NEDA Presentations

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• NEDA Presentations
• Policy and Program Recommendations of Education
  Reform Bodies and Studies
• Education Component of the MTPDP 2004-2010
• 1st Meeting of the
• Presidential Coordinating Task Force on
  Education
• 10 September 2007

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• Policy and Program Recommendations of Education
  Reform Bodies and Studies

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Three Major Inquiries into the State of
Philippine Education during the last sixteen years
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A. The EDCOM Report

• Purpose of national review/assessment
• enhance the systems internal capability in
  satisfactorily implementing the constitutional
  provisions on education
• provide the system with the necessary financial
  and other infrastructure support
• strengthen its linkages with all sectors
  concerned with HRD
• assist education in assisting its sectoral goals
  and targets through strategies that are
  consistent with national development priorities

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A. The EDCOM Report

• designed for a comprehensive inquiry, the actual
  tally of its output by category (of action
  needed) depends on which document one looks at
  (The Summary Report and the different volumes by
  areas)
• only attempt so far to inventory the compliance/
  implementation was done by World Bank consultant
  Mario Taguiwalo and his associates in 1998 (The
  EDCOM Recommendations How Much Was Implemented?
  Appendix 1, 1998 PESS)

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A. The EDCOM Report

• the said inventory puts the compliance rate by
  level of education as follows
• Passage of items in legislative agenda
• - 7 out of 12 were passed into laws
• - total policy and organizational restructuring
  items that require legislative action may be as
  many as 18 or more

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A. The EDCOM Report

• the said inventory puts the compliance rate by
  level of education as follows (cont. )
• Positive action on program recommendations
• - positive action here includes those that may
  not exactly be the same as originally
  recommended
• - some were modified by the implementing agency
  while some consisted merely of initial actions
  with minimal subsequent ones
• Basic education 13 out of 30
• Post-secondary TVET 4 out of 7
• Higher education 12 out of 17

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A. The EDCOM Report

• from the above figures, the PESS also noted that
  the congressional backing for the EDCOM
  recommendations was strong
• in other matters involving program decisions and
  operational priorities, the EDCOM have had much
  less influence on eventual action in comparison
  with legislative proposals
• some major reforms reiterated/picked-up by the
  PCER

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B. The PCER Report

• Objective to define a budget-feasible program of
  reform and identify executive priority policy
  recommendations and items for a legislative
  agenda on education
• given a limited timeframe and narrow but focused
  agenda, it did not have to reinvent the wheel --
  it was to be guided by EDCOM, PESS and even by
  the PCSPE of 1971

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B. The PCER Report

• PCER also worked to follow-up or inquire into the
  status of implementation of EDCOM
  recommendations, coming-up with 9 specific
  proposals
• Establishment of a National Coordinating Council
  for Education (NCCE)
• Rationalization, within a Moratorium Period of
  the creation and conversion of SUCs
• Re-orienting the Premises for Financing Public
  Higher Education
• Establishment of One-year Pre-Baccalaureate System

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B. The PCER Report

• Faculty Development at the Tertiary Level
• Strengthening Teacher Competencies and the Basic
  Education Level
• Expanding the Options for Medium of Instruction
  in Grade 1 through the use of the Regional Lingua
  Franca or the Vernacular and
• Establishment of the National Educational
  Evaluation and Testing System (NEETS)
• Establishing Common Standards for Accreditation
  Per Discipline

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B. The PCER Report

• except for the establishment of the NEETS and the
  original recommendation on Medium of Instruction,
  the proposals have so far been either put in
  place or steps have been taken towards full
  implementation
• by and large, the PCER insofar as it relates with
  the PESS has been the sourcebook of the various
  program development initiatives undertaken by the
  CHED which are funded under the Higher Education
  Development Program (HEDP)

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B. The PCER Report

• SUC rationalization through a moratorium was
  imposed (and it worked) through a presidential
  memorandum dated 7 October 1999 to the effect
  that the Administration would not in any way
  support institutional creation and/or conversion
• the PCER Report fleshed out through an Executive
  Order that was immediately signed by the
  President
• beside the 9 specific proposals, there are also
  many other suggested actions that are now in
  current by way of law and departmental actions
  (e.g. annex on Governance became principal basis
  of the enactment of R.A. 9155)
• Personal note the first legal (and broader)
  definition of basic education based on the EFA
  vision was adopted from the PCER annex

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C. The PESS

• Objective to analyze the governments education
  and training policies with current economic
  conditions, the implications for ET of the
  Philippines planned integration into the global
  economy and the needs of the vulnerable groups
• analysis and findings served as inputs to PCER
• both PESS and PCER became bases of the CHEDs
  HEDP
• gave impetus to the SBM program of DepEd, among
  others, especially the policy on principal
  empowerment

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Recommendations to the TF

• Update the inventory of implemented reforms in
  both policy and program levels
• Analyze the feasibility and desirability of the
  other recommendations at the program level in
  greater detail and within the current context

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II. Education Component of the Medium-Term
Philippine Development Plan2004-2010
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• The MTPDP should be taken in conjunction with two
  accompanying documents
• Medium-Term Public Investment Program (MTPIP)
• 2005-2010
• Strategy Planning Matrices

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• Education is the right of every Filipino.
  It is a key investment that can break the
  Filipinos seemingly endless cycle of poverty,
  and provides the people, particularly the youth,
  with more opportunities.
• In a world where knowledge has become a
  crucial element for nations to prosper and
  compete, primacy is placed on quality and
  accessible lifelong learning, from early
  childhood development to primary, secondary and
  tertiary learning. The Filipino youths capacity
  to actively participate in national development
  and rightfully claim opportunities for improving
  their quality of life can only be achieved
  through enhancing their knowledge and skills, and
  providing them with avenues to lead productive
  lives.
• - MTPDP 2004-2010, Chapter 18 Education

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EDUCATION STRATEGIES

• A. EARLY CHILDHOOD EDUCATION
• Expand present Early Childhood Care and
  Development (ECCD) coverage to reach all 5-year
  olds
• Adopt the Standard School of Readiness Assessment
  to determine the readiness 5-year olds to enter
  Grade 1
• Review and amend the ECCD Law
• Implement Early Childhood Education in Teacher
  Education curricula
• Provide health and nutrition services as part of
  day care, pre-school, elementary and high school

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EDUCATION STRATEGIES

• B. BASIC EDUCATION
• Close the classroom gap
• Build 6,000 classrooms a year
• Adopt Double Shift Classes
• Expand Service Subcontracting/ Provide
  Scholarship for Students to Study in Private High
  School
• Install Distance Learning in Conflict Areas
• Provide Computers in Every High School
• Upgrade Math, Science, and English Teaching and
  Learning
• Institutionalize Values Formation in Day Care,
  Prep and Basic Education

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EDUCATION STRATEGIES

• B. BASIC EDUCATION . Continuation
• Implement the Optional Bridge Program
• Strengthen Madrasah and Indigenous Peoples
  Education
• Upgrade the Quality of Pre- and In-service
  Training of Teachers
• Promote School-based Management and Governance
• Rationalize the Basic Education Budget through
  more collaborative partnership with the private
  sector

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EDUCATION STRATEGIES

• C. TECHNICAL VOCATIONAL EDUCATION AND TRAINING
• Ladderized Interface of TVET to Higher Education
• Provide Scholarship for TVET Students
• Institutionalize Job-Skill Matching
• Intensify and Expand Enterprise-based Training
• Intensify Availability of Skill-specific Training
  for domestic and overseas labor market
• Establish Community Colleges

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EDUCATION STRATEGIES

• D. HIGHER EDUCATION
• Provide Scholarship/Financial Assistance for
  College Students
• Institutionalize Pre-baccalaureate as Bridging
  Program to College
• Institutionalize a System for Articulation/
  Recognition of Prior Learning within the
  Philippine National Qualifications Framework thru
  Ladderization and Equivalency
• Upgrade the Quality of Higher Education
  Curriculum
• Rationalize Governance and Financing for Higher
  Education Institutions

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Salamat po!