Achieving Universal

Primary Education
FACT STATEMENT
Do you know that 25% of primary age
children in rural areas of developing
countries are out of school

Do you know that 45% of high school age

youths in developing countries do not go to
school.

Do you know that girls account for 55% of all

out-of-school youth population?
 Achieve Universal
Goal 2: Primary Education
Under the Millenium Declaration
signed on September 2000,
Philippines is also committed to
pursue eight time-bound and
specific targets

The Philippines likewise affirmed its commitment to

the Millennium Development Goals (MDG) geared
towards reducing poverty, hunger, diseases,
illiteracy, environmental degradation and
discrimination against women
Filipinos have deep regard for education. Education occupies
a central place in Philippine political, economic social and
cultural life. It has always been strongly viewed as a pillar of
national development and a primary avenue for social and
economic mobility.
-Philippines Education for All 2015

The Department of Education (DepEd), the countrys biggest

bureaucracy, is given the highest budget allocation among
government agencies each year as required by the 1987
Philippine Constitution.
1987 Philippine Constitution 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 education
accessible to all.

Republic Act 9155 Republic Act 6655

Governance of Basic Free Secondary
Education Act of 2001 Education Act
reaffirm the policy of the State to protect and promote the rights of
all Filipinos by providing children free and compulsory education
six years free tuition for children aged 6 to 11
Free four years of secondary schooling for ages12 to 15
 Overview of Philippine Educational System
Structure of the Formal Public Educational System

Age 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20, 21 AND ABOVE

Grade/
Year 1 2 3 4 5 6 I II III IV

PRE ELEMENTARY SECONDARY TERTIARY GRADUATE POST

GRADUATE
Level SCHOOL (Compulsory) (Optional)
General General, Humanities,
Educ/Teacher Trng, Masteral Doctoral
Secondary Courses Courses
Social/Beh. Sci.
School
DepEd handles Basic Education, Business Ad.,
Natural Science
Alternative Learning System (ALS), Vocational
Mathematics

Islamic educational institutions Secondary Trades, Crafts

School Home Econ.
(MADARIS) Service Traders
Special Schools Mass Com, Other Dis.,
Fine Arts, Architectural,
CHED handles college Religious/Theology,
Law & Jurisprudence,
Medical, Engineering,
Veterinary, Medicine
TESDA handles vocational/technical
Post Secondary
and non degree training
2-3 Yr. Technical or
Technician
 ICT in Education Vision: Functionally Literate Filipinos
Partnerships with Private
Sector/Industry
Increase spending Teacher Development
for Basic Education RBEC and Supply
Tech Voc
Hiring and Food for
school English,
deployment Science, Math

Teachers
SBM Every Child a
Training NAT
Critical Reader
Certification NCAE
learning
Program Multi-Grade A&E CHED
resources
Teachers Distance and
benefits and alternative Special Education
Pre-school
Welfare learning College/
Feeding University
B A S I C E D U C AT I O N ?
Elementary High School Technical
Grade 1 Vocational
ECE Public Schools NCAE +
Readiness
Private Schools Counselling
Test
Drop-outs TESDA
DSWD
DOH
LGUs

Labor Force

Alternative Learning Accreditation & Equivalency

INDUS-
TRY
Basic Education Framework
 Issues of Philippine Education:
High dropout rates
High number of repeaters
Low passing grades
Lack of particular language skills
Failure to adequately respond and address the needs of
people with special needs
Overcrowded classrooms
Poor teacher performance
In 2000, the Philippines, as a reaffirmation of the vision set in the 1990
World Declaration, committed itself to the following EFA 2015 Goals:

Goal 1: Expand and improve comprehensive early childhood

care and education,especially for the most vulnerable and
disadvantaged children;

Goal 2: Ensure that by 2015, all children, particularly girls,

children in difficult circumstances and those belonging to ethnic
minorities, have access to complete free and compulsory primary
education of good quality;

Goal 3: Ensure that the learning needs of all young people

and adults are met through equitable access to appropriate
learning and life skills programs;
Goal 4: Achieve a 50 percent improvement in levels of adult
literacy by 2015, especially for women and equitable access to
basic and continuing education for all adults;

Goal 5: Eliminate gender disparities in primary and secondary

education by 2015, with focus on ensuring girls full and equal
access to and achievement in basic education of good quality;

Goal 6: Improve every aspect of the quality of education, and

ensure their excellence so that recognized and measurable learning
outcomes are achieved by all, especially in literacy, numeracy and
essential life skills.
Production Tasks
a. Better Schools: Make every school continuously perform better;
b. Early Childhood Care and Development: Make expansion of coverage yield
more EFA benefits;
c. Alternative Learning System: Transform non-formal and informal
interventions into an alternative learning system yielding more EFA benefits;
d. Teachers: Promote practice of high quality teaching;
e. Longer Cycle: Adopt a 12-year program for formal basic education - Two
more years added, one each for elementary and high school, to the existing
10-year basic education schooling;
f. Accelerate articulation, enrichment and development of the basic education
curriculum in the context of the pillars of new functional literacy;
Enabling Task
g. Funding: Provide adequate and stable public funding for country-wide
attainment of EFA goals. Adoption of funding framework for basic education
that combines the national and local government funding to support the most
cost-effective local efforts to attain quality outcomes in every locality across
the whole country;

h. Governance: Create a network of community-based groups for local

attainment of EFA goals. A knowledge-based movement which reach,
engage and organize persons in each locality to form a nationwide network of
multi-sectoral groups advocating and supporting attainment of EFA goals in
their respective localities;

i. Monitor progress in efforts towards attainment of EFA goals. Of particular

importance is the development and implementation of indicators of quality
education.
Country Strategy

DepED as the principal agency for basic education has

instituted reforms under the Basic Education Sector
Reform Agenda (BESRA) since the adoption of the
Philippine Education for All 2015 (EFA 2015) Plan of
Action.

The Philippines Basic Education Curriculum offers Asian

Civilization, Culture and Tradition subject in Social Studies in
both Elementary and Secondary.
Country Strategy

In 2004, DepED started to offer Arabic Language and

Islamic Values Education (ALIVE) subject for Muslim
Students in the Public Schools

Under the Philippine Education For All 2015 Plan of Action,

the country would soon adopt 12 years of basic education
to make its educational system comparable with other
ASEAN countries and to the rest of the world
WHERE WE ARE RIGHT NOW
PERFORMANCE INDICATORS
Sector Performance
Coverage: 88% of the total enrolment are
in Public Schools
Central Office =1 17.4M
Regional Office = 16 + 1 ARMM
Schools Division Offices = 195 Enrolment

62% Public Elem. Schools = 37,807 + 12,304,207

5% Private Elem. Schools = 6,664 + 1,092,781

= 5,110 5,126,459
26% Public High Schools +
= 4,392 1,332,846
7% Private High Schools +
19,856,293
= 53,973 =
*Public Enrolment does not include SUCs data (Source: BEIS-SSM)
Sector Performance
Key Performance Indicators, Public & Private, in %
Actual Targets
Indicator Level SY SY SY SY SY
05-06 06-07 07-08 08-09 09-10

Participation Elem. 84.4 83.2 84.8 85.21/ 90.0

Rate Sec. 58.5 58.6 61.9 63.61/ 70.0
Cohort Survival Elem. 70.0 73.4 75.3 77.0 79.0
Rate Sec. 67.3 77.3 79.9 80.5 81.0
Completion Elem. 68.1 71.7 73.1 75.0 77.0
Rate Sec. 61.7 72.1 75.4 76.0 76.3
Elem. 7.3 6.4 6.0 5.0 4.0
Dropout Rate
Sec. 12.5 8.6 7.5 6.0 5.5

SY 2008-2009 Participation Rate is based on preliminary enrolment report

Sector Performance
Increase funding in basic education
30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%
2001-2003 2004-2006 FY 2007 FY 2008 FY 2009
% Increase of 26.24% 19.22% 18.06% 8.94% 15.32%
Nat'l Budget (PB)
% Increase of 12.46% 13.85% 12.97% 8.68% 12.53%
DepED Budget (PB)

N.B. The FY 2009 data refers to NEP level.

Sector Performance
Increase funding in basic education
30.00%

25.00%
Ave. share of educ. budget in developing countries is 20%, per WB report
20.00%

15.00%

10.00%
6% International Standard
5.00%

0.00%
2001-2003 2004-2006 FY 2007 FY 2008 FY 2009
Ave. % share of Nat'l Budget 13.50% 12.90% 12.19% 12.16% 11.87%
% Share Nat'l Budget 17.22% 16.03% 15.10%
(Net of Debt Service)
Ave. % of GDP 2.53% 2.12% 2.07%
 Sector Performance
Grade 6 National Achievement Test, in MPS

% Improve- % Improve-
SY 2005- SY 2006- ment fr. SY 2007- ment fr.
06 07 Previous 08 Previous
SY SY

English, Science & Math 51 58 12% 61 6%

Overall 55 60 10% 65 8%

MPS-Mean Percentage Score

 Sector Performance
Improved proficiency level of those in school
60

50
40

30
20

10
0
Moving Closely
Average
Low Mastery Towards Approximating Mastered
Mastery
Mastery Mastery
SY 06-07 8.18 49.17 38.72 3.92 0
SY 07-08 3.67 41.7 49.08 5.53 0.01
Current Initiatives

Global Commitment

1. Philippines is committed to achieve the Millennium

Development Goal 2 of achieving universal participation
in primary level

2. Philippines is likewise committed to uphold Rights of

Children based on the principles of the Convention on the
Rights of the Child (CRC)
V. Emerging Challenges and Future Prospects

Emerging Challenges

Need to substantially increase participation

of all school-aged children
Development of a common educational
framework for ASEAN Region
Need to substantially address language
barriers to achieve ASEAN students global
competitiveness
V. Emerging Challenges and Future Prospects

Emerging Challenges
Need to accelerate the effort of laying down the
ground towards ASEAN Education Integration in
terms of curriculum standards, quality assurance
and assessment, monitoring and evaluation
Need to accelerate initiatives on the use of ICT
in promoting Regional Education Cooperation