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13th Regional Meeting of EFA Coordinators Status of EFA and Good Practices for Acceleration

Republic of the Philippines

I. Introduction

According to the Jomtien Declaration and the Dakar Framework for Action, which draw on the

Universal Declaration of Human Rights (United Nations, 1948) and subsequent international treaties,

education is a human right. These treaties established the right to education and non-discrimination

and have the force of law for the governments that ratified them. Specific provisions of these

conventions emphasize free and compulsory primary education and serve as the backbone of

education for all goals (Education for All Global Monitoring Report, 2008).

The Philippine Constitution, meanwhile, stipulates that the state shall, among others, “establish,

maintain, and support a complete, adequate, and integrated educational system relevant to the

people and society’s needs as well as establish and maintain a system of free public elementary and

secondary education.”

Education is considered a major contributor to improving the living standards of the disadvantaged

groups in the Philippines. For many poor Filipinos, obtaining education is a means toward achieving a

better life. As such, the Philippine Education for All 2015 National Plan of Action was developed by

the interagency body called as the National EFA Committee (NEC), as a vision and a holistic

program of reforms that aims at improving the quality of basic education for every Filipino by 2015.

The Philippine Action Plan to achieve EFA by the year 2015 asserts the importance of basic education

as an anti-poverty instrument that can provide people skills, attitudes, knowledge, and values they

can use to obtain access to useful information and a united approach to attain greater productivity.

It can also empower the marginalized and prevent them from being exploited by and alienated from

the development process.

Anchored on the Dakar Framework for Action on Education for All, the Philippine Education for All

2015 Plan of Action is the overarching framework for basic education reform. It emphasizes the need

to provide basic education for all and add a dimension to what has been almost exclusively school-

based education. It points to an “urgent need to respond to the learning needs of the youth and

adults who have never been to school, dropped out, reverted to illiteracy, or need basic or advanced

skills to find jobs.” It suggests a viable alternative to formal schooling that can ensure minimum

learning achievement for all Filipinos. It stresses that educational opportunities are channels of

learning that can become effective conduits of values orientation, consciousness, and information

that is useful and relevant to a wide range of social goals.

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2. Philippine EFA Plan of Action 2015 Progress

The Philippine Education for All 2015 Plan of Action was only approved

in 2006, with the following component objectives:

Universal basic learning needs provision coverage of out-of-

school youth and adults

Universal school participation and elimination of school leavers

and repeaters in the first three grades

Universal completion of the full basic education cycle with

satisfactory annual achievement levels

Total community commitment to attaining basic educational

competence for all

Attaining the set EFA goals requires fulfilling nine urgent and critical

tasks, such as:

1. Make every school continuously improve its performance

2. Expand early childhood care and development coverage to yield more EFA benefit

3. Transform existing non-formal and informal learning options into a truly viable alternative

learning system yielding more EFA benefits

4. Get all teachers to continuously improve their teaching practices

5. Increase the cycle of schooling to reach 12 years of formal basic education

6. Continue enrichment of curriculum development in the context of pillars of new functional

literacy

7. Provide adequate and stable public funding for country-wide assessment of EFA goals

8. Create network of community-based grups for local attainment og EFA goals; and

9. Monitor progress in effort towards attainment of EFA goals.

In early 2012, the National Education For All Committee (NEC) tasked its member organization, the

Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and

Technology (SEAMEO INNOTECH) to conduct a nationwide assessment of EFA achievements. The

following are the highlights of the Philippine EFA 2012 Assessment.

2.1 Achievements in the Philippine EFA Overall Goal

The government hopes to attain an 84.6% functional literacy level by 2015. Based on the 2008

Functional Literacy, Education and Mass Media Survey, the current achievement is 84.9% of Filipino

10+-year-olds remained functionally literate. Despite its proximity to the 2015 education for all target,

however, achieving universal functional literacy still requires providing the remaining 13.6%

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functionally illiterate Filipinos basic learning needs by fulfilling the goals the Philippine government

set.

Goal 1: Universal basic learning needs provision coverage of out-of- school youth and adults

The number of functionally literate Filipinos has been increasing as shown in the 2003 and

2008 FLEMMS. A 2-percentage point increase in the out-of-school youth and adult functional

literacy rate was recorded. (See Table 1, 2003 and 2008 FLEMMS Result)

The number of out-of-school youth and adults reached under the Department of Education’s

Bureau of Alternative Learning System (BALS) literacy and accreditation programs. About

5.7% of the 9 million functionally illiterate Filipinos have been reached by the BALS program.

The yearly one (1) percent increase in BALS participants brought basic learning needs to the

marginalized and unreached Filipinos. The figure does not include other literacy programs

conducted by non-government organizations, international agencies and other government

agencies under the EFA grand alliance. (See Annex Table 2 for the ALS participants)

Other modalities of learning (such as E-IMPACT, MISOSA and Open High Schools) have been

fully developed and upscaled in many parts of the countries. There are lots of support for

alternative delivery modalities and literacy programs by the Local Government Units (LGUs)

Goal 2: Universal School Participation and Elimination of School Leavers and Repeaters in the First

Three Grades

o All access indicators showed an increasing trend in the past five years since School Year 2006–

2007. About 75.7% of eth pres-school age children are enrolled in early childhood education (ECE)

programs, leaving only a 23.4% gap from the Philippine EFA targets. ( See Annex Table 3)

o About 64.9% of the grade 1 entrants took up ECE in SY2010-2011, leaving a gap of only 35.1%. (See

Annex Table 4)

o There is a 0.5% annual average increase in the elementary enrolment rate, a 0.2% increase in the

secondary enrolment rate, and a 13.6% increase in the early childhood education enrolment rate.

The surge in the gross early childhood education enrolment rate could be attributed to the

government’s intense effort to expand its early childhood care and development coverage by

establishing more day-care centers and public preschools and offering alternatives such as

community-based day-care centers and summer preschools. An expected increase in the access

indicator was seen when “universal kindergarten” was launched in School Year 2011–2012. (See

Annex Table 5)

o The EFA 2015 target drop-out rate is 1.0% for grade 1, 0.5% for grades 2 and 3. The country has

13.4% drop-out rate for grade 1, and 4.5% in grade 2, and for grade 3 it was 2.9%. (See Annex Table

6)

o The repetition rate has to be reduced to achieve an EFA target of 1.0% for grades 1 to 3. In SY 2011-

2012, grade 1 repetition rate was 5.1% that for grade 2 was 2.3% and that for grade 3 was 1.5% (See

Annex Table 7)

o School-based management (SBM) has been empowering schools through decentralization and

greater stakeholder’s involvement. School personnel led by the school head, together with

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parents, community members, local executives, private entities, and nongovernmental

organizations, are making schools more inviting and responsive to learners. Moreover, schools

are now more capable of implementing programs such as community censuses and educational

campaigns to reach more children. They likewise receive more support to implement programs

such as feeding and reading programs to keep children in school.

o The country was able to pass landmark EFA legislation such as the Kindergarten Act under

Republic Act 10157, which mandates providing preschool services to all 5-year-olds. The law aims

to provide equal opportunities for all children to avail of accessible mandatory and compulsory

kindergarten education that effectively promotes physical, social, intellectual, emotional, and

skills stimulation and values formation to sufficiently prepare them for formal education. Various

preschool programs have been implemented to provide early childhood care and development

services to marginalized children. Day-care services have been expanded as well through

community-based modalities. Standards have also been set to ensure the quality of early

childhood care and development services. Early childhood care and development programs have

been reviewed and an information system to help monitor progress has been established.

o To eliminate school leavers and repeaters, Department of Education Order No. 74 s. 2009

institutionalized the use of the mother tongue in education.

o A more holistic approach to early childhood care and development led to the convergence of

national government agencies to provide access to effective services that particularly targeted

marginalized and underserved children.

o The government mobilized communities to set up home- or barangay (village)-based early

childhood care and development service centers, especially in areas with inaccessible day-care

centers.

o Partnerships between government and private institutions have been forged by implementing

the Preschool Service Contracting Scheme, which gave 5-year-olds with no access to

kindergarten the chance to avail of preschool education from nongovernmental and religious

organizations or private individuals or groups.

o One such alliance led to the implementation of a presidential directive to expand preschool

education offered by day-care centers. This required the Department of Education, the

Department of Social Welfare and Development, and local government units to work together.

o The Department of Education (DepED), the Department of Social Welfare and Development

(DSWD), the Department Health (DoH), and LGUs also collaborated to implement the Pantawid

Pamilyang Pilipino Program (Cash transfer) or what is popularly known as 4Ps. The poorest of

the poor have been assisted to meet their educational, social, and healthcare needs.

o Greater participation among stakeholders through school-governing councils led to active

participation in formulating and implementing school improvement plans.

Goal 3: Universal Completion of the Full Basic Education Cycle with Satisfactory Annual Achievement

Levels

o Except for the elementary completion rate, all other indicators for this goal increased in the past

five years. If this slow trend continues, however, the education for all 2015 target may not be

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achieved unless drastic measures are taken to accelerate improvement. Particular attention

should be given to programs that help elementary students complete six years of education and

secondary students increase their National Achievement Test mean percentage scores.

o Obtaining this goal involves institutionalizing the National Competency-Based Teaching

Standards (NCBTS) to motivate teachers to more effectively teach, which should result in better

learning outcomes.

o Complete Cycle of Basic Education Schooling or K to 12 Education Reform - This goal stresses

much-needed reforms to align the educational system with international standards by changing

its structure and introducing the seamless integration of kindergarten, elementary, and

secondary education, including the additional senior high school grades. The improved structure

is expected to result better-equipped students for higher education or future employment. This

goal also reshapes the educational system with the use of the K to 12 Curriculum, which is

expected to improve the quality of Philippine education. The Department of Education has

introduced new curricular programs and refined and strengthened existing ones that effectively

provided relevant quality education.

o The Department of Education instituted many programs to suit the needs of diverse learners so

they can complete education with satisfactory achievement levels. Effective alternative delivery

modes such as the Enhanced Instructional Management by Parents, Communities, and Teachers

heavily relied on the cooperation of parents and community members to succeed. Another

program that helped students finish schooling was service contracting, which proved that public-

private partnerships work.

o Initiatives from local government units, the private sector, and civil society organizations also

helped students complete schooling by providing financial assistance and scholarship grants.

o Collaboration among various sectors has also been demonstrated in developing and

implementing better educational programs. The academe, government agencies, and many

private entities also exerted effort to improve the teacher quality.

Goal 4: Total Community Commitment to Attaining Basic Educational Competence for All

o The National Education for All Committee (NEC), comprising government agencies and

nongovernmental organizations concerned with education, has been organized to form part of

the Grand Education for All Alliance. Many members of this alliance contribute to attaining

education for all although the majority has not been branded as contributors. No mechanism has

been put in place to list them and their accomplishments down. Local groups with a broad base

of community support have been formed. Their actions and contributions have been helping the

Department of Education fill in gaps at the local level.

o The educational expenditure, particularly that which removes resource gaps such as lack of

classrooms, teachers, and textbooks, has increased. Programs such as the Government

Assistance to Students and Teachers in Private Education Program and the Adopt-a-School

Program have expanded educational financing via partnerships with the private sector.

o Surveys such as the FLEMMS, and the Basic Learning Needs Survey (BLNS) and information

systems such as the Enhanced Basic Education Information System have helped track the

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education for all progress and identified gaps that still need to be filled in kindergarten,

elementary, and secondary education, including the additional senior high school grades. The

improved structure is expected to result better-equipped students for higher education or future

employment.

o This goal also reshapes the educational system with the use of the K to 12 Curriculum, which

is expected to improve the quality of Philippine education. The Department of Education has

introduced new curricular programs and refined and strengthened existing ones that

effectively provided relevant quality education.

o The DepED instituted many programs to suit the needs of diverse learners so they can

complete education with satisfactory achievement levels. Effective alternative delivery

modes such as the Enhanced Instructional Management by Parents, Communities, and

Teachers heavily relied on the cooperation of parents and community members to succeed.

Another program that helped students finish schooling was service contracting, which

proved that public-private partnerships work.

o Initiatives from local government units, the private sector, and civil society organizations also

helped students complete schooling by providing financial assistance and scholarship grants.

o Collaboration among various sectors has also been demonstrated in developing and

implementing better educational programs. The academe, government agencies, and many

private entities also exerted effort to improve the teacher quality.

o The DepED utilized national surveys such as the FLEMMS and the Basic Learning Needs

Survey and information systems such as the Enhanced Basic Education Information System

that have helped tracked the education for all progress and identified gaps that still need to

be filled.

3. Measures undertaken to Accelerate progress in Making EFA Work

The Philippine EFA 2015 National Plan of Action production and enabling tasks correspond with the

BESRA and the current administration’s educational agenda, ensuring that actions are being taken to

fulfill the Philippine’s commitment to EFA.

Summary of Various Education Agenda and Related Activities on EFA 2015

Education Agenda Related Activity

Production task 1: Better schools (BESRA KRT 1: SBM)

Institutionalization of SBM that decentralizes education and empowers school stakeholders to address EFA issues at their level

Issuance of the SBM Framework and Standards were issued as part of the BESRA PIP in 2007 (i.e., 96.5% of school heads were trained in SBM; 81.6% of schools established a School Governing Council; 80% of schools had an SIP)

Production task 2: ECCD (BESRA KRT 3: NLSs; President Aquino’s educational agenda: Preschool for all)

Implementation of RA No. 10157 or the Kindergarten Act, which states that preschool for 5-year-olds becomes part of basic education and mandatory prior to entry to elementary; the DepEd issued DO No. 32 s. 2012 for its implementing rules and regulations

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Implementation of the Universal Kindergarten Education Program in SY2011–2012 via DO No. 37 s. 2011

Implementation of various preschool programs such as service contracting via DO No. 57 s. 2008 and summer preschool via DO No. 8 s. 2010 and DO No. 23 s. 2011

Increasing the number of center-based ECCD and alternative ECCD such as home or community-based day-care centers

Production task 3: ALS Implementation of ALS programs: Nonformal and informal education

Implementation of the Unified ALS Contracting Scheme and funding the Basic Literacy Program, A&E Program, and Balik-Paaralan para sa Out-of-School Adults via DepEd Memo No. 443 s. 2007

Development of various learning modalities for different types of learners (e.g., radio-based and online learning and use of braille) to reach more learners

Allocation of funds to ALS activities as well as incentives for mobile teacher and ALS coordinator

Production task 4: Teachers (BESRA KRT 2: TED)

Adoption of the NCBTS as the basis for pre- and in-service teacher training, hiring and promotion, and training needs assessment via DO No. 32 s. 2009

Adoption of the CB-PAST

Establishment of the NEAP to operationalize the T&D system via DO No. 30 s. 2009

Implementation of policies and guidelines on T&D programs and activities via DO No. 32 s. 2011, revised by DO No. 97 s. 2011

Continuous training of Mobile Teachers and other ALS implementers

Providing opportunities for ALS Mobile Teachers, DALSCs and other ALS implementers to be promoted and be given appropriate compensation

Production task 5: Longer educational cycle (BESRA KRT 3: NLSs; President Aquino’s education agenda: 12-year basic education cycle)

Revision of the BEC and changing the secondary education structure by adding the senior high-school level (i.e., grades 11 and 12) as a component of K to 12 Education Program

Pilot implementation of the senior high-school level via DO No. 71 s. 2012

Production task 6: Curriculum

BESRA KRT 3: NLS: K to 12 Education Program

DepEd started implementing the K to 12 program that changes the formal basic education curriculum starting school year 2012-2013.

BALS DepEd is in the process of aligning its curriculum with K to 12 curriculum

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BESRA KRT 3: NLS; President Aquino’s education agenda: MOI

Institutionalization of mother-tongue-based multilingual education via DO No. 74 s. 2009

Implementation of the K to 12 Education Program wherein the mother tongue is both the MOI and a subject via DO No. 16 s. 2012

Mother tongue has been used as MOI for ALS

BESRA KRT 3: NLS; President Aquino’s education agenda: a reader by grade 1

Allocation of funds to implement the Reading, Recovery, Philippine Informal Reading Inventory and Philippine Word List in English via DO No. 70 s. 2011 and DO No. 50 s. 2012

BESRA KRT 3: NLS; President Aquino’s education agenda: Madaris education

Implementation of Madrasah education, which served 897,003 Muslim elementary students in 2011

Standardization of the ALS Madrasah Curriculum for public elementary and madaris via DO No. 40 s. 2011 and development of one for the pre-elementary and secondary levels in public and private schools via DO No. 56 s. 2010

Implementation of a Madrasah program for Muslim OSY and adults via DO No. 57 s. 2010

Hiring of Madrasah teachers via DO No. 30 s. 2012 and training of Asatidz for ALIVE via DO No. 61 s. 2010

Institutionalizing Madrasah education by transferring developed components to the BEE and DepEd regional/division offices via DO No. 22 s. 2010

Provision of direct support for IPME under the AusAID grant, PRIME

BESRA KRT 3: NLSs; President Aquino’s educational agenda: TVE

Implementation of the K to 12 Education Program, which offers technical-vocational career paths

STVEP offering of at least four specialization courses by 282 technical-vocational schools

Creation of the Technical-Vocational Unit under the BSE via DO No. 56 s. 2012

Provision of technical-vocational training funds via DO No. 16 s. 2011, teacher items via DO No. 25 s. 2011, and intervention funds via DO No. 59 s. 2011

Provision of ALS livelihood program that enhances skills training to ALS learners

BESRA KRT 3: NLSs; President Aquino’s educational agenda: Science and math proficiency

Issuance of policies and guidelines on strengthening secondary-level science and math education and provision of financial subsidies to science classes via DO No. 55 s. 2010

Implementation of SSESs via DO No. 57 s. 2011

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BESRA KRT 3: NLSs: ADM

Strengthening of ADM programs (e.g., multigrade, open high school, and home schooling) through policy guidelines via DO No. 54 s. 2012 and funding support via DO No. 53 s. 2011

Implementation of the Dropout Reduction Program via DO No. 74 s. 2010

Strengthening of the implementation of the Multigrade Education Program via DO No. 63 s. 2010 and DO No. 81 s. 2009

BESRA KRT 3: NLSs: SPED

Serving of 207,407 SPED learners in SY2010–2011

Provision of support funds to 345 elementary SPED centers via DO No. 24 s. 2012

Provision of support funds to 153 secondary schools implementing SPED programs via DO No. 98 s. 2011

Use of Braille materials and sign language in ALS

BESRA KRT 3: NLSs: IP

Serving 795,930 elementary and 186,213 secondary IP learners in SY 2011-2012.

Adoption of the National People’s Education Policy Framework via DO No. 62 s. 2011

Providing ALS for IPs

BESRA KRT 3: NLSs Offering of special secondary-level curricular programs via DO No. 46 s. 2012

BESRA KRT 3: NLSs; President Aquino’s educational agenda: Quality textbooks

Implementation of the Statement of Policy issued by Instructional Materials Council Secretariat on Textbook Development that set standards for textbook quality and required textbooks to pass the council’s evaluation and quality production standards

Implementation of the Learning Resources and Management System via DO No. 76 s. 2011

Integration of ALS learning resources in the LRDMS

Enabling task 7: Funding (KRT 5: Organizational development with RMM and ICT; President Aquino’s educational agenda: Building more schools with LGUs and private schools as partners)

Enactment of RA No. 6728 or the Government Assistance to Students and Teachers in Private Education Act, which was amended through RA No. 8545 or the Expanded Government Assistance to Students and Teachers in Private Education Act

Adoption and implementation of the Learning Resource Management System via DO No. 76 s. 2011

Increasing the financial and resource support from LGUs and the private sector

Enabling task 8: EFA Network(KRT 1: SBM)

Establishment of the Grand Alliance for EFA though the NEC, resulting in the MOA signing of 23 members

Establishment of RCEFAs in six regions via DO No. 94 s. 2009

Institutionalization of Brigada Eskwela and the Establishment of School Governing Council as a component of SBM

Establishment of local LCCs

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Mobilization of ALS partners and stakeholders

Enabling task 9: Progress monitoring (KRT 4: QAA and M&E)

Establishment of an ECCD, basic education, and ALS IS

Conduct of surveys such as the FLEMMS and Basic Learning Needs Survey

ALS MIS is being integrated in the BEIS

Source: Ninth Joint WB and AusAID NPSBE and SPHERE Implementation Support Mission (2011)

4. Acceleration Plan (2013-2015)

The EFA Acceleration Plan aims to build on the gains and good practices collected from the field and

set out a three-year plan with strategic directions and instruments designed by the NEC. This plan will

support and implement the BESRA and target the poor, vulnerable, marginalized, ethnic, and Muslim

communities.

Policies •Formulate Literacy for All

Policy, promoting EFA at the grassroots level encouraging the establishment of Municipal and Barangay Level LCCs

•Expand 4Ps to Secondary and ALS learners

• Develop School Health Policy and School Feeding Program

•Develop inclusive education policy to reach the marginalized sector of the Filipino society (disabled, IP and Muslim and those in conflict).

• Develop policy for Inclusive Schools

Programs •Implement /Enforce Anti-

Truancy MOA to improve access to primary education

•Improve data collection utilizing available technology

•Implement Health and Nutrition programs to improve educational access and quality in every school

•Instil programs to enhance the reading habits of primary school kids

•Expand Alternative Delivery Modes

•Promote mother-tongue based education to improve retention and reduce drop out and identify key issues in its implementation

•Support decentralization of education to improve quality of education and attend to capacity building programs for teachers and administrators utilizing local funds

•Expand the reach of ALS equivalency and literacy programs

Organizational and Funding Support

•TASK EFA TWG to lead the EFA Catch-Up Plan Task Force Monitoring Team

•Ensure the creation of RCEFA to monitor EFA initiatives in EFA region

•Promote EFA Summit/Education Summit in all Municipalities and Cities

•Support the consolidation of all education budget from the government, non-government, NGOs and International Agencies/Organizations that promote basic learning needs

•Strengthen BALS to reach more learners and ensure quality thru better accreditation and equivalency testing

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5. Key areas for Education and Post 2015 Agenda

The following education agenda could be undertaken by 2015 and beyond;

5.1 Massive advocacy for EFA. Develop a community-based EFA advocacy plan to promote EFA to

every village utilizing MLCCs and BLCCs created by the DILG as well as the LSBs and local EFA

committees where installed.

5.2 Increase EFA 2015 Funding Support . Given that the education sector budget is only 2.1% shy

of the required GDP share, there is a huge gap in educational financing and huge backlogs to

attain EFA 2015 should push the government to come up with an EFA financing plan. A

massive advocacy campaign to increase government financing should be conducted. Some

action plans include:

5.3. Expansion of the Alternative Learning System in the Marginalized communities and sectors.

Given that only 17.4% of the OSYs are enrolled in ALS and only 28.3% complete the program,

the LGUs should scale up good practices in Alternative Learning System programs such as

bringing ALS in all places including the market through Palengkeswela of Agoo, La Union and

EduCHILD of Balanga, Bataan

5.4 Expanded attention to Early Childhood Education. With only 24.3% of Grade 1 entrants with ECE

experience, the country may enact policies that encourages the establishment of one-day

care center or pre-school in every barangay to expand access of por kids to early childhood

care and education.

5.5 Strengthen advocacy and support improve access to basic education and utilize mother-tongue

based education with complete health and feeding support. With only 37.4% of 6-year-olds did

not enter grade 1; 4.04% of children aged 6–11 did not have access to elementary education;

and 35.5% of children aged 11–15 did not have access to secondary education a targeted

advocacy and strategy roadmap should be developed.

5.6 Support massive review of assessment methods, tools and practices. With only 6.9% and 27.1%

of the elementary and secondary NAT takers, respectively, had MPSs that were below the

75.0% target, the country needs to redefine indicators of educational quality by benchmarking

with international passing rates, reviewing the NAT system, providing more pathways to

determine how educational quality is assessed, and ensuring the quality of teaching by

addressing the low level of competence of English, science, and math teachers through in-

service training for all teachers and programs to develop 21st century skills aligned with the

Kto12 plans .

5.7 Address disparity in educational access. With a 2.0–10.0%, 9.0–10.0%, and 4.0% gender disparity

exists in terms of participation, completion, and NAT MPS ratings, respectively, exist in favor

of females, the country must develop policies and programs to keep the boys in schools and

Conduct researches on emerging learning styles of boys and girls to inform programs for

quality, responsive and inclusive education. Moreover, with 20.0–66.0% difference in the

performance of ARMM and top-performing regions’ participation and completion rates and

NAT MPSs, it is imperative that a comprehensive education reform be introduced in the

region.

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V. Good practices for Scale-UP Projects

NGO’s support for Literacy

The story The Academe Improves Lives through Literacy illustrates how Universidad de Sta. Isabel in

Naga City provides literacy services and how this has improve the lives of people it served.

Alternative ECCD Services

The case of ECCD Council’s Home-Based Demonstration Project gives examples of how community

or home-based ECCD services could be provided such as Parent Education Services and Supervised

Neighborhood Play for Children.

Keeping Children in School through LGU-assisted Feeding Program

The story on Alaminos City’s Expanded Feeding Program cum Livelihood narrates how an LGU could

contribute in improving internal efficiency of schools by providing hot and nutritious lunch to all

enrolees in public day care, preschool and elementary schools.

Mother Tongue-Based Education as a tool for higher academic performance

The story Raising Students’ Performance in Mathematics through MTB MLE gives evidence on how

the use of child’s first language in instruction resulted to happier teachers, parents and children.

Wheeling Education for the Disadvantaged City Children

The story Wheeling Education for the Disadvantaged Urban Children and Youth narrates how the

education department, with the help of stakeholders, reaches urban street children and youth who

are out-of-school or school leavers through K4 Programs or Pushcart Education which was an

innovation popularized by 2009 CNN Hero Efren Peñaflorida of the Dynamic Teen Company (DTC).

Moreover, DepEd is making kindergarten education accessible to all is being through the

Kindergarten on Wheels (KOW).

Use of E-Impact alternative delivery model in imrpving access to quality education.

The story Raising the Achievement Level in Libmanan District Multigrade Schools illustrates how an

intervention dubbed as Multigrade School and Community-Based Instructional Scheme contributed

in improving the quality of education in schools that provide alternative delivery mode of education.

Accessible and quality Indigenous People’s ( IP) Education

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The story Indigenous Education for the Mangyans narrates the story of how Paaralang Mangyan na

Angkop sa Kulturang Aalagaan (PAMANA KA) secondary school for the IPs in San Jose, Occidental

Mindoro successfully provides quality IP education.

NGO’s Support for Education Budget Advocacy

Advocating for Better Education Budget tells how Education Network (N-Net) has been advocating

for better education budget by proposing budget and by intervene in the budget cycles, the Official

Development Assistance (ODA) processes and financing by Local Government Units (LGUs).

Conditional Cash Transfers and school enrolment.

In the Helping Children Achieve their Full Potential, a superintendent narrates how the Pantawid

Pamilyang Pilipino Program (4Ps) or the conditional cash transfer program has been benefiting

students in her division.

V. Conclusion

The Philippines has made substantial improvements to achieve its EFA 2015 target over the past

decades, however, there are still gaps that still need to be filled. Since the launch of the Philippine

EFA 2015 National Plan of Action, the DepED has invested a huge amount to provide quality

education for all with funding help from nongovernmental organizations, resulting in more than

PhP1.7 billion for the Adopt-a-School Program (ASP) alone. Financial support for the Pantawid

Pamilyang Pilipino Program (4Ps) or the conditional cash transfers has also surged to more than

PhP36 billion in School Year 2010–2011,giving the poorest of the poor access to education.

Compared with decades ago, far fewer Filipino children, youth and adult have problems on accessing

formal and as well as well as alternative learning system programs. Thanks to the collaboration

between the government and nongovernmental organizations, fewer school-age children remain

out of school. Even in the poorest regions of Mindanao, the number of out-of-school children and

youth dramatically dropped. The elementary completion rate also increased. The average elementary

and secondary enrolment rates rose to above 90%. The ratio of males to females in both the

elementary and secondary levels also increased. Basic learning needs were met and the functional

literacy rate steadily rose from 2003 to 2008.

Access to education for ethnic and marginalized communities especially for the children in the

Autonomous Region in Muslim Mindanao (ARMM) continued to lag behind in terms of educational

access and quality. A substantial gender gap also persisted. Access to information continued to

widen as well between rich and poor communities. These challenges call for revitalizing education

for all strategies in the next three years for ARMM. The country’s gains and good practices from

various parts of the country, collected from the field during the EFA assessment, will be the flagship

projects set a three-year plan with strategic directions and instruments designed by the National

Education for All Committee and the leadership of the Department of Education.