a.

QUALITY EDUCATION

b. The UN wants to ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all. The reasons of lack of quality education are
due to adequately trained teachers, poor conditions of schools and equity issues
related to opportunities provided to rural children.

GOALS
i. By 2030, ensure that all girls and boys complete free, equitable and
quality primary and secondary education leading to relevant and
Goal-4 effective learning outcomes
ii. By 2030, ensure that all girls and boys have access to quality early
childhood development, care and preprimary education so that they
are ready for primary education
iii. By 2030, ensure equal access for all women and men to affordable
and quality technical, vocational and tertiary education, including
university
iv. By 2030, substantially increase the number of youth and adults who
have relevant skills, including technical and vocational skills, for
employment, decent jobs and entrepreneurship
v. By 2030, eliminate gender disparities in education and ensure equal
access to all levels of education and vocational training for the
vulnerable, including persons with disabilities, indigenous peoples
and children in vulnerable situations
vi. By 2030, ensure that all youth and a substantial proportion of adults,
both men and women, achieve literacy and numeracy
vii. By 2030, ensure that all learners acquire the knowledge and skills
needed to promote sustainable development, including, among
others, through education for sustainable development and
sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship and
appreciation of cultural diversity and of culture’s contribution to
sustainable development
1. Build and upgrade education facilities that are child, disability
and gender sensitive and provide safe, nonviolent, inclusive
and effective learning environments for all
2. By 2020, substantially expand globally the number of
scholarships available to developing countries, in particular
least developed countries, small island developing States and
African countries, for enrolment in higher education, including
vocational training and information and communications
technology, technical, engineering and scientific
programmes, in developed countries and other developing
countries
3. By 2030, substantially increase the supply of qualified
teachers, including through international cooperation for
 teacher training in developing countries, especially least
developed countries and small island developing states

PROGRAMS
a. INCLUSIVE EDUCATION PROGRAMS
- (Alternative Learning Systems [ALS], Alternative Delivery Modes [ADMS],
IP Education, and Special Education).
- Inclusive Education is recognized by teachers, families and policy makers
to be a more beneficial way of ensuring that children with and without
disabilities achieve their full educational potential.
- Inclusive Education is a learning environment where children with and
without disabilities are taught together, as equals. This approach is different
to more traditional approaches to the education of children with disabilities,
such as the SPED model used in the Philippines, that involve segregating
CWDs into separate classes or even separate schools.

b. UNIVERSAL ACCESS TO QUALITY TERTIARY EDUCATION ACT (R.A.

No. 10931)
- It is hereby declared that quality education is an inalienable right of all
Filipinos and it is the policy of the State to protect and promote the rights of
all students to quality education at all levels. Therefore, the State shall take
appropriate steps to make such education accessible to all.
- Likewise, the State hereby recognizes the complementary roles of public
and private higher education institutions and technical-vocational
institutions in the educational system and the invaluable contribution that
the private tertiary schools have made and will make to education. For these
intents, the State shall:

i. Provide adequate funding and such other mechanisms to increase

the participation rate among all socioeconomic classes in tertiary
education;

ii. Provide all Filipinos with equal opportunity to quality tertiary

education in both the private and public educational institutions;

iii. Give priority to students who are academically able and who come
from poor families;

iv. Ensure the optimized utilization of government resources in

education;

v. Provide adequate guidance and incentives in channeling young

Filipinos in their career choices and towards the proper
development and utilization of human resources; and
 vi. Recognize the complementary roles of public and private
institutions in tertiary educational system.

c. Target
a. INCLUSIVE EDUCATION PROGRAMS
- The government provides educational services to people with disabilities
on the Constitutional mandate that the State protects and promotes the right
of all citizens to accessible quality education at all levels and provides adult
citizens, people with disabilities and out-of-school youth

b. UNIVERSAL ACCESS TO QUALITY TERTIARY EDUCATION ACT (R.A.

No. 10931
- The law states that it is given priority to students who are academically
able and who come from poor families.

d. Status of Program/Project
a. INCLUSIVE EDUCATION PROGRAMS
- Programs on retooling and upskilling such as special training programs
and open distance learning are also being implemented to cater to those
who do not have the opportunity to physically attend trainings due to
workload, physical disabilities, or other restrictions.
- The Philippine government recognizes that partnership with the private
sector, CSOs and NGOs has become an important paradigm in delivering
education services. For instance, the government implements an Adopt-A-
School Program which gives tax incentives for donations from the private
sector. DepEd also engages private sector and CSO partners in the delivery
of ALS services in far-flung communities.
- Another notable initiative is from Escuela Taller de Filipinas Foundation
Inc., a non-profit organization located in Intramuros, Manila, that
implements skills development and training targeted towards indigent
youth. Their students specialize in protection, conservation, and restoration
of cultural heritage sites. Escuela Taller collaborates with local government
units and communities in the selection process, orientation, and
coordination with families of scholars. They also team up with several
universities with expertise in heritage conservation who assists in the
conservation projects.

b. UNIVERSAL ACCESS TO QUALITY TERTIARY EDUCATION ACT (R.A.

No. 10931
- TESDA Online Program, an open education resource was rolled out to
make technical education more accessible to professionals, laborers,
unemployed, out-of-school youth, students, and overseas Filipino workers
(OFWs) who want their skills upgraded. Several universities have also
started offering MOOCs and online Masters programs.
- A Tertiary Education Subsidy is also being provided to poor students,
whether they are enrolled in private or public higher education institutions.
 Free higher education has been officially implemented beginning Academic
Year (AY) 2018-2019, which benefitted around 1.3 million students in 190
state/local universities and colleges (SUC/LUC) nationwide. Free Technical
and Vocational Education and Training (TVET) was also rolled out in
September 2018, which benefited 51,325 by the end of 2018.

e. Contributions/Effects
a. INCLUSIVE EDUCATION PROGRAMS
- In 2017, over 600,000 learners across the country have benefitted from
the ALS, which is the main strategy to reach out to dropouts and provide
them with alternative access to education. Programs on retooling and
upskilling such as special training programs and open distance learning are
also being implemented to cater to those who do not have the opportunity
to physically attend trainings due to workload, physical disabilities, or other
restrictions.
- In 2017, 4,024,897 learners benefitted from the DepEd’s inclusive
education programs (e.g., Indigenous Peoples Education, Special
Education, Madrasah Education, ADMs, ALS, and Multigrade education. In
2018, over 1,500 learners received their high school diplomas through
partner-delivered ALS services from the Motortrade Life and Livelihood
Assistance Foundation, Tanglaw ng Buhay Foundation, and Uplift Cares
Global Movement Foundation.

b. UNIVERSAL ACCESS TO QUALITY TERTIARY EDUCATION ACT (R.A.

No. 10931
- The implementation of the Universal Access to Quality Tertiary Education
in 2018 has made tertiary education more accessible. This landmark policy
provides free tuition for students in state-run colleges, universities, and
state-run technical-vocational institutions (TVI) regardless of
socioeconomic status.

f. Non-sustainable Practices (GIVE EMPHASIS)

a. While higher education is accessible through a total of 2,353 higher
education institutions (HEI) and satellite campuses, quality is compromised
by the low number of HEIs with accredited programs. Quality is also
reflected in the low national performance in licensure exams (from an
average of 39.3% in 2015 to an average of 36.8% in 2017). Quality
measures are vital especially with the huge government investments in
making tertiary education accessible.
b. Pedagogical methods also need to be improved in tune with technological
advancements. Integration of information and communications technology
(ICT) and innovative practices in education need to be scaled up to improve
learning outcomes of students.
c. Education and training institutions also need to pursue more partnerships
with industry and academe not only to upgrade their curricula, but also to
capacitate its educators and boost research and development.
SOURCES:

https://www.un.org/sustainabledevelopment/education/

https://www.lcdphilippinesfoundation.org/inclusive-education/

https://www.lawphil.net/statutes/repacts/ra2017/ra_10931_2017.html

https://sustainabledevelopment.un.org/content/documents/23366Voluntary_National_Re
view_2019_Philippines.pdf