decentralization education philippines

8/3/2019 Decentralization Education Philippines

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DecentralizationofEducationin

thePhilippines

Status,TrendsandChallenges

ByDr.EthelAgnesP.Valenzuela

SEAMEOINNOTECH

1

TherolesandchallengesofDistrictEducationOfficesinacontextofdecentralization

ExperiencesfromthePhilippinesandSriLanka

IIEPWorkshopinManila,1216July2010


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OverviewofthePhilippineEducational

System

2E.Valenzuela SEAMEOINNOTECH

TherolesandchallengesofDEOsinacontextofdecentralization IIEPworkshopinManila 1216July2010


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EducationalGovernance

3

HigherEducation

Commissionon

Higher

Education

handles

4years

postsecondaryandadvancedegrees

TechnicalandVocationalTraining

TechnicalEducationandSkillsDevelopmentAuthority(TESDA)

2yearspostsecondary

BasicEducation

DepartmentofEducationhandles

10yearsofprimary/elementaryandsecondaryeducationschoolingandsomepreschoolclasses

E.Valenzuela SEAMEOINNOTECH



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Whypursuedecentralizationinthe

Philippines?

EducationalSituation:

Poorqualityofeducation

Shortfallsinclassrooms

Shortfallsintextbooksandteachers

Lowachievementinscience,mathandlanguage

Disparityin

rural

and

urban

areas

in

terms

of

achievement

Decliningparticipation

of

the

private

sector




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EducationReformRecommendations

Promotionofschoolbasedmanagementasa

systemof

empowering

the

school

to

provide

leadershipandforthecommunitythatserves

tohaveownershipoftheschool

Thetrifocalization ofeducationwasintendedtoguaranteeconcentrationonbasiceducation

andeffectiveness

in

the

delivery

of

basic

education

6




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AspectsofDecentralization

Decentralizationaimstowidendecisionmaking

while

increasing

responsibility

and

accountability. TheLocalGovernmentnowplaysarolein:Construction,repairandmaintenanceofschool

buildingsand

other

facilities

of

public

elementary

and

secondaryschools;

Establishmentandmaintenanceofextensionclasses

whennecessary

Sportsactivitiesatthedivision,district,municipalandbarangay levels

7




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LegalBasisofEducationDecentralization:GOVERNANCE

OF BASIC EDUCATION ACT (GOBEA)2001

Section2,DeclarationofPolicystates,

schoolshall

be

at

the

heart

of

the

formal

education

system.

It

is

where

childrenlearn.Schoolsshallhaveasingleaimofprovidingthebestpossibleeducationforalllearnersandthestateshallencouragelocalinitiativesforimprovingthequalityofbasiceducation.

Thestateshallensurethatthevalues,needsandaspirationsofaschoolcommunityarereflectedintheprogramofeducationforthechildren,outofschoolyouthandadultlearners.Schoolsandlearningcentersshallbeempoweredtomakedecisionsonwhatisbestforthelearnerstheyserve




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LegalBasisofEducationDecentralization:GOVERNANCE

OF BASIC EDUCATION ACT (GOBEA)

2001

Section3,PurposesandObjectivessetsoutinb),definetherolesandtheresponsibilitiesof,andprovideresourcestothefieldofficeswhichshall

implementeducational

programs,

projects

and

services

in

the

communities

they andind),

ensureschoolsandlearningcentersreceivethekindoffocusedattentiontheydeserveandthateducationalprograms,projectsandservicestakeinto

accountthe

interests

of

the

community

andine)

encourageschoolsandlearningcenterstoreflectthevaluesofthecommunity

by

allowing

teacher/learning

facilitators

and

other

staff

to

have

flexibility

to

servetheneedsofalllearners




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LegalBasisofEducationDecentralization:

GOVERNANCE OF BASIC EDUCATION ACT (GOBEA)

2001

The

Act

leaves

the

organizational

structures

to

implementthesepolicies,purposesandobjectivesopen,tobeproposedbytheSecretary,andtobeagreedwiththerelevantoffices

including

that

of

the

President,

the

Civil

ServiceDepartmentandDepartmentofBudgetandManagement




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Directive

Mainstream

L

E

AR

N

E

R

R

E

Q

U

I

R

E

M

EN

T

S

Public

Private

AlliancesResearch and

Evaluation

BasicEducationPrograms &Services

Performance

Feedback

Performance

Management

Reporting

Administrative

ServicesHR

Services

Finance &

Audit

Services

ICTServices

Legal

Services

Manage

ment,

Planning,

Standard

Setting,

QAand

M&E

DecentralizedEducationalManagement

Frameworkin

the

Philippines




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DEMFramework

Thedirectivelayer oftheprocessprovidestheoveralldirectiontoalltheactivitiesandservicesoftheDepartment. Itincludesactivitiesandprocesseslikepolicyformulationandsettingstandards,qualityassurance,settingtheoverallstrategic

directionsof

the

entire

department

to

ensure

achievement

of

its

vision

and

mission.

Themainstreamlayer consistsofthemajorprocessesandactivities,whichdirectlyaddresstherequirementsofthelearners.Itcoversprocessesandprogramson

ensuringprivate

public

network

and

alliances,

delivery

of

the

basic

education

serviceswhichincludepreschool,elementary,secondaryALS,specialeducation,scienceandtechnologyandtechnical/vocationalhighschools.Performancefeedbackandmanagementreportingmechanismsformpartofthemainstreamlayertoensurecontinuousprocessimprovementandinformedmanagementdecisions.

Thesupportivelayer providesthemajorsupportprocessestothemainstreamprogramsandactivities. TheAdministrativeprocessesincludeprocurementservices.




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SharedGovernancePrinciple

SharedGovernanceisaprinciplewhichrecognizes

that

every

unit

in

the

education

bureaucracyhasaparticularrole,taskand

responsibilityinherentintheofficeandfor

whichit

is

principally

responsible

for

outcomes.




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Principles

Section3.1Principle Sharedgovernanceisaprinciplewhichrecognizesthateveryunitintheeducationbureaucracyhasaparticularrole,taskandresponsibilityinherentintheofficeandforwhichitisprincipallyresponsibleforoutcomes.

Section3.2Theprinciplesofaccountabilityandtransparencyshallbeoperationalized intheperformanceoffunctionsandresponsibilitiesatalllevelsofgovernance.

Section3.3 Theprocessofdemocraticconsultationshallbepursuedasthedecisionmakingprocessatappropriatelevels. Wheneverfeasible,stakeholdersshallbeconsultedonmattersthat

affect

the

welfare

and

instructional

needs

of

the

learners.

Section3.4 Thecommunication channelsoffieldofficesshallbestrengthenedtofacilitateflowofinformationandexpandlinkageswithothergovernmentalagencies,localgovernmentunitsandnongovernmentalorganizationsforeffectivegovernance.

Feedbackmechanismshallbeestablishedtoensurecoordinationandopencommunicationamongthecentraloffice,theregional,division,districtandschools/learningcenterlevels.




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Dutiesandresponsibilitiesina

DecentralizedEnvironment

National Office:

(1)Formulating

national

educational

policies;

(2)Formulatinganationalbasiceducationplan;

(3)PromulgatingnationaleducationalStandards;

(4)Monitoring

and

assessing

national

learning

outcomes;

(5)Undertakingnationaleducationalresearchandstudies;

(6)Enhancingtheemploymentstatus,professionalcompetence,welfareandworkingconditionsofallpersonnel

of

the

Department;

and

(7)Enhancingthetotaldevelopmentoflearnersthroughlocalandnationalprogramsand/orprojects.




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DutiesandResponsibilitiesina


RegionalOffice :Consistentwiththenationaleducationalpolicies,plansandstandards,theregionaldirectorshallhaveauthority,

accountabilityand

responsibility

for

the

following:

(1)Definingaregionaleducationalpolicyframeworkwhichreflectsthevalues,needsandexpectationsofthecommunitiestheyserve;

(2)Developingaregionalbasiceducationplan;

(3)

Developing

regional

educational

standards

with

a

view

towards

bench

markingforinternationalcompetitiveness; (4)Monitoring,evaluatingandassessingregionallearningoutcomes; (5)Undertakingresearchprojectsanddevelopingandmanagingregion

wideprojectswhichmaybefundedthroughofficialdevelopment

assistanceand/or

or

other

finding

agencies;

(6)Ensuringstrictcompliancewithprescribednationalcriteriafortherecruitment,selectionandtrainingofallstaffintheregionanddivisions.

(7)Formulating,incoordinationwiththeregionaldevelopmentcouncil,

thebudget

to

support

the

regional

educational

plan

which

shall

take

into

accounttheeducationalplansofthedivisionsanddistricts;




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DutiesandResponsibilitiesinaDecentralized

EnvironmentRegionalOffice

(8)Determiningtheorganizationcomponentofthedivisionsanddistrictsandapprovingtheproposedstaffingpatternofallemployeesinthedivisions

and

districts;

(9)Hiring,placingandevaluatingallemployeesintheregionaloffice,exceptforthepositionofassistantdirector;

(10)Evaluatingallschoolsdivisionsuperintendentsandassistantdivision

superintendentsin

the

region;

(II)Planningandmanagingtheeffectiveandefficientuseofallpersonnel,physicalandfiscalresourcesoftheregionaloffice,includingprofessionalstaffdevelopment.;

(12)

Managing

the

database

and

management

information

system

of

the

region; (13)Approvingtheestablishmentofpublicandprivateelementaryand

highschoolsandlearningcenters;and

(14)Preforming suchotherfunctionsasmaybeassignedbyproper

authorities.




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Environment

TheDepED DivisionOffice:

Adivisionshallconsistofaprovinceoracitywhichshallhaveaschoolsdivisionsuperintendent,

at

least

one

assistant

schools

divisionsuperintendentandanofficestafffor

programs

promotion,

planning,

administrative,fiscal,legal,ancillaryandothersupportservices.




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EnvironmentTheDepED DivisionOffice:

(1) Developing and implementing division education development plans;

(2) Planning and managing the effective and efficient use of all personnel, physical andfiscal resources of the division, including professional staff development;

(3) Hiring, placing and evaluating all division supervisors and schools districtsupervisors as well as all employees in the division, both teaching and nonteaching personnel, including school heads, except for the assistant divisionsuperintendent;

(4) Monitoring the utilization of funds provided by the national government and thelocal government units to the schools and learning centers;

(5) Ensuring compliance of quality standards for basic education programs and for thispurpose strengthening the role of division supervisors as subject area specialists;

(6) Promoting awareness of and adherence by all schools and learning centers toaccreditation standards prescribed by the Secretary of Education;

(7) Supervising the operations of all public and private elementary, secondary andintegrated schools, and learning centers; and

(8) Performing such other functions as may be assigned by proper authorities.




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EnvironmentSchoolsDistrictLevel

Upon the recommendation of the schools division superintendents, theregional director may establish additional schools district within a schoolsdivision. School districts already existing at the time of the passage of thelaw shall be maintained.

A schools district shall have a schools district supervisor and an office staff for

program promotion. The schools district supervisor shall be responsible for: (1) Providing professional and instructional advice and support to the

school heads and teachers/facilitators of schools and learning centers inthe district or cluster thereof;

(2) Curricula supervision; and (3) Performing such other functions as may be assigned by proper

authorities.




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TheSchoolsDistrictLevel

Section8.1Powers,DutiesandFunctions

TheSchools

District

Level

A

schools

district

shall

have

aschools

district

supervisorandanofficestaffforprogrampromotion.

Inconsonancewiththepolicy,purposesandobjectives,andtheprinciplesenunciatedinR.A.9155 theschooldistrictsshallhavethefollowingauthority,accountabilityandresponsibility:

8.1.1 Monitor,assess,superviseandevaluatetheimplementationofvariouscurriculainbasic

educationin

both

public

and

private

schools/learning

centers

including

early

childhood

education,

specialeducationandalternativelearningsysteminthedistrictorclusterthereof

8.1.2 Provide professionalandinstructionaladviceandsupporttotheschoolheadsandteachers/facilitatorsofpublicandprivateelementaryandsecondaryschoolsandlearningcentersincludingearlychildhoodeducation,specialeducationandalternativelearningsysteminthe

districtor

cluster

thereof

8.1.3Performsuchotherrelatedfunctionsasmaybeassignedbyproperauthorities.




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SchoolDistrictLevel

AschooldistrictalreadyexistingatthetimeofthepassageofthisActshallbe maintained.However,

an

additional

school

district

may

be

establishedbytheregionaldirectorbasedoncriteriasetbytheSecretaryandonthe

recommendationof

the

schools

division

superintendent.

Forthispurpose,theSecretaryofEducationshall

setstandards

and

formulate

criteria

as

basis

of

theRegionalDirectorintheestablishmentofanadditionalschooldistrict.




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EnvironmentSchoolLevel

There shall be a school head for all public elementary schools

and public high schools or a cluster thereof. Theestablishment of integrated schools from existing publicelementary and public high schools shall be encouraged.

The school head, who may be assisted by an assistant school

head, shall be both an instructional leader and administrativemanager. The school head shall form a them with the schoolteachers/learning facilitators for delivery of qualityeducational programs, projects and services. A core of

nonteaching staff shall handle the school's administrative,fiscal and auxiliary services.




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Environment

SchoolLevel

(7)Administering

and

managing

all

personnel,

physical

and

fiscal

resources

of

the

school;

(8)Recommendingthestaffingcomplementoftheschoolbasedonitsneeds; (9)Encouragingstaffdevelopment; (10)Establishingschoolandcommunitynetworksandencouragingtheactive

participationof

teachers

organizations,

nonacademic

personnel

of

public

schools,

andparentsteacherscommunityassociations;

(11)Acceptingdonations,gifts,bequestsandgrantsforthepurposeofupgradingteachers'learningfacilitators'competencies,improvingadexpandingschoolfacilitiesandprovidinginstructionalmaterialsandequipment.Suchdonationsor

grantsmust

be

reported

to

the

appropriate

district

supervisors

and

division

superintendents;and

(12)Performingsuchotherfunctionsasmaybeassignedbyproperauthorities.




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PromotionswithinDepED

TheSecretaryofEducationshallcreateapromotionsboard,attheappropriatelevels,whichshallformulateandimplementasystemofpromotionforschoolsdecisionsupervisors,schoolsdistrictsupervisors,

and

school

heads.

Promotion

of

school

heads

shall

be

basedoneducationalqualification,meritandperformanceratherthanonthenumberofteachers/learningfacilitatorsandlearnersintheschool.

Thequalifications,

salary

grade,

status

of

employment

and

welfare

andbenefitsofschoolheadsshallbethesameforpublicelementary,secondaryandintegratedschools.

Noappointmenttothepositionsofregionaldirectors,assistant

regionaldirectors,

schools

division

superintendents

and

assistant

schoolsdivisionsuperintendentsshallbemadeunlessfileappointeeisacareerexecutiveserviceofficerwhopreferablyshallhaverisenfromtheranks.




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Theschoolheadsshallhaveauthority,accountabilityandresponsibilityforthefollowing:

1. settingthe

mission,

vision,

goals

and

objectives

2. creatinganenvironmentthatisconducivetoteachingandlearning

3. implementingcurriculumandbeingaccountableforhigherlearning

outcomes

4. developingaschooleducationprogramandSIP

5. offeringeducationprograms,projectsandserviceswhich

provideequitable

opportunities

for

all

learners

in

the

community

6. introducingnewandinnovativemodesofinstructiontoachievehigherlearningoutcomes




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administeringandmanagingallpersonnel,physicalandfiscalresources recommendingstaffingcomplementbasedonitsneeds

encouraging

staff

development; establishingschoolandcommunitynetworksandencouragingactiveparticipationofteachersorganizations,nonacademicpersonnelofpublicschoolsandPTCAs

acceptingdonations,gifts,bequestsandgrantsforthepurposeofupgrading

teachers/learning

facilitators

competencies,

improving

and

expandingtheschoolfacilitiesandprovidinginstructionalmaterialsandequipment;suchdonationsorgrantsmustbereportedtotheappropriatedistrictsupervisoranddivisionalsuperintendents

performing

other

functions

as

may

be

assigned

by

proper

authorities.




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PerceptiononDecentralizationofEducationin

the

Philippines

(SEDIP

Survey)DepED personnel at all administrative levels have some

general idea of what education decentralization entails.

Most associate this with the transfer of power andresponsibility to divisions and schools, and some others, with

the empowerment of field officials and other stakeholders.

Still a few others, equate education decentralization withschoolbased management.

Not surprisingly, the latter two responses (empowerment of

field offices and schoolbased management) are more likely to

be mentioned by respondents at the district and school levels

rather than those at the higher levels (Central, Regional and

Division Offices) of the education hierarchy.




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PerceptiononDecentralizationofEducationin

the

Philippines

(SEDIP

Survey)In terms of the division of labor and of tasks and responsibilities

across the educational hierarchy, there is also some convergence in

the views of respondents as to which administrative level/s should

assume the greater responsibility for a given educational task or

function under a decentralized setup.

It should be noted that this does not necessarily equate to a

consensus of views among the survey respondents. In general, it

should be borne in mind that some territorialism is evident in the

survey respondents, (i.e., respondents tend to vote for their own

administrative level as that which should be performing a given

task.




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PerceptiononDecentralizationof

Educationin

the

Philippines

(SEDIPSurvey)

TheCentralofficeisseenasassumingamajorroleintheperformance

ofeducational

policymaking;

the

setting

and

formulation

of

education

qualitystandards;andthedevelopmentanddesignofcurriculum

contentandstructure.

TheDivisionOfficeontheotherhand,isseenasprimarilyresponsible

forthe

hiring

and

termination

of

teachers,

as

well

as

for

monitoring

learningoutcomesandeducationalperformance,andtheprocurement

oftextbooks.

Therespondentsalsoviewthelattertwofunctions(monitoringandtextbook

procurement)

as

responsibilities,

which

the

Division

should

sharewiththeschoolsintheirareas.




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Educationin

the

Philippines

(SEDIPSurvey)

Under a decentralized setup, the schools are seen as primarily responsible for

several tasks. In descending order of importance these tacks/functions are asfollows:the repair and maintenance of school buildings;

the development of instructional materials;

the performance evaluation of teachers;

the procurement of school furniture and equipment,the construction of school buildings and facilities;

the generation and mobilization of resources;

and the allocation and utilization of fiscal resources.

In addition, schools are perceived along with the Division Offices as also

primarily responsible for planning, program development and the inservice

training of teachers.




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Educationin

the

Philippines

(SEDIPSurvey)

Other Findings:

Themostwidelycitedreason,asthebarriertothefullimplementationofRA9155isthelackofcooperationfromstakeholders followedcloselybylackofmanpowerormanpower

preparation.

Thereisstillalargeconcernaboutthereadinessofpersonnel/officestohandledevolveddutiesmostlycitingthatpersonnellackskillsandrequiremoretraining.

Amajorityalsoexpressessomeconcernsaboutredundancies,theproportionbeing

highestat

the

district

level.

Astoconcernaboutadditionaljobs/tasksthatmaybeassignedwithnoadditionalcompensationasaresultofdecentralization,understandablytheconcernismainlyatthe

lowerlevels. Majorityatthecentraloffice,regionaloffice,andthedivisionofficearenot

concernedbutmajorityatthedistrictlevelandschoollevelareconcernedaboutadditional

tasks.

Finally,itisinterestingtonotethatdespiteperceivedconcernsaboutdecentralization,averylargemajorityofrespondentsatalllevelsareinfavorofdecentralizationandbelievethatitwill

improvethequalityoftheeducationalsystem.




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THANKYOU

Dr.EthelAgnesP.Valenzuela

ResearchSpecialistandHead,ResearchStudiesUnit


decentralization education philippines

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