CHALLENGES IN THE PHILIPPINE BASIC EDUCATION SYSTEM

JOVITO R. JOBO, JR.Graduate School Student – Master in Public Affairs

University of the Philippines Los Banos

March 26, 2009

INTRODUCTION:

Leadership in any organization is crucial and often determine the success

or failure of the organization. The law of the lid states that the leader’s

perspective and direction leads the whole organization to its destination.

In any organization, the management and/or leadership depends on the

organizational structure. Larger organizations have a more complex

organizational set-up compared to that of a smaller organization. Hence, it is

easier to manage or to lead a smaller organization compared to a larger one.

Public and Private educational organizational set-up also differ as it is said

that public education tend to be bureaucratic and transactional in nature. Often,

especially in case of local community setting, decision making is being made

with the approval of the head of the local government especially in terms of

budget consideration, and staff appointments. Private on the otherhand is often

linear in nature and has the advantages in decision making since often, the

decision making process is made by the owners themselves.

The present public education system is besiege with a lot of problems

which this paper will discuss. These problems calls for good will of our leaders

in solving these problematic situation.

As such, the presentation of this paper calls for leaders who can “Rock

the Boat”, who are visionaries, risk takers, good collaborators and

communicators, mentors, and people with uncommon passion and persistence.

The severity of the problem calls for leaders who have personal integrity,

assertive and ambitious for their organizations. Leaders who are optimists even

in bad times. Leaders who can bring energy, are opportunistic and flexible, and

are not easily deterred.

THE PHILIPPINE BASIC EDUCATION SYTEM:

In the Philippines, basic education is one of the shortest in the world. This

is composed of ten years where: six years of elementary and four years of

secondary education. A pupil enters elementary education at 6 or 7 years of age

and by age 11, he/she completes elementary education. At age 12 or 13, a

Filipino child is at the secondary level. After completing basic education at the

age of 15 or 16, a Filipino youth then proceeds to institutions of higher learning

either to obtain a college degree, earn a certificate from a post-secondary

vocational/technical institution, enter the work force, or be included in the

growing number of the unemployed and underemployed .

DepEd BASIC FACT SHEET:

Schools can be classified as either government supported or private

finded. The DepEd Fact Sheet for Academic Year 2002 to 2007 gives the

following education data: Teacher : Pupil (Elementary Students) Average Ratio

is 1:36 while Teacher : Student (High School Students) Average Ratio is 1:41.

Included in the DepEd fact sheet is the Ratio of Public Elementary

Schools compared Private Elementary Schools which is 42,000 : 37,000 while

Public High Schools compared to Private High Schools is 8,000 : 5,000.

Enrollment Data indicates that the ratio of Public to Private Elementary

Enrollees averaged 12Million (92%): 1Million (8%) while Enrollment Data

comparison for Public versus Private High Schools averaged 5.05Million (80%) :

1.29Million (20%).

To analyze, the above data shows:

1. That there is a huge reduction of the number of students that came from

Elementary to High Schools with Completion Rate which averages 70%

and drop-out rate average of 7%.

2. That the huge number of enrollment reduction mostly came from Public

Education Systems.

3. That although there is a little different in the number of Public and Private

Schools, majority of the students are enrolled in the Public Education

System.

Alarming Increase of Drop-out and Out of School Youth

There is an alarming increase of Out of School Youth and Student Drop-out

as indicated in the table below:

Table 1. Participation Rate

Education Level AY 2002-2003 AY 2006-2007

Elementary 90.29% 83.22%

High School 59.00% 58.59%

Source: DepEd Fact Sheet

Table II. Completion Rate

Education Level AY 2002-2003 AY 2006-2007

Elementary 71.55% 71.72%

High School 74.81% 72.14%

Source: DepEd Fact Sheet

Local Survival and Retention Rate:

Local survival and retention rates remain low: Out of 100 students that

enter Grade 1, only 58 go on to high school and only 14 become college

graduates.

Because education is expensive, students are shifting to public from private

schools, most notably in the secondary level. From a 62% enrollment rate

previously enjoyed by private schools, the figure significantly dropped to 21%

in 2005. Public schools, which in 1965 only had 38% enrollment rate, had this

figure rise to 79%. http://www.gmanews.tv/story/97955/Philippine-education-

still-in-crisis

AGGRAVATING FACTORS

The dismal picture presented where student survival rate is slim is further

aggravated by the the shortages in Classroom, Textbook, Seats , and Teachers.

Observing the succeeding data presents the gravity of the situation which calls

for proper attention.

Teacher : Pupil Ratio Comparison

Table III: Selected Asian Country Comparison, Teacher : Pupil Ratio

COUNTRY Elementary Lower SecondaryIndonesia 24 : 1 17.6 : 1Japan 23 : 1 17 : 1Laos Less than 20 : 1 17 : 1Malaysia 21 : 1

45 : 127 : 1

PhilippinesSouth KoreaThailand 21.5 : 1Vietnam 30.1 : 1Source : Education for All – 2000 Assessment Country Reports

It is surprising that among the eight Asian countries mentioned, the Philippine

Teachers has the highest number of pupils. It also point out that the closest

figure ,Vietnem, marks 33% lower load compared to Philippine teachers.

Further readings will reveal the effect of these figure to the quality of education.

Shortages... Shortages….

The table below presents the worsening number of classroon and teacher

deficit. Addressing the shortage in textbook is a good indicator as well as

decrease in the shortages in seats. However, the figure shows the geometrical

increase of 686 % in classroom shortage and artihmetic increase of 31% in

teacher shortage.

Table IV. Classrooms, Seats , Textbooks, and Teachers Shortages

Shortages 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

Classrooms 8,443 12,470 44,716 51,947 57,930

Seats 2,108,173 1,886,499 4.87M 4.56M 3.48M

Textbook --- --- 24.22M 34.7M ---

Teachers 37,932 35,818 46,356 38,535 49,699

Source: DepEd Briefing Materials, 2002-2005 Budget Hearing

 

Shortages 2001-2002 2005-2006

Classrooms 8,443 57,930

Teachers 37,932 49,699

Public education in the Philippines is at a crossroads. There are large-

scale shortages of classrooms, teachers, desks and chairs, textbooks,

audio-video materials. Over-crowding of classrooms is standard with class sizes

averaging about 80 students per class. The education system is marked by

inadequate teacher training programs and declining per capita expenditure per

child by the government. For every school-aged child enrolled in school, there is

another who has never attended or has dropped out. These problems are

particularly acute in the conflict-affected areas of Mindanao, especially in the

Autonomous Region in Muslim Mindanao (ARMM).

http://philippines.usaid.gov/documents/oed/education.pdf. January 2008. .

Teacher Shortage and Brain Drain

Though the DepEd Factsheet present a good teacher : pupil/student ratio

and also the class size per classroom, reality check reveals the shortages in

Classroom and Teachers. As mentioned in an article made by Pinoy Teachers

Network written on Novermber 12, 2006 , it says: “The exodus of Filipino

teachers has taken a toll on the Philippine educational system. It is not

uncommon to have a teacher-to-student ratio of 1:150”

http://pinoyteachersnetwork.blogcity.com/brain_gain_not_brain_drain.htm

.

Living Salary Gap

Figure below indicates the Living Salary Gap our teacher faces monthly.

Teacher salaries has not increased since 2001. Further inflation increases the

living salary gap annualy.

Table V. Entry Level Salary of Philippine Teachers.

Year SALARY

Level : Teacher 1Cost of Living Living Salary Gap

1998 P8,605 P13,438.80 P4,833.80

1999 P8,605 P13,825.50 P5,220.50

2000 P9,466 P14,825.50 P6,359.10

2001 P9,939 P15,174.30 P5,235.30

2002 P9,939 P15,975.90 P6,036.90

2004 P9,939 P18,069.30 P8,130.30

 

Family Living Salary

1st Quarter 2006

P19,950 (NCR)

P16,3344 (National)

(P665/day; P544.80/day – IBON Facts and Figures)

Teacher Exodus

Philippine Overseas Employment Administration (POEA) Data reveals that

1,666 Filipino teachers leave the country every year to teach in Africa, Europe

and Asia while other work as caregivers and domestic help in the Middle East,

Hongkong and Singapore.

It is saddening that the teachers give up their profession for caregiver or

domestic helper job abroad because of the living salary gap. The domestic

helper in Hongkong for instance earns a minimum HK$3,480 or equivalent to

PhP21,500.

The shortages of teachers abroad, especially in U.S. entices Filipino

teachers to migrate. It will be noted that by 2014 U.S.A. is projected to need Two

(2) Million Teachers to teach their children. http://www.abcte.org/how-we-help.

This prospect of employment in U.S. and other prosperous nations gives a larger

salary gap along with other teacher benefits such as free access teacher

trainings/seminar. Moreso, teachers in U.S. are being paid when they go to

trainings/seminars.

The table below shows the comparison of the Net Income that received

by Teachers in selected countries as of Year 2005. Figures on these countries

were Considered since they are the prime destination for our teachers. It is

observed that the Philippine Teacher’s average net income for one year is even

less compared to one month average net income of teachers in the United

States. Our closest neighbor, Thailand, have a 64% higher average net

income of teachers compared to the Philippines. Countries in the which includes

South Korea, Japan, Canada, Australia, and United Kingdom have their

teacher’s average net income of 9 to 15 times compared to Philippine Teachers.

Table VI. 2005 Teacher’s Income Comparison with Selected Countries

COUNTRY Average

Net Income in US$

Weekly Hours

Work Requirement

United States $ 4,055 36.6

United Kingdom $ 3,568 32.5

Australia $ 2,742 39.1

Canada $ 2,236 31.1

Japan $ 2,961 No data

South Korea $ 2,096 39.7

Thailand $ 388 38.0

Philippines $ 237 40.0

Source: http://www.worldsalaries.org/teacher.shtml

Rapid Population Growth

Data from National Census and Statistics Office cites that the Philippines

official population count as of August 2007 is 88.57 Million. Out of this figure,

more than 30% of the population is found at NCR, CALABARZON, and Central

Luzon. For eight consecutive years, 2000 to 2007, the population growth rate is

2.04% per annum. This means that 1.81 Million new babies are being born

annually. It is projected that by Philippine Population is expected to reach

100Million in 2016.

If we are to continue our present teacher : pupil ratio which is 1 : 45, the

government should strictly consider addressing the present shortages in

classroom and teachers with due additional buffer for the 1.81 Million new

students annually (1.81Million is the actual new borns per year).

National Toilet Bowl to Pupil Ratio

One of the things which caught the country’s attention is the national toilet

bowl ratio which was featured in the News Programs of Television, Radio,

Newspapers, and even the Internet. Toilet, as a basic facility is a must have for

all establishments be they public or private in nature. Quoted below is the article

written in Inquirer, a top Media Corporation in the country.

“The national toilet bowl to pupil ratio stands at 1:51 in primary schools

and 1:102 in secondary schools. In the ARMM, it’s 1:171 in the elementary

level and 1:250 in the secondary level while in NCR, it’s 1:114 and 1:143,

respectively…..…. … Take the case of Silangan Elementary School (Annex) in

Taguig, Metro Manila. Last year, all 2,031 students enrolled in that school

were provided with one toilet bowl. That’s a toilet bowl to pupil ratio of

1:2,031.”

http://newsinfo.inquirer.net/breakingnews/metro/view_article.php?

article_id=143332

TOLL ON THE QUALITY

There is a strong perception that the Philippines is lagging behind other

Asian countries such as Thailand, Malaysia and Singapore. Among the reasons

given is the low quality of basic education in the country. Recent High School

Readiness Test given to all grade six graduates in public elementary schools in

May 2004 show very low scores in science and mathematics test. In the National

Secondary Achievement Test given in year 2000, students gave correct answers

to less than 50% of the questions in science and mathematics.

http://www.adb.org/Education/philippines-country-analysis.pdf

In the 2008 World Competitive Yearbook of the Swiss-based International

Institute for Management Development, the Philippines ranked 52nd out of the 55

countries in education. http://www.gmanews.tv/story/121226/Solon-

reiterates-call-for-higher-teachers-salary

DepEd’s BUDGET REVISITED

Though the present education situation in the country which is besiege

with problems of lack of classrooms, facilities, textbooks (some of whom have

been found containing erroneous data), and teacher emigration poses a

gargantuan task for the education officials and the political leaders to save our

education sytem.

Romulo Nerie, a key Cabinet official of Gloria Arroyo stated the proposed

solution of the government that the Arroyo administration aims to build 6,000

classrooms a year, grant a scholarship for every qualified student from a poor

family, put a computer in every school. PROCEEDINGS – Policy Dialogue

Series 2004 : Academe Meets the Government on the Philippine Economy .

As learned above, building 6,000 new classrooms per year is way behind the

requirement to address the present shortage in classrooms which continue to

add annually because of high population growth.

On budget allocation, come 2009, the DedEd budget will increase by

15.32 % from PhP149.25 Billion to PhP167.94 Billion, the biggest budget so far

in the history of the department. However, it is still insufficient to finance the

abovementioned shortages in the basic education. The original proposed budget

given by the DepEd was PhP 259.46 Billion, PhP110.21 Billion higher than the

approved budget.

The International Standard for Education budget account for 6% of the

country’s Gross Domestic Product, GDP. Historical data reveals that from Year

2001 to 2007, the DepEd’s budget only account for 2.07 to 2.53 % of GDP, a

substandard figure. http://www.manilatimes.net/national/2008/sep/12/yehey/metro/20080912met1.html

Regarding the welfare of the Teachers, both upper and lower house of

congress on the other hand have proposed bill, Senate Bill 2408 and House Bill

4734, aimed to increase the salary of teachers by PhP9,000 (from PhP 9,939

to PhP18,939). The bill, if approved, will place the teacher’s salary to Salary

Grade 19 from Salary Grade 10. Target implementation for this program will

spread on a 3 year timetable or PhP3,000 increase per year for three years.

BUREAUCRACY IN PHILIPPINE EDUCATION SYSTEM:

It said that the Philippine Educational system is bureaucratic. Being

bureaucratic have its advantages and disadvantages. The advantages of being

a bureaucratic are: 1.) it is characterized by hierarchical authority relations,

defined spheres of competence subject to impersonal rules, recruitment by

competence, and fixed salaries. 2.) The main aims of a bureaucracy are to be

rational, efficient, and professional in the implementation of policies and

procedures.

However, problems arises when bureuacracy become self-serving and

self-perpetuating. This results to losses in valuable resources

(overpriced/substandard assets, supply, etc.) due to corruption and the

placement of unideal/substandard people in the organization because of

“palakasan”. This also results to slow down in transactions that need speedy

results.

CONCLUSION:

Education as a Public Good was created to make sure that progress will

continue as citizens earns general knowledge and technological know-how. As

the greatest equalizer, education is very important for people in all strata that is

for the rich to ensure that they maintain and even upgrade their status in society,

and for poor to be competitive and eventually attain their desired economic

status.

Low quality of education give rise to private schools. The perception that

private schools offer better quality education makes many parents enroll their

children to this schools which is marred with commercialism. However, still

majority of Filipinos cannot afford sending their children to private schools for it is

even hard for many to even send children in public schools as indicated in low

participation rate.

The present administration have inherited flaws in the education system.

Shortages in classrooms, teachers, seats, books, and even toilet is a very big

problem that besiege the education process.

For a country whose biggest export is manpower / skilled workers, human

capital spending is a serious matter, and should be on the top priority of the

government.

An adage : “sometimes no reaction is a reaction” is indeed true much

more the inadequate reaction. International standard in the Education

Department’s budget of allocating 6% of a country’s GDP come with basis, that is

to ensure that high standard of quality in education is met.

Outcome of the shortages in education’s budget is clearly manifested in

different aspects. Effectiveness in learning is affected as we witness our

students fare low on diagnostic test in comparison with our neighbors countries.

Aggravating factors such as the exodus of teachers because of low

salaries, the student to teacher ratio, lack of facilities and other matters

continue to take its toll on our most valuable product: the Filipino.

It is true that the Arroyo administration inherited problems in education.

However, the government has the power to inflict change and not to worsen the

status quo. As Babe Ruth used to say, “You can pay now and play later, or play

now and pay later. But either way, you will have to pay”.

REFERENCES:

2007 DepEd Fact Sheet

Education for All – 2000 Assessment Country Reports

IBON Facts and Figures

PROCEEDINGS – Policy Dialogue Series 2004 : Academe Meets the Government on the Philippine Economy .

http://www.manilatimes.net/national/2008/sep/12/yehey/metro/20080912met1.html

http://www.gmanews.tv/story/121226/Solon-reiterates-call-for-higher-teachers-salary

http://www.adb.org/Education/philippines-country-analysis.pdf

http://newsinfo.inquirer.net/breakingnews/metro/view_article.php?article_id=143332

http://www.worldsalaries.org/teacher.shtml

http://www.abcte.org/how-we-help .

http://pinoyteachersnetwork.blogcity.com/brain_gain_not_brain_drain.htm

http://philippines.usaid.gov/documents/oed/education.pdf

http://www.gmanews.tv/story/97955/Philippine-education-still-in-crisis