1. Gross domestic product
(GDP in U.S.$)
$118 billion (2009)
GDP per capita (U.S.$) $1,362.80 (2009)
Monetary unit 1 Philippine peso (P), consisting
of 100 centavos
Number of workers 38,370,577 (2009)
Unemployment rate 10.9 percent (2006)
Economy of Philippines
2. OTHER DEPED PROGRAMS RECEIVED THE FOLLOWING
BUDGETS:
• The Abot-Alarm Program which will benefit 1 million out-of-school youths-
1.97 billion.₱
• The Alternative Delivery Mode Projector e-IMPACT, which will offer
children in difficult or different circumstances alternative education options-
575.9 million.₱
• The Basic Education Madrasah Program which will benefits Filipino
Muslim students- 708.7 million₱
• The Redesigned Technical-Vocational High School Program, a
vocational educational program that will be part of high school curriculum-
236.4 mi8llion.₱
• Study Grant for Poverty Aleviation, which will be under the SUC’S
budgets and will aid 40, 453₱ Pantawid Pamilyang PilipinoProgram(4P’s)
beneficiaries- 2.5 billion.₱
• Students Financial ssistance Program, which is under the Commision on
Hiher Education (CHED) and which will Benefit 54,208 students- 76.3₱
million.
3. LAWS ABOUT EDUCATION
>In the Philippines, education is a public or state function.
Public Elementary and Secondary Education is supported by the
national government, the former as mandated by the
Constitution (1987), which states that “the State shall protect
and promote the right of all citizens to quality education at all
levels and shall take appropriate steps to make such
education accessible to all”, and the latter by Republic Act No.
6655 (Free Secondary Education Act). Specific provisions on
education upon which all decrees, policies, regulations, and rules
on education are based, are provided in the Constitution. These
are expressly stated by way of the constitutional mandate,
Presidential decree, and other legal provisions.
4. • The objectives of formal education at the elementary,
secondary, and tertiary levels as well as those of non-formal
education are specified in the Education Act of 1982. Republic
Act No. 232 otherwise known as the “Education Act of 1982”
is a an act which calls for the establishment of national schools
and the conversion of schools from elementary to national
secondary schools or from secondary to national secondary or
tertiary schools.
• The Republic Act No. 6728 deals with private education,
notably by setting common minimum physical facilities and
curricular requirements for all schools and by liberalizing the
subject content of values education.
• The creation of the Commission on Higher Education by
Republic Act No. 7722 and of the Technical Education and
Skills Development Authority separated these entities from the
Department of Education where they originally
belonged.
5. • The Philippine Teachers Professionalization Act, Republic Act
No. 7836, was issued in 1994. The Literacy Co-ordination
Council, an interagency body administratively attached to
DECS, was created by Republic Act No. 7165 to carry out
State policy to eradicate illiteracy. The House Bill No. 1875
entitled “An Act to Strengthen Teacher Education in the
Philippines by Establishing Lead Teacher Training Institutions,
Appropriating Funds Therefore and for Other Purposes” deals
with the improvement of teacher education.
• The Republic Act No. 7796, otherwise known as the
“Technical Education and Skills Development Act of 1994”,
aims to encourage the full participation of and mobilize the
industry, labor, local government units and technical-vocational
education and training (TVET) institutions in the skills
development of the country's human resources.
6. The Long-Term Higher Education Development Plan
(LTHEDP) is a government program that aims to attain quality,
accessible, and modern higher education in the Philippines.
LTHEDP 1996-2005 by the Commission on Higher Education
(CHED) aims to:
>generate and diffuse knowledge in the broad range of
disciplines which are “relevant and responsive to the dynamically
changing domestic and international environment.”
>encourage Higher Education Institutions (HEIs) to improve
higher education curricula as well as undertake reforms to cope
with emerging needs and demands of the industry.
The Higher Education Modernization Act of 1997, also known
as “HEMA or Republic Act No. 8292”, is a law that provides the
uniform composition and powers of governing boards, and the
manner of appointment and term of office of the president of
chartered state universities and colleges. It is an educational
measure authored by Senator Edgardo Angara.
7. • In August 2001, Republic Act No. 9155, otherwise called the
“Governance of Basic Education Act”, was passed transforming
the name of the Department of Education, Culture and Sports
(DECS) to the Department of Education (DepEd) and
redefining the role of field offices (regional offices, division
offices, district offices and schools).
• This Act provides the overall framework for:
(i) school heads empowerment by strengthening their leadership
roles; and
(ii) school-based management within the context of transparency
and local accountability. The goal of basic education is to
provide the school age population and young adults with skills,
knowledge, and values to become caring, self-reliant,
productive and patriotic citizens.
8. • House Bill 4598, also known as the Tuition Fee Rationalization Act,
seeks to regulate the tuition fee of all colleges, universities, and higher
education institutions in the Philippines. It was filed by San Juan
representative Joseph Victor Ejercito to the House of Representatives in
September 2011.
• In response to the currently deregulated tuition scheme in the Philippines
resulting in rampant tuition increase amongst colleges and universities, the
bill will establish a nation’s Tuition Fee Rationalization Council (TFRC) and
regional TFRCs composed of the chairpersons of the Commission on
Higher Education, Technical Education and Skills Development Authority,
House Committee on Higher and Technical Education, Senate Committee
on Education, and representatives from the National Economic
Development Authority, Philippine Association of State Colleges and
Universities as well as representatives students, student councils, campus
publications, faculty associations, associations of higher education
institutions and other sectors. The TFRC is mandated to approve or reject
tuition rate adjustments and to investigate violations of the law.
9. FINANCING EDUCATION IN
THE PHILIPPINES
EDUCATIONAL SYTEM
DepEd Order No. 12,s. 2014
Implementing Guidelines
On The Direct Release of
Maintenance And Other
Operating Expenses
(MOOE) Allocations of
Schools To The Respective
Implementing Units
10. Legal Bases
• a. Department of Budget and
Management (DBM) and
• DepEd Joint Circular No. 2004-1 dated
January 01, 2004 , entitled “Guidelines on
the Direct Release of Funds to DepEd –
Regional Offices and Implementing Units”
11. Legal Bases
• B. Section 10, R.A. No.9155 (Governance
of Basic Education Act of 2001)- which
provides that the appropriations intended
for regional and field offices (elementary /
secondary schools and schools division
offices) are to be allocated directly and
released immediately by the DBM to the
said offices.
12.
13. Implementation Requirements
• a. The Implementing
Units (IUs) are
capable of
administering their
own funds since they
have position items
assigned to handle
cashiering,
bookkeeping
functions , whether on
a permanent or
temporary basis.
14. Implementation Requirements
• b. The DBM has assigned
agency codes to the said
IUs, hence they are
authorized to open Modified
Disbursement Scheme
(MDS)Sub-Accounts in
government depository
banks and the cash
allocations intended for the
aforementioned IUs are
directly issued by the DBM
to their respective MDS Sub-
Accounts.
15. Implementation Requirements
• C. The IUs are
required to maintain
sets of books of
accounts
• D. The MDS Sub-
Accounts of SDOs
shall cover
transactions of the
SDO (Proper),ESs and
SSs without financial
staff.
17. The DepEd – Central Office
shall:
• a.i. Provide the Regional and
Schools Division Offices with a
matrix showing the MOOE allocation
of each public ES out of the
appropriations authorized for MOOE
for each SDO for Elementary
Education under operations of
Schools as reflected in the GAA
• a.ii. Post on its website the
allocations of ESs as mentioned in
Item 3. a.i.
18. EXAMPLE:
General Appropriations Act Fiscal
Year 2011
Name of
School
Personal
Services
MOOE Total
Cavite NHS 2,329,000 754,000 3,083,000
Buyuan NHS 1,150,000 122,000 1,272,000
19. The Schools Division Office
shall:
• b.i. inform in writing the heads of Ess and
SSs without financial staff of their annual
MOOE allocation;
• b.ii. Ensure that, by the end of the year ,
the MOOE allocations of ESs and non-
implementing SSs have been fully
downloaded to the respective heads of the
said non- IUs through cash advance using
the replenishment method.
20. The Schools Division Office shall:
• The SDOs are prohibited from undertaking
centralized procurement of any good or
service out of school MOOE intended for
distribution to schools in kind.
• In, extreme cases , however, the SDOs
procure items using school MOOE , provided
that they submit a report to the office of the
Secretary , through the office of the
Undersecretary for Finance and
Administration , explaining and presenting:
21. The Schools Division Office
shall:
• A. the need for such items
• B. the nature type , quantity and price of the
items listed by the receiving school, and
• C. the estimated price difference between the
division and school procurement , and the
name of the supplier , including the mode of
procurement used.
While the report within 30 days after the
conduct of the procurement , for audit and
monitoring purposes
22. The Schools Division Office shall:
• b.iii Submit to the office of the Secretary ,
through the Accounting Division- Financial
Management Service (FMS) , monthly
reports on the status of downloading of
school MOOE and its utilization.
23. C. The ES and SS without financial staff
shall:
c.i Apply for bonding with the Bureau of
Treasury , Fidelity Bond Division;
c.Ii Draw cash advance from their
supervising/ directing SDO for their MOOE
requirements;
24. C. The ES and SS without financial staff shall:
• c.iii. Pursuant to Item H.I.I of the Manual on
Simplified Accounting Guidelines and Procedures
for the Use of Non-Implementing Units / Schools ,
Version 2008, submit to the SDO on or before the
5th
day of the following month the original copy of
the Cash Disbursement Register (CDR), the paid
Disbursement Vouchers and all supporting
documents which shall serve as liquidation of the
cash advance granted. Any remaining cash
advance at the end of the year must be liquidated
in full and unexpended balances refunded; and
25. C. The ES and SS without financial staff shall:
• c.iv. Disburse funds in accordance with
the existing budgeting , accounting ,
procurement , and auditing rules and
regulations.
27. Uses of School MOOE
• To fund activities as identified in the
approved School Improvement Plan
(SIP) , for implementation in the current
year , and as specifically determined in the
Annual Implementing Plan of the school;
• To support expenses for training activities
that are selected or designed based on
the most critical needs to improve learning
outcomes in the school
28. Uses of
School MOOE
• To pay for expenses
for utilities and
communications 9
e.g. electric , water
and telephone
expenses);
• To procure school
supplies necessary
in classroom
teaching;
• To finance
expenses pertaining
to graduation rites,
not to exceed a cost
of PhP 250 per
graduating student;
29. Uses of School MOOE
• To pay wages of janitorial and security services;
and
• To fund minor school repairs
Notwithstanding the above , in no case shall the
school MOOE be used for the procurement of
textbooks and other instructional materials as well
as school furniture and equipment , even if these
expenditures are contained in the SIP. In this
regard , “instructional material” include
publications, periodicals and review materials.
30. Penalty Clause
• The SDO and school heads who violate
any provision of this Order shall be dealt
with administratively , pursuant to DepEd
Order No. 49, s. 2006, otherwise known
as the “ Revised Rules of Procedure of the
Department of Education in administrative
Cases.
31. FINANCIAL SUPPORT
OF THE PHILIPPINE
GOVERNMENT IN
PHIL. EDUC. SYTEM
• From the Department of Budget
and Management
• As part of the Administration’s vow
for greater inclusive development
by investing in the Filipino people,
the Department of Education
(DepEd) received P367.1 billion
from the P2.606-trillion 2015
National Budget to become the top
gainer among government
agencies.
• The budget increase of 18.6
percent– as compared to P309.5
billion in 2014—will support the
National Government’s thrust for
improving people’s access to
quality education, including the
successful implementation of the K
to 12 Program.
32. • Of the DepEd’s total budget, P53.9 billion has been allotted for
Basic Education Facilities to cover the construction of 31,728
classrooms as well as the repair of 9,500 more. The amount
will also cover the construction of 13,586 water and sanitation
facilities, 455 technical-vocational laboratories, and the
procurement of 1.3 million seats.
• For the coming year, DepEd will also hire more teachers with
an allocation of P10.0 billion to create 39,066 new teaching
and 1,500 non-teaching positions. On the other hand, the
agency will allocate P3.5 billion to purchase and distribute
70.5 million textbooks and instructional materials to schools
nationwide. This is more than double last year’s allocation of
P1.7 billion.
• Lastly, improving the country’s state universities and colleges
(SUCs) is an important part of the Administration’s program to
modernize the public higher education system. As such, the
SUCs will get a total of P44.4 billion or 16.8 percent higher
than their 2014 budget of P38.0 billion.
75. COMMISSION ON HIGHER
EDUCATION
• Some independent colleges offer a limited
number of graduate programs, but usually
their primary mission is to provide
undergraduate education.
• Community colleges offer two-year
programs of general education or
vocational education.
76. • To save money and to be able to quickly respond to changing trends in
education, colleges and universities increasingly employ large numbers of
part-time teachers who do not have faculty rank or tenure.
• Analysts estimate that nearly 30 percent of the faculty at four-year colleges
and universities teach part-time.
• At community colleges, part-time teachers make up as much as 65 percent
of the faculty. Part-time faculty often add special expertise to their teaching if
they are practitioners in highly specialized fields such as medicine or law.
However, many part-time faculty cannot find full-time teaching jobs, despite
being qualified for those positions.
• Part-time faculty usually receive lower salaries than faculty with full-time
positions, forcing many to teach at several colleges or universities in order to
earn an adequate income.
• In addition, some universities employ large numbers of teaching assistants,
who teach undergraduate courses while completing their doctoral degree
programs.
• Critics believe that reliance on part-time faculty and teaching assistants
decreases the quality of instruction. They argue that part-time faculty and
teaching assistants generally lack the teaching experience and commitment
to the institution that full-time faculty bring.
77. *Students may apply for and receive financial aid
to help pay tuition and other costs of attending
college.
*The chief sources of financial aid are federal
programs, state grant programs, private grants,
and institutional sources at the college or
university.
*Aid may be either a grant based on financial
need, a merit-based financial award given to the
student, or a loan that the student must repay with
interest in the future.
78. • In the past, most students received financial aid in the form of a
grant. However, the increases in tuition rates since the 1980s
have coincided with a decrease in the funds available for public
or private grants.
• More of the financial aid that most students now receive comes
in the form of a loan rather than a grant or an award.
• For example, in the late 1980s the average grant was 46
percent of a typical student’s total aid package, while the
average federal loan was 52 percent.
• By 1998 the grant size had fallen to 40 percent of the typical
total, while loan size had increased to 58 percent. In 1997
borrowers who attended public four-year colleges had
accumulated an average of $13,000 in debts. Those who went
to private colleges averaged $17,500 in debts. Borrowers in
graduate school had an average debt of $24,500, and those
who went to professional school averaged $48,500.
