1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
At this pace of our changing society and economy a lot of challenges should be addressed especially by educators who are being asked to do more with fewer resources due to evolving technologies and ongoing shifts in global economy and in ASEAN Economic Community. A successful education system will need to be of paramount importance in the government and its ultimate goal is to provide its its people an access to a better life or opportunity as a contributing factor of human development for the multicultural society to succeed and prosper in the future Sen. Edgardo J. Angara reiterated that the K to 12 Program aimed to strengthen our educational system which is not only timely, but long overdue. Other countries like Singapore have 11 years of compulsory education, but have 12 to 14 years of preuniversity education depending on the track. Philippines is the last country in Asia, and one of only three countries (the two others are Angola and Djibouti) left with, a 10-year pre-university cycle around the world. To improve the quality of workmanship and employment we need to upgrade our Basic Education System (BEC) so as qualified professionals will not be treated like like second-rate workers. The new curriculum intends to alleviate our economic level for providing better job opportunities and wider option for the graduates because it is found to be the
2 adequate period for learning under basic education. It is also a standard for recognition of students and/or professionals abroad (i.e. the Bologna Process for the European Union and the Washington Accord for the United States). The new curriculum is one possible actions to economic crisis underemployment, unemployment and to other issues about education in our country. The K to 12 which is known as K to 12 Enhanced Basic Education Curriculum , is mandated by the law recognized as Republic Act 10533 105 33 otherwise known
as Enhanced Basic Education Act of 2013. The program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School (SHS) to provide sufficient time for
mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. The Universal Kindergarten started in SY 2011-2012 and the curriculum for Grade 1 and Grade 7 (High School Year 1) was implemented in SY 2012-2013 and will progress in the succeeding succeedi ng school years. Grade 11 (HS Year 5) will be introduced in SY 2016-2017, Grade 12 (HS Year 6) in SY 2017-2018. The first batch of students to go through K to 12 will graduate in 2018. It is undeniable fact that there seems to be problems arising as we implement the program such as lack of government budget, teachers, classrooms, school supplies as well as facilities. Senator Trillanes believes that the problem doesn’t depend in the curriculum nor with the length of years of Basic Education Program. He believes that the Basic Education Curriculum is not the problem since there are OFW’s who are in demand
because of their skills, they will not be looked-for if we are not satisfying the
3 requirements of employers overseas. He likewise said that he, along with other public officials, were products of the 10-year basic education program and that they turned out fine. According to Trillanes lack of teachers, backlog of classrooms and other basic requirements should be solved before starting talking about other inno vations. STATUS OF COMPLIANCE OF SELECTED SECONDARY SCHOOLS IN THE
DIVISION
OF
MARINDUQUE
IN
RELATION
TO
K
TO
12
IMPLEMENTATION OF SECTION 14 OF REPUBLIC ACT NO. 10533 OTHERWISE KNOWN AS ENHANCED BASIC EDUCATION ACT OF 2013
According to Section 14 of Republic Act No. 10533 otherwise known as Enhanced Basic Education Act of 2013 (RA 10533) a Mandatory Review should be
conducted at the end of School Year 2014-2015, but Obama said in one of his speech “Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek” The action should be done
now especially that Grade 9 was implemented in the school school year 2014-2015 and the full implementation of Senior High School will be done next school year 2016-2017. Among all these issues the major concern here is how can we fill the gaps and how much will K to 12 costs? According to the DepEd, an estimated 150 billionPhp will be needed to procure all resources and close the gaps in basic education. This amount would cover hiring of 103,599 more teachers, building of 152,569 new classrooms, procurement of 95.6 million more books and 13.2 13 .2 million seats (DepEd Briefer, 2010). In a document entitled Financial Forecast for the K to 12 Model provided by the DepEd’s
4 Office of Administration and Finance, the preliminary estimated capital cost of the additional two years (senior high) in public school. The initial implementation of the new curriculum started since 2012 but planning and preparations for next grade level especially senior high schools are still on going. Currently the new curriculum is on its fourth year of operation nationwide but only few changes are apparent as of end of school year 2014-2015. A lot of plans and statement had been said but what is really the current situation? What is the Status of Compliance of K to 12 Enhanced Basic Education Curriculum in relation to its provisions stipulated in the Implementing Rules and Regulation ? In the Division of Marinduque, preparation includes selection of SHS providers. Initially six pilot schools were identified to offer SHS namely Marinduque National High School in Boac, Landy National High School in Sta Cruz, Buenavista National High School, and Matuyatuya National High School but at present there are 27 public
schools that will offer SHS Program. The selected schools and initial programs like tracks and strands to be offered were listed below. List of Senior High School Providers in the Division of Marinduque as of December 2015 MUNICIPALITY 1. Mogpog
SCHOOL NAME Balanacan National High School
MUNICIPALITY TVL
2.
Gasan
Bangbang National High School
STEM, TVL
3.
Gasan
Bognuyan National High School
ABM, TVL
4.
Torrijos
Bonliw National High School
GAS, TVL
5.
Santa Cruz
Botilao National High School
GAS
6.
Buenavista
Buenavista National High School
STEM, TVL
7.
Buenavista
Buenavista National High School - Bagacay Annex
GAS
8.
Santa Cruz
Dolores National High School
GAS
9.
Santa Cruz
Hupi National High School
GAS, TVL
10. Boac (Capital)
Ilaya National High School
GAS, TVL
11. Santa Cruz
Kilo-Kilo National High School
GAS, TVL
12. Santa Cruz
Landy National High School
STEM, HUMSS, TVL
5 13. Santa Cruz
Makapuyat National High School
STEM, TVL
14. Santa Cruz
Makapuyat National High School - Masaguisi Annex
GAS, TVL
15. Torrijos
Maranlig National High School
GAS, TVL
16. Boac (Capital)
Marinduque National High School
STEM, TVL
17. Santa Cruz
Matalaba National High School
GAS, TVL
18. Torrijos
Matuyatuya National High School
ABM, TVL
19. Mogpog
MogpogNchs
ABM, TVL
20. Santa Cruz
Mongpong National High School
GAS
21. 22. 23. 24.
Paciano A. SenaMem. Hs (Tabionan National High School) Poctoy National High School (Bonliw NHS-Poctoy Annex) SHS IN Torrijos, Marinduque Punong National High School
GAS, TVL TVL GAS, TVL GAS
25. Torrijos
Sibuyao National High School
GAS
26. Torrijos
Tigwi National High School
GAS, TVL
27. Buenavista
Yook National High School
GAS
Gasan Torrijos Torrijos Santa Cruz
The design of the curriculum is indeed a systematic way to produced graduates equipped with the 21st century skills for lifelong learning, however how can we produce quality graduates if problem about teachers, classroom, books, seats and other learning facilities still exist. The success of the program still depends on strict execution of plans and implementation of rules under Implementing Rules and Regulations (IRR).
Thus knowing the status of compliance of selected secondary schools in the division of Marinduque in relation to K to 12 implementation of section 14 of the K to 12 Enhanced Basic Education Act would give the education department the real picture of
how the program is being implemented.
Statement of the Problem
This paper will assess the status of compliance of selected secondary schools in the division of marinduque in relation to K to 12 implementation of section 14 of
6 Republic Act No. 10533 otherwise Known As Enhanced Basic Education Act Of 2013 (RA 10533)
Specifically this study sought to answer the following questions: 1. What is the level of compliance of
selected Secondary Schools in the
Division of Marinduque in relation to Republic Act No. 10533 Section 14 per 1.1. teachers 1.2. classrooms 1.3. Textbooks/Teaching Learning Materials 1.4. seats 1.5. sanitation facilities 1.6. other learning facilities including, computer and science laboratories, libraries and library hubs, and sports, music, arts and workshops needs; 2. What actions are made to comply with the standard and fill the gap? 3. How effective are the actions made by the school heads in addressing the gaps? Scope and Delimitations of the Study
This study focus on the Status of Compliance of Enhanced K to12 Basic Education Program after its three years of implementation in the Division of Marinduque. This study is based on Section 14 of RA 10533 otherwise known as Enhanced Basic Education Act of 2013. The aspects that will look into are the (a) teachers; (b)
classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) Other learning facilities including, computer and science laboratories, libraries and library hubs, sports, music, arts and workshops needs, which are important in the implementation of the program. The study
7 will only cover the Status of Compliance from 2012 up to March 2015 as stated in the mandatory review.
Significance of the Study
This study will be beneficial to the following entities:
School Administration. The result of the study will guide the school administrators in designing an effective strategy and interventions in filling the gap in the present situations.
Teachers-The results may provide qualitative information that helps faculty determine how they might improve courses and/or programs through changes in curriculum, teaching methodologies, course materials, or other areas. When integrated into the planning cycle for curriculum development and review, assessment results can provide a powerful rationale for securing support for curricular and other changes.
Students- The result of the study will help the students in their choice of strands to take up in senior high school based on the available resources and capability of the different schools. Most importantly, this study is a tool that leads to a continuous cycle to improved student learning.
Community -The school is part of the community so every parents of the learner must know what the problems of the school are. They should understand what is happening and what actions can they offer.
E xternal Stakeholders-This refers to the alumni, parents, local leaders, retired teachers, youth leaders. They will be motivated to help and create a community environment that supports children’s enjoyment of their right to quality education and
other rights.
8
Government Agencies who are concerned with the development of young minds specially the Department of Education which continuously shapes the country’s future. In
this study, the agency is benefited for it will gain wisdom in providing quality service to everybody particularly to the secondary students through the realization of the K to 12 program.
Other Researchers. This study will add to the growing body of information in the field of educational research. The result of the study will serve as a guide of other researches for the new education curriculum together with the improvement.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES As stipulated in RA 10533 otherwise known as K to 12 Enhanced Basic Education Act, Section 14 also known as Mandatory Evaluation and Review, . — By the end of School
Year 2014-2015, the DepED shall conduct a mandatory review and submit a midterm report to Congress as to the Status of Compliance of implementation of the K to 12 programs in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed. This will also include (f ) teachers’
welfare and training profiles; (g) adequacy of funding requirements; and (h) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts.
The Concept and Meaning of Curriculum
The encyclopedia of educational research (1969) gives the following definitions of curriculum as all the experience a leaner has at school under the guidance of the teacher. To him the teacher plays a vital role in translating curriculum objectives. The dictionary of education defines curriculum as the total learning activities or educative experience offered by an institution through its total institutional programmers designed to achieve the prescribed objectives.
Curriculum Implementation
Implementation is an interaction between those who have created the program and those who are in charged to deliver it. Adamu in his blog cited Alonsabe cited Sarason (2009), the main reason for the failure is the lack of understanding of the culture of the school Successful
implementation of curriculum requires understanding the power relationships, the traditions, the roles and responsibilities of individuals in the school system. Implementers (whether they be teachers, principals, and education officers) should be well-versed with the contents of the curriculum. Education officers) should be well-versed with the contents of the curriculum. The success of the implementation of the curriculum also depends on its resources. In implementing the curriculum the prescribed subjects should be thought however it will not be possible and it will not be offered due to lack of teachers, workshops for practical works and further notes that there were teachers who’s delivery is usually theorized because of lack of
competence on the part of the teacher or due to lack of equipment, thus students graduate without any hands on experience. Fajardo (2012) and TV patrol news (May 30, 2014) similarly states that aside from the education system, important issues must also be addressed. Secondary and elementary public schools especially in metro manila are still congested they adopts 2 to 3 shifts of classes per day to deal with the shortage in classrooms. North Fairview High School in Quezon City applies weekend classes where in student will only come to school every Saturday and Sunday the subjects thought for 5 days will only be discuss for two days. Teacher to student ratio is also problematic as many schools have 1:70-95 ratio. Also, not all schools applies schools have a 1:1 student-to-textbook ratio; some even have 1:5 ratio. School Proponents of the K to 12 program in the country failed to recognize these problems as possible reasons for low quality of education and low competency of students and graduates. Moreover, reasons for these may also include personal circumstances the students are in. For instance, the Philippines Midterm Progress Report on the Millennium Development Goals (2007) stated that:
“Aside from school factors (school buildings, teachers, and textbooks) there are also
non-school factors that contributed to the low or non-participation and completion of the schoolage children. These include: social conditions such as poverty which force children to work; family-related factors such as children of broken families where parents work abroad; parents’ attitude towards education, especially those who have not undergone schooling; and children in conflict situation, among others.”
Teachers
Theoretical Constructs Eisner & Vallance (1974), Schubert (1986), Tanner & Tanner (1995), McNeil (1996), discuss the relationship between a teacher ’s beliefs and his/her decisions about the curriculum. Quality and quantity of teaching staff to meet the expectations of pupils and the society is another impediment. Teachers are the most important human resource in curriculum implementation since they are the ones who adopt and implement the ideas and aspirations of the designers. This implies that success of the curriculum depends on the teachers (Okello and Kagoire 1996). OWEN, J. G. (1968) cited that teachers are the front liner of every curriculum they play a very important part in the success of every program. No matter how good a program is the possibility of success is zero without them. Every individual involved in public education brings with them a set of beliefs as to the very nature and purpose of education. According to the Data Projection Tool Annex B the number of required teachers come from total classroom requirement which is derived from the number of students by grade/year level in a given School Year. The standard ratio of 5:3 is used in computing the required teacher.
Formula: ( )( )
Number of required teachers =
Example:
Number of required teachers =
()( )
= 83 83.3 .33 3 83
From the actual computation:
Number of required teachers =
(.)( )
= 84
Teacher Education and Training
To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepEd, CHED, and TESDA shall conduct teacher education and training programs, in collaboration with relevant partners in government, academe, industry, and non-governmental organizations. Such professional development programs shall be initiated, conducted and evaluated regularly throughout the year to ensure constant upgrading of teacher skills. Teacher education and training programs shall include, but shall not be limited to:
In-service Training on Content and Pedagogy
DepEd teachers who will implement the enhanced basic education curriculum but have not undergone pre-service education that is aligned with the enhanced basic education curriculum shall be trained to meet the content and performance standards of the K to 12 education curriculum. The DepEd shall ensure that private educational institutions shall be given the opportunity to avail of such training.
Standard Facilities.
Classrooms
The standard classroom to student ratio (CSR) in the Philippines is one classroom for every 45 students as prescribed by Republic Act 7880 entitled An Act Providing For the Fair and Equitable Allocation of the Department of Education, Culture and Sports' Budget for Capital Outlay." The prescribed classroom size for a classroom student ratio of 1:45 is about 7m by 7m for rural areas or a 7m 7 m x 9m classroom for suburban areas. The 7m x 9m classroom shall also be the standard size for all public secondary schools, regardless of location and class size. For a class of 45 students, this classroom size is believed to provide a conducive environment for learning and where a teacher could interact freely with his/her students and exercise order and control. According to data projection tool of DepEd the Classrooms requirements for Grades 1112 in Public Senior High Schools is forty. The minimum standard for SHS classrooms is 40 students per room. Formula:
number of required classrooms =
Projected JHS Enrolment SY 216−217
Example:
number of required classrooms =
216
= 50.4 50
T he mi ni nim mum f ur urni nitur ture e and equi quip pment re requi quirr ements for a regular regul ar classroo classr oom m are: FURNITURE Tablet Armchairs with all wood/or non-wood based materials Teacher’s Table with chair Chalkboard, framed, wall type with ledge 4 ft. x 8 feet) Teacher’s cabinet Hand washing facility Drinking jar/container, with faucet Water pail Divan (with storage space for cleaning materials) Trash can FURNITURE Filing/Storage cabinet DepED Forms Rack Utility box
QUANTITY 50 units 1 set 3 units 1 unit 1 unit 1 unit 1 unit 1 unit 1 unit QUANTITY
1 unit 1 unit 1 unit
Chart stand First Aid Cabinet
1 unit 1 unit
Textbooks/Teaching Learning Materials
A textbook or course book is a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions. Although most textbooks are only published in printed format, many are now available as online electronic books. Production and Development of Materials .
The production and development of locally produced teaching and learning materials shall be encouraged. The approval of these materials shall be devolved to the regional and division education unit in accordance with national policies and standards. The library holdings shall be adequate to meet the curricular, instructional, research, and recreational needs of its clientele. The collection shall consist of up-to-date and relevant books, serials, pamphlets, documents and non-book materials, and electronic resources (used with computers). The provision of textbooks is not the responsibility of the library but a maximum of five (5) copies of frequently used materials shall be provided. In the matter of reserve books, a provision of at least one copy for every twenty-five (25) students is deemed sufficient. sufficient.
Sea Se ats According to the Educational Facilities Manual of DEPED revised 2007 classroom must have 50 sets of armchair that only means to determine the standard required seats multiply the number of required classroom by fifty. Standard Seats = (Number of Classroom )( 50)
Toilets
In the report of Bolido (2012) in Philippine daily Inquirer cited that the toilet-pupil ratio is 1:55 in the elementary level and 1:93 in high school, based on statistics from the Department of Education’s Basic Education Information System. And that is literally one toilet — not one
room with several cubicles. The numbers alone in this report indicate the sad state of sanitation facilities in Philippine public schools.The numbers are lower than the global standards set by the World Health Organization (WHO) and United Nations Children’s Fund (Unicef) of 1:50 for males (if urinals are present) and 1:25 for females, and even lower than the norm set by the Philippine Sanitation Code, which is also 1:50 for boys and 1:30 for girls.
Library Standard
H uman resources For the first 500 students: One full time professional librarian and two full time clerical staff. For every additional 1000 students: 1 additional full time professional librarian and I full time clerical plus other support staff
Physical facilities
Physical facilities shall be the place to create a learning environment conclusive to learning. In order to produce quality Education and to we should equip our students improve in the field Science and Technology, both teachers and students should always be prepared in accepting and enjoying the programs to be implemented by the Department of education to be globally competent in the modern world of technology advances. It should be maintained and improved to achieve optimum results for access to quality education. Facilities is the responsibility of educators in every state to ensure that ev ery child had access to a quality education in school facilities that provide an educational setting that was
suited for teaching and learning. Implementing policies that resulted in high quality, high performing, well-designed and maintained school facilities had a direct and indirect impact on the teaching and learning process (BEST, 2005). There was a growing research literature that there is a relationship between student achievement and the conditions of school buildings (Buckley, Schneider, & Shang, 2004a; Earthman, 2002; Lemasters, 1997; Lewis, 2000; Filardo, 2008 Hunter, 2006; Jago& Tanner, 1999; Schneider, 2003b). The school facilities consist of all types of buildings for academic and non-academic activities, equipment for academic and non- academic activities, areas for sports and games, landscape, farms and gardens including trees, roads and paths. Others include furniture and toilet facilities, lighting, acoustics, storage facilities and parking lot, security, transportation, ICT equipment, cleaning materials, food services, and special facilities for the physically challenged persons. Gandhis position “learning can take place under the trees” diminishes the importance of
physical environment. Outdoor learning may be a viable expedient for newly emerging country, but for country elsewhere indicates that the „no building‟ actions is unsatisfactorily for an
emerging industrial and political power, particularly more schools are located in noisy urban neighborhoods. Thus it leads to poor attendance and those who attend are inclined to have poor academic performance. Stoner, Freeman and Gilbert (1996) described the environment of an organization as all elements relevant to its operation and they include direct and indirect action elements. School facilities, constitute thPe major components of both direct and indirect action elements in the environment of learning. Several studies have shown that a close relationship exists between the physical environment and the academic performance of students.
Nwagwu (1978) and Ogunsaju (1980) maintained that the quality of education that children receive bears direct relevance to the availability or lack thereof of physical facilities and overall atmosphere in which learning takes place.Knezevich (1975, p.563) emphasized that the physical needs are met through provision of safe structure, adequate sanitary facilities, a balanced visual environment, appropriate thermal environment, and sufficient shelter space for his work and play. His emotional needs are met by creating pleasant surroundings, a friendly atmosphere, and an inspiring environment. Facilities are materials designed to serve specific purposes. In the school system, there are multiplicity of facilities, which facilitate teaching and learning. They are used;(1) To illustrate concepts(2) Provide opportunity for firsthand experience(3) For experimentation and demonstration(4) For scientific investigation and discovery(5) To provide diversity of thoughts(6) For observation and inquiry(7) For development of scientific attitudes and skills(8) To protect the individual and also provide comfort
Computer/Computer Laboratory
Moreno (2009) cited that to exploit innovations and trends to achieve educational goals the institution must provide ICT literacy. Technology has become global standard all over the world even in developing countries like Philippines. A classroom equipped with IT will bring about more students equipped with 21st century skills like independent, experiential, reflective, authentic, holistic, constructive, cognitive and democratic. The ratio of students to instructional computers with Internet access was computed by dividing the total number of students in public schools by the total number of instructional computers with or without Internet access in all public schools (i.e., including schools with no
Internet access). In 2001, the ratio of students to instructional computers with Internet access in public schools was 5.4 to 1, an improvement from the 12.1 to 1 ratio in 1998, when it was first measured. According to many experts the level of access corresponds to the 4 to 5 students-percomputer ratio is considered more reasonable for effective use of computers in schools (President's Committee of Advisors on Science and Technology 1997). Sports Facility and Sport Equipment
Mapacpac (2012) mentioned in a report that to cultivate the spirit, teamwork, unity, discipline, and excellence sports activities should be conducted and actively participated by the students from the different year levels.
Playground areas shall be considered together with classrooms as learning
environment for educational growth. They shall be developed and planned extensively not only for the sole purpose of an improved physical education program but also for the use of pupils/students and teachers in all other educational activities. Basic sports/Playground Facilities 1. Volleyball Court 2. Softball Diamond 3. Baseball Diamond 4. Jumping Pit 5. A standard track oval with a distance of 400 meters or less 6. Basketball Court 7. Gymnastics Floor Area 8. Football Field 9. Swimming Pool 10. Taekwondo 11. Archery 12. Boxing 13. Dart 14. Arnis 15. Sipa 16. Sepak Takraw
17. Badminton 18. Table tennis Basic Equipment for Locomotor Skills Development and Introductory Sports Skill Acquisition 1. Drawing Stick (Wand) 2. Rattan Hoop 3. Bean Bag 4. Bench 5. Rope 6. Whistles 7. Colored Chalk 8. Tape Measure 9. Hurdles 10. Dama Set 11. Jigsaw Puzzle 12. Chess Set 13. Tape recorder set and set of tapes of music of different time signature 14. Scrabble Set 15. Balance Beam 16. Sungkaan 17. Chinese Checker Set 18. Stop Watch 19. Horizontal Ladder
In planning and developing playground areas, provisions shall be considered for their use by the community as well as for recreation purposes during off-school hours. Trends in physical education programs require more space as well as greater variety of space designs for playground areas. Spontaneous play shall be emphasized to a greater degree than the more formal exercise, such as calisthenics, marching and other drills.
Funding Requirements
Budget plays an important part in the implementation of the curriculum. The teachers’
group is demanding that the government allocates six percent of the country’s Gross Domestic Product (GDP) to education, amounting to P884.6 billion ($20 billion). The group said that to follow the UN standards, the government should allot at least P590 billion ($13 billion) more to basic education. However, the average share of DepEd’s budget from the GDP is only 2.2
percent. The group also lambasted the increase in the budget of DepEd’s GASTPE (Government
Assistance to Students and Teachers to Public Education) program. According to Castro, for this year, the government targets to allocate P7 billion ($165 million) for one million grantees.
Conceptual Framework
It is very important for every Filipino citizen to know the real and current Level of Compliance of the Implementation of K to 12 Enhance Basic Education Program. The implementation of the new curriculum will serve as our superhighway to compete globally. The success of the program doesn’t depend only with the government nor with the education
administrators, its triumph lies on every one of us. Even an ordinary individual plays an important role by just being informed and being an informer can be a big help. The success of the program within one community can be a big help, successful graduates means opportunity, opportunity mean jobs and jobs means money. Knowing the Status of Compliance and assessing it using standards to determine the gaps will result to a higher probability of success. If we will be able to determine the gaps then each one of us should work hand in hand to achieve the full realization of the program.
INPUT
1. Compliance of six selected Secondary Schools in relation to IRR (Mandatory Review) provisions as to the actual, standard and gap per (a) Teachers (b) Classrooms (c) Textbooks (d) Seats (e) Sanitation Facilities (f) Other learning facilities
PROCESS
Standards of IRR(Mandatory Review)
OUTPUT
Level of Compliance
Perception of Respondents
Figure 1. Conceptual Paradigmas shown in Figure 1 illustrates the independent and dependent The Conceptual Paradigm
variables that will be used in the study. To determine the present Status of Compliance of the Implementation of K to 12 Enhance Basic Education Program the researcher uses data including teacher, classroom, textbooks, seats, toilets, participation, retention rate, completion, rate teachers’ welfare and training profiles adequacy of funding requirements and learning facilities.
These data are basic requirement in the implementation of the curriculum.
Definition of Terms
Academic Performance. Refers to the academic achievement of the pupils as evidenced by test results or marks given by the teacher based from the criteria such as: periodical test, written outputs, and participation or recitation.
Gap. A Pertains with the difference between the standard and the actual. Positive Gap indicates surplus and negative gap indicates shortages.
Gap Analysis A process through which the researcher compares the actual performance/inventory to its expected or standard, to determine whether it is meeting expectations
and using its resources effectively. Gap analysis seeks to answer the questions "where are we?" (current state) and "where do we want to be?"(target state).
Gap Rate. Absolute value of the Percentage of the gap in relation to the standard. Gap Analysis. This refers to the breaking down of ideas into small particles to be studied critically.
Comprehension. Refers to the capability of understanding or perceiving something particularly about the additional program implemented by the Department of Education.
K to 12. Letter “K” refers to kindergarten and “12” refers to the additional two (2) years in the basic education. It is the additional years after fourth years in secondary schooling.
Perception. Refers to what is conceived to be true which is subjective. It refers to the specific perception of the teachers with regards to the affectivity of the actions made by the schools heads in addressing the gaps in the given provisions in the Mandatory Review.
Status of Compliance. Descriptive value of the gap rate. Classified as Not Complied, Initially Complied, Partially Complied Fully Complied and Exceeds the Standards.
Not Complied. The absolute value of gap rate is 100 % I nitially Complied. The absolute value of gap rate is between 50.5%- 98.5 % Partially Complied. The absolute value of gap rate is between 50.5%- 99.5 % F ully Complied. The absolute value of gap rate is 0 % E xceeds the Standards. If the gap is positive.
Programs. Refer to the listing of the order of the pertinent activities or plan by the Department of Education which is essentials for the development of the department as well as the learners.
QualificationA. group of competencies packaged from the supermarket of competency. Depending on the breadth, depth and scope of competency, a qualification may fall under National Certificate Level I, II, III, or IV. A required training to teach Tech-Voc Strands.
Rationale. Denote the underlying principle of a certain program. In this study it refers to the basis of the creation of K – 12 program.
Sources. Refers to the basis and foundation where the K – 12 program was been known to the parents of Grade VII students. This can be through media such as television, radio, newspaper, journals and non-media such as forum.
Theories. Are principles or idea made in writing that is applicable in different times and individuals for this is what is expected to happen.
Track a path leading to the specialization. Tracks for K to 12 are Academic, TechVoc/TVL, Arts and Design and Sports
Workshop.A training facility, must be of concrete structure. Based on the class size of 25 students/trainees, the space requirements for the teaching/learning and circulation areas includes Lecture/Demo Area, Student/trainee working space, Laboratory, Learning Resource Area, Facilities/Equipment/Circulation Area. Workshop are prescribed in the Training Regulations provided by TESDA and varies accordingly with the Qualification under the different Strands in TechVoc/TVL Track
Chapter 3 RESEARCH METHODOLOGY
Research Design
Data Triangulation was used as a data analysis approach to cross-check findings from multiple sources. The triangulation approach began with identifying important issues from the review of related literature. Methodological Triangulations will be used to interpret and analyze sufficient data related to the study since this involves the use of multiple qualitative and/or quantitative methods to study the program. This will give a vivid description about the Status of Compliance of the initial implementation of K to 12 Enhanced Basic Education Program in the Division of Marinduque.
Research Locale
This study was conducted within the Division of Marinduque, Region IV BMIMAROPA, particularly in the six identified big schools for each municipality that will offer the Piloting of Senior High School Program namely: Marinduque National H igh School in
Boac, B uenavista National H igh School inBuenavista, Landy National High School- Sta Cruz, Makapuyat National High School inTorrijos, BognuyanNational H igh SchoolinGasan, and MogpogNational Comprehensive H igh Schoolin Mogpog. These schools are selected not only because they will offer early implementation program but they also represent the different municipalities in the Division.
List of Pilot Schools to offer Senior High School in the Division of Marinduque Pilot Schools Providers 1. Marinduque National High School 2. Buenavista National High School 3. Landy National High School 4. Matuyatuya National High School 5. Bangbang National High School 6. Mogpog National Comprehensive High School
Tracks To Offer Academic, TechVoc/TVL Arts & Design, Sports Academic, TechVoc/TVL Academic, TechVoc/TVL Academic, TechVoc/TVL Academic, TechVoc/TVL Academic, TechVoc/TVL
Figure 2. Map of Public Schools Senior High School Providers in Marinduque
The map above shows the forty five public secondary schools and private schools in the Division of Marinduque. The map also shows a legend of the five selected Senior High School Providers for the early implementation.
Figure 3 Map of Pilot Senior High School or SHS Early Implementation in the Division of Marinduque
The figure shows the location of identified public schools that will offer Pilot Senior high school or SHS Early Implementation in the Division of Marinduque which also represents the locale of the study. The choice of locale is due to the concern of the researcher to determine the Initial Implementation of K to 12. The Input data are just basic requirements of the curriculum but it’s
very essential since this will be a baseline and it will help the institution to determine the gap. If basic requirements cannot be closed how much more the needed tools, materials and equipment’s for the SHS program especially that Piloting will be done next school year 2015. Population and Sample
Among forty five Secondary schools in the division the researcher will only use six identified secondary schools that will offer pilot senior high school for the purpose of this study. The six identified schools represents each municipality in the Division or Province of Marinduque. The respondents of the study were six school heads and selected 30 % of the teachers of each selected schools in the division. Teachers were selected using simple random sampling The distribution of population and sample is shown in the list below. List of Respondent of the Study Municipality
School
School Heads f
%
Teacher
Boac
Marinduque National High School
1
100%
Actual (n) 35
f
%
11
30%
Buenavista
Buenavista National High School
1
100%
35
11
30%
Sta. Cruz
Landy National High School
1
100%
23
7
30%
Torrijos
Matuyatuya National High School
1
100%
117
35
30%
Gasan
Bognuyan National High School
1
100%
20
6
30%
Mogpog
Mogpog National Comprehensive High School
1
100%
19
6
30%
Total
6
100%
249
76
Research Instruments The research instruments used in the study was researcher-made questionnaires and can
be verified using the EBEIS. There were three sets of questionnaires used in the study. The first questionnaire designed by the researcher was used to elicit information from the school heads regarding actual inventory of the Provisions
of the Mandatory Review. This information was
used to determine the actual, standard and gap for each provision. The second questionnaire was
used to elicit information about the interventions or actions made by the school heads in filling the gaps or shortages. The third and the last questionnaires were for secondary The first question in the statement of the problem will be answered using checklist wherein the respondent will only answer the questions by checking the corresponding answer. The items included in question number one are number of classrooms; textbooks; seats and toilets. The EBEI is a form that will be answered by school head that consist of the questions regarding books, chairs number of teachers (can be retrieve online) and inventory of facilities, equipment and other learning materials available.
Data Gathering Procedure
At the start of the study, the researcher delivered a letter of request to conduct a study to the Division office and principals of the identified high schools within the division. After the approval of the request, the researcher distributed and gatheredthe instrument. Informal interviews, direct observation, collective discussions, analyses of personal documents produced within the group, self-analysis, results from activities undertaken off- or on-line, and life-histories were utilized in the study.
Statistical Treatment
The data collected from the study were tabulated, counted and tallied. The gap rates were obtained by getting the difference between the standard and the actual. Positive gap indicates that there is a shortage and negative gap indicates surplus.Frequency and percentage were used in order to come up with the result of the study. Information and response was
processed and subjected to statistical treatment wherein the Arithmetic Mean of the aggetevial equivalent rate of effectiveness was computed.
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter describes the analysis of data followed by the discussion of the research findings. The data were gathered organized and processed using scientific methods to obtain the required information. The discussion of the results are presented and arranged according to the Statement of the Problem in Chapter 1. The following shows the result of assessment of the Status of Compliance
of
Mandatory Review provisions as to the actual, standard and gap per teachers, classrooms, textbooks, seats, toilets other learning facilities including, computer and science laboratories, libraries and library hubs, and sports, music, arts and workshops needs. Table 1
Status of Compliance of Teachers Number of Teachers Name of School Bognuyan National High School Buenavista National High School Landy National High School Marinduque National High School Matuyatuya National High School Mogpog National Comprehensive High School
Standard
35 42 27 127 22 20
Actual 35 35 23 117 20 19
Gap 0 -7 -4 -10 -2 -1
Gap Rate 0.0% 16.0% 13.8% 7.6% 7.7% 5.0%
Level of Compliance Fully complied Partially Complied Partially Complied Partially Complied Partially Complied Partially Complied
As of March 2015
Table 1 shows the Status of Compliance of teachers in the six (6) selected schools in the
Division of Marinduque. The schools were assessed based on the gap rate in relation to the actual and standard number of teachers from the enrollment.
As revealed the table registered B uenavista National HighSchoolas initially complied, with thirty five (35) secondary school teachers. The standard required teachers fitted for their enrollment is forty two (42) which results to seven (7) gaps equivalent to 16 %gap rate. This is due to budget constraints since the plantilla item was not enough. The enrollment in School Year 2014-2015 reaches to 1,016. The enrollment is continuously increasing due to some students who opt to enroll in Buenavista NHS despite the fact that there are Barangay High Schools or annexes available in their area like Buenavista NHS -Sihi Annex, Buenavista NHS Buenavista NHS -Daykitin Annex, Buenavista NHS -Bagacay Annex, Buenavista NHS Buenavista -NHS Lipata Annex and Yook National High School. When parents were asked about their school preference and the reason the common answer given was: they want their children to experience to commute to the town proper and they wanted to have a different environment. It is a common factor that shortages are getting bigger mostly in some urban centers. And the reason is migration or centralization. The centralization of the population is the reason why in the rural areas classrooms are becoming less and less occupied. The school has two (2) programs viz. Science Class and Regular Class or K to 12 Basic Education Program therefore the specialization of teachers must also be considered. They cannot just combine classes with different program. Ranked second highest gap rate is Landy National High School with twenty three (23) secondary school teachers. The standard required teachers fitted for their enrollment is twenty seven (27) resulted to four (4) gaps equivalent to 13.8 %. This is due to budget constraints, the plantilla item was not enough. The increase in the enrollment from 521 in year 2011 and 588 in 2014 which is equivalent to 67. The school has three (3) programs, namely Special Education
(SPED), Science Class and Regular class, also known as K to 12 Basic Education Curriculum hence the students cannot just be merged and the specialization of teachers must also be considered. Ranked third highest gap rate is Matuyatuya National H igh School with twenty (20) secondary school teachers. The standard required teachers fitted for their enrollment is twenty two (22) resulted to two (2) gaps equivalent to 7.6 % gap. This is due to budget constraints. Three new teacher items arrived in School Year 2014-2015 but still not enough to fill the gap. The increase in the enrollment from 470 in SY 2011-2012 and 516 in SY 2013-2014 which is equal to 46. This makes the school a larger school, with 251 more students than the average school and 303 more students than the average school in Torrijos. The increase in the enrollment was not properly projected. Ranked fourth highest gap rate is Marinduque National H igh School with one hundred seventeen (117) secondary school teachers. The standard required teachers fitted for their enrollment is one hundred twenty seven (127) resulted to ten (10) gaps equivalent to 7.6 % gap rate. This is due to an increase in the enrollment from 3055 in the school year 2013-2014 to 3276 school year 2014-2015 which is about 221 students. New teacher item arrived, but still not enough to fill the gap. Marinduque NCHS is the biggest school in the Division of the Marinduque. Since Boac is the Capital of Marinduque it is expected that they have the largest enrollment in the whole province. The common factor is that shortages located in are getting bigger mostly in some urban centers. And the reason is a migration or centralization. The centralization of the population is the reason why in the rural area classrooms is becoming less
and less occupied. The school has two (2) programs viz. Science Class and Regular Class or K to 12 Basic Education Program. Ranked fifth highest gap rate is Mogpog National Comprehensive H igh School with nineteen (19) secondary school teachers. The standard required teachers fitted for their enrollment is twenty (20) resulted to one (1) gap equivalent to 5 %. This is due to decrease in the enrollment from 579 in the school year 2008-2009 to 508 in the school year 2014-2015, which is about 71. One plantilla item borrowed by Ilaya National High School was returned to the school. Based on the record the number of teachers in the school was just enough since the average class size was just 37 and the bigger class size is 50. Despite of the decrease in the enrollment the school principal does not allow teachers to be transferred to other schools that needs additional teachers, hence they maintain to have a small gap in the teacher provision. Ranked sixth is Bognuyan National High School thirty-five (35) secondary school teachers which is also equal to the standard required teachers (35) fitted for their enrollment resulted with no gap. It is the only school among the six selected respondents that was able to comply with the standard. It is one of the oldest school and very much established. It has fiscal autonomy hence the needs can be addressed easily through proper planning. The problems with the shortages of teachers, classrooms, textbooks, seats, and toilets are not yet resolved all over the country and this is also true in the Division of Marinduque. Before the start of the classes last June 2013 more than 50 teachers were hired in the secondary schools but there were still numbers of volunteer teachers or locally paid teachers in the division as of year 20. The Junior High School started last June 2012 but some modules or work text arrived before the end of second quarter for school year 2013 -2014.
Table 2.
Status of Compliance for Classroom
Name of School Bognuyan National High School Buenavista National High School Landy National High School Marinduque National High School Matuyatuya National High School Mogpog National Comprehensive High School
Number of Classroom Standard Actual 21 19 25 22 16 15 76 70 13 14 12 14
Gap 2 3 1 6 -1 -2
Gap Rate 10% 12% 6% 8% 0% 0%
Level of Compliance Partially complied Partially complied Partially complied Partially complied Exceeds Substantially Exceeds
As of March 2015
Table 2 displays the Status of Compliance of classroom in the six (6) selected schools in the Division of Marinduque. The schools were ranked accordingly based on the gap rate in relation to the actual and the standard number of classroom based on the enrollment. Ranked first is Buenavista National H igh School (Buenavista NHS) with 22 available instructional rooms. The standard required rooms fitted for their enrollment is twenty five (25) resulted to three (3) gaps equivalent to 12 %. This is due to budget constraints, no additional funds were given and aside from that they shared the budget with the annexes. The school has no buildable space that is why in the initial planning it was not selected as one of the SHS provider instead it was Daykitin National High School. The school has no strong link with the stakeholders. They were able to asked support from the Philippine Chinese Chamber of Commerce, they received one storey building with two classrooms. .Ranked second highest gap rate was B ognuyan National H igh School with nineteen (19) available instructional rooms. The standard required rooms fitted for their enrollment is twenty one (21) resulted in a gap of two (2) or equivalent to 10%. This is due to no available funds. Since the school has no buildable space they divided the standard classroom into two. Despite of the small area the school was able to receive additional classroom in the school Year 2014-2015. The school had tried to look for other sources and still working on it.
Ranked third highest gap rate is Marinduque National H igh School with seventy (70) instructional rooms. The standard required classrooms fitted for their enrollment is twenty seven (27) resulted to four a gap of six (6) equivalent to 8%. This is due to budget constraints, no fund available. No buildable space available. Fire gutted 18-room, 2-story building on August 2007, although it was replaced but not enough for their increasing enrollment. Ranked second highest gap rate was Landy National H igh School with fifteen (15) available instructional rooms. The standard required rooms fitted for their enrollment is sixteen (16) resulted in a gap of two (1) or equivalent to 6%. This is due no additional budget was given. The school has no buildable space available, but the school has strong linkages with the stakeholders, particularly with their alumni hence the maintenance of their classrooms is not a problem. Classrooms are not used as additional or other facilities. Tie on Rank 5.5 were Matuyatuya National High School and Mogpog National High
School. They met the standard and even surpass to that standard with an excess of 1 and 2 rooms consecutively.
Matuyatuya NC H S has 14 instructional rooms, the standard required classrooms fitted for their enrollment is just 12 resulted to an excess of 2.
Mogpog NCH S has 14 instructional rooms, the standard required classrooms fitted for their enrollment is just 13 resulted in an excess of 1. This is because Matuyatuya NHS has 2 new buildings, one from DEPED and the other one donated by the LGU. Mogpog National Comprehensive H igh School has buildings donated by the Philippine Chinese Chambers of Commerce, Department of Labor and Employment thru the reactions made by the Parent Teachers Association; one reason for the excess was the decrease in enrollment corresponding to two classes.
Buenavista NHS and Mogpog NCHS both received building from PCCC but due to different trends in the enrolment it yield different results, shortage for Buenavista NHS and excess room for Mogpog NCHS. These records imply that there are still huge gaps in the classroom. Information gathered, exposed that shortages still distresses Deped Division of Marinduque. The result is supported by the different articles in the newspaper and surveys. Despite of the Deped claims several reports showed that there were schools which classrooms are jam- packed with students. ACT Teachers’ Party Rep. Antonio Tinio in 2013 reported that during his morning visit in some Quezon City public schools, he observed that the standard classroom was divided into two, school corridors were converted into makeshift classrooms, some classrooms have no blackboards and chairs, other facilities such as covered courts are converted into classrooms, chairs are still lacking and some students were relegated to the home study program. The situation of schools in the Division of Marinduque is not far from other Divisions. According to IBON Foundation the severe lack of education facilities inevitably reflects on Filipino students’ poor performance. The results of the National Achievement Test (NAT) for elementary supposedly showed improved students’ performance from previous years, but
with a low achievement rate of 68% in school year 2009-2010 and 68.9 MPS in SY 2012-2013 percentage score was still 6 percentage points away from the targeted 75 percent NAT results in the secondary level show even poorer performance with a 45.6% in school year 2009-2010 and 51.4 MPS in SY 2012-2013 achievement rate. The national mean percentage score was 23 percentage points away from the set target.
Table 3
Status of Compliance of Learning Materials Number of Learning Materials
Name of School Bognuyan National High School Buenavista National High School Landy National High School Marinduque National High School Matuyatuya National High School Mogpog National Comprehensive High School
Standard Actual 12,495 4,918 15,240 5,435 9,780 4,193 45,705 15,896 7,740 2,919 7,125 3,186
Gap
Gap Rate
-7,577 -9,805 -5,587 -29,809 -4,821 -3,939
60.64% 64.34% 57.13% 65.22% 62.29% 55.28%
Level of Compliance Initially complied Initially complied Initially complied Initially complied Initially complied Initially complied
As of March 2015
Table 3 shows the Status of Compliance of learning materials among six selected schools in the Division of Marinduque they were ranked accordingly based on the gap rate in relation to actual and standard number of textbooks and the number of subjects and enrollment. Ranked first is Marinduque National H igh School with 15,896 available learning materials, the standard required learning materials fitted for their enrollment is 45,705 resultedto a gap of 29,809 equivalent to 65.22 %. This is because Marinduque NHS is the biggest school in the Division with an enrollment of 3047. It is expected that they have a huge gap. The supplies of the books come from the central office school administrator lacks control over the supply of learning materials. Rank third is a Matuyatuya National H igh School with 2,919 available learning materials; the standard required learning materials fitted for their enrollment is 7,740 resulted in a gap 4,821 equivalent to 62.29%. Matuyatuya NHS was not able to receive the complete learning materials for all subjects same situation with other school. The learning materials for grade seven are not yet complete. Actions made by the School Head
to comply with the classroom gap.
Rank fourth is a Bognuyan National H igh School with 4,918 available learning materials; the standard required learning materials suited for their enrollment is 12,495 resulted in a gap 7,577 equivalent to 60.64%. Bognuyan NHS was not able to receive the complete learning materials, especially for Grade Seven, same situation with other school. Ranks fifth is Landy National H igh School with 4,193 available learning materials, the standard required learning materials fitted for their enrollment is 9,780 resulted in a gap 5,587 equivalent to 57.13%. Landy NHS was not able to receive the complete learning materials for all subjects same situation with other school. The Landy NHS school used the school resources to produce additional copies of learning materials like their own internet connection and printer. Rank sixth is Mogpog National Comprehensive H igh Schoolwith 3,186 available learning materials, the standard required learning materials fitted for their enrollment is 7,125 resulted to a gap 3,939 equivalent to 55.28% gap rate. This is because to it has the smallest enrollment of 475; the school has its own photocopy machine and printer which is used for the reproduction of the learning materials like curriculum guide and teaching guide. If there were only one copy or no hard copy available, teachers can request few copies for the students and for themselves. In the Division of Marinduque the only available modules are TLE, Mathematics 8, Science 8, EdukasyonsaPagpapakato 8, and Music 8. The teachers spent so much money from their pocket to photocopy the learning materials for their students or sometimes they copy every reading material in Manila paper. In an article published in gmanetwork.com on June 12, 2014, Conrado Contreras, head of LakanDula High School’s Music, Arts, Physical Education and Health (MAPEH)
department, said the lack of learning materials, facilities and manpower were among the
problems teachers are facing in the implementation of K to 12. He said that the problem with K to 12 is the distribution or delivery of Learning Materials because of that teacher's shoulder the shortages
like
paying
the
photo
copy
ibangangteachersnagdadalangsarilinilang
of
additional
overhead
copies.
‘‘Yung
projectors.
E
saannamankukuninngmgateachersangperakundisasarilinilangbulsa?” He added Table 4
Status of Compliance of Seats Number of Seats Name of School
Standard
Actual
Gap
Gap Rate
Level of Compliance
Bognuyan National High School
1050
840
-210
20.00%
Partially complied
Buenavista National High School Landy National High School Marinduque National High School Matuyatuya National High School Mogpog National Comprehensive High School
1250 800 3800 650 600
1047 450 3201 483 650
-203 -350 -599 -167 +50
16.24% 43.75% 15.76% 25.69%
Partially complied Initially complied Partially complied Partially complied Exceeds
As of March 2015
Table 4 uncover the Status of Compliance of seats among six selected schools in the division of Marinduque they were ranked accordingly based on the gap rate in relation to actual and standard number of seats based on the enrollment. Ranked first is Landy National H igh School with 450 available seats, the standard required seats for their enrollment is 800 resulted to a gap of 350 corresponding to 43.75 %. This is because chairs really need replacement; their available chairs are just being repaired. There was an increased in the enrollment, from 521 in year 2011 and 588 in 2014 but no additional supply of chairs arrived. They split the big class and puts additional classroom to make the class size smaller, since the standard number of chairs is fifty pieces per classroom. The needed chairs based on the enrollment are not projected properly. The procedure on procurement of chairs took quite long.
Rank second is Matuyatuya National H igh School with 483available seats, the standard required seats for their enrollment is 650 resulted to a gap of 350 corresponding to 43.75 %. This is due to the increase in the enrollment from 167 in SY 2011-2012 to 516 in SY 20142015. With the present enrollment this makes the school a larger school, with 251 more students than the average school in Marinduque and 303 more students than the average school in Torrijos. Other chairs are not recorded to receive additional chairs for the preparation of incoming students in senior High school. Rank third is B ognuyan National High School with 483available seats, the standard required seats for their enrollment is 650 resulted to a gap of 350 Since the school has a higher enrollment they also need more chairs. The computation of the standard number of chairs depends on the number of standard rooms. Rank fifth is Marinduque National High School with 483 available seats, the standard required seats for their enrollment is 650 resulted to a gap of 350 corresponding to 43.75 %. This is a little lower compared to enrollment. The school acquires chairs through MOOE. The School Head
noted that the gaps were basically because there were no additional budget.
Table 5.1
Status of Compliance for Sanitation facility (Toilets)
Name of School Bognuyan National High School Buenavista National High School Landy National High School Marinduque National High School Matuyatuya National High School Mogpog National Comprehensive High School
As of March 2015
Number of Toilets Standard Actual 19 19 22 26 14 24 62 40 10 17 10 9
Gap 0 0 0 -22 0 -1
Gap Rate 0 0.0% 0.0% 35.7% 0.0% 6.6%
Level of Compliance Fully complied Fully complied Fully complied Partially complied Fully complied Partially complied
Table 5.1 disclosed the Status of Compliance of toilets among six selected schools; the Status of compliance are rated based on the gap and gap rate in relation to actual and standard number of toilets, urinals and hand washing facilities. Two schools were not able to comply with the standard for toilet. Mari nduque National
High School ranked first with a gap of 22 at 35.7 % because of very large enrolment. The projects of stakeholders were diverted into other projects such as speech laboratory, computer laboratory, sports materials and other needs. Mogpog National Comprehensive High School Ranked second highest gap rate with a gap of one (1) with 6.6% rate. This is because it is not the top priority of advisers and stakeholders such as PTA, due to lack of water supply. Only Grade nine and Grade seven classrooms have comfort rooms. The remaining four schools namely Bognuyan National High School, Buenavista National High School, Landy National High School and Matuyatuya National H igh School were able to comply with the standards. In Landy National High School all classrooms has its own comfort room, most of them were project of stakeholders such as PTA and alumni. Alumni plays important role in the progress of Landy NHS they visits or communicate with the school administrators and offered or asked about their needs. Table 5.2.
Status of Compliance for Sanitation facility (Urinals) Name of School Marinduque National High School Buenavista National High School Bognuyan National High School Landy National High School Matuyatuya National High School Mogpog National Comprehensive High School
As of March 2015
Number of Urinals Standard Actual 31 4 11 2 10 2 7 2 5 2 5 2
Gap -27 -9 -8 -5 -3 -3
Gap Rate 87% 82% 79% 72% 61 % 59%
Level of Compliance Initially complied Initially complied Initially complied Initially complied Initially complied Initially complied
Table 5.2 disclosed thepicture out that Status of compliance for urinals among six selected schools; the Status of compliance are rated based on the gap and gap rate in relation to actual and standard number of toilets, urinals and hand washing facilities. The gap rate in all schools were more than 50% and the levels of compliance were just Initially Complied. This proves that the result is the same as the report of Bolido (2012) in Philippine daily Inquirer cited that the toilet-pupil ratio is below the Global Standards Table 5.3.
Status of Compliance for Sanitation facility (Hand Washing Facility) Table 6
Name of School Mogpog National Comprehensive High School Matuyatuya National High School Marinduque National High School Landy National High School Bognuyan National High School Buenavista National High School
Number of Hand Washing Facility Standard Actual 3 5 2 5 10 30 2 7 2 8 2 10
Gap -2 -3 -20 -5 -6 -8
Gap Rate
Level of Compliance
37% 61% 67% 69% 76% 80%
Partially complied Initially complied Initially complied Initially complied Initially complied Initially complied
As of March 2015
Table 5.3 revealed that all schools have enormous gap with urinals because the toilets are shared toilets same goes thru with hand washing facility they use lavatory instead. This only explained that all school does not follow standards. In a study entitled A Review of Sanitation Policies and Programs in Philippine Public Elementary Schools it was stated that the Philippines is not lacking in policies regarding health and sanitation. However, the implementation of such policies on a national level remains weak, sporadic, and inconsistent. DepEd currently implements a toilet pupil ratio (TPR) incompatible with the standard set forth in the Implementing Rules and Regulations (IRR) of the Sanitation Code (PD 856). The IRR specifies a TPR of at least 1 toilet bowl per 49 male students and 1 toilet bowl and 1 lavatory per 29 female students. The Department of Health (DOH) does not
monitor the implementation of PD 856 in public schools, nor does it properly disseminate new provisions. Neither are toilets were prioritized as important educational facilities by the LGUs that are tasked to enforce PD 856. Instead, it is the principals, teachers, parents, donor agencies, and volunteers from civil society groups that play an active role in improving public school infrastructure through programs. Not all of these programs, however, supports the construction or maintenance of sanitation facilities. According to IBON Foundation Shortages are still blatant. There is a shortage of more than 150,000 water and sanitation facilities which is the same situation with the six selected schools. Table 6
Status of Compliance of Computer Laboratory
Name of School Landy National High School Buenavista National High School Matuyatuya National High School Mogpog National Comprehensive High School Marinduque National High School Bognuyan National High School As of March 2015
Number of Computer Laboratory Standard Actual 12 1 5 1 4 1 3 1 3 1 2 1
Gap -11 -4 -3 -2 -2 -1
Gap Rate
Level of Compliance
92% 80% 75% 70% 70% 52%
Initially complied Initially complied Initially complied Initially complied Initially complied Initially complied
Table 6 shows the Status of Compliance of computer laboratory among six selected schools; they were rank accordingly as to the gap rate in relation to actual and standard number of computer laboratory based on the enrollment and curriculum offering. Each of the six schools has their own laboratory Rank First is Marinduque National H igh School
with 1 computer laboratory, the
standard required laboratory for their enrollment is 12 resulted to a gap of 11 corresponding to 92 %. This is due to its very large enrollment. As expected it is the biggest school with only one computer laboratory. One of their Tech-Voc strands is Information and Communication
Technology (ICT) that requires computer units and IT workshop. Computer laboratory needs huge amount of budget and there is no available fund. Each schools in the division was only given fifty (50) sets of computer good for one laboratory only. MOOE cannot be used to purchase computer units since it is considered as capital outlay: the procedure on procurement of computer took quite long. The process of acquiring computer lab/computer is a very tedious process. It requires counterpart of the school and PTA such as laboratory room (tables, grills, air-condition unit etc). The school first received computer from Department of Trade and Industry but they were not able to maintain it. The school has fast internet connection since it is located in Boac. Most of its student are digital natives especially those who were born in municipal areas of Boac. Rank second is MogpogNational Comprehensive H igh School
with
1
(one)
computer laboratory, the standard required laboratory for their enrollment is 5 resulted to a gap of 4 corresponding to 80 %. This is due to its enrollment. No funds available to procure computer units. With the registration of 475 and with only one computer laboratory the school really needs additional computer units and laboratory. Mogpog NCHS also offers Computer Hardware Servicing that requires computer units and IT workshop. One computer laboratory is not enough to cater all students. Before the implementation of K to 12 the school teaches Computer subject for Third Year and Fourth year but at presents it is only use for Computer Hardware Servicing (CHS) Workshop. The MOOE cannot be used to purchase computer units since it is considered as capital outlay. The procedure on procurement of computer took quite long. The process of acquiring computer lab or computers is a very tedious process. The school used only the old computer units donated by the Department of Trade Industry and Commission
on Information and Communication Technology. The computer units really need replacement or updates to adapt with the brusque development in ICT. Another problem of the school is the internet access. The speed given by We Are IT Philippines Incorporated (WIT) is just 54 kbps hence only one computer can access the internet because of its very low bandwidth. This only implies that the students and teachers have difficulty in accessing information through information superhighway (INTERNET). Both the teachers and the students have to pay their own internet access to obtain the resources needed. Students from of Mogpog NCHS from different Barangays need to go to the town proper to have their research works or computer related assignments. This only means that aside from computer rentals the parents need to shoulder transportation cost which is additional burden for the family. Rank third is Buenavista National High School with 1 computer laboratory, the standard required laboratory for their enrollment is 4 resulted to a gap of 3 corresponding to 75 %. This is due to its enrollment. With the enrollment of 1016 and with only one computer laboratory the school really needs additional computer units. The school has no available fund. MOOE cannot be used to purchase computer units since it is considered as capital outlay. The administration cannot withstand the cost of technical service for the maintenance of computers. The procedure on procurement of computer took quite long. The process of acquiring computer lab or computers is a very tedious process. It requires counterpart of the school and PTA such as laboratory room (tables, grills, air-condition unit etc). One computer laboratory is not enough to accommodate all students. Only First Section and Science Classes were able to have computer class.
Tie on rank four point five (4.5) are Bognuyan National H igh School and Landy
National High School with 1 computer laboratory, the standard required laboratory for their enrollment is 3 resulted to a gap of two (2) gaps or equivalent to 70%. This is because both schools have no available fund. One computer laboratory is not enough to cater all students. Only first section and science classes were able to have computer subject. MOOE cannot be used to purchase computer units since it is considered as capital outlay. The procedure on procurement of computer took quite long. It is a very long process and requires counterpart of the school and PTA such as laboratory room (tables, grills, air-condition unit etc). Landy NHS also offers Computer Hardware Servicing that requires computer units and IT workshop. Rank sixth is Matuyatuya National H igh School with 1 computer laboratory, the standard required laboratory for their enrollment is 3 resulted to a gap of two (2) gaps or equivalent to 52%. Even though Matuyatuya NHS ranked last the gap rate are still high and it has the same situation with all secondary schools in the Division. Table 7.
Status of Compliance of Science Laboratory Number of Science Laboratory
Name of School Bognuyan National High School Buenavista National High School Landy National High School Matuyatuya National High School Mogpog National Comprehensive High School Marinduque National High School
Standard 1 1 1 1 1 3
Actual 1 1 1 1 0 1
Gap 0 0 0 0 1 2
Gap Rate 0% 0% 0% 0% 100% 67%
Level of Compliance Fully complied Fully complied Fully complied Fully complied Not complied Initially complied
Table 7 shows the Status of Compliance of Science Laboratory among six selected schools, they were rank accordingly as to the gap rate in relation to actual and standard number of computer laboratory based on the enrollment and curriculum offering. Mogpog National Comprehensive High School and Marinduque National High School were the only two schools
they were not able to comply with the standard. Mogpog NCHS ranked first with 100% gap rate because it is the only school that has no Science Laboratory; it is the youngest school among the selected schools. The instructional room of Grade 10 was used as stockroom/science room. The administration has other priorities. Marinduqe NHS ranked number two with 67 % because with the enrollment of the school it really requires at least three science labs. No buildable space. Lack of funds no additional budget was given. One laboratory is not enough for their big population of students. On the contrary the computer laboratory of Marinduque National High School is the most sophisticated science lab and has the latest equipment and materials all over Marinduque. As the biggest school in the division and since they will offer Academic Track with Science Technology Engineering and Mathematics (STEM) strand putting additional science laboratory is a requirement for the school. First, sough the support of the stakeholder to obtain the building and JAICA granted their request. Second, sough the support of alumni for materials. Laboratory tables, chairs and demo table were donated by Mr. Rodolfo Mascarenas in the Year 2014 for the science lab. Third, used the excess room as the target science laboratory, hence the excess room became one. Four schools were able to comply with the standard with the help of its stakeholders with zero gap Bognuyan National High School, Buenavista National High School, Landy National High School and Matuyatuya National High School. Landy National High School has a standard size laboratory with standard equipment, tables and chairs it was acquired through the Secondary Education Development Program (SEDP). The School Head
converted the science classrooms as Chemistry Room, Physics
Room, Biology Room each rooms are equipped with basic materials and tools needed for the specific subjects like convertible/multifunctional board and other modeling devices the funds are from the income of School Canteen. The three remaining schools namely Bognuyan National High School, Buenavista National High School, Landy National High School and Matuyatuya National High School converted the regular classroom into science laboratory. Table 8.
Status of Compliance of Library and Library Hub Number of Library and Library Hub
Name of School Bognuyan National High School Buenavista National High School Landy National High School Marinduque National High School Matuyatuya National High School Mogpog National Comprehensive High School
Standard 1 1 1 1 1 1
Actual 1 1 1 1 1 1
Gap
Level of Compliance
0 0 0 0 0 0
Fully Complied Fully Complied Fully Complied Fully Complied Fully Complied Fully Complied
Table 9 shows the Status of Compliance of Library and Library Hub among six selected schools as to the gap rate in relation to actual and standard number of library and library hub. All schools were able to comply with library and library hub because each school has one library and only one library hub is required for the entire division this was already provided b y the Marinduque Division Office. Sports Facilities Table 7.1.
Status of Compliance of Sports Facilities Number of Sports Facilities
Name of School Bognuyan National High School Buenavista National High School Matuyatuya National High School Mogpog National Comprehensive High School Landy National High School Marinduque National High School
Standard 19 19 19 19 19 19
Actual 4 4 12 12 4 12
Gap 15 15 15 15 14 7
Gap Rate 79% 79% 79% 79% 74% 37%
Level of Compliance Initially complied Initially complied Initially complied Initially complied Initially complied Partially complied
As of March 2015
The schools with the highest gap rate were Bognuyan National High School,
Buenavista National H igh School, Landy National High School, Matuyatuya National H igh School, Mogpog National Comprehensive High School. The school has no standard sports facility they only provide improvise court for each sports as needed arise especially during Intramural or Cluster Meet. The only available are balls and net for sports namely volleyball, sepak, table tennis and basketball. For softball ball, bat and incomplete set of gloves sometimes the protective gear is damaged or substandard. Ranked last was Marinduque National H igh School it has twelve (12) out of (19) sports facilities. They were able to comply in almost all facility provisions specifically Volleyball Court, Softball Diamond, Baseball Diamond, Taekwondo, Boxing Arnis, Sipa, SepakTakraw, Badminton, and Table tennis. They still lack Jumping Pit, a standard track oval with a distance of 400 meters or less, gymnastics floor area, football field, swimming pool and archery despite of the fact that it is the biggest and first established secondary school in Marinduque. Marinduque NHS is one of the oldest schools since it was founded in the year 1914 but still the amenities and educational facilities are still lacking. Table 9.2.
Status of Compliance of Music Room Number of Music Room
Name of School Marinduque National High School Bognuyan National High School Buenavista National High School Landy National High School Matuyatuya National High School Mogpog National Comprehensive High School As of March 2015
Standard 1 1 1 1 1 1
Actual 1 0 0 0 0 0
Gap 0 1 1 1 1 1
Gap Rate 0% 100% 100% 100% 100% 100%
Level of Compliance Fully Complied Not Complied Not Complied Not Complied Not Complied Not Complied
Only Marinduque National High School was able to complied in Music room. Five schools namely Bognuyan National High School, B uenavista National High School, Landy
National H igh School, Matuyatuya National H igh School, M ogpog National Comprehensive High Schoolwere not able to comply. The schools have no music room and no available music instruments and materials. Only one school were able to comply with the music room. Table 9.3.
Status of Compliance of Arts Room
Number of Arts Room
Name of School Marinduque National High School Bognuyan National High School Buenavista National High School Landy National High School Matuyatuya National High School Mogpog National Comprehensive High School
Standard 1 1 1 1 1 1
Actual 1 0 0 0 0 0
Gap 0 1 1 1 1 1
Gap Rate 0% 100% 100% 100% 100% 100%
Level of Compliance Fully Complied Not Complied Not Complied Not Complied Not Complied Not Complied
The school with no gap rate is Marinduque National H ig h School it is the only school that has music and arts room, However the music and art room are also used as regular classroom therefore it is also counted in the number of available instructional room. Marinduque National High School is the only school in the Division that has a speech laboratory.It is equipped with all high tech tools and equipment which were all donated by MNHS Batch 1977. However the music and art room were just convertedthese were not the standard facility the rooms are also used as a regular instructional room. Marinduque NHS has strong linkages among its alumni.
The five schools namely Bognuyan National H igh School, B uenavista National H igh
School, Landy National High School, Matuyatuya National High School, Mogpog N ational Comprehensive H igh Scho ol have no art room and no available instruments and materials. Table 10
Status of Compliance of Workshop Needs Number of Workshop Needs Name of School Standard Actual Mogpog National Comprehensive High School 40 0 Matuyatuya National High School 15 4 Landy National High School 30 4 Marinduque National High School 163 4 Bognuyan National High School 62 1 Buenavista National High School 62 1 As of March 2015
Gap -40 -8 -29 -159 -61 -61
Gap Rate 100% 70% 97% 98% 99% 99%
Level of Compliance Not Complied Initially Complied Initially Complied Initially Complied Initially Complied Initially Complied
Table 10 shows the Status of Compliance of workshop needs; the Status of compliance are rated based on the gap and gap rate in relation to actual and standard number of workshop facilities. The table shows that Mogpog National Comprehensive HighSchoolhas the highest gap rate withno (0) available workshop. The standard required workshop for the number of students and curriculum offering is (40) which results to forty (40) gaps equivalent to 100% gap rate. This is due to budget constraints, no available facilities were put up. The school offered Six different qualifications or specialization under the TechVoc/TVL strands for Junior High School. For Grade 9 and 10 the school offers Computer System Servicing, Contact Center Services, Housekeeping, Food (Fish) Procesing, Cookery and Shielded Metal Art Works. Each qualificationhas different required workshops and prescribed in the training regulation from the Technical Education and Skills Development Authority (TESDA).
B ognuyan National High School and Buenavista National High School obtained the second hihest gap ratewithone (1) available workshop. The standard required workshop for the
number of students and curriculum offering is (62) which results to sixty one (61) gaps equivalent to 99% gap rate. This is due to budget constraints, no available facilities were put up. The only available in the school is the Home Economics Room (HE) which can be used as one laboratory. Ranked fourth highest gap rate is, Mari nduque National H igh School withfour (4) available workshop. The standard required workshop for the number of students and curriculum offering is (163) which results to forty (159) gaps equivalent to 98% gap rate. This is due to budget constraints, no available facilities were put up. The school has Home Economics Room (HE), welding shop and Computer lab. Ranked fifth highest gap rate isLandy National H igh School withone (1) available workshop The standard required workshop for the number of students and curriculum offering is (30) which results to forty (29) gaps equivalent to 97% gap rate. This is due to budget constraints. The school has canteen and HE they have a very functional TLE laboratory which generates big income. They produced bread and pastry products which is profitable. Hey received orders from different clientele. Ranked sixth is Matuyatuya National H igh School withone (1) available room that can be converted into four workshops. The standard required workshop for the number of students and curriculum offering is (12) which results to forty (8) gaps equivalent to 70% gap rate. This is due to budget constraints. The school was able to have one new room donated by the stakeholders they also have one Home Economics Room. The schools offered four different qualifications under the TechVoc/TVL strands. Each qualifications have different required workshop prescribed in the training regulation from the Technical Education and Skills Development Authority (TESDA).
The shortages in needed
workshop are not different from other provisions. This is totally afar from the message of the Philippine President Benigno (Pinoy) Aquino Jr. mentioned in State of the Nation Address last July 27, 2015. In an article published in deped.gov.ph, datedJune 26, 2015 Secretary Br. Armin Luistro FSC shared the triumphs of the education reform in a formal gathering of partners and stakeholders held in Cebu City. He presented the current situation of the K to 12 roll-out, such as the decrease of out-of-school children and the department’s update on the basic inputs -learner materials, school seats, teacher hiring, classroom construction, among others. He also explained the Senior High School (SHS) Program and the vital role of the industry partners in the implementation of SHS. It is true that there were additional teachers and learning materials arrived but these are not enough to fill the gap. Teachers and modules are not enough to provide quality education. The required workshop needs were based from the tracks strands and qualification offered by the school. In the given report the buildings being built were just for classroom and not for Tech-Voc workshops.
2. ACTIONS MADE BY THE SCHOOL HEADS IN ADDRESSING THE GAPS BASED ON TEACHERS PERCEPTION Table 11. Actions Made by the School Heads to Comply with the Teachers Gap
Actions
Buenavi sta NHS
Bognuy an NHS
Landy NHS
Marindu que NHS
Matuyat uya NHS
Mogpog NCHS
1. Requests additional teachers from the Division Office
✓
✓
✓
✓
✓
✓
2. Always persistent to follow up request.
✓
✓
✓
✓
✓
✓
3. Introduces proper projection.
✓
4. Includes the request to the Annual Budget and School Improvement Plan.
✓
✓
✓
✓
✓
✓
✓ ✓
✓
5. Revises the School Programs in order to address overlapping of works and schedule.
✓
6. Distributes the excess load to available teachers resulting to overloading. 7. Minimizes the break time to meet the eight periods per day.
✓
8. Takes the item borrowed by other school
✓
9. Maintains the bigger class size.
✓
✓
✓
✓
✓
✓
✓
Table11 shows the actions made by the School Heads to comply with the teacher’s gap .
Data revealed that common actions to the problems were requesting additional teachers from the Division Office, being persistent to follow up request, including the request to the Annual Budget and School Improvement Plan and distributing the excess load to available teachers resulting to overloading.
Actions made by the School Head to comply with the teachers’ gap. In order to address the gap or shortages of teachers the School Head
of
Buenavista National High School introduced these strategies:
First, every year the School Head requested teachers from the Division Office and follow up request persistently. Second, the principal included the request to the annual budget and annual procurement plan. Third, maintain a bigger class size, with an average of 46 per
class. Fourth, the subjects were distributed among the teachers that resulted to six to seven classes a day per teachers.
Actions made by the School Head
to comply with the teachers’ gap.
In order to address the gap or shortages of teachers the School Head
of Landy
National H igh School introduced these strategies: First, every year the School Head
requested teachers from the Division Office and
follow up request persistently they received two (2) additional teachers for the School Year 2014-2015 but still not sufficient to meet the gaps. Second, the principal included the request to the annual budget and annual procurement plan. Third, the administrator distributed the excess load to available teachers resorting to overloading and bigger class size.
Actions made by the School Head
to comply with the teachers’ gap.
In order to address the gap or shortages of teachers the School Head of Matuyatuya
National H igh Schoolintroduced these strategies: First every year the School Head
requested teachers from the Division Office this
resulted in three (3) additional teachers for the School Year 2014-2015 but still not sufficient to meet the gaps. Second introduced proper projection and follow up request from the Division Office. Third revision of School Programs has made in order to address Overlapping of works and schedule. In order to address the gap or shortages of teachers the School Head
National H igh Schoolintroduced these strategies:
of Marinduque
First, every year the School Head
requested teachers from the Division Office and the
school requested by the Division Office and received seven (7) additional teachers for the School Year 2014-2015. The items were already included in the table, but still not sufficient to meet the gaps. Second, distributed the students to available classrooms and teachers, bigger class size of 47. Third, requested from the Division Office and included additional teacher item in the school improvement plan.
In order to address the gap or shortages of teachers the School Head
of Mogpog
National Comprehensive H igh School introduced these strategies: First, every year the School Head
requested teachers from the Division Office and
follow up request persistently by lobbying request. Second, instead of dividing grade 8 classes into four they just maintain three sections with the biggest class size of 50 to avoid overload of subjects. Third, took the item borrowed by Ilaya National High School. Fourth minimizes the break time to meet the eight subject periods schedule per day for a more convenient schedule both for teachers and students. In order to address the gap or shortages of teachers the School Head
of Matuyatuya
National H igh Schoolintroduced these strategies: First every year the School Head
requested additional teachers from the Division.
Second, always persistent to follow up request. Generally, each school received the plantilla item from the Division Office (DO) except for the Marinduque National H igh School
since it is the biggest school with complete
administrative and promotional staff which is responsible for hiring processes. The DO selects
and hires the teachers. The School Head
s can request and follow-up for additional teachers,
but the decision and approval still lie in the hands of the Division Superintendent. The most common reasons as to the Status of compliance of teachers per school were proven in a study of Mkandawire S. B. (2010) one of the impediments in implementing the new curriculum is the shortage of teachers. We cannot deny the fact that human resource in curriculum implementation is very important since they are the ones the adopt and implement the ideas and aspirations of the designers. This implies that the success of the curriculum depends on the teachers (Okello and Kagoire 1996). A sufficient supply of trained teachers is, therefore, needed if the implementation of the curriculum is to be effective. According to Jesus Mateo, DepEd assistant secretary, said that the shortage is due to the lack of budget for the salaries of new teachers. When a school does not have enough teachers, the few are overstretched/overloaded; in the case of high schools, for example, where there is specialization in terms of teaching subjects, some subjects are taught by Non Major because of trained teachers in those subjects are not available; this also results in multiple subject preparation for teachers hence they are overworked which in return affects their capacity to teach effectively. Such hindrances are also found in all schools which is also true in the study of Mkandawire. In an article Malipot stated that in a policy paper published on October 5 in time for 2014 World Teachers’ Day (WTD) celebration, UNESCO, said that “chronic lack of trained teachers” remains a challenge in achieving the Education For All (EFA) goals and “without action, it will be impossible to get all children into school by 2030.”
Despite of the press released of DEPED that there will be no shortages in the end of SY 2014-2015 a shortage of more than 200,000 classrooms and 100,000 teachers faces students in
elementary and high schools this coming school year 20152016 with the implementation of the K to 12 program, a lawmaker said. In an article published in Manila Standard on May 21, 2015, Kabataan Party-list Rep. Terry Ridon said that with over 21 million basic education students in all Statuss expected to enroll for school year 2015-2016, the Philippines will still need a total of 209,539 classrooms, given the ratio of one classroom per 30 students. Table 12.
Actions Made by the School Heads to Comply with the Classroom’ Gap. Actions
Buena vista NHS
Bognu yan NHS
Landy NHS
Marin duque NHS
Matuy atuya NHS
Mogp og NCHS
Coordinates properly with the PTA Officers and members for projects. 2. Includes in the School Improvement Plan and Senior High School Projection Tool for budgeting. 3. Proper coordination with stakeholders thru report and regular PTA meeting and asking 100 % support. 4. Asks the support or donation from of different stakeholders like Philippine Chamber of Commerce and Industries, and government agencies like DPWH and DOLE 5. Requests additional classroom from t he Division Office 6. Requests additional classroom from t he Division Office thru Parent Teacher Associations. 7. Sends letter and reactions to linkages like private companies in Manila as for possible donations. 8. Distributes the student to available classroom resulting to bigger class size. 9. Split or divided classrooms into two 10. Uses covered court and loose board as divider to have classroom
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
1.
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓ ✓ ✓
✓
✓
✓ ✓
Table12 shows the actions made by the School Heads to comply with the Classroom’
Gap. Data revealed that the common practices of school heads were coordinating properly with
the PTA Officers and members for projects, included in the School Improvement Plan and Senior High School Projection Tool for budgeting, requested additional classroom from the Division Office, distributed the student to available classroom resulting to bigger class size.
Actions made by the School Head
to comply with the gap for seats.
In order to address the gap or shortages of the seats School Head
of Bognuyan
National High School introduced these strategies: First, requested chairs from DEPED and included chairs in the Annual Procurement Plan. Second repaired chairs. Rank fourth is Buenavista National High School with 483 available seats, the standard required seats for their enrollment is 650 resulted to a gap of 350 corresponding to 43.75 %. The school only borrowed excess chairs from other annexes like Sihi Annex. Some of their chairs are not in good condition like lacking strips of wood no arm chairs etc.
In order to address the gap or shortages of the seats School Head
of Landy National
High School introduced these strategies: First Requested chairs from DEPED through the annual procurement plan. Second, repaired some chairs through the assistance of the PTA. Third used the income from the canteen to buy other needs of the school such as chairs. The shortages of chairs become plastic gap because those chairs which were repaired and bought outside MOOE were not included in the inventory. Actions made by the School Head
to comply with the gap for seats.
In order to address the gap or shortages of the seats School Head
of Matuyatuya
National High School introduced these strategies: First, requested chairs from DEPED and included chairs in the Annual Procurement Plan. Second repaired chairs. In order to address the gap or shortages of the seats School Head
of Buenavista
National High School introduced these strategies: First, requested chairs from DEPED and included chairs in the Annual Procurement Plan. Second repaired chairs.Third borrowed chairs from Sihi Annex. In order to address the gap or shortages of the seats School Head
of Marinduque
National High School introduced these strategies: First, requested chairs from DEPED and included chairs in the Annual Procurement Plan. Second, asked the support of parents to repair chairs . Third presented the problems to the stakeholders through meetings and Alumni Homecoming the alumni granted their request. Table 13.
Actions Made by the School Heads to Comply with the Learning Materials Gap. Actions 1. Appropriate and give enough school supplies like manila paper, marker and ink, paper, pencil and other needed materials as support to the teachers to use substitute 2. Allows teachers to use the photocopier in the school to have additional copies of learning materials 3. Allows teachers to search online based on the curriculum guide, utilizing their own internet connection and printer donated by the alumni. 4. Encourages students to photocopy the learning materials or module if needed. 5. Allows teachers to use the available copies issued by DEPED and acquire additional photo copies as projects of students 6. Supports the used of multimedia tools and equipment in the classrooms. 7. Supports teachers to use Manila Paper or blackboard to copy important information from the teacher’s guide. 8. Motivates teachers and students towards independent learning by giving advance topics to their students as assignment. 9. Supports the concepts of diversity among learners by the used of multimedia tools and equipment in the classrooms and other learning activities suited for l earners. 10. Strengthen linkages to different stakeholders for other possible book donors. 11. Asks the help of Children International for donations of books as reference materials 12. Motivates and acknowledges the initiative of the teachers in fi nding available resources like borrowing materials from other Division and photocopy it. 13. Solicits support from stakeholders to acquire additional reference books.
Buenavista NHS
Bognuyan NHS
Landy NHS
✓
✓
✓
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
The table 13 shows the actions made by the School Heads to comply with the learners
materials gap. Data exposed that the common practices of school heads were allows teachers to search online based on the curriculum guide, utilizing their own internet connection and printer donated by the alumni, encourages students to photocopy the learning materials or module if needed; allows teachers to use the available copies issued by DEPED and acquire additional photo copies as projects of students; supports the used of multimedia tools and equipment in the classrooms; supports teachers to use Manila Paper or blackboard to copy important information from the teacher’s guide or learners materials; and motivates teachers and students towards
independent learning by giving advance topics to their students as assignment.
These actions made by the school heads only shows that teachers were all involve. The teachers play important role in the learning process and in finding resources especially with regards to educational materials.
In order to address the gap or shortages of learning material the School Head of Landy
National H igh School introduced these strategies: First, allowed teachers to search online based on the curriculum guide, utilizing their own internet connection and printer donated by the alumni. Second, encouraged students to photocopy the learning materials or module if needed. Third, encouraged teachers to use technology like laptops to show important information or activities to their students. Fourth, motivated teachers and students towards independent learning by giving advance topics to their students as assignment. Many students in Landy NHS have their own laptop and internet connection, therefore students research the topic on their own. Fifth, make use of substitute reference like old textbooks that contains the same competencies to achieve 1:1 ratio. In order to address the gap or shortages of classroom the School Head
of Matuyatuya
National H igh School introduced these strategies: First, allowed teachers to use the available cop y issued during the training and a few copies delivered from DEPED. Third, teachers made use of technology like laptops and projectors to show important information or activities to their students. Fourth, permits teachers to use a substitute reference like old textbooks that contains the same competencies. Fifth, permitted the used by other
available reference like old textbooks. Sixth, supports the used of multimedia tools and equipment in the classrooms. In order to address the gap or shortages of the learning materials School Head
of
Mari nduque National High School introduced these strategies: First, encouraged students to photocopy the needed learning materials or module. Second, reminded teachers to use ICT by searching online for the topics or lessons based on the curriculum guide. Third, advised teachers used technology like laptops to show important information or activities to their students. Fourth, permitted the used by other available reference like old textbooks. Fifth, encouraged students and teacher to adopt independent learning using technology and to become resourceful. Sixth, supports the used of multimedia tools and equipment in the classrooms.
In order to address the gap or shortages of classroom the School Head
of Mogpog
National Comprehensive H igh School introduced these strategies: First, advised teachers to use the photocopier in the school to have additional copies of learning materials. That is for free since the operational cost and the machine were from the payment of the test paper. Second, motivates and acknowledge the initiative of the teachers in finding available resources like borrowing materials from other Division and photocopy it.
Third, inspired teachers to utilize and maximized the use of technology by being a good example and providing the technology by purchasing printers, LCD projectors. LED large screen TV and Multimedia player. Fourth, supports the concepts of diversity among learners b y the used of multimedia tools and equipment in the classrooms and other learning activities suited for learners. Fifth, supports the needs of the teachers by providing enough supplies of Manila paper, inks, markers, bond paper, pen and other school/office supplies Sixth, solicited the support of NGO to acquire reference books. Children’s International granted the requested books of the School Head
of Mogpog NCHS which is about 20,000 pcs
or one truck. The transportation expenses of the books were shouldered by the Division office of Marinduque. Some books were distributed to other schools. The donated books were not part of the inventory and it can only use as a substitute or additional reference, h ence it cannot fill the gap since there are specific books for each curriculum or subjects. It is noticeable that there is a massive gap for the textbooks or learning materials in all selected schools with an average of 60.82 % gap rate. During the time of study and after the third year of implementation the learning materials of Grade 7 are not yet complete there are no modules for English Grade 7 to 9. There are no available learners' materials (LM) for TLE 9 and 10, the teachers/trainers are encouraged to make their own LM. The percentage of gap rate is very much close to one another. During seminars and trainings, teacher shares the same burden like they shoulder the cost of printing and photocopy of materials needed for their lessons. Teachers bought a laptop and internet modem to find the required resources. Based on the curriculum guide, teachers search online for the topics or lessons and pay the expenses on their
own. They are using old reference materials or any materials that can be used as substitute reference especially in Filipino. The most common reasons as to the Status of compliance of the School Head
per
school were also stated in the reports in Philippine Daily Inquirer. During the school year 20132014, the workbooks for Lakan Dula High School in Tondo, Manila, arrived during the 3rd and 4th quarters. Before these arrivals, teachers had to photocopied materials and distribute these to their students. The unavailability of learning materials is just one of the problems still hounding the country’s new basic education program, K to 12, in the three years of its implementation.
Yen Paunan, a Grade 7 Filipino teacher at Caloocan High School, said they are utilizing “Kayumanggi,” a textbook used in the previous curriculum, in their classes due to the absence
of reference materials from DepEd. This situation is very similar to the schools in the Division of Marinduque. In the same article Dr. Elvin Uy, K to 12 program coordinators of the Department of Education, admitted that there have been delays in the past in the delivery of learning materials such as activity sheets and modules for the students. Last year, they were targeting to deliver them during the first week of classes but they still failed. Uy admitted that there were really situations where in the materials were not received by the schools. Table 14. Actions Made by the School Heads to Comply with the Seats Gap. Actions 1.
2. 3. 4. 5. 6.
Presents the problems to the stakeholders through meetings and Alumni Homecoming to ask support for the project Requests chairs from DEPED Repairs damaged chairs thru as a project or as a requirement. Repairs some chairs through the assistance of PTA. Requests for additional chairs is included in the Annual Procurement Plan Borrows chairs from other school
Buenavista NHS
✓
Bognuyan
✓
✓
Landy NHS
Marinduq ue NHS
Matuyatu ya NHS
✓
✓
✓
✓
✓
✓
✓
✓
Mogpog NCHS
✓ ✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
The table 14 shows the actions made by the School Heads to comply with the teachers gap. Actions made by the School Head
to comply with the gap for seats.
In order to address the gap or shortages of the seats School Head
of Bognuyan
National H igh School introduced these strategies: First, requested chairs from DEPED and included chairs in the Annual Procurement Plan. Second repaired chairs. Rank fourth is Buenavista National High School with 483 available seats, the standard required seats for their enrollment is 650 resulted to a gap of 350 corresponding to 43.75 %. The school only borrowed excess chairs from other annexes like Sihi Annex. Some of their chairs are not in good condition like lacking strips of wood no arm chairs etc. In order to address the gap or shortages of the seats School Head
of Landy National
H igh School introduced these strategies: First Requested chairs from DEPED through the annual procurement plan. Second, repaired some chairs through the assistance of the PTA. Third used the income from the canteen to buy other needs of the school such as chairs. The shortages of chairs become plastic gap because those chairs which were repaired and bought outside MOOE were not included in the inventory. Actions made by the School Head
to comply with the gap for seats.
In order to address the gap or shortages of the seats School Head
of Matuyatuya
National H igh School introduced these strategies: First, requested chairs from DEPED and included chairs in the Annual Procurement Plan. Second repaired chairs.
of Buenavista
In order to address the gap or shortages of the seats School Head
National H igh School introduced these strategies: First, requested chairs from DEPED and included chairs in the Annual Procurement Plan. Second repaired chairs.Third borrowed chairs from Sihi Annex. of Marinduque
In order to address the gap or shortages of the seats School Head
National H igh School introduced these strategies: First, requested chairs from DEPED and included chairs in the Annual Procurement Plan. Second, asked the support of parents to repair chairs . Third presented the problems to the stakeholders through meetings and Alumni Homecoming the alumni granted their request. Table 15 Actions Made by the School Heads to Comply with the Sanitation Facility Gap. Actions 1. Presents the problems to the PTA through meetings and request to them as their project. 2. Presents the problems to the Alumni and asked for possible donations 3. Charges materials and labor from MOOE 4. Uses income from Canteen to buy the appropriate materials for sanitation facility
Buenavista NHS ✓
✓
Bognuyan NHS ✓
Landy NHS
Marinduque NHS
Matuyatuya NHS
✓
✓
✓
✓
✓
✓
Mogpog NCHS ✓
✓ ✓
Table 15 shows the actions made by the School Heads to comply with the Sanitation
Facility Gap. Data exposed that presenting the problems to the stakeholders through meetings and Alumni Homecoming to ask support for the project is very effective The actions provided by the School Heads were basically the same they utilize stake holders to generate funds and put sanitation facilities.
Table 16.
Actions Made by the School Heads to Comply with the Computer Laboratory Gap. Actions Made by the School Heads to Comply with the Computer Laboratory Gap. 1. Makes the necessary preparations to have computer laboratory for the incoming sets of computer 2. Request computers to support ICT Integration from different Local Government and other National Government Agencies 3. Used the old computer laboratory as the counterpart of the school. 4. Provides short but meaningful hands-on exercises by using relevant and up to date software such as Power Director and others. 5. Divides the TLE subjects class into two groups to maintain 1:1 ratio of student to computer inside the lab 6. Offer Computer subjects for all Grade 9 and Grade 10 students to ensure that all students are ICT Literate before going to College 7. Uses the computer fee for the maintenance and other expenses related to ICT maintenance. 8. Selected students like Science Class were only given Computer subjects
Buenavis ta NHS
Bognuya n NHS
✓
✓
✓
✓
Landy NHS
Marinduq ue NHS
Matuyatu ya NHS
Mogpog NCHS
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Table 16 shows the actions made by the School Heads to comply with the Sanitation
Facility Gap. The information provided by the school heads were made the necessary preparations to have computer laboratory for the incoming sets of computer, requested computers to support ICT Integration from different Local Government and other National Government Agencies. The actions once again prove that stake holders are important partners in the implementation of the Education Curriculum.
In order to address the gap or shortages of the computer laboratory and access to technology School Head
of Marinduque National H igh School introduced these strategies:
First, requested computer units from DepEd. Received new E-classroom Package with latest software such as Microsoft Office 2013 and with the required specification. Secondary E-classroom Package: Eight (8) Host PC, Forty Two (42) Monitors, 42 Access Terminals / Desktop Virtualization Kits, 8 UPS, 1 Printer, 1 switch
Second, the School Head
made used of the old computer laboratory as counterpart of
the school as required by the DEPED. Third, limits the use of computer laboratory. The new Computer laboratory is being used by the Junior High School TechVoc/TVL Track such as Contact Center Services (CCS) and Computer Hardware Servicing (CHS). It is also use for Basic Computer for the Science Class and Grade 7 and 8 Exploratory subjects in ICT under Technology and Livelihood Education subject. However other students who do not belong to any of these will not be able to use computer and might not be able to acquire basic computer skills. Fourth, placed six sets of computer with internet connection in the library which can be used by students during their library period in order for them to have access to information and be equipped with ICT skills Fifth, acknowledged the effort of the teachers in using the available resources in the vicinity or at home to encourage students for their research work. The location of the school is very strategic for the access of information through Internet because there is several internet providers available which offers fastest connection unlike other schools. There are many internet shops or kiosks that offer computer services with a very reasonable price and sometimes offer student promo like 2+1 which means there is a free one (1) hour for every two hours rental.
Sixth, took advantage of the characteristics of the students being
digital natives
especially those who were born in municipal areas of Boac, thus the school staff particularly the teachers used this as an advantage to equip their students with Media and Information Literacy skills. Seventh, recognized the effort of teachers who still consumed their own salary to provide the needed technology for their students like bringing their own laptop and buying or availing internet access in school and at home. In order to address the gap or shortages of the Computer Laboratory And Access To Technology School Head
of Mogpog National C omprehensive Hi gh School introduced
these strategies: First, Strengthen linkages with stakeholders. Mogpog NCHS received 10 units from Department of Trade Industry during the school year 2001-2002 and 21 units from Commission on Information and Communication Technology in the school year 2007-2008. Even the units are a little bit old maintenance of computers is one of key factor why the school has 14 available workstation or computers as of the start of school year 2015. The rest of the non-functional computer units are being used for computer assembly and disassembly. Second, requested computer units and was granted with a complete set of E-classroom Package but not yet delivered. Third, made the necessary preparations for the incoming sets of computer. Acquiring computers and computer laboratory requires collaborative effort and partnership with all stake holders hence the School Head
prepared for their counterpart such as Laboratory room,
computer tables, mono chairs, sufficient lighting, windows and doors with iron grills, proper
electrical wirings with circuit breaker and proper electrical grounding, standard electrical outlets with appropriate load capacity. Fourth the School Head
coordinated with the Barangay Captain for the assistance of
Barangay Officials for security mechanism and assigned one Barangay Police as Security at night. Fifth, found donor for two stand fan and still looking for stakeholders or linkages for the air-condition unit. The stand fan or air-condition unit are requirements for laboratory to maintain proper ventilation. Sixth, acknowledged the initiative of the ICT Coordinator who maintains and trouble shoot computers to prolong the lives of computer. Seventh, executed the following measures to answer the need to have ICT Integration and 21st Literacy skills the school particularly Basic Computer skills: i.
For the old curriculum known as Revised Basic Education Curriculum (RBEC), administrator divided TLE subject for the Third and the Fourth year students into two clusters the Computer Class and Cookery Class. They have to attend both subjects as scheduled. With this program students of Mogpog NCHS graduated as computer literate.
ii.
For K to 12 Basic Education Curriculum (K to 12) the administrator scheduled 2 hours a week computer class for Grade 7 and Grade 8. This serve as special class program since in K to 12 TLE teachers should specifically follow the curriculum guide; teachers/trainers cannot just alter the content and competencies. Although Basic Computer based on workplace or job requirement is part of TLE TecVoc Track Specialized subjects for Grade 9 to 12 they still opt to provide computer class.
School Head
encouraged teachers teachers to support ICT Integration Program of the Division
Office not just just by using technology in teaching but by reinforcing skills by integrating the acquired knowledge to develop informations In order to address the gap or shortages of the computer laboratory and access to technology School Head
of B ue uenav navii sta N ationa tionall Hi H i g h School School introduced these strategies:
First, requested computer units and was granted with a complete set of E-classroom
Package but not yet delivered. Second , made the necessary preparations for the incoming sets of computer.such as
Laboratory room, computer tables, mono chairs, sufficient lighting, windows and doors with iron grills, proper electrical wirings with circuit breaker and proper electrical grounding, standard electrical outlets with appropriate load capacity. Third, obtained a strong linkage with Philippine Long Distance Telephone Company
(PLDT). PLDT provided an opportunity for trainings and seminars. The School Head
and
ICT Coordinator of BNHS together with other ICT Coordinator of other schools were able to attend a three days free training program in Networking and Fundamental Operations in Computer. They were also able to attend a Pay tribute to teachers in Manila courtesy of PLDT through the initiative of the school of Buenavista NHS. Fourth, the School Head
together with BNHS Supreme Student Government (SSG)
conducted a signature campaign entitled Star Ng Pasko 2014. This project helped the school acquire Multimedia Package. They were able to procure a sound system, microphone and multimedia player which can help students to develop their Multimedia Literacy and address Diversity of Learners.
Fifth, received an Acer LED projector a donation from their Alumna, which completes
the Multimedia Package of the school. Sixth, executed the following measures to answer the need to have ICT Integration: i.
To provide students with the Basic Computer skills the administrator scheduled Computer Subject for the Science Class and Fourth year classes for four days a week.
ii.
Took advantage on the available resources aside from WIT, like 3G technologies where internet connection connection is quite good good and fast. Students who live live in central or or downtown areas have better chances to acquire gadgets such as laptop, smart phones, modem or pocket Wi-Fi they have a choice to look for other internet provider but due to availability of funds the administratio administration n together with the teachers just provide students’ activities that will e ngage them to use their computer
skills. iii.
The administration and the parents made an agreement that students can bring their own gadgets like laptops especially during computer class. The parents and the teachers are willing to shoulder their own expenses for the accessibility of the technology. This is one of the reasons why most of the students and teachers are research oriented especially the science classes.
In order to address the gap or shortages of the computer laboratory and access to technology School Head
of B ognuya gnuyan n Na N ati ona nall H i gh Scho Schoo ol introduced these strategies:
First, requested computer units from DepEd. Their request was granted but not yet delivered. Second, solicits support of different stakeholders for other materials needed for the computer laboratory. Third, conducted consultation and planning plann ing with school officials and
personnel to solicit ideas and support to solve problems. Fourth, scheduled regular meeting with stakeholders such as PTA, Barangay Official and other volunteers. Fifth, involve stakeholders on relevant school activities to solicit more supports. Sixth, used the computer fee for the maintenance and other expenses related to computer. Seventh, executed the following measures to answer the need to have ICT Integration: i.
For Basic Computer skills the administrator scheduled Computer Subject for the Science Classes and Fourth year classes for four days a week.
ii.
Provided short but meaningful hands-on exercises by using relevant and up to date software such as Power Director and others.
In order to address the gap or shortages of the computer laboratory and access to technology the School Head
of Landy National H igh School introduced these strategies:
First, requested computer units from DepEd. Second, solicited support of different stakeholders for other materials needed for the computer laboratory as a result they received 11 computer units from Department of Education Computerization Program Batch 6 and 1 unit from Hon. Gina Reyes Third, asked the support of alumni and received one HP printer from them. Fourth, executed the following measures to answer the need to have ICT Integration: i.
Scheduled Computer Subjects for all Grade 10 students and Grade 8 Science class.
ii.
Used the laboratory for Computer Hardware Servicing Workshop.
iii.
Allowed students to bring their own laptop and other gadgets for their school activities. Encourage teachers and students to engage in ICT Literacy or ICT Integration.
Fifth, acknowledge the effort of teachers who shoulder their own expenses to access technology in order for them to provide meaningful learning experience for the students.
Sixth, acknowledge the support of the stakeholders specially the parents in proving the needs of the learner. Promote Seventh, promoting BrigadaEskwela to achieve 100 % participation of stakeholders In order to address the gap or shortages of the computer laboratory and access to the School Head
technology
of Matuyatuya National H igh School introduced these
strategies: First, requested computer units from DepEd. Second, solicited support of different stakeholders Third, executed the following measures to answer the need to have ICT Integration: i.
Scheduled Computer class for TLE Exploratory subjects Grade 7 and Grade 8. They divide the program as laboratory and lecture to fit in the schedule.
ii.
Used the laboratory for Computer Hardware Servicing Workshop.
iii.
Allowed teachers to bring their own laptops.
Fourth, Promote Year Round BrigadaEskwela to achieve 100% participation of stakeholders Information and Communications Technologies (ICT) education is basically our society’s efforts to teach its current and emerging citizens valuable knowledge and skills around
computing and communications devices. ICT is the heart and hands of education in this generation. The technology includes computer laboratory, computers or smart phones, internet connection, software that operates them, applications that run on them and systems that are built with them. Without these tools learning process will not be realistic since these are the important components for ICT or Digital Literacy.
Today, everyone needs a basic understanding of ICT and how to use it productively. Students should know how are they deployed, assembled, managed and maintained to create productive outputs or systems. How they are used in specific business and industry settings. They should understand the underlying science and technologies behind them and how might those be developed to advance ICT fields. ICT curriculum standards for K-12 schools in the Philippines will serve as a framework for technology integration in various academic content area instructions from kindergarten through grade 12, function as a guide for curriculum decisions by providing student performance expectations in the areas of knowledge, skills and attitudes, and provide examples of classroom activities and instructional strategies utilizing ICT that will guide teachers as they design instruction to help their students meet learning expectations. As the data disclosed there is very huge gap in Computer Facilities. Even all schools have internet access the bandwidth is not enough to provide the services and speed needed to be able to use the technology efficiently. This data is justified by the research conducted by Tinio in 2002 which is also supported by other articles. In order to address the gap or shortages of the science laboratory technology the School Head
and access to
of Mogpog National Comprehensive H igh School introduced
these strategies: First, monitored tools, equipment and materials available. Second, realigned MOOE fund to purchase the needed construction materials for the science lab. Third, used the excess room as the target science laboratory, hence the excess room became one.
In order to address the gap or shortages of the science laboratory the School Head
technology
and access to
of Marinduque National H igh School introduced these
strategies: Table 17. Actions Made by the School Heads to Comply with the Science Laboratory Gap
Actions
Buenavi sta NHS
Bognuya n NHS
Landy NHS
1. Solicits donations from different Stakeholders like Alumni 2. Uses MOOE fund to purchase the needed construction materials for the science lab. 3. Uses the excess room as the target Science Laboratory
Marindu que NHS ✓
Matuyat Mogpog uya NHS NCHS ✓ ✓
✓
Table 17 shows the actions made by the School Heads to comply with the computer
laboratory gap. Since only two were not able to comply with Science Laboratory few actions
were taken. Table 18 Actions Made by the School Heads to Comply with the Gap in Sports Facilities and Equipment Actions 1. Uses MOOE fund to purchase the needed sports materials 2. Solicits donation from different Stakeholders a. PTA b. Alumni c. Municipal (LGU) d. NGO e. Private Individual
Buenavista NHS
Bognuyan NHS
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓ ✓
✓
✓
✓ ✓
Table 18 pertains to the actions made by the School Heads to comply with the sports
facilities and equipment gap.
Data exposed Uses MOOE fund to purchase the needed sports materials is very effective with aggetivial equivalent of 3.49 while soliciting donation from private individual got the lowest registered aggitivial equivalent of 3.00 which is effective. Table 19. Actions Made by the School Heads to Comply with the Gap in Music Room
Actions
Buenavista NHS
1. Uses MOOE fund to purchase the needed sports materials 2. Solicits donation from different Stakeholders a. PTA b. Alumni c. Municipal (LGU) d. NGO e. Private Individual
Bognuyan NHS
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS ✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Table 19 provides the data on the actions made by the School Heads to comply with the
sports music room gap.
Data exposed Uses MOOE fund to purchase the needed sports materials is effective with aggetivial equivalent of 3.41 while soliciting donation from private individual got the lowest registered aggitivial equivalent of 2.45 which is effective. Table 20.
Actions Made by the School Heads to Comply with the Gap in Arts Room Actions 1. 2.
Buenavista NHS
Bognuyan NHS
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
Used MOOE fund to purchase the needed materials Solicits donation from different Stakeholders like a. PTA b. c. d. e.
Alumni Municipal (LGU) NGO Private Individual
Table 20 contains the results of actions made by the School Heads to comply with the
gap in arts room. Results indicates that Arts Room is not at the top priority of the School Heads. Table 21.
Actions Made by the School Heads to Comply with the Gap in Workshops Actions
Buenavista NHS
Bognuyan NHS
Used MOOE fund to purchase the needed materials Solicits donation from different Stakeholders like a. PTA
✓
✓
✓
✓
1.
b. c. d.
Alumni Municipal (LGU) NGO
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
✓
✓
✓
✓
✓
✓
✓
✓
✓
e.
Private Individual
Table 21contains the results of actions made by the School Heads to comply with the
gaps forworkshops. In order to address the gap or shortages of the Educational Facilities the School Head of Landy National H igh School introduced these strategies: First, strengthen linkages and open communication with the alumni. Second, promotes the products in the school canteen for additional income, which can be used for the procurement of materials. Third, supports the activities of the TLE teachers specifically in Foods to be more innovative, productive and income generated. Fourth, used MOOE to purchased materials. In order to address the gap for Educational Facilities the School Head
of Bognuyan
NHS National Comprehensive High School had implemented the following:
First, strengthen linkages and open communication with the alumni. Second, looked for other sources by looking for linkages outside Marinduque.Third, used MOOE for purchased materials. In order to address the gap or shortages of the Educational Facilities the School Head of Benavista National High School introduced these strategies: First, strengthen linkages and open communication with the alumni and stakeholders for possible donations. Second, looked for other sources by looking for linkages outside Marinduque. Third, used MOOE to purchased materials. Fourth, conducted income generated project to purchase the needed materials. In order to address the gap or shortages of the science laboratory technology
strategies:
the School Head
and access to
of Marinduque National H igh School introduced these
First, strengthened linkages and maintained an open communication with the alumni. Second, they conduct yearly anniversary or reunion for their alumni and this promotes partnership between them. Their alumni always support their needs the evidences are visible with their facilities. Third, scheduled different activities like to promote camaraderie and partnership among its stakeholders. Fourth engaged Alumni in meetings and decision making. Fifth, used MOOE to purchased materials needed. Almost all school do not have sports facilities for educational development and this is due to no available funds. Schools depend only with its stakeholders as it is being enforced to the School Head
as an action to the bloating gap or shortages.
Landy National H ighSchoolintroduced these strategies: 1.
First, Requested from the division office.
2.
Second, sough the support of the stakeholders
In order to address the gap or shortages for the needed workshop the School Head
of
Bognuyan National High School and Buenavista National High School introduced these strategies: In order to address the gap for educational facilities the School Heads
of all the six
schools have implemented the same strategies since they were advised to strengthen partnershipwith the stakeholders.
4.
EFFECTIVENESS OF ACTIONS MADE BY THE SCHOOL HEADS IN ADDRESSING THE GAPS BASED ON TEACHERS PERCEPTION
Table 22. Effectiveness of Actions Made by the School Heads to Comply with the Teachers Gap Actions Made by the School Heads to Comply with the Teachers Gap 1) Requests additional teachers from the Division Office 2) Always persistent to follow up request. 3) Introduces proper projection. 4) Includes the request to the Annual Budget and School Improvement Plan. 5) Revises the School Programs in order to address overlapping of works and schedule. 6) Distributes the excess load to available teachers resulting to overloading. 7) Minimizes the break time to meet the eight periods per day. 8) Takes the item borrowed by other school 9) Maintains the bigger class
Buenavista NHS
Bognuyan NHS
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
MEAN
3.80
3.69
4.18
3.68
4.00
3.20
3.80
Very Effective
3.71
3.23
3.73
3.59
3.58
3.00
3.53
Very Effective
3.69
3.31
4.00
3.52
3.40
3.00
3.51
Very Effective
3.47
3.23
3.70
3.52
3.10
3.20
3.40
Effective
3.44
3.31
3.90
3.33
3.00
3.00
3.35
Effective
3.48
2.69
3.82
3.27
2.82
2.80
3.20
Effective
3.50
3.23
3.50
3.10
3.09
1.80
3.15
Effective
3.60
2.75
3.00
3.28
2.91
3.00
3.09
Effective
2.98
3.00
3.00
2.55
2.86
2.40
2.84
Effective
Effectiveness
size.
Table 22 shows the actions made by the School Heads to comply with the teachers gap.
Data revealed that requesting additional teachers from the Division Office is very effective with aggetivial equivalent of 3.8, while maintaining bigger class size got the lowes registered aggitivial equivalent of 2.84 which is effective. This only proves that under normal condition and in all process, still the needed item or shortage should be address to the Division Office as a standard operating procedures and protocols. At the least the decissio in filling the gap is still vested on the proper appointing authority.
Table 23.
Effectiveness of actions Made by the School Heads to Comply with the Classroom’ Gap. actions Made by the School Heads to Comply with the Classroom’ Gap 1. Coordinates properly with the PTA Officers and members for projects. 2. Includes in the School Improvement Plan and Senior High School Projection Tool for budgeting. 3. Proper coordination with stakeholders thru report and regular PTA meeting and asking 100 % support. 4. Asks the support or donation from of different stakeholders like Philippine Chamber of Commerce and Industries, and government agencies like DPWH and DOLE 5. Requests additional classroom from the Division Office 6. Requests additional classroom from the Division Office thru Parent Teacher Associations. 7. Sends letter and resolution to linkages like private companies in Manila as for possible donations. 8. Distributes the excess load to available classroom resulting to bigger class size. 9. Always follow up request from different companies in Manila. 10. Split or divided two classrooms
Buenavista NHS
Bognuyan NHS
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
MEAN
Effectiveness
3.83
3.62
4.30
4.27
3.91
3.40
3.99
Very Effective
3.87
3.54
4.36
4.00
3.64
4.20
3.90
Very Effective
3.85
3.54
4.27
4.05
3.64
3.00
3.83
Very Effective
3.36
3.23
3.91
3.73
3.45
4.20
3.82
Very Effective
3.52
3.38
3.09
3.55
3.36
3.40
3.40
Effective
3.71
3.25
3.00
3.45
3.55
3.25
3.35
Effective
3.35
3.23
2.91
3.45
3.45
2.80
3.24
Effective
3.53
2.92
3.36
3.27
2.91
3.20
3.20
Effective
3.26
3.00
2.64
3.00
3.09
2.60
2.94
Effective
2.96
2.92
3.00
2.38
2.60
1.40
2.62
Effective
Table 23 shows the actions made by the School Heads to comply with the Classroom’
Gap. Data revealed that coordinating properly with the PTA officers and member for projects
registerd as Very Effective with aggetivial equivalent of 3.99, while Spliting or dividing two classrooms got the lowes registered aggitivial equivalent of 2.62 which is effective. This only implies that Parent Teacher Association plays an important role in School development programs. They immediately act or give remed y on problems. Splitting or dividing classroom into two has the lowest equivalent rate since it has a negative effect on the learners.
Table 24. Effectiveness of Actions Made by the School Heads to Comply with the Textbook Gap. Actions Made by the School Heads to Comply with the Textbook Gap. 1. Appropriate and give enough school supplies like manila paper, marker and ink, paper, pencil and other needed materials as support to the teachers to use substitute 2. Allows teachers to use the photocopier in the school to have additional copies of learning materials 3. Allows teachers to search online based on the curriculum guide, utilizing their own internet connection and printer donated by the alumni. 4. Encourages students to photocopy the learning materials or module if needed. 5. Allows teachers to use the available copies issued by DEPED and acquire additional photo copies as projects of students 6. Supports the used of multimedia tools and equipment in the classrooms. 7. Supports teachers to use Manila Paper or blackboard to copy important information from the teacher’s guide. 8. Motivates teachers and students towards independent learning by giving advance topics to their students as assignment. 9. Supports the concepts of diversity among learners by the used of multimedia tools and equipment in the classrooms and other learning activities suited
Buenavista NHS
Bognuyan NHS
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
MEAN
Effectiveness
4.01
3.77
4.00
4.05
3.91
4.20
3.97
Very Effective
3.60
3.08
4.00
4.18
3.64
3.60
3.76
Very Effective
3.77
2.92
3.55
4.86
3.00
3.00
3.73
Very Effective
3.73
3.00
4.18
4.09
3.55
3.00
3.72
Very Effective
3.74
3.15
4.09
4.05
3.55
3.20
3.70
Very Effective
3.83
3.31
4.00
3.90
3.36
3.25
3.69
Very Effective
3.75
3.33
3.64
3.77
3.45
3.40
3.61
Very Effective
3.80
3.31
3.82
3.77
3.45
3.00
3.59
Very Effective
3.69
3.46
4.09
3.45
3.55
2.80
3.54
Very Effective
for learners. 10. Strengthen linkages to different stakeholders for other possible book donors. 11. Asks the help of Children International for donations of books as reference materials 12. Motivates and acknowledges the initiative of the teachers in finding available resources like borrowing materials from other Division and photocopy it. 13. Solicits support from stakeholders to acquire additional reference books.
3.45
3.33
3.64
3.27
3.18
3.00
3.30
Effective
3.58
3.00
3.64
3.23
3.36
3.20
3.29
Effective
3.54
3.25
3.18
3.55
2.73
3.40
3.28
Effective
3.41
3.08
3.36
3.59
3.00
2.80
3.27
Effective
The table 23 shows the actions made by the School Heads to comply with the teacher’s
gap. Data revealed that Appropriating and giving enough school supplies like manila paper, marker and ink, paper, pencil and other needed materials as support to the teachers to use substitute is very effective with aggetivial equivalent of 3.97, while Solicits support from stakeholders to acquire additional reference books.got the lowest registered aggitivial
equivalent of 3.27 which is effective. The result shows that the huge shortages in textbook proves that DEPED cant provide the needed materials due to the different constraints like budget and mode of delivery. This situation initiated the teachers and the school head to used alternative actions. Table 24.
Effectiveness Actions Made by the School Heads to Comply with the Seats Gap. Actions Made by the School Heads to Comply with the Seats Gap. 1. Presents the problems to the stakeholders through meetings and Alumni Homecoming to ask support for the project 2. Requests chairs from DEPED 3. Repairs damaged chairs thru as a project or as a requirement.
Buenavista NHS
Bognuyan
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
MEAN
Effectiveness
3.62
3.54
3.82
3.73
3.55
3.00
3.61
Very Effective
3.61
3.69
3.82
3.68
3.27
3.20
3.59
Very Effective
3.51
3.46
3.45
3.86
3.55
4.00
3.54
Very Effective
4. Repairs some chairs through the assistance of PTA. 5. Requests for additional chairs is included in the Annual Procurement Plan 6. Borrows chairs from other school
3.45
3.38
3.45
3.52
3.45
2.60
3.41
Effective
3.64
3.23
3.50
3.62
2.82
3.20
3.35
Effective
3.13
2.42
2.70
2.19
2.45
2.40
2.48
Somewhat Effective
The table 24 shows the actions made by the School Heads to comply with the teachers
gap. Data exposed that presenting the problems to the stakeholders through meetings and Alumni Homecoming to ask support for the project is very effective with aggetivial equivalent
of 3.61, while Borrows chairs from other school got the lowest registered aggitivial equivalent of 2.48 which is somewhat effective. The data affirmed that the Stakeholders like Alumni as proven by experience play partners in achieving the goal or projects in every public school. Borrowing chairs form other school is considered somewhat effective since it is not practiced by the school heads and not long time or permanent solution to the gap.
Table 25 Effectiveness of Actions Made by the School Heads to Comply with the Sanitation Facility Gap. Actions Made by the School Heads to Comply with the Sanitation Facility Gap. 1. Presents the problems to the PTA through meetings and request to them as their project. 2. Presents the problems to the Alumni and asked for possible donations 3. Charges materials and labor from MOOE 4. Uses income from Canteen to buy the appropriate materials for sanitation facility
Buenavista NHS
Bognuyan
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
MEAN
3.70
3.62
3.82
3.91
3.64
3.60
3.74
Very Effective
3.56
3.46
3.64
3.82
3.64
3.40
3.60
Very Effective
3.71
3.15
3.55
3.59
3.45
3.20
3.47
Effective
3.16
2.92
3.45
3.29
2.91
2.60
3.13
Effective
Effectiveness
Table 25 shows the actions made by the School Heads to comply with the Sanitation
Facility Gap. Data exposed that presenting the problems to the stakeholders through meetings and Alumni Homecoming to ask support for the project is very effective with aggetivial equivalent of 3.74, while Uses income from Canteen to buy the appropriate materials for sanitation facility got the lowest registered aggitivial equivalent of 3.13 which is effective. The data strongly implies that the Stakeholders like Alumni as proven by experience play partners in achieving the goal or projects in every public school. In almost all schools their sanitation facilities were basically from donations of alumni and parents.
Table 26. Actions Made by the School Heads to Comply with the Computer Laboratory Gap. Actions Made by the School Heads to Comply with the Computer Laboratory Gap. 1. Makes the necessary preparations to have computer laboratory for the incoming sets of computer 2. Request computers to support ICT Integration from different Local Government and other National Government Agencies 3. Used the old computer laboratory as the counterpart of the school. 4. Provides short but meaningful hands-on exercises by using relevant and up to date software such as Power Director and others. 5. Divides the TLE subjects class into two groups to maintain 1:1 ratio of student to computer inside the lab 6. Offer Computer subjects for all Grade 9 and Grade 10 students to ensure that all students are ICT Literate before going to College 7. Uses the computer fee for the maintenance and other expenses related to ICT maintenance. 8. Selected students like Science Class were only given Computer subjects
Buenavista NHS
Bognuyan NHS
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
MEAN
Effectiveness
4.22
3.67
4.30
3.55
4.00
3.40
3.92
Very Effective
4.11
3.50
3.90
3.36
3.95
3.20
3.76
Very Effective
4.00
3.50
3.78
3.36
3.60
3.20
3.60
Very Effective
4.11
3.42
3.67
3.36
3.53
3.20
3.58
Very Effective
3.78
3.17
4.10
2.64
3.00
3.88
3.25
Effective
3.78
3.17
3.63
3.25
2.75
4.0
3.23
Effective
3.56
3.58
3.20
2.45
3.14
3.00
3.16
Effective
3.67
2.92
2.63
2.00
2.61
1.80
2.70
Effective
Table 26 shows the actions made by the School Heads to comply with the computer
laboratory gap. Data exposed making the necessary preparations to have computer laboratory for the incoming sets of computer is very effective with aggetivial equivalent of 3.74, while Selecting students to be given Computer subjects got the lowest registered aggitivial equivalent
of 3.13 which is effective. The data strongly implies that the Stakeholders and partnership is also the main source of computer facility. The preparation of computer laboratory and the acquisition of computer units will not be possible without strong linkages to the Stakeholders. PTA addresses issues that are important to parents and public school administrators. We fight for full funding, quality teachers, and capabilities for schools to thrive. Regarding alumni experiences, prior research has revealed that university legacies, alumni who have family members who have also graduated from their alma mater, are good donor prospects (Okunade and Berl, 1997; Wunnava and Lauze, 2001; Clotfelter, 2003a; Holmes, 2008). After graduating, alumni who attend university events more frequently, specifically reunions, are also more likely to contribute financially compared to alumni who are not as frequently involved The information gathered also proves that the the National budget is not enough to cater the ICT needs of the schools. Table 27. Actions Made by the School Heads to Comply with the Science Laboratory Gap Actions Made by the School Heads to Comply with the Science Laboratory Gap 4. Solicits donations from different Stakeholders like Alumni 5. Uses MOOE fund to purchase the needed construction materials for the science lab. 6. Uses the excess room as the target Science Laboratory
Buenavista NHS
Bognuyan NHS
Landy NHS
Marinduque NHS
Matuyatuya NHS
Mogpog NCHS
MEAN
Effectiveness
3.67
3.67
3.90
3.27
4.00
2.60
3.70
3.56
3.42
3.67
3.55
3.86
3.20
3.65
Very Effective Very Effective
3.56
3.25
3.75
3.27
3.71
3.60
3.29
Effective
Table 27 shows the actions made by the School Heads to comply with the computer
laboratory gap.
Data exposed that Soliciting donations from different Stakeholders like Alumni is very effective with aggetivial equivalent of 3.70, while Uses the excess room as the target Science registered aggitivial aggitivial equivalent of 3.29 which is effective. Laboratory got the lowest registered Table 28 Actions Made by the School Heads to Comply with the Gap in Sports Facilities and Equipment at
Actions si
n a
u
u N
u
v
q
y e
S B
N
H u
g
S B
N
H o
n
inr L
p
S
N
ivt
M
e
o C
E f
o y ut S M
N
H N a
a
e g
a S
d
n
tu
d y
n
e y
H a
n
a
S
a H
M
s s c
A H
g N
ef E M
1. Uses MOOE fund to purchase the 3.34 3.42 3.45 3.68 3.70 3.25 3.49 Effective needed sports materials 2. Solicits donation from different Stakeholders a. PTA 3.29 3.42 3.33 3.86 3.14 3.00 3.46 Effective b. Alumni 3.04 3.42 3.50 3.65 3.25 2.75 3.36 Effective c. Municipal (LGU) 3.17 3.25 3.33 3.47 3.13 3.00 3.25 Effective d. NGO 2.98 3.25 3.33 3.26 2.75 3.00 3.11 Effective e. Private Individual 3.07 3.25 2.60 3.17 2.86 2.67 3.00 Effective Table 28 pertains to the actions made by the School Heads to comply with the sports
facilities and equipment gap.
Data exposed Uses MOOE fund to purchase the needed n eeded sports materials is very effective with aggetivial equivalent of 3.49 while soliciting donation from private individual got the lowest registered registered aggitivial equivalent of 3.00 which is effective.
Table 29. Actions Made by the School Heads to Comply with the Gap in Music Room at n v
y
Actions Made by the School Heads to Comply with the Gap in Music Room
u N
u
e
S B
N
3.61
3.58 3.41 3.54 3.45 2.67
y
n
n H
S B
N
o
2.92
3.00 3.08 3.25 3.33 2.69
r a L
a N
ut H
n H
S
a M
3.64
3.57
3.64 3.36 3.18 3.64 2.00
3.23 3.59 3.55 3.27 2.58
e
N
p
S
N
ivt
o C
E f
o
y S
e g
a
ni d
g
n
ut d
u a
e y
q
a
u
Uses MOOE fund to purchase the needed sports materials Solicits donation from different Stakeholders PTA Alumni Municipal (LGU) NGO Private Individual
S H
si
H M
3.27
3.36 3.00 2.73 3.18 2.78
a
H M
3.40
3.20 2.80 3.40 3.00 2.00
s s c
A
g N
M
3.41
3.30 3.29 3.28 3.27 2.45
ef E
Effective
Effective Effective Effective Effective Somewhat Effective
Table 29 provides the data on the actions made by the School Heads to comply with the
sports music room gap.
Data exposed Uses MOOE fund to purchase the needed sports materials is effective with aggetivial equivalent of 3.41 while soliciting donation from private individual got the lowest registered aggitivial equivalent of 2.45 which is effective. Table 30. Actions Made by the School Heads to Comply with the Gap in Arts Room is
Actions Made by the School Scho ol Heads to Comply with the Gap in Arts Room
S e N
u H
n B
Used MOOE fund to purchase the needed materials Solicits donation from different Stakeholders like PTA Alumni Municipal (LGU) NGO Private Individual
y
a u
u
S
ut N
y
n
S
inr
L
N
M
a
v
N
at
n
y
g B
n
d H
o
S
g
e
tu N
g
a
H
a q
M
e
a H
d
S
u
o S
N
a a
o C
E
y
ivt
p
H
c
M
s
A H N
M
fef s E
e n
3.13
3.31
3.22
3.55
3.27
2.75
3.28
Effective
2.72 2.95 2.66 2.74 2.67
3.00 2.85 3.08 2.62 2.69
3.17 3.00 3.00 3.00 2.00
3.20 3.19 2.95 3.00 2.58
3.22 3.11 2.89 2.67 2.78
2.50 2.50 2.50 2.50 2.00
3.02 2.98 2.88 2.77 2.55
Effective Effective Effective Effective Effective
Table 30 contains the results of actions made by the School Heads to comply with the
gap in arts room.This shows that using MOOE fund to purchase the needed sports materials is very effective with aggetivial equivalent of 3.28 while soliciting donation from private individual got the lowest registered aggitivial equivalent of 2.55 Table 21. Actions Made by the School Heads to Comply with the Gap in Workshops Actions ss e a S e at u y ne na H q u si t u g N vi y a va d o S N u t y y n p ce n S ir S ne S u d A S g H t g n ff a a o E H H H H C u o a B N B N L M N M N M N M E 2. Used MOOE fund to purchase 3.67 3.50 3.50 3.27 3.67 2.75 3.53 Very Effective the needed materials
Solicits donation from different Stakeholders like f. PTA 3.38 3.25 3.40 g. Alumni 3.29 3.17 3.60 h. Municipal (LGU) 3.43 3.08 3.40 i. NGO 3.00 3.25 3.40 j. Private Individual 3.13 3.17 3.00
3.11 3.22 2.67 2.89 2.78
3.40 3.37 3.11 3.05 3.00
2.50 2.50 2.50 2.50 2.00
3.30 3.29 3.09 3.09 3.04
Effective Effective Effective Effective Effective
Sc hool Heads to comply with the Table 21 contains the results of actions made by the School gap workshops. The data revealed that Uses MOOE fund to purchase the needed sports materials is very effective with aggetivial equivalent of 3.53 while soliciting donation from private individual got the lowest registered registered aggitivial equivalent of 3.04 which is effective. Based on the survey result the school MOOE is being utilized to procure the needed materials and truly serve its purpose but the amount is not enough to fill the entire gap. Even thou the used MOOE perceived as effective it is still constrained due to some limitations like the maximum amount of materials or tools to be purchased should not exceed 10,000 php. In general despite of the existing gaps, the perception of the teachers was mostly very effective since the actions took placed and implemented. According to the respondents the reasons of the high rate were that the problems were addressed even though the main problems were not fully solved. Teacher’s commitments to provide service are very high because they are
willing to sacrifice in order to address the gap. For them the the actions provided are are better than to wait for additional teachers, supplies or budget to arrive.
CHAPTER FIVE 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations based on the data analyzed in the previous chapter. Some limitations have been identified. SUMMARY OF THE FINDINGS
This study is conducted to determine Status of compliance of six selected Secondary Schools in the Division of Marinduque when relates to RA 10533 Rule IX, Section 14 also known as Mandatory Evaluation and Review
It aims to determine the result of the of assessment about the Status of compliance of six selected schools in relation to Mandatory Review provisions as to the actual, standard and gap per teachers, classrooms, textbooks, seats, toilets other learning facilities including, computer and science laboratories, libraries and library hubs, and sports, music, arts and workshops needs. The results exposed that there were enormous gaps in all provisions except library and library hub. In spite of the fact that each school meets the standard number of library required but the regular manpower such as librarian and other materials were not met. Actions Made by the School Heads to Comply with the GAP
Teachers 1. For the actions made by the School Heads to comply with the teachers data revealed that requesting additional teachers from the Division Office is very effective.
Classroom 2. For the actions made by the School Heads to comply with the Classroom’ Gaprevealed that coordinating properly with the PTA officers and member for projects registered as Very Effective.
Textbook 3. For the actions made by the School Heads to comply with the textbookgap revealedthat appropriating and giving enough school supplies like manila paper, marker and ink, paper, pencil and other needed materials as support to the teachers as substitute learning materials registered as very effective.
Seats 4. For the actions made by the School Heads to comply with the seats gap, presenting the problems to the stakeholders through meetings and Alumni Homecoming to ask support for the project is found to be very effective.
Sanitation F acilities 5. Among the actions made by the School Heads to comply with the Sanitation Facility Gap. Data exposed that presenting the problems to the stakeholders through meetings and Alumni Homecoming to ask support for the project is very effective.
Learning F acilities 6. The study shows that among the actions made by the School Heads to comply with the
different learning facilities like laboratories, libraries and library hubs, sports room, music room, arts room and workshops needs, presenting the problems to the stakeholders through meetings and Alumni Homecoming to ask support for the project revealed as very effective. In almost all schools their sanitation facilities were basically from donations of alumni and parents.
CONCLUSION
The result of assessment about the leveStatusl of compliance of selected schools when relate to Mandatory Review provisions as to the actual, standard and gap per Teachers classrooms, textbooks, seats, sanitation facilities, other learning facilities including, computer and science laboratories, libraries and library hubs, and sports, music, arts and workshops needs including actions made by the school heads in addressing the gaps are found to be inadequate.
RECOMMENDATION
In view of the conclusion drawn from the findings of this study, the following recommendations are offered:
Administrator The gaps in different provision must be address properly. The School Heads may direct the concerns or problems to the proper authority and may strengthen its linkages to the different stakeholders like Parents Teacher Association, alumni and Local Government Unit. Public information may be one of the actions to the enormous gaps among all provision. If they have suggestion and clarification, they may give factual information especially to the parents and alumni which maybe one of the best source of donations.
Teachers In order to address or solve the gaps especially in facilities and equipment the teachers may also support the aim of the school by tapping alumni parents and other stakeholder for possible donations. Teacher’sawareness about the Status of Compliance of implementation
particularly about the updates of the curriculum offering maybe necessary since they serve as the battery of the program. Their awareness may help them to get ready and make possible adjustments as early as possible.
Stakeholders and other Partners Promotion of BAYANIHAN spirit maybe requested or urged from stakeholders and partners. The given gaps in the different provision may serve as an information vehicle to achieve the common goal and that is to promote quality education among the youth or future labor force.
The information’s and findings on this study may be published for public information
that may lead to awareness and involvement specially parents other stakeholders and DEPED employees. The educational system in the Philippines is not a standalone body. The success of the new curriculum lies in the hands of everyone. Linkagesmay play an important part in the success of the curriculum it is one of the best alternative in bloating shortages in the implementation of K to 12 Curriculum.
F or F uture Researchers The future researchers may conduct a study regarding the actual implementation of the K to 12 Enhance Basic Education Curriculum particularly on the same Status of Compliance after two years of the first implementation or after the first batch of graduates of Senior High School Program. They may facilitate a study on how to address the right tracking of courses base on the interest of student, needs of the different agencies, local and global institutions, and capacity of the school.
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Appendix A. Letter to the School Division Superintendent
Appendix B. Questionnaire for Actual, standard and interventions made by the School heads to comply with the gap Name of School Head: ____________ Actual
School: ________________________________
Standard
Gap
Interventions
1. Teachers 2. Classrooms 3. Textbooks/Teaching Learning Materials
4. Chairs 5. Toilets 6. Water And Sanitation 7. Functional Hand Washing Facilty 8. Computer Lab 9. Science Lab 10. Library 11. Music Room 12. Arts Room 13. Workshop Needs 14. Sports Facility
Sports Facility (Please Check if Available) Volleyball Court Softball Diamond Baseball Diamond Jumping Pit Basketball Court
A standard track oval with a distance of 400 meters or less
Suggestions:
Swimming Pool Taekwondo Archery Boxing Dart
Arnis
Sepak Takraw Badminton Table tennis Others____________ Gymnastics Floor Area
Appendix C. Questionnaire for Teachers perception for the affectivity of actions made to comply with the gap Name: ___________________________________School: ____________________________Position_____________ Actions made by the School Heads to comply with the teachers’ gap.
Highly Effective
Very Effective
Effective
Somewhat Effective
Ineffective
Highly Effective
Very Effective
Effective
Somewhat Effective
Ineffective
Highly Effective
Very Effective
Effective
Somewhat Effective
Ineffective
1. Always persistent to follow up request. 2. Distributes the excess load to available teachers resulting to o verloaded teachers and bigger class size. 3. Includes the request to the annual budget and annual pro curement plan. 4. Introduces proper projection and follow up request from the Division Office, 5. Maintains the bigger class size. 6. Minimizes the break time to meet the eight periods per day. 7. Requests additional teachers from the Division Office 8. Revises the School Programs in order to address overlapping of works and schedule. 9. Takes the item borrowed by other school Actions made by the School Heads to comply with the classroom’ gap. Solicits support from stake holders like Philippine Chinese Chambers of Commerce. Includes in the school improvement plan and Senior High School Projection Tool. Distributes the excess load to available classroom resulting to b igger class size. Requests additional classroom from the Division Office thru Parent Teacher Associations Sends letter and resolution to linkages like private companies in Manila as for possible donations. Always follow up request from different companies in Manila. Split or divided two classrooms Asks the support of different stakeholders like Philippine Chamber of Commerce and Industries, DPWH and DOLE. Requests additional classroom from the Division Office thru Parent Teacher Associations. Proper coordination with stakeholders thru report and regular PTA meeting and asking 100 % support. Coordinates properly with the PTA Officers. Actions made by the School Heads to comply with the Textbooks gap. Supports the used of multimedia tools and equipment in the classrooms. Allows teachers to use the photocopier in the school to have additional copies of learning materials Allows teachers to search online based on the curriculum guide, utilizing their own internet connection and printer donated by the alumni. Allows teachers to use the available copy issued during the training and a few copies delivered from DEPED. Motivates teachers and students towards independent learning by giving advance topics to their students as assignment. Supports teachers to use Manila Paper or blackboard to copy important information from the teacher’s guide. Supports teachers to use Manila Paper by giving them enough sch ool supplies like manila paper, marker and ink, paper, pencil e tc. Supports the concepts of diversity among learners by the used of multimedia tools and equipment in the classrooms and other learning activities suited for learners. Avails hard copy for teachers and request photo copies for the students. Encourages students to photocopy the learning materials or module if needed. Motivates and acknowledges the initiative of the teachers in finding available resources like borrowing materials from other Division and photocopy it. Solicits support from NGO to acquire additional reference books. Strengthen linkages to different stakeholders for other possible donors.
Actions made by the School Heads to comply with the Seats gap.
Highly Effective
Very Effective
Effective
Somewhat Effective
Ineffective
Actions made by the School Heads to comply with the Sanitation Facility Gap. Presents the problems to the PTA through meetings and request to them as their project. Presents the problems to the Alumni and asked for possible dona tions Charges materials and labor from MOOE Uses income from Canteen to appropriate sanitation
Highly Effective
Very Effective
Effective
Somewhat Effective
Ineffective
Actions made by the School Heads to comply with the Computer Laboratory Gap. Solicits support from different LGU and other National Government Agencies Makes the necessary preparations to have computer laboratory for the incoming sets of computer. Used the old computer laboratory as the counterpart of the school. Uses the computer fee for the maintenance and other expenses related to ICT maintenance. Provides short but meaningful hands-on exercises by using relevant and up to date software such as Power Director and others. Divides the TLE subjects class into two groups to maintain 1:1 ratio of student to computer inside the lab Offers Computer subjects for Grade 9 and Grade 10 only Computer subjects were only offered for Science Class
Highly Effective
Very Effective
Effective
Somewhat Effective
Ineffective
Actions made by the School Heads to comply with the Science Laboratory Gap Solicits donation from different Stakeholders like Alumni Realigns MOOE fund to purchase the needed construction materials for the science lab. Uses the excess room as the target Science Laboratory
Highly Effective
Very Effective
Effective
Somewhat Effective
Ineffective
Borrows chairs from other school Requests for additional chairs is included in the Annual Procurement Plan Presents the problems to the stakeholders through meetings and Alumni Homecoming. Repairs damaged chairs thru as a p roject or as a requirement. Repairs some chairs through the assistance of PTA. Requests chairs from DEPED Uses the income from the canteen to buy other needs of the school such as chairs.
Actions made by the School Heads to comply with the Gap Sports Facilities and Equipment
Highly Effective
Very Effective
Effective
Somewhat Effective
Ineffective
Highly Effective
Very Effective
Effective
Somewhat Effective
Ineffective
Solicits donation from different Stakeholders Uses MOOE fund to purchase the needed sports materials Solicits donation from different Stakeholders like a Municipal (LGU) b Alumni c PTA d NGO e Private Individual
Actions made by the School Heads to comply with the Gap n Music Room, Arts Room, Workshop Solicits donation from different Stakeholders Uses MOOE fund to purchase the needed sports materials Solicits donation from different Stakeholders like a Municipal (LGU) b Alumni c PTA d NGO e Private Individual
Appendix D. Project Proposal for Urinals PROJECT PROPOSAL FOR WATERLESS URINALS I.
II.
PROJECT DESCRIPTION Project Title: Type of Project: Project Beneficiaries: Budget Requirement:
(Waterless Urinals) Health and Sanitation Students and Community 20, 000.00 php
BACKGROUND/SITUATION ANALYSIS In the concluded study about Status of Compliance of RA 10533 (Enhanced Basic Education Act of 2013) Rule IX, Section 14 also known as Mandatory Evaluation and Review it was found out that among the highest gap rate were workshops, sports facilities music room, arts room and sanitation facilities. Among these provisions it is evident that Urinals is indeed on of the problems that needs to resolve.
An education facility plays an important role in the life of students. School Sanitation and Hygiene Education (SSHE) is a very attractive issue not only from the political but also from a social perspective. It is based on the premise that children have a right to basic facilities such as school toilets, safe drinking water, clean surroundings and information on hygiene. If these conditions are created, children come to school, enjoy learning, learn better and take back to their families concepts and practices on sanitation and hygiene. In this way, investment in education is more productive. Such conditions have an even greater positive outcome for girls who often stay away from or drop out of schools which do not have toilet facilities. In most cases sanitation facilities problem always goes with the ample water supply. Hence this proposal suggest for the use of Waterless Urinals. The project is one such solution for schools especially for low or no water supply. This concept links human waste to food security, recognizing the value of treated human waste for fertilizer or it is an efficient way to harness these resources. The collected urine, simply needs about a month of storage before application to consumable crops. III.
1. 2. 3.
PROJECT OBJECTIVES Provide School Hygiene Education among students. Promote the use of organic fertilizer Provides practicum for Housekeeping Training
IV.
DESIRED IMPACT AND OUTCOME OF THE PROJECT The project will not only promote sanitation but most importantly it will promote an eco-friendly environment. The project may lead to other researches for Senior High school Program with the other uses or benefits of urine products or human waste. Researches on how to build or create their own proto type of Waterless sanitation facilities The organic fertilizer from urine can be shared in the community for trial or other researches with regards to food production.
V.
IMPLEMENTING GROUP Parents Teacher Association
VI.
PROJECT WORK PLAN PHASES OF THE PROJECT (DATE)
I.
Orientation and Planning
II. Construction (as Part of Brigada Eskwela) III. Training for students
ACTIVITIES
PERSON IN CHARGE
Meeting with the PTA Officers PTA Officers and Parents
Myra R. Ramos Rafael Marciano Myra R. Ramos Rafael Marciano
Meeting with the PTA Officers
Myra R. Ramos Rafael Marciano
Proponent:
(SGD) MYRA R. RAMOS MAED Student Images of Proposed Waterless Urinals
RESOURCES NEEDED
LCD Projector and Sound System Construction Supplies
Time Frame
March 2016 April to May 2016 June 8, 2016
Appendix E. Full text of RE PUBL I C A CT NO. 10533 “Enhanced Basic Education Act of 2013″ Republic Act No. 10533 S. No. 3286 H. No. 6643 Republic of the Philippines Congress of the Philippines Metro Manila Fifteenth Congress Third Regular Session Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve. [REPUBLIC ACT NO. 10533] AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013″. SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large. Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one’s self. For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the State shall: (a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards; (b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and (c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource. SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provide the foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and secondary education as well as alternative learning systems for out-ofschool learners and those with special needs.
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education. Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I. Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old. Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively. Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners. For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners. The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level. For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place. SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA). To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations with other national government agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the private and public schools associations, the national student organizations, the national teacher organizations, the parents-teachers associations and the chambers of commerce on matters affecting the concerned stakeholders. The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum: (a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; (b) The curriculum shall be relevant, responsive and research-based; (c) The curriculum shall be culture-sensitive; (d) The curriculum shall be contextualized and global; (e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; (f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available; (g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units. SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative committee chaired by the DepED Secretary or his/her duly authorized representative and with members composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the business chambers such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The consultative committee shall oversee the review and evaluation on the implementation of the basic education curriculum and may recommend to the DepED the formulation of necessary refinements in the curriculum. SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct teacher education and training programs, as specified: (a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet the content and performance standards of the new K to 12 curriculum. The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training. (b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary quality standards for trained teachers. (c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other instructional school leaders shall likewise undergo workshops and training to enhance their skills on their role as academic, administrative and community leaders. Henceforth, such professional development programs as those stated above shall be initiated and conducted regularly throughout the school year to ensure constant upgrading of teacher skills. SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994″, the DepED and priv ate education institutions shall hire, as may be r elevant to the particular subject: (a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education. Qualified LET applicants shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no l onger be required; (b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these graduates possess the necessary certification issued by the TESDA: Provided, further, That they undergo appropriate in-service training to be administered by the DepED or higher education institutions (HEIs) at the expense of the DepED; (c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant B achelor’s degree, and must have satisfactorily served as a full -time HEI faculty; (d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That they teach on part-time basis only. For this purpose, the DepED, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts. SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and
Counselling Act of 2004″, career and employment guidance counsellors, who are not registered and licensed guidance counsellor s, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed; Provided, That they undergo a training program to be developed or accredited by the DepED. SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by or the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be extended to qualified students enrolled under the enhanced basic education. The DepED shall engage the services of private education institutions and non-DepED schools offering senior high school through the programs under Republic Act No. 8545, and other financial arrangements formulated by the DepED and the Department of Budget and Management (DBM) based on the principles of public-private partnership. SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the operationalization of the enhanced basic education program, the initial funding of which shall be charged against the curr ent appropriations of the DepED. Thereafter, the amount necessary for the continued implementation of the enhanced basic education program shall be included in the annual General Appropriations Act. SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade 10 competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities. Modeling for senior high school may be implemented in selected schools to simulate the transition process and provide concrete data for the transition plan. To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof, shall be given priority in hiring for the duration of the transition period. For this purpose, the transition period shall be provided for in the implementing rules and regulations (IRR). SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12 Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the implementation of this Act. The Oversight Committee shall be composed of five (5) members each from the Senate and from the House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses. The membership of the Committee for every House shall have at least two (2) opposition or minority members. SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed. The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) com pletion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts. SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per capita spending on education towards the immediate attainment of international benchmarks. SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the rules and regulations needed for the implementation of this Act. SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same shall not affect the validity and effectivity of the other provisions hereof. SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act of 1982″, Republic Act No. 9155 o r the “Governance of Basic Education.
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and regul ations contrary to or inconsistent with the provisions of this Act are hereby repealed or modified accordingly. SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers of general circulation. . IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC EDUCATION ACT OF 2013 Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor an d for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013,” approved on May 15, 2013, and which took effect on June 8, 2013, the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA), hereby issue the following rules and regulations to implement the provisions of the Act. RULE I. GENERAL PROVISIONS Section 1. Title. These rules and regulations shall be referred to as the Implementing Rules and Regulations (IRR) of the “Enhanced Basic Education Act of 2013” (Republic Act No. 10533). Section 2. Scope and Application. The provisions of this IRR shall primarily apply to all public and private basic educational institutions and learning centers. This IRR shall also apply to Higher Education Institutions (HEIs), Technical-Vocational Institutions (TVIs), duly recognized organizations acting as Teacher Education Institutions (TEIs), and foundations. Section 3. Declaration of Policy. This IRR shall be interpreted in light of the Declaration of Policy found in Section 2 of the Act. Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean or be understood as follows: (a) Act refers to Republic Act No. 10533, entitled “ An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.” (b) Learning Center refers to a physical space to house learning resources and facilities of a learning program for out-of-school youth and adults. It is a venue for face-to-face learning activities and other learning opportunities for community development and improvement of the people’s quality of life. This may also be referred to as “ Community Learning Center” authorized or recognized by the DepEd. (c) Learner refers to a pupil or student, or to a learner in the alternative learning system. (d) Mother Language or First Language (L1) refers to the language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place. (e) Non-DepEd Public School refers to a public school offering basic education operated by an agency of the national government other than the DepEd, or by a local government unit. Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education is intended to meet basic learning needs which provides the foundation on which subsequent learning can be based. It encompasses kindergarten, elementary, and secondary education as well as alternative learning systems for out-of-school learners and those with special needs under Section 8 of this IRR. Section 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant to Section 4 of the Act, the enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education. The enhanced basic education program may likewise be delivered through the alternative learning system.
Kindergarten Education is the first stage of compulsory and mandatory formal education which consists of one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade 1. Elementary Education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old. Secondary Education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively. The DepEd may allow private educational institutions flexibility in adopting the program provided that t hey comply with the DepEd-prescribed minimum standards consistent with the Act. Section 7. Compulsory Basic Education . It shall be compulsory for every parent or guardian or other persons having custody of a child to enroll such child in basic education, irrespective of learning delivery modes and systems, until its completion, as provided for by existing laws, rules and regulations. Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act, inclusiveness of enhanced basic education shall mean the implementation of programs designed to address the physical, intellectual, psychosocial, and cultural needs of learners, which shall include, but shall not be limited to, the following: 8.1. Programs for the Gifted and Talented. These shall refer to comprehensive programs for the gifted and talented learners in all levels of basic education. 8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive programs designed for learners with disabilities which may be home-, school-, center- or community-based. 8.3. Madrasah Program. This shall refer to the comprehensive program using the Madrasah curriculum prescribed by the DepEd, in coordination with the Commission on Muslim Filipinos, for Muslim learners in public and private schools. 8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that supports education initiatives undertaken through formal, non-formal, and informal modalities with emphasis on any of, but not limited to, the key areas of: Indigenous Knowledge Systems and Practices and community history; indigenous languages; Indigenous Learning System (ILS) and community life cycle-based curriculum and assessment; educational goals, aspirations, and competencies specific to the Indigenous Cultural Community (ICC); engagement of elders and other community members in the teaching-learning process, assessment, and management of the initiative, recognition and continuing practice of the community’s ILS; and the rights and responsibilities of ICCs. 8.5. Programs for Learners under Difficult Circumstances. This shall refer to the timely and responsive programs for learners under difficult circumstances, such as, but not limited to: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement, or disasters; child abuse and child labor practices. Section 9. Acceleration. Acceleration of learners in public and private basic educational institutions shall be allowed, consistent with DepEd rules and regulations. RULE II. CURRICULUM Section 10. Basic Education Curriculum Development. In the development of the Basic Education Curriculum, the DepEd shall be guided by the following: 10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall formulate the design and details of the enhanced basic education curriculum. The DepEd shall work with the CHED and TESDA to craft harmonized basic, tertiary, and technical-vocational education curricula for Filipino graduates to be locally and globally competitive. 10.2. Standards and Principles. The DepEd shall adhere to the following standards and principles, when appropriate, in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; (b) The curriculum shall be relevant, responsive and research-based; (c) The curriculum shall be gender- and culture-sensitive; (d) The curriculum shall be contextualized and global; (e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; (f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already know proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available. For this purpose, MTB-MLE refers to formal or non-formal education in which the learner’s mother tongue and additional languages are used in the classroom; (g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and (h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. 10.3. Production and Development of Materials. The production and development of locally produced teaching and learning materials shall be encouraged. The approval of these materials shall be devolved to the regional and division education unit in accordance with national policies and standards. 10.4. Medium of Teaching and Learning . Pursuant to Sections 4 and 5 of the Act, basic education shall be delivered in languages understood by the learners as language plays a strategic role in shaping the formative years of learners. The curriculum shall develop proficiency in Filipino and English, provided that the first and dominant language of the learners shall serve as the fundamental language of education. For Kindergarten and the first three years of elementary education, instruction, teaching materials, and assessment shall be in the regional or native language of the learners. The DepEd shall formulate a mother language transition program from the mother/first language to the subsequent languages of the curriculum that is appropriate to the language capacity and needs of learners from Grade 4 to Grade 6. Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level. 10.5. Stakeholder Participation. To achieve an enhanced and responsive basic education curriculum, the DepEd shall undertake consultations with other national government agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), private and public schools associations, national student organizations, national teacher organizations, parents-teachers associations, chambers of commerce and other industry associations, on matters affecting the concerned stakeholders. Section 11. Curriculum Consultative Committee. Pursuant to Section 6 of the Act, a Curriculum Consultative Committee shall be created, to be chaired by the DepEd Secretary or his/her duly authorized representative, and with members composed of, but not limited to, a representative each from the CHED, TESDA, DOLE, PRC, the Department of Science and Technology (DOST), and a representative from business chambers such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The Consultative Committee shall oversee the review and evaluation of the implementation of the enhanced basic education curriculum and may recommend to the DepEd the formulation of necessary refinements in the curriculum. RULE III. TEACHER QUALIFICATIONS, TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT Section 12. Teacher Education and Training. To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepEd, CHED, and TESDA shall conduct teacher education and training programs, in collaboration with relevant partners in government, academe, industry, and non-governmental organizations. Such professional development programs shall be initiated, conducted and evaluated regularly throughout the year to ensure constant upgrading of teacher skills. Teacher education and training programs shall include, but shall not be limited to:
12.1. In-service Training on Content and Pedagogy. DepEd teachers who will implement the enhanced basic education curriculum but have not undergone pre-service education that is aligned with the enhanced basic education curriculum shall be trained to meet the content and performance standards of the enhanced basic education curriculum. The DepEd shall ensure that private educational institutions shall be given the opportunity to avail of such training. 12.2. Training of New Teachers. New graduates of the Teacher Education curriculum not aligned with the enhanced basic education curriculum shall undergo additional training, upon hiring, to upgrade their competencies and skills to the content and performance standards of the new curriculum. Furthermore, the CHED, in coordination with the DepEd and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these TEIs will meet the necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in coordination with the DepEd, CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations meets the necessary quality standards for tr ained teachers. For purposes of this subparagraph, the term “duly recognized organizations acting as TEIs” refers to organizations, other than schools or HEIs, contracted out by the DepEd during the transition and for a fixed period, to provide teacher training for purposes of retooling the graduates of the Teacher Education curriculum, and only in such areas where there is a shortage of trained teachers. 12.3. Training of School Leadership. Superintendents, principals, subject area coordinators, and other instructional school leaders shall likewise undergo workshops and training to enhance their skills on their roles as academic, administrative, and community leaders. 12.4. Training of Alternative Learning System (ALS) Coordinators, Instructional Managers, Mobile Teachers, and Learning Facilitators. ALS coordinators, instructional managers, mobile teachers, and learning facilitators shall likewise undergo workshops and training to enhance their skills on their roles as academic, administrative, and community leaders. Section 13. Hiring of Other Teachers. Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994 ,” the DepEd and private educational institutions shall hire, as may be relevant to the particular subject: 13.1. Graduates of science, mathematics, statistics, engineering, music and other degree courses needed to teach in their specialized subjects in elementary and secondary education with shortages in qualified applicants who have passed the Licensure Examination for Teachers (LET). They shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations; Provided , That they pass the LET within five (5) years after their date of hiring; Provided, further , That if such graduates are willing to teach in basic education on part-time basis, the provisions of LET shall no longer be required. The term “foundations,” as used in this section, refers to non-stock, non-profit organizations, which are not operating as educational institutions, contracted out by the DepEd for a fixed period, to provide volunteers to teach in basic education in areas where there is a shortage of qualified teachers. The DepEd shall issue the guidelines and procedures for selection and eligibility of these organizations. 13.2. Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education; Provided, That these graduates possess the necessary certification issued by TESDA; Provided, further , That they undergo appropriate in-service training to be administered by the DepEd or HEIs at the expense of the DepEd. The DepEd shall provide administrative support to private educational institutions for the in-service training of their teachers on the enhanced basic education curriculum. 13.3. Faculty of HEIs to teach in their general education or subject specialties in secondary education; Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full -time HEI faculty; 13.4. The DepEd and private educational institutions may hire practitioners, with expertise in the specialized learning areas offered by the enhanced basic education curriculum, to teach in the secondary level: Provided, That they teach on part-time basis only. For this purpose, the DepEd, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts. RULE IV. PRIVATE EDUCATIONAL INSTITUTIONS Section 14. Reasonable Supervision and Regulation. As a matter of policy laid down in Article XIV, Section 5(1) of the 1987 Philippine Constitution, the State recognizes the complementary roles of public and private institutions in the educational system and shall exercise reasonable supervision and regulation of all educational institutions.
Section 15. Issuance and Revocation of Permits and/or Recognition of Private Senior High Schools. The DepEd shall regulate the offering of senior high school in private educational institutions. Private educational institutions may only offer senior high school when so authorized by the DepEd. The DepEd shall prescribe the guidelines on the issuance and revocation of permits and/or recognition of senior high schools. Section 16. Specializations in Private Senior High School. Private educational institutions may offer specializations in senior high school that are essential to the economic and social development of the nation, region or locality. Local planning in the development of educational policies and programs shall be encouraged consistent with the State policy to take into account regional and sectoral needs and conditions. RULE V. CAREER GUIDANCE AND COUNSELING ADVOCACY Section 17. Career Guidance and Counseling Programs. Consistent with Section 9 of the Act, to properly guide the students towards becoming productive and contributing individuals through informed career choices, the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, industry associations, professional associations, and other r elevant stakeholders, shall pursue programs that expose students to the world and value of work, and develop the capability of career counselors and advocates to guide the students and equip them with the necessary life skills and values. Section 18. Career Advocacy Activities. Career advocacy activities refer to activities that will guide secondary level students in choosing the career tracks that they intend to pursue. Career advocacy activities involve provision of career information and experiences, advising, coordinating and making referrals, and may include, but are not limited to, career talks, career and job fairs, parents’ orie ntations, and seminar-workshops on career decision-making. Section 19. Career Advocates. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and Counseling Act of 2004,” career advocates shall be allowed to conduct career advocacy activities for secondary-level students of the schools where they are currently employed; Provided , That they undergo appropriate capacity building programs developed and implemented by the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, student organizations, industry associations, guidance and counseling associations, professional associations, and other relevant stakeholders. Career advocacy may be conducted by career advocates and peer facilitators. Consistent with Section 9 of the Act, career advocates refer to career and employment guidance counselors who are not registered and licensed guidance counselors. Career advocates include homeroom advisers and teachers of all learning areas who will implement career advocacy activities. Peer facilitators are secondary-level students trained to assist career advocates in implementing career advocacy activities. Section 20. Role of the DepEd. The DepEd shall: (a) Integrate career concepts in the curriculum and undertake teaching in relevant learning areas; (b) Conduct career assessments; (c) Conduct regular career advocacy activities; (d) Conduct continuous professionalization and capacity building of guidance counselors, career advocates, and peer facilitators; (e) Develop or accredit training programs on career advocacy; (f) Establish a career advocacy unit and provide adequate office space in high schools; and (g) Designate guidance supervisors at the division level and career advocates at the school level. RULE VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING ARRANGEMENTS WITH PRIVATE EDUCATIONAL INSTITUTIONS AND NON-DEPED PUBLIC SCHOOLS Section 21. Expansion of E-GASTPE Beneficiaries. Pursuant to Section 10 of the Act, the DepEd shall develop programs of assistance that will extend the benefits accorded by Republic Act No. 8545, or the “Expanded Government Assistance for Students and Teachers in Private Education Act,” to qualified students enrolled in senior high school. Section 22. Criteria for Assistance to Qualified Students. The programs of assistance shall be made available primarily to students who completed junior high school in public schools, taking into account the income background and financial needs of students, available capacities of public, private and non-DepEd public schools in the locality, socio-economic needs of regions, overall performance of private and non-DepEd public schools, as well as geographic spread and size of the student population.
The programs of assistance may also be made available to students who completed junior high school in private educational institutions, whether these students are E-GASTPE beneficiaries or not, subject to compliance with the qualifications and guidelines to be determined by the DepEd. Section 23. Forms and Amount of Assistance. The forms of assistance that may be provided by the DepEd may include any of the following: (a) A voucher system, where government issues a coupon directly to students to enable them to enroll in eligible private educational institutions or non-DepEd public schools of their choice under a full or partial tuition or schooling subsidy; (b) Education Service Contracting (ESC), where the government enters into contracts with private educational institutions or non-DepEd public schools to shoulder the tuition and other fees of high school students who shall enroll in private high schools under this program; (c) Management contracts, where government enters into contractual arrangements with private educational institutions or non-DepEd public schools to manage the day-to-day operations of public schools under agreed performance targets; (d) Forms of assistance provided under Republic Act No. 8545; and (e) Other forms of financial arrangements consistent with the principles of public-private partnership. The DepEd shall take into account the ability of program beneficiaries to cover tuition differentials, if any, in setting the amount of the voucher, ESC, or other forms of assistance. The amount of assistance to be given by the government shall not exceed the determined per student cost in public schools. Section 24. Participating Schools. Private educational institutions, non-DepEd public schools, and other potential providers of basic learning needs that may be authorized to offer senior high school are eligible to participate in programs of assistance, as may be appl icable, under the E-GASTPE program and other financial arrangements formulated by the DepEd and DBM based on the principles of public-private partnership. The continued participation of said providers in the E-GASTPE program and other financial arrangements is subject to their meeting minimum requirements and standards, including student performance, as determined by the DepEd. To promote partnership and greater cooperation between public and private educational institutions, government will take into account existing and potential capacities of private educational institutions in expanding public school capacity. Section 25. Implementation Mechanisms. The DepEd may enter into contractual arrangements or establish new mechanisms for the design, administration, and supervision of programs of assistance or aspects thereof, subject to the approval of the appropriate government agencies. For this purpose, the DepEd shall: (a) Issue the appropriate guidelines for the implementation of the programs of assistance; (b) Ensure transparency and accountability in the implementation of the programs of assistance; (c) Implement information and advocacy programs to inform the general public and ensure greater participation and availment of the programs of assistance; and (d) Undertake periodic reviews of the program features and make adjustments, as necessary, to ensure the successful, effective and sustainable implementation of the program. The program features shall include, among others, amount of subsidy, number of grantees, eligibility requirements, and performance of participating schools. Section 26. Funding Requirement. The budgetary requirement of the programs under this Rule shall be ensured by the national government. The DepEd shall encourage private and corporate donors to support the programs of assistance in this section under the framework of Republic Act No. 8525, entitled, “An Act Establishing An ‘Adopt -A-School Program,’ Providing Incentives Therefor, And For Other Purposes,” and other relevant laws and policies. Section 27. Timeframe. The DepEd shall implement the programs provided in this Rule no later than the start of School Year 2016-2017. Section 28. Additional Beneficiaries. The DepEd may develop similar programs of assistance for kindergarten and elementary pupils and alternative learning system learners in accordance with specific objectives, taking into account the need and capacities of public and private educational institutions.
RULE VII. TRANSITORY PROVISIONS Section 29. Private Basic Educational Institutions’ Transition to the Enhanced Basic Education Program. The DepEd shall ensure the smooth transition of private elementary and high schools in the country that are not aligned with the enhanced basic education program. Private educational institutions or a group thereof shall develop their plans detailing how to transition from their current basic education system to the enhanced basic education program. The DepEd shall provide the appropriate guidelines on the evaluation of the transition plans. Private educational institutions offering twelve (12) to thirteen (13) years of basic education prior to the enactment of this Act shall submit to the DepEd their transition plans within twelve (12) months from the effectivity of this IRR, subject to the guidelines that will be issued by the DepEd. Section 30. Implementation Mechanisms and Strategies. Pursuant to Section 12 of the Act, the DepEd, CHED and TESDA shall formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education program. The strategies may cover, among others, changes in physical infrastructure, human resource, organizational and structural concerns, bridging models linking secondary education competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities. Modeling for Senior High School (SHS) may be implemented in selected schools to simulate the transition process and provide concrete data for the transition plan following the guidelines set by the DepEd. The results of the SHS modeling program may be considered in the nationwide implementation of the SHS program in School Year 20162017. 30.1. Partnerships with HEIs and TVIs. To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and TVIs starting School Year 2016-2017, the DepEd shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources, and issue relevant guidelines on su ch partnerships. Moreover, the DepEd, CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 of the Act, shall be given priority in hiring for the duration of the t ransition period. 30.2. Financing Framework for State Universities and Colleges During the Transition Period. The CHED and DBM shall review the financing policy framework for State Universities and Colleges in light of the Act with the end in view of optimizing the use of government resources for education, the results of which shall be covered by a joint administrative issuance. 30.3. Effects of Initial Implementation of the Enhanced Basic Education Program on Industry Human Resource Requirements. The DOLE, CHED, DepEd, TESDA and PRC, in coordination with industry associations and chambers of commerce, shall develop a contingency plan, not later than the start of School Year 2015-2016, to mitigate the effects of the enhanced basic education program with respect to a potential reduction or absence of college graduates to meet the human resource requirements of industry. The plan shall contain mitigation strategies for industries to adjust their employment policies as deemed necessary and expedient, and may include the adoption of other relevant programs or appropriate qualifications. Section 31. Labor and Management Rights. In the implementation of the Act, including the transition period, the rights of labor as provided in the Constitution, the Civil Service Rules and Regulations, Labor Code of the Philippines, and existing collective agreements, as well as the prerogatives of management, shall be respected. The DOLE, DepEd, CHED and TESDA shall promulgate the appropriate joint administrative issuance, within sixty (60) days from the affectivity of this IRR, to ensure the sustainability of the private and public educational institutions, and the promotion and protection of the rights, i nterests and welfare of teaching and non-teaching personnel. For this purpose, the DOLE shall convene a technical panel with representatives from the DepEd, CHED, TESDA and representatives from both teaching and non-teaching personnel organizations, and administrators of the educational institutions. Section 32. Transition Period. The transition period shall be reckoned from the date of the approval of this IRR until the end of School Year 2021-2022. RULE VIII. JOINT CONGRESSIONAL OVERSIGHT COMMITTEE Section 33. Joint Congressional Oversight Committee on the Enhanced Basic Education Program. The Joint Congressional Oversight Committee created under Section 13 of the Act shall be composed of five (5) members each from the Senate and from the House, including
Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses. The membership of the Committee for every House shall have at least two (2) opposition or minority members. RULE IX. MANDATORY EVALUATION AND REVIEW Section 34. Mandatory Evaluation and Review. By the end of School Year 2014-2015, the DepEd shall conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the Enhanced Basic Education Program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; (f) other shortages that should be addressed. The DepEd shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs; and sports, music and arts. RULE X. COMMITMENT TO INTERNATIONAL BENCHMARKS Section 35. Commitment to International Benchmarks. The DepEd shall endeavor to increase the per capita spending on education towards the immediate attainment of international benchmarks. Towards this end, the DepEd shall seek to: a) engage local government units to efficiently use the special education fund and other funds to advance and promote basic education; b) implement programs that will enhance private sector participation and partnership in basic education; and c) propose an annual budget allocation in accordance with these goals. The DepEd shall further develop a multi-year spending plan to ensure that the UNESCO-prescribed standards on education spending are attained. RULE XI. FINAL PROVISIONS Section 36. Appropriations. Pursuant to Section 11 of the Act, the initial funding for the operationalization of the Enhanced Basic Education Program shall be charged against the current appropriations of the DepEd. Thereafter, such sums which shall be necessary for the continued implementation of the enhanced basic education program shall be included in the annual General Appropriations Act. Section 37. Implementing Details. The DepEd, CHED and TESDA may issue such policies and guidelines as may be necessary to further implement this IRR. Section 38. Amendment. Amendments to this IRR shall be jointly promulgated by the DepEd Secretary, CHED Chairperson, and TESDA Director-General. Section 39. Separability Clause. Should any provision of this IRR be subsequently declared invalid or unconstitutional, the same shall not affect the validity and effectivity of the other provisions. Section 40. Repealing Clause . Pursuant to Section 18 of the Act, rules and regulations implementing the pertinent provisions of Batas Pambansa Bilang 232 or the “Education Act of 1982 ,” Republic Act No. 9155 or the “Governance of Basic Education Act of 2001,” Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and regulations, contrary to or inconsistent with the provisions of the Act are deemed repealed or modified accordingly. Section 41. Effectivity Clause. This IRR shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers of general circulation. This IRR shall be registered with the Office of the National Administrative Register at the University of the Philippines Law Center, UP Diliman, Quezon City.
