Making Education Work.. Reference Book PDF

Vol.
MAKING EDUCATION WORK

BOOK ONE
Areas of Concern in
Philippine Education
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MAKING EDUCATION WORK

BOOK ONE
Areas of Concern in
-----
Volume 4
GOVERNANCE AND
MANAGEMENT
NCI
P
fry;
&
NATIONAL CENTRE FOR VOCATIONAL

EDUCATION RESEARCH LTD.
A.C.N. 007 967 311
Published in Quezon City, Philippines

by the Congressional Oversight Committee on Education
This report was prepared in 1991-92 by the Congressional Commission on Educahon, whose members, with Senator Edgardo J. Angara as chair and former Representative Carlos M. Padilla as co-chair, were Representatives Adelisa AlmanoRaymundo, Ernesto S Amatong, Salvador H. Escudero and Cirilo Roy Montejo,
Senators Juan Ponce Ennle, Ernesto F. Herrera and Sotero H Laurel, and Santanina
T. Rasul. It was published in 1993 under the auspices of the Congressional
Oversight Committee on Education with Senator Leticia R Shahani as chair and
Representative Salvador H. Escudero as co-chair, and Representatives Ciriaco R.
Alfelor, Angel M. Carloto, and Andrea D. Domingo; and Senators Ernesto F.
Herrera, Cirilo Roy G. Montejo, Santanina T. Rasul, Vicente C Sotto III and Wigberto
E. Tanada as members.
This is not to be reproduced or reprinted in any form for commercial purposes;but

may be quoted or reproduced in part for literary or educational research, and for
information and advocacy, provided that appropriate citation is made.
Bibliographic citation.
The Congressional Commission on Education 1993. Governance and Management, v.
4. Areas of Concern In Philippine Education, Book One Making Education Work.
Quezon City, Philippines: Congressional Oversight Committed on Education.
ISBN 971-8827-02-1
971-8827-054
First Printing, 1993
Preface
Even before we were elected to the Congress, all of us were already
worried about the apparent deterioration of Philippine education.

Our work in our separate Committees on Education confirmed our
worst fears for the mindof our nation.
This Report is far from clinical and objective. But we do not apologize
for its tone. How can we be detached when we are faced with the evidence
that our young people revert to illiteracy because their instruction is
indifferent? How can we remain unemotional when we are told that in
comparison with other peoples our children know little mathematics and
even less science?
Education is essential to our life as a nation. This is a truism that bears
endless repetition. It is acknowledged by the provisions on education
in the Constitution. Except for the provision on free secondary education,
however, these Constitutional mandates have not yet been translated into action.
After a penod of reflection, it became clear to us that these twin tasks of

solving the problems and implementing the constitutional provisions on
education have to be approached not separately but together. Thils, our
decision to propose basic and all-embracing reforms in our education
system.
To do this, the Congress enacted, and the President signed into law,
Joint Resolution No. 2, which created the Congressional Commission on
Education on 14 August 1990, although its substantive work did not begin
until after the New Year in 1991.
The Commission was made up of five senators and five representatives
chosen first for their knowledge of education matters and second for their
representation of regional, sectoral and political points of view
We chose to amass the information we needed to review and assess
Philippine education by direct consultation. We wanted to hear from the
people directly what they felt and thought about a national problem close
to their hearts.
We carried out the most extensive and Intensive public hearings in our
country's history. We went to all the regions, including the Autonomous
Region of Muslim Mindanao and the Cordillera Administrative Region.
We held consultations in 18 provinces and 13 regional centers. We met
with 33 groups representing public and private schools, teachers, parents,
students, special education, national and local Government executives,
workers and employers. We invited 378 experts in education, science and
technology, language, technical education and training, public administration, finance and the mass media.
Ill
Governance and Management
Our staff studied all primary and secondary documents on Philippine

scholars,
education written over the last 20 years by Filipino and foreign
this with
all
capped
we
us.
And
to
including those specifically addressed
we
Congress,
this
kt
1991.
a National Congress on 29-30 November
departGovernment
the
concerned
and
gave the national organizations
we subments the chance to examine and criticize our proposals before
mitted them to the two houses of Congress.
to tell
To all these consultations, we came with open minds, Except
ResoluJoint
which
themes
the
the people and groups that we convened
in the
tion No. 2 directed us to examine, we did not in any way intervene
conclusions
findings,
our
that
proceedings. Hence we can say confidently
and recommendations are the national consensus on education
Our recommendations, however, are for both the legislative and executivebranches, because Joint Resolu tion No. 2 au thonzed us to look at both
policies and programs.
Many of our proposals can be carried out by executive action, but the
key ones require legislation.
C.
We would like on behalf of the Congress to thank President Corazon
directors
regional
the
Jr.,
Paderanga
Aquino, Director-General Cayetano
and staff of the National Economic and Development Authonty, the Regional
Sports,
Development Councils, the Department of Education, Culture and
National
the
particularly
Employment,
and the Department of Labor and
Manpower and Youth Council, and regional, provincial and municipal
government executives.
contriWe would also like to acknowledge the Intellectual and moral
all of
mention
cannot
We
and
persons.
butions of numerous organizations
Education
on
Commission
them here, but the papers of the Congressional
will list them all.
We commend this report to our colleagues in the Senate and the House
of Representatives.
Rep. Carlos M Padilla
Angara
Chairman
Sen. Edgardo
J.
Co-Chairman
Juan Ponce Ennle
Adelisa Almario-Raymundo
Ernesto F. Herrera
Ernesto
Sotero H. Laurel
Salvador H. Escudero III
Santanina Rasul
Cirilo Roy G. Montejo
Manila and Quezon City

1992
iv
J.
Amatong
Foreword
The four books comprising the entire report of the Congressional

Commission on Education (EDCOM) are the product of a twelve-month
intensive study of the state of education and training in the Philippines.
Though it makes no claim to being exhaustive nor definitive, it represents an
earnest, informed, collective analysis of the condition of education and
training in the country.
The philosophy that ought to steer and animate Philippine education is
discussed succinctly in one chapter, "Education of the Filipino", of the official
EDCOM report submitted to the Congress of the Philippines in December
1991.
Books One and Two look at the education scene in depth: the first, in
terms of areas of concern that seem to be true of all types and levels of
education; the second, in terms of the levels of education - elementary,
secondary, post-secondary and higher education.
Book Three capsulizes views, and suggestions from multi-sectoral
groups who are the givers and the receivers of education services; the informed
opinions of leading professionals and experts in specific areas; and the
positions and recommendations of recognized national leaders working in or
closely associated with education and training.
Book Four compnses selected technical papers by academics, professionals and field managers who participated actively in EDCOM consultations as well as thoughtful discourses from EDCOM resource persons and
consultants. Their themes intersect in many parts of this four-book report, and
form the warp and woof of the official EDCOM Report proposed earlier to the
Congress of the Philippines as the basis for executive and legislative actions.
This first book, Book One, is organized according to the area of concern
which EDCOM was mandated to look into Thus, Volume 1 deals with
education and manpower development programs; Volume 2, with the teachers and their concerns, Volume 3, with sectoral targets and functional linkages; Volume 4, with governance and management; and Volume 5, with the
financing of education.
This volume on the Governance and Management of the Philippine
Educational System examines both the external governance of the entire
educational system and the internal governance of the system's component
institutions such as the education department and its operating agencies,
other agencies with educational concerns, and the various educational institutions.
Volume 4 first presents the factors affecting the complexity of educational management and a background on the educational system (Chapter 1).
V

2 discusses the management of the system,
including systems governance and major educational policies by level of
On the other hand, Chapter
education. Chapter 3 covers the DECS organizational structure: administration and supervision, programming and evaluation, instructional supervision, staffing and human resource development, procurement, and disbursement and asset management for the entire system as well as for the educational institution. Meanwhile, Chapter 4 covers institutional governance,
including policy and program formulation, organizational system and structure, administrative systems and procedures.
Among the issues and problems identified in Chapter 5 include the
growing scope of educational governance in terms of enrolment, number
of teachers and institutions, infrastructure and facilities, administrative
and the limited resources available to meet
bureaucracy and financing
educational needs. Thus the urgent need for the educational system to be
managed in the most effective and efficient manner is expressed in the latter
part of the Report.
Embodying the conclusions and recommendations arrived at by EDCOM after its conduct of two major surveys, a review of the studies on
education in the last 20 years, and consultations with specialists and people
directly involved in education, Chapter 6 presents the institutional and
structural reforms EDCOM proposes to ensure that the mission, goals and
objectives of education will be attained at the lowest social and economic
costs. Proposed reforms Include adjustments in existing educational policies,
reorganizing the structure and institutional system for education, decentralizing operations, and strategic planning for education.
The legislative agenda focuses on the enactment of an omnibus resolution to adopt the EDCOM recommendations as the bases of educational
reforms and the formulation of bills espousing the specific proposals of
EDCOM.
Annexed to the Report are the following: functions and powers of the
Department of Education , Culture and Sports; proposal to create a provincial/city Board of Education by Dr Guillermo Carague; Republic Act No.
7160 (Local Government Code); provisions relevant to education; and educational financing indicators. The volume also includes tables, figures and a
selected bibliography.
VI
Contents
iii
Preface
Foreword
Contents
List of Tables and Figures
Acknowledgments
vii
xi
xiii
Chapter 1
THE EDUCATIONAL SYSTEM: A BACKGROUND
Pre-School Education
Elementary Education
Secondary Education
Vocational /Technical Education
Tertiary Education
2
3
4
5
8
Chapter 2
MANAGING THE SYSTEM
13
Systems Governance
Planning and Policy Formulation
Formulating Educational Policies
Planning and Budgeting
Major Educational Policies
Elementary Level
Secondary Education
Technical and Vocational Education
Higher Education
13
13
16
16
18
19
19
20
20
Chapter 3
DECS: ORGANIZATIONAL STRUCTURE
21
Program and Project Administration

Office of Planning Services
Administrative Systems and Operations
Programming and Evaluation System
Data Generation, Collection, Processing
and Analysis
Instructional Supervision System
Who supervises instruction?
23
25
26
26
27
VII
28
28

Functions of elementary school principals
Functions of secondary school principals
Functions of assistant secondary school principals_
Functions of distnct supervisors
Functions of general education supervisors
Functions of school division supervisors
Functions of assistant division school superintendents
Functions of superintendents for vocational education
Staffing and Human Resource Development
Teacher Recruitment and Appointment
Staff Development
Promotion and Development
Evaluation
Promotion
Operating Systems and Procedures
The Schoolbuilding Program
Materials and Equipment
Supplies, Materials and Equipment
Textbook Procurement and Distribution
Asset Management
.Disbursements
Payroll
Types of payroll
Responsibilities of PSD
Responsibilities of regional offices
Chapter 4
INSTITUTIONAL GOVERNANCE
Policy and Program Formulation
Public Institutions
Private Institutions
Organizational Systems/Structure
Public Institutions
Public Institutions
VIII
28
29
30
31
31
32
34
35
36
37
39
40
40
42
42
42
44
44
44
46
48
49
49
51
53
53
53
53
55
55
57
58
58
59
Contents
Chapter 5
ISSUES AND PROBLEMS
60
Systems Governance
Authonty for policy formulation
Formulating educational policies
Planning and budgeting for education
Planning for major educational policies
Organizational System for Education
DECS: Organizational Structure
Programming and Monitoring
For Principals
For District Supervisors
For Division Superintendents
Textbooks and Materials
Payrolls
On Disbursements
Institutional Governance
Boards of Regents
61
61
61
63
63
64
65
65
66
68
68
69
70
71
72
74
75
75
76
77
78
78
Chapter 6
CONCLUSIONS AND RECOMMENDATIONS
Policies Affecting the Educational System
Budgetary Priority
Basic Education
TVET
Higher Education
Special Education
Organizational Structure and Institutional System
Reorganizing DECS
New Institutions and Structure
For early childhood care and development
For higher education
For technical educaticn and skills development
For non-formal education
IX
81
82
82
82
83
83
84
- 87
87
87
92
92
92
95
97

Administrative Operations
Decentralizing DECS (or DBE) Administration
Revised Role of Regional Offices
_
School and Supervision of Teaching
The principal as instructional manager
The supervisor's role re-defined
The Department of Basic Education
Budget Programming
School Requirements
Textbook Distribution
Schoolbuilding Program
Educational Operations and Local Autonomy
Provincial Educational Administration
Planning for Education and the Educational System
The National Council for Education and the
the National Congress for Education
Structure and Operation
Proposed Legislative Measures
Adopting EDCOM Recommendations
Drafting Appropriate Bills
97
98
100
101
101
104
104
104
104
105
106
106
107
108
109
110
111
111
112
117
127
Selected Bibliography
Tables and Figures
Annex 1
Functions and Powers of DECS
Annex 2
Proposal: Creating a Provincial/City Board of Education
Annex 3
Local Government Code Provisions Pertinent to Education
Annex 4
Annex Tables
List of Abbreviations and Acronyms
Index
161
203
.209
213
229
231
List of Tables and Figures

Table
1
2
3
Page
Enrolment in government and private schools,

by region and by levels, SY 1990-91.
Number of government and private schools, by
region and by levels, SY 1990-91.
Survival rates in government schools SY 1979-80
to SY 1988-89 (actual) and SY 1982-83 to
SY 1991-92 (projected).
Completion rates in elementary schools, SY 1987-88
127
129
131
131
to SY 1989-90.
5
Cohort-survival rates in secondary education,
132
SY 1986-87 to 1990-91.
6
7
Drop-out rates in government and private secondary

schools frOm SY 1988-89 to SY 1989-90.
Number of public and private tertiary institutions,
134
135
SY 1985-86 to SY 1989-90.
8
9
10
Enrolment in government and private tertiary

institutions, SY 1985-86 to SY 1988-89.
Planning process for education.
Inter-action of planning and budgeting cycles.
135
Enrolment in government and private pre-schools,

by region, SY 1990-91.
Number of government and private pre-schools,
Number of government and private elementary schools,
Enrolment in government and priuvate elementary
schools, by region, SY 1990-91.
Number of government and private secondary schools,
Enrolment in government and private secondary schools,
138
136
137
Figure
1
3
4
5
6
Xi
138
138
139
139
139

7
Number of schools offenng post-secondary/
technical-vocational education, SY 1990-91.

Enrolment in post-scondary/technical-vocational
schools, SY 1990-91.
Number of government and private tertiary schools,
139
140
140
SY 1990-91.
10
11
12
13
14
15
16
17
18
19
20.
21.
22
23
24
25
26
Enrolment in government and private tertiary schools,

schools, SY 1990-91.
The Philippines: Policy-making process in education.
Organizational chart: Department of Education,
Culture and Sports.
DECS BEE: Oganizational chart.
DECS - BEE: Functional chart.
DECS BSE: Organizational chart.
DECS - BTVE: Organizational chart.
DECS BFIE: Organizational chart.
DECS - BNFE: Organizational chart.
DECS - BPESS: Organizational chart.
DECS Regional Offices: Orgaruzational chart.
EDPITAF Functional chart
Division Offices: Organizational chart.
National Center for Technical Education:
Organizational chart.
Marikina Institute of Science and Technology:
Organizational chart.
De La Salle University: Central Administration
Organizational Chart.
Proposed organizational structure and institutional
system for Philippine education.
xli
140
141
142
144
145
146
147
148
149
150
150
151
152
153
154
157
158
Acknowledgments
Congressional Commission on Education has a long list of persons and institutions to thank Hund reds of educators, professionals
and concerned citizens collaborated, as It were, in the making of this
The
compendium of reports. Without their full cooperation, sustained by

their sincere desire to help improve the educational and training system of
the country, none of these volumes would have been possible.
Words of thanks and praise, Inadequate as they are in conveying true
dimensions of gratitude, go to The Eighth Congress of the Philippines, who, recognizing that Philippine education was not beyond redemption, created the Congressional Commission on Education, the Honorable Ramon Mitra,
Speaker of the House of Representatives; the Honorable Jovito
Salonga, President of the Senate, and his successesor, the Honorable
Neptali Gonzales, President of the Senate, Her Excellency, the
Honorable Corazon C. Aquino, President of the Philippines,
Membersof the Cabinet, especia Ily NEDA Director-General Cayetano
Paderanga, DBM Secretary Guillermo Carague, DOST Secretary
Ceferino Follosco, for quickly responding to our invitation to be our
pro-active partners in pursuing our mandate, and for their consistent positive support of the whole enterprise;
DECS officials and the leaders and members of educational institutions and related organizations, both public and private, whose
names appear on appropriate pages of the report, for sharing their
experience and insights and lending the services of some of their
specialists, professors and senior staff forgu 'dance and expert ad vice;
The NEDA regional directors and provincial heads, as well as other
members and staffs of each and every Regional Development Council, for facilitating and providing the vital secretariat work, and
attending to all exigencies before, during and after the provincial and
regional consultations held over a nine-month period, as well as in
advocacy workshops and Information dissemination activities;
The teacherswho were always there when needed, quietly performing non-teachingactivities for the good of education and the uplift of
their profession;
Student leaders and parent representatives, as well as Industry
leaders and employers, for providing the viewpoints of the direct
beneficianes of education;
XIII

National and provincial pnnt and broadcast media for regularly
informing the public about EDCOM activities and concerns;
The University of the Philippines, thru the Institute for Science and
Mathematics Education (ISMED) and the Regional Center for Educational Innovation and Technology of the Southeast Asian Ministers
of Education Organization (SEAMEO-INNOTECH), for hosting the
secretariat office during the two-year life of the Congressional Commission on Education, and for providing the venue and services for
EDCOM official meetings and conferences and other work sessions,
respectively
No report of EDCOM would have come out without the magnificent
teamwork of an exemplary secretanat, reference to whom here reflects so
little of their real contributions:
Dr Ed ilberto Dagot,
Members of the three panels of consultants
Fr. Bienvenido Nebres, Dr. Demetrio Quin no and Dr. Emmanuel T.
Velasco (for education and manpower development programs), Mr.
Cedric R. Bagtas, Mr. Napoleon B. Imperial, Mr Jose D. Lacson, and
Atty. Cherry Lynn S. Ricafrente (for sectoral targets and functional
linkages); Fr. Jose D. Ante, Dr Ad nan Arcelo, Mr Oscar Pascual, Dr
Carlito Puno and Dr. Jul ieta M. Savellano (for teachers' welfare and
for their
benefits, governance and management, and financing)
diligence, dedication and thoroughness in poring over pages and
pages of data, related studies and consultation reports, and weighing
these against accepted educational norms and perceived national
needs;
The chairpersons of the Panels. (1) Dr Josef ina R. Cortes, for
education and manpower development programs, (2) Mr Rony V.
Diaz, for sectoral targets and functional linkages; and (3) Dr Manuel
S Alba, for teachers' wel fare and benefits, governance, management
and financing
for bnnging to bear on all deliberations the
of
their
solid academic credentials, eclectic expericombined weight
ence and searching minds, and for providing the sustained leadership that saw their respective panels and technical staff through tight
deadlines;
The EDCOM technical services staff, led by Fehna Cruz, Chanto
lmpenal, Teodoro Gapuz, Hercila Reyes; Luisa Malian, Mary Eileen
Rea, Raymond Bala tba t,Michelle Ocampo, Guillerma Flores, Ma near
Sugayan,Evelinda Balton; Doris Monsanto, Chona David, Bona Elisa
Andrada, Mane Angela Singian, Roberto Ruda - who provided
precious support, through timeless hours, to the panels of consultants;
EDCOM administrative support staff who unselfishly worked
through many nights and weekends and when duty called: Zenaida
xiv
Acknowledgments
Pajann, Eloisa Gonzales, Reylina Tenorio, Arlene Cruz, Ronnie Nilo,
Aniceto Boloico, Armelie Barroga, Manuel Casa lan, Celso Villareal,
Evelyn Chua, Vicente Faulan, Lourdes Rana, Leo dela Cruz, Leonides
Umali, Anna Lissa Gallego; and panel reports editors, Prof.
Anunciacion Menez and Dr. Manuel Lacuesta;
The Senate Secretariat, for lending full support and cooperation to
the EDCOM Secretariat in terms of bill drafting work, stenographic
services, and advice and assistance on administrative and financial
matters;
The readers and editors who, separately, assiduously worked on
some or all the phases and stages in the production of these volumes
and books: Prof. Anunciacion Menez, Prof Maybelle K. Guzman,
Prof. Luis V. Teodoro, and Mrs. Rebecca R. Cajilig;
Dr. Mariano J. Guillermo who, as deputy executive director, helped
steer and oversee the various secretariat tasks and activities;
And, not the least, Dr. Dionisia A. Rola, executive director, who cared
enough about education to serve EDCOM's cause selflessly and
completely, and whose knowing hand runs through all these reports.
THE CONGRESSIONAL COMMISSION ON EDUCATION
December 1992
XV
Book One
Areas of Concern in
Volume 4
==
GOVERNANCE AND MANAGEMENT
A report of the
Congressional Commission on Education
1992
1
The Educational System:
A Background
basic objective of educational governance is to manage the educational system as effectively and efficiently
as possible so that the mission, goals, and objectives of
education will be attained at the least social and economic costs.
External governance relates to the management of the entire
education system. Internal governance relates to the management
of and by each of the system's component institutions, such as the
education department and its operating agencies, as well as
various educational institutions and other government departments with educational functions.
There are fundamental factors that affect the complexity of
educational governance. There is the size of the system, which
defines the capacity of the system to serve the population and to
meet the investment and financing requirements of education.
Governance has become much more complex and difficult because the problems have increased in magnitude - - in terms of
enrolment, institutions, number of teachers, infrastructure and
facilities, administrative bureaucracy, and financing.
There is also the external environment and its dynamics as it
affects the educational system. Thus, the political, economic,
cultural, technological and even physical and natural factors
have to be analyzed and understood with respect to their impacts
on the governance, contents and methodologies of the educational system.
These environmental factors influence the educational
system's own perception of its missions and goals,, the appropriateness of its policies, the feasibility of its strategic alternatives,
the viability of its programs and projects and therefore, the
efficiency of its operations.
The
The capacity of the administrative machinery to adjust and

adapt to a changing external environment depends on the inherent strengths and weaknesses of the administrative machinery
and its relevant institutions. Managerial competence and effective leadership are thus a crucial factor that needs to be strengthened.
This report essentially addresses the concerns and problems
with respect to the governance and management of the Philippine educational system as broadly identified above, and the
specifics of administration as they relate both to the external and
internal governance of the educational system.
This chapter presents an overview of the current status of
various levels of the educational system. It describes, in general
terms, the environment within which the system of educational
governance and management operates.
The Department of Education, Culture and Sports (DECS)

reports that in 1988-89, only 2.4 percent (11 million) of the total
population of children age zero to six were enrolled in the 3,691
pre-schools in the country. Only 5.65 percent of the 4.85 million
children from four to six years of age were in pre-schools in the
same period.
This is a very small percentage. Yet it is generally perceived
that those who pass through pre-school enjoy better chances of
admission into good elementary schools and perform better in
the initial years of schooling.
For SY 1990-91, pre-school enrolment totalled 390,611 with
the privately-owned pre-schools servicing 57.5 percent of the
entire enrolment (Table 1 and Figure-1-).
Pre-school education is concentrated in urban centers, mainly
in Metro Manila. Only those who can afford the tuition fees
provide their children with it.
Public pre-schools outnumbered private pre-schools in SY
2
The Educational System
1990-91 (2,888 public compared to 1,272 private), but this data

may not be entirely correct since a great number of privately-run
pre-schools are not registered with DECS. However, as indicated
earlier, enrolment is predominantly with the private sector (Figure 2 and Tables 1-2).
Of the 34,146 elementary schools in the country for SY 199091, 32,472 or 95.1 percent were public schools. The private schools
numberered about 1,674 or 4.9 percent of the total number of
schools. Public elementary schools accounted for 89.2 percent of
all government schools (36,385) and 77.7 percent of the total
number of schools nationwide (41,781), as shown in Table 2 and
Figure 3.
Government elementary schools are classified into four types:
incomplete primary (i.e., not all four grades are offered), complete primary, incomplete elementary (i.e., not all six grades are
offered), and complete elementary schools.
Complete primary schools account for 16.2 percent (5,326)
of the total number. On the other hand, incomplete primary
schools account for 17.3 percent (5,664) while incomplete elementary schools account for 19.7 percent (6,459).
For SY 1990-91, enrolment at the elementary level was
10,377,277, with the public sector accounting for 93.6 percent
(9,716,008) of the total. Private schools, on the other hand,
accounted for 6.4 percent (661,269) of the total enrolment for
the elementary grades (Table 1 and Figure 4).
The national participation rate at the elementary level for
school year 1990-1991 was 97.78 percent, or a decease of 1.27
percentage points from the 99.05 percent in SY 1989-90. Regions
2, 6, 7, 8,10 and the National Capital Region (NCR) fell below the
national norm of 97.8 percent while two regions (Regions 3 and
12) registered participation rates over 100 percent, indicating a
prevalence of over-aged enrolees.
3
In terms of the survival rate, only 65.7 percent of pupils

entering Grade I reach Grade VI. The drop-outs mostly come
from the rural depressed areas. Their parents have had very
little, or no schooling at all (Cortes, 1991). On the other hand,
1987-90 data show that the completion rate in elementary schools
for the last four years is 62.8 percent (Tables 3-4).
Secondary Education
The Philippines had 5,375 secondary schools in SY 1985-86,

of which 3,357 or 62.5 percent were public high schools and 2,018
or 37.5 percent were private. The number of secondary schools
increased to 5,567 in school year 1990-91, of which 3,406 or 61.2
percent were public schools administered by DECS. The remaining 2,161 or 38.8 percent were private schools. Not included
in the said total are high schools attached to state universities and
colleges (SUCs) which totalled 148 as of SY 1989-90.
On the whole, there was an increase of 176 secondary schools
from SY 1985-86 to 1990-91, 38 or 21.6 percent of which were
public schools and 138 or 78.4 percent were private schools (Table
2 and Figure 5).
For SY 1990-91, the total enrolment at the secondary level
was 4,033,597, with the public sector accounting for 2,564,045 or
63.6 percent (Table 1 and Figure 6).
The steady improvement in participation rates for the past
five years is reflected in a majority of the public secondary schools
in the various regions of the country. Notwithstanding this
positive trend, a closer look would reveal that, in SY 1989-90,
only in three regions were the participation rates above the
national norm of 35.0 percent.
In general, from SY 1986-87 to 1989-90, the cohort survival
rate in public high schools increased from 68.9 percent to 76.6
percent. This decreased to 75.0 percent in SY 1990-91. This means
that out of 100 students who enter the first year, about 75 students, compared to 77 in SY 1989-90, reach the fourth year. In
4
the private high schools, the increase was from 75.8 percent in
percent (DECS, 1990) (Table 5).
A comparison of the SY 1989-90 and SY 1990-91 figures reveal that the drop-out rate in public secondary schools has
decreased from 7.3 percent to 6.9 percent (Table 6).
Given these, however, much improvement is still necessary.
For instance, it was noted that private secondary schools in nine
regions were below the national norm of 79.0 percent for SY 198990 (Ibid.)
SY 1986-87 to 83.0
Vocational/Technical Education
As of SY 1989-90 there were 333 public and 937 private
secondary vocational/technical institutions (DECS, 1991).
Of the 333 public vocational/technical schools, 129 were
trade schools, 18 home industries, 72 fishery schools, 78 agriculture schools and 36 agro-industrial schools. The course offerings of private technical schools included non-credit courses in
fashion, business, trade, agriculture, and industrial and teacher
education (Nieves, 1991).
As of SY 1990-91, however, there were 336 public and 926
private post-secondary vocational/ technical institutions (Table 2
and Figure 7).
Geographically, 86 percent of all vocational/technical institutions were located in urban areas
Tan (1991) found a disparity in the regional distribution of
vocational/technical institutions. Before 1986, many schools of
various kinds were established in Regions 1, 2 and 8. Since 1986,
however, a few schools in Region 2 have been phased out with
the bidget reduced to zero. Region 1, essentially an agricultural region, has one fishery college and five fishery vocational
schools. The college enrolment was only 180 while the high
schools had 300 or less students each. In Region 6, two agricultural-industrial high schools and six fishery high schools are all
located in the neighboring provinces of Leyte and Samar. In
5
contrast, Region 5, a major fishing area, has no college of fishery but only two fishery institutes.
Of the 1990-91 post-secondary enrolment, a total of 361,736
were in technical institutions. About 14 percent were in public
institutions and 86 percent were in private institutions. NCR
had the most enrolees (153,544) followed by Region 6 with 37,307
and by Region 4 with 23,047 (DECS, 1990) (Table 1 and Figure 8).
In vocational high schools, cohort survival data reveal that
there is a low survival rate for students. Out of every 100 students
who enter the first year of secondary vocational programs, only
63 reach fourth year, and only 60 eventually complete a program.
Attrition of students occurs mostly at the lower levels approximately a third of the beginning first-year enrolment had already
dropped out by the time they were ready to enter third year.
It appears that the main reason for low enrolment in vocational high schools is that most of the vocational education
clientele are poor and therefore are unable to complete their
courses. Based on the survey conducted by the MADECOR
Career Systems (1987), many vocational high schools were located in depressed areas where the income level of residents was
generally low. Almost three-fourths of the respondents reported
that the income of residents was below two thousand pesos a
month with 56 percent of them earning less than P1,000 a month.
Many students were forced to stop schooling because of the need
to work. The Employment Report of 1990 shows that 12.81
percent (2.8 million) of the total number of employed persons
(22.2 million) across all occupational groups were high school
drop-outs, higher than the number of unemployed college graduates of 11.58 percent or 2.5 million (NSO, 1990).
The performance in the National College Entrance Examination (NCEE) of public and private vocational schools declined
from 1986 to 1989. The average mean performance in standard
scores of private vocational schools dropped from 538.51 in 1986
to 471.67 in 1989, while that of public vocational schools decreased from 495.50 to 457.27 in the same period (NETRC, 1989).
Both public and private vocational schools registered the

lowest average mean performance in the NCEE in 1989 (Ibid.).
The issue here, however, is not only the poor performance of
vocational schools, but the "measure" of student performance as
well.
According to Dr. Mona Valisno of the National Educational
Testing and Research Center (NETRC), the NCEE is a scholastic
aptitude test that measures only the academic learning of students. Since the orientation of vocational students is substantially
geared towards work skills formation, they consequently perform poorly in the NCEE. A review of this fact vis-a-vis the
aptitude of every student is therefore needed.
Nevertheless, without considering the appropriateness of

this important factor in the determination of school performance
of students, there is no doubt that there is also a need to improve
the quality of the general education of vocational high school
students. There are indications that graduates of general high
schools have better employment opportunities than graduates of
vocational schools (Tan, 1991). Employers find that those with
mathematical, scientific and communication abilities are more
trainable than those whose learning in these areas is deficient.
The determination of student achievement in the post-secondary level is based on written and practical examinations. The
written test is administered yearly by NETRC while the evaluation of performance, or Manual Skills Test, is the responsibility
of the Bureau of Technical and Vocational Education (BTVE).
The latest data on the performance of skills tests of National
Manpower and Youth Council (NMYC) trainees show that out of
a total of 11,946 tested in 1990 only 44.47 percent or 5,314 passed
and were certified (NMYC, 1990).
In the regional consultations conducted by the Congressional
Commission on Education (EDCOM), the representatives from
five regional centers and four provinces composed of administrators and teachers/ trainors in technical institutions said that technical schools produced low quality graduates.
In addition, BTVE observes that employers complain of the
know-how but in work attitudes and discipline as well. Out of

a total of 31,880 graduates of secondary schools offering technical and vocational education, 11.33 percent or 3,612 were err?
ployed. This group produces the lowest percentage of employment among those who finish vocational/technical programs.
Employed graduates of post-secondary schools offering oneone- to three-year courses represent 30.52 percent or 5,646 out of
a total of 18,499 graduates.
The highest percentage of employment in relation to the
number of graduates is that from short-term courses with 54.33
percent or 3,416 employed out of a total of 6,288 graduates.
In 1990, the Placement Assistance Center or PLACER units
of NMYC recorded a placement output of only ten percent or
21,235 graduates nationwide out of a total of 211,766 graduates
of various training programs.
The rate of absorption of technical graduates by the workplace, as well as the types of skills being absorbed, indicate the
degree by which education and training institutions respond to
the manpower need of the economy. However, it cannot be
argued that the oversupply of manpower in both quantity and
types of skills could be wholly attributed to the ineffectiveness of
the educational system. A great part of the mismatch problem is
a result of the structure of the economy which is supposed to
signal to the educational and training institutions how much
manpower to produce. Furthermore, the lack of data on the
underemployment and self-employment of technical graduates
does not alleviate the problem.
Tertiary Education
The major feature of the tertiary education system is its

heavy reliance on the private sector. More than 70 percent of all
higher education institutions are privately owned (Table 7 and
Figure 9).
Having a large private sector in higher education has both
8
advantages and disadvantages. According to the 1988 World

Bank Report, a major advantage is that a large portion of college
students is serviced at a very low cost to the government. The
disadvantages include the following: a) quantity is often offered
at t e expense of quality; b) capital-intensive programs are
onl minimally provided; and c) low-income students can only
at-tend the lowest-cost and usually the lowest-quality schools
(World Bank, 1988).
The higher education sector also experienced a proliferation
of institutions of higher learning. In a span of 20 years, the total
number almost tripled, from 600 in 1970 (FAPE Education Indicators, 1991) to about 1,700 by 1990. If branches and campuses
were counted as distinct and separate, there were 94 SUC campuses (Ables, et al., 1987). Twenty years ago, there were only 20
SUCs. Today, there are 81, with some of them having as many
as five to 10 campuses each.
In terms of regional distribution of schools vis-a-vis college
age population for SY 1989-90, the total number of higher education institutions as well as the number of private higher education institutions followed the college-age population pattern
across regions. However, the public institutions of higher learning (IHLs) were unevenly distributed. The Task Force to Study
State Higher Education (1987) observed that "the creation of
SUCs was obviously made without planning for an integrated
system of higher education. The SUCs seem to have been established only from local or political interests."
The Philippines has among the highest participation rates
of the relevant college-age population in the world. It was 38.9
percent in 1985, the highest in the Association of Southeast
Asian Nations (ASEAN) region (World Bank, 1989). The concern with a large college population has much to do with the
phenomenon of the "educated unemployed" in the country.
For 1990-91, higher education enrolment totalled 1,347,750.
The private higher education institutions consistently accounted
for 85 percent of the total enrolment. NCR and Region 4 accounted for the highest higher education enrolment (DECS,
9
1990) (Tables 7 and 8; Figure 10).
There has been an over-concentration of enrolment in such

programs as Commerce/Business, Engineering and Teacher
Education. Despite the observation that the country has an
inordinately large higher education enrolment, the fact remains
that enrolment in graduate (master's and doctoral) programs is
minimal. Enrolment figures from SY 1977-78 to SY 1985-86
show that the share of graduate education does not go beyond
3.5 percent of the total higher education enrolment for each year
(DECS-BHE, 1991).
Results of the board examinations of various professions

from 1985 to 1989 reveal that in the business-relatedfield, accountancy had a very low percentage of successful examinees. Among
the engineering programs, only the professional electrical engineering examinees and assistant electrical engineering examinees had success rates above 50 percent. In the science-related
programs, geology examinees had a much higher percentage of
success than the chemistry examinees. Examinations for the
occupational therapy and medical professions in the healthrelated field had the highest percentage of successful examinees
while the dietitian program had the lowest (PRC, 1991).
From 1979 to 1987, the results of the bar examinations reveal
that the percentage of those who passed continued to decline,
from 49.51 percent in 1979 to 17.90 percent in 1987. The number
of examinees, however, continued to increase for each year
(Balmores, 1991): A cumulative ranking of the top ten colleges
and universities according to the results of the 1988-89 examinations in several professional fields (engineering, architecture,
medicine, dentistry, pharmacy, accountancy and the legal profession), revealed that nine were private schools (Ibid.)
Moreover, the 1990 results of the Professional Board Examinatioh for Teachers (PBET) revealed that only 10.6 percent of the
examinees passed the exam. Examinees from public schools
performed better than those from private schools (CSC, 1990).
Over the years, higher education institutions have produced
more graduates than the economy could absorb. As early as
10
1970, the Presidential Commission to Survey Philippine Educa-
tion (PCSPE) reported that the aggregate output of graduates was

much greater than market demand or market needs, resulting in
unemployment and underemployment of educated manpower.
On the other hand, there was a shortage of technicians and welltrained professionals. Thus, it predicted that given the strong
demand for education, the trend would continue unless some
measures were adopted for effecting a better balance between
inputs of students into training programs and manpower needs
for graduates of such programs.
Today the situation is not much different. The 1990 Employment Report shows that the number of unemployed college
graduates is 328,000, or 14.8 percent of the total number of
unemployed members of the labor force of 2,032,000 (DOLE,
1990).
Among the various professions, there has been an oversupply of engineering graduates, graduates of agriculture and related sciences and teachers.
The quantitative and qualitative mismatch is not the only
problem in the country's labor market. The emigration of highly
trained professionals to other countries, especially the developed ones, is another. This is the "brain drain" problem which
exists in all developing countries.
Furthermore, the mismatch between manpower supply
and the needs of the business/industry sector is not limited to
the number of graduates. There is also a mismatch in the quality of graduates produced by the education sector and in the
expectations of employers in the business /industry sector.
Thus, it has been observed that the education sector has failed
to update curricula, teacher training, instructional methods and
equipment which are needed to meet the new set of skills required by the dynamic business and industry sector.
In the face of conflicting employment policies of the government, as well as the absence of an employment plan, educational
institutions aggravate the mismatch problem_through indiscriminate acceptance of students to college. Over the years, pub11
lic higher education institutions have operated with loose admission policies.
The misguided demand and the lack of planning for highereducation have, over the years, led to the proliferation of state
universities and colleges, most of which are operating at suboptimal size and above optimal costs and to which allocation of
resources is based on arbitrary criteria rather than on the needs
and priorities of the economy.

Unemployment and underemployment are indicators of
waste of resources. Poor household decision-making on investment for the children's education as well as unwise state
investment in some higher education institutions lead to wastage of resources.
12
2
Managing the System
There are at least four fundamental factors that determine
the complexity of the governance of the educational system. These are:

1. The scale or size of the system as indicated by such measures as enrolment and participation rates.
2. The degree to which the private sector and the state
participate in education, as well as the geographic dispersion of
the school system.
3. The requirements for quality upgrading as called for by
modernization and development.

4. The impact of external development such as the country's
economic and political situation, physical factors and the rapid
pace of technological innovation in the educational system.
Systems Governance
The process of policy and program formulation for education

is guided by the key provisions of the Constitution that require
implementing policy guidelines for both executive and legislative considerations. There are many Constitutional provisions
that are of policy relevance to education, but the provisions
summarized below represent the overriding features for the
governance of the educational system:
Section 1 provides for the promotion and protection of the
right and access of citizens to quality education.
Section 2 provides for the (a) maintenance of a complete,
adequate and integrated system of education; (b) maintenance of
13
free public elementary and secondary education; (c) maintenance of scholarship, loans, grants and subsidies and other incentives; (d) maintenance of vocational, technical and other
types of education; and (e) training for the special learners, for
cultural communities and other disadvantaged groups.
Section 4 recognizes the roles of public and private educational institutions in the educational system.
Section 5 assigns the highest budgetary priority to education
and assures adequate remuneration for teachers.
However, although the Constitution is the source of the basic
overall policy, authority is dispersed with respect to the formulation of policies for education. Under the existing set-up, policy
initiation is undertaken by both the legislative and the executive
branches of government (Figure 11).
In the executive branch, the function of policy and program
formulation for education is carried out by both DECS and the
National Economic and Development Authority (NEDA). However, by Constitutional and other legal mandates, including Sec.
54 of the Education Act of 1982 and P.D. 1 or the Reorganization
Laws of both the Marcos and Aquino administrations, DECS is
the primary entity charged with policy and program formulation
for education. The principal adviser of the President and the
Cabinet on education, the DECS Secretary is mandated with the
following functions:
Formulation of general education objectives and policies
and adoption of long-range educational plans;
Planning, development and implementation of programs
and projects in education and culture;
Promulgation of rules and regulations necessary for the
administration, supervision and regulation of the educational system in accordance with declared policy;
Setting up general objectives for the school system;
Coordinating the activities and functions of the school
system and the various cultural agencies under it;
Coordinating and working with agencies concerned with
the educational and cultural development of the natio14
Managing the System
nal communities;
Recommending and studying legislation proposed for
adoption.
Moreover, Sec. 58 of B.P. 232 tasks the Secretary to make an
annual report to the Batasang Pambansa on the implementation
of the national basic education plan, the current condition of the
education sector, the effectiveness of educational programs, the
adequacy or deficiency of the appropriations and status of expenditures, the impact of education on the different regions, the
growth of enrolment, and the adequacy of academic facilities,
among others. This implies that although DECS is the primary
agency responsible for formulating and implementing policies
on education, its performance of that function must be in line
with broad policies adopted by the legislative body and the
Cabinet.
Congress, as was noted by the PCSPE, remains an active
source of educational policies. Congressional participation in
the formulation of policies for education takes the form of resolutions that enunciate policies and objectives, and legislation that
prescribes financing priorities, establishes educational institutions as well as curricular requirements (PCSPE Report, December 1970).
The 1988 World Bank Education Sector Study noted that the
National Economic Development Authority (NEDA), which is
tasked with the coordination of plans and programs among the
various departments of the government, also formulates educational policies and incorporates the same in the national development plan. Chaired by the President and made up of a sub-set of
Cabinet Ministers including the Secretary of Education, NEDA
is tasked not really with policy formulation but with coordination and integration of policies.
In addition, various professional and licensing boards exercise some authority with respect to curricular development.
15

Formulating Educational Policies
The nature of educational policies varies from broad and

general, with systems-wide implications, to narrow and specific,
concerned in particular with operational guidelines or budget
allocation for education. Consequently, programs and policies
have been issued in different forms such as laws, Presidential
decrees, executive orders, letters of instruction, and memoranda.
Executive policy formulation stems mainly from DECS and
NEDA. DECS decides policies during weekly Committee meetings and during its monthly Regional Office Committee meetings. The former is attended by the Secretary, the Undersecretaries and Assistant Secretaries of DECS, while the latter is attended by the foregoing as well as by the Bureau Directors, Regional
Directors and Assistant Regional Directors.
NEDA, through its Social Development Committee, ensures
the integration of education policies and plans into the national
development plan. It usually sets up an inter-agency committee
to formulate a medium-term education development plan which
is submitted to DECS, the Cabinet, and then for the President's
approval before it is presented to Congress.
On the other hand, the legislative branch of the government
formulates education policies based on the legislative agenda
prepared by the technical staff of the Senate and House Committees on Education.
Decisions on the adoption of educational policies are made in
public hearings attended by DECS, NEDA, and other public and
private agencies (World Bank, 1988) (Table 9).
Planning and Budgeting
Planning for education, like the process of policy formulation, is accomplished through coordinative efforts of various
governmental agencies. Aside from DECS, the Office of the
President and NEDA are active participants in educational planning.
16
Managing the System
The planning process begins after the Office of the President

directs all government agencies to prepare development plans
for the country. NEDA, based on the medium-term plan that it
has prepared, issues plan guidelines to DECS, which, in turn,
issues guidelines to its regional offices and ultimately to the
schools. The plans themselves are submitted by the schools, and
verified and consolidated at each level of the administrative
structure as they move upward to the DECS Central Office. An
overview of the planning process is shown in Table 9.
Closely related to this is the budget process for education
which begins with the determination of the annual budget ceilings by the Budget Coordinating Council composed of the heads
of the Department of Budget and Management (DBM), NEDA,
Department of Finance (DOE) and other agencies.
The DECS Office of Finance and Management Services then
circulates the guidelines for budget preparation to the regional
offices and then to the divisions, districts and schools. However,
the amount for teachers and personnel salaries, which take the
bulk of the budget for education, is determined at the Central
Office. The division offices prepare their respective budget
proposal of expenditures for maintenance and operations of
programs and projects, as well as capital outlays.
The combined divisional plans and budgets are then submitted by the Regional Office to the NEDA Regional Office for
review, then forwarded to the DECS Central Office and DBM.
Afterwards, the DBM Executive Review Board reviews the submitted proposals against certain criteria and submits the reviewed version to the DBM Secretary. However, the final decision lies with Congress since it is the body which allots budgetary appropriations for the whole country.
The details of the interaction of the planning and budgeting
cyclis for education are shown in Table 10.
17
Major Educational Policies

A review of education policies for the last two decades
yielded the observation that the primacy of human resource
development in national development objectives led to the "legislation of education as a state instrument purposively to attain
the development goals it sets for the country" (Valisno, 1991).
Consequently, such legislation has allowed for the infusion and
integration of various national and regional projects in the curricular agenda, thus establishing the educational system as the
core of social, economic, cultural and political development
processes.
Toward the attainment of the objectives of education as
specified in the Constitution and the Education Act of 1982,
specific policies and strategies have been adopted by the government, the major thrusts of which are the following:
1. Improvement of the quality and relevance Of education.
The government, in the last nine years, has embarked on reorganizing both the elementary and secondary levels of education
through the Program for Decentralized Educational Development (PRODED) and the Secondary Education Development
Program (SEDP).
Implemented sequentially and by year, these programs are
designed to improve the internal efficiency of the educational
system so that the quality of its products will be enhanced.
Toward this end, new curricula for the elementary and high
school levels have been introduced in progression since 1982,
with emphasis on knowledge, skills and values that are supportive of the country's developmental thrusts.
2. Equitable access to education. Consonant to the
UNESCO Education for All (EFA) thrust the world over, the
government has declared 1990-99 as the decade of education
for all. Presidential Proclamation No. 480 provided for the
creation of a National Committee that would prepare the National Plan of Action to chart the direction of a national educational program, as well as to formulate relevant policies for
18
Managing the System
EFA implementation.
To implement Constitutional provisions for,free and compulsory elementary and free secondary education, the government has given priority to improving equity and access to education. Moreover, expanded scholarships, loans and grants to
students and education personnel and alternative education

delivery systems, such as the educational service contracting'
scheme and distance education, are being implemented on a
national scale.
3. Full mobilization of education personnel. Policies
geared towards the enhancement of the teaching profession,
the improvement of, work conditions and upgrading teacher
compensation have been implemented. However, as reflected
in the EDCOM report on teacher compensation, benefits and
welfare (Book One, Volume 3) the existing compensation package for teachers is not really commensurate to the responsibilities assigned to them.
To date, the major educational policies by level are summarized as follows:
Elementary Level
Reallocation of resources in support of basic education;

Free and compulsory elementary education; and
Operationalization of the objectives of elementary education in the New Elementary School Curriculum (NESC)
in the public school system.
Secondary Education
Reallocation of resources in support of basic education;

Free, although not, compulsory, public secondary education;
Operationalization of the objectives of secondary education through the SEDP curricular objectives; and
Nationalization of public secondary schools.
19

Technical and Vocational Education
Development of a strong and adequately trained middlelevel skilled manpower possessing capabilities supportive of national development;
Promotion of entrepreneurial education and training;
Increased emphasis on short-term courses and one- to
three-year technical non-degree programs to respond
directly to the needs of the community, agriculture and
industry;
Improvement in the quality of technical-vocational education through regular implementation of faculty and
staff development programs and the National Technical-Vocational Examination (NTVE) admission scheme;
and
Continuing support for the development of technical
and vocational education through special programs and
projects.
Higher Education
Achieving equity, efficiency and high quality in all institutions of higher learning so as to provide a complete
set of program offerings that meet both the national and
the regional development needs of the country;
Improvement of quality by enforcing selective admission procedures and by strengthening the system of voluntary accreditation in all universities and colleges; and
Maintenance of an integrated system of education by
encouraging the private sector to maintain its dominant
role of providing higher education at the undergraduate
level while state universities and colleges are encouraged to offer courses that meet the development needs
of the country, like science and technology programs.
20
3
Responsible for formulating, implementing and coordinating policies, plans and programs encompassing all levels
of formal and non-formal education in the public as well
as private sector, DECS fulfills its mandate through its four major organizational strata: the Department proper, Department
Services, the Bureaus, and the regional offices (Figure 12).
The management structure for education from 1901 to 1975
was highly centralized. All major policies and decisions came
from the Department's Central Office in Manila. However,
following the recommendations of the PCSPE to decentralize the
Department, regional offices were established in 1975 and the
line functions of Bureau Directors transferred to these offices.
Under the existing set-up, the Department proper consists of
the Office of the Secretary and five undersecretaries, who are in
charge of each of the following functional areas: basic education;
non-formal and vocational-technical education; higher education, culture and foreign-assisted projects; administration and
management; and legal and legislative affairs.
Administratively attached to the Office of the Secretary are
five cultural agencies, namely:
The National Library;
The National Historical Institute;
The Institute of Philippine Languages;
The National Museum; and
The Records Management and Archives Office.
Tasked with the development and promotion of Philippine

culture, these agencies received a 0.46 percent share of the total
DECS budget for 1990. In 1991, the share of these agencies was
reduced to 0.38 percent.
21
The Department Services includes five offices, each headed

by an assistant secretary. These are the following:
The Office of Planning Service for planning, programming and project development;
The Office of Financial and Management Service which
provides staff advice and assistance on budgetary, financial and management improvement;
The Office of Administrative Service to deal with matters
pertaining to legal assistance, records, supplies and equipment, disbursement, security and custodial work;
The Office of the Human Resources Development Service for personnel programs administration and staff
training; and
The Office of Technical Service which provides special
technical staff activities as well as information and publication services.
There are six DECS bureaus performing staff functions such

as the formulation of guidelines and standard designs for curricula, instructional materials, physical plans and equipment and
general management. Each bureau is headed by a director, who
is in charge of the following (Figures 13-19):
- Elementary education;
- Secondary education;
- Technical and vocational education;
- Higher education;
Non-formal education; and
- Physical education and school sports.
Headed by a director and staffed with about 150 to 180

personnel, the regional offices are tasked with the formulation of
regional plan proposals, as well as the regional implementation
of DECS' policies, plans and programs. (Figure 20).
Aside from the above offices, department services, bureaus
and cultural agencies within DECS, other agencies are attached,
namely:
22
Board of Higher Education;

Educational Assistance Policy Council;
Instructional Materials Council;
National Board for Teachers;
Boy Scout of the Philippines;
Girl Scout of the Philippines;
Instructional Materials Corporation;
National Social Action Council;
National Youth and Sports Development Board;
Chartered State Colleges and Universities; and
Educational Development Projects Implementing Task
For Assistance to Education
These agencies coordinate very closely with DECS and assist it in meeting the educational needs of the country.
The detailed functions and powers of various offices within
DECS are found in Annex 1.

In accordance with the process of planning and policy formulation for education, educational programs and projects are developed and administered at various levels of the administrative
hierarchy.
Within DECS, the Educational Development Projects Implementing Task Force (EDPITAF) and the Office of Planning Service (OPS) under the Office of the Secretary are in charge of
program and project administration (Figures 12 and 21).
Created in 1972 by P.D. No. 6-A or the Educational Development Decree, EDPITAF was originally set up as a ten-year task
force. However, it has remained operational and in March 1988,
the responsibility for all foreign-assisted projects in education
was given to EDPITAF. This was in accordance with the Nov. 4,
1987 Presidential Memorandum which required all departments
23
to establish a central project group to be responsible for project

development and implementation. DECS conformed to the said
memorandum by appointing said responsibilities to the EDPITAF.
Aside from this, DECS also tasks the Fund for Assistance
to Private Education (FAPE) with developing and implementing
projects on its behalf. Established in 1968, FAPE earned such a
reputation for excellence in handling programs for the private
education sector that it was awarded the management of some
DECS programs for private schools. These include, among
others, the Educational Service Contracting (ESC) scheme, the
SEDP, and the Private Education Student Financial Assistance
(PESFA) program. However, for the last three years, FAPE's role
has been diminished. The FAPE president Dr. Abraham Felipe, in
the 1988-89 and 1989-90 FAPE Annual Report writes:
FAPE became the cynosure of public attention.
Certain quarters, including members of Congress,
claimed that the management fees being charged by
FAPE for the prosecution of government projects
were exorbitant and thus, served to prejudice the
interests of the students who are the supposed beneficiaries of these programs.
Dr. Felipe explained that the corporate strategy adopted by

FAPE during this period was misunderstood, and that the DECS
agreement with FAPE was in accordance with existing govern-
ment policies on project administration. Moreover, it was shown

that FAPE spent less than the government for managing projects
so that it generated savings from which grants could be given to
private schools.
These notwithstanding, the relationship between DECS and
FAPE in the development of private education was unexpectedly
altered "in the wake of a successful campaign by FAPE for
government to assist private education, which culminated in the
passage of R.A. 6728, or An Act Providing Government Assistance to Students and Teachers in Private Education (GASTPE)".
24
DECS. Organizational Structure
Rather than commissioning FAPE to implement GASTPE programs, DECS chose a more active role in the development and
administration of programs under GASTPE
Office of Planning Services
As mentioned earlier, the Office of Planning Service under

the DECS Office of the Secretary is likewise charged with research, project development and evaluation functions. The OPS,
unfortunately, has not been very active in these areas.
Since the Office of Planning Services has not been very active
in the areas of research, project development and evaluation, the
responsibility of program and project administration for education falls largely on EDPITAF. EDCOM sectoral consultations
with said agency and with official development assistance organizations yielded the following observations:
1. EDPITAF has completed several projects in the basic
education, post-secondary education and higher education sectors. Among these are:
Textbook Project
Communication Technology Project
Program for Decentralized Educational Development
Technical-Vocational Education Project
Fishery Training Project
Engineering Education Project
Moreover, EDPITAF has several ongoing projects, that

are either loan-assisted or grant-assisted. These include the
following:
Agricultural Technology Education Project (ATEP)
`Secondary Education Development Project
DECS Expanded Communication System
Philippine-Australian Technological and Vocational
Education Project (PATVEP)
Philippine-Australian Science and Math Education
2.
25
Project (PASMEP)
Agricultural Education Development Program
Science Teaching Improvement Project
Typhoon Resistant School Building Project
Secondary Education Equipment Project
Aside from these, there are about 30 projects in the pipeline,
suspended because of the eruption of Mt. Pinatubo. These
include, among others, the Typhoon-Resistant School Building
Project IV, the Secondary Education Equipment Project II, the
School Health Equipment Project and the Assistance to the National Museum.
In the early stage of its existence, EDPITAF was limited to
project lending operations and management, and to selected
institutions within a given sector. Today, it has developed
a vast capability in sectoral management, reflected for instance,
in the PRODED Project. Given its current linkages with NEDA
and DBM, mechanisms for fast-tracking operations in project
planning and evaluation, loan management and finance disbursement have been developed.

Programming and Evaluation System
Budget programming is principally vested in the Financial

and Management Service, specifically in the Budget Division.
The Division develops and improves budgetary methods, procedures and justifications and provides fund estimates to support
DECS' operations, plan and programs. Together with the OPS,
it allocates available funds to programs on the basis of approved
guidelines and priorities.
Toward this end, the OPS formulates guidelines for the
preparation of the Department's budget including those for the
detailed allocation of funds, and coordinates with the budget
26
division.
As in any other agency, budget programming in DECS
is guided by guidelines provided by the DBM. For the 1992
budget, National Budget Memorandum 56 outlines the fiscal
priorities, targets and constraints that govern the preparation of
the budget.
One of the guidelines asks agencies to identify their specific
goals and strategies and the programs and projects that will
achieve these Agencies are also reminded to be guided by
government policies relating to efficient and cost-effective operation, scaling down of the bureaucracy and disallowing expansion in personnel and organization. A timetable of submissions
to DBM and Congress is also provided.
Other factors guiding budget allocations within DECS are the
priorities the Department set and the budget ceilings made each
year.
School budgets get into the budgeting process through proposals submitted to the regional office. At the regional level,
budget hearings are conducted by the Regional Development
Council composed of Regional Directors of major government
agencies. The Budget Division in the Central Office consolidates
the regional budgets into the DECS budget.
Data Generation, Collection, Processing and Analysis
Data gathering, collection and processing within DECS is

covered by DECS Order no. 82, s. 1990 which establishes a system of data collection, processing, storage, and retrieval is established.
Under the system, data gathering forms are sent by the OPS
to the regional offices before the third Monday of August every
year. These forms are then distributed to all schools. Schools
must receive the forms by the first Monday of October. Schools
at all levels including both public and private schools, as well as
chartered and non-chartered SUCs, are expected to make school
profiles. Elementary and secondary schools, whether attached
27
to public or private colleges and universities, accomplish individual school profiles which must be transmitted to district,
division and regional offices by December.
At the regional level, the school profiles are electronically
processed to produce school district, school division and regional bulletins. These bulletins are the basis for the national profile published as the DECS Statistical Bulletin. Thus the figures
found in the Statistical Bulletin are considered final.
Who supervises instruction?

Direct instructional supervision of elementary schools and
teachers is from the district supervisor to the teacher. At the
school level, supervision is by either the head teacher, the principal or the subject supervisor.
At the secondary level, supervisory functions are carried
out either by the principal or the assistant principal in schools
with 50 or more teachers, or in schools which have them.
Both levels are supervised by the Regional Office by subject
while the division superintendent provides over-all supervision.
Functions of elementary school principals

Principals supervise and direct all school personnel. The
position level of principals is determined by the number of
teachers they supervise Thus, at the elementary level, a Principal I supervises 11 to 24 teachers, a Principal II, 25 to 49; a Principal III, 50 or more.
Principals also lead in the development and implementation
of all educational programs of the school, promote efficiency of
teaching and learning in all classes through in-service training,
observations, visits, etc. She/He also leads in the evaluation of
achievements towards the growth of the school in relation to the
district.
28
In addition to their supervisory functions, elementary school

principals also
1. Coordinate all services for the wholesome growth and
development of pupils and other personnel in the school.
2. Direct the organization of classes and determine and assign the teaching loads of the staff.
3. Cause the proper distribution of instructional and other
materials.
4. Provide for the accommodation of pupils including the
availability of buildings for classroom and other school
needs.
5. Represent the district supervisor in the school.
6. Coordinate and cooperate with the community and other
agencies.
7. Prepare, consolidate and submit all reports of the school
to the district supervisor.
8. Rate the performance of teachers in the school and recommend deserving ones for promotion.
At the secondary level, the position level of principals is

likewise determined by the number of teachers under their
supervision. Thus, a secondary Principal I supervises 11-24
teachers; a Principal II, 25-99 teachers; a Principal In, 100-174
teachers and a Principal IV, 175 and above.
Functions ofthe secondary school principals

Under general supervision, the functions of the secondary
school principal include:
1. Providing leadership in the formulation and implementatiortiof policies, plans, programs and projects to carry out the
objectives of education for secondary schools adapted to the
needs of the community.
2. Preparing school programs.
3. Preparing school budget proposals and working for additional financing of the school.
29
Preparing the program of expenditures based on the approved budget.

5. Leading in curriculum construction, and determining
what electives and vocational courses the school will offer its
students.
6. Planning and organizing the co-curricular activities of
teachers and students.
7. Supervising the maintenance and upkeep of the school
physical plant and facilities.
8. Making available to teachers, students and other school
employees needed instructional materials.
9. Evaluating and rating staff performance and recommending promotions for the deserving.
10. Preparing the program of testing.
11. Organizing a guidance program appropriate for the
school.
12. Seeing to it that the school is provided with proper health
and medical facilities.
13. Maintaining a good public relations program.
14. Conducting in-service education programs for teachers
and other employees.
4.
Functions of assistant secondary school principals

Secondary principals are aided by assistant principals in
giving direction to and in the supervision of secondary schools
offering academic and vocational courses. The duties and responsibilities of assistant principals include:
1. Performing the duties and assuming the responsibilities of
the principal in his absence.
2. Preparing and administering the testing program of the
school.
3. Coordinating the guidance and counseling activities, cocurricular activities and the academic program of the school.
4. Maintaining discipline of the students.
5. Participating in the preparation of the secondary program
30
adopted to the needs of the community.

Functions of district supervisors
The School District Supervisor's area covers all school personnel within the district. She/He supervises pre-elementary
and elementary classes in private schools with prior authority
from the division/city schools superintendent. She/He also
evaluates educational achievements in the district. The district
supervisor has duties similar to that of the principal, except that
thesd cover a wider area. Among his other more distinctive
functions are:
1. Acting as chairman of the School Board of the municipality or municipalities in the district.
2. Preparing requisitions and ensuring the proper distribution of instructional materials, equipment and supplies for the
district.
Functions of General Education Supervisors
Other than the School District Supervisor, there are several

other types of supervisors. The General Education Supervisor I
supervises the Subject Instruction Program of the division. For
example, the General Education Supervisor for English is directly responsible for instructional supervision relating to English
instruction and advises the superintendent on matters affecting
the English program.
Aside from this, she/he also
1. Formulates policies, plans and programs for the improvement of teaching and learning English geared towards national
development goals.
2. Visits schools and advises teachers, principals, and district supervisors on the improvement of English instruction.
3. Initiates action research designed to improve the teaching
of English.
4. Acts as consultant for all publications in English in the
31
Division.
5. Coordinates with all subject supervisors and district supervisors in the formulation of policies.
6. Prepares bulletins, memoranda and other communicadons related to English instruction.
7. Evaluates the English instruction program and the activities in the various schools in the division.
8. Organizes and conducts English seminars, workshops,
and other in-service training programs.
Slightly higher is the General Education Supervisor II Whose

duties and responsibilities are similar to those of the General
Education Supervisor except that they cover a larger area: the
region.
Functions of the School Division Superintendents

At the top of the administrative supervision ladder is the
School Division Superintendent. He/She is responsible for a
school division which consists of all the schools in a province
and/or city under a regional office. The functions of the School
Division Superintendent are the following:
1. Organizes, develops, directs and administers first and
second level education programs in the provincial or city division.
2. Recommends approval of budgets of provincial or city
schools in his division to the provincial or city board, and confers
with them on matters affecting school appropriations and disbursements.
3. Transmits and recommends approval of principal budgets
and special/supplemental budgets of national schools in his
division, if any, through the regional office of DECS.
4. Exercises general administration and supervision of school
property, both fixed and movable, within his jurisdiction and
approves the use of the same for non-instructional purposes.
5. Approves, by authority of the Secretary, classroom teach32
ers' appointments, transfers, reinstatements and details for not

more than 30 days; and field janitors' appointments, transfers,
reinstatements and details for not more than 30 days, by authority of the regional director.
a. Approves, by authority of the regiondl director, leaves
not exceeding 30 days with or without pay, and 60
days maternity leave of school and division personnel.
b. Approves, by authority of the regional director, requests of classroom teachers to teach, resign, engage
in business and publish articles; and by authority of

the Secretary, to go on study leave without pay for a
period not exceeding one year.
6. Recommends head teachers, principals and supervisors
for appointments, promotions and/or transfers.
7. Prepares and submits annual reports on the conditions
and activities of schools in his division.
8. Prepares and submits required reports on needed equipment, supplies and textbooks and other reports that may be
required by higher authorities.
9. Prepares and submits required reports and other statistical data.
10. Makes periodic visits to schools to check compliance and
implementation of curricular requirements.
11. Conducts in-service training of staff and field supervisors
as well as teachers and other non-teaching personnel, to keep
them posted of new trends for advancement and improvement
of instruction, administration and supervision and personnel
management.
12. Holds conferences with staff and field personnel to assist
them in solving instructional and administrative problems.
13. Approves vouchers, payrolls and requisitions.
14. Plans, programs, and directs the distribution of.national
fund allotments.
15. Confers, coordinates and cooperates with provincial officials and other government agencies on matters affecting school
33
and other community development projects.

16. Coordinates, directs and assists in special fund campaigns in the schools.
17. Coordinates, directs and initiates the development of
local curriculum materials and programs.
18. By authority of the regional director, investigates cases/
complaints involving personnel in the division.
19. Assists, initiates and conducts educational researches and
survey and other matters of local and national interest.
20 Assists and cooperates in the physical fitness and sports
development program of the administration.
Functions of the assistant division
schools superintendents
The Division Schools Superintendent is assisted by an Assistant Schools Division Superintendent whose duties and responsibilities, under general supervision, include:
1. Assisting in the administration and supervision of activities in the division by initiating plans, programs suited to the
needs of the division.
2. Assisting in the selection of teachers and other employees
by interviewing, evaluating personal records and checking for
moral and physical fitness.
3. Checking records of pupils' funds, tuition and matriculation fees and provincial allotments.
4. Conducting preliminary inquiries and preparing reports
on cases/complaints involving school personnel for investigation.
5. Attending meetings of the provincial board when matters
regarding high schools are discussed.
6. Conducting and assisting in-service training courses for
teachers, seminars, workshops and demonstration classes.
7. Evaluating instructional activities, reports and other curriculum materials and making appropriate recommendations.
8. Reviewing teachers' requests for study and permission to
34
DECS. Organisational Structure
teach, seek transfers, engage in business and publish articles and

recommending appropriate action.
9. Observing conditions in schools and the community;
developing suitable educational programs for the division.
10. Coordinating the work of the different division supervisors.
11. Taking leadership in the development of curriculum materials.
12. Visiting teachers, principals and other school personnel
and seeing to it that the curriculum requirements and education
programs of the division are properly implemented.
13. Taking active part in implementing the co-curricular activities of the division, particularly in athletics and cultural programs.
14. Serving as liaison officer of the Office of the Division
Superintendent and the Provincial Board, as well as other government agencies in the province/division.
15. Summarizing and collating division annual reports and
other reports that may be required.
16. Representing the Division Superintendent in committee
meetings and other conferences when so assigned.
17. Preparing correspondence and other reports that the superintendent may require.
18. Taking charge of the office upon designation by the
Division Superintendent.
Functions of superintendents for vocational education

Aside from the School Division Superintendent, there are
also superintendents for vocational education. Both Vocational
School Superintendents I and II have the following duties and
responsibilities:
1. Exercising general supervision and administration over a
national vocational / technical school/ college which offers a fouryear degree course either in teacher education or technological
education in addition to the two-, three-year post-secondary,
35
four-year secondary and special vocational course, being accountable for all money and property of such school/college and
being responsible for the care and safety of human and animal
lives and the ecological/environmental condition of the school.
2. Recruiting and appointing teachers and other personnel
as authorized by the Secretary of DECS, recommending promotions, and encouraging professional growth among the teaching
and support staffs.
3. Providing buildings, equipment, laboratory facilitie's, books
and textbooks needed in college and secondary courses.
4. Planning, coordinating, adminikering and evaluating all
programs, projects and activities in the school/college under
him.
5. Exercising general supervision and management over
personnel under him.
6. Planning, coordinating, administering and evaluating all
programs, projects, and activities in the school/ college under
him.
7. Acting on all communications, including applications for
leaves, and attending to such other matters delegated to him by
competent authority.
8. Attending or conducting conferences, seminars and workshops.
The development and administration of the personnel in

DECS is vested in the Human Resource and Development Service (HRDS). This function covers personnel selection and placement, classification and pay, career and employment development, performance rating, employee relations and welfare services. The HRDS is also responsible for matters concerning
attendance, leaves of absence, appointments, promotions and
other personnel matters.
36
Teacher Recruitment and Appointment
Recruitment of teachers and appointments to DECS are guided by Civil Service Commission (CSC) rules and regulations.
The Qualifications Manual lists the educational, experiential and
civil service eligibility requirements for each position. P.D. 807
serves as the legal basis for recruitment, appointment and promotion procedures.
Recruitment
Recruitment commences when a vacancy occurs. Vacancies
caused by promotion;resignation, retirement or death are known
as natural vacancies. Natural vacancies require the permanent
replacement of the incumbent. Other vacancies are temporary in
nature, as in the incumbent taking either maternity or study leave
or going on a leave of absence. In such cases, substitutes for the
personnel on leave are hired.
The CSC requires public school teachers to be civil service
eligibles and to pass the Professional Board Examination for
Teachers (PBET).
According to Civil Service rules, all applicants for a given
position are ranked from highest to lowest according to test
results and other qualifications. Secondary education teachers
are first ranked according to their majors or minors and recruited
accordingly.
At the DECS Central Office, the ranking is done by the
Personnel Department. Its findings are then brought to the
Selection Boar' d for deliberation. By virtue of DECS Memorandum Number 58 s. 1980, the composition of the board is as
follows:
At the national level. An undersecretary, the assistant secretary for human resource development and the personnel officer.
At the regional level. The assistant regional director, the
regional level (elementary, secondary) chief, the personnel officer and an administrative assistant.
37
At the division level. The assistant superintendent for ele-
mentary positions and Division supervisor for secondary positions, the administrative officer, and the president of the District
Supervisors Association.
In the case of the Central Office and for positions with Salary
Grade 25 and above, the decision of the Board is referred to the
Secretary for final action. As the appointing authority, the
Secretary has the power to override the Board's recommendation.
With decentralization, the authority to hire, fire and appoint
teachers and janitors has been delegated to the schools division
superintendent. A similar authority has been given the regional
director for all other positions with Salary Grades 24 and below
(chief of division and below). Those with Salary Grades 25 and
above are appointed by the Secretary of Education.
Should there be more applicants than positions, additional
qualifications above the minimum are taken into consideration.
Interviews, for instance, could be used to measure an applicant's
experience and personality.
On the other hand, if after exhausting the list of qualified
teachers there are still vacancies, they may be filled by either
provisional or temporary teachers. Temporary teachers are those
who have civil service eligibility other than the PBET but are not
academically qualified. However, if they complete 18 units of
education subjects, they may then take the PBET.
Provisional teachers, on the other hand, are those who are
academically qualified to teach but lack civil service eligibility.
They njay be replaced anytime by more eligible candidates. This
kind 6f appointment is allowed only in the education sector. All
other sectors in government have only two types of appointments: temporary and permanent.
Both provisional and temporary teachers are given competitive examinations by the office of the superintendent of the
division they are applying in. The results of the examination are
then ranked and published to serve as the basis for recruitment.
Successful applicants are given permanent appointment sta38
tus after fulfilling the three-year probationary period prescribed

by the Magna Carta for Public School Teachers. It is also given
to teachers who have rendered ten years of continuous, satisfactory service as a temporary or provisional teacher.
Recruitment for non-teaching positions are generally made
by posting the list of vacancies at the personnel office through
recommendations from officials, or informally through the grapevine. Generally, the CSC provides a list of civil service eligibles
to government agencies. However, the United Nations Educational, Scientific and Cultural Organization (UNESCO) reports
that this is usually for general positions, such as clerks, accountant aides and stenographers.
For higher positions up to the level of director, recruitment is
usually from the ranks. Top management from secretary to
assistant secretaries, unless they are career executives with permanent appointments, are appointed by the President. The
President nominates them for the position and the nominations
are submitted to Congress for confirmation.
Staff Development
Staff development is another function of the DECS -HRDS.
It develops and implements an integrated plan and program of
staff development involving personnel of the central and field
offices of DECS. It is also responsible for monitoring and evaluating all DECS training programs.
Staff development programs are made by the staff development divisions (SDD) of each of the staff bureaus. The SDD
formulates programs to upgrade the competencies of the teaching and non-teaching staffs covered by the bureau concerned. It
also assesses and evaluates the implementation of staff development programs, studies proposals from the field that relate to
staff development. Thus, the bureau SDD exercises functional
supervision on matters pertaining to faculty and staff develop-
ment.
39
In the regional and division offices, the elementary and

secondary education divisions draw up in-service training programs for teachers in the region-. In addition, They assist in theimplementation of such programs. Under the "school-based staff
development" concept, principals may also initiate staff development programs.
Since higher education institutions are more or less autonomous from DECS, they are largely responsible for their own staff
development programs.
Promotion and Development
Staff evaluation amd promotion and staff evaluation are part
of the functions of HRDS, specifically its personnel division.
As discussed in the section on recruitment and appointment,
CSC rules and regulations and the Qualification Standards, P.D.
807 and MECS Order 50 s. 1980 provide the basis for evaluation
and promotion.
Evaluation
CSC considers the following factors in evaluating candidates
for promotion: performance, relevant specialized experience, or

outstanding accomplishment recognized from the date of the last
promotion; education and training; potential; physical characteristics; and personality traits. Each of these factors is given ten
points, which is then multiplied against its corresponding weight
as follows:
ITEM
MAXIMUM
WEIGHT
POINTS
Performance rating
Relevant expenence
Education and Training
Potential
Physical characteristics
TOTAL
10
10
10
10
10
40
TOTAL
WGT. PTS
40
20
15
1
1
0
0
40 0
20 0
15.0
15.0
10.0
100.0
Candidates are ranked on the basis of the weighted points. A

Potential Assessment Form aids the immediate supervisor of the
candidate in assessing his/her human relations, leadership and
personal attributes. Among the personal attributes assessed are
ingenuity and innovativeness, stress tolerance and decisiveness.
The candidate is further assessed during a face-to-face interview. Certain traits and characteristics, among them voice and
speech, appearance, alertness, ability to present ideas, judgment,
emotional stability and self-confidence are assessed. A total of
ten points may be given for personality. A guide, with descriptive statements and suggested point ratings, is provided to help
the rater.
According to the UNESCO Country Report on the Philippines on the Diagnostic Studies on Educational Management,
doubts concerning the fairness in the decision on whom to
promote are entertained through several fora which serve as
protest mechanisms. Protests may be elevated to DECS, then to
the Merit Systems Board and finally, to the CSC. If these fora do
not satisfy the aggrieved party, then he can go to court as a last
recourse.
In 1979, performance evaluation in DECS followed a CSCprescribed New Performance Appraisal System (NPAS). The
NPAS departed from the previous evaluation instruments which
rated employees on the basis of demonstrated qualities such as
industry, cooperation and creativity. Instead, the NPAS emphasized results and required targets to be set at the start of each
rating period. Targets had to be measurable and time-bound, as
well as specific in terms of quality Thus, accomplishments were
measured in terms of quantity, quality and time against the
planned target.
However, the teachers found difficulty in using the NPAS.
Considerable time was spent weaning teachers from the concept
of evaluation on the basis of knowledge of subject matter, evidence of preparation and the use of techniques and strategies
Hence, after using it for one year, DECS asked for authority to
design its own performance appraisal system for teachers.
41
In 1981, the Performance Appraisal for Teachers was prescribed. It required teachers to set targets for pupil performance.
Thus, the performance of teachers was measured in- terms of
what pupils learned.
Two teacher-oriented evaluation instruments were therefore
used by DECS: one for teachers, and another, for key officials,
which was prescribed in 1984. Target accomplishments are set in
quantifiable terms. Evaluation items include management of
resources, leadership and personnel management, problem analysis, decision-making, public relations and community involvement. In cases where items are not quantifiable, indicators
are supplied and ranged as bases of rating.
Promotion
Promotions follow the same process as recruitment, except

that the employee "advances from one position to another with
an increase in duties and responsibilities as authorized by law,
and usually accompanied by an increase in salary." Promotions
may be "from one department or agency to another or from one
organizational unit to another in the same department or agency."
All promotions are based on the Merit Promotion System of
DECS which was revised through MECS Order 50 s. -1980 to
conform with Presidential Decree 807. The MECS Order established the system of ranking positions and the procedure to be
followed in filling up positions by promotion. Consequently,
the "next-in-rank" policy in promotion was institutionalized.
The Schoolbuilding Program
Designed to ensure adequate physical facilities necessary in

public elementary and secondary education, the Schoolbuilding
Program (SBP) of DECS covers the construction of new class42
rooms needed to meet increases in enrolment, the repair or

rehabilitation of facilities to extend their service life, and the
replacement of facilities destroyed by natural calamities.
SBP is implemented at various administrative levels. At the
national level, the DECS-Central Office and the DPWH-Central
Office determine regional allocations based on budgetary ceilings provided by the Department of Budget and Management.
Regional operations involve allocating school buildings
among the divisions of the region. At the Division level, operations are administrative in nature: collating requests for construction and prioritizing these requests based on DECS guidelines. Under these guidelines, priority is given to:
- replacement of buildings destroyed by natural calamities;
replacement of dilapidated or condemned school buildings;
building new school buildings to decongest existing ones
or to accommodate increases in enrolment; and
- replacement of makeshift or temporary school buildings.
Under MECS Order 40 s.1984, the following guidelines were

added:
provision of schools in resettlement or relocation sites as
Priority 1;
schools with twice as many classes as there are classrooms
in good/repairable condition as Priority 2;
schools with more classes than classrooms but whose classroom ratio is less than 2:1 as priority 3.
District operations are likewise administrative in nature,
with the District Office enlisting the help of teachers in identifying dilapidated or condemnable school buildings or schools
needing additional classrooms. The information gathered is
then collated and forwarded to the Division Office.
Until 1990, the construction of schools was vested in the
Department of Public Works and Highways (DPWH). Repairs of
less than P20,000 were released to the Division Superintendents.
43
However, in 1991, DECS managed to have the schoolbuilding

budget released to Division Offices. It should be noted that the
New Local Government Code devolves the construction of
schoolbuildings to local government units, starting 1992.
Materials and Equipment
Supplies, Materials and Equipment
The procurement and distribution of supplies, materials and

equipment is carried out at different levels within DECS. In the
Central Office, it is performed by the Property Division of the
General Administrative Services.
In regional offices, the Administrative Division is responsible
for receiving, storing and distributing supplies, materials and
equipment. In the division offices, the administrative staff procures, stores and distributes supplies for the division office. It
also provides custodial and equipment maintenance services.
At the school level, a teacher is designated as property
custodian. He/She is responsible for the storage and distribution of supplies, materials and equipment given to the school.
At each level, property custodians are accountable for the
storage, care and distribution of, supplies, materials and equipment delivered to them. Thus, a complementary function is to
issue clearances to personnel who used the said supplies, materials or equipment.
Textbook Procurement and Distribution
The procurement and distribution of textbooks within DECS

involves a different process largely because DECS has the capability to develop, publish and distribute its own textbooks.
44
Supplies
The procurement of supplies needed in the publication of
books at the Instructional Materials Corporation (IMC) is the
responsibility of the Procurement and Contract Compliance Division (PCCD). It is responsible for bidding schedules, and the
prequalification of printers, paper merchants and other suppliers
involved in book production. In addition, PCCD executes the
bidding process, including the evaluation of bids, negotiations
and subcontracting to suppliers. It is also responsible for determining the appropriate mode of procurement of any printing job,
printing paper and equipment.
Book production process. The book production process begins at the Instructional Materials Council (IMC) where textbooks are evaluated and approved. Once a textbook is approved
for publication, it is endorsed to the IMC which, under LOI
1463, is the sole agency responsible for supplying textbooks to
public education.
At the IMC, the textbook goes through the operating units
involved in book publishing. At the editorial department, it
undergoes content and copy editing, book design and art work.
Afterwards, it goes through a test year before it is finalized for
printing. Because of the complexity of the process of textbook
development and publication, it takes about two years to produce one title.
The number of textbooks for publication and distribution
depends on the enrolment for a given year and the target pupil
textbook ratio of 1:2 for elementary and 1:1 for secondary. In the
absence of current enrolment figures, the enrolment for the
preceding year is projected at a 5 percent increase.
Book distribution. The distribution system consists of two
phases. Phase I involves the delivery of books from the IMC
central warehouse to the 152 delivery points in the DECS network. This is undertaken by forwarders who won the biddings
conducted by the DECS-Prequalification Bids and Awards Committee (PBAC).
45
Phase II involves the distribution of the textbooks from

the 152 delivery points to the schools. In the past, funding for
Phase II was provided by IMC. However, starting 1990, funding
has been from the regular maintenance and operating expenses
(MOE) appropriations the regional offices.
Asset Management
The regional, -provincial and sectoral consultations conducted by EDCOM showed that lack of resources in education
is felt nationwide. Exacerbating the problem of limited resources
for education is mismanagement of the same. Thus, resources for
education are not optimized or, more appallingly, wasted. In
fact, there is a growing body of evidence showing wastage of
every kind.
For instance, teacher shortage in elementary education is
continually being reported. However, 1988-89 data show that
35,052 teachers, or 12.09 percent of the total elementary teaching
force, were deployed to perform functions other than classroom
teaching and to workplaces other than the classroom. Thus,
manpower resources were not optimally used. Efforts toward
maximizing the use of manpower resources for education have of
course been exerted by DECS, so that teachers who are detailed
in DECS offices are being recalled to the classrooms.
Aggravating the problem is the lack of rational policies to
guide the management and utilization of resources. In resource
management, for example, guidelines are set for the procurement of supplies and equipment. One principle in operation is
the least cost for the best value policy. Thus, public biddings are
held to identify the cheapest suppliers.
EDCOM's consultation with the IMC and the Bureau of
Procurement Services (BPS) showed that BPS, which is administered by the DBM, could identify the cheapest suppliers, and
effect up to 30 percent in savings for the government. However,
since subscription to BPS services is not mandatory, indivi46
dual agencies carry out their own biddings. Given the budget
of DECS, its subscription to BPS could generate savings enough
to provide badly-needed services without further burdening the
national treasury.
Furthermore, EDCOM observed from consultations with the
Educational Development Projects Implementing Task Force
(EDPITAF) and official development assistance (ODA) agencies
that gains made under various foreign-assisted projects were lost
because of the failure to appropriate funds for project institutionalization. Various pieces of equipment and facilities acquired to
replace obsolete ones fell into disrepair due to lack of funds for
maintainance.
Another form of wastage may be traced to the in-service
training programs of teachers in science. It was observed that
when teachers go back to schools after the training programs,
they do not have the necessary instructional materials and equipment. And, if the equipment is there, some teachers do not use
it. As recounted during EDCOM regional consultations, teachers do not allow students to use expensive laboratory equipment
for fear that they would be held accountable for the breakage of
such equipment. This could be an inaccurate interpretation of a
Commission on Audit circular, but the equipment is not used
nevertheless.
Likewise, the use of some of the resources of state universities and colleges appear not to have been fully maximized.
Resources of public educational institutions (PEIs), including
land, infrastructure, equipment and machinery, are used primarily to meet the objectives of these institutions. Studies show that
these resources could also be used to generate more income,
which in turn could be used to improve the quality of their
educational services.
Extensive land resources were granted the SUCs under the
laws that created them. Yet these large tracts of land are not being
fully used. SUCs and non-chartered colleges own more than
35,000 hectares of land, including fishponds, of big commercial
value. However, due to bureaucratic requirements and the
47
inflexibility of systems and procedures of government operations, the optimum utilization of assets tend to discourage initiative and enterprise.
A relaxation of systems may allow PEIs to use such assets for
income-generating activities that will take care of maintenance of
equipment and facilities, increase faculty competencies and institutional capabilities without further burdening the national
treasury.
The 1992 General Appropriations Act authorizes SUCs to
"avail of the voluntary services of their students, during regular
vocational classes, in the construction and/or repair of public or
government owned buildings and equipment as part of their
vocational training, subject to payment of reasonable allowances
as may be determined by the DBM."
This means additional manpower resources for the school
since the services of the students may be utilized in the construction, repair and maintenance of infrastructure and other facilities.
Disbursements
The Accounting Division of the Financial Management Services (FMS) is responsible for disbursements within DECS. Disbursements follow the concept of comprehensive advice, which
means that disbursements to the regions or units are made every
quarter.
The process of disbursement begins when DBM releases an
Advice of Allotment which tells the agency or unit that funds
have been set aside for a particular project or activity. However,
the actual disbursement of funds needs a Notice of Cash Allocation (NCA) which signifies that money has been released to
depository banks and is now ready for withdrawal
Payroll
The payroll of DECS is centralized, such that all salaries and

48
DECS : Organizational Structure
deductions are processed at the Payroll Services Division. Consequently, to keep track of the largest personnel complement in
the bureaucracy, DECS has computerized its payroll operations.
An assessment of needed employees, including teachers, is made
on the basis of enrolment figures. The Personnel Services Itemization (PSI), which is prepared by DBM, specifies the number
of items in every division and based on this allotment, the
Division Office prepares the Plantilla of Personnel.
On the basis of the Plantilla of Personnel and the monthly
Report of Service, the Payroll Services Division (PSD) prepares
the salaries of personnel, including teachers. The amount they
receive reflects both the compensation and supplementary income given to them, as well as automatic and voluntary deductions.
Automatic deductions include withholding tax, contributions to GSIS, Pag-IBIG, and Medicare. Voluntary deductions are
those authorized by the employee himself. These include insurance premiums and payments for loans
Types of payroll
PSD prepares two types of payroll: one for active duty or
regular employees, and a supplemental payroll for employees
who do not have regular appointments. These include new
teachers and those on leave without pay as well as those whose
pay has been interrupted, for one reason or the other, and must
now be reinstated in the payroll. They are part of the supplemental payroll only for their initial payments.
Responsibilities of PSD
DECS Order no. 132 s. of 1990 defines and delineates the
responsibilities of the Payroll Services Division and the regional
offices in the payment of teachers' salaries and allowances under
4.2.10 of DBM Circular Letter No. 90-22.
PSD is thus responsible for current regular payments of
-49
salaries and other emoluments. It prepares the payroll and

checks by the 12th of every month. From PSD, the checks are
mailed to the Regional Office. From there, they are delivered
down the administrative ladder until they reach the principals
from whom teachers receive their checks.
The PSD is responsible for the following:
a. Current salaries of all regular teachers.
b. Christmas bonuses and gifts.
c. Salary differentials due to increases in salaries granted
from time to time.
d. Clothing and cash allowances being paid annually.
e. Omissions made under special payrolls for other benefits
such as over and above allowance and longevity pay.
f. All other payments affecting salaries and other emoluments of regular teachers.
g. Representation and transportation allowance of superintendents and assistant superintendents.
h. Salary increases due to
promotion
- reclassification of item
- granting of ERF
- shifting to a higher salary grade step increments based on
on merit and length of service;
i. Salaries and other emoluments of teachers upon return to
duty from maternity leave, study leave, vacation or personal leave;
j. Unpaid salaries and other benefits of regular teachers due
to omissions of any of those enumerated above;
k. All refunds and salaries of regular teachers inadvertently
omitted in the payroll;
1. Replacement of issued "A" treasury warrants and commercial checks lost, stale or mutilated;
m. Salaries and other emoluments still due to retirees such as
PVP, refunds, etc.;
n. First salaries of transferees; and
o. Allotees allowance.
:
50
Responsibilities of regional offices

Under this Order, the regional office (RO) will be responsible
for the payment of salaries and other emoluments or "any claim
covering salaries of substitute teachers, new appointments, prior
month/year unpaid teachers' salaries and emoluments not included in the payroll prepared by PSD." These shall be paid
through the issuance of an MDS check by regional offices until
these are incorporated into the regular payroll.
Other emoluments include:
a. Christmas gift and bonus;
b. Payment of newly appointed regular teachers until included in the regular payroll prepared by PSD;
c. All claims for unpaid salaries of substitute and temporary
teachers received by PSD after September 30, 1990 which
were subsequently returned to RO;
e. "Over and Above Allowance" not yet paid by PSD;
f Replacement of issued "A" treasury warrants and commercial checks lost, stale or mutilated; and
g. Refunds of remittances paid to insurance companies to be
charged from balance of releases for MDS. PSD through
DECS will periodically request DBM to release additional
NCAs to the RO to replenish the amounts advanced.
To further systematize the turnover of payroll preparation
from the regional office to PSD, DECS Order no. 65, s. 1991,
says that all teachers appointed during a half-year shall start to be paid
through the centralized payroll at the beginning of the second succeeding half-year. This will allow adequate time for the processing of
papers necessary for inclusion in the regular payroll.
A schedule for the first half-year was provided:
51
Period
Activity
January 1-June 30, 1991
Appointment of new teachers.
July I-September 30, 1991
Consolidation and submission .

of appointment and other documents to PSD.
October 1- December 31, 1991
Processing by PSD and confirmation by regional offices.
January 1, 1992
Start of payments by PSD.
52
4
Policy and Program Formulation
Public Institutions
policies concerned with the upgrading of basic education
may emanate from the four divisions of the Bureau of

Elementary Education (BEE) and the three divisions of the
Bureau of Secondary Education (BSE), the nature of which depends on each one's areas of concern.
The divisions within BEE and BSE are in charge of policy
formulation on curriculum development, staff development,
physical facilities and special education at the elementary level.
Proposed policies are referred to the DECS Secretary for study,
and decided upon during the weekly meetings of the Central
Office Committee. Once approved, the policies are implemented by the Department at the regional level. Based on the policies
and guidelines issued by DECS, programs and plans are then
prepared, studied and evaluated at the Elementary Education
Division of the regional offices. Recommendations are made
accordingly and guidelines for policy and program implementation at the school level drawn.
As to technical and vocational education policies and programs, the government relies on two parallel service delivery
systems: the Bureau of Technical and Vocational Education
(BTVE) under DECS, for formal education, and the National
Manpower and Youth Council under DOLE, for non-formal
vocational training. A Technical Panel for Technical and Vocational Education (TPTVE), established in 1983, serves as a consultative, advisory and policy recommending body to the BTVE
Director and the DECS Secretary.
In each technical/vocational institution, there is a Technical
53
Advisory Committee (TAC) for program development to set up

industry standards. TACs were organized in order to facilitate
collaboration between the government, industry and the educational sector in policy and program development in technical
and vocational education so that it will be consistent with industry demand and expansion plans.
At the tertiary level, institutions are governed by so-called
governing boards, particularly known as Boards of Regents for
universities and Boards of Trustees for colleges, which adopt
policies and enact rules and regulations not contrary to law (Task
Force, 1987).
Unchartered colleges and community colleges are directly

supervised by DECS while chartered state colleges and universities are generally autonomous. DECS largely utilizes Technical
Panels, which are inter-agency and ad-hoc advisory groups, in
planning the thrusts of higher education. Tasked with the formulation of plans and policies for their respective education
concerns, Technical Panels establish specific education standards which serve as guidelines for the different programs of
higher education institutions. On the other hand, SUCs are
supervised through the DECS Secretary's chairmanship of
boards of regents/trustees, as well as through the Department
of Budget and Management.
As both public and private educational institutions are directly supervised by DECS, there is very little difference between the two types of institutions with respect to the process of
formulating policies and programs for basic, as well as technical
and vocational education.
However, as provided in the Corporation Code, a private
school is governed by a Board of Trustees which holds regular
meetings during which policies are determined and reevaluated. The responsibilities of the Board include, among others,
54
the supervision and evaluation of the work of administrative

officers, the development of academic programs, the performance of corporate acts for the school to generate funds and
determine the budget of the institution.
Organizational System/Structure
Public Institutions
All public elementary and secondary schools are under the

DECS Division Office which is headed by a Division Superintendent. Elementary schools are headed by a Principal who supervises and directs all school personnel in the development and
implementation of all school programs. Directly under the
District Supervisor, the Principal also promotes the efficiency of
teaching and learning through in-service training, class observations, and post-visit conferences. He/She also heads in the
assessment of schools' contribution to the growth of the district.
Secondary schools, on the other hand, are directly under the
Division Office. A Secondary School Principal is on the same
level as a District Supervisor (Figure 22).
Most institutions offering technical and vocational education
have organizational structures similar to that of the National
Center for Technical Education (NCTESD) (Figure 23). Generally, a technical/vocational institute is headed by a Superintendent. Directly under him is a Vocational Dean.
The different offices under the Superintendent are Curriculum Development, Research and Development, Teacher/Staff
Training and Development, Administration and the different

training programs. However, since NCTESD is_a national center, its organizational structure is necessarily more comprehensive than that of the smaller technical/vocational institutions. In
the latter, there is no Vocational Dean and some offices, such as
Research and Development, do not exist.
An example of the organizational set-up of a typical techni55
cal/vocational institution would be that of the Marikina Institute of Science and Technology (Figure 24). At present, the
Institute is headed by the Vocational College Superintendent,
who is supported by a Vocational College Dean and five department heads. This organizational structure is based on the
EDPITAF staffing pattern (NCTESD, 1987).
In the case of chartered SUCs, the law primarily governing the composition and powers of the governing boards of
chartered SUCs is P.D. 1437, which provides for a uniform basis for constituting their boards. While boards of regents or
trustees generally exercise both policy-making and administrative functions, the decree specifically provides that they
exercise policy-making functions in accordance with the national
and regional development policies, plans and programs of the
country.
Board meetings are generally called four times a year. In
between, special meetings not to exceed two per quarter may be
called by the SUC president and approved by the Secretary or the
latter's representative. In principle, regular meetings are for
policy matters; special meetings are for urgent implementing
actions, programs or projects (MECS Memorandum no. 34, s.
1980).
The boards are composed of the following members who are

either ex-oficio or appointive:
1. The Secretary of Education and Culture as Chairperson;
2. The President of the University or College as Vice-chairperson;
3. A NEDA representative; and
4. Two prominent citizens who have distinguished themselves in the professions or fields of specialization of the
institutions concerned, one representing the alumni of the
institution concerned, the other chosen from prominent
citizens in the city or province where the school is located
(Sec. 1, P.D. 1437).
The first three are ex-officio members while the last two are
56
appointed by the President of the Philippines. The Secretary

of Education is supposed to preside as chairperson. However,
in the absence of the Secretary, an Undersecretary is authorized
to sit in his/her place. In such cases, the SUC president is authorized to preside as vice-chairperson of the Board.
Because there are now about 83 SUCs, the DECS Secretary
finds it physically impossible to preside over all SUC Board
meetings. To remedy the situation, Undersecretaries and Assistant Secretaries are assigned, by region, to represent the Secretary
in Board meetings. The regional assignments are rotated every
year to enable the Secretary and the Undersecretaries/ Assistant
Secretaries to have wider geographical contact with and deeper
insights into the varying conditions obtaining in SUCs (MECS
Memorandum no. 35, s. 1986).
With regard to the university presidency, P.D. no. 1437 provides that the university head shall be appointed by the President
of the Philippines, upon the recommendation of the DECS Secretary after consultation with the Board of the concerned institution. Generally, the term of the university president is for six
years, although it may be renewed for another term upon the
recommendation of the DECS Secretary, again, after consulting
the Board. In cases of vacancy by reason of death, absence or
resignation, DECS shall have the authority to designate an officer-in-charge of the college or university, pending the appointment of the president.
Private institutions are governed by special laws and by the

general provisions of the 1984 Corporation Code (Sec. 106). The
Corporation Code provides that educational corporations be
organized as non-stock corporations and requires that private
schools have governing boards. The Board of Trustees should
consist of five but not more than fifteen members. Moreover,
under Sec. 108 of the Code, the number of trustees shall be in
57
multiples of five.
As corporations, private educational institutions are subject
to the Securities and Exchange Commission (SEC). SEC has
provisions for officers of the corporation, namely, the board of
directors or trustees, president, treasurer and corporate secretary.
As may be seen in the organizational structures of De La
Salle University and St. Paul's College, private schools generally have administrative councils / administrations under the Board
of Trustees, and are headed by a President. In charge of running the institution is the President/Principal, Vice-President or
Assistant Principal, Deans or other personnel.
Illustrative of this structure is that of De La Salle University.
Its central administration structure shows that the institution is
governed by a Board of Trustees headed by a Chairman (Figure
25). Under it is the Office of the President, with the Internal Auditor and Controller in charge of the university's financial affairs. Under the President's Office is the Office of the Vice
President for Development and Alumni Relations and the Executive Vice President, who is directly above the Deans.
Administrations Systems and Operations
Public Institutions
Elementary and secondary schools are run by principals who

are in charge of all administrati ve systems and operations within their respective schools. The principal, assisted by all department heads, prepares the school's institutional plan and submits
it to the district office (for elementary schools) and the division
office (for secondary schools) for consolidation. Budget programming, data generation and analysis are accomplished in
each school and transmitted up the administrative ladder to the
various district, division and regional offices to the DECS Cen58
tral Office in Manila.

Instructional supervision, on the other hand, is done by the
head teacher, the principal and /or the subject supervisor. However, staffing and human resource development, as well as the
procurement of instructional materials and the school building
program, is centralized at the division level. Of course, the
management and maintenance of such facilities and materials is
vested in the principal. The teachers themselves are designated
property custodians responsible for the storage and distribution
of supplies, materials and equipment given to the school.
On the other hand, the administrative functions of the Board
of Regents/Trustees of state universities and colleges include the
enactment of university rules and regulations, the approval of
curricula, the conferment of degrees and the fixing of tuition fees
and other school charges.
As in public institutions, private schools are run by an organizational hierarchy headed by the President, who is in charge
of supervising and directing the affairs of the institution. His
responsibilities include the promulgation of an administrative
handbook or manual for the use of all school personnel, the
preparation of annual reports and school budgets, and the recruitment and evaluation of faculty members.
59
5
Issues and Problems
quantitative indicators, the Philippine educational system is an enormous system the administration of which is
a daunting task.
The Philippine population has officially reached 61.9 million and the number of schools has increased to about 39,238 in
the public sector and 6,602 in the private sector. Enrolment
figures have now reached 10.4 million at the elementary level,
4.0 million at the secondary level and 1.7 million at the postsecondary and tertiary levels. Moreover, enrolment for the three
levels is growing at rates higher than the population growth rate
because of the significant number of students who go back to
school after dropping out (Tables 1-2).
Translated in terms of school and teacher requirements,
provisions for instructional materials, facilities and other materials necessary to accommodate the growing population and to
meet the basic requirement for universal education, the scope of
educational governance is indeed very extensive.
Moreover, the fact that the share of education in the national
budget has reached only 13.63 percent on the average for the last
three years has very serious implications on the delivery of
education services.
In view of the growing needs and limited resources available
to meet such needs, it is urgent that the educational system be
managed in the most effective and most efficient manner so that
the mission, goals, and objectives of education will be attained at
the least social and economic costs.
By
60
Issues and Problems
Systems Governance
Although mechanisms for educational planning and policy

formulation are in place, further examination reveals several
limitations in the present process of planning and formulating
policies for education. For instance, there appears to be some
need for clarity with respect to the source of authority as well as
the thrusts and priorities set for education.
Authority for policy formulation

With the diversity of the sources of authority in the formulation of educational policies, confusion arises in the absence of
some mechanism for integrating these disparate sources of policies.
Congress shapes educational policies. However, the general

impression is that these policies are often based more on political
considerations rather than on feasibility and impact analyses.
Policy statements are generally unclear about implementation
arrangements and financial as well as administrative costs. The
World Bank study (1988), for instance, cited the free secondary
education policy which, accordingly, "was passed without a
sufficient examination of short- and longer-term effects of free
education on the popular demand for schooling, the national
budget, and the fate of the private secondary schools which rely
almost exclusively on income from student fees".
Related to this is the proliferation and/or maldistribution of
state universities and colleges which annually take up a large
share of financial resources for education. Arguments with
regard to the establishment of some SUCs without serious planning and on the basis of political interests have been raised. As
SUCs are established through legislation, the current DECS moratorium on the establishment of SUCs is not adhered to by the
61
Congress since it is beyond DECS' powers to impose such a

moratorium on the legislature.
The executive branch through the Cabinet br NEDA, on the
other hand, formulates educational policies and incorporates
these in the national development plan. Whereas by legal mandate, DECS should be the primary entity charged with policy
and plan formulation for education, both NEDA and DECS as
sume responsibilities in this regard. However, it is a mistaken
notion that NEDA should be responsible for educational policy
formulation 'since that is not its mandated function. Rather,
NEDA's primary responsibility is national economic and development policy coordination and plan formulation. NEDA coordinates and integrates sectoral policies and plans to come up
with the national development plan, but it is the sectoral agency, DECS, in this case, that must be responsible for formulating and recommending policies and plans for the sector.
DECS is the government agency primarily charged with the
formulation and implementation of policies for education. However, major educational policies must be in the form of legislation or be backed by legislative measures. Even the discretion of
the DECS Secretary to issue directives on the regulation and
control of educational institutions is often blunted by budgetary appropriations authored by Congress. Education, moreover,
is accorded only sub-committee status both in the Cabinet and
NEDA and is consequently given only residual attention in policy formulation. Unlike agriculture, foreign relations, security
and defense, and other sectors for which full Cabinet and NEDA
Committees have been set up, no such full Cabinet level Committee has been set up for education.
In view of these facts, there is a need for continuing dialogue
and/or closer coordination among the concerned parties
namely, DECS, NEDA and Congress
so that the roles of each
of these agencies in the formulation of educational policies can be
determined.
62
Issues and Problems
Formulating educational policies

Limitations with respect to the process of formulating educational policies largely stem from the lack of coordination among the disparate sources of authority for policy formulation.
Since DECS currently lacks the institutional capabilities required
for policy analysis, some education policies, plans and programs have been formulated without the benefit of a comprehensive educational assessment such that the full implications
of the decisions have not been anticipated by policy makers.
At present, there is no institutional arrangement which permits the representation of the different segments of society in
education policy- making. The World Bank study notes that
"present decision-making tends to be elitist in approach, dominated by leaders and technocrats at the central and regional
levels, with little substantial inputs from teachers, parents, students, community leaders and private education leaders". Consequently, the re-establishment of the National Board of Education to serve as the policy-making advisory body of Congress and
DECS was proposed. The World Bank study (1988), moreover,
explained that the policy formulation and planning process can
be further strengthened by improving the sectoral data base,
augmenting certain institutional capabilities in planning and
coordination, and initiating long-term planning.
Planning and budgeting for education

Limitations in the planning and budgeting process for education may be summarized as follows:
Unclear procedures and standards. Since the Philippine
budget management system is patterned after that of United States (USA), periodic changes in line with the USA system are introduced. These, combined with several adjustments
made to facilitate decentralization, have led to serious confusion as people tend to be overwhelmed by various memoranda,
circulars and notices from the Central Office.
63
Aggregated performance indicators. Priorities in the plan

and budget for education are based on participation, retention
and cohort survival rates. However, the fact that these performance indicators are determined at the national and regional
level masks variations and resource needs in individual districts
and schools within regions.
Inaccurate data base. It is crucial to have an accurate data
base so that the extent of educational needs, in terms of number
of schools, facilities, and teachers, among others, can be properly estimated. Studies show that the present system of data
collection leaves much to be desired and that there are disparities in the existing educational statistics which come from various sources including, among others, DECS, the National
Statistics Office (NSO) and NEDA.
Lack of budgetary power at the regional level. Regional
plans and budgets have been inconsistent because the lack of
budgetary powers in regional offices tends to inflate their plan
targets and resource requirements on the assumption that plans
will be cut back by the Central Office. Budgetary authority at the
regional level need to be increased to ensure that regional planning is in line with budgetary allocations.
Planning for major educational policies

Long-term planning and providing broad directions for education should be reinstated in view of the long gestation period
of educational development. There is a generational time-horizon for education. For instance, ten years correspond to the
6-4, elementary-secondary education ladder.
Educational policies supportive of national and regional
development needs have been followed through the years.
However, the unsystematic introduction of experimental innovations at all levels of the educational system still persists.
As such, teachers have had to cope with various new
schemes and subjects and to attend to other requirements outside the school while students suffer from the shifting of focus
64
Issues and Problems
of learning brought about by the introduction

of various curricular innovations. Although such innovations
are made in response to macro or national development goals,
they
suited to the more local or community environment may not be
scribes student learning experience and eventually, that circumwork placement.
Organizational System for Education

DECS, by size of employment, organizational
structure, administrative operations and budgetary appropriation,

is admittedly a huge bureaucracy. It administers and supervises
almost
every aspect of education but the extent of its
responsibilities
somehow limits the effectivity and efficiency of its performance.
The situation is further aggravated by the various
agencies attached to DECS. Owing to the magnitude of
its tasks, DECS
seems unable to develop its institutional capability
in several
areas of sector management (Figure 12). Moreover,
the staff and
line operations of DECS are not well delineated
and there are
unclear lines of authority and responsibility even
between the
regional offices and central office, and between the
regional and
division
offices.
Furthermore, one of the major problems identified

in the
September 1990 "DECS Oversight Report" of the Congressional
Planning and Budget Office (CPBO) is DECS' duplication
functions of other agencies. It was even mentioned of the
that in
many cases, these other agencies perform more
efficiently than
DECS.
For instance, it was reported that in areas like sports,
culture
and non-formal education, agencies like the Philippine
Sports
Commission (PSC), Cultural Center of the Philippines
(CCP) or
the President's Committee on Culture and Arts
(PCCA) out65
perform DECS. Moreover, the skills training function of the

Bureau of Non-Formal Education (BNFE) is already being done
by BTVE, also under DECS, and NMYC.
To ensure effectiveness and efficiency, CPBO even recommended that DECS be divested of functions which duplicate
those performed by more competent agencies, as well as its
involvement in direct manpower development to limit its educational functions within the formal school system. Likewise,
internal reorganization was recommended, so that the current
organizational set-up will be consolidated into three major functions, namely: finance and administration, operations, and policy
and planning.
Given the magnitudes of the education bureaucracy, there is

an urgent need to achieve efficiency in the administration of
programs and projects for education.
The most glaring problem with regard to program and project administration relates to unclear and /or overlapping organizational responsibilities since both OPS and EDPITAF are
mandated to carry out research and project development functions. At the same time, the various bureaus of DECS, like
EDPITAF, are involved in project management. Although there
have been attempts through reorganization to establish closer
administrative linkages between EDPITAF and DECS, duplication of project-related functions still exists.
Under the existing set-up, EDPITAF, which used to be headed by an Undersecretary, is an agency attached to DECS. However, this attempt to improve the coordination between DECS
and EDPITAF is offset by the strengthening of EDPITAF's
research and project development function, as well as the increased involvement in project implementation by the bureaus.
All these boil down to the lack of permanent institutional arrangements for project development and implementation.
It has been mentioned that since OPS has not been very ac56
Issues and Problems
tive in the areas of research, project development and evaluation, the responsibility of program and project administration
for education falls largely on EDPITAF. However, in the course
of project implementation, EDPITAF encounters several problems and limitations. These were addressed during EDCOM's
consultations with official development assistance agencies
(ODAs) and EDPITAF.
Foremost among these is the initial difficulty of reconciling
international laws and local regulations covered by international
agreements, especially with regard to procurement of needed
technology and materials for project implementation. Moreover, project institutionalization and/or integrating finished
projects into DECS' program system and regular operations
remains a problem.
There is also a lack of long-term planning and programming with respect to resource allocations over time. The main
difficulty is putting in place budgetary support for projects.
There is temporary relief from ODAs but there is the problem of
coming up with counterpart funds for projects. Moreover, both
NEDA and the line agencies foresee the fact that beyond the
termination of a project, there should be another five years within which it can be institutionalized through inclusion in the
budgetary appropriations.
The most important concern, however, is the issue of whether EDPITAF should be phased out or be integrated with
DECS. The original mandate of EDPITAF has been expanded
to include not only supervising and implementing foreign-assisted projects, but planning and project development as well. In
view of this, some sectors recommend EDPITAF integration
with OPS to reduce the duplication of functions between the
two organizations. Others, however, are looking into the possibility of its being totally independent of DECS. (Note: It has since
become a regular office of DECS.)
67

The most glaring problem -with regard to administrative
systems and procedures is overcentralization. Compounding the
problems that accompany the administration of a very massive
bureaucracy such as DECS is the over-centralization of its Operations. This situation has been identified as a major cause for the
inefficiency and ineffectiveness of DECS. Recently, however,
there have been efforts to initiate decentralization of some operations to the regional offices.
Programming and Monitoring
A system of regional budgeting has been put into place, such

that DECS regional offices recommend educational priorities
appropriate for the region. Most often, however, the final decision on these priorities lies with the DECS Central Office itself.
Moreover, it has been observed that some regional offices
tend to overplan in the absence of some programmed budget
ceiling within which such regional educational plan and programs have to be budgeted. As a consequence, many regional
proposals are ignored, thus generating frustration among regional offices, superintendents and other local education officials who contributed in putting together the regional budget
plan.
With the feasibility of decentralization, budgeting authority
could be delegated further down, not just to the regional director
but even to the division superintendent, who should be given
more operating responsibilities.
The value of accurate, complete and up-to-date educational
baseline data cannot be overemphasized, as they are the nuts
and bolts of educational planning. This, in turn, is the key to the
attainment of educational objectives which depend greatly on
the ability to anticipate future needs both within the educational
system and the larger socio-economic and cultural systems of
which it is a part.
68
'sues and Problems
In 1990, a new system for the collection and processing of

baseline data was established at DECS. However, it was observed that the system had already become a victim of slowmoving bureaucracy. For instance, the forms scheduled for
distribution in August were supposed to be ready for bidding
in June. However, as late as October, the forms had not been
bidded. Consequently, the whole timetable for data collection
was disrupted.
This problem draws attention to another issue in baseline
data collection and processing: timeliness. By the time the process has taken its course, another school year will already have
been underway. Moreover, since baseline data, specifically,
enrolment figures, are used in determining teacher requirements and school building programs, the delay will have interfered with the preparation of budgetary allocations. The delay in
the processing of data has also led to heavy use of projections
which need to be updated as soon as possible to show a more
realistic picture.
In turn, this results in conflicting education figures which
cite DECS as the source: the projections, periodic updates released before the DECS Statistical Bulletin and the final official figures in the Bulletin itself. Since the publication is dependent on the system working on time, there is a need to provide
mate-rial and administrative support to this endeavor. A related
issue involves the employees and officers responsible for gathering, collecting and processing sub-national profiles. Their ability to process must be ensured. In view of reported ghost teachers
and students, the integrity of the data they produce must be
beyond reproach. While there are ways to verify the data,
connivance must be guarded against.
During its regional/provincial consultations, one EDCOM

finding is that instructional supervision is inadequate. Supervi69
sors and principals claimed that they were weighed down with
administrative functions at the expense of instructional supervision. The number of reports to make and forms to file left little
time for meaningful supervision.
On the other hand, in some provinces, the performance of
supervising authorities was described as mediocre. It was pointed
out that emphasis was given on physical aspects and special
programs and projects. It would seem that instructional supervision is left to suffer. Furthermore, studies show that public
school teachers are generally dissatisfied with the following supervision aspects: the way their supervisors implement promotion policies; the lack of mechanisms for resolving their grievances; the absence of a system for recognizing outstanding
work performance; and discrimination in the workplace.
In general, supervisors need further training. Moreover,
some school administrators lack leadership/managerial and supervisory skills. The sectoral consultation with the Philippine
Association of School Superintendents (PASS) underscored the
lack of budgetary and resource support for supervision. While
superintendents get a travel allowance of P150 a month and principals get P50, supervisors do not get any. In addition, most
division and district offices do not have official cars to improve
mobility and increase accessibility for supervising officials.
Other issues and concerns may be classified by administrative level.
For Principals
There is a shortage of items for principals and head teachers.

This is felt very acutely in the newly nationalized high schools
which have neither principals nor head teachers. They are
managed by teachers-in-charge. Since teachers-in-charge handle full teaching loads, supervision is impossible.
Moreover, big elementary and secondary schools with more
than 50 teachers do not have assistant principals. So many
teachers under one principal makes supervision difficult. In the
70
Issues and Problems
interest of quality edUcation, secondary principals should be

assisted by subject department heads. However, very few
schools have such items.
For District Supervisors
The geographical area assigned to each district supervisors is

rather large. They are hampered in their work by the absence
of means of transport and travel funds. During the sectoral
consultation with school superintendents, EDCOM learned that
some districts are so big that a single supervisor may have
between 100 to 600 teachers under him.
In addition, district supervisors are often given non-supervision tasks such as
1. investigation of administrative cases;
2. monitoring of building construction;
3. monitoring school supplies, and
4. representing the office of the superintendent in meetings
with other agencies.
Aside from these inadequacies, there is a lack of supervisor items in some regions, as revealed by an examination of the
1990 ratio of the number of supervisors to the number of
school districts. There are districts with no supervisors.
Thus, only NCR has a 1:1 district to supervisor ratio. There is
a shortage of district supervisors in the remaining 13 regions.
The shortage of supervisors, ranging from a low of 5 to a high of
92, is most acute in Regions 9 (92) and 12 (55).
However, the most critical issue regarding instructional
supervision is the recent DECS decision to devolve the functions of the district supervisors to the school principals This socalled "devolution" is allegedly in line with the decentralization
policy. Corollarily, DECS Order no. 110, s. 1991 makes the item
of District Supervisor coterminous with the incumbent's term.
To prepare the principals for their enhanced role in educational
management and school supervision, intensive training programs for principals are being undertaken.
:
71
The ratio of supervisors to school districts across regions is

as follows:
District-Supervisor Ratio--
REGION
109:109
National Capital Region
65:60
Cordillera Autonomous Region

llocos Region
148:140
Cagayan Valley
108:89
Central Luzon
167:160
Southern Tagalog
255:237
Bicol Region
159:155
Western Visayas
199:189
Central Visayas
156:142
Eastern Visayas
164:155
Western Mindanao
197:155
Northern Mindanao
137:114
Southern Mindanao
138:121
Central Mindanao
155:100
For Division Superintendents
Among the most important findings during EDCOM sectoral

and multi-sectoral consultations is that the various functions of
the superintendent leave hardly any time at all for supervision. In the exercise of his/her 26 official duties and responsibilities discussed in the preceding chapter of this report, the
superintendent must contend with other functions.
For instance, as chairman of the NCEE, he/she coordinates
with the Philippine National Police (PNP) for security. Among
others, he also attends to complaints and litigations against
school personnel; mounts information drives for school projects
as well as fund-raising for athletic meets; and attends social
72
Issues and Problems
functions. Furthermore, his/her official duty of cooperating in all

projects in which DECS is involved with other agencies has such
a wide latitude for interpretation that it has included disasterresponse work and implementation of other agencies' programs.
Such activities involve attending various meetings which his/
her official duties and responsibilities also require. In addition,
as if these were not enough, the superintendent must contend
with such problems as lack of support staff, allocating meager
maintenance and operation funds, supporting or facilitating the
division's participation in provincial, regional and national cultural, athletic, etc. contests, without corresponding financial
support. To top it all, there is a perceived distinct lack of
recognition, especially for assistant superintendents, which causes demoralization.
The ratio of the number of divisions to the number of superintendents across regions, which is listed hereunder, is not as bad
as that of province to supervisors. Only Region 6 and Region 9 are
short of the ratio.
REGION
Division-Superintendent Ratio

Cordillera Autonomous Region
4:4
Ilocos Region
7:7
Cagayan Valley
Central Luzon
Southern Tagalog
5:5
6:6
9:9
16:16
Bicol Region
9:9
Western Visayas
Central Visayas
19:14
9:9
Eastern Visayas
Western Mindanao
9:9
Northern Mindanao
Southern Mindanao
Central Mindanao
13:13
9:8
7:7
9:9
73
Two problems haunt the recruitment, appointment and promotion processes: political patronage and corruption. Political
patronage becomes an issue when politicians secure appointments or promotions for their protegees without following the
ranking of candidates as prescribed by the CSC. This is aggravated when the person being interceded for does not have the
required qualifications.
A related issue is the demoralization of employees in the
field because of political intervention. This phenomenon may
be a function of the increased role of local government officials
in the affairs of education, such as the mayor's chairmanship of
the Local School Board.
The issue of corruption in recruitment, appointment and
promotion usually involves having to pay the appointing authority and/or facilitator in one form or another. One reported case involved the superintendent's receiving the first two
months' salary of the appointee.
The attendant issue to both these issues is lack of compliance
with CSC rules and regulations on recruitment, appointment
and promotion. Violations of this sort cause demoralization and
raise doubts as to the integrity of the selection process. Further,
the lack of transparency in promotion of superintendents has
led to the perception that the socalled "national ranking" is
non-existent.
Other issues raised during EDCOM's regional and provincial consultations included indiscriminate appointments to key
positions because of lack of consultation in such appointment.
In the secondary level, where subjects are taught by teachers according to areas of specialization, teachers have been hired
to teach subjects outside their areas of specialization. The same
problem arises when an elementary district supervisor who has
no specialization is promoted to division supervisor for a specific area.
74
Issues and Problems

Textbooks and Materials
A fundamental concern involving procurement activities for

such a huge agency as DECS is the presence of inducement for
malpractice and corruption. The procurement system and its
process
the bidding, the pricing, the purchasing, the delivery,
the inventory and the disbursement are open to malpractice
and corruption if no appropriate controls and supervision are in
place.
An issue raised at EDCOM's regional and provincial consultations was that procurement of equipment and supplies was too
centralized. The problem with such a set-up is that the procurement of supplies may not suit local needs and conditions. For
instance, since procurement is made at the regional or central
office level, materials not needed by the division are sent for
acceptance and payment.
Another issue relates to the classification of textbooks as
assets in the same category as equipment and furniture, rather
than as consumables in the Standard Government Charge of
Accounts. The economic and service life of books is considerably,
less than that of equipment and furniture. Moreover, textbooks
are normally considered for use for only three years.
In 1978, a presidential directive authorized a study on how
to save in procurement. The study found that up to 65 percent
savings could be achieved. This resulted in the creation of the
BPS which is now managed by an inter-agency board composed
of the secretaries of Defense, Education, Health, Trade, Finance,
Public Works and Highways and the Philippine Institute for
Certified Public Accountants (PICPA). The original mandate of
BPS was to cover only Metro Manila, but expanding
it was
found to be highly feasible. At present, BPS delivers to the
provinces if requested. However, since the concept of BPS
involves a centralized system of procurement to realize savings,
it runs counter to moves toward decentralization. MoreOver,
75
since the system is not institutionalized, problems arise. For

instance, because BPS is undermanned, there have been some
reported delays in delivery.
In spite of the joint DECS-DBM-COA study on pricing and
material procurement, showing that an average of 30 percent
price reduction of supplies and materials and up to 70 percent
reduction in textbook prices is possible, DECS has so far refused
to fully subscribe to BPS.
During EDCOM's regional provincial consultations, other
observations were raised relating to the distribution of supplies,
equipment, textbooks and teachers manuals. One was the delay
in delivery. Another was the perceived disparity in distribution.
In addition, some schools experienced shortages. In textbook
distribution, for instance, there are cases where some titles not
ordered were delivered, while others received less than the
required number of textbooks.
Undoubtedly, distribution has to contend with constraints
inherent in the geographical configuration of the country. This is
aggravated by the lack of an efficient transportation and warehousing system. Further worsening the problem is the lack of
financial support for personnel such as property custodians
responsible for getting or receiving textbook supplies.
These problems were underscored in an in-house study
conducted by the IMC in 1990. In island schools and the hinterlands, where the school property custodians get their supply of
textbooks directly from the division office, the most common
problems are the unavailability of transportation and non-reimbursement of expenses. In fact, 58 percent of the district supply officers experienced reimbursement problems. They also
complained of high transportation cost.
Payrolls
The basic problem involving payrolls is the slow movement
of papers within the bureaucracy. Although this does not seem
to directly affect payrolls, it is an issue because payment of sala76
Issues and Problems
'
ry is based on the submission of pertinent papers which require

transmission through the administrative system.
In the consultative session on teachers' rights and welfare,
Civil Service Commissioner Patricia Sto. Tomas identified
delays
in the payment of teachers' salaries as one of the probable
causes
of teacher strikes. Chairman Sto. Tomas pointed out that DECS
was probably the only government agency that requires the prior confirmation of CSC in the appointment of its personnel.
According to her, this causes delays in the payment of salarids.
This policy may be due to the fact that DECS officials do
not
want to be held accountable for the disbursement of payroll
funds to those later found to be non-civil service eligibles.
A related issue is the non-payment of substitute teachers,
some claiming not to have been paid since 1989. Payment of
salaries for substitute teachers has been devolved to regional
offices. However, teachers have been reported to have
been
shortchanged. The anomaly allegedly involved having the teacher sign a voucher which reflects a higher amount than was
actually received. Since payments are made in cash and teachers are asked to sign vouchers, there is difficulty in proving
these allegations. Victim desist from filing official complaints for
fear of reprisals which may include non-renewal of the teachers'
contract.
On Disbursements
The main issue in disbursements is the delay that has become

characteristic of a huge and highly centralized bureaucracy.
Delays have a ripple effect that spreads throughout the system.
Consider the extent of the delays in disbursement where allotments arrive after the quarter for which they are meant. These
undoubtedly fesult in non-delivery of educational services such
as textbooks, equipment and salaries. To a certain extent, relevance is lost as a result of the delay. And worse, such delays
might serve as fertile ground for corruption.
There are also many cases of non-payment of service con77
tracts to private universities. The regional hearings revealed

non-payments of such fees for as long as a year, prejudicing the
financial stability of the private school concerned.
Another issue arises from disbursements that are less than
what the recipient unit expects. This means less resources to
meet rising needs. While the disbursing unit will inform the
recipient unit of the shortfall, the attendant problems in the field
still have to be dealt with.
Boards of Regents
Despite the issuance of P.D. No. 1437, it was revealed that

except in a few SUCs, only the first three ex-oficio members,
viz., the DECS Secretary as chairperson, the president of the
university or college as vice-chairperson and the NEDA representative constitute actual board membership (Ables, 1987). Although the initiative for nominating the two appointive proudnent citizens of the locality should be taken by the SUC president,
this initiative has not been taken because of economic and practical reasons. Board meetings being usually held in Manila, two
more members would mean more travel expenses and honoraria, chargeable to the meager budget of the institution (Ibid.).
The study further reveals that the presence of two prominent
citizens from the locality is not perceived as a guarantee that the
interests of the different sectors in the community where the SUC
isocated will be articulated. There are important sectors including parents, laborers, professional groups and employers whose
presence in the board may prove more advantageous in the sense
that they can provide the necessary information in order for the
Board to arrive at well-informed decisions.
Another problem concerns the members of the Board as
appointees of the President of the country. It is, therefore, not
unlikely that decisions by these appointees are influenced one
78
Issues and Problems
way or the other by the thought that their decisions in the board
might be pleasing or displeasing to the appointing power. In
addition, it is also possible for politicians to exert pressure in
order to have their proteges appointed instead of DECS nominees. The "political appointees" may put the interests of their
"padrino" over that of the community.
Many areas in the organizational set-up of the public tertiary
institutions call for improvement and for more efficient and
effective management. There are claims that the organizational
set-up was continually re-aligned and re-defined to make it more
responsive to their needs. However, the Task Force to Study
State Higher Education (1987) reports:
The problems of administration ... are exacerbated
by the transformation of a school from a singlecampus to a multi-campus institution. Sometimes
upon conversion to chartered SUCs, school officials
who were used to handling a single, compact unit
suddenly find in their hands a new species, a
complex organization with units that the physically
detached from their immediate environment. This
leads to "detached" methods of administration often courting complaints of "management by remote control."
Vertical integration is one characteristic of both public and

private institutions of higher learning in the country. Problems
on administration arise from the transformation of a school to'a
chartered SUC or the transformation from a single-campus SUC
to a multi-campus SUC. School officials used to handling simple, compact units are not adequately prepared for the change in
the governance system of their institutions to that of a more
complex one.
Aside from this, it has been found that high school enrolment in some state colleges and universities is as high as 91
percent of total enrolment. Out of 47 SUCs surveyed, 38 had
high school enrolments that accounted for over 50 percent of
79
their total enrolment. Thus, there is a need for SUCs to clearly

define their mission.
of -state-tutiversities- andA comparative studyof
colleges (SUCs) notes the loss of freedom and educational values
conducive to the formation of a progressive society (Imperial,
1984). Theuniversities-were-deemed too hurried in changing
their status to state colleges and universities. They were not able
to prepare themselves for the change in governance of their
institutions. Hence, for lack of material time for well thought-out
guidelines, the power that was supposed to be lodged in the
governing board of the institution of higher learning (1111.,) naturally fell to an outside entity, namely, the Office of Budget and
Management. Thus, "the moral losers are the faculty and the
students of these instantly-converted IHLs".
80
6
Conclusions and Recommendations
The foregoing analysis of the present system of governance
and management emphatically underlines the need for

reforms to make the system more efficient and effective,
especially in the light of the country's social and economic development requirements.
For this purpose, guidance must be sought from key provisions of the Constitution that require implementive policy guidelines for both the executive and legislative branches. These are
particularly provided in Art. XIV, Sections 1, 2, 4, and 5.. There
are many other provisions of policy relevance to education, but
the provisions summarized below represent the overriding policy imperatives for the governance of the educational system:
Sec. 1 provides for the promotion and protection of the right
and access of citizens to quality education.
Sec. 2 provides for maintenance of a complete and adequate
system of education; maintenance of free public elementary and
secondary education; maintenance of scholarship, loans, grants,
subsidies and other incentives; maintenance of vocational, technical and other types of education and training for the-underprivileged, for community needs, and for the handicapped.
Sec. 4 provides for the integrated roles of public and private
educational institutions in the educational system.
Sec. 5 mandates the highest budgetary priority to education
and adequate remuneration for teachers.
Thus, the following recommendations address the required
reforms in the system.
81
Policies Affecting the Educational System

Budgetary Priority
The constitutional provision mandating the assignment of

the highest budgetary priority to education should be implemented as follows:
1. The State, Congress in particular, shall ensure that the
budgetary allocation to meet the full requirements of
sic education shall be provided annually in the General
Appropriations Act.
2. The share of education in the total budget program for the
year shall not be diminished relative to the previous year
and shall, in fact, be increased relative to increased enrolment and inflation.
3. A provision should be added to Section 16 of P.D. 1177 (the
Budget Act used as the basis for formulating the annual
budget and appropriation programs), providing that such
budgetary priority to education be recognized as stated in
Items 1 and 2, above.
a-
Pre-school education must be recognized by the state as

essential to the total and overall future development of the
child. Thus, early childhood care and development (ECCD)
should be institutionalized and provided in both government
and private ECCD center's. These shall then be assisted finan1.
cially.
particularly for children

aged five to six years, should be assured in the near future
through government support of the pre-school programs run as
cooperatives, particularly in provincial or local communities.
2. Access to pre-school education,
82
Basic Education
The State shall concentrate its resources on the provision

and implementation of basic education. This includes six years
of elementary and four years of high school education. The State
shall allocate to it an adequate level of funding support from the
national budget.
2. To implement compulsory elementary education, the
State shall adopt a competency-based policy and implement
the same through anti-truancy measures that will require the
participation of local communities and government units.
3. To assure access, the establishment of a complete and
adequately-provided elementary school in every barangay, and
a high school in every municipality where no private high
school exists, shall be a goal to be achieved in the shortest time
possible.
In localities where basic education is provided by the private
sector, private schools shall be given assistance. The Educational
Service Contracting Scheme, the Private Education Student Financial Assistance Program (Voucher System) and other forms of
assistance to private schools shall also be expanded to improve
access to basic education.
4. To assure the achievement of the objectives of basic education, tests and other forms of evaluation shall be administered to assess the achievement of functional literacy at Grade
IV, of the scholastic objectives by end of Grade VI, and of
vocational and tertiary education preparation by the end of
high school.
1.
TVET
The State shall accord high priority to technical-vocational education and training through reforms in curricular
programs and more workable and effective collaboration between the government and private business and industry through
apprenticeships and other schemes of training/education coo1.
83
peration.
,2. Better linkage between the manpower training and the
educational sectors with business and industry sector shall be
implemented through improved manpower development and
educational planning.
Higher Education
1.
Access to higher education
To assure access to all qualified and deserving students, an

enhanced program of scholarships, socialized tuition subsidies, and assistance to institutions, students and teachers shall
be implemented.
This is the preferred way of promoting access to tertiary
education since this ensures the provision of high quality education to the most qualified and deserving students.
2.
Standards of excellence
The State shall aim to attain the highest quality of higher

education by encouraging selective admission to institutions of
higher learning, strengthening the accreditation system, and
providing incentives and assistance to priority programs to ensure that the products of higher education respond to the development needs of the country.
To achieve standards of excellence and sustain quality
tertiary education, graduate education and research shall be
strengthened.
For this purpose, centers of excellence shall be established
in the regions in the various fields of tertiary and graduate
education such as teacher education, science and technology
education, professional education, engineering education, among others.
A national research agenda shall be formulated indicating
the proper role and contribution of higher education institutions
84
to research, with emphasis on state universities and colleges

which must pursue basic and applied research in fields important
to local and national economic, social and cultural development.
3.
Typology of tertiary education institutions
Establish a clearer typology of tertiary institutions based

on programs, with corresponding levels of accountability.
Community colleges shall concentrate on occupation-oriented type of programs. However, they may offer junior college
courses provided they have qualified faculty to teach these courses.
Universities and four-year colleges shall offer a wider range
of undergraduate and graduate degree programs, must be research-oriented and should produce quality high-level professionals, researchers and scientists.
Specialized colleges shall offer both undergraduate and
graduate degree programs in a limited area
e.g., in teacher
education, agriculture, and business.
Polytechnic and other technological degree programs
e.g., Bachelor of Science in various fields of Engineering
should be offered by universities and specialized colleges.
4.
Autonomy for institutions of higher learning
To improve higher education, there shall be greater autonomy to private institutions of higher learning with respect
to curricular offerings and determination of the appropriate
levels of tuition fees of institutions and programs. Institutions of
higher learning shall be encouraged to comply with strict standards of accreditation to assure the achievement of quality objectives for each higher education program. The accreditation
performance or rating of programs shall be used as a basis for
grants and assistance to institutions and programs, including
scholarships and subsidies to students.
Moreover, institutions of higher learning must be cognizant
of national development priorities and market indicators as to
85
relevant manpower and employment needs.

5. Full-cost tuition fees for higher education
To maintain quality, private and state institutions of higher learning shall charge full-cost tuition to their students. A
socialized tuition fee system is recommended whereby students
from high-income brackets shall pay for the full cost of their
education. Students from lower-income brackets shall pay lower tuition fees according to a graduated scale of fees based on
family income levels.
6. Classification of state tertiary
institutions for financing
purposes
To assist the wivernment in determining the extent of
support or subsidy to tertiary educational institutions, there
shall be a proper classification of such institutions. A three-tier
structure based on the suggested typology is proposed in determining the balance between private financing (through tuition
fees) and government financing (through subsidies, scholarships, and alternative forms of financial assistance).
The first tier will consist of post-secondary, non-degree institutions, such as community colleges and institutions for vocational and technical education, which shall still be heavily subsidized by the state. The second tier will include institutions
offering baccalaureate degrees, preferably in high priority programs. The third tier will consist of institutions concentrating
on graduate education and research.
The second and third tier institutions shall adopt the socialized tuition fee schedule based on the full-cost approach, with
other types of financial assistance to students and faculty, and
support for programs, including research. These shall have fully
accredited programs and strict admission policies.
86
Special Education
The State shall also give priority to the education of special

and marginal groups, such as the special learners - i.e., the
gifted and impaired, and the members of cultural communities.
Government support should be given NGOs as well as pupils
and teachers of DECS-accredited sectarian schools which provide education for cultural communities in inaccessible areas.
In line with this, the regular madaris should be strengthened and
classified as sectarian private schools. The full provision of
learning resources (human, material and facilities) should likewise be extended to cultural communities.
On the other hand, appropriate and specialized programs
must be made available to children with special learning needs
and to other disadvantaged groups.
For gifted children, existing national special schools shall
be maintained and honors programs in science and math in
existing high schools encouraged.
Organizational Structure and Institutional System
Given the policies and the programs recommended for the

various educational levels and the need for the most efficient and
effective management system to implement such policies and
programs, essential modifications need to be introduced in the
organizational structure and institutional components of the
educational system. Such modifications shall include the following:
Reorganizing DECS
The present Department of Education Culture and

Sports (DECS) shall focus primarily on basic
elementary
and secondary
education. This is to assure efficient implementation of basic education programs through the regysite full
1.
87
attention of the Department. It shall be known as the Department of Basic Education (DBE).
The proposed name becomes more appropriate in view of the
proposal to detach the culture and sports agencies now administratively attached to DECS but which are more directly relevant
to their respective counterpart Commissions.
The new Department of Basic Education shall have basic
organizational components consisting of the following:
a. The basic education program (or services) shall cover elementary and secondary education and will be under the
primary responsibility of an Undersecretary for Basic
Education Programs.
b. Physical education and sports shall remain under the Bureau of Physical Education and School Sports that shall
implement only physical well-being activities as well as
school sports and athletics at the intramural and district
levels. It shall emphasize the educational dimension of
sports and athletics, particularly discipline and values.
c. Finance and Administrative Service shall be under the
responsibility of an Undersecretary. It shall be primarily responsible for providing basic operating support to
program bureaus or services.
Detachment of agencies and institutes now administratively attached to DECS. There are a number of agencies and
offices whose functions are not directly related to the primary
responsibility of DECS but which may have program linkages.
Therefore, it is advantageous to remove these from the administrative jurisdiction of DECS to simplify its administrative
operations and to make the operations of these agencies more
efficient, at the same time that they are themselves accountable
2.
directly for their performance.

It is thus recommended that:
a. Chartered state colleges and universities be given autonomy from DECS. It is recommended that the Board of each
SUC shall not include the Secretary of Education. The charters of
88
the SUCs must be reviewed to allow for revision of board membership so as to include representatives from the student body,
faculty, alumni, parents, non-academic personnel, community
business, industry and professional gro'ups.
The review of the charters shall consider the possibility of
adopting a standard charter for all SUCs, allowing, however, for
variations to suit the particular employment and development
needs of the region or community where such an institution is
located.
Consideration should be given to the possibility of a common
board for situations where several SUCs in one region could
evolve into an integrated regional state university system. Moreover, inasmuch as some SUCs have very large elementary and
secondary enrolments, these high school and elementary components should be detached from SUCs and turned over to
DECS to enable SUCs to have a more focused mission in higher
education. Further, SUCs which are actually post-secondary
technical schools should be re-categorized according to the typology earlier suggested.
b. Sports and Physical Education. The functional jurisdiction of DECS with respect to physical education, sports and
athletics should be confined to co-curricular school sports and
athletics at the intramural and district levels. Competitive
sports, with a view to talent scouting from regional and national levels, should be made the responsibility of the Phil-
ippine Sports Commission.
Therefore, the school sports and physical education functional components of the National Youth and Sports Development Board and the Institute of Physical Education and School
Sports should be absorbed by the Bureau of Physical Education
and School Sports, and those relating to competitive sports and
athletics should be absorbed by the Philippine Sports Commission.
c. The Institute of Philippine Languages should now be
abolished with the establishment of the Commission on National Language.
89
d. The National Museum and the National Library should

be made autonomous and converted into foundations with a
quasi-private character to allow them to receive both government and private funding support.
e. The National Historical Institute and the Archives and
Records Management Office should be merged into an integrated foundation of a quasi-private character with mixed
public and private board membership, allowed to receive government subsidy and contributions from private sources.
Given a foundation status as their corporate personality and
tax-exempt privileges, private donations are expected to be more
generous to these cultural agencies.
f. The National Board for Teachers should now be absorbed by the Professional Regulation Commission under the
proposal to professionalize teachers.
g. The Instructional Materials Corporation should concentrate on textbook development. This includes manuscript
writing, editing, designing, and testing/try-out, as well as training teachers in the use of such textbooks. Textbook writing
should be open to competition, to encourage creativity and get
out the best and most appropriate manuscripts.
The 'production and distribution of textbooks and science
equipment should be privatized. Production and distribution
are functions that are administratively complex and for which
private initiatives are likely to achieve better efficiencies. Other
considerations are:
1) There have been significant delays in the production
and distribution of textbooks and other materials.
2) Costs have been high.
3) The physical production of books (essentially, the
printing and the distribution) is easily amenable to
commercial operations and could be done more efficiently by private initiatives and management.
4) The Department should not be involved in undertaking these commercial operations as these detract froni
its primary responsibility of governing the educationgo
al system.
h. The Educational Development Projects Implementing
-Task Force (EDPITAF) should now be integrated into the proposed three major educational institutions, namely, the Department of Basic Education (DBE), the Commission on Higher
Education (CHED) or the Technical Education and Skills Development Authority (TESDA). For instance, based on their
expertise/acquired experience or exposure, the present EDPITAF
personnel could be absorbed by these institutions to implement
education programs and projects which are provided official
development assistance.
Furthermore, the project implementation capability of the
appropriate staff and line units or offices within the three major
institutions should be upgraded through special staff development programs.
In the long run, the concerns of the three key institutions will
be more on programs rather than on project implementation for
which EDPITAF was essentially set up.
The National Education Testing and Research Center

(or NETRC) should be reconstituted into a National Educational Assessment and Testing Services (or NEATS) which
shall be a quasi-private entity responsible for developing tests
and evaluation instruments to be utilized by the educational
system.
To assure objectivity and fairness in evaluation, this is a
preferred arrangement than having the testing entity attached to
an administrative entity.
However, in the case of tests and evaluation for basic education, there should be close coordination between the testing
entity and the Department.
The NEATS will also be responsible for the equivalency/
certification system for academic programs which will link nonformal education to the formal education system, as well as for
tests for scholarships, fellowships and study grants.
On the other hand, the equivalency/certification system for
i.
91
technical education, skills development and livelihood programs will be under the proposed TESDA.
_A number of agencies with established track record in thefield of testing, such as the Center for Educational Measurement, the University of the Philippines, could be contracted for
their services in the implementation of an effective educational
measurement and evaluation program. A monolithic structure
in testing and evaluation is highly infeasible; other qualified entities should be given the opportunity to operate side by side to
maintain quality standards in the development and administration of testing programs.
New Institutions and Structure
For early childhood care and development
policy of institutionalization involving the setting of

standards and monitoring of early childhood care and development (ECCD) centers shall be adopted to assure uniformity of
standards among all ECCD centers.
2. A multi-sectoral and inter-agency body, the National
Council for Early Childhood Care and Development (NCECCD)
shall be created to oversee the operations of ECCD centers
without implementing operational regulations of such centers.
1. A
For higher education
Commission on Higher Education (CHED) shall be

created. Its coverage shall be both public and private higher
education. It will be responsible for policy formulation, planning and program recommendation in higher education, with
functions including the programming of financial assistance to
institutions of higher learning, both public and private.
CHED shall also undertake funding resource development
to generate financial resources to be allocated as grants and
awards to institutions of higher learning.
1. A
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The Commission shall have eleven (11) members, composed

of four ex-officio members and seven members to be appointed
by the President. The composition of CHED shall be as follows:
a. The Secretary of Education, Culture and Sports;
b. The Secretary of Science and Technology;
c. The Director General of the National Economic and Development Authority (NEDA);
d. The Secretary of Labor;
e. Five academics who are known for their integrity, high
degree of professionalism, and who each has distinguished himself/herself as an authority in: the social and
behavioral sciences; humanities and culture; the natural
sciences and mathematics; the engineering and agricultural sciences; and the medical and health sciences.
f. Two representatives from the private business/industry
sector.
The Chairman and Vice-Chairman shall serve full-time and

shall have the ranks and powers equivalent to that of a Department Secretary and an Undersecretary, respectively. The Commissioners shall hold office for a term of six years.
The Commission shall perform the following functions:
Formulate and recommend development plans, policies,
priorities and programs.
Recommend to the executive and legislative branches policies, priorities and grants in higher education policies,
priorities and grants. Set and enforce standards for programs and institutions of
higher learning.
Monitor and evaluate the performance of programs/institutions of higher learning.
Identify and support centers of excellence in the areas of
teacher education, agricultural sciences, and other programs as may be needed for national development.
Rationalize programs and institutions of higher learning
including the creation of new ones.
93

-
Devise and implement resource development schemes.

Develop criteria for allocating resources such as grants,
etc..
- Serve as adviser to the Department of Budget and Management (DBM) in determining budgets of state institu-
tions of higher learning in the light of national priorities/

thrusts in higher education and research.
- Administer the Higher Education Development Fund
(HEDF).
this purpose, a Higher Education Development

Fund shall be established to be managed by the Commission
for purposes of grants, scholarships, subsidies and assistance under the programming and implementing guidelines of
2. For
CHED.
The government shall provide a seed capital of P500 million
which will be augmented by a 20 percent share of the total travel
tax collected and a 30 percent share of professional registration
fees.
Government financial institutions are authorized to give
grants to the Fund and private contributions to the same shall be
tax deductible from the gross income of the donor.
There shall be a Board of Trustees composed of the members
of the Commission. The Board shall be the administrator of the
Fund and it shall appoint a reputable government-accredited
investment institution(s) as Manager(s) of the Fund.
In recognition of the role of the Fund for Assistance to Private
Education (FAPE) in providing productive assistance to the
private education sector over the past two decades, FAPE shall
continue to operate as a funding agency, in accordance with the
provisions of its charter. However, there shall be a change in the
governance structure of FAPE, with the chairmanship of its
board of trustees to be assumed by the chairman of the Commission of Higher Education. FAPE may be strengthened in the
discharge of its functions through the infusion of HEDF funds
which would be required to maintain its program of assistance to
the private education sector at a meaningful level.
94
The Commission shall coordinate with the existing Federation of Accrediting Associations of the Philippines (FAAP)
in the formulation of accreditation standards and strengthening of the accreditation process. For this purpose, SUCs shall
institute their own accrediting system that should develop
standards consistent with criteria set by CHED.
The broken lines linking the Commission on Higher Education and the Institutions of Higher Learning (IHLs) to the FAAP
show the voluntary nature of accreditation. However, even if
accreditation is voluntary, it is hoped that IHLs will submit their
programs for accreditation. Accreditation shall be used as one
basis for program assistance.
The Commission shall also provide incentives to institutions
of higher learning, public and private, with accredited programs.
4. The Commission shall encourage through incentives
universities and colleges offering priority programs tied to
national development efforts.
5. CHED shall reconstitute the existing and/or organize
Technical Panels for different disciplines/program areas. The
Panels shall be composed'
omposed Of senior specialists or academics to be
appointed by the Commission. They shall assist CHED in setting standards and in monitoring and evaluating programs and
institutions.
All qualified personnel, property, budget appropriations,
assets and liabilities, functions and responsibilities of the Bureau
of Higher Education, including those for higher education and
degree-granting voc-tech programs in the regional offices under
DECS, shall be transferred to the Commission.
3.
For technical education and skills development

The National Manpower and Youth Council, the DOLE
Office of Apprenticeship and the Bureau of Vocational and
Technical Education in the present DECS shall be merged into a
Technical Education and Skills Development Authority (TESDA)
to be primarily responsible for both technical education and skills
95
This institutional approach will put under one coherent
administration the implementation of programs that are dosely
and directly related to employment. In addition, employment
and educational and manpower planning shall be closely coordinated and linked.
To effect the programming function and authority of TESDA,
a Technical/Vocational Education and Training (TVET) Fund
shall be established to provide development funding.
The proposed functions of TESDA include the following:
Policy-making on technical education and skills development;
Planning and programming;
Coordination of public and private vocational/technical
institutions;
- Standard-setting and certification;
- Apprenticeship administration;
- Training of trainers;
- Management of a TVET Fund; and
- Preparationof local government units and industry groups
to eventually take over the direct training functions of the
present NMYC and BTVE.
The regional functions of TESDA may include the following:
apprenticeship administration, enforcement of standards, certification, and technical assistance to and training of LGU and
industry personnel.
As proposed, the new structure will not be costly to the
government. NMYC and BTVE personnel shall be transferred to
TESDA. The only additional outlays will be those for the administration of the apprenticeship program which will require a
bigger staff than the existing one in DOLE, and those for the
management of the TVET Fund. Such management costs, however, shall come from the Fund itself, not from the General
Fund. Since TESDA's head, the Director-General, is proposed
to have Cabinet rank and the proposed two deputy directors96
general positions would be equivalent to undersecretaries, there

would be additional outlay for personal services. This cost, however, is expected to be outweighed by the benefits that could be
derived from the efficiency and effectiveness of the technical/
vocational education and training sector by utilizing the combined expertise of recognized professionals in the field and the
joint planning and programming of technical education and
training.
For non-formal education
There are two types of non-formal education: one consists of

more organized programs with curricula and instructional format and materials - such as in-service training for teachers or
adult literacy program. The other consists of unorganized, amorphous learning alternatives that provide opportunities to
improve the knowledge and skills of a person.
A systematic approach, however, can be adopted to maximize non-formal learning alternatives and modes. An example
would be learning via the mass media. Hence, there is a proposal
for a Philippine Broadcasting System which will be a government-sponsored television station with, basically, educational
programs.
The literacy and continuing education component of nonformal education will be placed under the Center for Non-Formal
Education and the skills development component will be under
TESDA.
Administrative Operations
This set of recommendations concerns the implementive or
operational activities of various institutional elements of the
educational sector. The concern is effectiveness (i.e., getting the
job done) and efficiency (getting it done at the least cost)
97

Decentralizing DECS (or DBE) Administration
To streamline the administrative operations of DECS, decentralization shall be effected and the Divisiori shall have an enhanced role in the system. Accordingly, the Division Superintendent shall assume an expanded role, with the corresponding
authority, powers and responsibilities of regional offices devolving to division offices. Thus, there is a need to strengthen Division Superintendency and the Local School Board.
The Division Offices shall assume the following functions
and features:
1. The Division Superintendent shall assume the role of a
Division Educational Manager/Leader and shall have the fol-
lowing additional powers, authority and responsibilities:

a. Planning and approval of school infrastructure programs/projects to be recommended to the Secretary;
b. Approval and acceptance of completed school infrastructure which shall be the basis of the final payment
to the contractor;
c. Recommendation of appointments of non-teaching,
personnel of the Division;
d. In view of the provision of the Local Government
Code, he/she shall be the representative of the Secretary in the various councils and bodies of the local government unit where the Department is represented.
2. The Division shall prepare its budget program to be
submitted to the Secretary through the Regional Director. The
budget will be directly allocated to the Division and the Division
Superintendent will be accountable for the Division's budget.
3. The Division shall prepare its Educational Plan for submission to the Secretary through the Regional Director.
4. The following operational functions of DECS (or DBE)
shall be decentralized:
a. Procurement of supplies, materials and equipment.
Subject to guidelines on price ceilings and bidding
procedures, the procurement of supplies (such as
98
paper and forms), materials (such as shop and carpentry materials for repairs), and equipment (such as
copying machines, etc)., should be decentralized to
the Division level, with the Division Superintendent
given the primary responsibility for the activities in
coordination with the Regional Director. For this
purpose, subject to Commission on Audit disbursement regulations, as well as those of the Department of
Budget and Management, sub-allotments shall be
made to Superiritendents who should be properly accountable. The Division should then be provided
with appropriate staffing for accounting and budgeting, and training to ensure efficiency.
The Division shall prepare price lists with the assistance of the Central Office to be able to economize
whenever possible. An appropriate bidding system
and procedure shall be adopted in the Division. To
assure uniformity across all Divisions, the Central Office shall assist in the formulation of this system.
The possibility of servicing by the Bureau of Procurement Service (BPS) of the government (administered by the DBM) should be explored. The experience of DECS with BPS in the past had been one of
delayed deliveries due largely to lack of warehousing
since BPS was accommodating DECS procurement
needs on an ad hoc basis. If it becomes official, BPS
can implement a system of warehousing and delivery
sevices or make arrangements to use the present regional / division warehouses put up by the Instruc
tional Materials Corporation (MC). The economies
may be significant, as a price reduction scheme for
textbooks and other instructional materials spear
headed by DECS, BPS and the Commission on Audit
(COA) in 1988 showed that a minimum of P63 million in savings could be effected.
99
b. Payroll disbursements. The payment of salaries and al-
lowances of teachers,and non-teaching personnel shall be

decentralized to the Divisicth level. For this purpose, the
corresponding budget for personnel shall be directly suballotted and released from the Central Office to the Division. Accordingly, the appropriate support personnel and processing facilities (such as computers) shall be
provided to the Division. The payment should then be
effected through any of the local branches of government
banks, 13articularly the Philippine National Bank.
To resolve the recurring and serious problem of teachers not getting their pay on time, the disbursement of payroll funds upon the approval of the teacher's appointment by the authority, DECS, is highly recommended.
c. Appointment of teachers. Given the proposed professionalization of teachers and the institution of the career service system for teachers (assuring certified standards of
qualifications for teachers), Division Superintendents
shall give primary recommendations for endorsement to
the Local School Board on matters relating to teacher appointment.
The intervention of local politicians in appointments
can be discouraged by transparency in the recruitment
and promotion of teachers. Nonetheless, strict standards
for appointments called for by professionalization and
the career service system would safeguard against such
intervention.
Revised Role of Regional Offices
In view of the expanded role and responsibilities of the

Division Office of DBE, the Regional Office shall now concentrate on coordination and monitoring functions.
1. It shall provide regional planning guidelines and coordinate the planning and budget programming activities of
100
Divisions in the region.

2. It shall monitor the activities of the Divisions to effect a
regional overview of educational operations and for purposes of
assessing regional educational performance as this is still required in national assessment.
Essentially, the regional offices of DBE shall become staff
offices.
School and Supervision of Teaching
The principal as instructional manager

What has emerged as a consensus with respect to standards
and requisites for scholastic achievement is quality teaching
One factor to assure quality teaching is quality supervision.
The recommendations on programs and on the attainment of
scholastic achievement objectives indicate the need for the enhanced role of the principal in pupil and school achievements
Evaluation and testing at various grade levels corresponding to
desired educational achievement objectives require that teachers
be responsible for and be evaluated on the basis of the achievements of their pupils. The school will likewise be evaluated with
respect to the overall scholastic performance of its students.
Thus, the principal shall be primarily responsible for teaching supervision, consonant with the accepted principle that the
principal shall be directly responsible for school academic or
curricular achievement. The latter will serve as part of the criteria for evaluating the school and the principal.
Clearly, the achievements expected under the above-described circumstances require that the principal assume the role
of an Instructional Leader/Manager. This means that the school
principal shall perform enhanced functions and responsibilities
which shall include the following:
a. Directing, motivating, and supervising the teachers to
to make them effective and productive teachers. This
means that the principal ascertains that curricular pro101
grams are observed, the appropriate instructional methodology is used, and that classroom management by the
teacher is efficient. Motivation includes knowing the personal circumstances of teachers to appreciate why they are
teaching well or poorly. The principal shall help in achieving good working conditions for teachers.
b. Ensuring that instructional requirements, such as supplies, materials and equipment, are adequately provided to guarantee effective teaching.
For a qualified teacher to be more effective, he/ she must
be adequately provided with the requisite instructional
materials.
The government and DBE should assure that all schools
shall have a full- time principal, since there are still many schools without principals and head teachers.
For schools with a teacher complement of 50 or more
teachers, an assistant principal should be appointed.
Head teachers should be designated for coordination of
dusters of related subjects.
Teachers should be absolved from financial accountability for lost or damaged equipment if the same has
been properly used.
Ensuring that the physical environment of the school is

conducive to teaching and leaning.
d. Coordinating with district supervisors with respect to
classroom and curricular supervision. Teachers could be
provided with the latest available technology for effective
instruction. There are some alternatives to the provision
of such instructional aids, including: common pooling of
equipment facilities among schools proximately located;
and upgrading or creation of district level learning centers from which teachers can borrow instructional aids
such as flipcharts, transparency projectors, and other audio-visual aids, such as video tapes, etc.
e. Ensuring that essential academic and support services
c.
102
are provided. In view of the essential functions of Guidance Counselors, Librarians and Property Custodians
in both elementary and high school, it is recommended
that position items be created for such functions.
At present, the duties of these three positions are being
done by teachers, which further detract from their primary obligation of teaching. The Guidance Counselor and
the Librarian should have appropriate academic qualifications. All three should be under the direct supervision of
the principal.
f. Keeping records of activities and accomplishments of
the school. These shall become the basis of evaluation of
school performance as well as of reliable educational statistics and data, useful not only for school planning but in
overall educational planning.
g. Serving as model for the teachers in both professional
and official conduct by continuously upgrading himself/
herself professionally to become an effective administrator and educational leader.
As instructional leader/manager, the principal shall
be responsible not only for implementing educational
programs but also for administering the school institution
The school shall be the basic common denominator of
educational performance. Thus, the principal emerges as
the all important functionary in this respect.
Initially, a principal shall'have the basic appointment
as Master Teacher. The position of "principal" shall be a
designation, up to a maximum of three years, on top of
the basic Master Teacher appointment. In such a case,
the 'principal will then be released from teaching assignments and given an honorarium and cumulative leave
privileges, among others. This system does not preclude
her/him from aspiring and getting a basic appointment
as principal and moving up the administrative ladder as
supervisor and so on, or from going back to teaching as
a Master Teacher. It all depends on his/her professional
103
inclination and abilities.

The supervisor's roles re-defined
Given the enhanced role of the principal particularly with

respect to teaching supervision, the role of the district supervisor
shall accordingly be re-described. The supervisor will now have
in the
greater coordinative functions and more involvement
formulation of standards for principals. There will still be a
continuing need for district supervisors, to provide more direct
assistance to division superintendents who shall also now gain
additional functions as division managers/leaders with enhanced
administrative functions.
For such a purpose, it is recommended that one supervisor
be designated for every 25 or more principals in the district,
depending upon the increasing competencies of the principal.
The Division Subject Supervisors will continue to assist the
Division Superintendent in strengthening the teaching of specific subjects, through intra-division in-service training of teachers.
The Department of Basic Education
Budget Programming
In formulating the annual budget program, the Department of Basic Education (DBE) shall ascertain the basic budgetary requirements for full implementation of basic education. This means that the budgetary levels must provide for the
full requirements of teachers, support staff personnel, classrooms, facilities, and instructional materials.
School Requirements
The government, through the DBE and in coordination

with local governments, shall formulate a school mapping and
104
site development plan and program that will assure, among

others:
1. Provisions for complete elementary schools where these
are currently in existence, and in the long-run assure the establishment of a complete elementary school, where there is
none, in every barangay.
2. Provisions for complete high schools where these are
currently located and in the long-run assure the provision of a
high school, where there is none, in every municipality. Public high schools should be set up only in municipalities not
adequately served by private high schools; and
3. Acquisition of sites for future locations of new elementary and high schools; identification of land reservations with
the Department of Agrarian Reform (DAR) and the Department of Environment and Natural Resources (DENR) for school
use.
The government should provide for the full acquisition of
sites that are being occupied, and expedite the settlement of
litigations with respect to titles to such sites and payment therefor.
In addition, meeting school requirements and ensuring their

accessibility by constructing requisite infrastructure and making
public transportation available would improve access. Likewise, privately-initiated educational programs addressed to populations not normally reached by the formal system should be
supported.
Textbook Distribution
This aspect of operations can be privatized in accordance

with the recommendation to reconstitute the Instructional Materials Corporation. If the objective ratio of 1:1, that is one textbook for every pupil, is to be achieved
and this means massive
logistical operations just for textbook distribution
it becomes
all the more essential for the DBE not to be saddled with an
enormous operational responsibility for textbook distribution.
105
Schoolbuilding Program
Now that DECS has identified the key problems related to the
Schoolbuilding Program (SBP), it is proposed that over time,
these additional SBP functions should be returned to the DPWH.
However, DBE, through its superintendents, should be given a
larger share of the review and monitoring responsibility over
the said programs.
Educational Operations and Local Autonomy
Educational functions are not among those proposed to be

devolved under RA. 7160 or the new Local Government Code.
Rather, among the key government sectoral functions and authorities to be devolved to local government units are those of
agricultural services and extension, health and social services,
environmental and natural resources, some public works functions and projects, transportation and communication and tourism. As provided by R.A. 7160, local government units shall
assume such functions and the regional offices of the concerned
agencies shall devolve their functions to local government units.
The implementing guidelines of the Code, a pre-requisite for
final implementation, are still being formulated by an oversight
committee. Such implementing guidelines will be useful in evolving some basis for devolution or delegation of central office
functions, especially for educational services. Given the status of
preparatory work towards full implementation of the Code, the
following are proposed relevant to the implementation of educational programs and activities at the local government level:
1. Local government units shall assume the primary responsibility of enforcing an anti-truancy law in the implementation of a competency-based progression or no drop-out policy in basic education. This shall be done in cooperation with
parents-teachers associations (PTAs).
2. The Local School Board co-chaired by the Superinten106
dent at both provincial and city levels shall consider the augmentation of the compensation of teachers in the Division out
of local funds, particularly in the form of cost of living allowances
which have been removed by the salary standardization law.
3. The Special Education Fund out of the one percent
increase in real estate taxes shall be exclusively used for educational purposes. As the Special Education Fund was originally
meant for that purpose, the Local School Board shall recommend
such provision and program expenditures in the education budget for submission to the appropriate sanggunians - city, province
or municipality.
Provincial Educational Administration
Given the EDCOM proposal to strengthen and enhance the

role of the Division Superintendent and to expand the operations of division offices through decentralization, rather than
devolution of functions and authority, and the implementation
of the Local Government Code, it becomes highly feasible in the
future to institute a provincial educational administrative set-up
where some functional devolution would be effected.
The concept entails implementation of educational programs under the auspices of local governments which will then
assume primary responsibility for such functions as school building construction, procurement, appointment of non-teaching
staff, even teachers, subject to national standards, and other
support services for educational program implementation.
The expectations, of course, are for local governments to
provide essential budgetary support for this purpose. Beyond
the increased internal revenue allotment which currently provides the main budgetary resources, local government units, in
the future, should be able to expand and improve their revenuegenerating capabilities, enabling them to assume more devolved
functions from the central offices, including education.
The concept of such a provincial educational administration
was well articulated by Sec. Guillermo Carague of the DBM
(Annex 2).
107
Planning for Education and

the Educational System
Any reform of the educational system must include a viable

system of both educational and manpower planning. This is to
ensure the setting of the desirable operating and strategic directions for the educational system and to provide for its efficient
operations in view of scarce resources.
The following, therefore, are recommended with respect to
planning, and a planning system for Philippine education and
manpower development.
1. It is recommended that the successor plan to the current
Medium Term Development Plan, particularly the Education
and Manpower Development Plan, be formulated for the planning period 1992-1996. In addition to the Medium Term Educational Plan, an Indicative Plan to the Year 2000, and a Perspective Plan to the Year 2020 should be formulated. For the
educational system, long-term and strategic plans and planning
are imperative.
2. For manpower planning and its coordination with education, a tripartite and inter-agency body, the Employment
Planning Board, must be created to formulate a national employment plan that will be the basis of the national technical
education and skills development plan and the higher education
plan. This Board will be attached to DOLE for policy and
program coordination.
3. For basic education and ECCD, strengthen the Office of
Planning Services of the new DBE.
4. Set up an Education Statistics Office (ESO) whose primary responsibility is to collect, analyze, synthesize and
systemati-cally report on education statistics. This ESO shall be
attached to the National Census and Statistics Office.
It is proposed that as part of data-gathering methodology,
data collection should be initiated at the school level. This should
be part of the principal's responsibility.
108
The National Council for Education and

the National Congress on Education
A fundamental institutional reform which EDCOM proposes is the setting up of autonomous policy-making, planning,
programming and administrative bodies to implement the vari-
ous level programs of the entire educational system. Thus, the

Department of Basic Education (DBE) will be responsible for
basic education, the Commission on Higher Education (CHED)
will be responsible for higher education and the Technical Education and Skills Development Authority (TESDA) will be responsible for technical education and skills development.
In addition, the concern for preschool education or early
childhood development will be given institutional recognition
with the creation of a multi-sectoral National Council for Early
Childhood Care and Development. Its primary concern is to
promote pre-school and early childhood programs for children
aged zero to six years.
A key program support institution, the National Educational
Assessment and Testing Service (NEATS) will be reconstituted
from the present National Education Testing and Research
Center (NETRC). It shall be made an autonomous quasi-private
entity responsible for developing tests and evaluation instruments for all program levels' .
To keep the educational system abreast of the latest technological innovations relevant to education, a Center for Leading
Edge Educational Technology is proposed to be established to be
a collaborative set-up between the government and the private
sector, particularly technology delivery firms such as the International Business Machines (IBM).
To assure efficient implementation of basic education programs, DBE should not be bothered with such peripheral concerns as cultural and sports activities except as part of the formal
curriculum, as well as other highly specialized institutions. Therefore, such organizations which are administratively attached to
the present DECS should be detached and reconstituted into
109
autonomous foundations or service institutions. Accordingly,

EDPITAF shall be integrated into the proposed key program
and the Instructional
institutions DBE, CHED and TESDA
Materials Corporation privatized, except its policy-making ind
program-formulating council which shall be retained.
Structure and Operation
This institutional restructuring, resulting in a number of

autonomous yet functionally-related entities, implies the need
for a systems-level perspective. Called for is an integrative,
coordinative and comprehensive view of the educational system
even as each system institution operates autonomously and
independently. Moreover, as the implementation of programs
proceeds, there is need to relate and coordinate the operations of
each key institution and to synthesize the outcomes into a coherent whole, the better to see the overall impact of the system.
Thus, it becomes imperative to set up at the apex of the
educational system, an entity which will ensure systems integration and program unity. This would also assure that the loss of
"unity of command" which is, in effect, exercised under the
present set-up, will be replaced by program integration and
coordination at the highest level of the educational system.
For this purpose, the heads of the three key program
should constitute
DBE, CHED and TESDA
institutions
(NCE).
for
Education
Council
into a National
Since coherent and efficient policy formulation is crucial to
the strategic development of the educational system, its main
function is a National Congress on Education to be held biannually. With NCE as permanent secretariat, this shall be the primary source of policy recommendations.
A periodic assessment of the educational system shall be
undertaken every five years to coincide with the planning period,
again, with the NCE constituting itself into a secretariat for the
purpose.
110
Given these two key functions of the NCE, it shall then be able
to provide the essential advisory services to both the legislative
and executive branch of the government.
To assist NCE in fulfilling its functions, it shall have the
authority to contract the services of the most competent authorities and experts on the relevant educational concerns that may be
addressed by the National Congress on Education and in the
deliberations of NCE.
The heads of other institutions and organizations, private
and public, with concerns related to education such as the cultural agencies, the testing authority, the Council for Early
Childhood Care and Development, among others, shall be
invited from time to time as required by the agenda of the
National Congress and the NCE.
The Council shall meet quarterly or as often as the urgency of
issues and concerns to be deliberated on would demand. The
Council and the Congress shall be provided with the required
budgetary support, and the NCE shall be provided with a modest secretariat and administrative support staff.
Proposed Legislative Measures
Adopting EDCOM Recommendations
,To assure the adoption of the recommendations of EDCOM,

an omnibus enabling law or resolution should be passed by
Congress. This is similar to Presidential Decree 6-A issued in
September 1972, which provided for the adoption and implementation of the recommendations of the Presidential Commission to Survey Philippine Education or PCSPE.
Such an omnibus enabling law can then be referred to as "The
Education Act of the Nineties", and shall provide:
1. That the recommendations of EDCOM be adopted as
the basis for the successor medium-term plan for education and
manpower of the government, as well as the indicative ten-year
111
plan for education;

2. That legislative measures be adopted providing for the
implementation of the education -plin and the reconmienda-tions of EDCOM;
3. That an institution, inthis case the National Council for
Education, be immediately set up to forthulate plans, programs;
guidelines and projects to implement the legislative measures
based on EDCOM recommendations, as well as the executive
actions meant to carry out such recommendations.
Drafting Appropriate Bills
Creation of the National Council for Education

Addressing the need for unified planning and policy formulation for education, the bill creating the National Council for
Education (NCE) shall assign NCE as the advisory body to both
the Executive and Legislative branches of the government on
national educational policies. It shall likewise provide for the biannual holding of a National Congress on Education to serve as
the primary source of policy recommendations on education.
Creation of the Commission on Higher Education
This bill shall create a body independent and separate from
DECS, namely, the Commission on Higher Education (CHED)
composed of four (4) ex-officio members, five (5) academics and
two (2) representatives from trade and industry to oversee the
system of higher education in the country. This bill shall also
establish the Higher Education Development Fund (HEDF) to be
used exclusively for higher education and to be administered by
the Commission.
112
Creation of the Technical Education and

Skills Development Authority
This bill will unify the planning process for technical education and skills development of DECS and NMYC in one institution, namely, the Technical Education and Skills Development
Authority (TESDA) and will effect sharing of resources and a
complementation of efforts among technical and vocational institutions, public and private, by involving them in policy-making,
planning and standard-setting activities.
The complementation of efforts among technical and vocational institutions will ensure that 'technical education will be
enriched by practical training which the present NMYC provides, while vocational training will be improved as it benefits
from the technical knowledge of which BTVE/DECS has, at
present, a comparative advantage. The bill also aims to improve
and strengthen the existing linkage between technical and vocational institutions and industry by involving the latter in policymaking, planning and standard-setting activities.
Creation of a National Education Statistics Office
This bill aims to improve data collection and analysis in
education to ensure that educational policymaking and planning
are based on accurate data and sound assessment of existing

information.
Creation of a Center for Leading Edge Educational Technology
This bill- will seek the establishment of a Leading Edge.

Educational Technologies (LEET) Foundation which will support a national center designed to bring together academic,
technological and economic forces to advance the educational
promise of affordable technologies. The bill shall provide that
the LEET Foundation focus the collective resources of the government and the private sector into a national force for innova113
lion in education and that the LEET Center train educators,

trainors and practitioners from across the nation to influence the
directions of educational technology.
Supporting House Bill No. 6533

An Act Separating the High Schools and Elementary Schools of All
State Colleges and Universities, Providing Funds Therefor and For
Other Purposes, must be supported, and House Bill No. 17190/
Senate Bill 834 (An Act Prescribing Standards for the Establishment
of or Conversion to Chartered State Colleges or State Universities, and
the Reversion of Academic Status of a State University or Chartered
State College and for Other Purposes) and Senate Bill No. 1380 (An
Act Prescribing Standards for the Establishment of or Conversion to a
State College or University, and for Other Purposes.) must be inte-
grated.
In view of the findings that some state colleges and universities have a very large high school component and that some are
actually post-secondary technical schools, there is a need for
SUCs to dearly define their mission. The above-mentioned bills
address this need.
Writing an Athletics Bill

The provisions of this bill shall include: (1) the absorption of
the school sports and physical education components of the
National Youth and Sports Development Board and the Institute
of Physical Education and School Sports by the Bureau of Physical Education and School Sports under the Department of Basic
Education; and (2) the transfer of competitive sports functions,
with a view to talent scouting, to the Sports Commission.
Converting the National Museum and

National Library into Foundations
The bills shall allow the two separate foundations to receive
114
government support, as well as funding support from private

sources.
Amending Senate Bill No. 1568
This bill should be so amended as to provide for the conversion of the National Historical Institute and the Records Management and Archives Office into one integrated foundation with a
quasi-private character, such that it would have a mixed public
and private board membership, to enable it to receive government subsidy and contributions from private sources.
Reconstituting the National Education
and Testing Research Center
This bill should provide for the expansion of NEATS' functions to include the development, administration, supervision
and evaluation of the national students' achievement tests and
other Philippine-made tests on aptitude, intelligence and personality. NEATS shall also develop and administer tests for equivalency and national scholarships.
115
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Table
Enrolment in government and private schools by region and by levels, school year 1990-1991.
Pre-school
Region
NCR
CAR
1
Region 3
Region 4
Region's
Region6
-A
PO
iiiia
Region 7
Region 8
Region 9
Region 10
Region 11
Region 12
Total
Elementary
Secondary
Gov t
34,567
690
15,013
1,958
17.879
34.194
8,895
20,708
6,745
3,912
1,661
2,214
8,243
9,318
165,997
Private
105,756
4,502
6,941
2,987
20,763
36,273
4,590
9,257
9,633
4.738
2,415
6,021
7,649
3.089
224,814
Total
Gov't
140,323
5,192
21.954
4,945
38,642
70,467
13,485
29,985
16,378
8.650
4.076
8.235
15,892
12,407
385,658
957,967
1,319,418
744,639
907,815
705,003
535,348
554,665
604,233
741,511
629,225
390.611
9,718,008
869,179
179,951
5131.398
Private
225.185
20,555
21,847
12,607
87,102
Total
Gov't
327,129
45,881
198,303
93,148
234,024
332,482
183,046
322,603
140,912
140.281
13,431
1.094.344
200.506
603,245
398,265
1,045,069
1,419,509
765.355
942.004
738,527
544,181
568.127
827,389
788,140
642,856
661,269
10,377.277
2,564,045
100.091
20,718
34.189
33,524
8,815
13.462
23,138
46,629
113,381
139,193
180.915
113,047
Private
234.180
34.471
82,271
58,872
192,368
254,470
84.054
85,545
128,644
41,856
41.679
82,566
93,792
55,1813,
1,489,552
Total
561,309
80,352
280,274
151,820
428,390
586.952
267,100
408,148
269,556
181.937
155.060
221,759
274,707
188,233
4,033,597
si
ic
cr.
a
anll
li
Table 1. (Continued)
Region
Region 3
Region 4
Region 5
Region 6
Region 7
Region 8
Region 9
Region 10
Region 11
Region 12
Total
Source
611-sit
Ed
Gov't
NCR
CAR
IHi
Post-secondaryfTech-Voc
2,749
935
11,452
1,218
2,623
4,528
5,030
Private
150,795
10,683
11,449
6,181
5,676
6,036
1,833
1,876
2,045
1,872
12,287
18,519,
17,872
34,536
13,134
10,053
3,269
6,705
12,873
2,736
50,644
311,092
2,771
Total
153,544
11,618
22,901
7,399
14,910
23,047
22,902
37,307
18,810
16,089
5,102
8,581
14,918
4,608
361,736
Bureau of Technical and Vocational Education

Bureau of Higher Education
128
Gov't & Pnv

395,629
43,852
76,060
44,192
90,971
126,672
82,317
103,363
97,250
57,241
32,012
92,915
52,135
53,141
1,347,750
Grand
Total
2,345,149
341,520
1,004,434
606,621
1,615,982
2,226,647
1,151,159
1,520,787
1,140,521
808,078
764,377
958,859
1,145,792
881,045
16,510,971
Table 2. Number of government and private schools by

region and by levels, School Year 1990-1991.
Pre-school
Elementary
Region
Gov't
NCR
CAR
Region
IV
40
341
13
1
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Region 8
Region 9
Region 10
Region 11
Region 12
Total
Private
Total
Gov't
335
28
45
33
676
188
446
330
3
75
93
1,001
224
432
135
71
325
73
258
671
41
370
106
18
227
507
228
89
18
23
41
35
49,
84
110
182
41
151
11
193
2,888
1,272
4,160
486
1,066
2,197
1,765
2,454
3,894
2,822
3,008
2,550
3,034
2,379
2,390
2,211
2,216
32,472
Private
361
Secondary
Total
41
847
1,114
2,269
1,823
2,640
4,199
2,903
3,137
2,648
3,063
2,422
2,484
2,340
2,257
1,674
34,146
48
72
58
186
305
81
129
98
29
43
94
129
Gov't
108
97
354,
127
273
474
314
375
207
284
Private
247
79
161
91
196
336
148
147
169
74
191
71
236
194
172
164
170
108
3,406
2,161
Total
355
176
515
218
469
810
462
522
376
358
262
400
364
280
5,567
Post-Sec/Non-Degree-TechNoc
Region
NCR
CAR
Region
-..
Co
4=1
Gov't
Total
21
61
11
37
336
926
1,262
17
17
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Region 8
Region 9
Region 10
Region 11
Region 12
37
Total
Note
202
39
73
68
107157
114
97
55
79
49
92
82
48
2
1
Private
200
22
56
311
21
86
35
25
34
122
89
11
63
44
65
20
20
29
72
14
Grand Total
Higher Education
Gov't
Private
Gov't
Total
Private
931
52
40
57
33
33
52
59
49
608
1,186
2,577
1,937
2,762
4,425
3,175
3,439
2,777
3,403
2,598
2,657
2,433
2,408
635
806
36,385
5,396
12
6
9
8
14
22
14
22
9
20
8
123
11
41
7
9
171
11
34
17
49
75
58
49
48
13
25
135
17
43
25
63
97
72
71
.1
160
323
197
517
838
376
388
359
130
168
'
371
412
226
1,539
1,346
2,900
2,134
3,279
5,263
3,551
3,827
3,136
3,533
2,766
3,028
2,845
2,634
41,781
school which maintains

A school is counted according to the level of education it offers For instance, a
school.
one
secondary
and
elementary
one
both elementary and secondary levels is counted as
schools,
secondary
and/or
elementary
to
an
attached
are
which
are
those
The schools offering pre-school
they are not included in the Grand Total
Source DECS Office For Planning Services, 1991 (Unpublished)
Total
0
9
2
fa.
De
Tables and Figures

Table 3 Survival rates in government schools
SY 1979-1980 to SY 1988-1989 (Actual)
SY 1982-1983 to SY 1991-1992 (Projected)
Elementary
Year
1979-1960
II
III
iv
6534%
1961 -1982
1962-1963
10000%
1900-1961
0064%
100 00%
7578%
1o63 -1964
6532%
1664 -1985
1985
Secondary
7088%
7635%
- 1966'
6543%
7465%
1966-19157
5164%
7016%
1907-1965
4666%
6573%
1906- 1969
9432%
6367%
4909 -1990
4112%
562!%
1990 -1991
5410%
1991-1992
4111
Source Office of Planning and Services DECS 1991
Table 4. Completion rates in elementary schools,

SY 1987-1988 to SY 1989-1990.
1986-1987
60 36%
1987-1988
1988-1989
61.48%
63 37%
Source DECS Statistical Bulletins
131
1989-1990
66 16%
55%
Table 5. Cohort survival rates in secondary education, SY 1986-1987 to 1990-1991.

SY 1987-1988
SY 1986-1987
Region
-.1.
N
IV
NCR
CAR
Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Region 8
Region 9
Region 10
Region 11
Region 12
NATIONAL
Public
78 16%
Private
71 55%
Total
75%
Public
85 23%
7434%
8019%
7646%
7454%
68.48%
74.66%
67 95%
71 38%
79 27%
72 47%
78 67%
74.56%
6723%
86 66%
74 18%
80 02%
73 09%
73 39%
73 09%
72 32%
72.03%
68.65%
65 63%
64 21%
68 44%
66 25%
68.59%
63 42%
69.45%
67.58%
62 62%
61 57%
50 15%
58.30%
62 75%
65 06%
61 75%
54 96%
72%
66 31%
62 01%
61 45%
60.24%
61 23%
61 42%
66 64%
68 86%
73.39%
80 08%
73.80%
71
56%
75 82%
71
Private
91.83%
SY 1988-1989
Total
88 06%
Public
86 69%
75 96%
7591%
8172%
79.00%
73 03%
80 62%
68 28%
73 93%
72 33%
70.25%
66 20%
60 77%
61 23%
65 44%
70 41%
66 15%
63 41%
76 47%
69 81%
73 91%
59.06%
76.75%
79 38%
67.42%
71 70%
72 94%
68 54%
57 90%
79 38%
71 41%
73 57%
78.41%
75 66%
77.81%
77.59%
90 16%
82 38%
70 94%
71 51%
71 11%
Private
87 42%
82 37%
84 18%
77 56%,
69.55%,
83 83%
83 56%
79 80%
85.49%
74 17%
71.39%,
81 26%i
70.72%
81 36%
80 01%
Total
87 00%
78 74%
8251%
1
76 94%
69 68%
78.57%
65 64%
77.47%
82 59%
68 94%
71 60%
76 17%
69 40%
65 30%
76 08%
SY 1989-1990
SY
Region
Public
...1
CO
to
NCR
CAR
Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Region 8
Region 9
Region 10
Region 11
Region 12
NATIONAL;
'
Private
Total
Public
1990-1991
Private
84 62%
71 62%
83 58%
73 84%
78 98%
79,29%
68 95%
89.92%
60 98%
61 44%
73 39%
71 33%
72.60%
74 34%
93.00%
83 47%
89 94%
73 34%
71 08%
80.40%
69 83%
87 47%
81 21%
80 41%
76 31%
74 41%
78 15%
86 18%
88 09%
76.20%
83 69%
76 69%
78 52%
79.81%
74.62%
88 42%
70 72%
65 43%
74 26%
76 17%
72 82%
78 63%
78
69
85
72
78
79
66
89
63
63
64
66
69
74
86%
06%
41%
55%
34%
69%
40%
82%
92%
76%
07%
27%
55%
91%
81 05%
81 25%
76 65%
82.95%
79 05%
74 97%
78 79%
Sources: DECS Statistical Bulletin, 1986-1990

*Office of Planning and Services, DECS, 1991
82 41%
78 97%
74 95%
78 44%
80 58%
81.85%
78 56%
80 00%
77.78%
78 29%
74 53%
79 31%
Total
79.78%
74.17%
84.46%
75.07%
76 65%
79.11%
70 62%
87 84%
70.76%
67 16%
67.67%
70 52%
71 28%
76.42%
76.41%
Dropout rates in government and private secondary schools

from SY 1988-89 to SY 1989-90.
Table 6
SY 1988
SY 1989
1989
1990
Region
NCR
Total
Public
Private
Public
Private
8 3%
8 89%
3 74%
6 67%
6 93%
4 80%
6 01%
4 60%
3 63%
4 31%
O
CAR
4 06%
D
Religion
3 67%
A
T
Region 2
5 02%
6 13%
4 75%
5 60%
Region 3
3 63%
6 39%
4 10%
5 34%
Region 4
6 32%
A
V
A
6 83%
3 85%
5 53%
6 98%
4 99%
6 39%
Region 5
5 58%
Region 6
5.32%
B
L
6 97%
3 82%
6 31%
Region 7
4 73%
6 88%
4 69%
5 80%
Region 8
5 97%
5 52%
10 18%
Region 9
5 25%
7 29%
5 58%
6 84%
Region 10
5 48%
8.12%
5 60%
7 20%
Region
6 20%
7 35%
4.70%
6 45%
40
6 80%
5 47%
6 39%
6 04%
7 27%
4 35%
6 21%
11
Region 12
NATIONAL
11
11
Source DECS Stat Bulletin, 1988-1990
134
51%
Tables and Figures
Table 7. Number of public and private tertiary

institutions, SY 1985-1986 to SY 1989-1990.
Tertiary Schools
School
Year
Public
Private
Total
SY 1985-1986
293
785
1078
SY 1986-1987
351
818
1169
SY 1987-1988
428
1178
1606
SY 1988-1989
424
1251
1675
SY 1989-1990
504
1251
1755
Source Basic Education Statistics

SY 1985-1986 to SY 1989-1990
Table 8. Enrolment in government and private tertiary schools

SY 1985-1986 to SY 1988-1989,
Public
Private
School Year
Total
I
Number
Percentage
Number
Percentage
SY 1985-1986
209,121
1492%
1,192,560
85 08%
1,401,681
SY 1986-1987
202,201
1489%
1,155,463
8511%
1,357,664
SY
1987-1988
222,436
15 23%
1,238,109
84 77%
1,460,545
SY
1988-1989
233,180
14 76%
1,346,758
85 24%
1,579,938
Source FAPE Inquirer, s 3, Report no 2, January 8, 1991
135
ail-
"Ill
jEkt
It!
Eli
_al
"IV!
till
14
3t
It
di
Ai
;1
lq
,48
it
I!
flit11
136
Tables and Figures
Table 10. Interaction of planning and budgeting cycles.

Planning Cycle
1. Sehool
.
Budget Cycle
level:
Principals prepare annual school

plans, mainly a subject cataloging
without any budget
No budget at this level
budget is
prepared by Division Superintendents.
Division level:
Superintendents prepare
annual Division Plan.
Division budget is prepared, mostly

MOEs for programs/projects and capital outlays.
3. Regional level:
Puts together Regional Plan
and submits to:
REGIONAL DEVELOPMENT COUNCIL
consisting of
-Regional leaders
-Interagency staff
From which emerge Regional Budgets for programs/projects, MOEs and

capital outlays.
4. Central Office:
OPS, in colsultation with the Bureaus,
prepares the DECS Plan and Plan
Assessment Report.
DECS Fiscal and Management Office
(particularly Budget Office) prepare

budgets.
5. The Plan/Budgets go to the Undersecretary of Finance and Adm inistration. His staff
meets with the NEDA Committee on Education and Manpower to which all Bureau
Directors are invited.
Some committee and public hearings are conducted in Manila and the provinces
to which are invited state institutions, the private sector NGOs, etc.
6. The Plan is then submitted to the Secretary who convenes her top-level
Committee for the final analysis and approval
7. The Plan is then submitted to the Cabinet, the President, and then to Congress
appropriation.
Source: 1988 World Bank Education Sector Study, p.9.
137
for
Figure
Enrolment in government and private

Pre-schools by region. SY 1990-9t
Thousencl
120
100
Mt
40
20
NCR CAP
C=GOVONIT661
1'
NI
12
11
Ea Rivets
Figure 2. Number of government and private

pre-schools by region. SY 1990-93
O Gov4rnmeni
223 Private
Figure 3 Number of government and private elementary

schools, by region, SY 1990-gt
ThOU66111111
;tl
NCR CAR
II
_ Gent nment
138
-LI
5
=Private
10
11
12
Tables and Figures
139
post secondery/technicalvocational education. SY 1990-91
Fi ure B. Enrolment In
-
/nommen
160
NCR CAR
to
12
11
al Private
Government'
Figure 9 Number of government and private tertiary
schools. SY 1990-9t
140
NCR CAR
=
Figure 10
ff
Government
ratE PrIvem
Enrolment of government and private tertiary

schools, SY 1990 -9t
ThousendS
500
400
=1
900
200
100
0
NCR CAR
140
990
11
12
Tables and Figures

PRESIDENTS
APPROVAL
LEGISLATIVE AGENDA
FOR EDUCATION
\*Nr
0
N
G
E
S
S
SENATE COMMITTEE
ON EDUCATION
HOUSE COMMITTEE
ON EDUCATION
TECHNICAL STAFFS
CONSULTANTS
CABINETS
APPROVAL
COMMITTEE HEARINGS
-(MAINLY IN MANILA BUT
SOMETIMES IN MAJOR
PROVINCIAL CITIES)
AND
<
>
EDUCATION AND
MANPOWER PLAN
NATIONAL ECONOMIC AND

DEVELOPMENT AUTHORITY
NEDA INTER-AGENCY
COMMITTEE CHAIRED BY
DECS UNDERSECRETARY
PUBLIC CONSULTATIONS
INTER-AGENCY STAFFS
PUBLIC AGENCIES
PRIVATE SECTOR
'
NCO)
LEGISLATIVE AGENDA
FOR EDUCATION
(5 YEAR AND ANNUAL PLANS)
DECS
REGIONAL OFFICE COMMITTEES

SECRETARY OF EDUCATION
UNDERSECRETARIES
ASSISTANT SECRETARIES
BUREAU DIRECTORS
REGIONAL DIRECTORS
ASSISTANT REGIONAL
DIRECTORS
CENTRAL OFFICE COMM !TIE

SECRETARY OF EDUCATION
UNDERSECRETARIES
ASST SECRETARIES
THIS COMMITTEE MEETS WEEKLY
DIVISION OFFICES COMMITTEES

REGIONAL DIRECTORS
ASSISTANT REGIONAL
DIRECTORS
DIVISION SUPERINTENDENTS
' DISTRICT SUPERVISORS
OFFICIAL SECRETARIAT
'
MEETS ONCE A MONTH
DISTRICT COMMITTEES
' SUPERINTENDENTS
' SUPERVISORS
' PRINCIPALS
' ASSISTANT PRINCIPALS
COMMITT E MEETS
ONCE A MONTH
MEETS ONCE A MONTH
C
S
(THIS IS THE WEAKEST LINN IN

THE CHAIN OF POUCY-MAKING
POLICY- IMPLEMENTATION. AND
EVALUATION - ALSO THE MOST
NEGLECTED)
SCHOOL COMMITTEES
PRINCIPALS
ASSISTANT PRINCIPALS
REGULARITY OF MEETINGS
NOT FIXED OR UNKNOWN
(NOTHING HAPPENS TO
EDUCATION UNLESS IT FIRST
HAPPENS IN THE CLASSROOM'

SHOULD BE THE MOTTO OF
POLICY-MAKERS)
SOURCE World Bank, Pnilppines Education Sector Study. 1968
Figure 11. The Philippines
Policy-Making Process in Education.

141
OFFICE OF THE SECRETARY
GIRL SCOUT OF
THE PHILIPPINES
CHARTERED
STATE COLLEGES
AND
UNIVERSITIES
ADMINISTRATIVE
NATIONAL SOCIAL
ACTION COUNCIL
INSTRUCTIONAL
MATERIALS CORP.
NATIONAL YOUTH
AND SPORTS
DEVELOPMENT
BOARD
EDUCATIONAL
DEVELOPMENT PROJECTS
IMPLEMENTING
TASK FORCE
FINANCIAL AND
MANAGEMENT SERVICE
SERVICE
LEGAL
DIVISION
T
BOY SCOUT OF
THE PHILIPPINES
GENERAL
SERVICES
AUDIT
DIVISION
DIVISION
ACCOUNTING
DIVISION
PLANNING SERVICE
PLANNING
PROGRAMMING
DIVISION
PROJECT DEVPT
8 EVALUATION
DIVISION
RESEARCH
PROPERTY
DIVISION
RECORDS
DIVISION
MGT
DIVISION
CASH
DIVISION
TEACHERS
CAMP
SYTEMS
DIVISION
PAYROLL
DIVISION
8 STATISTICS
DIVISION
NATIONAL EDUCATION
TESTING AND
RESEARCH CENTER
TEST ADMINISTRATION
DIVISION
TEST DEVELOPMENT
DIVISION
RESEARCH DIVISION
BUREAU OF PHYSICAL EDUCATION 8 SCHOOL SPORTS

CURRICULUM 8
DEVELOPMENT
DIVISION
FACILITIES 8
EQUIPMENT
STANDARDS DEV
DIVISION
SCHOOL 8
PHYSICAL DEV
DIVISION
BUREAU OF TECHNICAL
ND VOCATIONAL EDUCATION
CURRICULUM 8
DEVELOPMENT
DIVISION
BUREAU OF
NON-FORMAL EDUCATION
STAFF
PROJECT
STAFF
DEVELOPMENT
DIV SION
DEVELOPMENT
DIVISION
DEVELOPMENT
DIVISION
TECHNICAL
SERVICES
DIVISION
LEARNING RESOURCE
DEVELOPMENT
DIVISION
REGIONAL OFFICES (14)
SCHOOLS
DIVISION
PRIVATE
SCHOOLS
OFFICES (186)
Figure 12. Department of Education, Culture and Sports Organizational Chart.
142
T_
BOARD OF HIGHER EDUCATION
rINSTRUCTIONAL
MATERIALS COUNCIL
EDUCATIONAL ASSISTANCE
POLICY COUNCIL
NATIONAL BOARD
FOR TEACHERS
THE NATIONAL
NATIONAL HISTORICAL
INSTITUTE
LIBRARY
INSTITUTE OF
PHIL LANGUAGE
NATIONAL
MUSEUM
RECORDS MANAGEMENT AND

ARCHIVES OFFICE
HUMAN RESOURCE
DEVELOPMENT SERVICE
TECHNICAL SERVICE
EDUCATIONAL
INFORMATION
DIVISION
MATERIALS
PRODUCTION &
PUBLICATION
DIVISION
STAFF
DEVELOPMENT
DIVISION
EDUCATIONAL
AUDIO-VISUAL
DIVISION
HEALTH & NUTRITION

CENTER
SCHOOL HEALTH
DIVISION
EMPLOYEES
WELFARE & BENEFITS
DIVISION
PHIL INSTITUTE OF
PHYSICAL EDUCATION AND
SCHOOL SPORTS
SCHOOL NUTRITION
DIVISION
BUREAU OF
ELEMENTARY EDUCATION
CURRICULUM
DEVELOPMENT
DIVISION
PHYSICAL
FACILITIES
DIVISION
STAFF
DEVELOPMENT
PHYSICAL
EDUCATION
DIVISION
DIVISION
PERSONNEL
DIVISION
BUREAU OF
SECONDARY EDUCATION
CURRICULUM
DEVELOPMENT
DIVISION
PHYSICAL
FACILITIES
DIVISION
STAFF
DEVELOPMENT
DIVISION
BUREAU OFHIGHER EDUCATION

PROJECT DEV.
& EVALUATION
DIVISION
STANDARD DEV
& MONITORING
DIVISION
STUDENT SERVICES
DIVISION
GOVERNMENT SCHOOLS
HEADED BY VOCATIONAL
SUPERINTENDENT ADMINISTRATOR
SOURCE
143
DECS. 1991
OFFICE OF THE DIRECTOR

Director lv
Director III
Senior Educ Program Speaalist(1 vacant)
;Administrative Officer
'2
2 -
3 1 2 2 -
Secretary
Statistician (vacant)
Data Entry machine Operator
Artist Illustrator II
Reproduction Machine Operator
Clerk II
Messenger
STAFF DEVELOPMENT DIVISION
CURRICULUM DEVELOPMENT
DIVISION
thief Education
Program Specialist
(vacant)
2 - Supervising Education Program Specialist
4 - Senior Education Progam Specialist
1 - Chief Education Program Specialist

Supervising Education Program Specialist
2
7 - Senior Educational Progam Speaalist
23- Educational Program Specialist II
3 Educational Program Specialist I
(1-vacant)
1
(vacant)
3 - Clerk II
3 - Clerk I
2 6 1 1
1
(vacant)
(1-vacant)
3-
Clerk!!
Clerk
SPECIAL EDUCATION DIVISION
PHYSICAL FACILITIES DIVISION

1
Education Program Specialist II

- Education Program Specialist I
Chief Education Program Specialist

Senior Education Progam Specialist
Educational Program Specialist II
Engineer
Architect
Draftsman (vacant)
Clerk II
Clerk 1
-'
Chief Education Program Specialist
(vacant)
4 - Senior Educational Progam Specialist
1
(1-vacant)
7 - Education Program Specialist II
(vacant)
1
Education Program Specialist
(vacant)
2 - Clerk I
PHILIPPINE PRINTING HOUSE

FOR THE BLIND
SOURCE
DECS, 1991
Figure 13. DECS Bureau of Elementary

Education : Organizational Chart.
144
1
- Publication Production Supervisor
2 - Pnnting Foreman
1 - hformation Officer I
1 - Cop/ Reader (vacant)
4
Proofreader II
8 - Typesetter I
1
- Mechanic I
1
Bookbinder
1
- Pnnting Machine Operator
1 - Utility Worker I
FUNCTIONS OF THE BUREAU
CURRICULUM DEVELOPMENT DIVISION
Conducts studies, and formulates, develops, and evaluates

programs and educational for elementary education;
Undertakes studies necessary for the preparation of prototype cumcular designs, Instruction materials and teacher
training programs for elementary education
Formulates guidelines to improve elementary school physical plants and equipment, and the general management of
all elementary education-level schools
Performs other functions provided for by law or delegated

by the Secretary
PHYSICAL DEVELOPMENT DIVISION
STAFF DEVELOPMENT DIVISION
SPECIAL EDUCATION DIVISION
Formulates pollees. plans and Miran.

forthepreparallon and prcduction of cus
nculum for pre-elementary and elarrenwry education,
I Formulatespedes,plans and program to

upgrade the query al teaching and non-
2. Undertakes curriculum researches and
2 Undertakes a cominuing evaluation ot

plans and programs relevant to stall OweIt:potent and apple:Owe recornmenclatbn;
2. Formulates standards on quality and quaff

my ol physical lachtles tools and equp
mem for use in elementary schools,
2 Conducts studies and develops elandards of prograns and services for special learners.
3 ProvidestechnicalassistarceoncuMculum development and evaluation,
3 Provides consultative services to the

regions on nutters pertaining to up
grading of teaching competencies,
3 ProvidastechnbalasatstanceaseducatIoni
lasitles deviopment and nunagemnt
4 Designs and proposes plot probate on

curriculum innovations on pre-elementary and elernentary education,
4 Develops prototype teaching programs,
4 undertakes continuing evaluation of plans

and program relevanboaducational facilities development and management, and
5 Sets standards for klemilicroon. selection

and training of teachereschool administrators/ superviers In the elementary level,
and
3 Plana for prototype Inservice education

to upgrade programs to upgrade the
consotencies of adirdnistbor, supervk
sore, coordinator, teachers as well as
the non-teachingspecial educate.
personnel
5 Performs such other functions as may be

provided by Law.
studies and makes applopribe proper

sale,
5 Formulates poldes and standards regarding the preparation and production

ol inatructional materials, and
8 Parlours such other functions as may
be provided by law
teaching stet In preelemernary and

elerrentary education;
Perfumes such other functions as may
he provided by law.
Formerly& policies, plans, programs and

projects to upgrade, Improve and maintain
physical plans feeble, and equipment for
pre-elementary and elementary schools,
I Formulates policies, plans and grogram

for the preparation Instructional matedais, and the Sumo, of programs In
spacial educatian,
4 Establishearstreugthans linkages will agentles cornered wlth the education and

andwelfare olchadrenwilhapectal needs
& Perlorms such other functions as may
Figure 14. DECS Bureau of Elementary Education : Functional Chart,
be provided by law
DIRECTOR
Research and
Development Unit
ASST. DIRECTOR
CURRICULUM
DEVELOPMENT DIVISION
ADMINISTRATIVE STAFF
ENGLISH SECTION
SCIENCE SECTION
MATHEMATICS SECTION
SOCIAL STUDENT SECTION
FILIPINO SECTION
PERSONNEL SECTION
RECORDS SECTION
HOME MANAGEMENT &

TECHNOLOGY SECTION
PROPERTY SECTION
VALUES EDUCATION SECTION

WORK EXPERIENCE SECTION
STAFF
DEVELOPMEN. DIVISION
TEACHER DEVELOPMENT
SECTION
ADMINISTRATIVE AND
SUPERVISORY DEVELOPMENT
SECTION
RESEACH AND
DEVELOPMENT SECTION
SUPPORT STAFF
EDUCATIONAL
FACILITIES DIVISION
RESEARCH AND
DEVELOPMENT SECTION
TECHNICAL PLANNING
& SERVICES SECTION
SUPPORT STAFF
GUIDANCE SECTION
SUPPORT STAFF
POPULATION EDUCATION
UN T
I
CURRICULUM SECTION
TRAINING SECTION
RESEARCH AND
EVALUATION SECTION
SUPPORT STAFF
SOURCE
DECS. 1991
Figure 15.
DECS Bureau of Secondary Education : Organizational Chart.
DIRECTOR
TPTVE
ASST. DIRECTOR
MONITORING AND
MANPOWER
PLANNING UNIT
ADMINISTRATIVE
UNIT
SECTOR
DEVELOPMENT
UNIT
CURRICULUM
STAFF
TECHNICAL
DEVELOPMENT
DIVISION
DEVELOPMENT
DIVISION
SERVICES
DIVISION
TEACHING GROUP
PHYSICAL FACILITIES
STANDARDS SECTION
AGRICULTURE AND
FISHERY SECTION .
UNIT
TRADES AND HOME

INDUSTRIES SECTION
SECTION
PROGRAM
EVALUATION SECTION
TRADES AND HOME
INDUSTRIES SECTION
CLERICAL
TOOL SUBJECTS AND

NON-ENGINEERING
RELATED COURSES
SECTION
CLERICAL
FIGURE16.
Bureau of Technical and Vocational School
SOURCE
DEC.% 1991
147
BOARD OF HIGHER EDUCATION
Serves as an advisory body to the

DECS Secretary on mars pertaining to policies on Higher Education
dDIRECTORATE
I-
Manages the Bureau of

Higher Education
SECRETARIAT
TPEE/TPAE
STANDARD
DEVELOPMENT AND
MONITORING
DIVISION
Formulate and
develops standards for Higher
Education
MIS AND
PUBLICATION
POLICY DEVELOPMENT
AND EVALUATION
SERVICES
DIVISION
DIVISION
Serves as center
for data and
nformation on
Higher Education
ADMINISTRATIVE SECTION
Supervises and coordinates the general administrative functions i e , fiscal, personnel,properly, lanitonal and records management
Undertakes policy
research studies and
analysis in aid of
policy making in
Higher Education;
Provides technical
and staff services to
the Board of Higher
Education
GASTPE DIVISION
Plans and develops

strategies for the
implementation of
policies, rules and
regulations on
government assistance for students

and teachers in
private education
SCHOLARSHIP AND
OTHER STUDENTS
SERVICES DIVISION
Takes charge of the

administration of
student financial
assistance programs
particular for state
scholar, cultural
minonties, rebel
returnees and
students/faculty of
private schools
L
SOURCE . DECS, 1991
Figure 17.
Bureau of Higher Education ; Organizational Chart,
POLICY DEVELOPMENT
AND EVALUATION
DIVISION
Provides direction
and assistance in the
planniing, development and implementation of institutional
programs, policies
and regulations of
foreign Students and
state universities and
colleges
Other government offices/

agencies involved in NFE
H_
DIRECTOR IV
Non-government offices/
agencies involved in NFE
DIRECTOR III
.I/
.k
1/
.I/
Project Development
Division
Staff Development
Division
Learning Resource
Development Division
Chief Educ Program

Specialist
1
Supry Educ Program
Specialist
4 Sr Educ Program
Specialist
11 Educ Program
Specialist II
1
Educ Program
Specialist I
2 Clerk II
1
Clerk 1
Chief Educ Program

Specialist
1 Supry Educ Program
Specialist
2 Sr Educ Program
Specialist
8 Educ Program
Specialist ii
1
Clerk II
1
Clerk 1
Chief Educ Program

Specialist
1
Supry Educ Program
Specialist
2 Sr Educ Program
Specialist
8 Educ Program
Specialist u
1
Clerk II
1' Clerk 1
Administrative Staff
Mm Asst III
Sr Educ Program
Specialist
Secretary
EDP Operator
Mist
II
Artist
2 Clerk II
1
Du
Machine
1
Operator
Messenger
2 Casuals
4/
Other government
offices/agencies
involved in NFE
N- -
DECS
REGIONAL
I
N FE
LEGEND
II
e of coardinatn
of cupenelsion
One
SOURCE
DEM
OFFICE
CLIENTELE
Figure 18. Bureau of Non-Formal Education
Organizational Chart,
Non-government
offices/agencies
involved In NFE
Office of the
Regional Director
OSEC
BPESS
DIRECTOR
IV
Elementary
Education
Division
Secondary
Education
Division
Higher
Education
Division
Non-Formal
Education
Division
Physical
Education and
School Sports
Division
Technical and
Vocational
Education
Division
Administrative
Division
Budget and
Finance
:Division
Technical/
Vocational
Schools
Post
Secondary
Schools
Cl
DIRECTOR
Division
Office
III
SPORTS PHYSICAL
FITNESS STAFF
DEVELOPMENT
-
SOURCE
DIVISION
DECS. 1991
CURRICULUM
DEVELOPMENT
DIVISION
FACILITIES &
EQUIPMENT
STANDARDS
DEVELOPMENT
DIVISION
Elementary
Schools
Figure 19. Bureau of Physical Education and School Sports

Organizational Chart
Secondary
Schools
Regional
Educational
Learning
Center
Figure 20. Regional Office
Planning
Unit
Organizational Cchart
Office of the Secretary

(DECS)
PRE-POST BIDS AWARDS

COMMITTEE
Composed of the Committee

members and as technical staff,
this group is responsible for the
adminsvation of the systemsand
procedures on all lvddings nd
particularly for the procurement
of goods and services covered
by foreign-financed/assisted
Projects
Staff Offices
Muscly under the direction of the
Executive Director, this group
takes charge of legal matters,
management information systems, central records, inspection
and sourcing for grants needed
tosupporldevelopment projects
RESEARCH AND
PROJECT DEVELOPMENT DIVISION
(RPDD)
Responsible for promoting
research on major educational policy esues across

the dillerent sectorsineducanon, translate research
findings into poloyapplcp
tons, package development projects for fund

sourcing, arrange for the
turn-over of approved/
funded projects to the appropriate PMU for implementation, conduct postproject review and mordnate the research components of projects under Implementation
TECHNICAL SERVICES
DIVISION (TSD)
Responsible for the implementaton and rnonaonng
of the avd works, furniture,
ADMINISTRATIVE &
FINANCIAL SERVICES
DIVISION (AFSD)
equpmeM and maiensIs
Responsible lor the overall

general services requiremoms of the agency, Sod-
components of all projects
mg human resource ma-
under implementation,
nagement
The financial
aspect includes tasks attendant to budgeting, ac-
performs construction management, cod works design and matenals tender-
counting, financial/management soda, cashenng, and
ing and implementation,

warehouse and supplies/
contractor's nerd engineers performance/contra'
evaluation
ban avadmenegrant wild/Ilion The same drown

handles pre-shipping requirements, I e , letter of
credit processing of goods
coming from venous parts
of origin and which are
funded through loans/

grants
PROJECT
MANAGEMENT UNITS
These units increase as
new protects are approved/
signed between the government and the donor/
lending instituion PMUs
are tasked to manage the
day-to-day operations of
each project in close coordination with the lending /
donor agencies as they relate to project schedules,
targets and ban / grant
covenant requirements
PMUs serve as the starting points of the critical
stages of each project component (construction, training, equipmem provision,
textbooks, etc ) for immediate pick-ip of the agencys service divisions, the
Department and other al-
SOURCE
lied services (0BM,OB,

BIR, COA. etc )
DECS
Figure 21. Educational Development Project Implementing Task Force : (EDPITAF)

Functional Chart
151
DIVISION
SUPERINTENDENT
ASSISTANT
DIVISION
SUPERINTENDENT
SECONDARY
SCHOOL
PRINCIPAL
DISTRICT
SUPERVISOR
ELEMENTARY
,ELEMENTARY
SCHOOL
PRINCIPAL
TEACHER
TEACHER
ELEMENTARY
SCHOOL
TEACHER
SOURCE
SECONDARY
SCHOOL
SCHOOL
HEAD
ELEMENTARY
SCHOOL
TEACHER
DECS. 1991
Figure 22. Division Office
152
Organizational Chart .
N CTES D
GOVERNING BRD
MIST
NCT ES D
VOC'L SCHOOL
SUPT II
EXECUTIVE DIRECTOR
ADMINISTRATIVE UNIT
ADMINISTRATIVE
OFFICER
SUPPLY OFFICER
SUPPLY OFFCER I
STOREKEEPER II
CLERK I
UTILITY WORKER I
GROUND
MAINTENANCE
AND JANITORIAL
SERVICES
STOREKEEPER II
ELECTRICIAN I
CARPENTER II
UTILITY WORKER I
ACCTGIFINANCE
ACCTANT I
ACCTING CLERK I
DISBURSINGOFF I
CLERK I
CARTEEN/DORMRORY
DORMITORY MAGIS I
CASHIER I
COOK I
IMUTY WORKER
CLERK II
DRIVERS/MECHANCS
SECURITY
DRIVER I
MECHANIC I
SECURITY GUARD II
LTILITYWORKER I
WATCHMAN I
CLERICAL/COMPUTER
CLERK I
COMPUTER ENCODER
RECORDSOFFCR
OTIUTY WORKER I
CHIEF STAFF
DEVT DIVISION
TECH EDUCATION
CHIEF RESEARCH
TECH EDUCATION
TECH EDUCATION
SPLST III
TECH EDUCATION
SPLST II
TECH EDUCATION
TECH EDUCATION
SPLST II
SPLST II
TECH EDUCATION
SPLST I
CHIEF EOUPMENT
MAINTENANCE
DEVT DIVISON
SPLST III
SPLST III
TECH EDUCATION
TECH EDUCATION
SPLST I
COMPUTER ENCODER
ILLUSTRATOR II
SPLST
DIVISON
TECH EDUCATION
SPLST !MACHINIST
MECHANIC I
CARPENTER I
ELECTRICIAN I
UTIUTY WORKER
SCIENCE RESEARCH
EXECUTIVE DIRECTOR
EXECUTIVE DIRECTOR
LUZON
VISAYAS
MINDANAO
TEIS
SATS
LUZON
ANALYST A CLERK II
EXECUTIVE DIRECTOR
(Regional Drs)
SOURCE
CHIEF CURRICULUM
DEVT DIVISION
TEIS
SATS
VISAYAS
(Regional CUM
TEIS
SATS
MINDANAO
(Regional CUM
DECS. 1991
Figure 23. National Center for Technical Education : Organizational Chart.
153
COA
A
1
2-C
2 -B
42
19
17
J_
J_
_i__
18
10
11
13
12
14
T
1
22
22
23
4
36
I37I
46
1381
39
49
50
Figure 24. Marlk Ina Institute of Technology
154
42
42
20
I-.
22
22
2
25
41
30
m m m
34
m m m
45
47
51
155
Legend
1
1-A.
1-B.
1-C
2.
2-A.
2-B
2-C.
3
4.
5.
6.
7.
8.
9.
10
11.
12
13
14.
15.
16.
17.
18
19
20.
21
22:
23.
Vocational College
Superintendent
Dean, Graduate Program
Clerk I
Stenographer
Vocational College Dean
Registrar II
Clerk I
Clerk II
Vocational College Dept.
Head (Teacher Educe )
Vocational College Dept
Head (Technical Educ.)
Industrial Project Training
Supv. (Phil-France)
Industrial Project Training
Supv. (SEATO)
Vocational Placement Supv.,
Head, Student Services
Sr Educational Researcher,
Head, Research Evaluation
and Development
School Administrative
Assistant II
Vocational Principal II
Voc'I. Inst. Supv. II, Prof.
Subjects & Students Teaching
Voc'I. Inst. Supv. II
General Education Subjects
Voc'I. Inst Supv.,
Boys Trades
Voc'I. Inst Supv.,
Gorls Trades
Voc'I. Placement Coordinator
Guidance Coordinator
Examining Physician
Dentist I
Voc'I. Inst. Supv.,
Special Program
Senior Librarian
Secondary School Head
Teacher II
Instructor II
24.
25
26
27
28
29.
30
31.
32.
33.
34.
35.
36.
37
38.
39
40
41
42.
43
44.
45.
46.
47
48.
49.
50.
51
ABCD-
Jr College Instructor
156
Trainors, Evening Opportunity

Courses
Trainors, Special Courses
2 Voc'I Placement Coordinators
8 Guidance Councilors
2 Librarians
3 Educational Researchers
Statistician II
Supervising Clerk I
Accountant I
Cashier I
Supply Officer II
Secondary School Teachers
Public Health Nurse
Nursing Aide
Dental Aide
Clothes Designer
Electrical Eng'g. Draftsman
Clerk I and Clerical Aides
Accounting Clerk
Cash Clerk
Storekeeper II, Storekeeper I,
Storekeeper
2 Mechanics II
2 Machinists II
1 Mechanical Plant Operator
1 Driver
3 Security Guards
2 Watchman
6 Janitors
Laborer
2 Groundsmen
Gardener
Student Teachers
Secondary Students
Post Secondary Students
Special Courses Students
Auditor
Auditing Aide
ROTC Commandant
ROTC Instructor
E-
ROTC Cadets
F-
Armorer
PRESIDENT,
BOARD OF TRUSTEES
DE LA SALLE
SCIENCE
FOUNDATION INC
PRESIDENTS
COUNCIL
7
I_
CONTROLLER
PRESIDENT
COUNCIL OF
ASSISTANT
CONTROLLER
INTERNAL
AUDITOR
REPRESENTATIVES
VICE PRESIDENT
FOR DEVELOPMENT
AND A UMNI
EXECUTIVE
VICE-PRESIDENT
RELATIONS
VICE-PRESIDENT
SOURCE
FOR DEVELOPMENT
DEANS OF OLLEGES
DEANS OF THE
AND A UMNI
RELA IONS
GRADUATE
SCHOOLS
ASSISTANT
VICE-PRESIDENT
FOR ACADEMIC
RESOURCES
ASSISTANT
VICE-PRESIDENT
FOR EXTERNAL
RELATIONS
De La Salle Universfty Administration Manual, 1987
Figure 25. La Salle Central Administration: Organizational Chart.
157
CABINET
_ DEPARTMENT OF
FED OF ACCR
ASSOCIATIONS
BASIC EDUCATION
CTR FOR NO
FORMAL EDUC
NAIL EDUC'L
ASSESSMENT &
TESTING SERVICES
INSTRUCTIONAL
MATTER COUNCIL
OFFICE OF
PLANNING SERVICE
BASIC EDUCATION
PROGRAM
BASIC EDUCATION
PROGRAM
BUREAU OF
ELEMENTARY
EDUCATION
BUREAU OF
BUREAU OF
SEC EDUC
FINANCIAL
SERVICES
PE 8. SCH
SPORTS
ADMINIST
SERVICES
REGIONAL
COORD OFFICE
DIVISIONS
SCHOOLS
Figure 26. Proposed Organizational Structure and

Institutional System for Philippine Education.
158
NATIONAL CONGRESS
'ON EDUCATION
CONGRESS
NATIONAL COUNCIL
FOR EDUCATION
jEMPLOY
(Sec etary)
PLANNING
BOARD
IHLS
POLICIES/
PROGRAMS
COMMISSION ON
HIGHER EDUCATION
STANDARDS
RESEARCH/
PLANNING
TECH
PLANNING
TECH
HED
FUND
RESOURCE
DEVELOPMENT
TVET
PROGRAMS
REGIONAL
REGIONAL
OFFICE
OFFICERS
TVET
INSTITUTIONS
159
FUND
ADMINISTRATIVE
PLANNING &
POLICIES
ADMINISTRATIVE LINKAGES/LINES OF AUTHORITY

COORDINATIVE LINKAGES
WET
EDUC
SKILLS DEV AUTH
Annex
FUNCTIONS AND POWERS OF THE

DEPARTMENT OF EDUCATION, SPORTS AND CULTURE

The Secretary shall:
1. Formulate general education objectives and policies and adopt longrange educational plans.
2. Plan, develop and implement programs and projects in education and
culture.
3. Promulgate rules and regulations necessary for the administration,
supervision and regulation of the educational system in accordance with
declared policy.
4. Set up general objectives for the school system.
5. Coordinate the activities and functions of the school system and the
various cultural agencies under it.
6. Coordinate and work with agencies concerned with the educational
and cultural development of the national cultural communities.
7. Recommend and study legislation proposed for adoption.
Functions and Powers of the Board of Higher Education

1. Make policy recommendations regarding the planning and management of the integrated system of higher education and the continuing evaluation thereof.
2. Recommend to the Secretary of Education, Culture and Sports steps to
improve the governance of the various components of the higher education
system at national and regional levels.
3. Assist the Secretary of Education, Culture and Sports in making
recommendations relative to the generation of resources and their allocation
for higher education.
Bureau of Elementary Education

1. Conduct studies and formulate, develop and evaluate programs and
educational standards for elementary education.
2. Undertake studies necessary for the preparation of prototype curricu,
161
lar designs, instructional materials, and teacher training programs for elementary education.
3. Formulate guidelines to improve elementary school physical plants
and equipment, and general management of these schools.
Functions of the Director
Manage and supervise the operations of the Bureau of Elementary

Education in the implementation of its functions.
2. Perform such other functions as may be provided by law.
1.
Functions of the Curriculum Development Division
Formulate policies, plans and programs for the preparation and production of curricula for pre-elementary and elementary education.
2. Undertake curriculum researches and studies and make appropriate
proposals.
3. Provide technical assistance on curriculum development and evaluation.
4. Design and propose pilot projects on curriculum innovations on the
pre-elementary and elementary education.
5. Formulate policies and standards regarding the preparation and production of instructional materials.
1.
Staff Development Division

A
1. Formulate policies, plans and programs to upgrade the quality of

teaching and non-teaching staffs in pre-elementary and elementary education.
2. Undertake a continuing evaluation of plans and programs relevant to
staff development and make appropriate recommendations.
3. Provide consultative services to the regions on matters pertaining to
upgrading of teaching competencies.
4. Develop prototype training programs.
5. Set standards for identification, selection and training of teachers/
supervisors in the elementary level.
6. Perform such other functions as may be provided by law
Physical Facilities Division
Formulate policies, plans, programs and projects to upgrade, improve

and maintain physical plans, facilities and equipment for pre-elementary and
elementary schools.
1.
162

2. Formulate standards on quality and quantity of physical facilities and
equipment for use in elementary/schools.
Special Education Division
1. Formulate policies, plans and programs for the preparation and production of curriculum materials releirant to special education.
2. Study and formulate standards regarding the quality and quantity of
facilities, equipment, and instructional aids for special schools and classes.
3. Plan for in-service education programs to upgrade the competencies of
administrators, supervisors, and special education coordinators and teachers.
4. Establish/strengthen linkages with agencies and Institutions concerned in the education and welfare of children with special needs for the
effective and economic sharing of resources.
Bureau of Secondary Education
The Bureau shall perform the following functions:

1. Conduct studies and formulate, develop and evaluate programs and
educational standards for secondary education.
2. Develop curricular designs, prepare instructional materials and prepare and evaluate programs to upgrade the quality of the teaching and nonteaching staff at the secondary level.
3. Formulate guidelines to improve the secondary school physical plans
and equipment, and general management of these schools.
The Director of the BSE
1. Manage and supervise the operations of the Bureau of Secondary

2. Perform such other functions a may be provided by law.
Curriculum Development Division

1. Provide assistance and consultancy service in the dissemination of
information on the secondary school curriculum and its implementation.
2. Coordinate research projects on curncular innovations which are
initiated by the bureau for implementation in the field.
3. Bring to the field the results of research studies that would be relevant
163
Governance and-Management
to them as an implementing agency of the Department of Education, Culture
and Sports.
4. Provide technical assistance on the use of educational media, audio:visual aids, and other forms of instructional technology.
5. Provide assistance in research projects initiated by the field.
6. Assist in the field in the upgrading of student achievement by developing minimum educational standards in the different subject areas.
7. Assist in the evaluation of the usefulness of teaching strategies for the
implementation of the secondary curriculum.
Population Education Unit
1. Formulate/recommend policies, plans and projects for the effective
implementation of population education in the three levels of formal educational system as well as in the non-formal education sector.
2. Develop curriculum and instructional materials in population education.
3. Undertake evaluation and studies on population education and related
issues.
4. Provide technical backstopping and consultancy services on population education curriculum development.
5. Coordinate with local and international agencies concerned with
population education and related fields for technical and funding assistance.
6. Build library collection of matenals in population education and
related fields.
I. Formulate plans and programs to upgrade the competencies of the

teaching and non-teaching staff in secondary schools.
2. Provide consultant services and expert advice in seminars, workshops,
and conferences in the regional division offices.
3. Conduct studies to assess and evaluate the implementation of the staff
development programs and make the necessary recommendation for improvement.
4. Study proposals submitted from the field in connection with staff
development.
5. Disseminate the results of studies and researchers on staff development that may be of interest to teachers and non-teachers in secondary schools
in the field.
6. Exercise functional supervision on matters pertaining to faculty and
staff development.
164

Population Education Unit
1. Formulate/recommend policies, plans and projects for the effective
implementation of population education training programs in the three levels
of formal educational system as well as in the non-formal education sector.
2. Conduct training programs in population education.
3. Provide,orientation, study tour and attachment programs, to graduate
students and program professionals of population education, both local and
foreign.
4. Provide technical backstopping and consultancy services on population education training programs.
-
Physical Facilities Division

1. Provide suggestive plans, programs and projects to improve school
plants and equipment for secondary schools in order to make these relevant to
the needs of the region or locality.,
2. Provide expert assistance or consultative services for school administrators in effective utilization, care and maintenance of the school plants and
equipment.
3. Provide technical assistance or consultative services for the undertaking of seminars, workshops and conferences on the formulation of standards
regarding the quality of physical facilities and equipment for use at the
secondary school level and for adult education.
The Bureau shall perform the following:

1. Collaborate with other agencies in the formulation of manpower plans.
2. Conduct studies, formulate, develop and evaluate post-secondary
vocational-technical programs and recommend educational standards for
these programs.
3. Develop curricular designs and prepare instructional materials, prepare and evaluate programs to upgrade the quality of teaching and nonteaching staff, and formulate guidelines to improve the physical plants and
equipment of post-secondary vocational-technical schools.
165

1. Manage and supervise the operations of the Bureau in the implementation of its function.

1. Formulate policies, plans and programs for the preparation and production of curricula for technical and vocational education.
proposals.
3. Provide technical assistance on curnculum development and evalua-
tion.
4. Design and propose pilot projects on curriculum innovations for technical education.
1. Formulate policies, plans and programs to upgrade the quality of
teaching and non-teaching staffs in technical and vocational education.
2. Undertake a continuing evaluation of plans and programs relevant to
3. Provide consultative service to the regions on matters pertaining to
upgrading of teaching competencies.
4. Develop prototype training programs.
5 Set standards for identification, selection and training of teachers/
supervisors in the technical and vocational education level.
Technical Services Division

1. Formulate policies, plans, and programs and projects to upgrade,
improve and maintain physical plants, facilities and equipment for technical
and vocational schools.
2.. Formulate standards on quality and quantity of physical facilities and
equipment for use in technical and vocational schools.
3. Formulate policies, plans, programs and projects to strengthen and
improve technician career development in relation to manpower planning
and sectoral collaboration.
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Funetiong and Powers of DECS

4.
Perform such other functions as may be provided by law.
Bureau of Higher Education
The Bureau of Higher Education shall perform the following functions:

1. Develop, formulate and evaluate programs, projects and educational
standards for higher education.
2. Provide staff assistance to the Board of Higher Education in its policy
formulation and advisory functions.
3. Provide technical assistance to encourage institutional development
programs and projects.
4. Compile, analyze and evaluate data on higher education.
5. Perform other functions as provided by law.
1. Manage and supervise the operations of the Bureau of Higher Education in the implementation of its functions.
Policy Development and Evaluation Division
Formulate, develop and evaluate policies on higher education.

Provide technical services and advisory assistance and serve as secretanat to the Board of Higher Education in the formulation and development
of policies on higher education.
3. Undertake researches and development studies that will serve as bases
in developing, formulating and/or revising higher education policies
4. Collect, analyze and interpret data on higher education.
4. Monitor and evaluate the implementation of policies on higher education
6 Perform such other functions as
be provided by law
1.
2.
Standards Development and Monitoring

1. Formulate and develop standards for the vanous higher education
programs.
2. Monitor and evaluate the implementation of standards and delegated
functions except those pertaining to student services.
3. Serve as secretariat to technical panels.
4. Provide technical / advisory services of matters pertaining to standards
development and monitoring.
167

5. Conduct studies and researches in support to standards development.
6. Take charge of processing and granting applications for government
permit/recognition to operate higher education courses.
7.
Perform other functions as may be assigned.

Bureau of Non-Formal Education
As the main implementing arm of the non-formal education programs of

Department,
the Bureau shall provide learning programs or activities that
the
shall 1 Serve as a means of meeting the learning needs of those unable to avail
themselves of the educational services and program of formal education.
2. Provide opportunities for the acquisition of skills necessary to enhance
and ensure continuing employability, efficiency, productivity, and competitiveness in the labor market.
3. Serve as &means for expanding access to educational opportunities to
citizens of varied interests, demographic characteristics and socio-economic
origins of status.
1. Manage'aod supervise the operations of the Bureau of Non-Formal
2. Perform such,other functions as may be provided by law.
Program Development Division

1.
Plan, implement and evaluate programs and projects of the bureaus.
2. Utilize results of studies on the needs, problems and resources of out-
of-school youth and adults in planning and implementing programs and

projects of the bureaus.
3. Update and improve programs and projects of the bureau on the basis
of evaluation results.
4. Submit reports on programs and projects of the bureau to DECS and
other non-DECS offices.
5. Participate in the inter-agency meetings regarding development of
effective programs and projects for out-of-school youths and adults
6. Strengthen linkages with other DECS and non-DECS offices involved
in continuing education for resource sharing.
7. Take charge of consolidating BNFE plans Into one consonant with
DECS thrusts and facilities.
168

This division is directly in charge of conducting training programs for

BNFE personnel, NFE field implementors and target clientele, based on their
identified training needs

1. Formulate work plans for upgrading competencies of project
implementors.
2. Coordinate with other divisions of the BNFE including various agencies, bureaus and offices regarding training programs.
3. Undertake joint training programs with local, regional and international organizations.
4. Encourage extension of training for skills development in different
levels (regions, divisions, districts and schools)
5. Provide technical assistance to NFE field implementors and target
clientele to ensure their continuing employabili ty, efficiency and productivity.
6. Determine the impact of training programs to community development through feedback mechanisms.
Learning Resource Development Division
1. Formulate polices, programs and projects to upgrade and improve the
quality of learning materials for NFE clientele.
2. Undertake development and production of learning materials for
various target clientele of non-formal education.
3. Conduct a systematic evaluation of learning materials developed.
4 Supervise the utilization of learning resources developed.
5. Develop and/or accept alternative learning delivery system for nonformal education.
6. Make comparative studies between traditional and alternative delivery system.
7. Provide leadership for the development and evaluation of the learning
materials for the NFE target users.
8 Establish linkages with the bureaus within the Department, with other
government and non-government agencies and with regional and International agencies.
Bureau of Physical Education and School Sports

1.
Develop human resources through mass-based sports education.
2. Improve the general fitness of the citizenry
3. Promote social and cultural integration through the revival of Indigenous games and sports.
169

4. Identify and nurture sports talents; and promote excellence in sports,
traditional games and other physical activities
1. Manage and supervise the operations of the Bureau of Physical Education and School Sports in the implementation of its functions.
2 Perform such other functions as may be provided by law.

1. Formulate policies, plans and programs for the preparation and production of curricula on physical education and school sports for the three
levels of education and teacher education levels.
proposals.
3. Provide expert assistance or consultant services to regional offices as
well as other educational institutions and private establishments for undertaking seminars and workshops on curricula and instructional materials
development.
4. Design and propose projects on curncular innovations for physical
education and school sports.
Physical Fitness, Sports and Staff Development Division
Formulate policies, plans and programs to upgrade the quality of

teaching and non-teaching staff in physical education and school sports.
2 Undertake a continuing evaluation of plans and programs relevant to
3. Provide consultative services to the regions on matterspertaining to
upgrading of teacher competencies.
4. Develop and evaluate programs to upgrade the quality of teachers,
supervisors and administrative and other support staff in the physical education and school sports through the Philippine Institute of Physical Education
and Sports.
5. Assist in the monitoring and implementation of the scholarship/
fellowship programs for Physical Education and Sports Development teaching and non-teaching staff.
6. Review project proposalssubmitted from the field and conduct studies
1.
170

to assess and evaluate the implementation of staff development programs in
Physical Education and School Sports
Facilities and Equipment Standards Development Division
1. Formulate policies, plans, programs and projects to upgrade, improve
and maintain sports facilities and equipment for the three levels of education
and teacher education levels.
2. Formulate standards on quality and quantity of physical facilities and
equipment for use in the three levels of education including teacher education
and other school sports activities.
3. Develop minimum standards and criteria for the rehabilitation and
maximization of existing Physical Education and School Sports facilities and
convert them-into activity centers.
Administrative Service
The AdministrativeService shall be responsible for providing the Department with economical, efficient and effective services relating to legal assistance, information records, supplies, equipment, collection, disbursement,
security and custodial work
Service Chief
1. Manage and supervise the operations of the Administrative Service in
the implementation of its functions.
Legal Division
1. Provide legal advice to the Secretary, Undersecretary and the Bureaus
and Offices of the Department.
2. Interpret laws and rules affecting the operations of the Department.
3. Prepare contracts and instruments to which the Department is a party
and interpret provisions of contracts covenng works/services performed for
the Department by private parties.
4. Review contracts of bureaus and agencies of the Department.
5. Investigate administrative cases /charges filed against employees of
the Department on appeal.
6 Prepare decisions/resolutions on administrative cases including pri-
171
vate schools.
7. Assist in the promulgation of rules, regulations and policies governing
the activities of the Department.--8. Prepare legal opinions for the Secretary.
9. Prepare comments on proposed legislations concerning the Department.,
10. Pass upon clainis for benefits under Sec. 699, Revised Administrative
Code and claims under WCC.
11. Determine and designate next of kin of deceased DECS employees/
teachers on unpaid wages, salaries and accumulated leaves.
12. Do legal research work.
13. Assist the Solicitor General in court litigations which involves the
Department.
General Services Division
Provide transportation and general utility services for the Department.

Provide, enforce and maintain security measures to DECS offices and
premises.
3. Formulate policies, plans and programs for the improvement of library
services and the implementation of its objectives in accordance with education
4. Provide technical assistance in the use of indexes, general references
and bibliographies of researchers.
5. Supervise the operational activities of the radio monitonng station.
6. Provide service pool on mechanical, electrical, carpentry and janitorial
services.
1.
2.
Cash Division
and disburse funds.

2. Account for receipt, custody and disbursement of funds.
3. Undertake encashment of checks for cash advances and payment of
salaries, wages and other obligations.
4: Provide proper recording of cash advances, disbursements, collections
and deposits.
5. Prepare reports and documents pertinent to the collection of disbursements and deposits of funds.
6. Implement policies, rules and regulations on proper custody of funds.
1. Collect
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7.
Perform such other functions as may be provided by law.

Records Division
1.
Establish and maintain a systematic records system for the General
Office.
2. Receive and distribute all communications for the General office.
3. Release and mail
or dispose all conununication in:the field.

atti4ng rules, regula-
4. Dispose all DECS old files in accordance with
tions and laws.

5. Exercise absolute care and fidelity in the custody of DECS records.
Property Division
1. Procure supplies, materials and equipment to meet the service requirements of the DECS General Office.
2. Evaluate Program of Expenditure forwarded by DECS Regional office,
Division Office, and National Schools and make recommendations to the
Secretary.
3. Implement effective control and management of General Office property.
4. Distribute supplies, materials and equipment available as per requisitions of different units in the General office.
5. Properly dispose of unserviceable or excess properties in accordance
with applicable rules, regulations and laws.
6. Prepare annual property inventory for submission to the Commission
on Audit.
7. Prepare and maintain property account cards for all properties of the
General Office.
8. Prepare and submit -sales report for properties lost and paid 'for
collections remitted to the Treasury.
9. Sign all property clearances of all officials and employees of the DECS
proper, Regional Directors and School Division Superintendents.
10. Conduct emergency purchases through canvass of urgently needed
supplies and equipment which the Procurement Service cannot supply
173

Teachers' Camp
1. Plan and direct the program for the year-round maintenance and
utilization of the physical facilities of the Camp, consisting of 11 dorinitorieS,
47 cottages and guesthouses, four conference halls, two dining rooms, a school
building and meeting rooms, and attend to the housing and confrience
requirements of teachers, school officials, and organizations attending tious
conferences schedules in the Camp throughout the year.
2. Plan and implement the year-round beautification and greening program within the 25-hectare Camp reservation.
3. Provide, maintain and coordinate and oversee the effective operations
of the various sections, namely, accounting, property and supply, engineering
and physical facilities, collection and disbursement, front desk and customer
relations and administrative sections.
4. Prepare guidelines, policies, and procedures on Camp operations such
as reservations, accommodations, daily rates, use of facilities, house rules and
other matters, subject to the approval of the Secretary, and oversee effective
implementation.
5. Plan and undertake marketing/sales strategies and information campaign to increase rate of occupancy and income of the Camp.
6. Prepare budget estimates and periodic financial reports required by
DECS Central, DBM and COA.
7. Coordinate with Baguio-based national offices and the city government on matters relating to common concern such as beautification and
greening program and the participation of the Camp in community projects.
8. Act on correspondence referred to it by DECS or received from clients.
Financial and Management Service
The Financial and Management Service shall be responsible for providing

'the Department with staff advice and assistance on budgetary, financial and
management improvement matters.
Service Chief
(Assistant Secretary for Finance and Management)
Manage and supervise the operation of the Financial and Management

Service in the implementation of its functions.
1.
174
Functions and Pawns of DECS

Budget Division
1.
Develop and improve budgetary methods, procedures, and justifica-
tions.
2. Provide, subject to budgetary ceilings, fund estimates in support of the
Department's operations, plans and programs.
3. Assist management in the presentation of the Department's budgetary
estimates before administrative and legislative bodies.
4. Provide technical assistance to subordinate units in the application and
utilization of budgetary methods and the budget system.
5. Prepare annual financial work plans.
6. Allocate in coordination with the Planning Service, available funds to
program on the basis of approved guidelines ad priorities.
7. Issue allotment advice in support of the fund requirement for the
conduct of the operations under each program.
8. Review performance reports to determine conformance with set standards.
9. Prepare financial reports for management guidance and as required by
higher authorities.
10. Process and sign requests of obligation.
Accounting Division
Advise management on financial matters.

Prepare and submit financial reports to management and other government agencies authorized to receive such reports.
3. Maintain basic subsidiary accounting records and books of accounts to
reflect accurately current financial information required by existing auditing
rules and regulations and by management.
4. Analyze and evaluate records of financial transactions with the objective of providing management, in easily understandable terms, information
on the financial performance of the Department and its variousbureaus/units.
5. Analyze and evaluate pattern of expenditure and funds availability for
the purpose of alerting management to possible alternative for optimizing
resource use in the Department.
6. Certify as to the availability of funds and obligate funds.
7. Process requisitions, vouchers, teachers' salaries and other emoluments, and reports of collections and disbursements.
8. Provide standards and guidelines to the regional and field units of the
Department and consolidate financial statements of regional and field offices.
1.
2.
175

Management Division
1. Develop plans and program objectives relative to management improvement in the Department.
2. Examine the administrative organization of the Department and make
recommendations for improvement.
3. Maintain and update the Department's organizational charts and
manual operations.
4. Undertake regular management surveys on organizational structure,
manpower and operations, study special problems as assigned and make
recommendations for improvement.
5. Develop new and improved management systems, exercise staff supervision and the implementation of such improvement, and provide training
in the use of the system.
6. Develop staffing standards and manpower requirements for the Department.
7. Review internal control systems for safeguarding money and property
to ascertain weaknesses and deficiencies requiring corrections.
_
Systems Division
1. Formulate and update an Information Systems Plan (ISP) for the
Department.
2. Develop and maintain computer applications consistent with the ISP.
3. Provide advice and assistance to local EDP units/users in applications
development and in the choice of software packages.
4. Prepare inputs for selected computer applications.
Payroll Services Division

1. Prepare and print regular and supplementary payrolls and treasury
warrants for the nation's elementary school teachers and other school person-
nel.
2. Maintain internal control of all treasury warrants issued and cancelled.
3. Certify last payments made to school personnel who separated from
the service.
4. Prepare disbursement reports which serve as basis for budget preparations.
176

Planning Service
The Planning Service shall be responsible for providing the Department

with economical, efficient and effective services relating to planning, programming and project development.
Functions of the Service Chief (Assistant Secretary for Planning and Development)
1. Manage and supervise the operations of the Planning Service in the
implementation of its functions.
Planning and Programming Division

1. Prepare an integrated DECS national plan consistent with the NED
Education Sector Plan based on reports of the bureaus, agencies, centers and
regional offices.
2. Formulate guidelines for the preparation of departmental budget
including those for the detailed allocation of funds, and coordinate with the
budget division in the preparation of the department budget.
3. Provide technical assistance to DECS bureaus and offices in undertaking such reprogramming as necessary in accordance with actual resources, in
coordination with the Financial and Management Office.
4. Maintain liaison with the central planning agency and other appropriate economic or planning bodies; assist and coordinate with such bodies in
the preparation of the sectoral plan for education and manpower.
5. Coordinate the preparation of the annual education plan of the department and its offices and its translation into an education budget.
6. Perform such other functions as may be provided by law
Project Development and Evaluation Division

1. Initiate and/or provide support for the development of projects by the
various bureaus and offices of DECS.
2. Appraise projects proposed by bureaus and offices of DECS according
to technical and economic feasibility studies and prescribed standards.
3. Periodically evaluate ongoing projects to- increase effectiveness of
project implementation.
4. Assess and evaluate the annual implementation of the DECS Five-Year
Development Plan.
5. Monitor, review and analyze the progress of various projects being
Implemented by various bureaus, agencies, centers and units.
177

6. Maintain liaison with the Project Moni tonng Office of NE DA and other
agencies.
7. Provide technical assistance to DECS bureaus and offices in undertaking project development and evaluation.8. Perform such other functions as may be provided by law.
Research and Statistics Division
in the formulation of policy, plan and budgetary proposals by

providing educational statistics and information.
2. Compile, analyze and interpret statistical data related to or required in
the assessment of the performance of the school system.
3. Prepare statistical projections and forecasts.
4. Undertake policy-based researches, and review research findings and
related articles that will provide the base of policy formulation.
5. Provide technical assistance to all DECS offices and the 14 regions with
respect to research and statistics.
6. Establish standard patterns and procedures for the Department-wide
computer-based data operation system.
1. Assist
Technical Service
Functions of the Service Chief
1. Manage and supervise the operations of the Technical Service in the
2. Provide the Department with economical, efficient and effective services relating to publication, information and other technical services.
Educational Information and Research Division
1. Develop and undertake a program of information on education and

culture in coordination with the vanous DECS offices, bureaus, divisions and
schools.
2. Disseminate materials on education and culture to all interested entities here and abroad.
3. Conduct training programs and projects to upgrade the skills and
knowledge of DECS personnel on planning, management and utilization of
information resources.
4. Develop and maintain a system for collecting, analyzing and utilizing
178
data on educational information needs of the various DECS clientele.

5. Disseminate information materials on education and culture to all
interested parties here and abroad.
6. Report newspaper accounts and other feedbacks on education matters
to the Secretary and other key officials, upon request.
7. Prepare messages, letters and related communication ma tenals for the
Secretary and other key officials, upon request.
8. Conduct the annual National Secondary Schools Press Conference.
9. Provide consultancy and technical services in national, regional and
local conferences, especially in matters of educational documentation, publication and communication/information work.
10. Prepare publications as the School News Review, Education and
Culture Journal, informational brochures and pamphlets on education and
culture, and other pnnted materials for dissemination to the vanous Department publics.
11. Write informational/educational materials, articles, reports, etc., for
publication in newspapers, magazines and other periodicals.
12. Take charge of working arrangements for press conferences and other
media relations activities of the Secretary, Undersecretaries, and other key
officials of the Department.
13. Establish and maintain linkages with the mass media of communications (pnnt, radio and TV).
14. Prepare and issue press releases on policies, programs, projects and
activities of the Department.
15. Conduct seminar-workshops on public relations /information work
for educational information officers of the Department, as well as for school
parer teacher-advisees, and for student editors.
16.Preparestaff directory of DECSofficesand itsinstrumentalities, teacher/
employee manuals, annual reports, educational / Informational pnmers, house
organs, and other communications program activities of the Department.
17. Maintain a system of data gathering, storage and retrieval responsive
to the demands and program needs of the Department.
18. Provide technical assistance and commumcations research support to
projects and programs of the Department.,
19. Conduct evaluation of educational information/communications
projects relevant to planning , management and operations of the Department
to determine their impact of effectiveness.
20. Maintain a relevant and accessible file of all important DECS documents and media materials.
21. Establish and maintain linkages with all DECS offices, bureaus, regions, divisions and schools as well as with other government departments
and private institutions here and abroad for data gathering and exchange in
areas relevant to DECS Information operations
179

Materials Production and Publication Division
1. Undertake printing, duplicating and other activities connected with
the production-and publication of educational and cultural matenals developed by the other agencies/offices in the Department.
2. Prepare/draft educational materials, regulations and communications for the Secretary and Undersecretaries.
3. Do research work on the different school/office laws, educational
matenals.
4. Print and disseminate DECS regulations, such as DECS orders, memoranda, bulletins and other issuances emanating from the Office of the
Secretary, the bureaus, agencies and other offices of the Department and the
public including the press; edit these issuances before printing and dissemination.
5. Conduct in coordination with the Information Division the yearly
national secondary schools press conference.
6 Render consultancy service on areas pertinent to the functions of the
division.
7. Prepare bound volumes of DECS publications for file and for distribution to different DECS offices.
8. Service the needs of countless researchers, students and other clients.
9. Print brochures, pamphlets, programs, certificates, diplomas and forms
like ROA, time records, general vouchers, pay envelopes and the like.
10. Do illustration jobs.
11. Collate ma tenals and regulations for distribu tion/use in the Secretary's
meetings with staff, the press, held officials, and other groups.
12. Update the compilation of laws on education and other related mate-rials.
13. Do binding jobs as requested by the Secretary, Undersecretaries,
Assistant Secretanes, different offices of DECS, bureaus, centers; agencies, etc.
14. Perform other functions assigned by the SecretarY, Undersecretaries
and other DECS officials.
Educational Audio-Visual Division

1. Take charge of the overall planning, programming and production of
media-assisted instructional materials from inception to actual production
2. Assist the content development and evaluation staff in designing
audio/video lessons and other media-assisted package.
3. Design the appropnate production specifications for the lessons developed, namely: program formats, script directions, talent requirement, production techniques, post-production and editing approaches, use of music and
special effects.
180

4. Consult and dialogue with the content development and evaluation
staff regarding the accuracy and emphasis of teaching points presented in the
media-assisted instructional packages.
5. Undertake actual production, post-production and editing of mediaassisted packages.
6. Coordinate with the content development and evaluation staff regarding results of pre-tests and other evaluation studies as basis for refinement of
the media-assisted instructional packages.
7. Establish work linkages with appropnate production groups for the
preparation of med la-assisted packages that require more sophisticated equipment not available in the present DECS physical resources.
8. Develop media plans and other related strategies for requesting DECS
offices that would need media, assistance and their respective programs and
projects.
9. Design, install and supervise the operation and maintenance of the
production, post-production and duplicate facilities.
10. Schedule the use of production, post-production and duplicate facilities
11. Conduct engineering and technical operations of the production, postproduction and duplication facilities.
12. Conduct technical quality control of produced media-assisted instructional materials to ensure high quality in the production.
13. Provide public address facilities for meetings,. conferences, conventions of the DECS Central Office.
Human Resource Development Division
The Human Resource Development Service shall:

1. Develop and administer a personnel program which shall include
selection and placement, classification and pay, career and employment
development, performance rating, employee relations and welfare services.
2. Act on all matters concerning attendance, leaves of absence, appointments, promotions, and other personnel transactions.
Service Chief (Assistant Secretary for Human Resource Development)
1. Manage and supervise the operations of the Human Resource Development Service in the implementation of its functions.
181

1. Develop and implement an integrated plan and program on staff
development involving personnel of the central and field offiees of the Department.
2. Develop and conduct programs to orient new entrants on the history,
structure, mission, work ethics, organization and functions of the Department.
3. Integrate, monitor, and evaluate all DECS training programs.
4. File and maintain necessary materials and documents connected with
the staff development activities.
5. Undertake a plan in coordinated materials development program
necessary for training and similar activities.
6. Provide technical facilities on training and similar activities.
7. Prepare informative reading and instructional matenals necessary for
training purposes.
8. Prepare such other functions as may be provided by law.
Personnel Division
1.
Advise management of personnel policy and administration.
2. Develop and administer a personnel program which shall Include
selection, placement, appointments, transfers, details/reassignments, reinstatements, etc., or any movement of personnel; leaves such as vacation, sick,
maternity, terminal and study; separation from the service (retirement, resignation, dropping from the rolls, etc.); salanes (vouchers, payrolls), certificates
of employment /service records, appearance.
3. Take action on claims for payment of service connected injuries/
sickness under Sec. 699 of the Revised Administrative Code and P.D. 626 and
other welfare services.
4. Prepare and maintain an updated plantilla of personnel of DECS
central office and all its field offices.
5. Keep/maintain personnel records/statistics.
6. Keep/maintain relevant personnel performance appraisal system
7. Take action on request for permission to travel, study, teach or engage
in private business.
Employee Welfare and Benefits Division
1. Coordinate with MEDICARE/PAGIBIG, GSIS on matters pertaining
to employee benefits.
2. Develop programs that will enhance benefits of both the teaching and
non-teaching staff, including the implementation of Achievement and In-
182

centive Awards programs and Merit Increase program.
3. Evolve a grievance machinery to settle disputes in the system.
4. Formulate a code of conduct for DECS personnel.
National Learning Center
Provide a facility for training and development of skills and competencies

of vanous categories and level of school officials for whom no development
program is conducted at the regional and division levels.
National Education Testing

and Research Center (NERTC)
Functions of the Executive Director
1. Manage and supervise the operations of the National Educational
Testing and Research Center in the implementation of its functions.
Test Administration Division

1. Formulate, orchestrate and coordinate tested models for the efficient
and effective conduct of various testing programs, and evaluate these programs periodically.
2. Provide informa non about the requ irements for registrahon, test schedule, hours to register, etc., for the consumption of students, teachers, paren s,
educational institutions and the public.
3. Provide technical assistance to field personnel to effect an honest,
orderly, smooth and efficient administration of the various test and assessment instruments.
4. Issue certification of test results to examinees.
5. Evaluate application for NCEE exemptions and issue letters of exemptions.
Test Development Division

1. Develop evaluative tools and assessment instruments to measure
scholastic aptitude, educational achievement, attitudes, values and other
dimensions of educational and psychological concern, and are intended for inschool and out-of-school children, youth and adults, employed and non-
183
employed, high school and college graduates for purposes of promotion,

selection, recruitment, professionalization, guidance and other purposes.
2. Prepare brochures, test manuals, technical reports and other documents that provide information about the purpose, nature and characteristics
of tests, interpretation and utilization of test results, and the like.
3. Conduct research studies for the continuous refinement and improvement of test and other measures developed.
4. Provide feedback to personnel involved in test administration, test
users and the various clientele on the overall conduct of tests, test results and
other relevant information.
5. Render consultative assistance for the improvement of capabilities and
skills in measurement and evaluation.
Research Division
1. Identify, initiate, and conduct research on children and youth as
learners in the following aspects of growth and development: intellectualemotional social, aesthetic-creative, and physical. Other than these areas of
research, the functions of the division include researches on special children.
2. Conduct researches on the dynamics of socio-cultural anthropological
forces as significant factors in the development of children and youth.
3. Identify the strengths and weaknesses of the child and youth populace
in terms of the influence on socio-cultural anthropological forces as significant
factors in the development of cluldren and youth.
4. Identify effective intervention strategies which will effect a positive
influence on the clientele's growth and development.
5. Take care of disseminating the results of researches to the consuming
public in group activities such as seminar-workshops, assemblies, work
conference and the like.
6. Suggest desirable strategies of utilizing research matenals for the
improvement of existing programs and services as well as for the development
of new ones.
7. Analyze available programs to determine their strengths and weaknesses vis-a-vis the needs, capacities, limitations and problems of children and
youth as revealed by the results of various researches.
184

Health and Nutrition Center
Functions of the Executive Director
1. Manage and supervise the operations of the Health and Nutrition
Center in the implementation of its functions.
School Health Division
1. Plan, direct and coordinate the activities and functions of the medical,
deworming, dental and nursing personnel.
2. Assist in the formulation and promulgation of rules and regulations
pertaining to health services through preparations of circulars, memoranda,
general letters and the like.
3. Evaluate the school health projects and other health activities as
implemented in the schools.
4. Coordinate and cooperate with government and non-government
including international agencies in the implementation of health and other
related programs in the schools and community.
5. Prepare, in coordination with the different bureaus, health education
materials, guides, manuals and other health-related materials for dissemination to the field in order to facilitate the integration of health concepts in the
curriculum at all levels.
6. Assist in the planning and direction of pre-service and in-service
training program for the medical, dental, nursing and deworming personnel.
7. Provide expert and technical assistance to the higher authorities and
participate in the planning or act as resource persons or consultants in health
conferences, workshops, seminars, scientific meetings and training institutes.
8. Develop and recommend measures and standards necessary for the
improvement and upgrading of medical services and sanitary facilities.
9. Conduct and encourage researches in the field of internal parasitism
and on the impact of environmental health to academic achievement of pupils.
10. Develop teaching guides and other instructional materials on graded
health and environmental education concepts.
11. Collect, interpret and/or collate statistical data from monthly and
annual health accomplishment reports for the purpose of evaluation of school
health personnel as well, and make appropriate recommendations.
12. Conduct survey on the status of health facilities in the schools for a
coordinated effort to upgrade the different levels of education.
13. Strengthen the implementation of the school health program through
penodic supervision and monitoring.
185

School Nutrition Division
1. Formulate policies, guidelines, standards and rules pertaining to the

School Nutrition Program at all levels.
2. Formulate policies and guidelines on the production of local foods in
support to the school supplementary feeding and for increased home con1`
sumption.
3. Provide guidelines in supplementary feedings from local sources in
the form of mid-morning snacks, hot lunch supplements to school children,
giving priority to the underweight children.
4. Identify the integration of nutrition in the curriculum of the elementary, secondary, and college level and in the activities of the homeroom PTA.
5. Coordinate with the different bureaus (elementary, secondary, tertiary, vocational and continuing education) in thylevelopment of prototype
instructional materials for nutrition education.
6. Prepare bulletins/manuals for instructional purposes and memoranda/circulars as directed by higher authonties.
7. Conduct various types of in-service training for school personnel
involved in the SNP to develop their competencies.
8. Provide consultancy services/technical assistance on nutntion.

9. Coordinate with existing applied nutrition centers in the planning,
implementation and evaluation of applied nutrition programs and with the

teacher training institutions on the integration of nutrition in teacher education curricula.
10. Collect, collate and interpret statistical data from the quarterly and
annual reports of accomplishment for purposes of evaluating and improving
the programs.
11. Evaluate the impact of the SNP on target beneficiaries.
Philippine Institute of Physical Education and School Sports
Functions of the Advisory Board
1. Prescribe the general policies to govern the operation of the Institute.
The PIPESS is envisioned to develop and administer a year-round human
resource development program in the area of physical education and school
sports for the various level and categories of PESS personnel-teachers, coordinators, district/division/regional supervisors, administrators and other sports
officiating officials of the DECS. Its operation basically involves the management of a complex of physical facilities for training purposes, including the
conduct of related activities pertaining to PESS. Its development program
186

shall basically be onented toward enhancing the teaching skills/competence
supervisory, managerial and general administrative competence or capabilities of PESS officials, teachers and administrators. It shall also be available for
the conduct of general human resources development training programs
including those for non-teaching PESS personnel, coaches, referees, etc.
National Library
1. Manage and supervise the operation of the National Library in the

Administrative Division
1. Coordinate the activities of the various divisions and units for a fullscale implementation of TNL projects.
2. Maintain agency records and documents.

3. Exercise supervision over the accounting, budget, personnel records,
property and general service units.

Bibliography Division
1. Maintain an up-to-date Philippine National Bibliography and Philippine National Union Catalog.
2. Establish international and national linkages with other bibliographic
information systems.
4. Promote standardization of bibliographic data.
Acquisition Division
1. Acquire through purchase,gi ft and exchange and through provision of
legal deposit and copyright law library materials for the National Library
collection and its extension libranes.
2. Select, evaluate, review and prepare lists of books and other library
materials for the use of the different divisions of the agency and its public
libraries.
3. Determine prices most advantageous to the government of reading
materials proposed to be acquired.
187
4. Maintain and promote exchange of government publications between

the Philippine sand foreign countries and institutions as provided for by law,
_
treaties and agreements.
by law.
as
may
be
provided
other
functions
Perform
such
5.
_
Publication and Special Services Division

J. Gather, evaluate, edit and translate and publish materials based on
studies made by technical divisions.
2. Provide consultative assistance to any publication that may be published by The National Library.
3. Take charge of all the cultural activities of The National Library.
4. Enforce the provisions of Copyright (P.D. 49); Reprint (P.D. 293) and
Marriage Laws.
5. Take care of the dissemination of policies, programs, and plans for the
library and activities in The National Library.
6. Perfnrm such other functions as may be provided by law.
Serials Division
1. Organize, update and keep custody of the current serial collection of
The National Library.
2. Maintain a reading room and provide references and research services
to the public.
3. Organize and process senals.
4. Recommend serial titles for acquisition.
5. Issue certification regarding availability of materials
Public Library System

1. Establish
and maintain and update public libraries and information
centers.
2. Organize children's collections in each of the public libraries.
3. Supervise and train field librarians.
4. Recommend titles of books and senals and other library materials for
purchase.
5. Perform such other functions as, may be provided by law.
Fillpiniana and Asia Division
1. Keep
custody of, update and safeguard the Filipiniana collection of
The National Library.
188
Preserve one copy of all Filipiniana materials for posterity.

Maintain a reading room and provide reference service.
Organize the Presidential Papers Collection.
Prepare guides, checklists, indices to the different collections of the
Division.
6. Recommend titles (books, serials, microforms) for purchase, and facilitate the acquisition of personal and individual collections.
2.
3.
4
5.
Reference Division
Maintain a reading room and provide reference and research service to

the public.
2. Keep, develop and safeguard the reference collection of The National
Library.
3. Recommend titles of books and serials for purchase of the division.
4. Keep and maintain current bibliographies and checklists of the
bookholdings of the Division.
1.
Catalog Division
Plan, develop and implement technical policies, procedures and standards in cataloguing and classification.
2. Provide centralized cataloguing service for holdings in the National'
Library and its public libraries.
3. Keep and maintain a union catalog of the holdings of the National
Library and its public libraries.
1.
Public Documents Division
Keep custody of, preserve and safeguard the collection of local and
foreign public documents of the National Library.
2. Maintain a reading room and provide reference and research services
to the public.
3. Maintain and organize all public documents received from agencies of
the Philippine government and of foreign governments.
4. Undertake researches on public documents for officials in the national,
provincial and municipal governments, as well as for private persons.
1.
189

National Historical Institute
Functions of the Executive Director1. Manage and supervise the operations of the Institute in the implementation of its functions.
Research and Publications Division
1. Conduct and accelerate research programs, including translation and

publication, on history, both written and oral, here and abroad.
2. Act as research resource center and provide research services to the
public by maintaining a histoncal data bank
3. Undertake documentation, authentication and evaluation of works on
various aspects of Philippine history, including the resolution of some controversial and conflicting issues.
4. Encourage researches in Philippine history and the wnting and publication of textbooks on biographies of heroes, historical events, translation
into English of Important scholarly works of Filipinos and foreigners originally written in foreign languages.
5. Take care of the acquisition of art and contemporary Filipiruana
materials, both in book manuscripts and other forms.
6. Publish the following:
a. works of our national heroes and other eminent Filipinos, including
reports, records and other valuable information related to local and
national history, events and personages;
b. survey of inventory of historical structures and documentation
works on histonc preservation;
c. manuscripts on history of historic sites, leaflets, handouts, postcards, souvenir programs and other items needed in the promotion
of historical or cultural consciousness.
7 Perform such other functions as may be provided by law
'
Monuments and Heraldry Division

1. Maintain and take care of all national shrines, monuments and landmarks, including relics and memorabilia of national heroes and other illustrious Filipinos and objects of historical value.
2. Undertake the physical restoration and preservation treatment of
organic and inorganic historical objects using specialized skills of examination
and materials analyses, and the application of scientific methods of treatment
and research.
190
3. Maintain souvenir shops and other facilities at various historical sites
and places under its care.

4. Prepare all specifications governing the manufacture of heraldic items
and devices and supervise the manufacture of these heraldic items and
devices, including the implementation of the provisions of Memorandum
Circular nos. 558 and 697 governing National Rag Specifications.
5. Inspect deliveries of heraldic items and devices as to conformity with
government standards.
6. Study the naming and renaming of national historical buildings,
shrines, landmarks, monuments, sites and streets of histoncal and cultural
significance.
7. Provide a "public clinic conservation consultation day" for the general
public.
8. Maintain the Historical Car Museum of the Philippines.
Architectural Conservation Division
Undertake the conservation, preservation and restoration of historic

structures declared as national shrines, monuments and landmarks, including
other historical edifices and ancestral houses registered in the National Registry of Historical Structures.
2. Survey, inventory, identify and classify and register historical structures and maintain the National Registry of Historical Structures in pursuance
to Presidential Decree No. 1505.
3. Implement the Philippines' National Historic Act (Presidential Decree
No. 260, s. 1973).
4. Provide technical assistance to vanous entities involved in the study
and preservation of historic sites and structures.
1.
Historical Education Division
Prepare and implement historical educational activities in honor of

Filipino heroes and commemorate historical events such as centenary celebration of historical epochs and personages.
2. Intensify historical educational strategies in urban and rural areas and
maintain the film and audio-visual collections.
3. Sponsor patriotic tours to historic places, galleries and museums for
students, teachers and the general public
4. Conduct lectures, conferences, workshops, seminars, symposia and
exhibits on Philippine history.
5. Strengthen the formation/organization of local historical societies,
1.
191
coordinate with affiliated historical associations and provide assistance to the

organization.
6. Mark/identify places/sitesof historical significance including histori:
cal figures with appropriate histoncal markers. - 7. Produce and/or assist other government offices in the production of
documentary films, radio serials, T.V. programs and stage presentattens on
the lives of great Filipinos or on events of historical importance to enhance
public interest.
8. Prepare historical educational materials such as write-ups, press releases and articles on historical events of an eminent personages.
National Museum
1. Manage and supervise the operations of the Museum in the implementation of its functions.
Zoology Division
1. Conduct researches, collect, preserve and study systematically animal
vertebrates including mammals, birds, reptiles, fishes and frogs, and invertebrates such as shrimps, crabs, insects, mollusks and other miscellaneous lower
animals.
2. Prepare for publication scientific papers on the above-mentioned
subjects.
3. Maintain reference collection of the different types of Philippine fauna.
Botany Division
1. Conduct researches, collect, preserve, identify and study systematically all types of plants such as the angiosperms, gymnosperms, ferms and its
allies, liverworts, homwerts and mosses, fungi and lichens and algae.
2. Prepare manuscript on the above-mentioned plants group for publication in scientific journals.
3. Manage and maintain the Philippine National Herbarium.
192

Geology Division
1. Conduct researches, collect, preserve and study systematically rocks
and minerals and fossils of plants and animals.
2. Conduct researches on their origin, history and geographic distribu-
tion.
3. Prepare for publication scientific papers on the above-mentioned

subjects.
4. Maintain reference collection of rocks, minerals, and fossils.
Cultural Properties Division

1. Implement Presidential Decree No. 374 dated 19 January 1974.
2. Regulate registration, excavation, exportation and preservation of the
Philippine Cultural Properties.

3. Undertake research on salvage archaeology, related laws on the protection and conservation of cultural properties, etc./
Archaeology Division
1. Conduct researches on the pre-history of the Philippines in order to

define the foundations of the cultures of the people by conducting systematic
and controlled archaeological excavations in different sites on land and
underwater, and to supplement existing historical documentation.
' 2. Collect, identify, reconstruct, restore and maintain national archaeological reference collections; study archaeological artifacts and ecofacts, with
their corresponding data, and deduce archaeological interpretations.
3. Mount exhibitions, and prepare technical manuscripts for publications.
4. Monitor and control archaeological researches into the prototustory
and prehistory of the Philippines in order to collect existing data for a national
reference collection of archaeological data.
Arts Division
1.
Create, collect, preserve and restore objects d'arts.
2. Conduct researches on Philippine arts and its relation to the arts of
other countries.
3. Prepare for publication research papers on the above-mentioned subjects.
193

Anthropology Division
Conduct researches among the different people of the Philippines to

define the ethnography of each group, to establish the ethnology, and to
document for posterity their traditional and existing cultures.
2 Collect, acquire, identify, reconstruct, restore, preserve and maintain
ethonographic items, like artifacts and ecofacts, gather their corresponding
data and deduce from these ethnological interpretations.
3. Mount exhibitions and prepare technical manuscripts for publication.
4. Monitor and control anthropological studies of the people of the
Philip[pies in order to collect existing data for a national reference collection
of ethnographic data.
5. Maintain chemical and physical analysis of materials recovered from
archaeological and ethonographic sites for purposes of preservation of these
materials.
1.
Museum Education Division
Plan, organize and stage exhibitions in all disciplines covered by the

Museum in coordination with other divisions concerned.
2. Prepare for publication all scientific and manuscript including their
illustrations.
3. Take charge of public information, public relations, educational services o f the Museum through library services, guided tours, lectures, seminars,
symposia or workshops.
4. Perform such other functions as may be provide by law.
1.
Planetarium Division
1: Disseminate astronomical knowledge and information through plan-
etarium shows, lectures and demonstrations, exhibit actual celestial observations.

Archaeological Sites and Branch Museum Division
Maintain, preserve and interpret through exhibitions in regions where

they are found, cultural and historical materials, relics, mementos of great
Filipinos and other related items.
2. Maintain, preserve and interpret the artifacts in situ of the possible
1.
194
earliest man in the Philippines, the neolithic habitation of the ancient Filipino
at the Tabon Caves and other important archaeological sites.
Restoration and Engineering Division
Implement the following:

a. Presidential Decree 266 dated August 1, 1973
b. Presidential Decree 374 dated January 10, 1974
c. Presidential Decree 756 dated July 30, 1975
d Presidential Decree 1109 dated March 28, 1977
e. Presidential Decree 1492 dated June 11, 1978
f. Presidential Decree 996 dated April 11, 1972
g Presidential Decree 1683 dated October 17, 1977
h. Presidential Decree 1743 dated June 2, 1978
2. Perform general supervision over restoration, preservation, reconstruction, demolition, alteration and remodelling of immovable cultural properties, historical landmarks, archaeological or historical.
3. Conduct researches on original designs, materials and methods of
restorahon best suited to specific problems.
1.
Institute of Philippine Languages

1. Manage and supervise the operations of the Institute in the implementation of its functions.
Research and Development Division

1. Develop and implement research programs and projects for the cultivation, standardization, and modernization of the Filipino language.
2. Plan, undertake and promote, researches towards the initiation and
sustenance of the use of Filipino, as medium of official communication and as
language of instruction in the educational system as well as the use of regional
languages as auxiliary media of official communication and instruchon in the
regions.
3. Conceptualize and operationalize the development and production of
language culhvabon resource materials for Filipino and other Philippine
languages.
195

4. Design and implement a system of evaluation and feedback on the
implementation of IPL policies and programs.
5. Review, correct and examine as to linguistic forms and expressions all
teaching-learning materials written in Filipino and other Philippine languages
that are intended for adoption as official texts and general references in the
three levels of education submitted for the purpose, including inforfnative
materials coming from government as well as private individuals and entities.
Lexicography Division
Prepare and update monolingual, bilingual and multilingual dictionaries, scientific and specialized vocabularies, glossaries, thesauruses and
other similar language tools.
2. Codify and categorize lexical elements of existing Philippine languages.
3. Design and prepare encyclopedias, d ictionaries, thesauruses and other
similar storehouses of lexical elements of Filipino and other existing languages.
1.
Translation and Literature Division
Develop and implement translation programs for the vigorous development and enrichment of the Filipino languages.
2. Translate into Filipino and other Philippine languages laws, code of
laws, major legislation, executive issuances, informative materials, outstanding literary works including folklore, epics and floating literary wealth of
ethnic origin and selected world classic.
3. Plan and Implement programs and stimulate appreciation for literature written in Filipino and other Philippine languages.
4. Design and implement seminars, workshops and other similar forms
of activities to help the literary-inclined to develop their talents
1.
Preservation and Promotion Division

1. Design, implement programs and projects for the propagation and
preservation of the Filipino language in all domains throughout the country as
well as the other Philippine languages within their respective regions.
2. Establish and maintain linkages with other national and local government offices, agencies and institutions as well as with the private sectors,
including the mass media, for the nationwide propagation of Filipino and
196
Functwns and Powers of DECS
promotion of other Philippine languages within their' espective regions.

3. Conduct an effective information drive on Filipino and other Philippine languages through the school system, the government offices, and
agencies, including government-owned and controlled corporations and the
mass media.
4. Institute and take charge of cultural and literary commemorative and /
or special events, programs connected with Filipino and with other Philippine
languages.
Record Management and Archives Office
Plan, develop and coordinategovernment-wide programs, policies, rules

and regulations governing the use, storage and disposition of current operating records of permanent or historical value.
Training Division
1. Develop and initiate government-wide training programs in records
management in all government agencies and personnel development.
2. Coordinate with other government agencies concerning records management.
Current Records Division
Serve primarily as a planning, regulating, policy-making and advisory

unit on matters concerning the creation, maintenance and disposal of the
operating records of the government agencies.
Archives Division
Plan, recommend policies, rules and regulations regarding storage, service, conservation and/or rehabilitation of documents and records of permanent value and/or records of historical interest.
Records Center Division
1.
ters.
Establish regulations governing the activities of records storage gen-
197o

2. Recommend policies and procedures concerning the transfer or loan of
documents in custody.
Regional Archival Division
(Mandaue City, Region VII; and Cagayan de Oro City, Region X)
Implement policies, rules and regulations concerning creation, maintenance and servicing and disposition of current and non-current operating
records of permanent or historical value.
Regional Offices
1. Implement laws, rules, regulations, policies, plans, programs and
projects of the department.
2. Provide efficient and effective service to the people.
3. Coordinate .with regional offices of other departments, offices and
agencies in the region.
4. Coordinate with local government units.
Regional Director
1. Manage and supervise the operations of the Regional Office in the
Elementary Education Division

1. Prepare and evaluate plans and programs on pre-elementary and
elethentary education for the region based on policies and programs set by the
Department and recommend proposals for improvement
2. Formulate guidelines for the implementation of projects for elementary education planned by the Department.
3. Undertake studies on pre-elementary and elementary needs of the
region.
4. Provide technical assistance to the provincial and city offices in the
impleMentation of their programs relative to pre-elementary and elementary
educition.
5. Evaluate recommendations to the Regional Director re approval or
revocation of permits and recognition of priyate schools at the pre-elementary
or elementary leVels located Within the region.
6. Gather, and collate statistical data relative the pre-elementary and
-198
elementary education for the region.

7. Coordinate with regional offices of other departments, bureaus and
agencies in the region and the local governments in the area.
8. Draw up in-service training programs for elementary and pre-elementary teachers of the region and assist in its implementation.
Secondary Education Division
1. Prepare and evaluate plans and programs on secondary education for
the region based on policies and guidelines set by the government and
recommend proposals for improvemerit.
2. Formulate guidelines for the implementation of projects for secondary
education as planned by the Department.
3. Undertake studies on secondary needs of the region.
4. Provide technical assistance to the provincial and city offices in the
implementation of their programs relative to secondary education.
5. Draw up in-service training programs for secondary teachers of the
Region and assist in their implementation.
6. Evaluate and recommend to the Regional Director approval or revocation of permits and recognition of private schools at the secondary level
located in the region.
7. Gather and collate statistical data relative to secondary education.
8. Coordinate with regional offices of other departments, bureaus and
agencies in the region and with local governments in the area.
Higher Education Division

1. Prepare and evaluate higher education programs for the region based
on policies and programs set by the Department and recommend proposals for
improvement.
2. Implement and enforce rules and regulations on higher education set
by the Department.
3. Inspect and evaluate in accordance with standards, rules and regulations set by the Department, programs and facilities of institutions of higher
learning located in the region.
4. Initiate and undertake programs designed to upgrade the quality of
students, staff and physical facilities of institutions of higher learning.
5. Conduct studies on the higher education needs of the region
6. Recommend to the Regional Director approval or revocation of permits and recognition of private schools at the higher education levels located
in the region.
199

7. Gather and collate statistics on higher education to be used in planning
and programming.
8. Coordinate with other regional offices of other department's, bureaus
and agencies in the region and with local governments in the area.
9 Perform such other functions as may be provided by law.
Non-Formal Education Division
1. Provide leadership in the administration, supervision and evaluation
of non-formal education programs/projects in the region.
2. Act as transitional body to pave the way for eventual operation of the
regional non-formal education division.
3. Initiate the development of non-formal education projects and other
learning ;delivery systems that respond to the needs of the out-of-school
population.
4. Perform other functions that may be required by higher authon ties for
the development and promotion of non-formal education in the region.
Technical-Vocational Education Division

1. Provide leadership and assistance in the administration, supervision
and evaluation of technical and vocational educational institution programs
and projects in the region.
2. Develop and establish career guidance and placement programs and
projects.
3 Establish linkages between the regional office and with industries and
other sectors in the development of programs and projects
4. Perform other functions necessary for the development and promotion
of technical and vocational education in the region
Physical Education and School Sports Division
1 Plan and implement integrated programs on physical fitness and
amateur sports development for in and out-of-school youth
2. Establish additional sports facilities in strategic places nationwide, as
well as modern sports complexes for major international competitions
3. Develop and evaluate programs to improve organize sports and
physical fitness activities for all members of the community
Administrative Division
1. Develop a well-planned, directed and coordinated personnel and
administrative program.
200

2. Handle personnel transactions, including appointments, leaves, transfers, resignations and separations.
3. File and maintain necessary records and documents.
4. Receive and distnbute correspondences.
5 Handle publication and information services needed,by the region.
6. Handle cash receipts and disbursements.
7. Receive, store and distribute supplies, materials and equipment.
8. Handle the legal matters and problems affecting the region.
9. Provide security guarding, janitorial, duplicating, messengerial and
transportation services.
Budget and Finance Division

1
Develop, subject to set budgetary ceiling, fund estimates in support of
the region's plans and programs.
2. Assist in the execution and control of the approved budget of the
region.
3. Maintain basic accounting records and book of accounts.
4. Prepare and submit financial statements and reports and certify the
availability of funds and/or allotments and to the correctness of vouchers,
journals, bills and other financial reports.
5. Provide the Director with the necessary staff assistance and services on
budgetary, financial and management improvement matters.
Division Offices
Functions of the Schools Division Superintendent
1 Imp lenient policies, plans and programs on pre-elementary, elementary and secondary education in the specific province or city.
2. Enforce standards, rules and regulations of the Department on preelementary, elementary and secondary education in the specific province
3. Conduct in-service training program for the Instructors and ad ministrahve staff who are employed at the first and second level of education in the
specific province or city.
4. Provide the Regional Office with the necessary data and information
on the first and second levels of education, as may be required.
5. Coordinate with other local and national government units located in
the region.
201

Supervisi ng/Pro mode nal Staff
and supervise pre-elementary, elementary, secondary, adult

and community education programs.2. Implement and enforce standards, rules and regulations on preelementary, elementary and secondary education.
3. -Inspect and evaluate, in-accordance with the standard, rules and
regulations set by the Department, programs and facilities of pre-elementary,
elementary and secondary schools located in the division.
4. Gather statistical data on pre-elementary, elementary and secondary
levels as required by the Regional office.
1. Direct
Administrative Staff
1.
Implement budgetary, accounting and financial management proce-
dures.
2. Implement personnel policies and programs.
3. Provide legal service and advice or interpretation of pertinent legisla-
tion, rules and regulations.

4. Procure, store and distribute supplies for the Division Office.
5. Provide custodial and equipment maintenance service.
6. Maintain and supervise the Division Office' records system.
Medical-Dental Office
Plan, formulate and implement policies of the school health and dental
health programs.
2. Conduct health assessments and dental inspections or treatments.
4. Conduct in-service training/maintain a functional school dental health
clinic including its dental supplies and equipment.
1.
202
Annex 2
PROPOSAL : CREATING A
PROVINCIAL/CITY BOARD OF EDUCATION
DECENTRALIZING PUBLIC EDUCATION

IN THE PHILIPPINES
Guillermo N. Carague
While admittedly the problems of Philippine education are myriad, one
problem that is woven into all the others is the extremely centralized structure
of the whole education system. One need not go into extensive studies and
analyses to realize that a single monolithic government agency cannot possibly do a good job of running the day-to-day operations of more than 35,000
schools all over the country. This becomes even more evident when one
considers that we are an archipelago of over 7,000 islands with a woefully
inadequate system of communication.
I believe that many of our problems in education will fall into place if
we are able to successfully tackle the matter of institutional reform. For this /
reason, the first order of business should be to formulate a concept of decentralization which, while solving many of the present problems, should not give
nse to other possibly more serious problems. At the outset, I wish to point out
that state universities and colleges should continue to be governed by their
respective charters in order not to complicate the problem.
Guiding Principle
Among the guidelines that I have observed in formulating this concept

are:
1.That decentralization should not result to lack of unified national
standards.
2. That measures would be taken to guard against the pressure of local
politics, especially in the hiring of teachers.
3. That checks and balances would be provided to avoid or minimizegraft
and corruption, particularly with respect to the purchase of textbooks and
supplies as well as in the construction, repair and maintenance of school
facilities.
4. That the Department of Education, Culture and Sports (DECS) would
continue to exercise a degree of supervision to ensure that high educational
standards are adhered to without being burdened by the task of actually
203
running schools.
5. That no man would dominate or dictate the implementation of the
educational program in any local government unit (LGU).
6. That various sectors would be represented in operating the school
system in every province or city.
7. That DECS would give more emphasis to planning, standard-setting,
policy formulation, research and innovation, which would be possible only if
DECS is freed of the administrative chore of running schools.
The Provincial/City Board of Education
The principal feature of this decentralization concept is the creation of a

board of education in every province and city. In a nutshell, this concept paper seeks to remove from the DECS the direct administration and operation
of more than 35,000 public elementary schools, high schools, and tertiary
schools all over the country The idea is to devolve this function to a Provincial
or City Board of Education.,
Two of the usual arguments against devolving the educational function
to LGUs is that LGUs do not have the professional expertise, and that local
politics might ruin the quality of education. There are ways of ensuring that
these do not happen. One is by entrusting this function to a Provincial/City
Board of Education to be composed of the following:
Chairman: The provincial/city superintendent, representing DECS
Members: These should include:
a representative of the provincial/city government, preferably the
chairman of the Committee on Education of the Lalawigan or Lungsod;
a representative of the provincial/city parents teachers' associations of public schools;
- a representative of the provincial/city parents-teachers' associations of pnvate schools;
a representative from the socio-civic organizations in the province/
city;
a
representative of the professional associations in the province/
city.
Ercept for the chairman who is a full-time salaried government emploype, the members of the board shall receive honoraria or per diems.
All actions of the board should be approved by at least four of its seven
members, even if not all board positions have been filled up. The board shall
have the legal personality to sue and be sued and to enter into contracts
204
Crusting a ProvinciallCity Board of Education

POWERS AND FUNCTIONS OF THE
PROVINCIAL/CITY BOARD OF EDUCATION
The Provincial/City Board of Education shall have the following powers
and functions:
Implementation of the education budget of the province/city, including payroll servicing.
Formulation of educational plans and strategies in accordance with
the standards and policies prescribed by DECS.
Acquisition and titling of school sites.
Construction of new school facilities
Repairs and maintenance of school facilities.
Procurement of books, school supplies and equipment
Hinng, firing, promotion and transfer of personnel in accordance
with civil service rules and regulations and subject to qualification
standards set by the DECS for academic personnel.
The devolution of the above functions from the DECS to the Board of
Education is at the core of this decentralization concept paper. Decisions may
be appealed to the DECS by any aggrieved party only if there is a clear violation
of any specific standard or policy set by the Secretary of Education. Otherwise,
the Board has the final decision, subject to the usual accountability rules and
regulations.
THE PROVINCIAL/CITY EDUCATION SECRETARIAT
The Provincial /City Education Secretariat shall be the implementingarm'

of the Provincial/City Board of Education. It shall be headed by a provincial/
city education administrator. He/She will be assisted by three deputy admin-
istrators, namely:
Deputy administrator for academic operations.

Deputy administrator for general management and finance.
Deputy administrator for planning and development.
ROLE OF THE DECS
The Department of Education, Culture and Sports shall perform the
following functions:
-
Prescribe qualification requirements for teachers.

Prescribe student-teacher ratios.
205

Design the vanous curricula.
Exercise supervisory functions similar to those that it exercises over
pnvate schools.
Prescribe textbooks and standards, such as those pertaining to
schools' laboratory facilities, libraries and hours of schooling
The DECS may, however, directly operate specialty schools, such as
those for specially gifted children and those that cater to certain sectoral
needs which are not easily replicated in all the provinces and cities.
An important function of the DECS, which should be strengthened
concomitant to decentralization, is its visitorial power and au thonty to monitor schools to determine if they are observing the standards and are adhering
to the policies prescribed by the national government. Schools that violate
DECS standards and policies will suffer sanctions, such as suspension of
responsible officials or other appropriate penalties.
DECS PERSONNEL
With its revised role, the Department of Education should have a very
lean personnel complement. Most of its existing personnel would have to be
distnbuted among the provinces and cities and to perform new duties.
Admittedly, many of them would suffer the inconvenience of relocation.
However, this is part of the price we have to pay in order to, once and for all,
put our educational system in order. If need be, we should be prepared to
give separation benefits to those who would have the necessary qualifications
fof their new roles. The longer we delay this reform, the more difficult and
- painful it will be On the other hand, it seems that we do not really have any
choice
FUNDING REQUIREMENTS
For educational decentralization to be effective, the budgetary allocations should be released directly to provinces, municipalities and cities. The
budget of DECS should correspondingly be reduced reflective of its new role
and its lower bureaucracy.
The education budget for the provinces and cities should be released
directly to their respective boards of education, not to the provincial or city
governments
The allocation of education budget among the provinces and ci ties should
probably be in proportion to their respective school-age population as con-
206
Creating a Provincial/City Board of Education
tamed in the official census.

Aside from the national government budget, the Special Education Fund
collected by local governments should be remitted to their respective boards
of education to augment the education budgets of the provinces and cities.
Altemahvely, the LGUs can be required to use this fund exclusively to provide scholarships to poor but deserving students. In any case, LGU should provide some counterpart funding if only to impress upon them the importance of education and their unavoidable pnmary responsibility in providing
for it.
CONCLUSION
The problems of Philippine education will almost be impossible to solve

for as long as we do not dismantle the highly centralized and monolithic
bureaucracy. It will not be an easy task. Many will object, especially those
with vested interests to protect, those who do not want to be disturbed from
the comforts of their present positions, and those who fear the challenges of
new frontiers.
I believe, however, that if we succeed in this task of institutional reform,
many of the problems confronting Philippine education would be much easier
to solve.
207
Annex 3
LOCAL GOVERNMENT CODE PROVISIONS
PERTINENT TO EDUCATION
Title One. BASIC PRINCIPLES
Chapter 2. General Powers and Attributes of Local Government Units

Section 17. Basic services and facilities
(a) Local government units shall endeavor to be self-reliant and shall
continue exercising the powers and discharging the duties and functions
currently vested upon them. They shall also discharge the functions and
responsibilities of national agencies and offices devolved to them pursuant to
this Code. Local government units shall likewise exercise such other powers
and discharge such other functions and responsibilities as are necessary,
appropriate or incidental to the efficient and effective provision of the basic
services and facilities enumerated therein.
(b) Such basic services and facilities include, but are not limited, to the
following:
1) For a Barangay:
(n) Health and social welfare services which include maintenance
of barangay health center and daycare worker;
(vii) Information and reading center;
2) For a Municipality:
(v) Information services which include investments and job placement information systems, tax and marketing information systems, and
maintenance of a public library;
(viii) Infrastructure facilities intended primanly to service the needs
of the residents of the municipality and which are funded out of municipal
funds including, but not limited to, municipal roads and bridges; school
buildings and other facilities for public elementary and secondary schools;
clinics, health centers and other health facilities necessary to carry out health
services; communal irrigation, small water-impounding projects and similar
projects; fish ports, artesian wells; spring development, rainwater collectors and water supply systems; seawalls, dikes, drainage and sewerage, and
flood control; traffic signals and road signs; and similar facilities.
4) For a City:
00 Support for education, police and fire services and facilities;
209

(d) The designs, plans, specifications, testing of matenals and the
procurement of equipment and materials from both foreign and local sources
necessary for the provision of the foregoing services and facilities shall be
undertaken by the local government unit concerned, based on national policies, standards and guidelines.
(e) National agencies or offices concerned shall devolve to local
government units the responsibility for the provision of basic services and
facilities enumerated in this Section within six (6) months after the effectivity
of this Code.
Title Four: LOCAL BOARDS

Section 98. Creation, composition and compensation
(a) There shall be established in every province, city or municipality a
provincial, city or municipal school board, respectively.
(b) The composition of the local school boards shall be as follows:
(1) The provincial school board shall be composed of the governor
and the division superintendent of schools as co-chairmen; the chairman of
the education committee of the sangguniang panlalawigan; the provincial
treasurer; the representative of the pederasyon ng mga sangguniang
panlalawigan, the duly elected president of the provincial federation of
parents-teachers' associations, the duly elected representative of the teachers'
organization in the province, and the duly elected representative of the nonacademic personnel of public schools in the province, as members;
(2) The city board shall be composed of the city mayor and the city
superintendent of schools as co-chairmen; the chairman of the education
committee of the sangguniang panglungsod, the city treasurer, the representative of the pederasyon ng mga sangguniang kabataan in the sangguniang
bayan, the duly elected president of the municipal federation of parentsteachers' associations, the duly elected representative of the teachers' organizations in the municipality, and the duly elected representative of the nonacademic personnel of public schools in the municipality, as members.
(c) In the event that a province or city has two (2) or more school
superintendents, and in the event that a municipality has two (2) or more
district supervisors, the co-chairman of the local school board shall be determined as follows:
1) The Department of Education, Culture and Sports shall designate
the co-chairman for the provincial and city school boards;
2) The division superintendent of schools shall designate the district
supervisor who shall serve as co-chairman of the municipal school board.
(d) The performance of the duties and responsibilities of the abovementioned officials in their respective local school boards shall not be delegated.
210
Local Government Code Provisions
Section 99.
Functions of the Local School Boards.
The provincial, city or municipal school boards shall:

(a) Determine, in accordance with the criteria set by the Department of
Education, Culture and Sports, the annual supplementary budgetary needs
for the operation and maintenance of public schools within the province, city
or municipality, as the case may be, and the supplementary local cost of
meeting such needs, which shall be reflected in the form of an annual school
board budget corresponding to its share of the proceeds of the special levy on
real property constituting the Special Education Fund and such other sources
of revenue as this Code and other laws or ordinances may provide;
(b) Authorize the provincial, city or municipality, as the case may be,
to disburse funds from the Special Education Fund pursuant to the budget
prepared and in accordance with existing rules and regulations;
(c) Serve as an advisory committee to the sanggunian concerned on
educational matters such as, but not limited to, the necessity for and the uses
of local appropriations for educational purposes; and
(d) Recommend changes in the names of public schools within the
territorial jurisdiction of the local government unit for enactment by the
sanggunian concerned.
The Department of Education, Culture and Sports shall consult the local
school board on the appointment of division superintendents, distnct supervisors, school principals and other school officials.
-
Section 100. Meetings and Quorum; Budget

(a) The local school board shall meet at least once a month or as often as
may be necessary.
(b) Any of the co-chairmen may call a meeting. A majonty of the members shall constitute a quorum. However, when both co-chairmen are present
in a meeting, the local chief executive concerned, as a matter of protocol, shall
be given preference to preside over the meeting. The division superintendent,
city superintendent or district supervisor, as the case may be, shall prepare
the budget of the school board concerned. Such budget shall be supported by
programs, projects and activities of the school board for the ensuing fiscal
year. The affirmative vote of the majority of all the members shall be necessary
to approve the budget.
(c) The annual school board budget shall give priority to the following:
(1) Construction, repair and maintenance of school buildings and
other facilities of public elementary and secondary schools;
(2) Establishment and maintenance of extension classes where ne-
cessary;
(3) Sports activities at the division, district, municipal and baran-
211
gay levels.
Section 101. Compensation and Remuneration:r The-coLchairman-and

memberi the provincial; city or muniCipal school board shall performlheir
du ties without compensation or, remuneration. Members thereof who are not
government officials or employees _shall be entitled to necessary traveling
expenses and allowances chargeable against the funds of the local sqto- el
board concerned, subject to existing rules and regulations.
212
Annex 4
Educational Financing
Indicators
(Annex Tables)
213
Annex Table 1. Government expenditures in education, 1976.1992

I
I
I
Government
Expenditurefinmiluan pesos)
1976
1577
1978
1979
1980
Education Budget
[as
of
IncreaseBudget
I
Percentage-
Nahanni
4
8
12 6
11
2,f113
30 -
1982
1983
1984
1985
1986
1987
1988
1989
1990
2,533
3,849
3,849
5,748
6,414
6,241
7,653
9,940
13,850
16,526
21,608
26,738
32,747
30
23
22
129
1991
37,918
15
1992
39,425.
127
126
1981
11
--
113
19
121
24
11
11
125
11
22
11
2
2
29
39
11
12 1
10 7
19
15 4
12 6
Sources Fiscal Statistics Handbook, 1976-1987

Budget of Expenditures and Sources of Financing,
FY 1990, FY 1991
Expenditure Program, FY 1991, FY 1992, FY 1990

Estimate
Proposed
Annex Table 2. Profile of ASEAN and selected counties In Asia

I
Item
GNP Per
Capita (USS)
% Adult
Literacy
I
I
1985 Public Expenditures as
% of Budget
% of GNP
Average Grade
Attanment
ASEAN Countries
Philippines
Malaysia
Singapore
Thailand
66
74
74
86
13 7
15 0
160
60
91
19 4
36
273
259
2,040
69
43
92
78
137
33
30
16 6
34
1,017
65
126
33
581
470
1,860
7,093
712
37
102
73
92
99
70
Selected Countries
in Asia
China
India
Korea
Average for all
countries in Asia
Source Tan and Mingat 1989
214
51
48
11
66
Annex Tables
Annex Table 3. Components of current operating expenditures of DECS, 1987-1991*
Year
Personal.
Services
I
I
Maintenance and
Other Operating
Expenses
I
I
Capital
Outlays
Total
1987
Amount (in '000)

Percentage share
8,466.329
69.02
1,930,806
15 74
1,869,208
15 24
12,266,343
100.00
11.405,436
1,629,170
1,995,536
15,030,142
25 77
75 88
18 51
10 84
633
18 39
13 28
100 00
16,987,300
32.82
72 36
3,238,897
49.70
13 80
3,245.810
23,463,007
35.94
99.99
9,111.681
4,210,644
3,571,475
16
71 06
23 08
15 66
912
9,330,171
4,329,627
2 8
16.20
1988
Amount (in '000)

Percentage increase
Percentage share
1989
Amount (in '000)

Percentage increase
Percentage share
38 52
13.83
1990
Amount (in '000)

Percentage increase
Percentage share
11
13 28
26,893,800
12 76
100 00
3,068,823
26,728.621
48
103 00
1991
Amount (in '000)

Percentage increase
Percentage share
14
72 32
' Does not include attached agencies

Source of basic data General Appropriations Act, 1987-1991
215
14 07
11
00 61

Annex Table 4. Education budget 1987-1992. (In 1100)1_1/
1967
% Dist
Gen Administration & Support Services

% Increase
1.321.400
Elementary
8,664 735
52
% Increase
- 1988
-% Dist
1,531 977
15 94
_9.882,534_
46
14 05
SeCondary Education
% Increase
1.401 403
Higher Education
Physical Education & School Sports

% Increase
Technical & Vocational Education

% Increase
3,225,735
130
240.419
% Increase
9 777
340,378
NonFormal Education
15
18/
342,666
42 53
53,067
442 77
4,599
7564
0 04
98 65
% Increase
Other Regional Operations
Total DECS Budet (subtotal)

(Excluding Attached Agencies)
% Increase
9a DECS Attached Agencies
10
268,230
Slate Universities & Colleges
74
12266343
74 22
15030142
22 53
69 56
55569
0 34
72543
0 34
2069795
12 52
2331471
12.64
10,79
2135117
12 92
4174060
19 31
16526824
100
21608216
30 75
100
% Increase
11
Automatic Approriations/
Budgetary Adjustments
12 Total Education
% Increase
Budget
The total capital outlays of SUCs were incorporated in the DECS Budget
1987
461.153
.
1966
522,604
_1/ Lines
to 10 include new appropriations only Line
Source General Apropriations Act, 1987-1991.
Expenditure Programs, 1987-1992.
216
11
includes automatic appropriations (Retire
Annex Tables
1989
% Dist
2,268.646
48 09
12,946,197
45
24
31
7.061,816
118 92
1990
2264.455
.% Dist
12,961
75 58
5101 02
014
39218
418 48
%Dist
1992
Dist
2,520,225
11.29
4,664,604
85 09
12
14.543,619
12 34
44
14,416,419
38
18,291.350
26.88
48
5,297,681
25
7492578
20
7,596,802
19.27
18
1.131,482
67 76
54
315 64
239,195
1991
17 5
674,483
96 83
73
69 3
105376
168 69
088
1,253,050
10.74
164,241
62,991
2.79
004
176
86.71
0.45
017
48249
0.12
91
738,291
1.87
70.49
32831145
'92.77
94,246
40.22
12 17
15,344
28 33
0.32
1,100,524
-
204 88
724,862
26893800
1.39
9088
23.4
23463007
56 11
80 87
111389
0 38
124013
0 37
103265
0.27
124897
0.32
13 84
4599609
13.88
4053294
11 88
10 69
4676471
11.86
4016265'
72 26
81 16
's
26728621
0.61
14 62
14 52
2208
15 37
1423770
4 91
1520187
4 59
7032956
1855
1992279
29014431
34 27
100
33137609
100
37918135
14'43
100
39424792
3.97
rent 8
14 21
Life Insurance Premiums)
217
5.05
Annex Table 5. Distribution of public spending by level of education, 1985

I
ASEAN Countries
Elementary
Secondary'
Higher
Other'
Spending by Level of Education
Asa%ofGNP
I
1
Elementary
I-
Secondary:
Higher
Philippines
64
12
24
1.2
03
0.4
Indonesia
62
27
2.3
03
Malaysia
36
34
26
22
21
15
Thailand
58
24
12
2.1
0.8
0.4
13
14
0.6
14
10 6
DO
Selected Countries
in Asia
China
41
42
18
India
27
47
19
0.8
Korea
57
34
19
1.6
9,
0.3
Average for Asia
48
31
1.0
07
1
Source
JeePeng Tan
and Alain Mingat

Educational Development in Asia, Wold Bank 1989.
Annex Table 6. Comparative cost per student, 1990
Elementary
1989
A.
1990
1989
-1990
Public Schools
Per Capita Cost
Operating Per Capita Cost

B.
Secondary
1,391.00
1,516.00
P 3,157.00
3,489.00
1,294.00
1,412.00
2,542.00
2,602.00
Private Schools
Ft
-i
Average Tuition Fees

(National)
1,148.00
kierage Tuition Fees of
1,769.00
Private Schools in NCR
Source: General Appropriations Act, FY 1989.

General-Appropriation Act, FY 1990
DECS, Statistical Bulletin, SY 1988-1990.
1,179.00
1,071 00
1,728.00
4.
1,148.00 ;
5"

Annex Table 7. Amount needed to Implement Sections 14, 19, 24, and
of R. A. 4670*
Item
1
Annual Amount Needed (Ps)
Section 14 (Additional 25% Compensation

for nonteaching activities
DECS
238,031,899 50
SUCs
12,992,233 50
251,024,133 00
2
Section 19 (Additional 25% as Special

Hardship Allowance
Elementary
191,944,428 00
Secondary
564,434,844 00
756,379,272 00
Section-24 (Study Leaves)
Section 26 (One range salary

increase upon retirement)
88,146,432 00
DECS
94,918,466 00
SUCs
1,803,411 70
96,721,877 70
TOTAL
1,192,271,714 70
* DECS estimates
Details of computations can be found in the area report

on Teachers Compensation, Benefits and Welfare
Source DECS Employee Benefits and Welfare Division (n d)

"Status of Implementation of the Provincial of R A 4670
(tupescript)
220
"
Annex Table 8. Budget of vocational technical education and training.1988-1990
DECS
Year
"
AI
Budget
(in '000)
Voc/Tech Education 1/
I
Increase
% Share of
Total Educ.
NMYC
I
Budget
(in '000)
Voc/Tech Training
%
Increase
% Share of
Total Educ.
1988
1,019,737
29.02
5.87
218,889
8.22
0 99
1989
1,407,073
37.98
5.12
215,738
1.44
073
0.37
if
1,612,774'
14 62
5.12
126,100
Source: Budget of Expenditures, 1990.

1/ Includes budget for technicalvocational programs in all levels.
41
55
a
'3
14
Govanance and Management
Table 9. Comparative cost per.pupil 1990

Level
Public
DECSVTE_1]
5479
6274
NMYC Sasic
Programs_2]
2.
Private _2].
693.
Regional Institutes
Colleges/Universities
Don Bosco
B.
Cost per Pupil
Vocationalrechncal
A
1.
3,780
5,000 Or less
5,696 7,924
Secondary_1]
1.
Public
3489
2. Private
1148-,
1] Source: Budget of Expenditures, 1990

_2] Source: Edita A. Tan "The Financing of Vocational
Technical Education". (A Draft Report)
'222
Annex Tables
, -
Table 10. Government expenditure per student on public education,

Philippines (1988) and world regions (CIRCA 19800
(percent of per capita GNP)
Country/Region
Primary
Secondary
Higher
Philippines
12
104a/
Anglophone Africa
18
50
920
Francophone Africa
29
143
804
South Asia
18
119
East Asia and Pacific
11
20
118
Latin America
26
88
...
Middle East and North Africa
28
Developing Countries
14
41
'
370
Developed Countries
22
24
_a/ Datum refers to unit costs in chartered institutions in 1986

Source: 1) World Bank, 1988;
.
2) For other regions, World Bank, 1986
223
150
49

Annex Table 11. Current expenditures on higher education by source, 1987
(In billion pesos)
Income of IHLs_a/
I
I
I
Public IHLs
From
gov't.
22
Private IHLs
TOTAL
22
I
I
From
tuition
I
I
Other
Sources
I
I
Total
Income
I
I
Books,supplies
/ transport
expenditures
by students
I
I
Total
02
01
25
05
3.0
23
02
25
2.3
48
25
03
50
28
78
a/ IHLs = Institutions of Higher Learning
Source Govenment appropriations and other sources of income for current expenditures of
public IHLs were derived from the Mendoza report (DBM, 1988) and the national budget
Tuition rates and other income sources of private institutions were taken from the Higher
Education Survey 1984/85 and were assumed to increase 20% by 1987 Tuition rates for
1987 were corroborated by Parents' and Students' Guide to Colleges and Universities of
Metro Manila (1987) rates outside Manila were assumed to be 10% lower Total income
was assumed to equal total expenditure According to Survey of Manila IHLs 1987, roughly
equivalent to private tuition costs, adding another P2 8 billion Total institutional
expenditures were then P5 0 billion, half of which was spent in public colleges and
universities. Total current higher educational expenditures were P7.8 billion, of which
72% came from private sources (World Bank, 1988)
224
Annex Table 12. Budget profile of SUCs, 1987-1991 (1100).

1987
1988
Function
Amount
General Administration
2. Advanced Education
Ns
Ns
01
3 Higher Education
4. Secondary Education
5. Elementary Education
6 Research Services
7 Extension Services
8. Auxiliary Services
9 Special Projects
10. Salary Benefits and
Standardization
11 Capital Outlay
TOTAL 1/
% Dist.
Amount
417,808
71,205
814,434
178,234
8,133
183,479
2.84
33.51
7 10
0.32
102,435
82,959
164,067
408
330
653
483,658
92,768
989,256
207,992
9,554
189,953
90,703
93,731
168,456
461,153
18 37
522,604
2,510,909 2/
16 64
7.31
100 00
2,848,675 2/
% Dist.
16 98
1989
% Change
15.76
30.28
17.57
16.69
17 47
Amount
Dist
% Change
6 67
3.18
3.29
5.91
353
-11.45
2.68
610,871
99,500
1,206,000
228,769
11,856
220,872
107,249
111,614
230,543
18.35
13.33
244 337
944,053
6.08
23.49
80.65
100 00
13 45
4,015,664
100.0'1
41.07
3'26
34.73
730
034
12.98
1E20
2.67
2.78
5.74
19.08
38.64
23.30
248
726
30.01
21.91
9.99
24.09
16.28
5.69
0.30
550
18 24
t
;El
cr
fg
Annex Table 12. (Continued)

1990
1991
Function
I
I
Amount
% Dist
% Change
Amount
%Dist
% Change
Aggregate
Growth
1987-1991
,
1
PO
Psi
O's
2
3
4.
5
6
7
8
9
10
General Adrrunistration
Advanced Education
Higher Education
Secondary Education
Research Services
Extension Services
Auxiliary Services
Special Projects
Salary Benefits and
Standardization
11. Capital Outlay
600,643
97,903
1,315,927
235,856
11,722
233,749
122,131
118,096
246,700
1,003,978
14 87
11
42
214
161
28 74
912
310
515
026
5 11
2 67
258
539
113
583
13 88
5 18
563
11 17
931
21 93
635
664,177
65,295
1,578,913
230,847
16 38
242
162
33 31
19 98
38,95
11,327
569
028
337
237,175
128,676
5 85
3 17
536
115,421
14,648
0 28
14 65
491,484
515,331
12 12
12 71
212
1
47
58 97
830
87 64
29.52
39 27
29 30
25 62
39.13
294 2606
9107
39
101 15
48 67
11,75
n
0_co
so
0
n
ro
co
C.
K
so
0
os
00
co
N
TOTAL 1/
4,578,177
100 00
13.92
4,053,294
10000
11
46
61 43
1/ The total may not be equal to the aggregate SUCs budget due to some expenditure items that could not be classified
2/ The appropnations for Capital Outlay for SUCs in 1987 and 1988 were incorporated in the DECS budget but were reflected here for consistency
Source of basic data. General Appropnations Act, 1987-1991
Annex Table 13. Estimate of per capita operating cost of SUC across regions, 1987-1990.
Region'
iv
-.1
Region
Region
Region
Region
Region
Region
Region
Region
Region
Region
Region
2
3
4
5
6
7
8
9
10
1987
1990
6956.26
8706.96
4614.56
2081.85
3663.09
4077.82
7067.86
6104.72
9511.24
9005.48
12868.63
4934.32
2612.73
6131.11
,
7313.11
11
12
Higher Education
Secondary Education
I
I
NCR
Region
Advanced Education
12956.39
1987
5495.71
4387
1990
1987
6567.83
6020.5
2816.55
3383.55
3179.17
5216.12
6772.13
7758.36
6445 78
3530.15
6661.3
6803.14
7396.65
6277.29
2251 81
5112.98
4285.15
4506.75
4260.13
3035.78
5867.62
3125 75
6722.44
6964.09
15289.1
Source of basid data- General Appropriations Act, 1987 and 1990
2167.75
2000.37
3084.31
2143.33
3328.9
1416.18
3893.98
2581.43
2899.94
1990
5204.05.
5810.45
5879.21
5232.42
6394.67
3127.44
5695.89
3243.23
5695.89
4227.85
5559
3397.53
4362.58
Annex Table 14. Financial profile of private education, 1989-1990.

(Return of equity, assets, revenue and per capita cost)
Institutional Affiliation
N3
10
03
Assn. of Christian Schools &

Colleges
Catholic Educational Assn. of
the Philippines
Philippine Association of
Colleges and Universities
Private Schools, Colleges
and Universities
Private Techl Inst.
Private NonAffiliated Schools
Return on Equity
Return on Assets
Return on Revenue
'
Per Capita Cost
5.04%
3.75%
5.62%
3099134
3.19%
2.20%
5.19%
3412145
9.22%
5.84%
10.48%
2901.49
7.54%
5.68%
1642.33
13.93%
9.32%
6.99%
1325.17
3.18%
1.80%
2.35%
2857:33
2
12.98%
AVERAGE
4.25%
Source: Fund for Assistance to Private Education, 1991
2.73%
4.68%
2546.35
List of Abbreviations and Acronyms

ASEAN
ATEP
BEE
BNFE
BPS
BPS
BPWH
BSE
BTVE
BTVE
CCP
CHED
CPBO
CSC
DAR
DBE
DBM
DECS
DENR
DOF
ECCD
EDCOM
EDPITAF
EFA
ECS
ESO
FAPE
FMS
GATSPE
GSIS
HRDS
IHL
IMC
MOE
NCA
NCECCD
NCEE
NCETESD
Association of Southeast Asian Nations

Agncultural Technology Educational Program
Bureau of Elementary Education
Bureau of Non-Formal Education
Bureau of Procurement Service
Bureau of Public Schools
Bureau of Public Works and Highways
Bureau of Secondary Education
Cultural Center of the Philippines
Commission for Higher Education
congressional planning ...
Civil Service Commission
Department of Agrarian Reform
Department of Basic Education
Department of Budget and Management
Department of Education, Culture and Sports
Department of Environment and Natural Resources
Department of Finance
early childhood care and development
Congressional Commission on Educahon
Education for All
educational contracting scheme
Educational Statistics Office
Fund for the Assistance to Private Education
financial management system
Government Assistance to Pnvate Education
Government Service Insurance System
human resources development section
institutions of higher learning
Instructional Materials Council
maintenance and operationg expenses
notice of cash allotment
National Council for Early Childhood Care and Development
National College Entrance Examinations
National Center for Technical Education and Staff Development
229
NCR
NEDA
NETRC
NMYC
NPAS
PASMEP
PASS
PBAC
PBET
PCCD
PCSPE
PEIs
PICPA
PLACER
PNP
PRODED
PSC
PSD
RO
SBP
SDD
SEDP
SUCs
TAC
TESDA
TPTVE
TVET

National Economic Development Authority
National Educational testing and Research Center
National Manpower and Youth Council
NeWPirforrdince Appraisal System
Philippine Australian Mathematics Education Program
Philippine Association of School Superintendents
pre-qualification bids and awards committee
Philippine Board Examination for Teachers
procurement and contract compliance division
Presidential Commission to Study Philippine Education
public educational institutions
Philippine ... of Certified Public Accountants
Placement Assistance Center
Philippine National Police
Program for Decentralized Education
Philippine Sports Commission
payroll services division
regional office
school building program
staff development division
Secondary Education Development Program
State Universities and Colleges
technical advisory, committee
Technical Education and Skills Development Authority
technical panel for technical and vocational education
technical-vocational education and training
230
Index
Access 82, 83, 84

Accreditation 20, 184
Association of Southeast Asian Nations (ASEAN) 9
Administrators 28-36, 55-59, 70-73
Admission policy 20, 86
Bar examinations 10
Board examinations 10
Board of regents (BOR) 56-58
Board of trustees 56-58
Brain drain 11
Budget 16-17, 21, 26-27, 60, 63-65
Bureau of Non-Formal Education 65
Bureau of Physical Education and School Sports (BPESS) 88, 89
Bureau of Technical-Vocational Education (BTVE) 7-8, 53, 66
Centers of Excellence (CENTREX) 84
Civil Service Commission (CSC) 37
Cohort survival rate - see survival rate
Commission on Higher Education (CHED) 90, 92-95, 109, 110, 112
Community colleges 85
Completion rate 4
Congressional Commission on Education
(EDCOM) 7, 69-70, 75-76, 111-115
Cultural Center of the Philippines (CCP) 65

Decentralization 21, 38, 68, 97-104
Department of Basic Education (DBE) S7-88,
90, 97-101, 104-106, 108, 109, 110
Department of Budget and Management (DBM) 17

Department of Education, Culture and Sports
(DECS) 2, 14, 16, 17, 21-52, 54, 65-70, 87-104
administrative operations 26-36, 67-69, 97-104
attached agencies 21-23, 65-66, 88-91, 114-115
operating systems and procedures 42-52, 75-78
organizational structure 21-23, 65-66
program and project administration 23-26, 66-67
reorganization of 87-97, 97-100
staffing/human resource development 3642, 74
Department of Finance (DOE) 17
231
Index
Department of Public Works and Highways (DPWH) 43-44
Drop-out 4, 5, 106
Early Childhood Care and Development (ECCD) 82, 108, 109
Educated unemployed 9
Education institution see schools
Education Statistics Office (ESO) 108, 113
(EDPITAF) 23-24, 25-26, 47, 66-67, 90, 110
Educational Policies, Formulation of 13-15, 18-20, 53-55, 61-63,

64-65, 82-86
Educational Resources 44-48, 75-76, 98-99

Educational Service Contracting (ESC) 24
Educational System
access 18-19
administrators 28-36, 69-73

budget for 16-17, 21, 26-27, 63-64, 82, 104,
data generation 27-28:
DECS 21-52, 87-100, 65-69
governance 1,13-20, 53-59, 61-65, 78-80, 87-104
Policy formulation for 13-16, 18-20, 53-55, 61-65, 82-86, 108-110
profile 1-12, 18-19
quality and relevance 18
recommendations, proposed 81-115
resources 44-48, 75-76, 98-99
Elementary education 3-4, 18-19, 28-29, 45, 53-55, 82-83
Employment 7-8, 11
Enrolment 2, 3, 4, 5-6, 9-10, 13, 79
Equipment see educational resources
External governance 1, 13-20, 61-65, 108
Fund for Assistance to Private Education (FAPE) 24-25
Governance 1, 13-20
administrative system and operations 58-59, 97-104
budgetting 16-17, 63-64
organizational structure 55-59
planning and policy formulation 13-16, 18-20, 55-58, 108, 61-65,
Government Assistance to Student and Teachers in Private Education
(GASTPE) 24-25
Graduates 7, 8, 10-11
Higher Education see Tertiary Education
Human Resource and Development Service (HRDS) 36-42, 74
Institutional governance also internal governance
Institutional governance see internal governance
Institutional supervision system 28-36, 69-73
Institutions of Higher Learning (IHLs) 9, 84-85,
232
Instructional Materials Corporation (IMC) 90

Internal governance 1, 53-59, 78-80, 87-104
Leading Edge Educational Technologies (LEET) 113-114
MADECOR Career systems study 6
Manpower 8, 11, 20, 83, 108
Materials see educational resources
Mismatch 11
National Center for Technical Education and Skills Development
(NCTESD) 55
National College Entrance Examination (NCEE) 6-7

National Congress on Education see
National Council in Education
National Council for Education 109-111, 112
National Economic and Development Authority
(NEDA) 14, 17, 62, 64
National Educational Assessment and Testing Service

(NEATS) 91-92, 109
National Educational Testing and Research Center

(NETRC) 7, 91-92, 109, 115
National Library 21, 89, 114-115

National Manpower and Youth Council (NMYC) 7, 53, 66
National Museum 21, 89, 114-115
National Technical-Vocational Examination (NTVE) 20
New Elementary School Curriculum (NESC) 19
Non-formal Eucation 97
Office of Planning Serivice (OPS) 23, 25-27, 66
Participation rate 3, 4, 9, 13
Payroll 48-52, 99-100
Philippine Sports Commission (PSC) 65
Presidential Commission to Study Philippine Education
(PCSPE) 11, 15, 21,111
President's Committee on Culture and Arts (PCCA) 65
Pre-school Education 2-3, 82, 92, 108, 109
Principal 28-30, 70
Private Education Students Financial Assistance (PESFA) 24, 83
Professional Board Examination for Teachers (PBET) 10, 37, 38
Professional Regulation Commission (PRC) 90
Program for Decentralized Education Development (PRODED) 18
School Building Program (SBP) 42-44, 104-106
Schools
distribution 3, 5, 9, 61-62, 104-105
types 3, 47, 48, 84-85
number of 2, 3, 4, 5, 9
233
Index
Science and Technology Education 20
Secondary Education 4-5, 18-19, 29-30, 45, 53;55;82-53
Secondary Education Development Program (SEDP) 18, 19
Security Exchange Commission (SEC) 58
Special education 86-86, 106-107
Specialized colleges 85
Staff development 39-42, 74
State Universities and Colleges (SUCs) 9, 27, 47, 54, 56, 79-80, 88-89,114
Students performance 7, 8, 10
Superintendents 32-36, 72-73, 98
Supervisors 31-32, 71-72, 103-104
Supplies see educational resources
Survival rate 4, 5, 6
Systems governance see external governance
Systems governance see external governance
Teachers 7, 19, 28, 36-42, 46, 74, 100-103
Technical Advisory Committee (TAC) 54
Technical Education and Skills Development
Authority (TESDA) 90-91, 95-97, 109, 110, 113
Technical-Vocational Education (WE) 5-8, 83-84, 20, 35-36, 53-56, 95-97
Tertiary Education 8-12, 20, 53-57, 84-85, 92-95
Textbooks 4446, 75-76, 105
Textbook-pupil ratio 45
Tuition fees 85-86
Underemployment 11, 12
Unemployment 11,12
Vocational High Schools 6
Vocational Technical Education see Technical-Vocational Education
Voucher system 83
234
TECHNICAL SECRETARIAT
CONGRESSIONAL COMMISSION ON EDUCATION
Dr. Dionisia A. Rola
Dr. Mariano J. Guillermo
Executive Director
Deputy Executive Director,
PANELS OF CONSULTANTS
Sectoral Targets
and
Functional Linkages
Teachers' Welfare
Mr. Rony V. Diaz

Chairperson
Dr. Manuel S. Alba
Members
Members
Members
Dr. Edilberto P. Dagot
Mr. Cedric IL Bagtas
Education
and Manpower
Development
Programs
Dr. Josef= IL Cones

Chairperson
Fr. Bienvenido F. Nebres,SJ
and Benefits
Governance and
Management
Financing
Chairperson
Fr Jose D Ante, OMI
NapoleonB. Imperial
Dr. Adrian A. Arcelo
Dr. Demetrio A. Quirino
Dir. Gen Jose D. Larson
Mr. Oscar D. Pascual
Dr. Emmanuel T. Velasco
Atty. Cherry Lynn S. Ricafrente
Mr.
Dr. Carlito S. Puno

Dr. Julieta M. Savellano
TECHNICAL SERVICES STAFF

TSS - 2
TSS - 3
Ms. Chant Imperial
Mr. Teodoro Gapuz
Ms. Ma. Luisa Malian
Any. Maricar Sugayan
Ms. Doris Monsanto
Mr. Raymond R. Balathat
Ms. Evelinda Ballon
Mr. Roberto Ruda
TSS - 1
,
Ms. Edina Cruz
Ms. Michelle Ocampo
Ms. Ma Chona David
Ms. Cuffierma Flores
Ms. Marie Angela Singian

Mrs. Hercila Reyes
Mrs. Bona Elisa Andrada
Ms. Mary Aileen Rhea
CONGRESSIONAL OVERSIGHT COMMITTEE

ON EDUCATION
Sen. Leticia Ramos Shahani

CHAIR
Rep. Salvador H. Escudero III
CO-CHAIR
MEMBERS
Rep. Ciriaco
R.
Rep. Angel M
Alfelor
Carloto
Rep. Andrea D. Domingo

Sen Ernesto F Herrera
Rep. Cinlo Roy G. Montejo
Sen. Santanina T Rasul
Sen Vicente C. Sotto III

SennWigberto E. Taiiada
CONSULTANTS
Dr. Manuel Alba

Dr. Josefina Cortes
Mr. Rony Diaz
Dr. Dionisia A. Rola

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Vol.

MAKING EDUCATION WORK

MAKING EDUCATION WORK

NATIONAL CENTRE FOR VOCATIONAL

Published in Quezon City, Philippines

This is not to be reproduced or reprinted in any form for commercial purposes;but

worried about the apparent deterioration of Philippine education.

After a penod of reflection, it became clear to us that these twin tasks of

Governance and Management

Our staff studied all primary and secondary documents on Philippine

Juan Ponce Ennle

Salvador H. Escudero III

Cirilo Roy G. Montejo

Manila and Quezon City

The four books comprising the entire report of the Congressional

Governance and Management

On the other hand, Chapter

Program and Project Administration

Governance and Management

Governance and Management

List of Tables and Figures

Enrolment in government and private schools,

Cohort-survival rates in secondary education,

Drop-out rates in government and private secondary

Enrolment in government and private tertiary

Enrolment in government and private pre-schools,

Governance and Management

Number of schools offenng post-secondary/

technical-vocational education, SY 1990-91.

Enrolment in government and private tertiary schools,

compendium of reports. Without their full cooperation, sustained by

Governance and Management

GOVERNANCE AND MANAGEMENT

Governance and Management

The capacity of the administrative machinery to adjust and

The Department of Education, Culture and Sports (DECS)

The Educational System

1990-91 (2,888 public compared to 1,272 private), but this data

Governance and Management

In terms of the survival rate, only 65.7 percent of pupils

The Philippines had 5,375 secondary schools in SY 1985-86,

The Educational System

Governance and Management

The Educational System

Both public and private vocational schools registered the

Nevertheless, without considering the appropriateness of

Governance and Management

know-how but in work attitudes and discipline as well. Out of

The major feature of the tertiary education system is its

The Educational System

advantages and disadvantages. According to the 1988 World

Governance and Management

1990) (Tables 7 and 8; Figure 10).

There has been an over-concentration of enrolment in such

Results of the board examinations of various professions

The Educational System

1970, the Presidential Commission to Survey Philippine Educa-

tion (PCSPE) reported that the aggregate output of graduates was

Governance and Management

and priorities of the economy.

There are at least four fundamental factors that determine

the complexity of the governance of the educational system. These are: