency and local accountability. The goal of basic education is to provide the
school age population and young adults with skills, knowledge, and values to become
caring, self-reliant, productive and patriotic citizens.

According to legislation, primary education is free and compulsory for children aged 7-
12. Secondary education is free but not compulsory.

Administration and management of the education system

The Department of Education (DepEd) is the principal government agency responsible

for education and manpower development. The mission of the Department is to provide
quality basic education that is equitably accessible to all and lay the foundation for life-
long learning and service for the common good. The Department is primarily responsible
for the formulation, planning, implementation and co-ordination of the policies,
standards, regulations, plans, programmes and projects in areas of formal and non-
formal education. It also supervises all basic education institutions, both public and
private, and provides for the establishment and maintenance of a complete, adequate
and integrated system of education relevant to the goals of national
development.

The current Department structure consists of two parts: the Central Office and the field
offices which consist of regional and sub-regional levels. The Department proper
consists of: the Office of the Secretary; five Services (Office of Planning Service,
Financial and Management Service, Administrative Service, Human Resource
Development Service, and Technical Service); four Bureaus (Elementary Education,
Secondary Education, Non-Formal Education, and Physical Education and School
Sports); and Centres (such as Health and Nutrition, and National Education Testing and
Research). There are field offices in sixteen regions, each headed by a Regional
Director; 157 provincial and city schools divisions, each headed by a School Division
Superintendent; and 2,227 school districts headed by a District Supervisor.

The Bureau of Elementary Education (BEE) is responsible for providing access and
quality elementary education for all. It also focuses on social services for the poor and
directs public resources and efforts at socially disadvantaged regions and specific
groups. The Bureau of Secondary Education (BSE) is responsible for providing access
and quality secondary education. Its aim is to enable every elementary graduate to have
access to secondary education. It improves access to secondary education by
establishing schools in municipalities where there are none and reviews the overall
structure of secondary education as regards curriculum, facilities, and teachers’ in-
service training.

The Bureau of Non-formal Education (BNFE) is responsible for contributing to the

improvement of the poor through literacy and continuing education programmes. Its aim
is to provide focused basic services to the more disadvantaged sections of the
population to improve their welfare and contribute to human resource
development.

The Bureau of Physical Education and School Sports (BPESS) is responsible for
physical fitness promotion, school sports development, cultural heritage revival
(Kundiman Fiesta), natural heritage conservation, and values development. Its aim is to
inculcate desirable values such as self-discipline, honesty, teamwork, sportsmanship,
excellence and others and make the Filipino youth fit to respond adequately to the
demands, requirements, challenges and opportunities that the next century may bring.
The functions of the BPESS were absorbed by the Philippine Sports Commission in
August 1999.

Attached agencies to the Department are the National Museum, National Library,
National Historical Institute, and Records Management and Archives Office. Other offices
are the Instructional Materials Corporation, Instructional Materials Council, Educational
Development Projects Implementing Task Force, Educational Assistance Policy Council,
National Youth and Sports Development Board, National Social Action Council and
Teacher Education Council. The main objective of the cultural agencies of the
Department is to preserve, conserve, restore and enrich the cultural heritage, customs
and traditions.

The Technical Education and Skills Development Authority (TESDA) was

established through the enactment of Republic Act No. 7796 otherwise known as the
Technical Education and Skills Development Act of 1994. This Act aims to encourage the
full participation of and mobilize the industry, labour, local government units and
technical-vocational education and training (TVET) institutions in the skills development
of the country's human resources. Overall, TESDA formulates manpower and skills
plans, sets appropriate skills standards and tests, coordinates and monitors manpower
policies and programs, and provides policy directions and guidelines for resource
allocation for the TVET institutions in both the private and public sectors.

The Commission on Higher Education (CHED) is independent and separate from the
DepEd. The Commission is responsible for formulating and implementing policies, plans
and programmes for the development and efficient operation of the system of higher
education in the country. Its coverage is both public and private higher education
institutions as well as degree-granting programmes in all post-secondary educational
institutions. The creation of CHED was part of a broad agenda for reforms in the
country's education system, outlined by the Congressional Commission on Education in
1992. Part of the reforms is the trifocalization of the education sector. The three
governing bodies in the education sector are the CHED for tertiary and graduate
education, the DepEd for basic education, and the TESDA for TVET and middle level
education.

There is an imperative need to strengthen and streamline the internal management of

educational institutions in order to achieve efficiency and responsiveness to trends and
challenges of the next millennium. This could notably be done through decentralizing
decision-making authority, reviewing staffing and personnel policies, developing the
school as initiator of innovation and improvement, liberalizing policies to ensure
competitiveness, autonomy and responsiveness, and streamlining processes for delivery
of inputs and services.

A recent policy thrust of the DepEd is the empowerment of school principals. The
principal shall assume more administrative authority and the corresponding
accountability for improving teaching competencies and pupils’ achievement. The policy
gives principals the authority to: manage the school’s funds for maintenance and other
operating expenses; raise additional funds for the school through Parent-Teachers and
Community Associations; design and develop his/her own school improvement
programme in collaboration with parents and community leaders; participate in the
selection, recruitment and promotion of teachers; plan and develop an innovative
curriculum, using the national curriculum as a framework. The Decentralization
Programme is being implemented by transferring substantive decision-making powers to
the school level.

Structure and organization of the education system

 Structure of the education system in the Philippines

Pre-school education

Pre-school education consists of nurseries and kindergartens that cater to children aged
3-6. This level of education is not compulsory.

Primary education

Elementary education is compulsory and provides basic education to pupils aged 7-12. It
consists of six years of study except in a few schools––mainly private––offering a seven-
year course. Elementary education is organized into two levels: primary, which covers
Grades I-IV; and intermediate, which covers Grades V and VI (or VII). After completing
the six-year elementary programme, pupils receive a certificate of graduation.
Secondary education

Secondary education (high school) is a continuation of the basic education provided at

the first level. It is expanded to include learning (general education) and training in basic
employable skills (vocational/technical education). This covers a period of four years of
formal schooling and is addressed to students aged 13-16.

Tertiary education (higher education) provides prescribed courses of studies which are
credited towards degrees in academic disciplines or professions. It includes two-year
post-secondary technical and vocational courses, various professional courses, and
general higher education, including graduate and post-graduate studies (for students
aged 17-25). Normally, a baccalaureate degree takes four years. Graduate and post-
graduate courses normally take two to three years to complete.

According to the DECS (now DepEd) Order no. 16 of 2001, at the elementary and
secondary levels the 2001/02 school year began on 4 June and ended on 27 March of
the following year. It consisted of 203 days, or about thirty-three weeks of classes in
public schools.

The financing of education

Many of the problems of education today are linked to the under-investment in

education. The increase in the education budget from 1986 to 1989 was not sustained in
the succeeding three-year period. After reaching a peak of 13.2% of the national budget
in 1989, the share of education declined to 11.7% in 1991. Real per capita expenditures
declined starting in 1990. The growth in the nominal size of the education budget was
attributed to the growth of salary inputs which account for about 70% of total education
expenditures. The level of spending is very much below those of other ASEAN countries.
Actual expenditure per student increased from 783 pesos (P) in 1986 to P1,380 in 1994
at the elementary level. During the same period, a slight decline was observed at the
secondary level from P1,271 to P1,257 per student.

However, education has been given the highest budgetary priority in the national
government budget in recent years. Realignments within the DepEd budget have been
made to augment the financial resources for elementary education. In addition, two-
thirds of the President’s Social Fund have been committed primarily to establish new
schools in barangays without an elementary school. The share of education in the
national budget increased to 14% in 1995. The education budget (DepEd and state
universities and colleges) increased from P13.13 billion in 1986 to P53.7 billion in 1995.
The average teachers’ salary increased from P1,553 per month in 1986 to P5,902 which
is probably the highest rate of increase among the various professional groups in the
national government. To implement the Master Plan for Basic Education (1996-2005), it
is estimated that P50 billion will be allocated for the modernization of basic education in
the next ten years.

The national government is authorized by the Constitution to contribute to the financial

support of educational programmes. The DepEd is likewise asked to formulate
measures to broaden access to education through financial assistance and other
incentives to schools, teachers, and students. Public elementary schools, national
secondary schools, vocational and technical schools, other special schools, and
chartered and non-chartered tertiary educational institutions are funded primarily from
national funds. Local governments are encouraged to assume the operation of non-
national public schools, while the national government provides funds and adequate
sources of revenue. Government educational institutions are allowed to receive grants,
legacies, and donations for purposes specified by existing laws. The management and
use of such income is subject to government accounting and auditing rules and
regulations.

Private schools throughout the country are funded from capital investments, equity
contributions, tuition fees and other school charges, grants, loans, subsidies and other
income sources in accordance with current legislation. The national, regional, provincial,
city and municipal governments may also aid school programmes with loans, grants and
scholarships to recognize the complementary role of the government and of private
schools in the educational
system.

A number of programmes have been funded through international finance assistance.

For instance, the Secondary and Elementary Education Project (1990-94) was financed
through a support loan from the World Bank with co-financing by the Overseas
Economic Co-operation Fund of Japan. The Philippine-Australia Technical and
Vocational Education Project aimed at improving the sub-sector was supported by the
Australian bilateral assistance. The Science Teaching Improvement Project was jointly
financed by the German government and the Philippine government. The Science
Equipment Project (1989-1992) was implemented with the financial assistance of the
German government.

The educational process

Pre-primary education

Pre-school education at the kindergarten level (age group 5-6 years) must aim to
develop children in all aspects (physical, social, emotional, and cognitive) so that they
will be better prepared to adjust and cope with life situations and the demands of formal
schooling; and to maximize the children’s potential through a variety of carefully selected
and meaningful experiences considering their interests and capabilities. The curriculum
focuses on the following
areas:

 Physical development: it includes gross and fine motor co-ordination through play
and manipulative activities like games, simple works,
etc.

 Personal-social development: it involves skills and social behaviours and it includes

the development of health habits, independence, abilities to follow rules and routines.
Learning about the family and other people is part of the concerns in this area.
 Affective development: it includes experiences that help children develop love for
God, self, others and the community, and develop awareness of their feelings and sense
of the right and wrong.

 Cognitive development: it includes the development of communication skills and

sensory-perceptual and numeracy concepts and skills. Communication skills refer to
competencies in expressing ideas and feelings both in English and Filipino (oral
expression and basic readiness skills of listening, pre-reading and writing). Sensory-
perceptual and numeracy skills refer to the ability to observe, discriminate, compare and
classify, and to understand, count, read and write numbers.

 Creative-aesthetic development: it includes exploration of sounds, music and

rhythms, and the development of children’s creative expression through drawing,
painting, manipulative activities, etc.

In order to attain and ensure the holistic development of children, a well-planned

curriculum and a well-balanced programme of activities are necessary, although they
may vary according to each pre-school’s approach. Indoor and outdoor play are
essential whatever approach the pre-school follows. The language spoken by the child
should be valued. It is necessary that such language be used initially and until the
children have attained the facility and confidence in expressing themselves in English
and Filipino. The following table shows a sample programme of pre-school
activities:

Sample programme of pre-school activities

Area of development Activities No. of minutes

Communication skills and socio-emotional Sharing period (experiencies, 10
development songs, poems, news and informal
conversation
Cognitive development, socio-emotional Self-selected activities 20
development, physical development,
creative development
Cognitive development, socio-emotional Working period, including more 45-60
development structured activities
Physical development, creative Supervised outdoor paly 30
development, socio-emotional
development
Personal-social development, health care Clean up and snack 30
Physical development Rest 15
Any of the areas of development Story time or indoor activities 15
Total minutes 165-180

The Pre-school Education Programme, established in 1992, aims to provide 5-year-olds

in disadvantaged areas an opportunity for early peer socialization and learning activities
before starting elementary education. The former DECS organized a total of 1,428
classes with 40,780 pupils in the twenty provinces covered by the Social Reform Agenda
(SRA). A total of 638 pre-school teachers were trained in nine selected regions.
Instructional materials and supplies were distributed to classes under the Department
Programme, pre-schools run by Parent-Teacher Associations, and community-based
pre-schools.

Primary education

Elementary education provides basic education to pupils aged 7-12. The elementary
course comprises six years (in some cases, seven years), the first four years termed
primary grades and the last two years, intermediate grades.

The overall mission of elementary education is to enable pupils to acquire a basic

preparation that will make them an enlightened, disciplined, self-reliant, God-loving,
creative, versatile and productive citizens in a national community. The main objectives
of elementary education are:

 to provide knowledge and develop the skills, attitudes and values essential to the
children’s personal development and necessary for living in and contributing to a
developing and changing social milieu;

 to provide learning experiences aimed at increasing the children’s awareness of and

responsiveness to the demands of society, and to prepare them for constructive and
effective involvement;

 to promote and intensify the children’s knowledge of, identification with, and love for
the nation and the people to which they belong;

 to promote work experiences aimed at developing and enhancing the children’s

orientation to the world of work and creativity, and to prepare them for an honest and
gainful work.

“Curriculum policies are usually set forth by the Department of Education through
various orders, circulars, memoranda and bulletins. They are aligned with national
priorities and contribute to the achievement of development goals. However, several
laws passed by the national legislature specifically relate to the school curriculum.

Development of the basic education curriculum is the responsibility of the Central Office
Bureau of Elementary and Secondary Education, Curriculum Development Divisions.
This bureau defines the learning competencies for the different subject areas;
conceptualizes the structure of the curriculum; and formulates national curricular
policies. These functions are exercised in consultation with other agencies and sectors
of society (e.g. industry, social and civic groups, teacher-training institutions,
professional organizations, school administrators, parents, students, etc.). The subject
offerings, credit points and time allotments for the different subject areas are also
determined at the national level. In this sense, a national curriculum exists in the
Philippines. However, while curriculum implementation guidelines are issued at the
national level, the actual implementation is left to school-teachers. They determine the
resources to be used; teaching and assessment strategies and other processes.
Furthermore, schools have the option to modify the national curriculum (e.g. content,
sequence and teaching strategies) in order to ensure that the curriculum responds to
local concerns.

The approach to curriculum design in the country is based on content topic and
competency. The Department of Education prescribes competencies for the subject
areas in all the grade/year levels. The Bureau of Elementary and Secondary Education
develops, publishes and disseminates these learning competencies to the field. Most of
the subject/learning areas have a list of learning competencies expected to be mastered
by the children at the end of each grade/year level and also at the end of
elementary/secondary schooling. Some subject/learning areas have a combination of
both (i.e. learning competencies under each content/topic). The curriculum is designed
to be interpreted by teachers and implemented with variations. Schools are encouraged
to innovate and enrich or adapt, as along as they have met the basic requirements of the
curriculum. In this context, the regional science high schools offer an enriched science
and mathematics programme whereby students take additional science and
mathematics subjects. In some private schools, English, science and mathematics
subjects are taken in lieu of values education; this is because subjects like religion,
moral values and ethics already have been incorporated. In addition, students are
required to participate in co-curricular activities. These are managed by students with the
teacher as facilitator/moderator.

The curriculum plan (learning competencies) does not present teaching methods and
learning activities that teachers must follow in implementing the curriculum. The guiding
philosophy is that the creativity of teachers is stimulated by the option to plan and use
the appropriate teaching/learning activities independently. However, teacher’s manuals
or guides do incorporate higher-level content areas and suggestions for teaching and
assessing.” (See Mariñas & Ditapat, 2000).

The features that make the new 2002 curriculum for elementary and secondary
education different from previous curricula (NESC and NSEC) are: (i) restructuring of the
learning areas, reducing them to five (Filipino, English, science, mathematics and
Makabayan); (ii) stronger integration of competencies and values within and across
learning areas; (iii) greater emphasis on the learning process and integrative modes of
teaching; and (iv) increased time for tasks to gain mastery of competencies of the basic
tool subjects. The objectives are expressed in terms of competencies, which are
knowledge, skills and attitudes that the learner is expected to acquire at the end of the
programme. A significant feature of the competencies is the inclusion of the use of ICTs,
articulated in terms of skills in accessing, processing, and applying information, and
using educational software in solving mathematical problems and conducting
experiments. Content is delivered using a variety of media and resources. The teaching-
learning process considers the learner an active partner rather than an object of
pedagogy. The learner takes on the role of constructor of meaning, while the teacher
serves as facilitator, enabler and manager of learning. (Department of Education, 2002).

The weekly lesson timetables for elementary education (1999 and according to the
2002 basic education curriculum) are shown below:

Elementary education: weekly lesson timetable (1999)

Subject Weekly time allocated to each subject (in minutes)

 I II III IV V VI
Character-building activities 100-150 100-150 100 100 100 100
Filipino language 300 300 300 300 300 300
English language 300 300 300 300 300 300
Mathematics 200 200 200 200 200 200
Civics and culture 200 200 200 - - -
History, geography, civics - - - 200 200 200
Science and health - - 200 200 200 200
Arts and physical education, - - 200 200 200 200
home economics and livelihood
education
Optional - - - 200 300 300
Total weekly minutes 1,100–1,150 1,100–1,150 1,500 1,700 1,800 1,800
Total minutes per day 220-230 220-230 300 340 360 360

Source: Mariñas & Ditapat, 2000.

Elementary education: weekly lesson timetable (2002 basic education curriculum)

Learning area Weekly time allocated to each subject (in minutes)

I II III IV VI VII
Filipino language 400 400 400 300 300 300
English language 500 500 500 400 400 400
Science (1) - - 200 300 300 300
Mathematics 400 400 400 300 300 300
Makabayan: (2) 300 300 300 500 600 600
– Civics and culture 300 300 300 - - -
– Social studies (3) - - - 200 200 200
– Home economics and - - - 200 200 200
livelihood
– Values education, good
manners and right conduct (5)
Total weekly minutes 1,600 1,600 1,800 1,800 1,900 1,900

Source: Department of Education, 2002.

Notes:

(1) In Grades I and II, science is integrated into English and Makabayan (Civics and culture); in Grades
III–VI, science includes basic health concepts.

(2) Makabayan is a learning area that serves as a practice environment for holistic learning to develop a
healthy personal and national self-identity. Ideally, Makabayan entails the adoption of modes of integrative
teaching which will enable the learner to personally process and synthesize a wide range of skills and
values (cultural, aesthetic, athletic, vocational, politico-economic, and ethical). In Grades I–III,
Makabayan competencies and topics are developed through ‘Civics and culture.’ Children engage in
character-building activities, develop good behaviour, and are taught values like love for the country, good
citizenship, and respect for one’s cultural heritage. Children are also introduced to basic health knowledge,
healthy practices, and simple scientific skills. Civics and culture also nurtures creative expressions through
music, arts, physical exercises and games. In Grade III, Civics and culture focuses on the development of
a work ethic.

(3) Geography in Grade IV, History in Grade V, and Government & civics in Grade VI.

(4) Integrated into Civics and culture in Grades I–III.

(5) Values education and ‘good manners and right conduct’ are integrated in all learning areas.

In 2001/02, the gross enrolment rate at the elementary level was 114.4% and the
average teacher-pupil ratio in the public sector was 1:36. The cohort survival rate was
67.1%. The average drop-out rate in 2000/01 was 7.2%.

The National Elementary Achievement Test (NEAT) is an achievement test given to

Grade VI pupils completing the elementary education course. In 2000/01, the overall
achievement rate was 51.7%.

“Students at the elementary level are annually promoted from one grade to the next
provided that they meet the achievement standards set for the grade. […] In Grades I-VI,
students are rated in every subject four times during the year. A cumulative rating system
is used as the basis for promotion. The pass grade is 75 percent. The periodic ratings
are reported to the students and their parents through an individual report card which
provides for a brief narrative evaluation of the student’s behaviour. After satisfactorily
completing the six-year elementary curriculum, the students receive a certificate of
graduation from the elementary school. No examination is required for admission to
public secondary schools.” (Sutaria, 1995, p. 791).

Secondary education

Elementary school graduates are admitted into the secondary level which is a
continuation of the elementary education programme and a preparation for higher
education. The secondary course consists of four years. Curricular offerings are
classified as either general or vocational/technical secondary. Elementary and
secondary education levels are considered basic education. Secondary education is
addressed to students aged 13-16.

The New Secondary Education Curriculum was implemented in 1992/93. The major
subject areas are science, mathematics, technology, Filipino, English, and civics/national
culture. Technical and vocational education was also revised and adapted to
technological progress and employment needs in recent years.

The weekly lesson timetables for secondary education (1999 and according to the 2002
basic education curriculum) are shown below:

Secondary education: weekly lesson timetable

Subject Weekly time allocated to each subject (in minutes)

I II III IV
English language 200 200 200 200
Filipino language 200 200 200 200
Science and technology 400 400 400 400
Mathematics 200 200 200 200
Social studies 200 200 200 200
Physical education, health and 200 200 200 200
music
Values education 200 200 200 200
Technology and home economics 400 400 400 400
Total weekly minutes 2,000 2,000 2,000 2,000
Total minutes per day 400 400 400 400
Total hours per day 6h40m 6h40m 6h40m 6h40m

Source: Mariñas & Ditapat, 2000.

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

Subject Weekly time allocated to each subject (in

minutes)
I II III IV
Filipino language 300 300 300 300
English language 300 300 300 300
Science and technology (1) 300 300 300 300
Mathematics 300 300 300 300
Makabayan: (2) 780 780 780 780
– Social studies (3) 240 240 240 240
– Home economics, agriculture & 240 240 240 240
fisheries, industrial arts, and
entrepreneurship
– Music, arts, physical education 240 240 240 240
and health
– Values education (4) 60 60 60 60
Total weekly minutes 1,980 1,980 1,980 1,980

Source: Department of Education, 2002.

Notes:

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

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

The component social studies covers: history of the Philippines (first year); Asian studies (second year);
(3)

world history (third year); and economics (fourth year).

(4)
Also integrated in all learning areas.

“Vocational and technical education […] covers five main fields, namely, trade
(technology, communication, electronics, computers, transportation, etc.), agriculture,
fisheries, home industries, and non-traditional courses. These comprise more than 250
different courses of six months’ to three years’ duration. These courses include formal
school work in the field of specialization and related academic subjects. In the one-, two-
and three-year courses, these are combined with supervised industrial training in a co-
operating firm.” (Sutaria, cit., p. 788).

Under the proposed TESDA Occupation, Qualification and Certification System

(TOQCS) qualification requirements will be based on the National Occupational Skills
and Standards approved by the TESDA Board while certification requirements will be
addressed by occupational skills tests. The proposed system will introduce four levels of
certification. The first three levels will correspond to the existing levels of certification in
the National Skills Certification Programme (NSCP). The fourth one will be intended for
Technician or Master Craftsman certification. Each level will have a set of competencies
as qualification requirements. These requirements will correspond to the competencies
stipulated in the existing occupational skills standards for each specific trade. The
system calls for a competency-based learning scheme, which will correspond to the set
of competencies identified in each level. A certificate of competency will be issued upon
completion/passing of the test. Completion of competencies within a level will entitle a
person to a "statement of competency". The system has a provision for ease of entry
and exit in the education system through recognition of prior learning whether acquired
in school or in the workplace. The attainment of a license and certificate are not time-
bound since the system will give emphasis on the skills and knowledge required to gain
qualification rather than the type and length of the training/course.

The existing occupational skills standards will be the basis of all qualification and
certification activities. Under the existing skills testing and certification system,
occupations are classified into three categories, namely Third Class, Second Class and
First Class (the highest). In some cases, occupations may be classified into two classes
(Class A and B) or one category. These categories/levels have corresponding tests that
serve as an instrument in evaluating the level of knowledge and skills competence for a
particular occupation/job. The TOQCS will adapt the existing system with additional level
intended for Technicians or Master Craftsman to form part of the framework. The
following are the basic features of the qualification and certification system:

 Recognition prior to Learning (RPL) whether acquired in a learning institution or

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

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

 Modularized and competency-based learning based on occupational skills

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

 Accumulation of certificate of competencies towards license/certificate through a

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

 Self-pacing. The attainment of a certificate or license is not time-bound since the

system will give emphasis on the skills and knowledge required to gain
qualification rather than the type and length of training programmes.

In 2001/02, the gross enrolment rate at the secondary level was about 86% and the
average teacher-student ratio in the public sector was 1:39. The cohort survival rate was
73.2%. The average drop-out rate in 2000/01 was 8.7%. The National Secondary
Achievement Test (NSAT) is a test given to students completing the secondary level. In
2000/01, the overall achievement rate was 53.4%.

“As in the elementary school, secondary school students are rated four times a year. If a
student fails in a particular subject, he or she repeats the subject the next year, but is,
nevertheless, promoted to the next higher year. A certificate is issued to secondary
school graduates. All high school graduates seeking admission to post-secondary
programmes requiring a minimum of four years’ study are required to qualify in the
National College Entrance Examination (NCEE) administered by the National
Educational Testing and Research Centre.” (Sutaria, cit., p. 791).

Assessing learning achievement nationwide

The National Educational Testing and Research Centre (NETRC) assumes the lead role
in the field of educational measurement, evaluation and research as a means of
providing information necessary to improve the state of the education system. Among
the tests that are annually developed are the National College Entrance Examination
(NCEE), the National Technical and Vocational Examination (NTVE), and the Philippine
Educational Placement Test (PEPT), the latter for drop-outs desiring to be re-admitted
into the formal system. The Centre, in collaboration with the Civil Service Commission,
annually develops the test for the Philippine Board Examination for Teachers (PBET).
The Centre also develops the National Elementary Achievement Test (NEAT) and the
National Secondary Achievement Test (NSAT).
Achievement levels in elementary and secondary education still fall below standards. In
1988, achievement scores of elementary pupils stood at only 55.2% against a standard
of 75%. Results of the NEAT reflect national mean scores below the target mean score.
The lowest scores were registered in language/reading, science and mathematics. It
was further revealed that only 29% or 38 of 131 competencies/skills were learned by the
children. The problem of poor quality has been traced to a number of causes which
include socio-economic factors, teacher-related factors, inadequate learning materials,
and the short and congested school curriculum, among others.

Based on the NEAT scores, there was an increase in the percentage of elementary
pupils who mastered basic competencies in reading/writing and in mathematics between
1995 and 1998. During the same period, there was a decrease in the percentage
mastering basic competencies in life skills/others.

Nationwide, the percentage of pupils mastering reading/writing increased from 59.0% in

1995 to 61.6% in 1998. Males and females had essentially the same rate of increase
between 1995 and 1998. There was practically no improvement in the urban areas; in
contrast, there was a significant improvement in the rural areas. In terms of the
percentage of pupils mastering reading/writing, the urban areas nevertheless had an
edge over the rural areas in 1995 (urban: 64.2%; rural: 51.7%) and in 1998 (urban:
64.5%; rural: 57.7%).

Nationwide, the percentage of pupils mastering mathematics increased from 67.7% in

1995 to 78.2% in 1998. Males and females had essentially the same rate of increase
between 1995 and 1998. The rural areas experienced a higher increase (76.3% in 1998
vs. 63.1% in 1995) than the urban areas (79.7% in 1998 vs. 71.0% in 1995). In terms of
the percentage of students mastering mathematics, the urban areas nevertheless had
an edge over the rural areas in 1995 (urban: 71.0%; rural: 63.1%) and in 1998 (urban:
79.7%; rural: 76.3%).

Nationwide, the percentage of pupils mastering competency in life skills decreased from
61.7% in 1995 to 60.9% in 1998. Test scores from the science and HEKASI (geography,
history and civics) were used to form the measure for life skills, these subjects being the
closest proxy available in the NEAT. There was no change in male performance between
1995 and 1998; however, female performance deteriorated, causing the overall
decrease in life skills competency among pupils. Nonetheless, the percentage of
females (66.5% in 1995 and 60.9% in 1998) was greater than that of the males (56.7%
for both 1995 and 1998) during both years. While urban performance declined (67.2% in
1995 vs. 64.9% in 1998), the rural areas experienced a slight increase (55.6% in 1998
vs. 54.5% in 1995). In terms of the percentage of students mastering life skills, the urban
areas nevertheless had an edge over the rural areas in 1995 (urban: 67.2%; rural:
54.5%) and in 1998 (urban: 64.9%; rural: 55.6%). The decreased level of performance in
life skills has been attributed by the DECS to the inadequacy of inputs to support the
component subjects, particularly science (DECS, 1999).
Higher education

As stated in the Long-Term Higher Education Development Plan 2001-2010, the vision
for higher education is as follows: The higher education system of the Philippines is a
key player in the education and integral formation of professionally competent, service-
oriented, principled, and productive citizens. Through its tri-fold function of teaching,
research, and extension services, it becomes a prime mover of the nation's
socioeconomic growth and sustainable development. The missions of higher education
institutions are: (i) to educate and train Filipinos for enhanced labor productivity and
responsible citizenship in an environment where educational access is equitable; (ii) to
inculcate nationalism and patriotism in the hearts and minds of the students and
graduates; (iii) to accelerate the development of high-level professionals ready to meet
international competition; and (iv) to serve as centers of research and development

The Commission on Higher Education (CHED) was established by virtue of the Republic
Act No. 7722 otherwise known as the 1994 Higher Education Act. The Commission is
responsible for the operation of all higher education institutions––both public and
private––their policy formulation, planning and programme recommendations. The
Commission regulates the establishment or closure of private higher education
institutions, their course offerings, curricular development, building specifications and
tuition fees.

In order to provide advisory services to the Commission, a panel of experts in the nine
major course clusters were appointed for an initial three-year period (1995-97). The
Technical Panels were involved in areas such as development and revision of policies
and standards, setting directions for their specific programmes, and monitoring and
evaluation of programmes.

Public higher education institutions (PHEI) are basically composed of chartered state
universities and colleges (SUCs). Other PHEIs include: colleges and schools supervised
by the CHED, community colleges, local universities and colleges (LUCs) and other
government schools.

Private higher education institutions, both confessional and non confessional, are fee-
paying and enrol about 80% of the total number of collegiate students (2.01 million in
1995/96). Confessional HEIs are usually non-profit institutions owned by religious
orders, while non confessional HEIs are owned by private corporations and they are not
affiliated to any religious organization.

Charted state universities and colleges are organized according to their charters. SUCs
are authorized to award degrees or open new courses upon approval of the Board of
Regents/Trustees. Private HEIs are organized under the corporation code. They are
governed by special laws and the general provisions contained in the corporation code.
Private institutions usually follow the regulations and orders of the CHED but they enjoy
a certain degree of autonomy when they reach Level III accreditation.
In response to the continued mismatch between manpower supply and demand and the
issue of enhancing the employability of graduates, information dissemination on relevant
and in-demand courses based an regional/local needs has been intensified. Course
offerings were rationalized to avoid duplication or undesirable competition between and
among private tertiary schools and state universities and colleges through continuous
review and evaluation of educational programmes by the Regional Development
Councils. Tertiary institutions have modified their curricula to suit the needs of their
service areas. Alongside, the institutions strengthened their respective areas of
specialization by developing the managerial capability of professionals in various fields
through building a strong research capability in agriculture, research, technology and
environment, and natural resources development.

Higher education institutions have adopted a scheme of voluntary accreditation to

upgrade the quality of programme offerings. Other quality assurance mechanisms have
been developed to improve various programme clusters, namely: agriculture education;
humanities, social sciences and communication; information technology; medical and
health related professions; engineering, architecture and technology; science and
mathematics; teacher education; business accountancy and industry; and maritime
education. Programme offerings include associate diploma courses, baccalaureate
courses, and graduate degree courses at the master’s and doctoral levels.

In the academic year 2002/03 there were 1,470 HEIs in the country, of which 1,297 in
the private sector. Public HEIs included 111 state universities and colleges, forty-four
local universities and colleges, five special HEIs (mainly providing training in areas such
as military science and national defense), twelve government schools (usually TVET
institutions offering higher education programmes), and one CHED-supervised post-
secondary education institution. In the academic year 2000/01 total enrolment in HEIs
amounted to 2,637,039 students (of whom 73.1% in the private sector). Teaching staff
amounted to 93,884, of whom 8,2% were holders of doctorate degrees. For the
academic year 1999/2000 the participation rate was 21.2% and the graduation rate was
59.1%.

Special education

Special education develops the capabilities of children who are physically, mentally,
emotionally, socially or culturally disabled as well as gifted children. Children with special
needs are being attended to through modified curricula, special services and physical
facilities for the maximum development of their potential.

Educational patterns for these children include the special class plan (self-
contained/segregated plan), resource room plan, special education centres, special
schools, and the itinerant teacher plan. On the whole, the ultimate goal of the special
education programme is the mainstreaming or integration of children with special needs
into the regular school system to lead as normal a life as possible. A mobile training
course is also organized on current trends in classroom management and supervision of
special education programmes as well as the utilization of publications on special
education, educating the gifted, the Braille Code, basic sign vocabulary, and regulations
and standards for special schools.
“As of the school year 1990-91, there were eight special education centres, 25 special
schools, and 97 elementary schools with integrated classes. Only 22,096 children with
special needs were enrolled in the government schools. The number served is less than
two percent of the estimated exceptional population in need of special services.”
(Sutaria, cit., p. 788).

Private education

The private sector has been a major provider of educational services, accounting for
about 7.5% of primary enrolment, 32% of secondary enrolment and about 80% of tertiary
enrolment. Private schools have proven to be efficient in resource utilization. Per unit
costs in private schools are generally lower when compared to public schools. This
situation is more evident at the tertiary level. Government regulations have given private
education more flexibility and autonomy in recent years, notably by lifting the moratorium
on applications for new courses, new schools and conversions, by liberalizing tuition fee
policy for private schools, by replacing values education for third and fourth years with
English, mathematics and natural science at the option of the school, and by issuing the
revised Manual of Regulations for Private Schools in August 1992.

The Education Service Contracting scheme of the government provides financial

assistance for tuition and other school fees of students turned away from public high
schools because of enrolment overflows. The Tuition Fee Supplement is geared to
students enrolled in priority courses in post-secondary and non-degree programmes
including vocational and technical courses. The Private Education Student Financial
Assistance is made available to underprivileged but deserving high school graduates
who wish to pursue college/technical education in private colleges and universities.

In the school year 2001/02, there were 4,529 private elementary schools (out of a total of
40,763) and 3,261 private secondary schools (out of a total of 7,683). In 2002/03, there
were 1,297 private higher education institutions (out of a total of 1,470).

Means of instruction, equipment and infrastructure

Despite the rapid expansion of the public school system, out of 43,000 barangays
nationwide, more than 12,000 rural barangays (27%) do not have an elementary school.
In 1993/94, about 34.5% of public elementary schools were incomplete, i.e. not offering
the full six-year elementary programme. At the secondary level, 61 or 3.4% of the 1,800
municipalities in the country are without either public or private high schools, while 175
municipalities or 9.7% of these 1,800 municipalities are without a public high
school.

A the elementary and secondary levels, the availability of textbooks has been assured
thanks to the Education for All Programme. However, other basic educational
requirements such as school buildings, teachers and instructional equipment have not
been fully provided. This led to the adoption of measures like increasing class sizes,
holding multiple shifts and assigning teaching overloads. Even with such measures,
school buildings and teachers are still inadequate. During the school year 1992/93,
assuming a class size of 50 students, there was a shortage of close to 3,900 classrooms
in public elementary schools, and 4,100 classrooms in secondary schools, while more
than 6,500 teachers were needed in public high schools.

Failure of the education sector to modernize was evident in the past because of the
absence of some basic services, facilities and equipment which proved crucial to efforts
at maximizing the advantages of technological developments. The Master Plan for Basic
Education (1996-2005) has the mandate of modernizing education, notably by
introducing modern instructional materials which include computers and Internet, videos,
well-equipped science laboratories and machine shops as well as libraries to enrich
instruction. Information and telecommunication systems will also serve as basic tools for
carrying out educational administration and supervision.

The current situation in the country is that new information technologies have only
affected a negligible fraction of the education system. Only 0.03% and 16.2% of public
elementary and secondary schools, respectively, have computers and only 1.9% and
53.4% of public elementary and public secondary schools, respectively, have science
laboratories. Computer literacy is just now growing in importance and very few teachers
have adequate training and access to computers. The teachers can avail of computers
and other information technology facilities in a few public schools and elite private
schools.

Adult and non-formal education

Non-formal education includes organized school-based educational activities aimed at

attaining specific learning objectives for a particular clientele, especially the illiterate
adults and out-of-school youths. It is one of the intervention strategies for human
development, especially for the economically, socially and educationally disadvantaged
population groups, ethnic minorities and other cultural communities. Non-formal
education objectives cater directly to the immediate and current needs of people, rather
than preparing them for some future gains. The Bureau of Non-formal Education (BNFE)
conducts consultative conferences on the School On the Air Programme and educational
television on Maghanap Buhay Tayo. It continues to pursue the development of a
manual on literacy evaluation and a literacy project for the hill tribes.

In recent years, non-formal education and training has focused on three programme
areas: functional literacy, living skills development, and values development. The
Literacy Co-ordination Council, an interagency body administratively attached to the
DepEd, has been created to carry out the policy of the State to give priority to the
eradication of illiteracy. Non-formal education and training accomplishments for 1993
included various training workshops and meetings, along with assessment, pilot testing
and printing of literacy materials. To strengthen the implementation of the NFE
programmes and projects, the BNFE maintains its links and co-ordination with both local
and foreign governmental and non-governmental organizations. For better
implementation of the functional literacy programme, the BNFE, in its aim to reduce
illiteracy and contribute to poverty alleviation in the country, has provided leadership and
technical assistance in the implementation of literacy programmes, projects, training
workshops and other activities, including:
Female functional literacy and parent education: this non-formal education component of
the Area-Based Child Survival and Development Programme provides parents,
particularly mothers, with essential competencies and skills to better perform their roles
in child survival, protection and development.

Literacy project for cultural communities: this project aims to provide more accessible
educational services to cultural communities (such as hill tribes) who are unable to
attend formal schooling.

Development of literacy measures: in view of the need for a more useful tool for
identifying illiterates, the BNFE undertook a project on the development of literacy
measures through seminar-workshops. The literacy measures currently consist of seven
items that measure the functional literacy of the target clientele. This is accompanied by
the Manual of Instructions indicating the way to administrate of the measure and its
scoring.

Development and production of instructional materials for the eradication of illiteracy and
functional literacy: a primer for Level I of literacy and a facilitator’s guide were
developed. Another set of materials, consisting of booklets, posters, folder poster,
comics and facilitator’s guides were also developed and finalized for printing. In addition
to these, a continuum of basic life skills for three literacy levels was finalized and
produced.

Development of an alternative learning system: the development of the alternative

learning system in the Philippines is essentially a research and development project with
the following components: (a) development of a non school-based essential learning
continuum; (b) development of alternative delivery modes; (c) development of learning
materials; and (d) development of an expanded accreditation and equivalency system.
For instance, the BNFE has been involved in the development of the essential learning
continuum, of the School on the Air Programmes, and of an expanded accreditation and
equivalency system with the National Educational Testing and Research
Centre.

Field implementation of literacy projects and activities: functional literacy classes have
been organized in the fourteen regions. A total of 6,320 classes have been organized,
with a 14% increase over the last years. The total enrolment of 119,162 learners has a
breakdown of 53,085 or 45% out-of-school youth and 66,078 or 55% adults. Although
the number of classes, enrolment and graduates in functional literacy has increased in
recent years, it is still short of the target clientele. Living skills development projects and
activities have also been implemented in the regions.

Among the problems and issues which are internal to the education sector, about 15% of
10.2 million children continue to be out of school. The low survival rate in the elementary
and secondary education largely contributes to the increase of out-of-school youth and
illiterates. Studies further reveal that pupils who drop out of school before Grade IV
revert to illiteracy if no continuing education is provided. Of the entire population, 2.6
million are basically illiterate and 11.7 million are functionally illiterate. The literacy rate
rose from 82.8% in 1980 to 93.5% in 1994.
Teaching staff

Anyone who chooses a teaching career in the Philippines must hold a degree in teacher
education. Teachers in public and private elementary schools must have at least a
bachelor’s degree in elementary education. High school teachers are expected to have a
bachelor’s degree in secondary education with specialization (a major and a minor) in
high school subjects. Both degrees are awarded upon successful completion of
approved teacher education courses in recognized institutions. Teaching in colleges or
professional degree programmes at the tertiary level requires at least a master’s degree
in a particular area of specialization. A doctorate is required of those who teach courses
in graduate programmes.

All teachers complete a four-year degree programme. The usual programmes are the
Bachelor of Secondary Education and Bachelor of Elementary Education. Specialist
programmes are also available in agriculture, business, industrial and physical
education. Courses include a core of general education, at least one year of professional
education and studies in the major teaching area. Curricula for each programme are
approved by the Commission on Higher Education and institutions have flexibility to vary
these models. Until now, the curriculum for the pre-service training is still the 1986
curriculum with some modifications and revisions in accordance with DECS Order No. 3
of 1993, which provides for new minimum requirements in the general education and
other components of initial bachelor-level courses of study. Non-education graduates
may complete an eighteen-unit Certificate of Professional Education in order to qualify
as primary or secondary teachers. After completion of these programmes, the students
are required to take the Philippine Board Examination for Teachers to qualify to teach at
the elementary and secondary levels.

The Magna Carta for Public School Teachers (Republic Act No. 4670) enacted in 1966
states in Section 15 that teachers’ salaries “(a) shall compare favourably with those paid
in other occupations requiring equivalent or similar qualifications, training and abilities;
(b) shall be such as to ensure teachers a reasonable standard of life for themselves and
their families; (c) shall be properly graded so as to recognize the fact that certain
positions require higher qualifications and greater responsibility than others, provided
that the general salary scale be such that the relation between the lowest and highest
salary paid will be of reasonable order.” In the case of the private school teachers, the
law also provides that “the remuneration paid to them shall, as a general rule, be
comparable to current salary rates for corresponding government positions.” The
teachers’ salary was increased in 1995; however, the average teachers’ salary at
present is inadequate as source of livelihood.

The Magna Carta similarly states that “any teacher engaged in actual classroom
teaching shall be required to render not more than six hours of actual classroom
teaching a day, preparation and correction of exercises and other work incidental to
his/her normal teaching duties.” Secondary teachers shall be assigned to no more than
six daily forty-minute periods of instruction. For college, the normal teaching load of a
full-time instructor shall be eighteen hours a week. The teaching load of part-time
instructors who are full-time employees outside of teaching shall not exceed twelve
hours per week.
Teachers belong to the government service and they are governed by civil service laws,
rules and regulations. Teachers can only join the service if they meet the prescribed
qualifications, such as: appropriate civil service eligibility, bachelor’s degree in education
or its equivalent, master’s degree and doctorate degree, good moral standing,
etc.

Training activities at the national, regional, district and school levels are conducted by
the DepEd, teacher education institutions, other government and non-government
agencies, and international agencies as part of staff development programmes and to
meet in-service training needs of teachers. The Department through linkages with other
agencies and associations, initiates, plans and implements in-service training
programmes. Such programmes take the form of conventions, conferences, short-term
courses, summer institutes, workshops and seminars. These activities are designed for
teachers, supervisors and administrators of various levels.

Poor quality of education is due, among other causes, to deficiencies in pre-service

training and in-service training of teachers, and unqualified teachers teaching subjects
outside their areas of specialization. For instance, only slightly more than half of the
mathematics teachers in high school majored in this subject, while only 4% of physics
teachers majored in this subject. There is a need for an institutionalized support system
to strengthen in-service training, clearly defined career paths and prospects of mobility in
the teaching profession to enhance motivation. Also there is the question of regulation of
the teaching load, which according to a study conducted revealed that the Filipino
teacher has seventy-two tasks other than teaching. In the 1980s, massive staff
development programmes were institutionalized. For 1992, the Bureau of Elementary
Education conducted various training programmes at the local level, including seminars
and workshops on the maintenance of school facilities and other instructional tools and
devices, and on the management of Learning Resource Centres for elementary school
administrators, seminars and workshops on effective instructional management of
multigrade classes for teachers, and a training course designed to upgrade the
competencies of public school teachers in assessing children with special
needs.

The Supervisory Skills Enhancement Programme was also launched. This programme
sought to strengthen the supervisors’ commitment to their role, update their knowledge
of the content and process of instruction in their areas of supervision and improve their
methodology of evaluating and monitoring teaching-learning. At the first stage of
implementation, 1,049 division supervisors participated in the programme. Science and
mathematics supervisors underwent an additional week-long training, sponsored by the
Department of Science and Technology-Science Education Institute. The training was
intended to enrich the supervisors’ stock of knowledge of the content and methodology
in their areas of supervision, especially as 7.7% of the science supervisors and 18.2% of
the mathematics supervisors were found to be non-specialists in their respective fields.
Likewise, a one-week follow-up workshop for 56 fourth-year private high school trainers
in technology and home economics was conducted. A total of 35,704 fourth-year
teachers from public and private secondary schools underwent training in content,
strategies and evaluation in science, mathematics, English, Filipino, social studies,
values education, physical education, health education, music, technology and home
economics. While the institutionalization of in-service training is being vigorously
pursued, the provision of local and foreign fellowships remains a part of staff
development.

At the tertiary level, schools prepare their own training programmes. Recently, the
College Faculty Development Fund Programme was formulated to help update the
competencies of teachers, specifically for the faculty of private colleges and universities.
Similarly, faculty members in private colleges and universities were also accorded a
chance to pursue graduate education through the Faculty Development Fund. In 1992, a
total of twenty-eight college teachers benefited from the fund. Training programmes have
also been organized to upgrade the competencies of vocational/technical subject
teachers.

Ad hoc bodies of experts in various fields of specializations or disciplines including

teacher education have also been strengthened to provide the required expertise and
serve as consultative and advisory bodies. These are the Technical Panels which are
involved in the areas of development and revision of policies and standards, setting
directions for specific programmes, and monitoring and evaluating of programmes.

In addition, the DepEd Integrated Scholarship Programme which is covered by an

annual Memorandum of Agreement between the Department and the participating
institutions has been in operation for the last decade. In recent years, the grants have
concentrated on short-term training programmes so that more teachers can benefit from
the in-service training programmes. Other training programmes include management
skills for secondary school principals, conference-workshops for school administrators
and master teachers, and short-term courses for both elementary and secondary school
teachers.

Among the measures taken to improve the quality of education in the future, a massive
training programme for teachers will be implemented to develop skills for effective use of
modern school facilities. The programme will consist of a pre-service and in-service
training component. Pre-service will involve deregulation and re-orientation of the study
programmes of teacher education colleges towards specific teaching competencies
evolved from an analysis of clientele needs as well as adaptation of successful teacher
education programmes both locally and abroad. In-service programmes will sustain
professional upgrading or development of teachers through the revitalization of an
existing school-based structure (Learning Action Cells) and by strengthening linkages
with teacher education programmes. A teacher induction programme shall be considered
to commence entry into the teaching profession. This phase will subject a newly hired
teacher on probationary status to on-the-job observation by master teachers. Only after
completing the teacher induction programme where on-the-job training and skills
certification shall be undertaken will tenure be granted to a newly hired
teacher.

In line with the provisions of Republic Act No. 7836 (Philippine Teachers
Professionalization Act of 1994), a career progression scheme for teachers,
administrators and specialists will be developed and tied up with the Continuing
Professional Education under the Board for Professional Teachers. Performance
evaluation will likewise be undertaken on a regular basis to focus on certain
accountability targets to measure performance. Merit-based incentives and rewards will
be an integral part of the merit evaluation scheme.
Educational research and information

To establish a basis for policy and strategy formulation as well as development of

programmes and projects in the education sector, several studies on the following issues
have been undertaken by the Department of Education through its different Bureaus in
recent years: drop-outs at the elementary level; survey of existing material resources of
the Learning Resource Centres including the school libraries; search for the most
effective public elementary schools; implementation of the New Secondary Education
Curriculum; review and assessment of the Government subsidy for private secondary
education; efficiency and effectiveness of four literacy programmes.

The National Education Testing and Research Centre (NETRC) has undertaken a
research entitled School Assessment System to develop an assessment system for
pupils in Grades II, IV and VI of elementary education

Principles and general objectives of education

In the Philippines the education system aims to:

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

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

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

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

 Respond effectively to changing needs and conditions through a system of

educational planning and evaluation.

Current educational priorities and concerns

The growing awareness of the benefits of education, the constitutional provision (a new
constitution was adopted in 1987) for free and compulsory elementary education, the
demand for education relevance and responsiveness to changing societal needs and the
alarming rate of increase in the country’s population have contributed to the problem of
providing education for all, a problem which becomes more serious each year. The
Department of Education, Culture and Sports (now the Department of Education,
DepED) has attempted to implement educational reforms, programmes and projects to
address the key issues of access and quality of basic education, relevance and
efficiency of the education system. However, many problems are besetting education in
the Philippines. Among the school-related causes are the unqualified and poorly trained
teachers, inadequate facilities and equipment, and lack of instructional materials
(textbooks and teacher’s manuals). Non-school factors include poverty, low educational
attainment and illiteracy of parents, and poor health and nutrition.

In recent years, the DepEd has pursued several development programmes and projects
through government funding and overseas economic co-operation both multilateral and
bilateral. The strategies to improve education include overall review of elementary and
secondary education, universal access to and quality of education (notably by
emphasizing teaching of English, science, technology and mathematics), provision of
alternative delivery schemes (such as multigrade teaching, mobile teaching, and
instructional management by parents, community and teachers in disaster areas),
management training for principals and school administrators, development of research,
improvement of school libraries and teachers’ welfare. Technical and vocational
education was also revised in an effort to cope with rapid technological advancements
and to provide young people with more meaningful preparation for their future
employment. The strategies include curriculum development, improvement of pre- and
in-service education of teachers in both public and private schools, updated instructional
materials in various fields, and upgrading of equipment for both public and private
institutions.

At the higher education level, the strategies include improving access of the poor and
disadvantaged, improving quality––notably by focusing on pre-service and in-service
training of teachers––, liberalizing policies for private schools, rationalizing state colleges
and universities (SUCs), and strengthening linkages with government professional
boards for evaluation.

Among the development programmes implemented in recent years, the following should
be mentioned:

The Elementary and Secondary Education Project: the aim of the project has been to
meet the sector’s requirement for essential physical resources (facilities and equipment),
especially in educationally and economically disadvantaged areas; improve the
professional competence of teachers and school administrators; expand the population’s
basic knowledge and the skills of children at risk of dropping out of school as well as
illiterate out-of-school youth and adults; and further develop DepEd institutional
capacities in planning and management of the education system.

Implementing the New Secondary Education Curriculum (1992-93): mass training of

Grade IV teachers was undertaken, and complemented with the production and delivery
of textbooks and teachers’ manuals to fully support the implementation of the new
curriculum. The physical facilities component of the programme also provided for the
construction of 673 packages of equipped and furnished academic classrooms,
workshops and science laboratories to augment the accommodations problem in the
secondary level.

The School Building Programme: this programme provides for the construction of
classrooms, science laboratories and multi-purpose workshops, and the provision of
equipment for instruction for selected elementary and secondary schools within the
typhoon belt of the country and in remote and rural areas.

Science Teaching Improvement Project: this project aims to develop science equipment
through research, prototype production, standards setting and tests, and expertise within
the educational sector through workshops, seminars, and training of teachers and staff
locally and abroad.

Science Equipment Project: this project addresses the pressing need of the public
school system for instructional materials and equipment. The National Science
Equipment Centre and three Regional Distribution/Service Centres were developed and
institutionalized for the purpose of developing, testing, producing, and distributing
science equipment to the public secondary schools.

Rationalizing programme offerings of state colleges and universities on a regional basis:

this programme aims at encourage specialization in each SUC and intra-regionally
among SUCs with special emphasis on capital and land-intensive courses such as
agriculture, technology and engineering, and technical education. It encourages
regional co-ordination among SUCs to minimize duplication of programme
offerings.

Among the achievements, benefits and performance of the education system over a ten-
year period (1986-95), the following should be mentioned:

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

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

 Free public secondary education has been implemented.

 The programme of assistance for low-income students and faculty in private

schools has been expanded.

 The Values Education Framework has been formulated and implemented.

 Centres of excellence in teacher education have been established.

 Professionalization of the teaching profession has been achieved through the

Philippine Teachers Professionalization Act of 1994.

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

 Student contact time has increased through a lengthened school calendar and
additional time for English, science and mathematics.
  Science education has been strengthened through the establishment of regional
science high schools, the formulation and implementation of the Science and
Technology Education Plan, the establishment of the Regional Science Teaching
Centres, and the organization of the National Science Teaching Instrumentation
Centre.

 Policies governing private education have been liberalized––notably as regards

curriculum requirements and tuition fee policy––to promote efficiency, autonomy
and responsiveness.

 Educational performance during the period has improved, as indicated by the

literacy rate, the improved enrolment rate at the primary and secondary levels,
the decrease of repetition rates, and the provision of textbooks and instructional
materials.

The DepEd will continue to provide access to basic education. In accordance with the
broadening of accessibility to basic education, the programme commitment has the
following components: (a) establishment of a school in every barangay not having an
elementary school and in every town without a high school (a barangay is the basic
governmental unit in the country’s political structure, consisting of a number of families
within the same geographic area); (b) organization of multigrade classrooms; (c)
completion of incomplete elementary schools; and (d) provision of basic instructional
materials, facilities and equipment at the elementary and high school levels.

In addition, the Master Plan for Basic Education (1996-2005) has the mandate of
modernizing education. The programme is being pursued through the introduction of
modern instructional materials––such as computers and Internet, videos, well equipped
science laboratories and machine shops as well as libraries––to enrich instruction
through training programmes and further studies, including staff development abroad,
teaching techniques and teachers’ mastery of subject matter. Training programmes will
also be provided for the upgrading of managerial skills in planning, project and fund
management as well as resource management and community mobilization. Information
and telecommunication systems will serve as basic tools for carrying out educational
administration and supervision.

Laws and other basic regulations concerning education

In the Philippines, education is a public or state function. Public elementary and

secondary education is supported by the national government, the former as mandated
by the Constitution (1987), which states that “the State shall protect and promote the
right of all citizens to quality education at all levels and shall take appropriate steps to
make such education accessible to all”, and the latter by Republic Act No. 6655 (Free
Secondary Education Act). Specific provisions on education upon which all decrees,
policies, regulations, and rules on education are based, are provided in the Constitution.
These are expressly stated by way of the constitutional mandate, Presidential decree,
and other legal provisions.
The objectives of formal education at the elementary, secondary, and tertiary levels as
well as those of non-formal education are specified in the Education Act of 1982. The
Republic Act No. 6728 deals with private education, notably by setting common
minimum physical facilities and curricular requirements for all schools and by liberalizing
the subject content of values education.

The creation of the Commission on Higher Education by Republic Act No. 7722 and of
the Technical Education and Skills Development Authority separated these entities from
the Department of Education where they originally belonged.

The Philippine Teachers Professionalization Act, Republic Act No. 7836, was issued in
1994. The Literacy Co-ordination Council, an interagency body administratively attached
to DECS, was created by Republic Act No. 7165 to carry out State policy to eradicate
illiteracy. The House Bill No. 1875 entitled “An Act to Strengthen Teacher Education in
the Philippines by Establishing Lead Teacher Training Institutions, Appropriating Funds
Therefore and for Other Purposes” deals with the improvement of teacher
education.

The Republic Act No. 7796, otherwise known as the Technical Education and Skills
Development Act of 1994, aims to encourage the full participation of and mobilize the
industry, labour, local government units and technical-vocational education and training
(TVET) institutions in the skills development of the country's human
resources.

In August 2001, Republic Act No. 9155, otherwise called the Governance of Basic
Education Act, was passed transforming the name of the Department of Education,
Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the
role of field offices (regional offices, division offices, district offices and schools). This
Act provides the overall framework for: (i) school heads empowerment by strengthening
their leadership roles; and (ii) school-based management within the context of
transparency and local accountability. The goal of basic education is to provide the
school age population and young adults with skills, knowledge, and values to become
caring, self-reliant, productive and patriotic citizens.

According to legislation, primary education is free and compulsory for children aged 7-
12. Secondary education is free but not compulsory.

Administration and management of the education system

The Department of Education (DepEd) is the principal government agency responsible

for education and manpower development. The mission of the Department is to provide
quality basic education that is equitably accessible to all and lay the foundation for life-
long learning and service for the common good. The Department is primarily responsible
for the formulation, planning, implementation and co-ordination of the policies,
standards, regulations, plans, programmes and projects in areas of formal and non-
formal education. It also supervises all basic education institutions, both public and
private, and provides for the establishment and maintenance of a complete, adequate
and integrated system of education relevant to the goals of national
development.

The current Department structure consists of two parts: the Central Office and the field
offices which consist of regional and sub-regional levels. The Department proper
consists of: the Office of the Secretary; five Services (Office of Planning Service,
Financial and Management Service, Administrative Service, Human Resource
Development Service, and Technical Service); four Bureaus (Elementary Education,
Secondary Education, Non-Formal Education, and Physical Education and School
Sports); and Centres (such as Health and Nutrition, and National Education Testing and
Research). There are field offices in sixteen regions, each headed by a Regional
Director; 157 provincial and city schools divisions, each headed by a School Division
Superintendent; and 2,227 school districts headed by a District Supervisor.

The Bureau of Elementary Education (BEE) is responsible for providing access and
quality elementary education for all. It also focuses on social services for the poor and
directs public resources and efforts at socially disadvantaged regions and specific
groups. The Bureau of Secondary Education (BSE) is responsible for providing access
and quality secondary education. Its aim is to enable every elementary graduate to have
access to secondary education. It improves access to secondary education by
establishing schools in municipalities where there are none and reviews the overall
structure of secondary education as regards curriculum, facilities, and teachers’ in-
service training.

The Bureau of Non-formal Education (BNFE) is responsible for contributing to the

improvement of the poor through literacy and continuing education programmes. Its aim
is to provide focused basic services to the more disadvantaged sections of the
population to improve their welfare and contribute to human resource
development.

The Bureau of Physical Education and School Sports (BPESS) is responsible for
physical fitness promotion, school sports development, cultural heritage revival
(Kundiman Fiesta), natural heritage conservation, and values development. Its aim is to
inculcate desirable values such as self-discipline, honesty, teamwork, sportsmanship,
excellence and others and make the Filipino youth fit to respond adequately to the
demands, requirements, challenges and opportunities that the next century may bring.
The functions of the BPESS were absorbed by the Philippine Sports Commission in
August 1999.

Attached agencies to the Department are the National Museum, National Library,
National Historical Institute, and Records Management and Archives Office. Other offices
are the Instructional Materials Corporation, Instructional Materials Council, Educational
Development Projects Implementing Task Force, Educational Assistance Policy Council,
National Youth and Sports Development Board, National Social Action Council and
Teacher Education Council. The main objective of the cultural agencies of the
Department is to preserve, conserve, restore and enrich the cultural heritage, customs
and traditions.

The Technical Education and Skills Development Authority (TESDA) was

established through the enactment of Republic Act No. 7796 otherwise known as the
Technical Education and Skills Development Act of 1994. This Act aims to encourage the
full participation of and mobilize the industry, labour, local government units and
technical-vocational education and training (TVET) institutions in the skills development
of the country's human resources. Overall, TESDA formulates manpower and skills
plans, sets appropriate skills standards and tests, coordinates and monitors manpower
policies and programs, and provides policy directions and guidelines for resource
allocation for the TVET institutions in both the private and public sectors.

The Commission on Higher Education (CHED) is independent and separate from the
DepEd. The Commission is responsible for formulating and implementing policies, plans
and programmes for the development and efficient operation of the system of higher
education in the country. Its coverage is both public and private higher education
institutions as well as degree-granting programmes in all post-secondary educational
institutions. The creation of CHED was part of a broad agenda for reforms in the
country's education system, outlined by the Congressional Commission on Education in
1992. Part of the reforms is the trifocalization of the education sector. The three
governing bodies in the education sector are the CHED for tertiary and graduate
education, the DepEd for basic education, and the TESDA for TVET and middle level
education.

There is an imperative need to strengthen and streamline the internal management of

educational institutions in order to achieve efficiency and responsiveness to trends and
challenges of the next millennium. This could notably be done through decentralizing
decision-making authority, reviewing staffing and personnel policies, developing the
school as initiator of innovation and improvement, liberalizing policies to ensure
competitiveness, autonomy and responsiveness, and streamlining processes for delivery
of inputs and services.

A recent policy thrust of the DepEd is the empowerment of school principals. The
principal shall assume more administrative authority and the corresponding
accountability for improving teaching competencies and pupils’ achievement. The policy
gives principals the authority to: manage the school’s funds for maintenance and other
operating expenses; raise additional funds for the school through Parent-Teachers and
Community Associations; design and develop his/her own school improvement
programme in collaboration with parents and community leaders; participate in the
selection, recruitment and promotion of teachers; plan and develop an innovative
curriculum, using the national curriculum as a framework. The Decentralization
Programme is being implemented by transferring substantive decision-making powers to
the school level.

Structure and organization of the education system

 Structure of the education system in the Philippines

Pre-school education

Pre-school education consists of nurseries and kindergartens that cater to children aged
3-6. This level of education is not compulsory.

Primary education

Elementary education is compulsory and provides basic education to pupils aged 7-12. It
consists of six years of study except in a few schools––mainly private––offering a seven-
year course. Elementary education is organized into two levels: primary, which covers
Grades I-IV; and intermediate, which covers Grades V and VI (or VII). After completing
the six-year elementary programme, pupils receive a certificate of graduation.
Secondary education

Secondary education (high school) is a continuation of the basic education provided at

the first level. It is expanded to include learning (general education) and training in basic
employable skills (vocational/technical education). This covers a period of four years of
formal schooling and is addressed to students aged 13-16.

Tertiary education (higher education) provides prescribed courses of studies which are
credited towards degrees in academic disciplines or professions. It includes two-year
post-secondary technical and vocational courses, various professional courses, and
general higher education, including graduate and post-graduate studies (for students
aged 17-25). Normally, a baccalaureate degree takes four years. Graduate and post-
graduate courses normally take two to three years to complete.

According to the DECS (now DepEd) Order no. 16 of 2001, at the elementary and
secondary levels the 2001/02 school year began on 4 June and ended on 27 March of
the following year. It consisted of 203 days, or about thirty-three weeks of classes in
public schools.

The financing of education

Many of the problems of education today are linked to the under-investment in

education. The increase in the education budget from 1986 to 1989 was not sustained in
the succeeding three-year period. After reaching a peak of 13.2% of the national budget
in 1989, the share of education declined to 11.7% in 1991. Real per capita expenditures
declined starting in 1990. The growth in the nominal size of the education budget was
attributed to the growth of salary inputs which account for about 70% of total education
expenditures. The level of spending is very much below those of other ASEAN countries.
Actual expenditure per student increased from 783 pesos (P) in 1986 to P1,380 in 1994
at the elementary level. During the same period, a slight decline was observed at the
secondary level from P1,271 to P1,257 per student.

However, education has been given the highest budgetary priority in the national
government budget in recent years. Realignments within the DepEd budget have been
made to augment the financial resources for elementary education. In addition, two-
thirds of the President’s Social Fund have been committed primarily to establish new
schools in barangays without an elementary school. The share of education in the
national budget increased to 14% in 1995. The education budget (DepEd and state
universities and colleges) increased from P13.13 billion in 1986 to P53.7 billion in 1995.
The average teachers’ salary increased from P1,553 per month in 1986 to P5,902 which
is probably the highest rate of increase among the various professional groups in the
national government. To implement the Master Plan for Basic Education (1996-2005), it
is estimated that P50 billion will be allocated for the modernization of basic education in
the next ten years.

The national government is authorized by the Constitution to contribute to the financial

support of educational programmes. The DepEd is likewise asked to formulate
measures to broaden access to education through financial assistance and other
incentives to schools, teachers, and students. Public elementary schools, national
secondary schools, vocational and technical schools, other special schools, and
chartered and non-chartered tertiary educational institutions are funded primarily from
national funds. Local governments are encouraged to assume the operation of non-
national public schools, while the national government provides funds and adequate
sources of revenue. Government educational institutions are allowed to receive grants,
legacies, and donations for purposes specified by existing laws. The management and
use of such income is subject to government accounting and auditing rules and
regulations.

Private schools throughout the country are funded from capital investments, equity
contributions, tuition fees and other school charges, grants, loans, subsidies and other
income sources in accordance with current legislation. The national, regional, provincial,
city and municipal governments may also aid school programmes with loans, grants and
scholarships to recognize the complementary role of the government and of private
schools in the educational
system.

A number of programmes have been funded through international finance assistance.

For instance, the Secondary and Elementary Education Project (1990-94) was financed
through a support loan from the World Bank with co-financing by the Overseas
Economic Co-operation Fund of Japan. The Philippine-Australia Technical and
Vocational Education Project aimed at improving the sub-sector was supported by the
Australian bilateral assistance. The Science Teaching Improvement Project was jointly
financed by the German government and the Philippine government. The Science
Equipment Project (1989-1992) was implemented with the financial assistance of the
German government.

The educational process

Pre-primary education

Pre-school education at the kindergarten level (age group 5-6 years) must aim to
develop children in all aspects (physical, social, emotional, and cognitive) so that they
will be better prepared to adjust and cope with life situations and the demands of formal
schooling; and to maximize the children’s potential through a variety of carefully selected
and meaningful experiences considering their interests and capabilities. The curriculum
focuses on the following
areas:

 Physical development: it includes gross and fine motor co-ordination through play
and manipulative activities like games, simple works,
etc.

 Personal-social development: it involves skills and social behaviours and it includes

the development of health habits, independence, abilities to follow rules and routines.
Learning about the family and other people is part of the concerns in this area.
 Affective development: it includes experiences that help children develop love for
God, self, others and the community, and develop awareness of their feelings and sense
of the right and wrong.

 Cognitive development: it includes the development of communication skills and

sensory-perceptual and numeracy concepts and skills. Communication skills refer to
competencies in expressing ideas and feelings both in English and Filipino (oral
expression and basic readiness skills of listening, pre-reading and writing). Sensory-
perceptual and numeracy skills refer to the ability to observe, discriminate, compare and
classify, and to understand, count, read and write numbers.

 Creative-aesthetic development: it includes exploration of sounds, music and

rhythms, and the development of children’s creative expression through drawing,
painting, manipulative activities, etc.

In order to attain and ensure the holistic development of children, a well-planned

curriculum and a well-balanced programme of activities are necessary, although they
may vary according to each pre-school’s approach. Indoor and outdoor play are
essential whatever approach the pre-school follows. The language spoken by the child
should be valued. It is necessary that such language be used initially and until the
children have attained the facility and confidence in expressing themselves in English
and Filipino. The following table shows a sample programme of pre-school
activities:

Sample programme of pre-school activities

Area of development Activities No. of minutes

Communication skills and socio-emotional Sharing period (experiencies, 10
development songs, poems, news and informal
conversation
Cognitive development, socio-emotional Self-selected activities 20
development, physical development,
creative development
Cognitive development, socio-emotional Working period, including more 45-60
development structured activities
Physical development, creative Supervised outdoor paly 30
development, socio-emotional
development
Personal-social development, health care Clean up and snack 30
Physical development Rest 15
Any of the areas of development Story time or indoor activities 15
Total minutes 165-180

The Pre-school Education Programme, established in 1992, aims to provide 5-year-olds

in disadvantaged areas an opportunity for early peer socialization and learning activities
before starting elementary education. The former DECS organized a total of 1,428
classes with 40,780 pupils in the twenty provinces covered by the Social Reform Agenda
(SRA). A total of 638 pre-school teachers were trained in nine selected regions.
Instructional materials and supplies were distributed to classes under the Department
Programme, pre-schools run by Parent-Teacher Associations, and community-based
pre-schools.

Primary education

Elementary education provides basic education to pupils aged 7-12. The elementary
course comprises six years (in some cases, seven years), the first four years termed
primary grades and the last two years, intermediate grades.

The overall mission of elementary education is to enable pupils to acquire a basic

preparation that will make them an enlightened, disciplined, self-reliant, God-loving,
creative, versatile and productive citizens in a national community. The main objectives
of elementary education are:

 to provide knowledge and develop the skills, attitudes and values essential to the
children’s personal development and necessary for living in and contributing to a
developing and changing social milieu;

 to provide learning experiences aimed at increasing the children’s awareness of and

responsiveness to the demands of society, and to prepare them for constructive and
effective involvement;

 to promote and intensify the children’s knowledge of, identification with, and love for
the nation and the people to which they belong;

 to promote work experiences aimed at developing and enhancing the children’s

orientation to the world of work and creativity, and to prepare them for an honest and
gainful work.

“Curriculum policies are usually set forth by the Department of Education through
various orders, circulars, memoranda and bulletins. They are aligned with national
priorities and contribute to the achievement of development goals. However, several
laws passed by the national legislature specifically relate to the school curriculum.

Development of the basic education curriculum is the responsibility of the Central Office
Bureau of Elementary and Secondary Education, Curriculum Development Divisions.
This bureau defines the learning competencies for the different subject areas;
conceptualizes the structure of the curriculum; and formulates national curricular
policies. These functions are exercised in consultation with other agencies and sectors
of society (e.g. industry, social and civic groups, teacher-training institutions,
professional organizations, school administrators, parents, students, etc.). The subject
offerings, credit points and time allotments for the different subject areas are also
determined at the national level. In this sense, a national curriculum exists in the
Philippines. However, while curriculum implementation guidelines are issued at the
national level, the actual implementation is left to school-teachers. They determine the
resources to be used; teaching and assessment strategies and other processes.
Furthermore, schools have the option to modify the national curriculum (e.g. content,
sequence and teaching strategies) in order to ensure that the curriculum responds to
local concerns.

The approach to curriculum design in the country is based on content topic and
competency. The Department of Education prescribes competencies for the subject
areas in all the grade/year levels. The Bureau of Elementary and Secondary Education
develops, publishes and disseminates these learning competencies to the field. Most of
the subject/learning areas have a list of learning competencies expected to be mastered
by the children at the end of each grade/year level and also at the end of
elementary/secondary schooling. Some subject/learning areas have a combination of
both (i.e. learning competencies under each content/topic). The curriculum is designed
to be interpreted by teachers and implemented with variations. Schools are encouraged
to innovate and enrich or adapt, as along as they have met the basic requirements of the
curriculum. In this context, the regional science high schools offer an enriched science
and mathematics programme whereby students take additional science and
mathematics subjects. In some private schools, English, science and mathematics
subjects are taken in lieu of values education; this is because subjects like religion,
moral values and ethics already have been incorporated. In addition, students are
required to participate in co-curricular activities. These are managed by students with the
teacher as facilitator/moderator.

The curriculum plan (learning competencies) does not present teaching methods and
learning activities that teachers must follow in implementing the curriculum. The guiding
philosophy is that the creativity of teachers is stimulated by the option to plan and use
the appropriate teaching/learning activities independently. However, teacher’s manuals
or guides do incorporate higher-level content areas and suggestions for teaching and
assessing.” (See Mariñas & Ditapat, 2000).

The features that make the new 2002 curriculum for elementary and secondary
education different from previous curricula (NESC and NSEC) are: (i) restructuring of the
learning areas, reducing them to five (Filipino, English, science, mathematics and
Makabayan); (ii) stronger integration of competencies and values within and across
learning areas; (iii) greater emphasis on the learning process and integrative modes of
teaching; and (iv) increased time for tasks to gain mastery of competencies of the basic
tool subjects. The objectives are expressed in terms of competencies, which are
knowledge, skills and attitudes that the learner is expected to acquire at the end of the
programme. A significant feature of the competencies is the inclusion of the use of ICTs,
articulated in terms of skills in accessing, processing, and applying information, and
using educational software in solving mathematical problems and conducting
experiments. Content is delivered using a variety of media and resources. The teaching-
learning process considers the learner an active partner rather than an object of
pedagogy. The learner takes on the role of constructor of meaning, while the teacher
serves as facilitator, enabler and manager of learning. (Department of Education, 2002).

The weekly lesson timetables for elementary education (1999 and according to the
2002 basic education curriculum) are shown below:

Elementary education: weekly lesson timetable (1999)

Subject Weekly time allocated to each subject (in minutes)

 I II III IV V VI
Character-building activities 100-150 100-150 100 100 100 100
Filipino language 300 300 300 300 300 300
English language 300 300 300 300 300 300
Mathematics 200 200 200 200 200 200
Civics and culture 200 200 200 - - -
History, geography, civics - - - 200 200 200
Science and health - - 200 200 200 200
Arts and physical education, - - 200 200 200 200
home economics and livelihood
education
Optional - - - 200 300 300
Total weekly minutes 1,100–1,150 1,100–1,150 1,500 1,700 1,800 1,800
Total minutes per day 220-230 220-230 300 340 360 360

Source: Mariñas & Ditapat, 2000.

Elementary education: weekly lesson timetable (2002 basic education curriculum)

Learning area Weekly time allocated to each subject (in minutes)

I II III IV VI VII
Filipino language 400 400 400 300 300 300
English language 500 500 500 400 400 400
Science (1) - - 200 300 300 300
Mathematics 400 400 400 300 300 300
Makabayan: (2) 300 300 300 500 600 600
– Civics and culture 300 300 300 - - -
– Social studies (3) - - - 200 200 200
– Home economics and - - - 200 200 200
livelihood
– Values education, good
manners and right conduct (5)
Total weekly minutes 1,600 1,600 1,800 1,800 1,900 1,900

Source: Department of Education, 2002.

Notes:

(1) In Grades I and II, science is integrated into English and Makabayan (Civics and culture); in Grades
III–VI, science includes basic health concepts.

(2) Makabayan is a learning area that serves as a practice environment for holistic learning to develop a
healthy personal and national self-identity. Ideally, Makabayan entails the adoption of modes of integrative
teaching which will enable the learner to personally process and synthesize a wide range of skills and
values (cultural, aesthetic, athletic, vocational, politico-economic, and ethical). In Grades I–III,
Makabayan competencies and topics are developed through ‘Civics and culture.’ Children engage in
character-building activities, develop good behaviour, and are taught values like love for the country, good
citizenship, and respect for one’s cultural heritage. Children are also introduced to basic health knowledge,
healthy practices, and simple scientific skills. Civics and culture also nurtures creative expressions through
music, arts, physical exercises and games. In Grade III, Civics and culture focuses on the development of
a work ethic.

(3) Geography in Grade IV, History in Grade V, and Government & civics in Grade VI.

(4) Integrated into Civics and culture in Grades I–III.

(5) Values education and ‘good manners and right conduct’ are integrated in all learning areas.

In 2001/02, the gross enrolment rate at the elementary level was 114.4% and the
average teacher-pupil ratio in the public sector was 1:36. The cohort survival rate was
67.1%. The average drop-out rate in 2000/01 was 7.2%.

The National Elementary Achievement Test (NEAT) is an achievement test given to

Grade VI pupils completing the elementary education course. In 2000/01, the overall
achievement rate was 51.7%.

“Students at the elementary level are annually promoted from one grade to the next
provided that they meet the achievement standards set for the grade. […] In Grades I-VI,
students are rated in every subject four times during the year. A cumulative rating system
is used as the basis for promotion. The pass grade is 75 percent. The periodic ratings
are reported to the students and their parents through an individual report card which
provides for a brief narrative evaluation of the student’s behaviour. After satisfactorily
completing the six-year elementary curriculum, the students receive a certificate of
graduation from the elementary school. No examination is required for admission to
public secondary schools.” (Sutaria, 1995, p. 791).

Secondary education

Elementary school graduates are admitted into the secondary level which is a
continuation of the elementary education programme and a preparation for higher
education. The secondary course consists of four years. Curricular offerings are
classified as either general or vocational/technical secondary. Elementary and
secondary education levels are considered basic education. Secondary education is
addressed to students aged 13-16.

The New Secondary Education Curriculum was implemented in 1992/93. The major
subject areas are science, mathematics, technology, Filipino, English, and civics/national
culture. Technical and vocational education was also revised and adapted to
technological progress and employment needs in recent years.

The weekly lesson timetables for secondary education (1999 and according to the 2002
basic education curriculum) are shown below:

Secondary education: weekly lesson timetable

Subject Weekly time allocated to each subject (in minutes)

I II III IV
English language 200 200 200 200
Filipino language 200 200 200 200
Science and technology 400 400 400 400
Mathematics 200 200 200 200
Social studies 200 200 200 200
Physical education, health and 200 200 200 200
music
Values education 200 200 200 200
Technology and home economics 400 400 400 400
Total weekly minutes 2,000 2,000 2,000 2,000
Total minutes per day 400 400 400 400
Total hours per day 6h40m 6h40m 6h40m 6h40m

Source: Mariñas & Ditapat, 2000.

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

Subject Weekly time allocated to each subject (in

minutes)
I II III IV
Filipino language 300 300 300 300
English language 300 300 300 300
Science and technology (1) 300 300 300 300
Mathematics 300 300 300 300
Makabayan: (2) 780 780 780 780
– Social studies (3) 240 240 240 240
– Home economics, agriculture & 240 240 240 240
fisheries, industrial arts, and
entrepreneurship
– Music, arts, physical education 240 240 240 240
and health
– Values education (4) 60 60 60 60
Total weekly minutes 1,980 1,980 1,980 1,980

Source: Department of Education, 2002.

Notes:

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

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

The component social studies covers: history of the Philippines (first year); Asian studies (second year);
(3)

world history (third year); and economics (fourth year).

(4)
Also integrated in all learning areas.

“Vocational and technical education […] covers five main fields, namely, trade
(technology, communication, electronics, computers, transportation, etc.), agriculture,
fisheries, home industries, and non-traditional courses. These comprise more than 250
different courses of six months’ to three years’ duration. These courses include formal
school work in the field of specialization and related academic subjects. In the one-, two-
and three-year courses, these are combined with supervised industrial training in a co-
operating firm.” (Sutaria, cit., p. 788).

Under the proposed TESDA Occupation, Qualification and Certification System

(TOQCS) qualification requirements will be based on the National Occupational Skills
and Standards approved by the TESDA Board while certification requirements will be
addressed by occupational skills tests. The proposed system will introduce four levels of
certification. The first three levels will correspond to the existing levels of certification in
the National Skills Certification Programme (NSCP). The fourth one will be intended for
Technician or Master Craftsman certification. Each level will have a set of competencies
as qualification requirements. These requirements will correspond to the competencies
stipulated in the existing occupational skills standards for each specific trade. The
system calls for a competency-based learning scheme, which will correspond to the set
of competencies identified in each level. A certificate of competency will be issued upon
completion/passing of the test. Completion of competencies within a level will entitle a
person to a "statement of competency". The system has a provision for ease of entry
and exit in the education system through recognition of prior learning whether acquired
in school or in the workplace. The attainment of a license and certificate are not time-
bound since the system will give emphasis on the skills and knowledge required to gain
qualification rather than the type and length of the training/course.

The existing occupational skills standards will be the basis of all qualification and
certification activities. Under the existing skills testing and certification system,
occupations are classified into three categories, namely Third Class, Second Class and
First Class (the highest). In some cases, occupations may be classified into two classes
(Class A and B) or one category. These categories/levels have corresponding tests that
serve as an instrument in evaluating the level of knowledge and skills competence for a
particular occupation/job. The TOQCS will adapt the existing system with additional level
intended for Technicians or Master Craftsman to form part of the framework. The
following are the basic features of the qualification and certification system:

 Recognition prior to Learning (RPL) whether acquired in a learning institution or

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

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

 Modularized and competency-based learning based on occupational skills

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

 Accumulation of certificate of competencies towards license/certificate through a

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

 Self-pacing. The attainment of a certificate or license is not time-bound since the

system will give emphasis on the skills and knowledge required to gain
qualification rather than the type and length of training programmes.

In 2001/02, the gross enrolment rate at the secondary level was about 86% and the
average teacher-student ratio in the public sector was 1:39. The cohort survival rate was
73.2%. The average drop-out rate in 2000/01 was 8.7%. The National Secondary
Achievement Test (NSAT) is a test given to students completing the secondary level. In
2000/01, the overall achievement rate was 53.4%.

“As in the elementary school, secondary school students are rated four times a year. If a
student fails in a particular subject, he or she repeats the subject the next year, but is,
nevertheless, promoted to the next higher year. A certificate is issued to secondary
school graduates. All high school graduates seeking admission to post-secondary
programmes requiring a minimum of four years’ study are required to qualify in the
National College Entrance Examination (NCEE) administered by the National
Educational Testing and Research Centre.” (Sutaria, cit., p. 791).

Assessing learning achievement nationwide

The National Educational Testing and Research Centre (NETRC) assumes the lead role
in the field of educational measurement, evaluation and research as a means of
providing information necessary to improve the state of the education system. Among
the tests that are annually developed are the National College Entrance Examination
(NCEE), the National Technical and Vocational Examination (NTVE), and the Philippine
Educational Placement Test (PEPT), the latter for drop-outs desiring to be re-admitted
into the formal system. The Centre, in collaboration with the Civil Service Commission,
annually develops the test for the Philippine Board Examination for Teachers (PBET).
The Centre also develops the National Elementary Achievement Test (NEAT) and the
National Secondary Achievement Test (NSAT).
Achievement levels in elementary and secondary education still fall below standards. In
1988, achievement scores of elementary pupils stood at only 55.2% against a standard
of 75%. Results of the NEAT reflect national mean scores below the target mean score.
The lowest scores were registered in language/reading, science and mathematics. It
was further revealed that only 29% or 38 of 131 competencies/skills were learned by the
children. The problem of poor quality has been traced to a number of causes which
include socio-economic factors, teacher-related factors, inadequate learning materials,
and the short and congested school curriculum, among others.

Based on the NEAT scores, there was an increase in the percentage of elementary
pupils who mastered basic competencies in reading/writing and in mathematics between
1995 and 1998. During the same period, there was a decrease in the percentage
mastering basic competencies in life skills/others.

Nationwide, the percentage of pupils mastering reading/writing increased from 59.0% in

1995 to 61.6% in 1998. Males and females had essentially the same rate of increase
between 1995 and 1998. There was practically no improvement in the urban areas; in
contrast, there was a significant improvement in the rural areas. In terms of the
percentage of pupils mastering reading/writing, the urban areas nevertheless had an
edge over the rural areas in 1995 (urban: 64.2%; rural: 51.7%) and in 1998 (urban:
64.5%; rural: 57.7%).

Nationwide, the percentage of pupils mastering mathematics increased from 67.7% in

1995 to 78.2% in 1998. Males and females had essentially the same rate of increase
between 1995 and 1998. The rural areas experienced a higher increase (76.3% in 1998
vs. 63.1% in 1995) than the urban areas (79.7% in 1998 vs. 71.0% in 1995). In terms of
the percentage of students mastering mathematics, the urban areas nevertheless had
an edge over the rural areas in 1995 (urban: 71.0%; rural: 63.1%) and in 1998 (urban:
79.7%; rural: 76.3%).

Nationwide, the percentage of pupils mastering competency in life skills decreased from
61.7% in 1995 to 60.9% in 1998. Test scores from the science and HEKASI (geography,
history and civics) were used to form the measure for life skills, these subjects being the
closest proxy available in the NEAT. There was no change in male performance between
1995 and 1998; however, female performance deteriorated, causing the overall
decrease in life skills competency among pupils. Nonetheless, the percentage of
females (66.5% in 1995 and 60.9% in 1998) was greater than that of the males (56.7%
for both 1995 and 1998) during both years. While urban performance declined (67.2% in
1995 vs. 64.9% in 1998), the rural areas experienced a slight increase (55.6% in 1998
vs. 54.5% in 1995). In terms of the percentage of students mastering life skills, the urban
areas nevertheless had an edge over the rural areas in 1995 (urban: 67.2%; rural:
54.5%) and in 1998 (urban: 64.9%; rural: 55.6%). The decreased level of performance in
life skills has been attributed by the DECS to the inadequacy of inputs to support the
component subjects, particularly science (DECS, 1999).
Higher education

As stated in the Long-Term Higher Education Development Plan 2001-2010, the vision
for higher education is as follows: The higher education system of the Philippines is a
key player in the education and integral formation of professionally competent, service-
oriented, principled, and productive citizens. Through its tri-fold function of teaching,
research, and extension services, it becomes a prime mover of the nation's
socioeconomic growth and sustainable development. The missions of higher education
institutions are: (i) to educate and train Filipinos for enhanced labor productivity and
responsible citizenship in an environment where educational access is equitable; (ii) to
inculcate nationalism and patriotism in the hearts and minds of the students and
graduates; (iii) to accelerate the development of high-level professionals ready to meet
international competition; and (iv) to serve as centers of research and development

The Commission on Higher Education (CHED) was established by virtue of the Republic
Act No. 7722 otherwise known as the 1994 Higher Education Act. The Commission is
responsible for the operation of all higher education institutions––both public and
private––their policy formulation, planning and programme recommendations. The
Commission regulates the establishment or closure of private higher education
institutions, their course offerings, curricular development, building specifications and
tuition fees.

In order to provide advisory services to the Commission, a panel of experts in the nine
major course clusters were appointed for an initial three-year period (1995-97). The
Technical Panels were involved in areas such as development and revision of policies
and standards, setting directions for their specific programmes, and monitoring and
evaluation of programmes.

Public higher education institutions (PHEI) are basically composed of chartered state
universities and colleges (SUCs). Other PHEIs include: colleges and schools supervised
by the CHED, community colleges, local universities and colleges (LUCs) and other
government schools.

Private higher education institutions, both confessional and non confessional, are fee-
paying and enrol about 80% of the total number of collegiate students (2.01 million in
1995/96). Confessional HEIs are usually non-profit institutions owned by religious
orders, while non confessional HEIs are owned by private corporations and they are not
affiliated to any religious organization.

Charted state universities and colleges are organized according to their charters. SUCs
are authorized to award degrees or open new courses upon approval of the Board of
Regents/Trustees. Private HEIs are organized under the corporation code. They are
governed by special laws and the general provisions contained in the corporation code.
Private institutions usually follow the regulations and orders of the CHED but they enjoy
a certain degree of autonomy when they reach Level III accreditation.
In response to the continued mismatch between manpower supply and demand and the
issue of enhancing the employability of graduates, information dissemination on relevant
and in-demand courses based an regional/local needs has been intensified. Course
offerings were rationalized to avoid duplication or undesirable competition between and
among private tertiary schools and state universities and colleges through continuous
review and evaluation of educational programmes by the Regional Development
Councils. Tertiary institutions have modified their curricula to suit the needs of their
service areas. Alongside, the institutions strengthened their respective areas of
specialization by developing the managerial capability of professionals in various fields
through building a strong research capability in agriculture, research, technology and
environment, and natural resources development.

Higher education institutions have adopted a scheme of voluntary accreditation to

upgrade the quality of programme offerings. Other quality assurance mechanisms have
been developed to improve various programme clusters, namely: agriculture education;
humanities, social sciences and communication; information technology; medical and
health related professions; engineering, architecture and technology; science and
mathematics; teacher education; business accountancy and industry; and maritime
education. Programme offerings include associate diploma courses, baccalaureate
courses, and graduate degree courses at the master’s and doctoral levels.

In the academic year 2002/03 there were 1,470 HEIs in the country, of which 1,297 in
the private sector. Public HEIs included 111 state universities and colleges, forty-four
local universities and colleges, five special HEIs (mainly providing training in areas such
as military science and national defense), twelve government schools (usually TVET
institutions offering higher education programmes), and one CHED-supervised post-
secondary education institution. In the academic year 2000/01 total enrolment in HEIs
amounted to 2,637,039 students (of whom 73.1% in the private sector). Teaching staff
amounted to 93,884, of whom 8,2% were holders of doctorate degrees. For the
academic year 1999/2000 the participation rate was 21.2% and the graduation rate was
59.1%.

Special education

Special education develops the capabilities of children who are physically, mentally,
emotionally, socially or culturally disabled as well as gifted children. Children with special
needs are being attended to through modified curricula, special services and physical
facilities for the maximum development of their potential.

Educational patterns for these children include the special class plan (self-
contained/segregated plan), resource room plan, special education centres, special
schools, and the itinerant teacher plan. On the whole, the ultimate goal of the special
education programme is the mainstreaming or integration of children with special needs
into the regular school system to lead as normal a life as possible. A mobile training
course is also organized on current trends in classroom management and supervision of
special education programmes as well as the utilization of publications on special
education, educating the gifted, the Braille Code, basic sign vocabulary, and regulations
and standards for special schools.
“As of the school year 1990-91, there were eight special education centres, 25 special
schools, and 97 elementary schools with integrated classes. Only 22,096 children with
special needs were enrolled in the government schools. The number served is less than
two percent of the estimated exceptional population in need of special services.”
(Sutaria, cit., p. 788).

Private education

The private sector has been a major provider of educational services, accounting for
about 7.5% of primary enrolment, 32% of secondary enrolment and about 80% of tertiary
enrolment. Private schools have proven to be efficient in resource utilization. Per unit
costs in private schools are generally lower when compared to public schools. This
situation is more evident at the tertiary level. Government regulations have given private
education more flexibility and autonomy in recent years, notably by lifting the moratorium
on applications for new courses, new schools and conversions, by liberalizing tuition fee
policy for private schools, by replacing values education for third and fourth years with
English, mathematics and natural science at the option of the school, and by issuing the
revised Manual of Regulations for Private Schools in August 1992.

The Education Service Contracting scheme of the government provides financial

assistance for tuition and other school fees of students turned away from public high
schools because of enrolment overflows. The Tuition Fee Supplement is geared to
students enrolled in priority courses in post-secondary and non-degree programmes
including vocational and technical courses. The Private Education Student Financial
Assistance is made available to underprivileged but deserving high school graduates
who wish to pursue college/technical education in private colleges and universities.

In the school year 2001/02, there were 4,529 private elementary schools (out of a total of
40,763) and 3,261 private secondary schools (out of a total of 7,683). In 2002/03, there
were 1,297 private higher education institutions (out of a total of 1,470).

Means of instruction, equipment and infrastructure

Despite the rapid expansion of the public school system, out of 43,000 barangays
nationwide, more than 12,000 rural barangays (27%) do not have an elementary school.
In 1993/94, about 34.5% of public elementary schools were incomplete, i.e. not offering
the full six-year elementary programme. At the secondary level, 61 or 3.4% of the 1,800
municipalities in the country are without either public or private high schools, while 175
municipalities or 9.7% of these 1,800 municipalities are without a public high
school.

A the elementary and secondary levels, the availability of textbooks has been assured
thanks to the Education for All Programme. However, other basic educational
requirements such as school buildings, teachers and instructional equipment have not
been fully provided. This led to the adoption of measures like increasing class sizes,
holding multiple shifts and assigning teaching overloads. Even with such measures,
school buildings and teachers are still inadequate. During the school year 1992/93,
assuming a class size of 50 students, there was a shortage of close to 3,900 classrooms
in public elementary schools, and 4,100 classrooms in secondary schools, while more
than 6,500 teachers were needed in public high schools.

Failure of the education sector to modernize was evident in the past because of the
absence of some basic services, facilities and equipment which proved crucial to efforts
at maximizing the advantages of technological developments. The Master Plan for Basic
Education (1996-2005) has the mandate of modernizing education, notably by
introducing modern instructional materials which include computers and Internet, videos,
well-equipped science laboratories and machine shops as well as libraries to enrich
instruction. Information and telecommunication systems will also serve as basic tools for
carrying out educational administration and supervision.

The current situation in the country is that new information technologies have only
affected a negligible fraction of the education system. Only 0.03% and 16.2% of public
elementary and secondary schools, respectively, have computers and only 1.9% and
53.4% of public elementary and public secondary schools, respectively, have science
laboratories. Computer literacy is just now growing in importance and very few teachers
have adequate training and access to computers. The teachers can avail of computers
and other information technology facilities in a few public schools and elite private
schools.

Adult and non-formal education

Non-formal education includes organized school-based educational activities aimed at

attaining specific learning objectives for a particular clientele, especially the illiterate
adults and out-of-school youths. It is one of the intervention strategies for human
development, especially for the economically, socially and educationally disadvantaged
population groups, ethnic minorities and other cultural communities. Non-formal
education objectives cater directly to the immediate and current needs of people, rather
than preparing them for some future gains. The Bureau of Non-formal Education (BNFE)
conducts consultative conferences on the School On the Air Programme and educational
television on Maghanap Buhay Tayo. It continues to pursue the development of a
manual on literacy evaluation and a literacy project for the hill tribes.

In recent years, non-formal education and training has focused on three programme
areas: functional literacy, living skills development, and values development. The
Literacy Co-ordination Council, an interagency body administratively attached to the
DepEd, has been created to carry out the policy of the State to give priority to the
eradication of illiteracy. Non-formal education and training accomplishments for 1993
included various training workshops and meetings, along with assessment, pilot testing
and printing of literacy materials. To strengthen the implementation of the NFE
programmes and projects, the BNFE maintains its links and co-ordination with both local
and foreign governmental and non-governmental organizations. For better
implementation of the functional literacy programme, the BNFE, in its aim to reduce
illiteracy and contribute to poverty alleviation in the country, has provided leadership and
technical assistance in the implementation of literacy programmes, projects, training
workshops and other activities, including:
Female functional literacy and parent education: this non-formal education component of
the Area-Based Child Survival and Development Programme provides parents,
particularly mothers, with essential competencies and skills to better perform their roles
in child survival, protection and development.

Literacy project for cultural communities: this project aims to provide more accessible
educational services to cultural communities (such as hill tribes) who are unable to
attend formal schooling.

Development of literacy measures: in view of the need for a more useful tool for
identifying illiterates, the BNFE undertook a project on the development of literacy
measures through seminar-workshops. The literacy measures currently consist of seven
items that measure the functional literacy of the target clientele. This is accompanied by
the Manual of Instructions indicating the way to administrate of the measure and its
scoring.

Development and production of instructional materials for the eradication of illiteracy and
functional literacy: a primer for Level I of literacy and a facilitator’s guide were
developed. Another set of materials, consisting of booklets, posters, folder poster,
comics and facilitator’s guides were also developed and finalized for printing. In addition
to these, a continuum of basic life skills for three literacy levels was finalized and
produced.

Development of an alternative learning system: the development of the alternative

learning system in the Philippines is essentially a research and development project with
the following components: (a) development of a non school-based essential learning
continuum; (b) development of alternative delivery modes; (c) development of learning
materials; and (d) development of an expanded accreditation and equivalency system.
For instance, the BNFE has been involved in the development of the essential learning
continuum, of the School on the Air Programmes, and of an expanded accreditation and
equivalency system with the National Educational Testing and Research
Centre.

Field implementation of literacy projects and activities: functional literacy classes have
been organized in the fourteen regions. A total of 6,320 classes have been organized,
with a 14% increase over the last years. The total enrolment of 119,162 learners has a
breakdown of 53,085 or 45% out-of-school youth and 66,078 or 55% adults. Although
the number of classes, enrolment and graduates in functional literacy has increased in
recent years, it is still short of the target clientele. Living skills development projects and
activities have also been implemented in the regions.

Among the problems and issues which are internal to the education sector, about 15% of
10.2 million children continue to be out of school. The low survival rate in the elementary
and secondary education largely contributes to the increase of out-of-school youth and
illiterates. Studies further reveal that pupils who drop out of school before Grade IV
revert to illiteracy if no continuing education is provided. Of the entire population, 2.6
million are basically illiterate and 11.7 million are functionally illiterate. The literacy rate
rose from 82.8% in 1980 to 93.5% in 1994.
Teaching staff

Anyone who chooses a teaching career in the Philippines must hold a degree in teacher
education. Teachers in public and private elementary schools must have at least a
bachelor’s degree in elementary education. High school teachers are expected to have a
bachelor’s degree in secondary education with specialization (a major and a minor) in
high school subjects. Both degrees are awarded upon successful completion of
approved teacher education courses in recognized institutions. Teaching in colleges or
professional degree programmes at the tertiary level requires at least a master’s degree
in a particular area of specialization. A doctorate is required of those who teach courses
in graduate programmes.

All teachers complete a four-year degree programme. The usual programmes are the
Bachelor of Secondary Education and Bachelor of Elementary Education. Specialist
programmes are also available in agriculture, business, industrial and physical
education. Courses include a core of general education, at least one year of professional
education and studies in the major teaching area. Curricula for each programme are
approved by the Commission on Higher Education and institutions have flexibility to vary
these models. Until now, the curriculum for the pre-service training is still the 1986
curriculum with some modifications and revisions in accordance with DECS Order No. 3
of 1993, which provides for new minimum requirements in the general education and
other components of initial bachelor-level courses of study. Non-education graduates
may complete an eighteen-unit Certificate of Professional Education in order to qualify
as primary or secondary teachers. After completion of these programmes, the students
are required to take the Philippine Board Examination for Teachers to qualify to teach at
the elementary and secondary levels.

The Magna Carta for Public School Teachers (Republic Act No. 4670) enacted in 1966
states in Section 15 that teachers’ salaries “(a) shall compare favourably with those paid
in other occupations requiring equivalent or similar qualifications, training and abilities;
(b) shall be such as to ensure teachers a reasonable standard of life for themselves and
their families; (c) shall be properly graded so as to recognize the fact that certain
positions require higher qualifications and greater responsibility than others, provided
that the general salary scale be such that the relation between the lowest and highest
salary paid will be of reasonable order.” In the case of the private school teachers, the
law also provides that “the remuneration paid to them shall, as a general rule, be
comparable to current salary rates for corresponding government positions.” The
teachers’ salary was increased in 1995; however, the average teachers’ salary at
present is inadequate as source of livelihood.

The Magna Carta similarly states that “any teacher engaged in actual classroom
teaching shall be required to render not more than six hours of actual classroom
teaching a day, preparation and correction of exercises and other work incidental to
his/her normal teaching duties.” Secondary teachers shall be assigned to no more than
six daily forty-minute periods of instruction. For college, the normal teaching load of a
full-time instructor shall be eighteen hours a week. The teaching load of part-time
instructors who are full-time employees outside of teaching shall not exceed twelve
hours per week.
Teachers belong to the government service and they are governed by civil service laws,
rules and regulations. Teachers can only join the service if they meet the prescribed
qualifications, such as: appropriate civil service eligibility, bachelor’s degree in education
or its equivalent, master’s degree and doctorate degree, good moral standing,
etc.

Training activities at the national, regional, district and school levels are conducted by
the DepEd, teacher education institutions, other government and non-government
agencies, and international agencies as part of staff development programmes and to
meet in-service training needs of teachers. The Department through linkages with other
agencies and associations, initiates, plans and implements in-service training
programmes. Such programmes take the form of conventions, conferences, short-term
courses, summer institutes, workshops and seminars. These activities are designed for
teachers, supervisors and administrators of various levels.

Poor quality of education is due, among other causes, to deficiencies in pre-service

training and in-service training of teachers, and unqualified teachers teaching subjects
outside their areas of specialization. For instance, only slightly more than half of the
mathematics teachers in high school majored in this subject, while only 4% of physics
teachers majored in this subject. There is a need for an institutionalized support system
to strengthen in-service training, clearly defined career paths and prospects of mobility in
the teaching profession to enhance motivation. Also there is the question of regulation of
the teaching load, which according to a study conducted revealed that the Filipino
teacher has seventy-two tasks other than teaching. In the 1980s, massive staff
development programmes were institutionalized. For 1992, the Bureau of Elementary
Education conducted various training programmes at the local level, including seminars
and workshops on the maintenance of school facilities and other instructional tools and
devices, and on the management of Learning Resource Centres for elementary school
administrators, seminars and workshops on effective instructional management of
multigrade classes for teachers, and a training course designed to upgrade the
competencies of public school teachers in assessing children with special
needs.

The Supervisory Skills Enhancement Programme was also launched. This programme
sought to strengthen the supervisors’ commitment to their role, update their knowledge
of the content and process of instruction in their areas of supervision and improve their
methodology of evaluating and monitoring teaching-learning. At the first stage of
implementation, 1,049 division supervisors participated in the programme. Science and
mathematics supervisors underwent an additional week-long training, sponsored by the
Department of Science and Technology-Science Education Institute. The training was
intended to enrich the supervisors’ stock of knowledge of the content and methodology
in their areas of supervision, especially as 7.7% of the science supervisors and 18.2% of
the mathematics supervisors were found to be non-specialists in their respective fields.
Likewise, a one-week follow-up workshop for 56 fourth-year private high school trainers
in technology and home economics was conducted. A total of 35,704 fourth-year
teachers from public and private secondary schools underwent training in content,
strategies and evaluation in science, mathematics, English, Filipino, social studies,
values education, physical education, health education, music, technology and home
economics. While the institutionalization of in-service training is being vigorously
pursued, the provision of local and foreign fellowships remains a part of staff
development.

At the tertiary level, schools prepare their own training programmes. Recently, the
College Faculty Development Fund Programme was formulated to help update the
competencies of teachers, specifically for the faculty of private colleges and universities.
Similarly, faculty members in private colleges and universities were also accorded a
chance to pursue graduate education through the Faculty Development Fund. In 1992, a
total of twenty-eight college teachers benefited from the fund. Training programmes have
also been organized to upgrade the competencies of vocational/technical subject
teachers.

Ad hoc bodies of experts in various fields of specializations or disciplines including

teacher education have also been strengthened to provide the required expertise and
serve as consultative and advisory bodies. These are the Technical Panels which are
involved in the areas of development and revision of policies and standards, setting
directions for specific programmes, and monitoring and evaluating of programmes.

In addition, the DepEd Integrated Scholarship Programme which is covered by an

annual Memorandum of Agreement between the Department and the participating
institutions has been in operation for the last decade. In recent years, the grants have
concentrated on short-term training programmes so that more teachers can benefit from
the in-service training programmes. Other training programmes include management
skills for secondary school principals, conference-workshops for school administrators
and master teachers, and short-term courses for both elementary and secondary school
teachers.

Among the measures taken to improve the quality of education in the future, a massive
training programme for teachers will be implemented to develop skills for effective use of
modern school facilities. The programme will consist of a pre-service and in-service
training component. Pre-service will involve deregulation and re-orientation of the study
programmes of teacher education colleges towards specific teaching competencies
evolved from an analysis of clientele needs as well as adaptation of successful teacher
education programmes both locally and abroad. In-service programmes will sustain
professional upgrading or development of teachers through the revitalization of an
existing school-based structure (Learning Action Cells) and by strengthening linkages
with teacher education programmes. A teacher induction programme shall be considered
to commence entry into the teaching profession. This phase will subject a newly hired
teacher on probationary status to on-the-job observation by master teachers. Only after
completing the teacher induction programme where on-the-job training and skills
certification shall be undertaken will tenure be granted to a newly hired
teacher.

In line with the provisions of Republic Act No. 7836 (Philippine Teachers
Professionalization Act of 1994), a career progression scheme for teachers,
administrators and specialists will be developed and tied up with the Continuing
Professional Education under the Board for Professional Teachers. Performance
evaluation will likewise be undertaken on a regular basis to focus on certain
accountability targets to measure performance. Merit-based incentives and rewards will
be an integral part of the merit evaluation scheme.
Educational research and information

To establish a basis for policy and strategy formulation as well as development of

programmes and projects in the education sector, several studies on the following issues
have been undertaken by the Department of Education through its different Bureaus in
recent years: drop-outs at the elementary level; survey of existing material resources of
the Learning Resource Centres including the school libraries; search for the most
effective public elementary schools; implementation of the New Secondary Education
Curriculum; review and assessment of the Government subsidy for private secondary
education; efficiency and effectiveness of four literacy programmes.

The National Education Testing and Research Centre (NETRC) has undertaken a
research entitled School Assessment System to develop an assessment system for
pupils in Grades II, IV and VI of elementary education

Article. 23

Export sales shall mean the Philippine port F.O. B. value, determined from invoices,
bills of lading, inward letters of credit, landing certificates, and other commercial
documents, of export products exported directly by a registered export producer or
the net selling price of export products sold by a registered export producer to
another export producer, or to an export trader that subsequently exports the same:
Provided, That sales of export products to another producer or to an export trader
shall only be deemed export sales when actually exported by the latter, as evidenced
by landing certificates or similar commercial documents: Provided, further, That
without actual exportation the following shall be considered constructively exported
for purposes of this provision:

1. sales to bonded manufacturing warehouses of export-oriented

manufacturers;

2. sales to export processing zones;

3. sales to registered export traders operating bonded trading warehouses

supplying raw materials used in the manufacture of export products under
guidelines to be set by the Board in consultation with the Bureau of Internal
Revenue and the Bureau of Customs;

4. sales to foreign military bases, diplomatic missions and other agencies

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

Sales of locally manufactured or assembled goods for household and personal use to
Filipinos abroad and other non-residents of the Philippines as well as returning
Overseas Filipinos under the Internal Export Program of the government and paid for
in convertible foreign currency inwardly remitted through the Philippine banking
systems shall also be considered export sales.

Article. 24

Production cost shall mean the total of the cost of direct labor, raw materials, and
manufacturing overhead, determined in accordance with generally accepted
accounting principles, which are incurred in manufacturing or processing the
products of a registered enterprise.

Article. 25

Processing shall mean converting of raw materials into marketable form through
physical, mechanical, chemical, electrical, biochemical, biological or other means or
by a special treatment or a series of actions, such as slaughtering, milling,
pasteurizing, drying or dessicating quick freezing, that results in a change in the
nature or state of the products. Merely packing or packaging shall not constitute
processing.

Article. 26

Investment Priorities Plan shall mean the overall plan prepared by the Board which
includes and contains:

(a) The specific activities and generic categories of economic activity wherein
investments are to be encouraged and the corresponding products and
commodities to be grown, processed or manufactured pursuant thereto for
the domestic or export market;

(b) Specific public utilities which can qualify for incentives under this Code and
which shall be supported by studies of existing and prospective regional
demands for the services of such public utilities in the light of the level and
structure of income, production, trade, prices and relevant economic and
technical factors of the regions as well as the existing facilities to produce
such services;

(c) Specific activities where the potential for utilization of indigenous non-
petroleum based fuels or sources of energy can be best promoted; and

(d) Such other information, analyses, data, guidelines or criteria as the Board
may deem appropriate.

The specific and generic activities to be included in the Investment Priorities Plan
with their status as pioneer or non-pioneer shall be determined by the Board in
accordance with the criteria set forth in this Book.
 CHAPTER II
INVESTMENT PRIORITIES PLAN

Article. 27. Investment Priorities Plan

Not later than the end of March of every year, the Board of Investments, after
consultation with the appropriate government agencies and the private sector, shall
submit to the President an Investment Priorities Plan: Provided, however, That the
deadline for submission may be extended by the President.

Article. 28. Criteria in Investment Priority Determination

No economic activity shall be included in the Investment Priorities Plan unless it is

shown to be economically, technically and financially sound after thorough
investigation and analysis by the Board.

The determination of preferred areas of investment to be listed in the Investment

Priorities Plan shall be based on long-run comparative advantage, taking into account
the value of social objectives and employing economic criteria along with market,
technical; and financial analyses.

The Board shall take into account the following:

(a) Primarily, the economic soundness of the specific activity as shown by its
economic internal rate of return;

(b) The extent of contribution of an activity to a specific development goal;

(c) Other indicators of comparative advantage;

(d) Measured capacity as defined in Article 20; and

(e) The market and technical aspects and considerations of the activity proposed
to be included.

In any of the declared preferred areas of investment, the Board may designate as
pioneer areas the specific products and commodities that meet the requirements of
Article 17 of this Code and review yearly whether such activity, as determined by the
Board,shall continue as pioneer, otherwise, it shall be considered as non-pioneer and
accordingly listed as such in the Investment Priorities Plan or removed from the
Investment Priorities Plan.

Article. 29. Approval of the Investment Priorities Plan

The President shall proclaim the whole or part of such plan as in effect; or
alternatively return the whole or part of the plan to the Board of Investments for
revision.

Upon the effectivity of the plan or portions thereof, the President shall issue all
necessary directives to all departments, bureaus, agencies or instrumentalities of the
government to ensure the implementation of the plan by the agencies concerned in a
synchronized and integrated manner. No government body shall adopt any policy or
take any course of action contrary to or inconsistent with the plan.

Article. 30. Amendments

Subject to publication requirements and the criteria for investment priority

determination, the Board of Investments may, at any time, add additional areas in
the plan, alter any of the terms of the declaration of an investment area or the
designation of measured capacities, or terminate the status of preference. In no
case, however, shall any amendment of the plan impair whatever rights may have
already been legally vested in qualified enterprises which shall continue to enjoy such
rights to the full extent allowed under this Code. The Board shall not accept
applications in an area of investment prior to the approval of the same as a preferred
area nor after approval of its deletion as a preferred area of investment.

Article. 31. Publication

Upon approval of the plan, in whole or in part or upon approval of an amendment

thereof, the plan or the amendment, specifying and declaring the preferred areas of
investment and their corresponding measured capacity shall be published in at least
one (1) newspaper of general circulation and all such areas shall be open for
application until publication of an amendment or deletion thereof, or until the Board
approves registration of enterprises which fill the measured capacity.

CHAPTER III

REGISTRATION OF ENTERPRISES

Article. 32. Qualifications of a Registered Enterprise

To be entitled to registration under the Investment Priorities Plan, an applicant must

satisfy the Board that:

1. He is a citizen of the Philippines, in case the applicant is a natural person, or

in case of a partnership or any other association, it is organized under
Philippine laws and that at least sixty percent (60%) of its capital is owned
and controlled by citizens of the Philippines; or in case of a corporation or a
cooperative, it is organized under Philippine laws and that at least sixty
percent (60%) of the capital stock outstanding and entitled to vote is owned
and held by Philippine nationals as defined under Article 15 of this Code, and
at least sixty percent (60%) of the members of the Board of Directors are
citizens of the Philippines. If it does not possess the required degree of
ownership as mentioned above by Philippine nationals, the following
circumstances must be satisfactorily established:

(a) That it proposes to engage in a pioneer project as defined in Article 17 of

this Code, which, considering the nature and extent of capital
requirements, processes, technical skills and relative business risks
involved, is in the opinion of the Board of such a nature that the available
measured capacity thereof cannot be readily and adequately filled by
Philippine nationals; or, if the applicant is exporting at least seventy
 percent (70%) of its total production, the export requirement herein
provided may be reduced in meritorious cases under such conditions
and/or limited incentives as the Board may determine;

(b) That it obligates itself to attain the status of a Philippine national, as

defined in Article 15, within thirty (30) years from the date of registration
or within such longer period as the Board may require taking into account
the export potential of the project: Provided, That a registered enterprise
which exports one hundred percent (100%) of its total production need
not comply with this requirement;

(c) That the pioneer area it will engage in is one that is not within the
activities reserved by the Constitution or other laws of the Philippines to
Philippine citizens or corporations owned and controlled by Philippine
citizens;

2. The applicant is proposing to engage in a preferred project listed or

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

3. The applicant is capable of operating on a sound and efficient basis and of

contributing to the national development of the preferred area in particular
and of the national economy in general; and

4. If the applicant is engaged or proposes to engage in under takings or

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

Article. 33. Application

Applications shall be filed with the Board, recorded in a registration book and the
date appearing therein and stamped on the application shall be considered the date
of official acceptance.

Whenever necessary, the Board, through the People's Economic Councils, shall
consult the communities affected on the acceptability of locating the registered
enterprise within their community.
 Article. 34. Approval and Registration Procedures

The Board is authorized to adopt rules and regulations to facilitate action on

applications filed with it, prescribe criteria for the evaluation of several applications
filed in one preferred area; devise standard forms for use of applicants and delegate
to the regional offices of the Department of Trade and Industry the authority to
receive and process applications for enterprises to be located in their respective
regions.

Applications filed shall be considered automatically approved if not acted upon by the
Board within twenty (20) working days from official acceptance thereof.

Article. 35. Criteria for Evaluation of Applications

The following criteria will be considered in the evaluation of applications for

registration under a preferred area:

(a) The extent of ownership and control by Philippine citizens of the enterprises;

(b) The economic rates of return;

(c) The measured capacity: Provided, That estimates of measured capacities

shall be regularly reviewed and updated to reflect changes in market supply
and demand conditions: Provided, further, That measured capacity shall not
result in a monopoly in any preferred area of investment which would unduly
restrict trade and fair competition nor shall it be used to deny the entry of any
enterprise in any field of endeavor or activity;

(d) The amount of foreign exchange earned, used or saved in their operations;

(e) The extent to which labor, materials and other resources obtained from
indigenous sources are utilized;

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

(g) The amount of equity and degree to which the ownership of such equity is
spread out and diversified; and

(h) Such other criteria as the Board may determine.

Article. 36. Appeal from Board's Decision

Any order or decision of the Board shall be final and executory after thirty (30) days
from its promulgation. Within the said period of thirty (30) days, said order or
decision may be appealed. to the Office of the President. Where an appeal has been
filed, said order or decision shall be final and executory ninety (90) days after the
perfection of the appeal, unless reversed.
 Article. 37. Certificate of Registration

A registered enterprise under this Code shall be issued a certificate of registration

under the seal of the Board of Investments and the signature of its Chairman and/or
such other officer or employee of the Board as it may empower and designate for the
purpose. The certificate shall be in such form and style as the Board may determine
and shall state, among other matters:

(a) The name of the registered enterprise;

(b) The preferred area of investment in which the registered enterprise is

proposing to engage;

(c) The nature of the activity it is undertaking or proposing to undertake,

whether pioneer or non-pioneer, and the registered capacity of the enterprise;
and

(d) The other terms and conditions to be observed by the registered enterprise
by virtue of the registration.

TITLE II

BASIC RIGHTS AND GUARANTEES

Article. 38. Protection of Investment

All investors and registered enterprises are entitled to the basic rights and
guarantees provided in the Constitution. Among other rights recognized by the
Government of the Philippines are the following:

(a) Repartriation of Investments. - In the case of foreign investments, the right

to repatriate the entire proceeds of the liquidation of the investment in the
currency in which the investment was originally made and at the exchange
rate prevailing at the time of repatriation, subject to the provisions of Section
74 of Republic Act No. 265, as amended. For investments made pursuant to
Executive Order No. 32 and its implementing rules and regulations,
remittability shall be as provided therein.

(b) Remittance of Earnings. - In the case of foreign investments, the right to

remit earnings from the investment in the currency in which the investment
was originally made and at the exchange rate prevailing at the time of
remittance, subject to the provisions of Section 74 of Republic Act No.265 as
amended;

(c) Foreign Loans and Contracts. - The right to remit at the exchange rate
prevailing at the time of remittance such sums as may be necessary to meet
the payments of interest and principal on foreign loans and foreign obligations
arising from technological assistance contracts, subject to the provisions of
Section 74 of Republic Act. No. 265 as amended;
 (d) Freedom from Expropriation. - There shall be no expropriation by the
government of the property represented by investments or of the property of
the enterprise except for public use or in the interest of national welfare or
defense and upon payment of just compensation. In such cases, foreign
investors or enterprises shall have the right to remit sums received as
compensation for the expropriated property in the currency in which the
investment was originally made and at the exchange rate at the time of
remittance, subject to the provisions of Section 74 of Republic Act. No. 265 as
amended;

(e) Requisition of Investment. - There shall be no requisition of the property

represented by the investment or of the property of enterprises, except in the
event of war or national emergency and only for the duration thereof. Just
compensation shall be determined and paid either at the time of requisition or
immediately after cessation of the state of war or national emergency.
Payments received as compensation for the requisitioned property may be
remitted in the currency in which the investment was originally made and at
the exchange rate prevailing at the time of remittance, subject to the
provisions of Section 74 of Republic Act No. 265, as amended.

TITLE III

INCENTIVES TO REGISTERED ENTERPRISES

Article. 39. Incentives to Registered Enterprises

All registered enterprises shall be granted the following incentives to the extent
engaged in a preferred area of investment:

(a) Income Tax Holiday. -

(1) For six (6) years from commercial operation for pioneer firms and four (4)
years for non-pioneer firms, new registered firms shall be fully exempt from
income taxes levied by the National Government. Subject to such guidelines
as may be prescribed by the Board, the income tax exemption will be
extended for another year in each of the following cases:

i. the project meets the prescribed ratio of capital equipment to number

of workers set by the Board;

ii. utilization of indigenous raw materials at rates set by the Board;

iii. the net foreign exchange savings or earnings amount to at least

US$500,000.00 annually during the first three(3) years of operation.

The preceding paragraph notwithstanding, no registered pioneer firm may

avail of this incentive for a period exceeding eight (8) years.

(2) For a period of three (3) years from commercial operation, registered
expanding firms shall be entitled to an exemption from income taxes levied by
the National Government proportionate to their expansion under such terms
 and conditions as the Board may determine; Provided, however, That during
the period within which this incentive is availed of by the expanding firm it
shall not be entitled to additional deduction for incremental labor expense.

(3) The Provision of Article 7 (14) notwithstanding, registered firms shall not be
entitled to any extension of this incentive. (b) Additional Deduction for Labor
Expense. - For the first five (5) years from registration a registered enterprise
shall be allowed an additional deduction from the taxable income of fifty
percent (50%) of the wages corresponding to the increment in the number of
direct labor for skilled and unskilled workers if the project meets the
prescribed ration of capital equipment to number of workers set by the Board:
Provided, That this additional deduction shall be doubled if the activity is
located in less developed areas as defined in Art. 40. (c) Tax and Duty
Exemption on Imported Capital Equipment. - Within five (5) years from the
effectivity of this Code, importations of machinery and equipment and
accompanying spare parts of new and expanding registered enterprises shall
be exempt to the extent of one hundred per cent (100%) of the customs
duties and national internal revenue tax payable thereon; Provided, That the
importation of machinery and equipment and accompanying spare parts shall
comply with the following conditions:

i. They are not manufactured domestically in sufficient quantity,

of comparable quality and at reasonable prices;

ii. They are reasonably needed and will be used exclusively by

the registered enterprise in the manufacture of its products, unless prior
approval of the Board is secured for the part-time utilization of said
equipment in a non-registered activity to maximize usage thereof or the
proportionate taxes and duties are paid on the specific equipment and
machinery being permanently used for non-registered activities; and

iii. The approval of the Board was obtained by the registered

enterprise for the importation of such machinery, equipment and spare
parts.

In granting the approval of the importations under this paragraph, the Board
may require international canvassing but if the total cost of the capital
equipment or industrial plant exceeds US$5,000,000, the Board shall apply or
adopt the provisions of Presidential Decree Numbered 1764 on International
Competitive Bidding.

If the registered enterprise sells, transfers or disposes of these machinery,

equipment and spare parts without prior approval of the Board within five (5)
years from date of acquisition, the registered enterprise and the vendee,
transferee, or assignee shall be solidarily liable to pay twice the amount of the
tax exemption given it.

The Board shall allow and approve the sale, transfer or disposition of the said
items within the said period of five (5) years if made:

(a) to another registered enterprise or registered domestic producer enjoying

similar incentives;
 (b) for reasons of proven technical obsolescence; or

(c) or purposes of replacement to improve and/or expand the operations of

the registered enterprise.

(b) Tax Credit on Domestic Capital Equipment. - A tax credit equivalent to one
hundred percent (100%) of the value of the national internal revenue taxes
and customs duties that would have been waived on the machinery, equipment
and spare parts, had these items been imported shall be given to the new and
expanding registered enterprise which purchases machinery, equipment and
spare parts from a domestic manufacturer: Provided, That (1) That the said
equipment, machinery and spare parts are reasonably needed and will be used
exclusively by the registered enterprise in the manufacture of its products,
unless prior approval of the Board is secured for the part-time utilization of
said equipment in a non-registered activity to maximize usage thereof; (2)
that the equipment would have qualified for tax and duty-free importation
under paragraph (c) hereof; (c) that the approval of the Board was obtained
by the registered enterprise; and (4) that the purchase is made within five (5)
years from the date of effectivity of the Code. If the registered enterprise sells,
transfers or disposes of these machinery, equipment and spare parts, the
provisions in the preceding paragraph for such disposition shall apply.

(c) Exemption from Contractor's Tax. - The registered enterprise shall be exempt
from the payment of contractor's tax, whether national or local.

(d) Simplification of Customs Procedures. - Customs procedures for the

importation of equipment, spare parts, raw materials and supplies, and
exports of processed products by registered enterprises shall be simplified by
the Bureau of Customs.

(e) Unrestricted Use of Consigned Equipment. - Provisions of existing laws

notwithstanding, machinery, equipment and spare parts consigned to any
registered enterprise shall not be subject to restrictions as to period of use of
such machinery, equipment and spare parts: Provided, That the appropriate
re-export bond is posted unless importation is otherwise covered under
subsections (c) and (m) of this Article: Provided, further, That such consigned
equipment shall be for the exclusive use of the registered enterprise.

If such equipment is sold, transferred or otherwise disposed of by the

registered enterprise the related provision of Article 39 (c) (3) shall apply.
Outward remittance of foreign exchange covering the proceeds of such sale,
transfer or disposition shall be allowed only upon prior Central Bank approval.

(f) Employment of Foreign Nationals. - Subject to the provisions of Section 29 of

Commonwealth Act Number 613, as amended a registered enterprise may
employ foreign nationals in supervisory, technical or advisory positions for a
period not exceeding five (5) years from its registration, extendible for limited
periods at the discretion of the Board: Provided, however, That when the
majority of the capital stock of a registered enterprise is owned by foreign
investors, the positions of president, treasurer and general manager or their
equivalents may be retained by foreign nationals beyond the period set forth
herein.
 Foreign nationals under employment contract within the purview of this
incentive, their spouses and unmarried children under twenty-one (21) years
of age, who are not excluded by Section 29 of Commonwealth Act Numbered
613, as amended, shall be permitted to enter and reside in the Philippines
during the period of employment of such foreign nationals. A registered
enterprise shall train Filipinos as understudies of foreign nationals in
administrative, supervisory and technical skills and shall submit annual reports
on such training to the Board.

(g) Exemption on Breeding Stocks and Genetic Materials. - The importation of

breeding stocks and genetic materials within ten (10) years from the date of
registration or commercial operation of the enterprise shall be exempt from all
taxes and duties: Provided, That such breeding stocks and genetic materials
are (1) not locally available and/or obtainable locally in comparable quality and
at reasonable prices; (2) reasonably needed in the registered activity; and (3)
approved by the Board.

(h) Tax Credit on Domestic Breeding Stocks and Genetic Materials. - A tax credit
equivalent to one hundred percent (100%) of the value of national internal
revenue taxes and customs duties that would have been waived on the
breeding stocks and genetic materials had these items been imported shall be
given to the registered enterprise which purchases breeding stock and genetic
materials from a domestic producer: Provided, (1) That said breeding stocks
and genetic materials would have qualified for tax and duty free importation
under the preceding paragraph; (2) that the breeding stocks and genetic
materials are reasonably needed in the registered activity; (3) that approval of
the Board has been obtained by the registered enterprise; and (4) that the
purchase is made within ten (10) years from date of registration or commercial
operation of the registered enterprise.

(i) Tax Credit for Taxes and Duties on Raw Materials. - Every registered
enterprise shall enjoy a tax credit equivalent to the National Internal Revenue
taxes and Customs duties paid on the supplies, raw materials and semi-
manufactured products used in the manufacture, processing or production of
its export products and forming part thereof, exported directly or indirectly by
the registered enterprise: Provided, however, That the taxes on the supplies,
raw materials and semi-manufactured products domestically purchased are
indicated as a separate item in the sales invoice.

Nothing herein shall be construed as to preclude the Board from setting a fixed
percentage of export sales as the approximate tax credit for taxes and duties
of raw materials based on an average or standard usage for such materials in
the industry.

(j) Access to Bonded Manufacturing/Trading Warehouse System. - Registered

export oriented enterprises shall have access to the utilization of the bonded
warehousing system in all areas required by the project subject to such
guidelines as may be issued by the Board upon prior consultation with the
Bureau of Customs.

(k) Exemption from Taxes and Duties on Imported Spare Parts. - Importation of
required supplies and spare parts for consigned equipment or those imported
 tax and duty free by a registered enterprise with a bonded manufacturing
warehouse shall be exempt from customs duties and national internal revenue
taxes payable thereon: Provided, however, That at least seventy percent
(70%) of production is exported; Provided, further, That such spare parts and
supplies are not locally available at reasonable prices, sufficient quantity and
comparable quality; Provided, finally, That all such spare parts and supplies
shall be used only in the bonded manufacturing warehouse of the registered
enterprise under such requirements as the Bureau of Customs may impose.

(l) Exemption from Wharfage Dues and any Export Tax, Duty, Impost and Fee. -
The provisions of law to the contrary notwithstanding, exports by a registered
enterprise of its non-traditional export products shall be exempted from any
wharfage dues, and any export tax, duty, impost and fee.

TITLE IV
INCENTIVES TO LESS-DEVELOPED-AREA
REGISTERED ENTERPRISE

Article. 40

A registered enterprise regardless of nationality located in a less-developed-area

included in the list prepared by the Board of Investments after consultation with the
National Economic and Development Authority and other appropriate government
agencies, taking into consideration the following criteria: low per capita gross
domestic product; low level of investments; high rate of unemployment and/or
underemployment; and low level of infrastructure development including its
accessibility to developed urban centers, shall be entitled to the following incentives
in addition to those provided in the preceding Article:

(a) Pioneer Incentives. - An enterprise in a less-developed-area registered with the

Board under Book 1 of this Code, whether proposed, or an expansion of an
existing venture, shall be entitled to the incentives provided for a pioneer
registered enterprise under its law registration.

(b) Incentives for Necessary and Major Infrastructure and Public Facilities. -
Registered enterprises establishing their production, processing or manufacturing
plants in an area that the Board designates as necessary for the proper dispersal
of industry or in an area which the Board finds deficient in infrastructure, public
utilities, and other facilities, such as irrigation, drainage or other similar
waterworks infrastructure may deduct from taxable income an amount equivalent
to one hundred percent (100%) of necessary and major infrastructure works it
may have undertaken with the prior approval of the Board in consultation with
other government agencies concerned; Provided, That the title to all such
infrastructure works shall upon completion, be transferred to the Philippine
Government; Provided, further, That any amount not deducted for a particular
year may be carried over for deduction for subsequent years not exceeding ten
(10) years from commercial operation.
 TITLE V
GENERAL PROVISIONS

Article. 41. Power of the President to Rationalize Incentives.

The President may, upon recommendation of the Board and in the interest of national
development, rationalize the incentives scheme herein provided; extend the period of
availment of incentives or increase rates of tax exemption of any project whose
viability or profitability require such modification.

Article. 42. Refund and Penalties

In case of cancellation of the certificate granted under this Code, the Board may, in
appropriate cases, require the refund of incentives availed of the impose
corresponding fines and penalties.

Article. 43. Benefits of Multiple Area Enterprises

When a registered enterprise engages in activities or endeavors that have not been
declared preferred areas of investments, the benefits and incentives accruing under
this Code to registered enterprises and investors therein shall be limited to the
portion of the activities of such registered enterprise as is a preferred area of
investment.

REGIONAL TVET SITUATIONER

GEOGRAPHIC PROFILE

Central Visayas is located between Luzon and Mindanao. It is composed

of four (4) provinces. It is about 571 kilometers from Manila and 402
kilometers from Davao. It is also divided into 15 districts (see Annex
A), 120 municipalities, and 12 cities.

Table 1. Region VII Provinces: Number of Districts, Cities,

Municipalities, Capital and Governors

Province # # # Capital Governor

Dist Cities Mun

Bohol 3 1 47 Tagbilaran City Erico B. Aumentado

Cebu 8 6 47 Cebu City Pablo P. Garcia
Negros Or. 3 5 20 Dumaguete City George P. Arnaiz
Siquijor 1 - 6 Siquijor Orlando B. Fua Sr.

It has a total land area of 15,582.4 square kilometers with Siquijor as

the smallest province with only six municipalities. The population
density of the region is 365.87. The four provinces are not connected
to each other. They are separated by seawater, therefore, one must
cross the sea in order to go to another province. Except Negros
Oriental, all the three provinces are surrounded by sea. Very small
islets are found near Bohol and Cebu. Cebuano is the spoken dialect in
the households but the populace can also speak and uk Chinese language.

Its main agricultural products arenderstand Tagalog and English.

Chinese families also spea rice, sugar cane, corn, coconuts, fruits,
bananas, vegetables, cattle, goats, swine and fowls.

There is no problem of communication among these provinces because of

the new trends in information technology like the landline and
cell phones, fax machines, computers and internet connections. Also,
the availability of fast crafts, one province can be reached within two
hours from the previous six hours by the nightly slow-moving ships.
Land transportation nowadays is easier because of the increasing number
of multi-cabs, jeepneys, van for hire, taxi and air-conditioned buses
for short and long distance trips within the province.

The oldest city of the country, Cebu City is found in Region VII. It is
also the capital of the province of Cebu. The center of business and
trade in the region is Metro Cebu which is composed of four cities and
five municipalities. Most of the government regional offices are found
in Cebu City.

DEMOGRAPHIC PROFILE
The population of Central Visayas as of May 2000 census is 5,705,091.
It is increased by 686 thousand over the 1995 census figure of 5.0
million. It grew at 2.79% from 1995 to year 2000. If this trend
continue annually, then the population of Central Visayas will double
in 25 years. Cebu has the biggest share of the regional population
which is 58.82% or followed by Bohol, Negros Oriental and Siquijor has
the lowest share.

B.1 Poverty Incidence

The preliminary result of the 2000 Family Income and Expenditures
Survey showed a worsening poverty incidence of 43.9 percent. It was
increased to 38.90 percent in 1997 from 32 percent in 1994.

This increase number of poor is largely due to the Asian financial

crisis and the El Niño phenomenon which led to significant loss of
gainful employment. Thus, rural poverty increased to 57.70 percent and
urban poverty to 27.50 percent in 2000.

These poor people become more marginalized as poverty hampers their

access to education. This in turn restricts their chances of finding
employment in the urban centers of the region. These poor migrants end
up in the squatter areas of the urban centers and live along the banks
of esteros and areas near the pier.

B.2 Labor Force and Employment Data

Of the 2.368 million members of the labor force as of December 2001,
2.082 million or 87.9% were employed. The figure decreased compared to
that of January 2000. The unemployed were 286,000 or the unemployment
rate was 12.1%, and the underemployment rate was decreased to 8.5% from
10.66% as of January 2000. Underemployment in the rural areas is high
because more than 40% of the rural folks depend on farming and fishing.
Table 3. Employment Data (In Thousands)

Employment Status Oct. 1999 Jan 2000 Dec. 2001

Labor Force 2,316 2,360 2,368
Employed 2,073 2,121 2,082
Unemployed 243 239 286
Underemployed 289 226 176
Labor Participation Rate 64.98 65.87 66.4
Employment Rate 81.51 89.87 87.9
Unemployment Rate 10.49 10.13 12.1
Underemployment Rate 13.94 10.66 8.5

ECONOMIC INDICATORS
C.1 Investment
Paid up capital for SEC registered investments managed to increase by
some 4.39 percent during the third quarter compared to the same period
in 2000. Also, corporate paid up capital increased by 4.46 percent to
P837.57 million in the second quarter of 2001 from 801.8 million a year
ago. DTI's registration of single proprietorships increased by almost
18 percent from 6.9 billion in Jan.- Sept. 2000 to 8.1 billion same
period in 2001. SEC registered investment declined by 5.97 percent from
2.3 billion (Jan-Sept. 2000) to 2.16 billion the same period, year
2001. BOI registered projects also nose-dived by 72.74 percent from
P1.5 billion in Jan-Sept. 2000 to 415 million during the same period
this year. Except for IT, investments is not rosy because of the
Philippines' reputation being a high risk country.

C.2 Industries
Most of the manufacturing industries are concentrated in Cebu. Bohol
and Negros Oriental remain as agricultural provinces but are suppliers
of raw materials like sea and forest products. The main priority
sectors of Bohol are agriculture and tourism because of its beautiful
beaches. There are few manufacturing industries of Negros Oriental such
as sugar cane and coconut oil mills. There are no regional data for the
total number of industries in Region VII available in DTI. They have
only data of industries in Cebu (reflected in the Cebu Province TVET
Situationer).

C.3 Export
More than thirty-seven percent (37.50%) of the export in 2001 was
Electronics, followed by other industrial goods at 12.10%, while marine
products-11.405. Cebu Mitsumi Inc. in Danao City has been the highest
exporter for the three consecutive years beating the firms located in
MEPZ. Exports may not improve by the latter part of 2002 because of the
continuing economic recession in US and Japan.

C.4 Tourism
There have been reports of cancellations of bookings since Sept. 11,
2001. But since before the terrorist attacks, the growth in tourist
arrivals had been slowing down because of the economic setbacks in
Japan and the security risks experienced by some Japanese consultants
and businessmen early this year.
Domestic tourism, however, will probably strengthen as a result of the
growing reputation of the region to be good site of meetings and
conferences. Plans are underway to create an ad hoc Cebu Convention
Bureau. The bureau will bid to make Cebu the permanent venue for the
Philippine Advertising Congress and other domestic and international
events. The bureau is now bidding to host the 2005 Southeast Asian
Games and the convention of the Pacific Association of Travel Agencies
(PATA) that will be held in the Philippines next year. The bureau will
also bid for the holding of the Incentive Travel and Corporate Meetings
Asia.

C.5 Air Transport

MCIAA posted a 3 percent increase in earnings in the first quarter,
2002 compared to the same period last year. (The Freeman, May 3, 2002)
The income generated reached P142,066,492 compared last year's more
than P137.7M. Airport services contributed the biggest chunk in the
total income which amounted to P91,304,282.37

C.6 Inflation rate

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

PRIORITY SECTORS

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

TVET PROVIDERS

The technical vocational education and training (TVET) provision of

Region VII have been realized thru the collaborative effort of 95
public and private schools, 11 TESDA-run training centers, 17 private
training centers, 64 enterprises, 12 LGU training centers and LGUs
coordinated programs with NGOs and other government agency facilities.
(Annex B)

For the UTPRAS registration of these TVET institutions, there were 68

institutions and 268 programs registered from 1998 to 2001. Of these
registered institutions, five (5) schools offer courses for the
maritime sector, thirty (30) schools offer 135 information and
communications courses and six (6) institutions offer caregiver course.
For the first quarter of 2002, there are four (4) institutions and
seven (7) programs registered including three centers for caregiver.
(See Annex C)

Table 4. Number of Schools/Centers Registered under UTPRAS

Province No. of Institutions No. of Programs

1998 1999 2000 2001 2002* 1998 1999 2000 2001 2002*
Bohol 2 3 6 13 7 22
Cebu 6 8 11 14 3 15 27 48 65 6
Neg Or. - 5 1 2 1 21 2 14 1
Siquijor 3 7
TOTAL 6 15 15 25 4 15 61 57 108 7
* First Quarter

Course offerings of these schools and centers that address to the four
priority sectors, namely, agri-fishery, health, ICT and tourism showed
that more than 60% of the course offerings are for information and
communication technology while the remaining percentage is shared among
agriculture-fishery, .8%; health, 1.66%; tourism, 5.39% while other
sectors get the bigger share of 30%. (Annex B)

Tourism activities, which help generate employment in the rural areas,

need improved products and services to augment the local residents'
income. Livelihood training programs of the LGUs are sources of some
innovative people to answer the call. Hotel and Restaurant Service and
Technology are also offered by 13 schools in the region for an improved
accommodation and dining of local and foreign tourists to the place.

The demand for workers in the field have been complemented with the
course offerings of the TVET schools. Information and Communication
Technology graduates find their roof in the Export Processing Zone to
man in the technical side and others fill the seats in the production
and assembly activities.

E.1 School-based TVET

The ninety-one (95) public and private schools offering TVET programs
are scattered throughout the region. Most of these schools, about (55),
are found in Cebu where 45 are private and 11 are public. Negros
Oriental claimed to have sixteen (16) active TVIs in the province where
six (6) are private technical vocational schools, seven (7) are private
tertiary with non-degree programs, two (2) are public state colleges
and one (1) public tertiary with non-degree programs. Bohol, on other
handed counted their school-based TVET providers to sixteen (16) also.
Thirteen (13) are private schools, two (2) are state colleges and only
one (1) is a public municipal college owned by the LGU of the locality.
Siquijor has four (4) broken down to one (1) state college, two (2)
private schools and one (1) TESDA supervised school. (Annex B)

Table 5. Number of School-Based TVET Providers Per Province

PROVINCE PRIVATE SUC TESDA Other

Administered Public
School Schools
Bohol 13 2 1
Cebu 44 11 3
Negros Or. 13 2 2
Siquijor 2 1 1 -
TOTAL 72 16 1 6

The TESDA's PESFA or the Private Education Student Financial Assistance

has an existing 1,102 slots in Region VII. Five hundred thirty-eight
(538) are existing slots, while the five hundred sixty-four (564) will
enroll this coming school opening. The distribution of the PESFA slots
among provinces was based on the number of districts in Region VII.

Another scholarship for TVET is the TESDP-ADP SF which has also 353
slots for Region VII. These scholarship is funded from ADB and the
distribution of slots is also per district.

Table 6. Distribution of PESFA and TESDP-ADB SF Slots

PROVINCE No. of PESFA TESDP-ADB SF

Districts New slots On-going Slots
Bohol 8 300 390 70
Cebu 3 113 70 188
Negros Or. 3 133 48 68
Siquijor 1 38 30 27
TOTAL 15 564 538 353

The existing distribution is advantageous to the districts with few

number of municipalities like Siquijor which has only six
municipalities for its lone district. Bohol has 14 to 19 municipalities
in every district (See Annex A). Tuition fees and allowances will be
given to the qualified students especially those who are coming from
low-income families.

E.2 Center-based TVET

The establishments of training centers are indicative of very strong

collaborative efforts of the LGUs and TESDA regional and provincial
offices. Negros Oriental identified three (3) most recently established
centers; the Tissue Culture Laboratory and Training Center of LGU -
Valencia, Guihulngan Agricultural Training and Enterprise School
(GATES) of LGU - Guihulngan and the FILCANADIAN Training and
Development Center at Dumaguete City. The latter is a private training
center whose caregiver course offering is registered under UTPRAS or
the unified TVET Program Registration and Accreditation System of
TESDA. The graduates of the said center have a high probability of
getting overseas employment at Canada since the curriculum is
accredited by the Canadian Embassy. These three centers brought to a
total of ten (10) training centers in Negros Oriental where two (2) of
them are private and the eight (8) are LGU Training Centers.

Bohol maintained its five (5) TESDA-run training centers in five of its
municipalities while seven (7) private training centers complement the
TVET provision in the locality. Of these private training centers, two
(2) offer caregiving courses, three (3) are strictly for Pre-licensing
and in-service training course, one (1) supplies tourism sector with
the Japanese Language and Japanese Culture Familiarity Program and the
last one offer vocational courses like Dressmaking, Automotive, RAC and
Computer courses.

Siquijor's Lazi Skills Development Center is an LGU-run training center

that offers some vocational programs for the residents of Lazi and its
neighboring towns.
The Regional Training Center in Cebu City benefits the strong support
from industry associations/boards. The center houses five industry
associations and two industry boards that are directly involved in the
TVET provision. The center operation is co-managed by TESDA VII and the
said industry associations. The cooperation were forged to ensure
quality skills and imparting of new techniques used in the industries
like the electrical, automotive, welding to the clients especially
those who are unemployed, underemployed and displaced workers or seen
as one of the solutions to the mismatch of skills and demand.

The Department of Manpower Development and Placement of Cebu City LGU

is also a venue that will be able to bring changes for the unskilled
workers and unemployed adults city who are willing to learn skills and
to work for a living. It offers livelihood programs for those who are
willing to have business of their own and other skills training
programs for employment purposes.

E.3 Community-based TVET

The local governments' efforts in the manpower development especially

in the rural areas where poverty incidence is highest which record
57.7% in 1998, are now intensified thru close coordination with NGOs
and other government agencies, with programs and projects for human
resource development like DTI, DOST, TESDA, DSWD, DepED etc. The
community-based skills trainings are now modified to include
entrepreneurship skills for the trainees in preparation for them to
engage in businesses thru the skills trainings they acquire.

About 90% of the municipalities in Region VII are active and supportive
to the programs for livelihood and employment of the rural people. The
Community Training and Employment Coordinators (CTECs) in the
municipalities are channels in bringing TVET right at the doorstep of
the people especially in the rural areas. As this is not an easy task,
they are enskilled in planning, fund sourcing, linkaging and other
relevant skills needed in the performance of the task given to them.
The wider task in monitoring of other programs conducted in the
locality encouraged TESDA-Siquijor to organize and identify barangay
CTECs for the barangays of the six municipalities of Siquijor. Other
provincial offices have not yet initiated this scheme in their
respective provinces.

E.4 Enterprise-based TVET

Dual Training System (DTS) first saw its realization in the province of
Cebu where there are some industries. To date, there is one school
implementing full DTS while seven have dualized programs. Currently,
the first dualized program in Seafarers in the country was implemented
in Negros Oriental by the Negros Maritime College Foundation Inc. in
cooperation with various industries. Other provinces have not yet
implemented DTS.

In Region VII, 74 industries are the implementors of the

Apprenticeship/Learnership Programs. Most of these are factories in
Mandaue City and Lapulapu City. (Annex B). The new industry partner is
from the information technology sector, the Internet Café Association
of Cebu with 129 full pledge members, according to its president.

Demand in Information and Technology is seen and felt in the

computerization of office records and transactions , the telephone
craze in the entire country and the opening of some internet cafes in
the region.

BEST PRACTICES

One of the best practice in the TVET provision in Central Visayas is

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

TARGETS AND OUTPUTS

As of March 2002, accomplishments on massive training/retraining and

assessment, Siqujor registers the highest accomplishments with 5,214,
followed by Cebu with 666 graduates, Regional Training Center- 204,
Bohol -157 and Negros Oriental - 33. For the regional accomplishments,
only 10.11% is achieved during the first quarter for training and re-
training. (See Annex D.)

ISSUES AND PROBLEMS

A. UTPRAS

· Lack of available TEP in some provinces to conduct the

technical inspection

· Limited training regulation in some programs and if

available, occupational titles are likewise limited.

· Difficulty in determining the standard facilities, tools

and equipment in non-regulated training programs

· Absence of incentives and awards to good performing TVET

providers as a motivating tool towards quality TVET

· No standard Certificate of Registration developed

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

Cities Municipalities Congressmen

BOHOL
First District 1 14 Edgar M. Chatto
Second District - 14 Roberto C. Cajes
Third District - 19 Eladio M. Jala

CEBU
First District 1 5 Jose R. Gullas
Second District - 15 Simeon Kintanar
Third District 1 6 Antonio P. Yapha Jr.
Fourth District - 9 Clavel A. Martinez
Fifth District 1 10 Joseph Felix Durano
Sixth District 2 2 Nerissa Corazon S. Ruiz
Cebu City North Raul V. del Mar
Cebu City South Antonio V. Cuenco

NEGROS OR.
First District 1 7 Jacinto M. Paras
Second District 3 5 Emilio Macias II
Third District 1 7 Herminio Teves

SIQUIJOR
Lone District - 6 Orlando A. Fua Jr.