Internal Migration and Its Implications

to Educational Development

Elvin Ivan Y. Uy
Assistant Secretary

June 25, 2015

 Outline of Presentation

I. Causes of Population Movement

II. Implications of Internal Migration to Education

III. Strategies to Address Internal Migration

IV. Case Study: Armed conflict in Zamboanga City

DEPARTMENT OF EDUCATION 2
Causes of Population
Movement

DEPARTMENT OF EDUCATION 3
 Causes of Population Movement

"Migration - Types Of Migration." Web. 29 Sept. 2010. http://family.jrank.org/pages/1169/Migration-Types-Migration.html.

DEPARTMENT OF EDUCATION 4
 Causes of Population Movement

Economic – In search of work, better pay or to pursue

a particular career path
Social – Moving somewhere for a better quality of life
or to be closer to family or friends
Political – Moving to escape political, religious or
ethnic persecution, or conflict
Environmental – In order to escape natural disasters
such as flooding or drought
Relocation due to Court Order – informal settlers
being relocated as a result of Court Order
"Migration - Types Of Migration." Web. 29 Sept. 2010. http://family.jrank.org/pages/1169/Migration-Types-Migration.html.

DEPARTMENT OF EDUCATION 5
 Implications of Internal
Migration to Basic Education

DEPARTMENT OF EDUCATION 6
 State of Basic Education
More than 24 million learners served in SY 2014/15

DEPARTMENT OF EDUCATION 7
We comprise the biggest department of
the government.
 Implications to Basic Education

1. Migration estimates becomes imperative in

preparing population projections for policy making
2. Need for accurate inputs for fair and equitable
distribution of critical resources
3. Need for an interactive database for learners
capable of tracking movements in real time
particularly during enrolment
4. Realignment of Budget takes time
5. Redeployment of teachers is challenging
6. Classroom as a fixed input that cannot be relocated
DEPARTMENT OF EDUCATION 9
Hazards experienced by our schools

Source: DepEd, EBEIS

SY 2009/10 to SY 2013/14
DEPARTMENT OF EDUCATION 10
 Our Strategies
to Address Internal Migration
in Basic Education

DEPARTMENT OF EDUCATION 11
Tracking Mechanism for Basic Education

Development of a functional, responsive, accurate and up-to-

date information system to track the movement of learners
1. Enhanced Basic Education Information System (EBEIS) for
school level data
- Number of schools that reported having experienced
natural and human-induced hazards
- Number of schools used as evacuation center
- Vulnerability of the school to hazards
2. Learners’ Information System (LIS) for student level data
- Transferees In
- Transferees Out
- Enrolment (previous and current SY)

DEPARTMENT OF EDUCATION 12
 Interventions
1. Supplement formal with non-formal delivery
through ALS for target groups
2. Coordination with education cluster partners to
bridge the gaps of education delivery and
prepare for the upcoming school year
3. Back to School Campaign to parents, school
leavers, and out of school children.
4. Policy on leniency on allowable absences

DEPARTMENT OF EDUCATION 13
Comprehensive DRRM in Basic Education Framework

RECOVERY &
REHABILITATION

RESPONSE

PREPAREDNESS

PREVENTION &
MITIGATION

DEPARTMENT OF EDUCATION 14
School Improvement Plan (SIP) Process Flowchart

DEPARTMENT OF EDUCATION 15
 Case Study:
Status of Education Service
Delivery in Zamboanga Siege
Affected Schools and Communities

DEPARTMENT OF EDUCATION 16
 Baseline Data

BOSY 2013 LIS 2014

Exposed* Affected** Exposed* Affected**
Schools 206 23 208 23
Learners 184,390 59,684 199,914 62,448
*Exposed schools and learners are those in areas at-risk of the September
2013 conflict in Zamboanga City.
**Affected schools and learners are schools and learners actually affected
by the September 2013 conflict in Zamboanga City.

DEPARTMENT OF EDUCATION 17
 Priority Schools for Infrastructure and Non-
Infrastructure Interventions as of January 2015
CLs/TLS
Learners CL
Schools Category CL Req’t Used by
(LIS 2014) Inventory
Learners
Sta. Barbara CS* Non-Operational 2,212 43 NA 29
Mariki ES* Non-Operational 727 15 NA 10
Rio Hondo ES Transition Site 699 15 11 6
Zamboanga East CS EC/Temporary Site 1,437 30 76 NA
Zamboanga West CS EC/Temporary Site 1,698 34 59 NA
Baliwasan CS Temporary Site 2,701 51 88 NA
*Students of Sta. Barbara CS and Mariki ES are holding classes in Zamboanga East CS and Baliwasan CS, respectively.
• Other schools needing Program of Works (POWs) shall be given detailed
assessment by DepEd Engineers
• All repairs shall be completed by June 2015 (shall be charged to Repairs 2014/2015)
• All new construction shall be completed by December 2015
– New construction of classrooms is dependent on enrolment
• Various considerations before assessment and implementation of infrastructure
needs
DEPARTMENT OF EDUCATION 18
Sta. Barbara Comprehensive School
• 30+21 CL to be
constructed but
demolition of old
structures not
budgeted.
• School is currently
closed and classes
held in 4 locations
(Zamboanga E/W
CS, Tuan Datu,
Tulungatung).
• Enrolment:
– 2,792 (BOSY
2013)
– 2,218 (LIS as of
Dec 2014)
DEPARTMENT OF EDUCATION 19
 Rio Hondo Elementary School
• School grounds and
classrooms used as
Transition Site (temporary
site with bunkhouses for
IDPs)
• 9 classrooms burned
down during the siege.
School grounds (left) and classrooms used
They were temporarily
by IDPs repaired for use of IDPs
Temporary • Classes being held in
Learning temporary learning
Spaces spaces
• Enrolment:
– 902 (BOSY 2013)
– 703 (LIS as of Dec 2014)

DEPARTMENT OF EDUCATION 20
 Mariki Elementary School
Ongoing housing projects in Mariki

Inside one of the classrooms in

Mariki ES

• Barangay is currently a “No-Return Zone.” As a result, Mariki ES is

also a No-Return Zone.
• Classes being held in Baliwasan ES, Tulungatung ES, Tuan Datu
HAN MHS
• Enrolment: 1,115 (BOSY 2013); 730 (LIS as of Dec 2014)
DEPARTMENT OF EDUCATION 21
 Zamboanga East and West Comprehensive School
Classrooms
used by IDPs

Temporary Learning Spaces

• Used as Evacuation Center due to congestion of IDPs in

Grandstand. Families gradually decamp. A total of 33 families
currently remain in the school.
• Dealing with maintenance and cleanliness issues as a result of
hosting families. Some properties (door knobs, locks, window
jalousies, etc.) were stolen.
• Some classrooms are currently used by students of Sta.
Barbara CS. TLS were also installed in the school.
DEPARTMENT OF EDUCATION 22
 Masepla Transitory Site

• Transition Sites such as Masepla and Rio Hondo ES

bunkhouses will be the temporary residences of IDPs
until they are provided permanent settlement.
• Masepla TS in Mampang has the most number of
IDPs as of current. More temporary shelters are
being built as of the moment. An estimate of 3,000
school-age children are to move to Masepla.

DEPARTMENT OF EDUCATION 23
 Updates on Non-Infra Interventions
as of January 2015
Affected Ongoing and Planned Non-Infra Interventions Remarks
Schools/Area
Sta. Barbara CS Tracking of Identification of Additional MOOE Expected
learners resources (i.e. for schools that transfer of IDPs
learning materials, incurred in Grandstand
Mariki ES teaching and extraordinary Expected return
learning kits) expenses of IDPs in
Barangay Mariki
Rio Hondo ES Expected
transfer of IDPs
from Rio Hondo
ES

DEPARTMENT OF EDUCATION 24
 Updates on Non-Infra Interventions
as of January 2015
Affected Ongoing and Planned Non-Infra Interventions Remarks
Schools/Area
Zamboanga Additional MOOE for
(East/West) CS schools that incurred
extraordinary
expenses
Masepla Tracking of School- Special early Identification of Reconciliation
Transition Sites Age Children and registration for resources (i.e. of data with
OSY learners in teachers, CSWD
Masepla learning
Tracking of vulnerable materials,
groups to provide Prepare standard teaching and
proper education briefing notes for learning kits)
intervention. parents

Grade Level
Classification of
School-Age Children

DEPARTMENT OF EDUCATION 25
DEPARTMENT OF EDUCATION