SAMAR STATE UNIVERSITY

Arteche Blvd., Catbalogan City, Philippines 6700

Office of the Human Resource Management

COURSE : DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT

COURSE CODE : EM 609
COURSE DESCRIPTION : SCHOOL-BASED MANAGEMENT
TERM: : SUMMER, SCHOOL YEAR 2020-2021
PROFESSOR: : JULIUS A. VERSOZA, Ph.D.
DISCUSSANT : JASON C. JULLADO
TOPICS/S : RA 7160 (The Local Government Code)
MEDIUM-TERM PHILIPPINE DEVELOPMENT PLAN (MTPDP)2004-2010
GOVERNANCE OF BASIC EDUCATION ACT (R.A. 9155)
BASIC EDUCATION SECTOR REFORM AGENDA
THE SCHOOLS FIRST INITIATIVE OF 2002
EDUCATION FOR ALL (EFA)

UNIT 1

TOPICS: RA 7160 The Local Government Code of the Philippines, Medium-Term Philippine
Development Plan (MTPDP) 2004-2010, Governance of Basic Education Act (RA 9155), Basic
Education Sector Reform Agenda, The Schools First Initiative of 2002, and Education For All (EFA)

1.0: Intended Learning Outcomes

1. To understand the Foundations and Legal Basis of School-Based Management

2. To understand the Local Government Code of the Philippines
2. To know the Composition, Functions of the Local School Board
3. To Explain empowerment and shared governance in school levels
4. To know the achievements of the country in terms of its commitment to EFA 2015

1.1 Introduction
In this unit, you will understand the Foundations and Legal Basis of the School-Based
Management. Hence, it will be tackled how it emerged as a strategy of management in schools.
It will also encompass the reforms undergone in the education system that meets its quest for
the Education For All commitment of the country.

1.3 Republic Act 7160 LOCAL GOVERNMENT CODE OF THE PHILIPPINES

SECTION 2. Declaration of Policy. –

(a) It is hereby declared the policy of the State that the territorial and political subdivisions of the
State shall enjoy genuine and meaningful local autonomy to enable them to attain their fullest
development as self-reliant communities and make them more effective partners in the attainment
of national goals. Toward this end, the State shall provide for a more responsive and accountable
local government structure instituted through a system of decentralization whereby local
government units shall be given more powers, authority, responsibilities, and resources. The
process of decentralization shall proceed from the National Government to the local government
units.

(b) It is also the policy of the State to ensure the accountability of local government units through
the institution of effective mechanisms of recall, initiative and referendum.
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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

(c) It is likewise the policy of the State to require all national agencies and offices to conduct
periodic consultations with appropriate local government units, nongovernmental and people’s
organizations, and other concerned sectors of the community before any project or program is
implemented in their respective jurisdictions.

LOCAL SCHOOL BOARD

SECTION 98. Creation, Composition, and Compensation. –

(a) There shall be established in every province, city, or municipality a provincial, city, or
municipal school board, respectively.

(b) The composition of local school boards shall be as follows:

(1) The provincial school board shall be composed of the governor and the division
superintendent of schools as co-chairman; the chairman of the education committee of the
sangguniang panlalawigan, the provincial treasurer, the representative of the “pederasyon ng
mga sangguniang kabataan” in the sangguniang panlalawigan, the duly elected president of the
provincial federation of parents-teachers associations, the duly elected representative of the
teachers’ organizations in the province, and the duly elected representative of the non-academic
personnel of public schools in the province, as members;

(2) The city school board shall be composed of the city mayor and the city superintendent of
schools as co-chairmen; the chairman of the education committee of the sangguniang
panlungsod, the city treasurer, the representative of the “pederasyon ng mga sangguniang
kabataan” in the sangguniang panlungsod, the duly elected president of the city federation of
parents-teachers associations, the duly elected representative of the teachers’ organizations in
the city, and the duly elected representative of the non-academic personnel of public schools in
the city, as members; and

(3) The municipal school board shall be composed of the municipal mayor and the district
supervisor of schools as co-chairmen; the chairman of the education committee of the
sangguniang bayan, the municipal treasurer, the representative of the “pederasyon ng mga
sangguniang kabataan” in the sangguniang bayan, the duly elected president of the municipal
federation of parent-teacher associations, the duly elected representative of the teachers’
organizations in the municipality, and the duly elected representative of the non-academic
personnel of public schools in the municipality, as members.

(c) In the event that a province or city has two (2) or more school superintendents, and in the
event that a municipality has two (2) or more district supervisors, the co-chairman of the local
school board shall be determined as follows:

(1) The Department of Education, Culture and Sports shall designate the co-chairman for the
provincial and city school boards; and

(2) The division superintendent of schools shall designate the district supervisor who shall serve
as co-chairman of the municipal school board.

(d) The performance of the duties and responsibilities of the abovementioned officials in their
respective local school boards shall not be delegated.

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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

SECTION 99. Functions of Local School Boards. – The provincial, city or municipal school board
shall:

(a) Determine, in accordance with the criteria set by the Department of Education, Culture and
Sports, the annual supplementary budgetary needs for the operation and maintenance of public
schools within the province, city, or municipality, as the case may be, and the supplementary
local cost of meeting such needs, which shall be reflected in the form of an annual school board
budget corresponding to its share of the proceeds of the special levy on real property
constituting the Special Education Fund and such other sources of revenue as this Code and
other laws or ordinances may provide;

(b) Authorize the provincial, city or municipal treasurer, as the case may be, to disburse funds
from the Special Education Fund pursuant to the budget prepared and in accordance with
existing rules and regulations;

(c) Serve as an advisory committee to the sanggunian concerned on educational matters such as,
but not limited to, the necessity for and the uses of local appropriations for educational
purposes; and

(d) Recommend changes in the names of public schools within the territorial jurisdiction of the
local government unit for enactment by the sanggunian concerned.

The Department of Education, Culture and Sports shall consult the local school board on the
appointment of division superintendents, district supervisors, school principals, and other school
officials.

SECTION 100. Meetings and Quorum; Budget. –

(a) The local school board shall meet at least once a month or as often as may be necessary.

(b) Any of the co-chairmen may call a meeting. A majority of all its members shall constitute a
quorum. However, when both co-chairmen are present in a meeting, the local chief executive
concerned, as a matter of protocol, shall be given preference to preside over the meeting. The
division superintendent, city superintendent or district supervisor, as the case may be, shall
prepare the budget of the school board concerned. Such budget shall be supported by programs,
projects, and activities of the school board for the ensuring fiscal year. The affirmative vote of
the majority of all the members shall be necessary to approve the budget.

(c) The annual school board budget shall give priority to the following:

(1) Construction, repair, and maintenance of school buildings and other facilities of public
elementary and secondary schools;

(2) Establishment and maintenance of extension classes where necessary; and

(3) Sports activities at the division, district, municipal, and barangay levels.

SECTION 101. Compensation and Remuneration. – The co-chairmen and members of the provincial,
city or municipal school board shall perform their duties as such without compensation or
remuneration. Members thereof who are not government officials or employees shall be entitled

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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

to necessary traveling expenses and allowances chargeable against the funds of the local school
board concerned, subject to existing accounting and auditing rules and regulations.

Medium Term Philippine Development Plan (MTPDP)2004-2010: Education

Education is the right of every Filipino. It is a key investment that can break the Filipino’s 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 youth’s 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.

Early Childhood Education

The Philippines has one of the shortest basic education systems in Asia-Pacific, with six years of
elementary and four years of high school. The average Filipino child starts formal schooling in elementary at age
six. However, children who are expected to avail of private education undergo preschooling at the age of three.
Around 77 percent of five-year-old children are served by accredited public and private preschools and
by local government unit or LGU-run day care centers. The quality of services provided in preschools and day
care centers varies in terms of curricula. Some preschools and day care centers are mere childminding centers
while some, particularly those in urban areas, apply some form of formal school curricula,especially for children
ages five to six years old. However, not all children of poorest households are covered by existing Early
Childhood Care and Development (ECCD) programs. Twenty-three percent of children who are supposed to
avail of ECCD are not yet served.
The quality of Philippine basic education has been deteriorating continuously. Basic education bore the
effects of continuing rapid population growth, estimated at 2.3 percent annually. The public school system is
hard-pressed to cope with the requirements of an expanding student population, particularly at the secondary
level, due to, among others, the implementation of free public secondary education. Severe budgetary constraints
have led to underinvestment in basic education, as evidenced by the decline in real spending per student.
Government spending for basic education in 2000-2004 grew at an annual average of 4.5 percent. While
this appears generous, 89 percent of the budget of the Department of Education (DepEd) goes to salaries and
other personnel benefits while expenditures for developmental purposes (e.g., attendance to training programs,
purchase of instructional materials/aids/devices, conduct of instructional supervision) are derived from its
maintenance and other operating expenses (MOOE) budget at seven percent. On the other hand, classrooms and
instructional equipment, including computers for teaching and learning purposes are obtained from the capital
outlay of four percent.
Based on the 2000 Census of Population and Housing, basic or simple literacy 1 rate stood at 92.28
percent, so far one of the highest in Southeast Asia. On the other hand, functional literacy 2 was 83.79 percent
(81.7% for males and 85.9% for females) based on the 1994 Functional Literacy Education and Mass Media
Survey (FLEMMS).
As of school year (SY) 2003-2004, actual enrolment stood at 19.2 million for both public and private
education (67% for elementary and 33% for secondary), of which 17 million were in the public school system
(71% for elementary and 29% secondary). Net participation was at 90.05 percent for elementary and 58.03
percent for secondary. Participation at the elementary level is almost the same for boys and girls but at the
secondary level, there were more girls than boys. Similarly, with respect to survival, retention and completion,
girls are doing much better than boys.
In terms of learning achievement, the DepEd also adopted a shift in student assessment policy beginning
SY 2002-2003, including diagnostic testing at the start of the school year for Grade IV pupils and Year I students
in public schools. Initial results showed that students had very poor competencies in math, science and English.
But far more alarming were the results of the testing conducted for incoming first-year students in SY 2004-
2005, where only about half of a percent of the examinees got scores within the 79 - 94 percent range and less
than 20 percent got 50 percent scores, which is the start of mastery level. Majority of the students garnered
scores of 49 percent or below. However, concrete improvements have been registered in the provinces with

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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

projects under the official development assistance (ODA). These are the World Bank (WB)-assisted Third
Elementary Education Project (TEEP), AusAID assisted
Basic Education Assistance in Mindanao (BEAM), Educational Facilities Improvement Projects (EFIP),
the United Nations Children’s Fund or UNICEF-assisted Fifth Country Program for Children, and the School-
Based Training Program. Actual pupil performance in 21 TEEP-supported provinces generally showed scores
significantly higher (56%) than the national mean of 44 percent. With the Government Assistance to Students
and Teachers in Private Education (GASTPE) Program, some 277,000 high school students gained access to
secondary education under the Education Service Contracting Scheme (ESC) in 2002. ESC subsidy increased
from PhP2,500 to PhP4,000 per student in SY 2003 considering the increasing cost of private education. An
additional 166,000 students also benefited from Tuition Fee Supplement (TFS) scheme in 2002. However, due to
the limited budget from the national government, TFS was phased out in SY 2003-2004. Thus, for SY 2003-
2004, only second to fourth year qualified students were accepted as grantees under the TFS while for SY 2004-
2005, only the third and fourth year TFS grantees will remain in the program.
An additional 166,000 students also benefited from Tuition Fee Supplement (TFS) scheme in 2002, which was
phased out in SY 2003-2004 due to limited budget. Thus, for SY 2003-2004, only second to fourth year qualified
students were accepted as grantees under the TFS while for SY 2004-2005, only the third and fourth year TFS
grantees will remain in the program.
Other critical school resources for delivering quality education include classrooms, desks/seats, teachers,
and textbooks. The resource gap, however, remains wide, while in terms of school-less barangays only 118 out
of the total 1,617 barangays identified in 2001 have no access to elementary education. While the national ratios
may appear sound, the data when disaggregated by division/province showed serious gaps such as classrooms
being used by more than 100 children, a two-seater desk shared by three to four children, and a teacher holding a
class of 100 or more pupils. In addition, excess teachers in some areas cannot be redeployed to areas with severe
shortage because of the Magna Carta for Public School Teachers.
Teacher qualifications remain to be an issue, especially at the secondary education level, both in terms of
content and pedagogy. As of SY 2004-2005, only 80 percent of the public secondary teachers teaching math
have math majors. In the sciences, 44 percent of Biology teachers are majors in the subject, compared with 34
percent in Chemistry, and 27 in Physics are Physics majors. The other teachers are science generalists. Remedial
measures like training in these subject areas were undertaken for nonmajor teachers who handle science or math
classes in the public secondary schools. However, even for teachers who are specialists in these subject areas, the
level and quality of subject competency appears to be wanting, too.

GOALS STRATEGIES AND ACTION PLANS

The government needs to harness the participation of all strategic partners in service delivery – the
private sector, NGOs, civil society groups, LGUs and other concerned sectors to meet the needs of ECCD and
basic education. At the same time, the education sector has to capitalize on the opportunities offered by
information and communications technology (ICT). Learning resources located within and outside the country
can be accessed through ICT and made available through formal and nonformal learning centers.
Basic education should be anchored on Education for All global movement and Millennium
Development Goals. To achieve this, the government must deliver quality basic education, provide more
resources to schools to widen coverage and improve the management of operations of the public schoolsystem.
At the national level, the desired sector performances are 96.60 percent functional literacy among
population aged 15 to 25 years old by 2010 and 93.10 percent among 15-year-olds and above. Within the
education bureaucracy, greater attention and support should be given to the level where actual teaching-learning
process takes place, which may either be the formal school, the learning center, the Madrasah, or the school for
indigenous peoples. The school should be seen as the focus and the locus of educational development and must
thus get the attention it deserves from its primary stakeholders –the principal, teachers, students, youth, parents
and the community as well as the higher administrative level.
Because the public schools are the primary stakeholders of the capacity and outcomes of preservice
education of teachers, there is a need to make it more directly accountable to the DepEd. It is also necessary for
the DepEd to exercise greater oversight role over its content, methodology and development. To effect a
comprehensive quality assurance, the Department, in collaboration with TEIs, should promote a well-designed
and unified preservice – in service educational program dovetailed to the actual needs of schools, teachers and
managers.

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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

Further, in the era of internationally-shared human resources and the existence of the so-called digital divide, the
educational system has to be properly equipped to make its products more globally competitive.

Republic Act 9155

Section 1.1. Mandate.

The Department of Education shall protect and promote the right of all citizens to qualify basic
education and shall take appropriate steps to make such education accessible to all. The Department of
Education shall establish, maintain, and support a complete, adequate, and integrated system of basic
education relevant to the needs of the people and society. It shall establish and maintain a system of
free and compulsory public education in the elementary level and free public education in high school
level.

All educational institutions shall inculcate patriotism and nationalism, foster love humanity,
respect for human rights, appreciation of the role of national heroes in the historical development of the
country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency. The Department of Education shall take
into account regional and sectoral needs and conditions and shall encourage local planning in the
development of educational policies and programs.

Section 1.2. Principles.

Implementation of the Act and the application of these Rules shall be guided by the following
principles:

i. The Department of Education must serve the students and the teachers, its primary
constituents;
ii. The principals, school administrators and teachers-in-charge (hereinafter collectively
referred to as school heads) must exercise instructional leadership and sound administrative
management of the school;
iii. The school id the heart of the formal education system and the seat of learning;
iv. The parents and the community shall be encouraged for active involvement in the education
of the child. The participation, coordination between and among the schools, the ,local
school boards, the Parent Teachers Associations (PTAs) must be maximized;
v. Volunteerism from among all sectors shall be emphasized and encouraged to ensure
sustainable growth and development in education.

Section 1.3. Purposes and Objectives.

The purposes and objectives of the Act and these Rules are:

i. To provide the framework for the governance of basic education which shall set the
general directions for educational policies and standards and establish authority,
accountability and responsibility for achieving higher learning outcomes;

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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

ii. To define the roles and responsibilities of, and to provide resources to the regions,
schools division and schools which shall implement educational programs, projects and
services in communities they serve;
iii. To make schools and learning centers the most important vehicle for the teaching and
learning of national values and for developing Filipino learners, love of country and
pride in its rich heritage;
iv. To ensure that schools and learning centers receive the kind of focused attention they
deserve and the kind of educational programs, projects and services they need taking
into account the interest of all the members of the community;
v. To enable the schools and learning centers to reflect the values of the community by
allowing teachers and other staff the flexibility to serve the needs of all learners;
vi. To encourage local initiatives for the improvement of schools and learning centers and
to provide the means by which these standards may be achieved and sustained; and
vii. To establish schools and learning centers, and other school facilities where
schoolchildren are able to learn a range of core competencies prescribed for elementary
and high school programs or where the out-of school youth and adult learners are
provided alternative learning programs and receive accreditation at least the equivalent
of an elementary or a high school education.

Section 1.5. Shared Governance

i. Shared governance as a principle recognizes that every unit in the education bureaucracy
has a particular role, task, and responsibility inherent in the office and of which it is
principally accountable for outcomes.
ii. ii. Democratic consultation shall be observed in the decision-making process involving
shared goals at appropriate levels. Whenever and wherever appropriate and feasible, the
students, as the object and subject of instruction, shall be consulted on matters that affect
their welfare and instructional needs. \operations shall be the responsibility of the operating
officer concerned. Feedback mechanisms shall be established to ensure coordinate on and
open communication, among the central office, the regional, division offices and school
campuses.
iii. iii. The principle of accountability and transparency shall be operationalized in the
performance of functions and responsibilities at all levels.
iv. iv. The communication channels of field offices shall strengthen and facilitate flow of
information and expand linkages with other government agencies, local government units
(LGUs) and nongovernment organizations (NGOs) for effective governance.

SCHOOLS FIRST INITIATIVE

The Department of Education (DepED) is currently implementing the Schools First Initiative,
an effort to improve basic education outcomes through a broadly participated, popular movement
featuring a wide variety of initiatives undertaken by individual schools and communities as well as
networks of schools at localities involving school districts and divisions, local governments, civil
society organizations and other stakeholder groups and associations.

Even as the Schools First Initiative seeks to improve the way all public schools perform now,
the DepED is also undertaking fundamental reforms to sustain better performance. DepED is pursuing
a package of policy reforms that as a whole seeks to systematically improve critical regulatory,
institutional, structural, financial, cultural, physical and informational conditions affecting basic
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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

education provision, access and delivery on the ground. These policy reforms are expected to create
critical changes necessary to further accelerate, broaden, deepen and sustain the improved education
effort already being started by the Schools First Initiative. This package of policy reforms is called the
Basic Education Sector Reform Agenda (BESRA).

BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)

Overall objectives of BESRA

The policy actions comprising the BESRA seek to create a basic education sector that is capable of
attaining the country’s Education for All Objectives by the year 2015. In summary, these objectives
are:

1. Universal Adult Functional Literacy: All persons beyond school-age, regardless of their levels of
schooling should acquire the essential competence to be considered functionally literate in their native
tongue, in Filipino or in English.
2. Universal School Participation and Elimination of Drop-outs and Repetition in First Three
Grades: All children aged six should enter school ready to learn and prepared to achieve the required
competencies from Grade 1 to 3 instruction.
3. Universal Completion of the Full Cycle of Basic Education Schooling with Satisfactory
Achievement Levels by All At Every Grade or Year: All children aged six to eleven should be on
track to completing elementary schooling with satisfactory achievement levels at every grade, and all
children aged twelve to fifteen should be on track to completing secondary schooling with similarly
satisfactory achievement levels at every year.
4. Total Community Commitment to Attainment of Basic Education Competencies for All: Every
community should mobilize all its social, political, cultural and economic resources and capabilities to
support the universal attainment of basic education competencies in Filipino and English.
In order for the basic education sector to achieve the above listed desired educational outcomes for all
Filipinos, the BESRA focuses on specific policy actions within five key reform thrusts (KRT) as
follows:

 KRT 1: Get all schools to continuously improve

 KRT 2: Enable teachers to further enhance their contribution to learning outcomes
 KRT 3: Increase social support to attainment of desired learning outcomes
 KRT 4: Improve impact on outcomes from complementary early childhood education,
alternative learning systems and private sector participation
 KRT 5: Change institutional culture of DepED to better support these key reform thrusts
In short, the five key reform thrusts of BESRA are on: schools, teachers, social support to learning,
complementary interventions, and DepED’s institutional culture.

Preparation of BESRA Policy Proposals

In the next ten months from August 2005 to May 2006, various task teams organized by DepED, with
members drawn from various stakeholder groups and consultants engaged to assist them, are preparing
the specific proposals for each policy action identified and described in this document. Most of the
proposals are matters within the function, authority and power of DepED management to decide in
accordance with existing laws; others require action by other government offices including the Office
of the President; yet others may require new or amended legislation. As each of the policy proposals is
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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

detailed and specified, the draft official documents shall be reviewed and decided by DepED
management. Those proposals that are within the administrative and legal authority of DepED will be
adopted as appropriate; those that require action by other government authorities shall be duly endorsed
for their appropriate action; those that require legislation will be submitted for consideration of
Congress.

The preparation of each policy proposal included in the BESRA shall follow the careful, deliberate,
research-based, participatory and interactive process that marked the manner of preparing the whole
BESRA itself. Actual data, available facts and scientific research shall inform the policy preparation
process. Consultations, public hearings, peer reviews, solicitations of positions papers, among other
means of securing contributions from all concerned and interested, shall be required prior to the
formulation of any draft policy proposal. The membership of the task teams shall seek to represent
those closest to the issues in order to assure that their concerns are incorporated in the very process of
formulating policy proposals. The discussions and deliberations undertaken in the course of
formulating all policy proposals shall be fully and adequately documented.

As each policy proposal is submitted by the various task teams to DepED management, a routine
process of public announcement and dissemination of the recommended draft proposal shall provide
the general public with adequate opportunity to comment on each proposal prior to its final adoption.

Key Reform Thrust 1: School-level stakeholders improve their own schools continuously.

Why this reform thrust is important: Schools are the community-based social institutions that provide
the most widely available formally organized instruction, which is expected to enable students to learn
and thereby attain their desired educational outcomes. If schools are to deliver better outcomes in a
sustainable manner, the key stakeholders, within the school and the community served by the school,
must be enabled and empowered to manage their school-level affairs so that they deliberately and
continuously improve the link between their own efforts and their collectively desired educational
outcomes. The central insight of this reform thrust is that people most actively and directly involved in
and affected by the schools’ operations are the best people to improve the quality of these schools.

Progress in this key reform thrust will be indicated by:

1. Increased percentages of all public schools that have current school improvement plans (SIP)
prepared, implemented and monitored through a participatory process led by school heads working
with organized school governing councils (SGC).

2. Increased percentages of public schools with SIP’s prepared, implemented and monitored thru a
participatory process that meet specific quality dimensions included in an SIP assessment instrument.
(These quality dimensions include: linkage of SIP activities with improved learning outcomes; depth or
level of community participation; priority given to meeting teachers’ needs for better teaching practice;
support given to classroom improvement; and consistency with school’s long-term development plans).

3. Increased levels of resources managed and controlled at the school level.

4. Improved levels of school-wide student performance based on results of national standardized tests.

Main policy actions identified to generate progress in this key reform thrust:

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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

The following three policy actions are all within the legal mandate of Chapter 1- Governance of Basic
Education, Section E. School level of Republic Act No. 9155, Governance of Basic Education Act of
2001.

1.1 A head for every school: Ensure that every school or cluster of schools is led by a school head who
is selected, prepared, supported, monitored and made accountable for organizing and leading an
institutionalized school improvement process at the school/community level.

1.2 A school/community process of continuous school improvement: Institutionalize an efficient,

participatory, and continuous school improvement process in every school. Enable every school to
routinely prepare a school improvement plan (SIP), implement it, monitor and report its
implementation, and evaluate its results in terms of school-wide attainment of desired earning
outcomes. Enable every school and its community to establish and maintain functional and empowered
School Governing Councils supporting the operational leadership of the school head in the school
improvement process. Provide schools with means to adopt mechanisms and practices for school-level
accountability to parents, community, LGU’s, and the DepED hierarchy, including use of School
Profiles, School Report Cards and similar modes of reporting measurements of school-wide educational
outcomes (participation, completion and achievement). Expand schools’ use of student tracking
systems to, among others, follow-up students who are frequently absent, encountering difficulties
and/or who are lagging behind. Establish and sustain school/community level measures for enhancing
basic health and nutrition conditions of students and school staff, which should be included as an
important part of the SIP and a key responsibility of the SGC.

1.3 A school-based resource management framework: Create a simple and practical school-based
framework for comprehensive management of all resources available to schools (e.g., those coming
from the GAA, local government funds, community contributions and other sources), for the attainment
of the school’s mission, particularly desired learning outcomes. Evolve an administrative and
operational environment, including installation of basic financial management and resource accounting
systems appropriate to all types and sizes of schools, that enable schools together with their
communities, to become self-governing (i.e., to autonomously decide and act on matters related to
education delivery at the school level).
The fourth policy action below will be pursued on the basis of the legal mandate of Department of
Education officials and employees to serve as cochairperson and members of local school boards of
local governments according to Book 1, Title 4 – Local School Boards, Sections 98 to 101, of Republic
Act No. 7160, Local Government Code of 1991.

1.4 A schools-driven DepED representation in Local School Boards of LGU’s: Enable school heads
and school governing councils to monitor and influence LGU spending for basic education, particularly
in relation to the use of SEF collections.

Key Reform Thrust 2: Teachers raise the prevailing standards of their profession to meet
demands for better learning outcomes.

Why this reform thrust is important: Classroom performance of teachers is a critical factor behind
learning outcomes attained by students of schools. A critical part of school improvement thus involves
improvement of teacher performance in classrooms. Schools must be provided with more and better
teachers capable of improving their capacity to teach well classes of reasonable size. Furthermore, since
most education managers start out as teachers, improving the competence of teachers in the service will

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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

also likely improve the quality of future education managers. A central insight of this reform thrust is
that teachers themselves have the greatest stake and most direct influence in raising the prevailing
standards governing the practice of their profession in order to meet social demands for better learning
outcomes.

Progress in this key reform thrust will be indicated by:

1. Increased percentages of all DepED divisions using competency-based standards for assessing
teacher performance, determining teacher development needs and priorities, selecting new teachers for
hiring and promoting teachers.

2. Increased percentages of all new teachers (national and local payrolls) deployed in schools at each
DepED division that were selected and hired based on teacher competency standards of the division.

3. Frequency distributions of class sizes (schools, divisions, regions and national) clustered more
closely around the average.

4. Increased percentages of all classes requiring assignment of specially trained teachers served by
teachers with correct preparation and qualifications (e.g., high school science classes handled by
teachers with correct science majors, multigrade classes handled by teachers with multigrade training,
and alternative learning programs handled by mobile teachers with required training).

Main policy actions identified to generate progress in this key reform thrust:

The first five policy actions that follow can all be undertaken by DepED as part of the implementation
of Chapter 1 – Governance of Basic Education of Republic Act No. 9155, Governance of Basic
Education Act.

2.1 A framework for competency-based standards for teachers: Adopt a national framework using
teacher competencies as the basis of standards for assessing new teachers’ readiness for hiring and
deployment, incumbent teachers’ current performance, and teachers’ priority needs for professional
development. Teacher competencies cover such areas as language proficiency, subject matter mastery,
pedagogical and classroom management skills, and commitment to profession and community, among
others, which define various dimensions of teacher capability known to be important for improved
learning outcomes.

2.2 A rolling 5-year projection of new teacher hires: Prepare a rolling 5-year projected staffing pattern
for all schools that identifies expected staffing requirements and estimates of numbers of future hires
for different types of positions in different divisions. Maintain a rolling 5-year series of annual forecasts
of future teacher demand at the national, regional and divisional levels, that can be used as basis for
announced changes in future hiring standards that will require prior responses by pre-service teacher
education programs and the professional licensing of teachers.

2.3 Progressive upgrades in division level teacher hiring practices: Enable all divisions to progressively
improve the quality of teachers they hire based on national competency standards adapted to local
conditions. Set up rolling 5-year timetables for each division to program a year-by-year raising of
minimum standards for hiring future teachers. At all divisions, develop new rules, procedures, and
instruments governing hiring, together with appropriate staff who are capable of scientifically assessing
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 SAMAR STATE UNIVERSITY
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Office of the Human Resource Management

teacher applicants in terms of their probable performance in actual conditions of classroom practice
against prevailing performance standards.

2.4 Regional, divisional and school level targets for distribution of class sizes: Improve the deployment
of available numbers of nationally paid teachers in order to fairly distribute the instructional workloads
among classes and schools. Set up and monitor compliance with rolling 5-year targets for
improvements in class size distribution for regions, divisions and schools. In order to attain each year’s
targets, regions, divisions and schools would be authorized to use a variety of instruments to include:
allocation of new teacher items; re-deployment of vacated items; encouragement of voluntary teacher
transfers; and selective control of new enrollment in over-crowded schools in favor of less crowded
schools nearby.

2.5 Division and school focus on improving teaching practice in schools: Encourage each division to
adapt the national framework for competency-based standards for teachers to the specific conditions
and needs of the schools of the division. Use the division-specific teacher competency framework (and
develop division and district staff capable of providing technical support on its use to schools) as the
basis for each school’s regular assessment of incumbent teachers’ performance and determination of
their priority development needs, linked to identified gaps and opportunities in student learning
outcomes. Ensure that the process of SIP preparation, implementation and monitoring features the
regular practice of school heads leading teachers in using student assessment data and classroom
observations to collectively identify strengths and weaknesses in teacher performance, corresponding
gaps in teacher competencies, and appropriate priorities in use of school-based resources to improve
teaching and learning. Engage the SGC to increase the visibility, importance and commitment of
schools/communities for teachers and students to attain high levels of proficiency in English, Science
and Math. Expand availability to schools of cost-effective options for meeting teachers’ priority needs
for training and professional development that span a range of options, among others, self-learning and
tutorials, school-based or division-based INSET, regional/central training, academic training in tertiary
institutions, distance learning programs and computer-based courses, short courses by private and other
providers.

The next two policy actions involve negotiated agreements with organizations and agencies over which
DepED does not have any administrative authority. Memoranda of agreement will need to be entered
between DepED and LGU’s on the competency-based standards governing the hiring of locally paid
teachers. Similar memoranda of agreements may also have to be negotiated with teacher education
institutions, state colleges and universities and the Professional Regulation Commission. The Education
Secretary’s policy oversight function of the Commission on Higher Education as mandated by

Executive Order No. 434 may also be a source of administrative authority to pursue agreements with
teacher education institutions and state colleges and universities.

2.6 All other sources of teacher hires to adopt division hiring practices: Negotiate with local
governments, local school boards, PTCA’s and all other sources of local teacher hires supplementing
the nationally provided positions to convince them to agree that locally hired teachers shall all be
subject to the same procedures and standards adopted by the division for nationally hired teachers.

2.7 Pre-service teacher education and licensing to support future higher hiring standards: DepED’s 5-
year annual projection of future teacher hires can be used as an early signal to teacher education
institutions and the professional teacher licensing system about what teacher competencies will be
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 SAMAR STATE UNIVERSITY
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Office of the Human Resource Management

valued by the public schools in the coming years. Using these future forecasts, a synchronized set of
corresponding year-by-year reforms in policies for pre-service and licensure can be developed and
negotiated that will provide sufficient lead time for meeting the higher standards of future teacher
hiring.

 All TEI’s: More competitive entry and admission to teacher education programs;
implementation of the new pre-service teacher education curriculum which includes extended
exposure of student teachers to actual instruction under master teachers.
 All SUC’s: State-assisted interventions to increase future supply of good teachers in English,
Math and Science.
 PRC: Review and improvement of teacher licensure process to enhance its capacity to certify
only teachers with essential capabilities to teach well.
The last policy action below will definitely require new legislation or an amendment to existing ones.
The thrust of the policy action will be to assemble data and analysis that can support the formulation of
draft legislation.

2.8 New legislation governing teacher (and non-teaching staff) compensation, benefits and conditions
of employment: Develop a long-term strategy for improving teacher’s compensation and benefits to
attract better students into the teaching profession and keep the best teachers in the service, either in
classrooms or in administrative positions. Provide incentives for hard-to-staff teaching positions.
Explore public-private partnerships as a source for supporting teacher compensation, benefits and
incentives.

Adopt a longer probationary period (two to three years) for new teacher hires linked to a professionally
mentored induction program with peer appraisals and assessments. Consider changes in rules on
teacher deployment to include routine changes in grade level and school assignment of teachers to
insure that teachers master the span of elementary or secondary curriculum.

Key Reform Thrust 3: Influential social institutions and key social processes are engaged by
DepED to support national scale attainment of desired learning outcomes.

Why this reform thrust is important: For schools and teachers, and the whole DepED organization, to
perform better, the basic education sector needs to secure sustained strong support for resources
necessary for good instruction, which in turn, depends on parents’ and students’ recognizing that good
instruction is vital to attaining their most valued personal, family, community and national aspirations.
In order for parents and students to recognize the true and full value of securing desired learning from
good schools, however, they need to observe the whole society reinforcing, emphasizing and enriching
the same learning. One can hardly expect parents and students to support good schools when they do
not see the rest of society reminding them of the value and desirability of the learning that good schools
realize. The central insight of this reform thrust is that ordinary people from different spheres of society
(i.e., persons not specifically trained or skilled in professional education) not only can enhance the
learning that students derive from schooling, but also strengthen society’s support for those teachers,
schools and educators doing the best job in making such learning possible for all.

Progress in this key reform thrust will be indicated by:

1. Increases in the levels of educators’ satisfaction with the quality of instruction that schools deliver.

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 SAMAR STATE UNIVERSITY
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Office of the Human Resource Management

2. Increases in the levels of parents’ and children’s satisfaction with the quality of education they
obtain.

3. Increases in the levels of communities’ satisfaction with the performance of schools serving them.

4. Improvements in national indicators of learning outcomes such as participation and completion rates,
achievement rates and national sample scores in internationally comparable tests

Main policy actions identified to generate progress in this key reform thrust:

The first three policy actions below are in accordance with Chapter 1 -Governance of Basic Education,
Section 7- Powers, Duties and Functions, Part A. National level of Republic Act No. 9155, Governance
of Basic Education Act of 2001. These three actions involve the adoption multi-sectoral national
strategies in support of learning in three major areas of knowledge of common interest to all Filipinos,
namely, learning in English, in Filipino and in Math and Science.

Each of these national strategies would encompass the basic education curriculum and instruction in
formal schooling, as well as the potential learning support provided by media, community, home and
workplace, alternative learning options, civil society initiatives and all other social mechanisms that
enhance learning. Each strategy shall also include consideration of alternative high schools e.g., science
and technology schools, culture and arts schools, open high schools, distance education, among others.
And each strategy shall also consider the preparation and education of teachers and other types of
mentors and guides best able to facilitate the desired learning in each area of knowledge.

All three strategies would be articulated for children reached by mainstream public schools, as well as
for population segments requiring special education, for the differently-abled persons, for indigenous
peoples, for Muslim Filipinos through madrasah education. Part of the strategies would be the
streamlining of the curriculum, and the possible extension of the basic education cycle. The strategies
will be formulated through consultations, researches, debates, etc. Once adopted, these strategies would
include information campaigns to increase popular awareness and understanding about the current
trends in educational outcomes in these areas of knowledge, and the current progress in implementing
reforms necessary to sustain improvements in desired learning outcomes.

3.1 A national strategy in support of learning in English language: Engage leaders, influentials, experts,
groups and institutions with an interest in Filipinos learning in the English language. Articulate a
consensus on the role and importance of Filipinos learning in English. Identify resources, capabilities,
assets, strengths and advantages available for Filipino mastery of English language. Propose actions,
policies, projects, activities and initiatives that can accelerate, enhance, enrich and universalize
Filipinos learning in English language. Recommend appropriate directions or priorities for schools,
media, professions, enterprises, government agencies, churches and religions, and other social
institutions.

3.2 A national strategy in support of learning in Filipino language: Engage leaders, influentials, experts,
groups and institutions with an interest in Filipinos learning in the Filipino language. Articulate a
consensus on the role and importance of Filipinos learning in Filipino. Identify resources, capabilities,
assets, strengths and advantages available for Filipino mastery of Filipino language. Propose actions,
policies, projects, activities and initiatives that can accelerate, enhance, enrich and universalize

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 SAMAR STATE UNIVERSITY
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Office of the Human Resource Management

Filipinos learning in Filipino language. Recommend appropriate directions or priorities for schools,
media, professions, enterprises, government agencies, churches and religions, and other social
institutions.

3.3 A national strategy in support of learning Mathematics and Science: Engage leaders, influentials,
experts, groups and institutions with an interest in Filipinos learning Math and Science. Articulate a
consensus on the role and importance of Filipinos learning Math and Science. Identify resources,
capabilities, assets, strengths and advantages available for Filipino mastery of Math and Science.
Propose actions, policies, projects, activities and initiatives that can accelerate, enhance, enrich and
universalize Filipinos learning Math and Science. Recommend appropriate directions or priorities for
schools, media, professions, enterprises, government agencies, churches and religions, and other social
institutions.

The national level of DepED is also authorized, and held accountable and responsible by RA 9155 for
“promulgating national educational standards and monitoring and assessing national learning
outcomes”. As part of the national strategies in support of learning, the policy action described below
involves a more detailed specification of the standards and outcomes which formal basic education
schooling should meet.

3.4 A national quality assurance framework for basic education schooling: The existing Revised Basic
Education Curriculum (RBEC) will be further developed into an explicit learning accountability
framework that defines what levels of learning students of schools and divisions should meet at various
stages of the basic education cycle. This framework will be based on the national curriculum, but will
provide leeway for local flexibility and relevance. To enable schools and divisions to meet expected
learning outcomes, the framework should also include adequate support to instruction through
sufficient quantity and better quality textbooks across all subjects, essential teachers’ guides and
manuals (especially for all newly-hired teachers) and other instructional materials, preferably locally
developed. The framework will thus encompass standards for inputs and processes linked to desired
learning outcomes. This QA framework defines the minimum standards all schools should meet and the
key measures to be taken to assure attainment of these standards. It will include a set of minimum
national standards for capabilities, structures, processes and output based on a template for school
improvement processes from planning to implementation to monitoring and evaluation. Finally, the QA
framework shall include a system of nationally standardized student assessments, outcomes
measurement and reporting of basic school statistics that together will provide the basic data about
directions, levels and trends of progress in the ongoing educational reforms.

When the national strategies in support of learning in the three key areas have emerged, and the
national quality assurance framework for basic education schooling has been drafted, DepED will then
consider institutionalizing the multi-sectoral participation in national-level governance of basic
education in its broadest sense to include not just formal schooling but also all other sources of learning
in society. Section 5 of RA 9155 talks about communication channels that “facilitate flow of
information and expand linkages with other government agencies, local government units and
nongovernment organizations for effective governance”. The policy action below is a step in such
direction.

3.5 An institutionalized national forum for multi-sectoral coordination in support of basic education
outcomes: Establish a national governing council on basic education standards that can serve as the
institutional steward and champion of the implementation of the national strategies in support of
learning as well as the national quality assurance framework for basic education schooling. This
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 SAMAR STATE UNIVERSITY
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Office of the Human Resource Management

council can help DepED define, articulate and advocate the concept of quality Filipino basic education
as one that forms a desired type of Filipino with certain distinct identities and core ethical values, apart
from acquiring certain valued competencies. The national council can also enable local communities to
understand and internalize this concept of quality Filipino education (an “educated Filipino” as one of
“being” not just of “doing” or “knowing”) so that parents can assess the quality of schools from the
kind of students they form.

This last policy action focuses on the preparation and training of basic education managers, which is a
task implied by the many mandates and functions of DepED.

3.6 A program and institution for forming basic education managers: Establish a training and
development institution for higher-level education managers, such as assistant superintendents,
superintendents, assistant directors and directors, which is linked to the principals and school heads
institute. This institution should dovetail to the school heads institute.

Key Reform Thrust 4: Providers of early childhood care and development, alternative learning
services, and private sector increase their respective complementary contributions to national
basic education outcomes.

Why this reform thrust is important: Even good public schools with good teachers will require the
assistance and contribution of others in attaining the nation’s desired learning outcomes. Children
entering school at Grade 1 need to be made ready for school through early childhood education from
their birth onward. Adult illiterates, out-of-school youth and other learners not in school need to secure
basic education competencies through alternative learning options. The private sector also needs to
supplement the effort of public schools by serving families who opt to send their children to private
schools and by offering private sector solutions to public education. These three segments of most
Filipino communities – early childhood education, alternative learning providers and private sector –
require a policy environment that strengthens collaboration among service providers within their
localities and maximizes their respective contributions to the nation’s learning objectives. The central
insight of this reform thrust is that effective convergence of early childhood education, alternative
learning, private sector and public schools in localities will maximize learning impact of each one.

Progress in this key reform thrust will be indicated by:

1. Increased percentages of all Grade 1 entrants who meet the standards for school readiness

2. Increased percentages of ALS clients completing courses in basic and functional literacy

3. Increased percentages of takers of accreditation and equivalency tests in elementary and secondary
levels pass

4. Percentage of total school enrollment served by private schools reach the target set by national policy

Main policy actions identified to generate progress in this key reform thrust:

4.1 Local delivery models for cost-effective early childhood education: Develop new or scale up
existing locality-based (municipal, city or province) ECE delivery models that feature, among others:
assessments of readiness for school of all Grade 1 entrants; schools giving feedback to parents about
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 SAMAR STATE UNIVERSITY
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Office of the Human Resource Management

the readiness of their children for school; schools giving feedback to local governments and community
leaders about groups of Grade 1 entrants not ready for school; expansion of local ECE programs that
demonstrate effectiveness in getting children ready for school; improvement of other programs to
increase their effectiveness; adoption of standards known to enhance effectiveness of ECE programs;
and LGU coordination of local ECE efforts at home, in communities, at day care and in pre-schools by
government, non-government and private sectors.

4.2 Enhanced and accelerated ALS coverage: Review existing mandate of Literacy Coordination
Council for possible revision to cover governance of alternative learning system, including adoption of
policies and standards for alternative learning services by national government agencies, local
governments, non-government organizations and the private sector. Develop or scale up locality-based
(municipal, city or province) ALS delivery models. Develop capacity of service providers (public and
private) to identify potential ALS learners in the areas where they operate thru referral and drop-out
tracking system, and integrate literacy training in their programs of assistance reaching illiterate OSY
and adults, and other learners. Establish structure and support mechanism of convergence at various
levels.

4.3 A private sector strategy for basic education: Identify potential of various roles of private sector in
basic education: private schools; private management of public schools; private sector participation in
public schools governance; private enterprises performing public education functions as contractors or
suppliers; private financial contributions to public education. Determine the optimum level of private
sector in these various roles. Ensure private sector participation to meet this optimum level. Expand
private sector participation in education through reforms in the Educational Service Contracting scheme
such as expansion of coverage through all areas of basic education and improved targeting where
public sector capacity constraints are matched by available private sector capacity. Consider also
possible private management of public schools and private sector services to public schools or school
clusters (for example, INSET, supervision and assessment).

Key Reform Thrust 5: DepED changes its own institutional culture towards greater
responsiveness to the key reform thrusts of BESRA.

Why this reform thrust is important: The first four key reform thrusts would change the policy
environment of schools, teachers, social support for learning, providers of early childhood education
and alternative learning services, and private sector involvement in basic education. The key
institutional player behind the formulation, adoption and implementation of these policies, now and
over the long-term, is the Department of Education, particularly its national, regional and divisional
offices. If these reforms are to advance, take root, blossom and bear fruit, the institutional culture of
DepED will need to change to become more hospitable to these reforms. In particular, DepED will
need to move out of its worst centralized, bureaucratized, mechanistic and simplistic mindsets and
habits if it hopes to attain populationwide higher level learning outcomes. For reforms to occur at scale
and be sustained in the long-term, DepED’s organizational culture, financial systems, technological
capabilities and accountability environment have to adjust to the demands of these reforms. The central
insight of this reform thrust is that the culture of the institution behind reform policies must change if
the policies were to have a chance of eventually succeeding.

Progress in this key reform thrust will be indicated by:

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 SAMAR STATE UNIVERSITY
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Office of the Human Resource Management

1. High levels of deep understanding among incumbent DepED managers at central, regional and
divisional offices of DepED’s strategy for culture change and its integration into the modernization
plans of DepED offices.

2. A new national budget framework established featuring multi-year, goal-based funding levels with
equitable allocations to localities linked to LGU contributions and allocations to schools specified
according to a transparent formula.

3. Increased levels of favorable public perceptions of honesty, integrity and professional excellence of
DepED offices

4. ICT strategy adopted and implemented according to targets

Main policy actions identified to generate progress in this key reform thrust:

5.1 A strategy for institutional culture change integrated into organizational modernization plans for
central, regional and divisional offices: Develop a strategy for changing the institutional culture of
DepED towards becoming more supportive of the directions of the reforms comprising BESRA.
Implement the culture change strategy in the improvement of the operational capacity of central DepED
through the modernization of its staff and facilities, as well as through increasing the transparency,
accountability and integrity of its units, based on the newly rationalized structure and operations.
Implement the culture change strategy in the Improvement of the operational capacity of 17 DepED
regional offices through modernization of staff and facilities, as well as through increasing
transparency, accountability and integrity of its units, based on development and formulation of
specific regional basic education support plans. Implement the culture change strategy in the
improvement of the operational capacity of 184 DepED division offices through modernization of staff
and facilities as well as through increasing transparency, accountability and integrity of its units, based
on development and formulation of specific local basic education plans.

5.2 A new national budget framework for basic education: Seek approval for a new national budget
format for basic education that is based on DBCC-approved multi-year baseline allocations sufficient to
meet the basic resource needs of schools, providing sub-allocations to localities that is linked to specific
levels of lGu contributions, specifying school-level suballocations that serve as the basis of school-
based budgets. Increase annual budget outlays to meet enrollment and cost increases, eliminate
resource gaps and attain target goals. Identify sources of potential savings in the existing budget for
possible re-allocation to finance policy reform initiatives. Increase level and effectiveness of LGU
spending for basic education at school and locality levels through direct mandates and costsharing
schemes. Integrate all other international and local project initiatives in basic education within the
overall basic education reform and operations framework. Integrate performance and internal audit
mechanisms in the routine functions of the public schools system. Identify measures to increase
revenues from education sector assets and administrative rules to enable DepED to use these revenues
to finance policy reform initiatives, including teachers’ compensation and benefits.

5.3 An ICT strategy for basic education: Develop and adopt a strategy for cost-effective use of ICT in
basic education (for classroom instruction and teachers’ training in schools, as well as for use by
DepED offices). Expand and mainstream those already tested, cost-saving educational technologies as
tried out in past programs and projects.

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 SAMAR STATE UNIVERSITY
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Office of the Human Resource Management

EDUCATION FOR ALL (EFA)

A country’s vision of inclusive growth and development entails investment in human capital,
particularly through the provision of quality basic education, competitive technical vocational skills
training, and relevant and responsive higher education as stated in the Philippine Development Plan
2011-2016. The current administration has placed a high regard for education and has pushed for
educational reforms that promote inclusive education especially for the marginalized. Education, being
the priority of the government, has produced active public-private partnerships over the years both at
the national and the school levels.
The fruits of the past and the current EFA related programs and projects resulted in increased
performance of the country in most of the EFA indicators. However, at this time, there are still some
gaps in performance which require greater efforts to accelerate and reach national EFA targets by 2015.

The highlights of the country achievement can be summarized as follows:

Goal 1: Early Childhood Care and Education (ECCE)
• There was a 3 percent increase in the number of early childhood day care centers from 2011 to 2013
(51,797 in 2011 to 53,436 in 2013).
• Early Childhood Care and Development (ECCD) enrollees increased by 4 percent as indicated by the
Department of Social Welfare and Development (DSWD) enrolment of 1,699,888 in 2011 and
1,778,274 in 2013.

The Early Years Act of 2013 designated the ECCD Council as the agency responsible for children aged
zero to four years old, while DepEd is in charge of children from five to eight years old. ECCD
programs towards the development of children aged zero (0) to four (4) years old are provided in
center-based and home-based day care centers.

Goal 2: Universal Primary/BasicEducation

• The Enhanced Basic Education Act of 2013 was passed into law that ensures kindergarten as the
mandated first stage of compulsory formal education.
• Kindergarten education for fiveyear-old children has made tremendous progress in enrolment
following the Kindergarten Act that universalized preschool education.
• There was an 8.5 percentage point average annual increase from SY 2005-2006 to SY 2010-2011 in
kindergarten enrolment. The 100 percent target in 2015 is still beyond reach with an observed 77
percent
kindergarten Net Enrolment Rate (NER) in SY 2012-2013.
• Access to elementary and secondary education, as revealed by NER, has fluctuated as figures dipped
in
SY 2005-2006 (Elementary, 84.44%; Secondary, 58.54%) and rose in SY 2010-2011 (Elementary,
95.92%; Secondary 64.30%). Primary school-age participation rate was nearing the 100 percent mark
with 95 percent NER in SY 2012-2013.
• The figure for the secondary school age participation rate was about 65 percent, which is 35
percentage
points away from the 100 percent target in SY 2012-2013.
• Keeping children in school until they finish their basic education remains a challenge as completion
rate for elementary, on the average from SY 2005-2006 to SY 2012-2013, was only around 72 percent.
• For the secondary completion rate, the average from SY 2005-2006 to SY 2012-2013 was around 73
percent.
• Survival of children until they reach the final grade/year, as indicated by cohort survival rates, has
been

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 SAMAR STATE UNIVERSITY
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improving over the years; however, elementary rate was 75 percent and for secondary it was only 78
percent, putting at least a 20 percentage point difference between the current rate (SY 2012-2013) and
the targeted 100 percent target.
• Moreover, eliminating dropout in the first three grades remains an issue with Grade 1 having a 13.04
percent school leaver rate in SY 2011-2012.
Goal 3: Learning and Life Skills for Youth and Adults
• The technical skills education and training programs have been provided to qualified and interested
secondary level students through the DepEd Tech-voc program that increased by 35 percent as shown
in the number of enrollees from 246,012 in SY 2007-2008 to 378,150 in SY 2012-2013.
• TESDA TVET enrolment has also increased 19 percent from 2011- 2013 (1.6 million in 2011 to 1.9
million in 2013).
• Employment rate among graduates was likewise on the rise from 48.5 percent in 2005 to 65.3 percent
in 2013.
Goal 4: Adult Literacy
• Basic literacy rates have improved from 93.4 percent in 2003, while basic literacy rose to 95.6 percent
in 2008.
• Functional literacy likewise increased from 84.1 percent in 2003 to 86.4 percent in 2008.
• To increase adult literacy among Filipinos, the DepEd provided basic and functional literacy
programs
for out-of-school youth and adults under its alternative learning system (ALS). ALS enrolment and
number of completers have been increasing steadily from 106,482 enrollees in 2005 to 330,977 in
2013, and from 77,168 completers in 2003 to 232,393 in 2013.
Goal 5: Gender Parity and Equality
• In 2011, more female children aged 0 to 5 years old were availing themselves of day care services.
Among children aged 0-3 years old, 44.4 percent were males and 55.4 percent were females; and
among
children aged 3 to 5 years old, 46.9 percent were male, 47.5 percent were females. Among children
beyond five years old, there were more male than female children provided with day care services.
• In SY 2012-2013, there were more females (96.3 percent in elementary and 70 percent in secondary
NER) than males (94.2 percent in elementary and 59.9 percent in secondary) that had access to basic
education. Moreover, more females (78.2 percent elementary and 79.9 percent secondary) than males
(69.6 percent elementary and 69.8 percent secondary) completed their basic education.
• Females performed better than males in the National Achievement Test (NAT). Females got a mean
percentage score (MPS) of 70.6 for elementary and 53.5 for secondary while MPS of males was 67.1
for
elementary and 49.0 for secondary in SY 2012-2013.
• On the other hand, more males were availing themselves of and completing the ALS programs of
DepEd. In 2013, there were 51.7 percent male enrollees compared to 48.3 percent female enrollees in
ALS. Among the completers, 55.0 percent were males while only 45.0 percent were females.
• In terms of technical-vocational (tech-voc) education at the secondary level, females outnumbered
males in three out of four programs (ICT, Arts and Trade, and Fisheries).
• In TESDA’s TVET, 52 percent of both total enrollees and total graduates were females.
Goal 6: Quality of Education
• The National Achievement Test (NAT), the Philippines’ measure of education quality, has been
improving.
• The elementary national mean percentage score was still 6 percentage points away from the targeted
75 percent with 68.9 MPS in SY 2012-2013.
• At the secondary level, the national mean percentage score was 23 percentage points away from the
set target, with only 51.4 MPS in SY 2012-2013.
• In terms of education input, the education sector is supposed to get the biggest chunk of the national

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 SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700
Office of the Human Resource Management

budget. DepEd budget allocation increased from 207.2 billion pesos in 2011 to 336.9 billion pesos in
2014. However, there remained fiscal shortfalls as the overall education budget allocation fell short of
the recommended portion of GDP; government spending in education sector was only 2.6 percent of
GDP in 2011.
• The current government has been allocating bigger education budgets each year since 2010 to close
the input gaps in education. DepEd reported that gaps have been closed in terms of provision of
classrooms, seats, and textbooks in public schools.
• DepEd has also increased the number of teachers with more than 102,623 teacher items created and
supplemented by 43,204 volunteer kindergarten and LGU-hired teachers.

1.4 References
Republic Act 7160 Local Government Code of the Philippines. Philippines Official
Gazette
Republic Act 9155 The Governance of Basic Education Act of 2001. Philippines
Official Gazette
Medium-Term Philippine Development Plan (MTPDP)2004-2010
Basic Education Sector Reform Agenda (BESRA)
The Schools First Initiative of 2002
Education for All (EFA)

1.5 Acknowledgment
I would like to give acknowledgement to our professor, Dr. Julius A. Versoza, for his
invaluable knowledge on School Based Management (SBM) and the importance of foundations of
SBM and its legal basis. And for explaining to us necessary concepts associated to SBM as an
managerial approach in schools.

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