Education For All: A Functionally-Literate Philippines!

1. FY 2007 BUDGET Education For All: A Functionally-Literate Philippines! Secretary Jesli A. Lapus October 2006

2. Background Current Situation Thrusts and Strategies Budgets Discussion Flow

3. I. Background

6. 1 slide for secondary for all 4 indicators, both public and private Sector Performance: Secondary

7. II. Current Realities1.Enrolment Trend vs. Budget Growth

8. 2. DepED Share Out of National Budget

9. 3. Under-investment in public HS

10. 4. Resource Gaps (costs in billion) * Single shift for all Regions except NCR. ** Double shift in city divisions. *** Includes a 5% factor for school repairs.

11. 5. Poor reading skills of pupils affect learning in all subject areas. Higher English proficiency translates positively into higher Science and Math abilities. (Poor reading is also due to eyesight and hearing-related problems in about 30% of G1-G3 pupils. Source: DOH) Results of Phil-IRRI Tests, SY 2004-2005

12. 6. Over a fifth of public elementary school children have ‘below normal’ nutritional classification status. Nutritional Status of Public Elementary School Children

13. 7. Almost two-thirds (62%) of the public schools are without full-fledged principals to provide instructional leadership (24,834 ES, 1,451 HS). 1,901 schools require head teachers 8. Low quality of teachers due to poor student input to teacher education programs, deficiencies in tertiary education (e.g., limited practice teaching in public schools) and insufficient in-service training programs.

14. 9. Majority of Science teachers and a significant percentage of Math teachers (at the HS level) are not science or math majors. SubjectMajorsNon-Majors Gen. Science 42% 58% Biology 44% 56% Chemistry 34% 66% Physics 27% 73% Math 80% 20%

15. Continue addressing resource gaps Classrooms – double-shift policy; service purchasing policy; education voucher awards Teachers – more items for deployment; Principals – eliminate ‘head-less’ schools in 3 years Desks – packaged with classrooms; to include teacher table and desks and blackboard Textbooks – continue 1:1 book-to-pupil ratio Training and Development IV. Thrusts and Strategies

16. Focus on reading, esp. in Grades 1-3 to build foundation skills for learning how to learn Scale up Every Child a Reader Program Implement policy of “no promotion beyond Grade 3 for non-readers” Ensure 1:1 book to pupil ratio for key subjects Provide reading materials via library hubs Assign the best teachers to 1st 3 grades a. Emphasis on English, Science, Math

17. Improve hiring – English proficiency as a key competency (immediate) and computer literacy (by 2008) Coordinate with PRC and CHED to ensure that these competencies are developed in pre-service training and are tested in licensure examinations Intensify training – especially for non-majors teaching E, S, M and build up core staff of Math and Science supervisors and master teachers– 138,167 teachers trained in ESM, each of whom will train 5 other teachers, or a total of 463,305 teachers within 2006 b. Focus on teachers

18. 2. Programmatic approach to quality issues Y1 Y2 Y3 Y4 I C T A s s e s s m e n t K G1 G2 G3 G4 G5 G6 Pre-school Program + Health & Nutrition Reading & Comprehension (Filipino & English) English Science Math H & N Makabayan Madrasah/IP Education Development Alternative Learning System Accred. & Equiv. School-based Management In-service Training/Continuing Education New and More Relevant Instructional Materials Provision of Basic Schooling Resources

19. c.Provide principals and head teachers to schools without school heads to promote closer instructional supervision and stronger school-based management d. Use ICT to improve teaching-learning processes and teacher training programs • Telecast nationwide classes taught by expert teachers especially in E, S, M • Expand distance learning opportunities in teacher-training, e.g., “Teleserye para kay Mam”

20. e. Expand the School Feeding Programs To improve school attendance of Grades 1-2 children where drop out incidence is at the highest To ensure that learning takes place by improving the nutritional status of children f. Pursue establishment of partnerships with industry, local and non-government and donor organizations Brigada Eskwela Adopt-a-School Program Schools First Initiative through decentralized governance

21. Wipe out remaining shortages in classrooms and teachers by focusing the provision to identified priority schools For classrooms – in schools where classroom-student ratio is greater than 1:50, even on double shift basis For teachers – in schools where teacher-student ratio is greater than 1:50 Lower class sizes to 1:45 starting 2007 Expand the Educational Voucher System but – improve targeting of beneficiaries increase the subsidy to P6,000 per student starting 2007 gradually phase out Educational Service Contracting in favor of EVS g. Keep class sizes within manageable levels to improve learning conditions in schools

22. Raise DepED budget from P112B in 2005 to P170B in 2010 to – cover demands arising from population growth catch up with shortages improve key performance indicators (e.g., higher participation, completion and achievement) Raise per student MOOE from P125 in 2006 to P207 in 2007 for elementary from P350 in 2006 to P509 in 2007 for secondary 3. Increase spending in basic education

23. IV. BUDGETS: FYs 2005-2007 Total DepED : 17% over FY 2005 Total DepED : 12% over FY 2006 Total DepED : 15% lower than FY 2007 Original Proposal

24. Allocations by Expense Class

25. Regional Budgets (P’000)

26. Allocations by Major Final Output

27. Major Expenditure Items, OSEC

29. End of Presentation