The Philippine Education For All Initial End of Decade Report No less than the state recognized that education is a right of every Filipino. In pursuance of this, the Philippine Department of Education has committed under the Dakar Framework Action to provide access to basic learning needs to all Filipinos. The EFA Plan of Action contains concrete suggestion on how to attain functionally literate Filipinos by 2015. This report contains the initial progress of the country in the EFA Plan Implementation from 2005-2009.

Philippine EFA Plan of Action Urgent and Critical Tasks Objectives Goal: Functionally Literate Filipinos The Philippine EFA Plan of Action envisions that by 2015, “All Filipinos are Functionally Literate”. To attain this goal, it identified 4 component objectives and 9 urgent and critical tasks.

Urgent and Critical Tasks Six Production Tasks: Better Schools Expanded ECCD Cost-Effective Literacy Programs Better Teachers Longer Formal Basic Education Cycle: Curriculum Development

Urgent and Critical Tasks Three Enabling Tasks: Adequate Funding Community commitment Regular Monitoring of Progress

Overall Progress GOAL 3 – Ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programs

Summary of Key EFA Indicators ALTERNATIVE LEARNING SYSTEM 2006 2007 2008 2009 Number of Learners enrolled in DepED Delivered ALS Programs 134,697 147,136 319,208 332,500 Percentage of Learners who completed DepED Delivered ALS Programs 72% 75% 74% Accreditation and Equivalency Percentage of Passers vs Takers Elementary Level 26% 27% 25% Secondary Level 18% 21% 24% However, the country was not as successful in reaching the OSY, Adult illiterates and the learners who are living in the hinterlands.

Functional Literacy Rate (10-64 years old) The instrument that measures Functional Literacy in the Philippines is the Functional Literacy Education and Mass Media Survey (FLEMMS). FLEMMS is a national survey administered every five (5) years that gathers information on basic and functional literacy, the educational skills and qualifications and exposure of the Philippine population to mass media. The FLEMMS administered in 2008 revealed an increase of 2.3 percentage points in the Functional Literacy of Filipinos from 84.1 in 2003 to 86.4 in 2008. It is noteworthy that the country already exceeded the 2010 target on functional literacy set at 84.4. In terms of actual numbers, around seventy six million (76 Million) of the estimated eighty-eight million (88 Million)* Filipinos are functionally literate. *Actual Philippine Population as of August 2007 based on National Statistics Office Website.

Functional Literacy Rate by Region 25 50 75 100 ARMM VIII SOCCSKSARGEN IX V XI VI IV-B CARAGA X II VII CAR I III IV-A NCR 2003 2008 In terms of regional performance, the National Capital Region (NCR) has the highest functional literacy rate at 94.0 percent, followed by Region IV-A (93.5) and Central Luzon (92.1). The Autonomous Region for Muslim Mindanao has the lowest functional literacy rate of 71.6 percent.

Enrollees and completers in DepED procured ALS Programs Production Task # 3 of the Philippine EFA Plan outlines the need for the Philippines to implement cost-effective alternative learning options for achieving adult functional literacy. Along this line, the Bureau of Alternative Learning System (BALS) has engaged local service providers to provide literacy classes in various parts of the country.

Enrollees and completers in DepED delivered ALS Programs From 2005 to 2009, there was a steady increase in the number of learners covered by DepED and various ALS service providers. However, there is a need to improve the number of completers in the DepED-delivered ALS and DepED-procured ALS Programs. In 2009, only seventy-five (75%) completed the ALS programs on both types of delivery method.

Percentage of Passers in Accreditation and Equivalency Test, Primary Level From 2005-2009, the number of test-passers of A&E Exam against the test-takers at the primary level is marked with low performance. Passing rate remained at around 20% for the past four (4) years. In 2009, there is a sharp decrease in A&E Passing Rate at Primary Level from the previous year.

Percentage of Passers in Accreditation and Equivalency Test, Secondary Level Accreditation and Equivalency Passing Rate at Secondary Level was not sustained in 2009 while this was increasing slowly in 2005-2008.

List of Education Partners and current initiatives United Nations Children’s Fund (UNICEF) Country Program for Children and Child Friendly School System Australian Agency for International Development (AusAID) Support to Basic Education through Basic Education Assistance in Mindanao Project United States Agency for International Development (USAID) Support to Basic Education through Education Quality and Access for Learning and Livelihood Skills Project (EQUALLS) in Mindanao World Bank (WB) Supports basic education reforms in terms of funding provision, research, among other forms of technical assistance Plan Philippines The provision of a holistic packaged which includes parent education and provision of schools supplies in poor municipalities Education Network (E-Net) Support to EFA through the Grand Alliance Above is the summary of education partners and their corresponding initiatives to support education in the Philippines.

Key Challenges

Slow pace of improvements Persistence of disparities and marginalization Shortage of Critical Resources Weak linkages of reforms and initiatives Among the persistent challenges of the country are the following: Education outcomes are steadily improving in a very slow pace, especially on indicators on access and efficiency. Inequality in education remains. Boys still have low enrolment rates, high drop out rates and low achievement levels. There are also regional and sub-regional disparities which also need to looked at. Vulnerable groups are also most disadvantage in times of calamities and disasters. Resources are severely constrained due to increasing population. Reforms must be linked at with other initiatives and must penetrate the school levels.

Marginalized and Vulnerable Groups Muslim and IP children and learners Working Children Children located in armed conflict and disaster prone areas The following are the most marginalized and vulnerable groups in the country.

Best Practices Sector Wide Reform Approach - Basic Education Reform Agenda Policy Framework for greater community participation on Education The BESRA is one of the initiatives of the educational system that has been hailed as best-practice by various partners. The reforms covers all the critical areas in education such as school management, teacher competencies, assessment, quality management, information systems, organization development and among others. EFA Plan also provides the policy framework for the involvement of stakeholders in the community. The present administration has adopted this spirit of greater community participation in education. It pursues strengthening private sector and LGU partnership as one of its education agenda.

Beyond 2015… Bridged the performance gap Plugged the holes in resources Reduced Inequalities Improved governance and strengthened partnership with stakeholders Education cycle aligned with International Practices The country performance while low is gradually increasing. The fearless forecast for 2015, with the current administration focus on education as key driver for manpower development, poverty alleviation and national competitiveness, is that the country would be able to: Bridge the performance gap Plug the holes in resources through fiscal reforms and anti-corruption strategies Reduce disparities and marginalization of vulnerable groups through IP and Muslim Education Programs, ADMs, Student Tracking Systems and the like. Deepen partnership with education stakeholders Align the education cycle with international standard through the addition of 2 more years in the formal schooling.

In behalf of the Filipino people… THANK YOU VERY MUCH and MABUHAY!