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

Discussion Flow I.Background II.Current Situation III.Thrusts and Strategies IV.Budgets

I. Background

Sector Performance: Elementary

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

II. Current Realities 1. Enrolment Trend vs. Budget Growth

2. DepED Share Out of National Budget

3. Under-investment in public HS Type of HSPer studentUPCAT Passing Rate DepED HS (4,830 schools) P4,60020% DepED Science- Oriented HS (126) P17,90041% Phil. Science HS (DOST, 8 schools) P68,80090%

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.

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 ) Grade 3 Reading Level Pre-testPost- test Inc./ Dec. Non-reader 1.67%00.83%00.84% Instructional 29.52%44.30%14.78% Independent 16.62%33.95%17.33% Frustration 52.19%20.92%31.27% Results of Phil-IRRI Tests, SY

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

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.

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. Science42% 58% Biology44% 56% Chemistry34% 66% Physics27% 73% Math80% 20%

IV. Thrusts and Strategies 1.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

a. Emphasis on English, Science, Math –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

b. Focus on teachers 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

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

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”

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

– 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

3. Increase spending in basic education  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

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

Allocations by Expense Class

Regional Budgets (P’000)

Allocations by Major Final Output

Major Expenditure Items, OSEC

End of Presentation