UPDATES on the REFORMS PROPOSED by the

1
UPDATES on the REFORMS PROPOSED by the

• PRESIDENTIAL
• COMMISSION ON
• EDUCATIONAL
• REFORM
• (PCER APRIL 2000)

PA Mona Dumlao-Valisno
2
Nine (9) Proposed Reforms of the Presidential
Commission on Educational Reform (April 2000)
1. Establishment of the National
Coordinating Council for Education (NCCE) 2.
Rationalization, within a moratorium period, of
the creation and conversion of SUCs 3.
Reorienting the premises for financing public
higher education 4. Establishment of a one-year
pre-baccalaureate system 5. Faculty development
at the tertiary level 6. Strengthening teacher
competencies at the basic education level 7.
Expanding the options for medium of instructions
in Grade 1 through the use of the regional lingua
franca or vernacular 8. Establishment of the
National Educational Evaluation and Testing
System (NEETS) 9. Establishment of common
standards of accreditation per discipline
3
PCER Proposed Reform 1 Establishment of the
National Coordinating Council for Education
(NCCE)
The trifocalization of the education sector into
DepEd, CHED and TESDA in 1994 has allowed the
departments concerned to focus more sharply on
their respective mandates. Over time, however, a
growing need has been felt for greater
coordination among departments, a common approach
to trans-subsectoral issues such as assessment
mechanism and articulation between levels, and a
more harmonized approach to total education
planning and resource allocation. - PCER Report
4
STATUSPCER Proposed Reform 1 -
IMPLEMENTED

• Organized in August 2000 through Executive Order
  273
• Executive Order 632, July 10, 2007 amended EO
  273, abolished the NCCE and mandated a
  Presidential Assistant to exercise its functions
• Executive Order 652, August 21, 2007 created the
  Presidential Task Force for Education to assess,
  plan and monitor the entire education system
• the NCCE is now the Office of the Presidential
  Assistant for Education which is mandated to
  institutionalize the system

The Presidential Task Force for
Education Oath-Taking, 13 September 2007
5
PCER Proposed Reform 2 - Rationalization,
within a moratorium period, of the creation and
conversion of SUCs
State colleges and universities represent a
significant expenditure of government resources,
and it is felt that these resources are not being
sufficiently targeted rationally and according to
an integrated plan for the principal purposes of
guaranteeing needed programs and ensuring access
to those capable intellectually but not
financially. Optimizing scarce resources and
correcting inequity are the reasons for the need
to rationalize SUCs and to impose a moratorium on
the creation of new ones and conversion of high
schools into colleges while such a
rationalization plan is being designed and
prepared. - PCER Report
6
STATUSProposed Reform 2
PARTIALLY IMPLEMENTED

• 102 CHED-supervised institutions (CSIs) were
  either integrated to the SUCs, reverted to DepEd
  or transferred to TESDA
• However, 7 CSIs were upgraded to SUCs without
  meeting the quality standards of CHED
• As early as 2003, CHED commissioned a study which
  recommended the establishment of the Regional
  University System (RUS) as a flagship
  rationalization strategy
• As a pilot project, CHED Region XI prepared and
  submitted to CHED for approval and funding a
  Complementation Plan intended to integrate the
  four SUCs in the region

7
STATUSProposed Reform 2
PARTIALLY IMPLEMENTED

• However, the Complementation Plan for Region XI
  Davao as a pilot did not take off due to
• CHEDs internal policy on the allocation of funds
  which was not based entirely on equitable
  distribution and priority allocation

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QUESTIONS

• Should we resort to legislation to implement the
  SUC rationalization plan?
• Or subject the SUCs to an external quality
  assurance system and let market forces work?

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POLICY OPTIONS

• Recommend to CHED, Congress, Local Governments
  and Regional Development Councils new sets of
  Guidelines (funds including research funds ,
  facilities, faculty qualifications) for
  Conversion and/or Elevation of Status of SUCs and
  creation of LGU Institutions of higher learning
• Explore possible schemes to entice LGUs to work
  together with existing SUCs to identify common
  education priorities and needs

10
PCER Proposed Reform 3Reorienting the premises
for financing public higher education
The use of the large allocations of the
government budget for public higher education is
perceived to be inefficient and inequitable.
Budgets are allocated to state colleges and
universities on the basis of incremental
expenditures, without much regard for the basic
rationale by which these institutions were
established. Clearly the rationalization of the
public higher education system must be based on a
system of financing these institutions which
reflect fulfillment of student demand, equity of
access, and program considerations, as well as
greater accountability and efficiency . PCER
Report
11
STATUSProposed Reform 3
PARTIALLY IMPLEMENTED

• A Normative Financing Formula (NFF) was developed
  by CHED, DBM and NEDA in 2004 for the allocation
  of government subsidy to public higher education
• The NFF aimed to improve efficiency by allocating
  funds to SUCs based on the following criteria 1)
  estimated standard costs of their program
  offerings , 2) their level of priority, 3) number
  of students, 4) requirements for research and
  extension and 5) other relevant parameters
• A CHED-DBM Joint Circular on the NFF was issued
  which initially applied the formula to 25 of the
  MOOE component of the SUC budget for 2005.
  Currently, the NFF is being applied to 75 of the
  MOOE of the SUC Budget.

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Some Models

• Allocation of Research Funds
• Targeting additional research to program
  institution, with potential of achieving
  world-class status
• On competitive basis on demonstrated
  institutional capacity

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• Innovative Allocation Mechanism
• Samples
• Netherlands output measures are used to
  determine all or a portion of funding formula
• France performance based objective contract
• Chile comparative funds using peer reviewed
  proposals designed to achieve institutional
  improvement

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STATUSProposed Reform 3
PARTIALLY IMPLEMENTED

• NORMATIVE FINANCING SCHEME or SUC FUNDING FORMULA

Reenacted SUCs MOOE
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Analysis on Proposed Reform 3

• While the Normative Financing System employs a
  number of parameters in determining the level of
  funding for each SUC, it does not consider the
  larger perspective of the relevance of an SUCs
  programs to the needs of business and industry
  within its geographical location.
• Coordination with CHED in refining the Normative
  Financing Formula, with emphasis on institutional
  performance for determining level of subsidy
• Mobilizing resources beyond government
  appropriations, including private contributions
  or donations for institutional advancement

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POLICY OPTIONS

• Coordination with CHED in refining the Normative
  Financing Formula, with emphasis on institutional
  performance for determining level of subsidy
• Mobilizing resources beyond government
  appropriations, including private contributions
  or donations for institutional advancement

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PCER Proposed Reform 4 Proposed establishment
of a one-year pre-baccalaureate system
A good deal of debate has taken place in the
Philippines about its ten-year basic education
cycle, which is the shortest among all the
countries in Asia. Although it is not feasible at
this time to add an eleventh year, this proposal
recommends a one-year period between secondary
education and a tertiary degree program, not only
to bring the Philippines at par with other
countries, but to ensure readiness of high school
graduates for tertiary education, thereby
reducing wastage due to dropouts and expensive
repetitions . PCER Report
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STATUSProposed Reform 4
IMPLEMENTATION DEFERRED

• CHED has initiated consultations on the one-year
  pre-baccalaureate system but such consultations
  did not yield any concrete results due to lack of
  public support

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POLICY OPTION

• An alternative, a dual streaming system, may be
  considered to delineate college and university
  courses
• College courses consisting of technical courses
  and a four-year bachelor of technology course
  shall be offered in community colleges and/or
  polytechnic institutes ideally be located/
  established in eco-zones may offer masters and
  doctoral degrees in technology
• University programs will require a two-year
  pre-university course
• The jurisdiction of the CHED and TESDA will be
  respected

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OPAE Analysis in line with Proposed Reform 4
No. of YEARS
UNIVERSITY STREAM
POLYTECHNIC STREAM
(SELECTION/CAREER ASSESSMENT)
THE PROPOSED DUAL-STREAM TERTIARY EDUCATION
SYSTEM
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Expected advantages of the dual-streaming system

• Enhances the competitiveness of science,
  technology and engineering research and
  development of the country
• Addresses the two-year gap in basic education
• Assures entry of quality students in the
  university
• Eliminates the social stigma/bias against
  tech-voc
• Provides a focused development of the two
  tertiary sub-sectors
• Addresses the serious lack of technicians and
  technologists in the country
• Maximizes the utilization of the exit examination
  after high school
• Provides flexibility for vertical mobility within
  the tertiary education system

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Expected advantages of the dual-streaming system

• Based on the SY 2005-2006 total enrolment of
  2,451,000, students in the university stream
  would be about 367,000. Government assistance/
  scholarship can be provided to a manageable
  number of about 147,000 third and fourth year
  university students.
• It will bring about improved participation rate
  in tertiary education

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OTHER POLICY OPTIONS

• Another alternative is to add another year each
  to both the elementary and secondary levels
• Consider pre-school as the additional year to the
  elementary level

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PCER Proposed Reform 5Faculty development at
the tertiary level
The quality of higher education depends on the
quality of its faculty. For this reason, the
government prescribes that teachers at the
tertiary level must have a Masters degree in the
field in which they teach. Unfortunately, only
about one third of college faculty members in the
Philippines have this credential. It is the
purpose of the proposal to launch a nationwide
system using a network of key centers of teacher
training to raise the number of qualified
teachers with Masters degrees from 30 to 70.
PCER Report
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STATUSProposed Reform 5
CURRENTLY BEING IMPLEMENTED

• Faculty Development Program of CHED, a major
  component of the Higher Education Development
  Project
• Target - 3,100 faculty scholars from public and
  private HEIs for training locally and abroad at
  the masters and doctoral levels in various
  disciplines
• Implementation of the COE/COD Project involving
  275 COEs/CODs in different disciplines lodged in
  79 strategically located public and private HEIs

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STATUSProposed Reform 5
CURRENTLY BEING IMPLEMENTED

• The objectives of the Faculty Development
  Program
• To upgrade the academic qualifications of
  tertiary faculty to masters and doctorate level
  degrees
• To contribute directly to better student learning
  which in turn would translate into higher passing
  rates in professional licensure examinations and
  greater productivity of graduates.

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STATUSProposed Reform 5
CURRENTLY BEING IMPLEMENTED

• The coverage of the Faculty Development Program
• Non-thesis Masters Program maximum of two years
  on campus or via distance education on a
  part/full time basis
• Masters Degree with Thesis maximum of two years
  on full time basis
• Full PhD Program (Local) maximum of three years
  on full-time basis
• PhD Sandwich Program (Foreign) dissertation
  writing assistance overseas for a period of one
  year on full-time basis

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Analysis on Proposed Reform 5

• There are few takers of the faculty development
  program in some critical disciplines especially
  from the private higher education institutions.
• Reason the sending HEIs shoulder the salary of
  the faculty scholars and the salary of the
  substitute professors.

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POLICY OPTIONS

• Coordination with CHED and DOST in the use of
  their respective faculty development
  funds/scholarship funds to make the program more
  focused and better targeted
• To address the problem of poor participation in
  CHEDs faculty development program, the College
  Faculty Development Fund should also shoulder the
  cost of the salary of substitute professors.

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PCER Proposed Reform 6 Strengthening teacher
competencies at the basic education level
Teachers in the twenty first century need new
and expanded skills besides just basic knowledge
of the subject matter. They need to be empowered
in four specific key result areas (KRAs) to meet
the demands of the future ability to teach
reading comprehension, initiative and critical
and creative thinking, training in values
education, and a familiarity in and use of
instructional technology. This proposal aims to
build on similar past efforts and provide the
countrys teachers with these four capabilities,
through a program that is in service, innovative,
nationwide, and conducted in a decentralized
manner. PCER Report
31
STATUSProposed Reform 6
CURRENTLY BEING IMPLEMENTED

• Updates on the Elementary Level
• Starting in 2006, DepEds World Bank Third
  Elementary Education Project is developing
  COMTEACH (Comprehensive Teacher Professional
  Development Program), a system for elementary
  in-service training involving
• 1) development of standards,
• 2) improvement of English, science and
  mathematics teaching,
• 3) teaching strategies,
• 4) attitudes development and
• 5) assessment.

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STATUSProposed Reform 6
CURRENTLY BEING IMPLEMENTED

• Updates on the Secondary Level
• The Secondary Education Development and
  Improvement Project (SEDIP) is a 7-year
  intervention program in 15 underserved, poverty
  stricken SRA provinces to
• improve the quality of teaching and learning
• increase access to secondary education
• increase the rate of participation and completion
• facilitate the transfer of greater management
  responsibilities to the division level

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STATUSProposed Reform 6
CURRENTLY BEING IMPLEMENTED

• Updates on the Secondary Level
• DepEd and Convergys launched free English
  trainings and workshops to improve oral
  communication skills of 500 selected high school
  and elementary teachers
• Successful participants expected to train at
  least ten (10) of their co-teachers

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STATUSProposed Reform 6
CURRENTLY BEING IMPLEMENTED

• Partly addressed in CHEDs pre-service teacher
  education program (improved competency-based
  curriculum in terms of
• the ability to teach reading comprehension
• initiative and critical and creative thinking
• training in values education
• familiarity in and use of instructional
  technology
• Mainstreaming of the Madrasah for basic education
  in Mindanao
• Piloting of Madaris in teacher education and
  other selected programs in Mindanao

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Analysis on Proposed Reform 6

• On the mainstreaming of the Madaris at the basic
  education level,), 14 teachers out of 51 from the
  University of Southeastern Philippines who took
  the Licensure Examination for Teachers passed.
  This encouraging result was achieved under in the
  Basic Education Assistance for Mindanao (BEAM)
  Project.
• Newly-hired teachers and experienced teachers
  receive the same pay levels becomes a
  disincentive

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POLICY OPTIONS

• Establish a Recruitment, Merit and Promotion Plan
  for Basic Education Teachers similar to the SUCs
  NBC 461. New recruits start at the base
  (Instructor Level) and get evaluated every three
  years for promotion to the higher levels, whether
  an item is available or not will serve as
  incentive for basic education teachers to pursue
  professional advancement.
• Consider school-based management that empowers
  school principals to implement a revised pay
  scheme for teachers, among others

37
PCER Proposed Reform 7 Expanding the options
for medium of instructions in Grade 1 through the
use of the regional lingua franca or vernacular
While re-affirming the Bilingual Education
Policy and the improvement of the teaching of
English and Filipino, this proposal aims to
introduce the use of the regional lingua franca
or vernacular as the medium of instruction in
Grade One. Studies have shown that this change
will make students stay in, rather than drop out
of, school, learn better, quicker and more
permanently, and will in fact be able to use the
first language as a bridge to more effective
learning in English and Filipino as well as
facilitate the development of their cognitive
maturity . PCER Report
38
STATUSProposed Reform 7
CURRENTLY BEING IMPLEMENTED

• In line with the PCER recommendation, DepEd
  proceeded to make Grade 1 textbooks and other
  instructional materials in Cebuano and Ilokano to
  encourage children speaking these dialects to
  stay in school
• DepEd piloted the use of lingua franca in 16
  northern and southern provinces in the country

39
PCER Proposed Reform 9 Establishment of common
standards of accreditation per discipline
There are four accrediting agencies operating in
the Philippines. For various reasons, the
different agencies use different procedures and
standards in accrediting specific academic or
professional programs. Employers and the public
are not always in a position to familiarize
themselves with the accrediting groups or their
methods and would prefer to see for each
profession and discipline common standards
regardless of who does the accrediting. - PCER
Report
40
STATUSProposed Reform 9
COMPLIED WITH

• A Focused Group Discussion on Accreditation
  was presided over by the PA for Education on
  November 19, 2007 at the Tahanan ng Masa Bldg.
  with the participation of the presidents and
  other officers of
• Philippine Accrediting Association of Schools,
  Colleges and Universities (PAASCU)
• Philippine Association of Colleges and
  Universities Commission on Accreditation
  (PACU-COA)
• Association of Christian Schools and Colleges
  Accrediting Agency (ACSC-AA)
• Accrediting Agency of Chartered Colleges and
  Universities (AACCUP)

41
STATUSProposed Reform 9
COMPLIED WITH

• Common set of accreditation standards have
  been complied with as reported by the heads and
  other officials of the Accrediting Agencies
• FAAP
• Philippine Accrediting Association of Schools,
  Colleges and Universities (PAASCU)
• Philippine Association of Colleges and
  Universities Commission on Accreditation
  (PACU-COA)
• Association of Christian Schools and Colleges
  Accrediting Agency (ACSC-AA)
• NNQAA
• Accrediting Agency of Chartered Colleges and
  Universities (AACCUP)
• Association of Local Colleges and
  Universities-Commission on Accreditation
  (ALCU-COA)

42
Clarifications offered by the Group

• The Association of Local Colleges and
  Universities-Commission on Accreditation
  (ALCU-COA) has also been organized
• AACCUP is no longer under the FAAP it has its
  own network
• The three accrediting agencies under FAAP
  (PAASCU, PACU-COA and ACSC-AA) have adopted a
  common set of standards for accreditation
• The three agencies also share a common pool of
  accreditors
• As oversight of the accrediting agencies, CHED is
  expected to have narrowed down the differences in
  standards, making them comparable.
• The FAAP agencies include at least one
  representative from industry as member of the
  accrediting team

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Views of the Accrediting Agencies on CHEDs
IQUAME (Institutional Quality Assurance
Monitoring and Evaluation) Program

• IQUAME duplicates the efforts of the accrediting
  agencies because CHED is using it for all schools
  including those previously accredited
• Some schools have lost their accredited status
  because of IQUAME
• There is a notion that IQUAME can substitute for
  accreditation
• IQUAME is pirating accreditors from the
  accrediting agencies
• IQUAME, using a 5-areas framework, weakens the
  AAs which use an 8-areas framework
• IQUAME is inconsistently implemented

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Views of the Accrediting Agencies on
International Benchmarking

• Philippine accrediting agencies are looked up to
  by other 43 countries in the Asia-Pacific region
• The Philippines ranks second (to the US) in terms
  of age and experience of its accrediting agencies
• AACCUP, PACU-COA and PAASCU are active members of
  INQUAHE (International Network for Quality
  Assurance in Higher Education based in Ireland)
  since 1991
• The Philippines has been an active member of the
  Asia-Pacific Quality Network (based in Australia)
  since 2003

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Initial Recommendations of the Group

• To build a healthy working partnership between
  the accrediting bodies and the government
• Create a nurturing environment for the
  Accrediting Agencies
• CHED should use the results/outputs of the AAs
  and not to look over their shoulders
• CHED should implement CHED Order No. 1 S 2005
  (Revised Policies and Guidelines on Voluntary
  Accreditation)
• IQUAME should be used only for schools at the
  initial stage of accreditation
• Provide financial support and institutional
  development assistance (CMO No. 23 S 2006
  Procedures and Guidelines on Financial Assistance
  to HEIs Undergoing Voluntary Accreditation)
• AAs and CHED should work together to draft the
  CMO to implement these proposals

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PCER Proposed Reform 8Establishment of the
National Educational Evaluation and Testing
System (NEETS)
Evaluations and assessments are necessary
means to establish the extent to which quality,
relevance and other educational goals are being
met. This proposal envisions a body that can
coordinate and harmonize various existing
agencies and efforts in the field, and assume
responsibility for educational assessment at all
levels (Basic Education, Higher Education
and Technical Education and Skills Development.)
PCER Report
47
Observations on PCER Proposed Reform 8

• The only PCER Reform proposal that is
• included among the major mandates of the
• Presidential Task Force (Item 6, Section 3, EO
  652)
• One of the major mandates of the NCCE
• under Section 3, EO 273, now exercised by OPAE
• in accordance with EO 632

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Relevant Quotes from the PCER Report on Proposed
Reform 8
The proposed National Coordinating Council
for Education (NCCE) now the OPAE, EO 632,
together with the PTFE, EO 652 would provide
this mechanism to take care of all educational
assessment and evaluation concerns affecting the
three levels of education. (NEETS may take into
account the current testing system of the NETRC
at the basic education level, TESDA at the
tech-voc sub-sector and the PRC which administers
the licensure examinations at the tertiary
level.)
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Features of the Assessment System PCER Report

• It should be taken care of by a body independent
  of DECS, CHED or TESDA. The proposed National
  Coordinating Council for Education (NCCE) now
  OPAE shall establish and supervise the NEETS,
  which will take care of assessment at all
  levels.

50
Features of the Assessment System PCER Report

• It should be concerned with educational
  assessment and evaluation at all levels. The
  system should take care of the assessment
  concerns of basic education, post-secondary
  technical and vocational education and tertiary
  education, either by supporting, supervising and
  coordinating existing assessment units in the
  education agencies (e.g. NETRC for DECS), or by
  contracting outside agencies and institutions
  when needed activities are not within the purview
  of existing units in said education agencies.

51
Features of the Assessment System PCER Report

• It should be concerned with assessment and
  evaluation activities that are not being done, or
  that cannot be done by existing facilities and
  bodies.

52
NEETS Implementation Strategies PCER Report
1. Upon the creation of the NCCE, (now the OPAE)
the plan to establish the NEETS should be
included as a priority item in the agenda of the
first meeting.
2. An advisory group should also be set up,
consisting of the heads of assessment units in
different departments, representatives of private
agencies and institutions involved in testing,
and various experts in this field. They can draw
up a database of information on existing efforts,
and point out the gaps and priority needs that
have to be addressed.
53
NEETS Implementation Strategies PCER Report

• NCCE should receive their report and act on the
  creation of the NEETS and the determination of
  their first tasks, set up the necessary
  administrative machinery for its efficient
  operation, and seek the budgetary and other
  revenue support to ensure its long-run operation
  and effectiveness.

• One of the first major tasks of the NEETS may be
  the technical work required to design, test, and
  implement the placement tools needed for the
  smooth implementation of the proposed one-year
  pre-baccalaureate system and its need for
  instruments to put in place an exemption
  mechanism.

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Initiative on Proposed Reform 8

• A Focused Group Discussion on NEETS was presided
  over by the PA for Education on October 30, 2007
  at the Tahanan ng Masa Bldg. with the
  participation of experts in the field of
  educational assessment and evaluation
• Director of the NETRC,
• Chief Consultant of the PRC,
• DOST Executive Director for PSHSS,
• A university president and a university vice
  president

55
Initial Agreements of the Group

• Full concurrence with the PCER recommendations on
  the NEETS
• Draw up an inventory of existing national
  educational assessment and testing bodies
• Firm up assessment standards for all levels
• Benchmarking of standards with those of other
  countries
• Collaboration with world-renowned educational
  assessment bodies like the US Educational Testing
  Service (ETS), the American Evaluation
  Association (AEA) and the University of Cambridge
  Examination Syndicate.

56
Initial Agreements of the Group

• Draw up the guidelines to implement NEETS (Item
  6, Section 3 of Executive Order 652 and Item 6,
  Section 3 of EO 273 as amended by EO 632) for
  consideration of the Task Force
• Define the external characteristics of the NEETS
  in terms of vertical articulation and the
  relationships of standards with industry
  requirements and the world of work
• Spell out the accreditation and audit functions
  of the NEETS
• Conduct feasibility study of the NEETS,
  especially on its financial and cost-benefit
  aspects

57
Initial Agreements of the Group

• Form themselves into the NEETS Experts Group to
  provide advise to the OPAE and the Task Force in
  the efficient and effective implementation of the
  National Educational Evaluation and Testing
  System (NEETS).

58
Results of OPAE Initial Workshop on NEETS

• NEETS to be organized based on PCER
  recommendations - It should
• be taken care of by a body independent of DepEd,
  CHED or TESDA
• be concerned with educational assessment and
  evaluation at all levels
• be concerned with assessment and evaluation
  activities that are not being done, or that
  cannot be done by existing facilities and bodies

59
Results of OPAE Initial Workshop on NEETS

• NEETS to be organized based on PCER
  recommendations - It should
• harmonize and synchronize the accreditation and
  quality assurance systems of the country
• promote and develop policy research, local and
  international collaborative research to build a
  world-class higher education system of the
  Philippines
• establish a research data base through a
  knowledge management system
• enhance the countrys competitiveness through
  international benchmarking

60
Results of OPAE Initial Workshop on NEETS

• The Presidential Task Force shall be the policy
  body for NEETS
• The NEETS should also ensure transparency of
  processes and results
• A terms of reference for the Experts Group (EG)
  for NEETS shall be drawn up

61
Results of OPAE Initial Workshop on NEETS

• Possible Options for NEETS Implementation
• NEETS as a Private External Body or Foundation
  difficulties may be encountered in terms of
  retaining public accountability and
  respectability
• NEETS as a Public/Government Agency and /or
  Government Owned and Controlled Corporation
  (GOCC) may lack the necessary flexibility,
  independence and autonomy as the agency may be
  subject to stringent government regulations on
  fund handling and fund disbursement

62
Results of OPAE Initial Workshop on NEETS

• A strategic planning workshop to be participated
  in by the OPAE, the EG-NEETS, with the PTFE
  providing the directions, shall be organized on
  the second week of December 2007 to draw up the
  following
• Functions and Structure of NEETS
• NEETS Strategic Plan
• Vision
• Mission
• Goals and Objectives
• Key Result Areas
• Performance Indicators
• Strategies
• NEETS 2008 Action Plan
• Operational Funds to be sourced out

63
Additional CROSS-CUTTING ISSUES for Harmonization

• Content and structure of the education system
  (number of years, desired content/emphasis in
  every level, interconnection of contents
• Formulation of more authoritative competency
  accreditation policies under the Alternative
  Learning System for DepEd and ETEEAP for TESDA
  and CHED
• Establishment of neutral Education Statistics
  external to the three agencies
• Common threads in core messages for social
  marketing in the three levels of education

64
Additional CROSS-CUTTING ISSUES for Harmonization

• Clear-cut government policy on regulation of
  private education, areas of partnership with
  government and government support
• Direct channeling of resources for student
  assistance in the form of scholarships and
  vouchers
• The pre-service teacher education program and the
  in-service continuum jointly undertaken by CHED
  and DepEd
• The establishment of community colleges/polytechni
  c colleges to provide occupation-oriented options
  for young people

65
NEXT STEPS

• How can the implementation of the PCER and EDCOM
  Recommendations enhance the Main Education
  Highway?
• Should the PCER/EDCOM Recommendations be the
  focus of the first Biennial Education Congress
  (all levels) to be held in May 2008?
• Should the Biennial Conference instead focus on
  the assessment of the trifocalized education
  system?
• What are the directions of the Task Force for the
  establishment of the National Educational
  Evaluation and Testing System (NEETS)?
• How can we concretely situate the role of
  business and industry and enlist their full
  support in improving the quality and relevance of
  education?

66

• THANK YOU

67

• THE END