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Chapter 10
INVESTING
IN EDUCATION AND TRAINING
Raising the country’s human capital through investments in education and training is important in at least two ways. One, this supports economic growth over the long term, and two, this helps break the transmission of poverty from one generation to another. The government has an important role to play in education and training; it is a role that complements that of markets. The latter cannot be expected to provide the education and training that society considers adequate because of the additional benefits like citizenship and leadership training that spill over to society in the large.
On one level, the government can create a climate that encourages individuals and families to allocate their own funds for education and training. Policies that encourage the formation of partnerships between the government and the private sector for the provision of school buildings and other education facilities and the emergence of loan markets for higher education are illustrative. On another level, the government can take a direct hand in the provision of education and training. Examples are public spending for early childhood education programs that enable children from low-income families to overcome learning disadvantages in first grade; for quality basic education aimed at enhancing science, mathematics, and information technology skills; and for state-run vocational and technical training institutes, colleges and universities.
The Macapagal-Arroyo Administration regards spending for education and training as investments for the future that are indispensable for breaking the vicious cycle of poverty. Thus, it will revitalize the role of government in this area of human development.
Investments in people are necessary for they are the agents and the beneficiaries of growth. The Philippine Constitution explicitly defines the duty of the government in Article II, Section 9, "… to promote a just, and dynamic social order that will ensure the prosperity of the nation and free the people from poverty through policies that provide adequate social services, promote full employment, a rising standard of living, and an improved quality of life." The government, therefore, has the responsibility to provide equal opportunities for everyone to develop their human capacities.
POLICY FRAMEWORK
Investments in developing and enhancing human capacities are guided by the following principles: self-reliance; equity; gender-responsiveness; fiscal prudence; decentralization and devolution; efficiency; privatization; and partnership with the civil society and private sector.1 Self-reliance requires the provision of the proper policy and regulatory environment so individuals and families are able to achieve quality lives without undue interference from government. Equity ensures that poor people can also benefit from human resources development (HRD) programs. The government guarantees equal access and opportunities by providing promarket and propoor interventions such as scholarships and other targeted affirmative programs. Likewise, gender-responsiveness enjoins the government to address the differentiated needs of women and men, especially in the manner they contribute to and benefit from HRD. Fiscal prudence protects basic services from budget cuts, but at the same time, applies cost recovery measures for tertiary services. Decentralization and devolution explores the comparative advantage enjoyed by local governments in implementing and monitoring programs and projects for human capital development. Efficiency and privatization capitalizes on the capacity of markets to direct resources to the most valued uses. Wherever possible, the government will rely on markets and the private sector in the delivery, management, financing and monitoring of education services to afford individuals with the widest latitude in exercising their freedom of choice. Through a partnership with the civil society and private sector, government will correct the limitations of markets by way of collective action.
Investments in education also affect the society in general. When an individual is educated, the benefit of his learning is gauged by his productive capacity, while, at the same time, his community gains indirectly. Education’s external benefits include: crime reduction, social cohesion, technological innovations, and intergenerational benefits (which refer to the benefits parents derive from their own education and transmit to their children). Education also affects the performances in critical areas such as health, fertility and agricultural productivity. Because of these positive externalities, government support is warranted in education.
The Quality of Life
As an indicator of quality of life, the human development status of Filipinos has been improving over time. Between 1995 and 1998, the Philippines was the only ASEAN country where the human development index (HDI) rose (Table 10.1). The gains in gross enrolment ratio largely accounted for the increase in HDI during the period. However, the index conceals disparities among socioeconomic groups, and gaps in access to education services.
The Asian financial crisis and the El Niño phenomenon worsened conditions of the poor (Table 10.2). The number of poor families with children from 6-16 years old enrolled in elementary and secondary schools declined from 1998 to 1999. Moreover, only a small percentage of poor families was able to send their children to tertiary school and receive scholarship from government or private sector.
Financing Education Services
Government spending on education services increased in 1999-2000, although its share in total expenditures slightly declined (Table 10.3). Nevertheless, allocation for education, culture and manpower development continued to account for the bulk of total government spending.
In view of the government’s deficit reduction strategy, spending across all sectors continues to be rationalized. Some agencies have started phasing out activities that are better implemented by the private sector. However, equity considerations led to cautious cutbacks of subsidies on basic services for the poor.
Education and Manpower Development
In the last three years, government implemented reforms towards improving the efficiency of the education system, enhancing teaching-learning processes and skills for competitiveness, and ensuring equity in basic education, based on the findings of the Presidential Commission on Educational Reform (2000), and the Philippine Education Sector Study (1999). Progress was achieved in some areas but results have lagged behind targets on other areas like basic education.
A major reform in the education system was the closure of all degree programs in vocational-technical institutions under Technical Education and Skills Development Authority (TESDA). This was followed with the integration of 90 Commission on Higher Education (CHED)-Supervised Institutions (CSIs) into State Universities and Colleges (SUCs) located within their respective regions, and the transfer of five CSIs to TESDA. The National Coordinating Council for Education (NCCE) was also established upon the recommendation of the Presidential Commission on Educational Reform (PCER).
Basic education
The performance in basic education was mixed (Table 10.4). Elementary achievement scores slightly improved, but these were negated by low participation, cohort survival, and completion rates. Meanwhile, as participation rates of high school students increased, their achievement scores slightly declined. Pupils performed less adequately in science, mathematics and English. The country’s low ranking since the 1995 Third International Mathematics and Science Study (TIMSS) was not reversed in the 1999 TIMSS-Repeat. Girls and students from urban areas also performed better based on the 1999 Education For All (EFA) Report.
The 1997-1998 financial crisis led to an increased demand for government basic education services, as parents transferred their children from private to public schools. During the same year, less than ten percent of the DECS budget went to teacher and staff development, procurement of instructional materials, and school innovation projects2 .
Several institutional and program developments were put in place to improve access to and quality of basic education and learning efficiency. About 5 million children benefited from the integration of the early childhood care and development (ECCD) in Grade 1 curriculum to lower dropout rates and increase cohort survival rates and school achievement. Three major lingua francas – Tagalog, Cebuano and Ilocano – were used in teaching basic literacy and numeric skills in Grade 1 classes. The Multi-Grade and Drop-Out Intervention Program and the Project EASE (Effective and Affordable Secondary Education) addressed the needs of children from poor families and far-flung areas. To increase the participation rate at the secondary level, programs on education contracting and tuition fee supplement were implemented, benefiting 400,000 high school students.
A number of programs were undertaken to enhance the competencies of teachers and performance of students in English, science and mathematics, and information technology. Schools with special science curriculum were established, coupled with the formulation of the second Science and Technology Education Plan (STEP 2). However, more responsive teacher training interventions are still needed to improve the quality of teaching and upgrade skills of teachers.
Functional literacy programs which are geared toward increasing the numerical ability and communication skills of the population, were also implemented for out-of-school youths and adults in hard-to-reach areas on a wider scale. The Alternative Learning System (ALS) was launched to allow flexible entry of learners in both formal and nonformal/informal streams of basic education and ensure their upward social mobility. The ALS demonstrated the social and economic viability of nonschool-based learning channels. The government also engaged nongovernment organizations (NGOs) to implement community-based literacy programs outside the formal school system.
In 1999 to 2000, alternative financing schemes, like partnerships between local government units (LGUs) and private sector, were explored in programs for teachers, instructional materials, school buildings, and facilities. The linkages of the various units (i.e., district, division, regional and central offices) were strengthened. Changes initiated in the procurement system are now paving the way towards transparency, moral discipline, and modernization.
Middle-level skills development
Middle-level skills development (MLSD) has proven to be a viable and cost-effective alternative to higher education, as shown by the increasing number of enrollees in the various MLSD programs (Table 10.5). Enterprise-based and dual training system programs showed the biggest growth rates in the number of successful trainees3 . Through extensive advocacy, 120 firms joined forces with public and private training institutions to promote work-oriented education and training. This scheme registered 404 cooperating companies, employed 95 percent of graduates. There were also 31,254 scholarships granted to poor students in 1998-2000. For the first time this was applied in fisheries trade.
Efforts to improve MLSD include the development of occupational standards and competency assessment instruments, capability-building for microenterprises, and product quality enhancement and advanced technology application. The National Technical Education and Skills Development Plan (NTESDP) 2000-2004 was also drafted to serve as guide to initiatives for the sector.
However, partnership with the private sector still need to be expanded to address the remaining challenges in basic education, namely: (a) making the TVET system responsive to industry needs; (b) promoting MLSD as a viable career among the youth to amass a critical base of middle-level workers; and (c) continuing honing Filipino middle-level skills to become more globally competitive and responsive to local industry needs.
Higher education
Higher education in the country continues to expand. Total enrolment increased compared to the previous school year with 2.5 million students in SY 1999-2000 (Table 10.6). There were more enrollees in business and training courses (31.7%) compared to engineering and mathematics (22.2%). More than 46,000 students benefited from scholarships in 1999, thus, improving the access to higher education. There were also 9,500 student grants in the area of science and technology (S&T) from 1998 to 2000.
There was an improvement in the quality of higher education as shown by the higher average passing rates in national board examinations, albeit modest and below target (Table 10.6). The accreditation of programs exceeded targets even as permits to operate for some courses of inefficient higher education institutions (HEIs) were cancelled. The policy regarding the moratorium on the conversion, creation and upgrading of SUCs was instrumental in keeping the number of SUCs at 108 in 2000, and facilitated efforts towards better management, allocation of public subsidy, and program offerings in public HEIs. Despite these institutional developments, only four Philippine universities managed to be among the top 500 universities in Asia and the Pacific.4
The continuing rationalization of the sector presents a tough challenge for the state of higher education. To be more effective, this would require the transfer of managing the SUCs from the central bureaucracy to the institution itself and the transformation of CHED from a regulatory body into an authority on strategic development. Rationalization will involve delineating the role of public and private HEIs, and subject them to output-oriented financing where subsidy is based on performance and developing the information database system to facilitate the employment matching the HEI graduates. Finally, there is also a need to draw government’s attention on improving the quality of students entering the academe, and encouraging them to take S&T courses.
Culture, Media and Sports
Complementary initiatives between the government and private sector in the last three years pushed forward the development of Philippine culture, media and sports. The private sector supported many cultural programs and projects of the government like exhibits, performances, festivals and scholarships, among others. Media and communication technology were used to provide continuing education and facilitate responsible citizenship.
Television programming has focused on balancing entertainment with education and information dubbed as "eductainment or infotainment", highlighting Philippine history and enhancing learning skills of children. The government also produced a TV program that provides teachers with new techniques and strategies in teaching science, mathematics and English. Developmental messages on the broadcast media and advertising have largely carried advocacy content materials pertinent to the rights of indigenous people, children and women; population and health related facts; clean and green program; functional literacy; the fight against graft and corruption, and drug abuse, among others.
Special events were organized to foster understanding of, and esteem for traditional culture and arts. These included the Dayaw Festival which provided opportunities for cultural exchange, and gained recognition and respect for the cultural rights of indigenous peoples. Other major programs were also implemented in an attempt to promote national unity and peace, such as: the Sambayan, the Culture and Governance Forum for Culture and the Arts, and the National Arts Month. Through the Mindanao culture and arts networks, programs were initiated to address the peace problem in the area.
Preservation and conservation efforts were highlighted by the UNESCO declaration of Vigan and the Palawan Subterranean River National Park as World Heritage Sites in 1999, thereby increasing to eight the total number of World Heritage Sites in the country. In the same year, the Philippine Paleographs were included in the UNESCO "Memory of the World" register.
To increase access to historical and cultural information, the National Library established in 1999 additional 48 public libraries in the various regions of the country. The continuing increase in the number of public libraries (now totaling to 838) was attributed to the collaborative efforts of both government and the civil society.
Meanwhile, Filipino artists continued to gain world recognition in international competitions. The Philippines forged 35 agreements with other countries to open opportunities for cultural exchange, scholarships, training programs and participation in international competitions.
Among the notable initiatives to promote the use of Filipino language and to preserve other Philippine languages and literatures are: the publication of the trilingual vocabulary (Tausug-Filipino-English), and the establishment of more laboratories on active Filipino language.
In 1998, Executive Order (EO) No. 80 transferred the cultural agencies from the DECS to the National Commission for Culture and the Arts (NCCA) to strengthen and coordinate efforts toward the propagation, promotion, preservation, and conservation of Filipino values, culture and arts. To enlist the support of the LGUs, Culture and Governance Fora were conducted to craft the development agenda of NCR, Luzon, Visayas and Mindanao.
Attaining peace and national unity, strengthening national pride, inculcating Filipino values and heightening social responsibility through culture, arts and media continue to be the formidable challenges. There is a need to enhance the role of LGUs in the preservation and promotion of Filipino cultural heritage, strengthening the culture and arts components in school curricula, and professionalization of cultural work. More effective coordination and planning machinery are also needed to promote harmony and coherence among the diverse cultural programs, agencies and private bodies.
To serve as tools for good governance, the development of media and communications technology is necessary. In the same line, there is a need to encourage media’s active participation to promote science and mathematics competency, culture and historical values.
The sports subsector continues to be beset by governance issues despite the creation of the National Sports Commission (NSC) in 1998 through EO 81. This calls for reforms to improve the performance of the country in international sports competitions. In addition, emphasis on mass-based "Sports for All" programs is required to promote will power, self-discipline, and teamwork in the communities. There is also a need to strengthen the planning, coordination and allocation of resources across programs and organizations and redirect sports and recreational development as instruments for the formation of values and sociocultural development.
TARGETS AND STRATEGIES
Targets
Education and manpower development
The targets in basic education are: (a) providing an elementary school in every barangay; (b) expanding access particularly at the secondary level for hard to reach population; and (c) improving the school holding capacity and quality of education (Table 10.7). For middle level skills development, the targets are: (a) raising enrolment; and (b) increasing employability and enhancing competencies of graduates. For higher education, targets include: (a) quality, access of the poor through scholarship provisions; and (b) system reforms have been set (Table 10.8).
Strategies
The following strategies will be implemented in the next three years to advance the status of education and training of Filipinos.
Education and manpower development
Basic Education
Reforms in support systems for basic education. The functions of basic education offices at the national and subnational levels will be realigned to push for the implementation of school-based management (SBM). The roles of the LGUs, civil society, community, and private sector on the delivery and management of basic education services will be broadened.
For greater efficiency and relevance, internal structural reforms will address the new learning needs and changes of the new millenium. The reforms will also reduce administrative costs and corruption in the delivery system of salaries and educational facilities/supplies, and in the hiring of teachers. To improve textbook procurement, content and delivery, transparent procurement processes will be set in place, civil society will be involved in textbooks delivery and monitoring, and all stakeholders will be included in the content evaluation of textbooks and decentralization of textbook bidding.
Development and welfare of teachers. The continuous upgrading of teachers’ competence will be pursued with a comprehensive unified program of preservice education and inservice training (INSET). This effort should be complemented by an effective incentives system for the two-track career path of teachers. The existing INSET will be revitalized to make it school-based and more demand-driven.
Consistent with the government’s overall fiscal program, the salary structure and tax exemptions of teachers will be rationalized to attract the best and brightest into the teaching profession. This foresees a public school system that is anchored on a professional corps of teachers.
Aside from the policy of increasing the take-home pay of teachers, improving their welfare will also entail providing them with alternative sources of income. Teachers will not only be given livelihood opportunities, but also training on financial management to develop their entrepreneurial skills.
Alternative Learning System (ALS). To make overall basic education propoor, the gains of the Nonformal Education Project will be expanded and institutionalized. Expansion will be in terms of learning scope, assessment methodologies and service areas of the project’s accreditation and equivalency component. The new assessment scheme of the ALS shall provide greater access to a highly functional basic education for out-of-school youths and adults that will provide them opportunities to upgrade their skills and competencies and improve their social, political and economic wellbeing.
Internal efficiency of primary education. To improve the retention and reduce dropout rates, especially of boys, some family-focused interventions and special programs like compensatory teaching, home-based learning scheme, school feeding and health care will be intensified in some areas with the full cooperation with families and communities. In addition, the early childhood education component of primary education will be bolstered by the implementation of the Early Childhood Care and Development (ECCD) Law, which will harness the strong collaboration among the Department of Education, Culture and Sports (DECS), Department of Health (DOH), Department of Social Welfare and Development (DSWD), Council for the Welfare of Children (CWC), LGUs and private sector in service delivery at the community level.
Progressive curricular reforms. The content and methods of teaching will be made more learner-centered with the use of the appropriate language of instruction and increasing the local content and materials. A system of continuing curricular evaluation and reform will be established to respond to educational realities and changing market conditions. All stakeholders shall be involved in the process of curricular change — students, teachers, parents, employers, textbook publishers, experts, civil society, and pertinent government agencies, among others. The science and mathematics curricula will be aligned with the teaching-learning approaches for both children and adults to advance the quality of science and mathematics education. Both formal and nonformal education programs in science will incorporate the national and regional thrusts of globalization.
System of assessment and testing. The competency testing from the national down to the district level will be unified to ensure that students and teachers are not overburdened by the conduct of frequent tests. It shall begin with the NEAT and NSAT, and include the Licensure Examination for teachers. The new assessment system will cover a more comprehensive and culturally sensitive way of measuring learners’ performance in both formal and nonformal education. The unified policy on testing will not only improve curriculum development and instructional delivery, but also evaluate the system performance.
External efficiency of schools. The school guidance program will be strengthened to ensure that graduates of basic education meet the requirements of the labor market and are better prepared to tackle further studies in middle level skills development and higher education. The help of professionals from various fields to widen the exposure of students to alternative careers will be tapped in career guidance and counseling efforts. More occupational information materials will be supplied to schools to better familiarize students with the realities of the labor market.
Backlogs in the school system. Access to and quality of basic education will be improved through the provision of basic inputs such as facilities, instructional materials and adequately trained teachers.
Middle-level skills development
Quality and competitiveness. Science, mathematics, and ICT will be integrated in all training modules to promote global competitiveness. Technical-vocational education and training will be made technology-driven. The industry and the workers will be assisted, especially in retraining them for the fast-changing technologies of the new economy. In addition, principles and practices of work ethics, harmonious human relations, and competitive international outlook will be promoted. Best practices will guide reforms in the program delivery of technical education and skills development (TESD). Competency assessment and certification under the TESDA Occupational Qualification and Certification System (TOQCS) will be strengthened.
Roles and contributions of the industry and other private partners. The dual system will be the preferred mode of training and education for workers in all areas, to promote industry participation in training. Other enterprise-based training system will be explored. Civil society will also be tapped in the delivery of education and training to special clientele groups — displaced persons, indigenous people, persons with disability, and other disadvantaged groups. Assistance and incentives will be offered to deserving education and training providers which are willing to carry out the major reforms in technical-vocational education and training.
Social integration and rural development. In line with the Agriculture and Fisheries Modernization Act (AFMA), joint programs with other government agencies will be actively pursued. Apprenticeship programs for arts and crafts and other cultural heritage will be established, to promote and professionalize skills in the rural areas. Cultural sensitivity will also be promoted in all education and training programs. The provision of skills that will provide income and livelihood opportunities for the marginalized and disadvantaged sectors, shall also be accelerated.
Middle-level skills promotion. Aggressive social marketing for MLSD will be done through regular career guidance in high school and clientele-specific information, education and communication programs. Qualification standards will be reviewed and modified to make it more suitable to the nondegree holders in the bureaucracy. An award and incentive system will be setup to give due recognition to enterprises that prioritize hiring well-trained qualified middle-level skilled workers, and enjoin others to do the same. Technical assistance will be provided to secondary education institutions to improve teaching on technology and home economics. Scholarship programs in technical-vocational education and training fields will also be expanded.
Devolution of training responsibilities. Decentralization of MLSD tasks to local government will primarily entail building up the capabilities of LGUs for the conduct of community-based education and training. Relevant skills will be identified, including those for paraprofessionals. Creative and responsive institutional models of managing and financing such programs will also be developed.
Development of entrepreneurial culture. Entrepreneurship skills will be integrated in all middle-level skills development areas. Funding will be sourced from financial institutions for training and post-training assistance. Returning overseas Filipino workers as well as the marginalized sector in the communities like the informal sector, women and the farmers and fisherfolks will be targeted.
TESDA as overall manager. In line with its mandate of planning, qualification and certification, TESDA’s scope of responsibility will be extended, from TVET to the entire range of middle-level skills. For this strategy to be fully implemented, it is necessary to strengthen TESDA’s monitoring and evaluation functions.
TESDA Development Fund. Fund-raising programs will be undertaken. Possible sources of funds such as income-generating activities and other cost-recovery schemes from technical-vocational education and training activities will also be pursued. Donations from philanthropists, private sector and industries will be tapped.
Higher education
State universities and colleges. Rules and guidelines on the creation, conversion, and upgrading of SUCs, acceptable to both the executive and legislative branches of government will be formulated. For the modernization and quality improvement of SUCs, a perspective that balances efficiency and equity is vital. For instance, if the benefits of a particular SUC are largely local in nature, then the local government concerned must provide a commensurate share of the cost of operating the SUC.
The resource allocation system for SUCs will be based on normative financing criteria anchored on: (a) quality of program offerings; (b) programs addressing access and equity issues; and (c) thrusts on national development priorities.
HEIs and program standards. The quality of higher education will be enhanced through the improvement of accreditation and monitoring systems. To meet global standards, ICT applications will be intensified in the management and modes of instruction of SUCs. To maximize the use of public resources, high-performing HEIs will be prioritized and developed as centers of excellence — to which focused institutional development assistance can be made in undergraduate, graduate and research programs.
Labor market linkage. The higher education curricula will be aligned with the scope and methods of the Professional Board Examinations (PBE). Stronger linkages will be forged among HEIs, professional organizations and other experts in the codification of professional competencies that dovetailed to the needs of the times and innovations in various fields.
Institutions strengthening. Centers of Excellence (COEs) and Centers of Development (CODs) in priority clusters and disciplines will be further developed. The establishment of prospective National Center of Agriculture/Fisheries (NCA/F) and Provincial Institute of Agriculture/Fisheries (PIAs/Fs) under the National Agriculture and Fisheries Education System (NAFES), as well as strengthening the Higher Education Development Fund (HEDF) are meant to assist this initiative. The competencies of not only the members of the academe but also of CHED officials and staff will be reinforced.
MIS and labor market information. Higher education information systems (HEMIS) will be continued and strengthened. This will facilitate government’s efforts in skills-employment matching, and strengthen the programs of CHED on information technology such as CHED-Link and Data Element Manual. Using all media channels, the publication of relevant higher education information will also be supported.
Student financial assistance. The burden of the cost of higher education will be spread among all stakeholders (students, parents, taxpayers and philanthropic institutions) according to their ability and willingness to pay. A system of student loans, vouchers, scholarships and employment program shall be put in place to effect the policy of direct channeling of public resources to students rather than institutions within a framework of normative financing.
Alternative modalities of higher learning. To broaden the outreach of higher education, distance education through the open university scheme and the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) will be strengthened by improving coordination with deputized HEIs and active promotion in priority areas.
Program of assistance to college entrants. Recruitment in higher education will be improved through the development of an assessment system for incoming collegiate students. A one-year prebaccalaureate program will be developed and pilot-tested to provide students with guidance on learning adjustment, career guidance, and remedial teaching in science, mathematics and communication skills.
Culture, media and sports
Movie production and other performing arts. To complement the pervasive use of media and information and communications technology, the production of more socially-redeeming movies and development of other performing arts shall be promoted. An award and incentive system and clear-cut policies on self-regulation, review and classification will be implemented. New standards will be set on arts and culture towards the promotion of greater social responsibility and utilizing media as effective channels of learning. Fair, nonsexist and more representative images of women will be promoted in the media.
In addition, the use of traditional media will be integrated with the emerging IT as creative channels in the inculcation of values on responsible citizenship, leadership, moral recovery, gender and development, and increased productivity. Media may also be used as an instrument for the peace process, bridging gaps among cultural groups and regions and strengthening economic diplomacy.
Cultural and creative arts promotion. Culture for all will be promoted to nurture the creativity and imagination of the Filipinos to enable them to compete globally. Opportunities for the development of talents and skills will be put in place. Culture and arts programs will be intensified in the formal and informal educational systems. Creative expression will be encouraged.
Philippine artistic and cultural programs. To highlight the artistic contributions of Filipinos in the global community and strengthen family solidarity and cultural identity of overseas Filipinos, the country’s participation in international cultural events will be expanded, coupled with continuing support for Filipino artists. Cultural agreements will be reviewed and the most strategic ones will be implemented. Through interagency bodies, effective linkages and policy coherence between culture and policies/programs on overseas employment will be pursued to ensure that all overseas workers will act as cultural ambassadors and adhere to balanced economic and diplomatic objectives.
Values formation integration. In collaboration with the DECS, cultural and media agencies will ensure the inculcation of Filipino values in the curricula, and provide for adequate training of teachers. The use of multimedia will be explored for this undertaking.
Philippine cultural heritage. The Philippine cultural heritage shall be preserved, conserved and promoted. Venues for cultural exchanges will be created. A monitoring and maintenance program for the World Heritage Sites will be designed and implemented. This will be supported by the passage of the Philippine Heritage Bill that will protect and preserve the Philippine cultural heritage.
Filipino language in education and communication. Consistent with the policy framework of the lingua franca for teaching, the Filipino language will be used in the classrooms and in various forms of media to develop the national language and instill unity among Filipinos.
National Commission on Culture and the Arts, DILG and LGUs networking. Through the LGUs and Regional Development Councils (RDCs), culture and arts councils will be created to ensure support for the development of the regional, provincial, and municipal culture and arts programs.
Technical capacities for sports activities. The main machinery for the management, coordination, planning and programming of sports and recreation activities shall be rationalized. Technical capacities of its personnel will be strengthened towards a responsive governance structure for sports.
Coherent and doable sports development plan. The Philippine Sports Commission (PSC) and the private sports bodies will be called upon to formulate a sports development plan for developing a vibrant, healthy, and disciplined citizenry.
Special intervention for Mindanao. Basic service delivery for education will be improved and intensified in special target areas in ARMM, Western Mindanao, Central Mindanao and Southern Mindanao. Civil society and people’s organizations will be enjoined in this undertaking.
To promote lasting peace in Mindanao, the sociopolitical discord will be addressed through the combined approaches of peace education, cultural development programs, recognition and accreditation of the Madaris system in basic education, and developing indigenous peoples’ learning systems.
Initial efforts in middle-level skills development will be sustained to address the development needs of growth centers such as Cebu-Iligan-Cagayan de Oro Growth Triangle, Davao-EAGA and Southern Mindanao, Strategic Agriculture and Fishery Development Zones of Mindanao.
Efforts to expand opportunities for the development of high level professions will be aligned to the strategic needs of emerging industries, social integration, crossborder movements of goods and services; and within the framework of cost-recovery and privatization.
1 Adopted for gender-responsiveness, the principles of self-reliance, efficiency, equity, fiscal prudence, decentralization and devolution were adopted from the Unifying Framework for Human Resource Development 2001, published jointly by the NEDA and TESDA.
2 In 1998, Personnel services and capital outlay accounted for about 87 and 3 percent, respectively, of the DECS budget.
3 The dual training system is a special type of delivery system in technical-vocational education and training 9TVET) that combines two places of learning: the school-training center and the production plant of an agricultural, industrial or business establishment.
4 Rating is based on the ranking done by the Asiaweek magazine. Among the criteria used are the academic reputation, student selectivity, faculty resources, research, and financial resources.
