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I.

General Introduction
A. Philippine Education Structure
B. Overview on EFA
C. Policies, Programs and Projects to
achieve EFA targets
a. Governance and Finance
b. Early Childhood Education
c. Formal Basic Education
d. Alternative Learning System
e. Lifelong Learning
Promoting the right
of all Filipinos by
providing children
and compulsory
education in the
elementary and high
school level
Reduce Hunger & Poverty Reduce Environmental
(by half in 2015) Degradation

Reduce Discrimination
Reducing Diseases against women
Early Childhood Development

Expansion of self-sustaining
community-based ECCD
Use of innovative approaches to
parent education
Promotion and preparatory
education
Accreditation of private pre-school
programs and institutions
Differentiated approaches for special
categories of children
Strengthening of health, nutrition,
and other allied services
Socio- cultural adaptation of
curriculum, materials and
approaches
Single agency to coordinate
programs for ECCD
Universalization of
Quality Education

Enhancing the holding power


or student retention of
schools
Using alternative teaching-
learning delivery modes
Strengthening home-school
partnership
Emphasis on higher-level
thinking skills
Upgrading teacher
competencies
Alternative Learning
Systems

Eradication of illiteracy in
selected areas
Promotion of continuing
education
Implementation of integrated
programs
Goal 1 Early Childhood and Care
Education

Expand and improve comprehensive


childhood care and education, especially
for the most vulnerable and
disadvantaged children
Goal 2 Universal Primary
Education

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 Youth and adult skills

Ensure that the learning needs of all young


people and adults are met through
equitable access to appropriate learning
and life skills program
Goal 4 Adult Literacy

Achieve a 50% improvement in level of


adult literacy by 2015, especially for
women and equitable access to basic and
continuing education for all adults
Goal 5 Gender Equality

Eliminate gender disparities in primary


and secondary education by 2015, with
focus on ensuring girls full equal access
to and achievement in basic education of
good quality.
Goal 6 Quality of Education

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.
Universal Coverage of out-of-school
youth and adults in the provision of
learning needs

Universal school participation and


total elimination of drop outs and
repetition in Grades 1 to 3
Universal completion of full cycle of basic
education schooling with satisfactory achievement
levels by all at every grade or year; and

Commitment by all Philippine communities to the


attainment of basic education competencies for all
Education for All by all
Production Tasks

Better Schools: Make every school


continuously perform better.

Early Childhood Care and


Development (ECCD): Make expansion of
coverage yield more EFA benefits.
Production Tasks

Alternative Learning System (ALS):


Transform non-formal and informal
interventions into an alternative learning
system yielding more EFA benefits

Teachers: Promote practice of high


quality teaching
Production Tasks

Longer Cycle: Adopt a 12-year program for


formal basic education with two more years
added, one each for elementary and high school,
to the existing 10-year basic education
schooling.

Accelerate articulation, enrichment, and


development of the basic education
curriculum in the context of the pillars of
new functional literacy.
Enabling Tasks
Funding:
Provide adequate and stable public funding
for country-wide attainment of EFA goals.
This includes adoption of a funding
framework for basic education that combines
the national and local government funding to
the most cost-effective local efforts to
attain quality outcomes in every locality
across the whole country.
Enabling Tasks

Governance:
Create a network of community-based groups for local
attainment of EFA goals. A knowledge-based movement
which 9 Philippine Education for All 2015 Review
Report which reaches, engages, and organizes persons
in each locality to form a nationwide network of
multisectoral groups advocating and supporting
attainment of EFA goals in their respective localities.
Enabling Tasks

Monitor progress in efforts towards


attainment of EFA goals: Development
and implementation of indicators of
quality education.
The governance of
Basic Education
Act of 2001 provides
the legal basis for the
decentralization of
basic education
management and
governance to the
level closest to the
learner the school
and community
Third Elementary Education Secondary Education Development
Project and Improvement Project

Basic Education Assistance for Muslim Mindanao


build the institutional capacity of DECs (Department of
Education, Culture and Sports) to manage the change
process associated with TEEP

improve learning achievements, completion rates and


access to quality elementary education in 26 poor
provinces
DO 82, s. 1999
Signing Authority for the Third Elementary
Education Project (TEEP) and Secondary Education
Development and Improvement Project (SEDIP)

DO 74, s. 1996
Creating the Project Management Advisory
Committee for the Third Elementary Education
Project
The Secondary Education Development and
Improvement Project (SEDIP) is a seven-year project
that aims to reduce inequity and geographical
disparity of access, quality and efficiency of public
secondary education and to support the
Departments thrust for decentralization and
modernization.

DO 18, s. 2003

Integrating the Secondary Education Development and


Improvement Project (SEDIP) with the Bureau of
Secondary Education (BSE)
The right of children to assistance,
including proper care and nutrition,
and special protection from all forms of
neglect, abuse, cruelty, exploitation,
and other conditions prejudicial to
their development

Republic Act No. 8980 Early Childhood Care and


Development Act
Managing early childhood development
programs and services with emphasis on
community based activities

Designating a single agency to be Exploring and using various


responsible for early childhood approaches to parent education
development

Including another year of


Adapting curriculum, materials preparatory schooling for six yrs
and approaches to the Filipino old as part of the formal school
childs socio cultural milieu system

ECCD
Integrating health, OBJECTIVES Accrediting private school
nutrition, and allied services programs and institutions
in the program and services

Designing focused and


differentiated approaches for
special categories of children
Upgrading and
expansion Day Care Workers
of day care centers and
barangay health centers Early Childhood Care and
Development
Provision of equipment, Checklist preschool
supplies curriculum

Immunization of pregnant Grade 1 teachers


mothers 8-week Early childhood
education curriculum
Micronutrient use of the school Program implementation
supplementation for readiness assessment tool review once a year
mothers and children Quarterly on-site
Social Workers Provision of hardware &
monitoring (if necessary)
Provision of essential software training
drugs and medicines Parent Effectiveness Monthly & quarterly
Service financial and physical
Supplemental feeding Preschool curriculum accomplishment
which includes de- Pabasa sa Nutrisyon
worming
Health Service providers
Growth monitoring and Integrated Management
promotion on Childhood Ilnesses
Pabasa sa Nutrisyon
Livelihood assistance for International Reference
parents of children in day Standard
care and supplemental Food Always in Home
feeding program
Kalusugan ng Kabataan Ating
Kinabukasan
Aims to address the development and health
needs of children 0 to 19 years old
Develop a system for early identification,
referral and intervention for children with
disabilities
Tagum City
Davao del Norte
Taisan, Batangas
Tacloban City
School in a box
Developed by Anak natin Foundation,
Inc.
Teaching materials for the day care worker
Learning materials for 3 to 5 years old
Strengthening the formal system of
pre-school delivery

Physical development
Personal and social development
Affective development
Cognitive development
Creative aesthetic development
Implementing the Preschool Service
Contracting Program

Utilizes an alternative delivery system aimed at


providing childhood experiences to prospective
Grade 1 children in the 5th and 6th class
municipalities, urban slums, and relocation
areas
Private pre-schools and church-based
early learning centers
Providing Early Childhood Education
Exposure to all incoming Grade 1
students

Institutionalized through DO No. 10, s.


2004 to provide Grade 1 entrants with
early childhood education experience as a
stop gap measure
Pursuit of Quality through
curricular Reforms
Decongesting the curriculum

Policy of indigenization of
curriculum led to development of
localized curriculum materials

Promotion of the use of


Information and Technology in
every learning area
Quality Assurance Strategies through
Testing and Assessment
Introduction of new student assessment
scheme (diagnostic test for Grade IV to
determine the learning gaps)

Use of transmutation table was replaced


by Performance-Based Grading System

Reading proficiency level is assessed and


evaluated through Philippine Informal
reading Inventory
Quality Assurance Strategies through
Testing and Assessment

High School Readiness Test is given to


incoming First Year students to assess the
mastery of the basic competencies of the
elementary
90% of the elementary graduates failed the
test
Remediation program in language,
mathematics, and science
Quality improvement through school wide
reforms
DO. No. 230 implementation of School-Based
Management

Basic Education as a right


Access to, equity in and improved quality of basic
education
Improving learning outcomes
Community and local government engagement

Accreditation Program for Public Elementary Schools


Quality improvement through teacher
development programs

Teacher education and development program

National English proficiency program

Project on Strengthening the support system for


School-based INSET

Increasing the number of teaching positions yearly


Sector-wide strategies to improve access,
equity, quality and efficiency

Highest budget allocation (national)

Congressional support PDAF

National Schools Maintenance Week (Brigada


Eskwela)

Procurement of school resources averages about P28


billion yearly
Policies, programs, and projects that
promote access
Little red House Project of Coca-cola Foundation Phil.

Educational Facilities improvement Project of Japans


Grant Aid program

Third Elementary Education Project

Federation of Filipino Chinese Chamber of Commerce

Classrooms Galing sa Mamamayang Pilipino Abroad


Alternative delivery modes that promote
access and holding power of school

Project EASE (Effective Alternative Secondary


Education)

Open High School Program

Balik Paaralan Program (Home Study


Program)
ALTERNATIVE LEARNING SYSTEM
ALS aims to open more education opportunities for
Filipino citizens of different interests, capabilities,
demographic characteristics, socioeconomic origins,
and status as well as addressing the needs of
marginalized groups.
L
e
a
r
n
i
n
g
C
e
n
t Community School
e Learning Centers
r
- Called a classroom
teacher
- Must be a licensed
teacher

t - Must be an education
graduate

e - facilitator/instructional
manager
a - Must be trained in ALS

c - Must be college graduate for


A & E Program

h - Must be high school


graduate or less for literacy
e program

r
a
g
Age is required for
e No age requirement every school level
Communication skills English
L
e Critical thinking and Filipino
problem solving skills
a Science
r Sustainable use of Mathematics
n resources/productivity
Makabayan
I Develop of self and sense of
n community
g Expanding ones world
vision
A
r
e
a
s
M Modules are Textbooks are teacher
facilitated
Self paced
a Self instructional
t Indigenous

e integrated

r
I
a
l
s
A ABL Test for the Basic
Literacy Program
End of the year
achievement Test for
s A & E test for A & E all grade and high
S program
For the elementary
school levels

e equivalent and high


s school level equivalent
levels
s
m
e
n
t Assessment of Learning for Promotion to the Next Level
BALS PROGRAMS & PROJECTS
Indigenous Peoples education
Accreditation and Equivalency Program
Lifelong learning is a learning progression
beginning at birth and ending only with death
which encompasses both the formal and
alternative learning systems.
Real life literacy
Pillars of education as basis of lifelong learning
Learning to know
Learning to do
Learning to live together
Learning to be
New definition
Communication skills
Problem solving and critical thinking skills
Sustainable use of resources/productivity
Development of self and sense of community
Expanding ones world vision