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D.

Basic Education
The Department of Education (DepEd) continues to make substantial investments in basic
education through various programs for all Filipino learners. Basic education is 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. 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.
DepEd also gives prime importance to Indigenous Peoples (IP) and Muslim learners. Through
the Philippines Response to Indigenous Peoples and Muslim Education (PRIME) program,
DepEd expanded access to education to more than 100,000 IP and Muslim learners in the
last three years. They also developed the Learning Resources Management and
Development System (LRMDS), an online library containing downloadable and free teaching
and learning materials. These learning materials are tied in with the curriculum to ensure
relevance and appropriateness.
E. Higher Education
CHED conducts a rationalization of Higher Education Institution (HEI)s and Programs within
a moratorium period on the opening of new programs especially in oversubscribed
disciplines. One example is the Gender and Development Programs that includes advocacy
and gender sensitivity activities to promote gender parity in education, equal access to
scholarships by both genders, and interventions to assist female students with extreme
personal situations that prevent them from completing their higher education.
Aimed at providing access to quality higher education among poor but deserving students,
Ched provide the Student Financial and Assistance Programs(STUFAPs) which consists of
scholarships including the Full Merit, One-Town-One-Scholar
(OTOS) and Half Merit
programs, the beneficiaries of which are selected on the basis of their performance in
qualifying examinations; (2) Grants-in-Aid-Tulong-Dunong including: Study Grant Program for
Solo Parents and their Dependents, DND-CHED-PASUC Study Grant, OPAPP-CHED Study
Grant Program for Rebel Returnees, and CHED Special Study Grant Programs for Senate and
House of Representatives, which are meant for the students from poor families, indigenous
communities, and persons with disabilities; and (3) student loans for the needy but
deserving students.
F. TECH VOC
On improved access and equity in Tech Voc Education, opportunities were made
available to all clients including special clientele groups as women, Differently-abled
persons, and indigenous People. They provide scholarship and student assistance
programs were provided to deserving Tech Voc enrollees in all regions in the country.
This is made available through the Private Education Students Financial Assistance
Program (PESFA) and the Training for Work Scholarship Program (TWSP). The increase
in enrolment was the result of the massive scholarship programs offered by the government

which provide free training, training support fund and free competency
support job creation and preservation.

assessment to

Tech Voc can also delivered through a network of public and private institutions
through the following modes: (a) School-Based refer to the direct delivery or provision
of TVET programs by the public and private providers, including the TESDA administered
schools; (b) Center-Based refer to the delivery of training programs by the TESDA
Regional, Provincial and Specialized Training Centers as well as private training centers; (c)
Enterprise-Based are training programs implemented within companies/ firms; and
(d) Community-Based training delivery conducted at the local/ community level,
mostly in partnership with the local government units (LGUs) and the nongovernment organizations (NGOs).
G. Make a comparative analysis of the Philippine Education Budget for the last
five years (2010-2014)
For the last five years, the Philippine Education Budget has been one of the largest of
budgetary allocations amongst the various government agencies. The proposed budget for
2014 stands at approximately P309.43 billion, an increase of about P17 billion from 2013.
The amount appears enormous, but it has yet to prove that it is enough to produce a welleducated and responsible citizenry.
On the average, government spending on education has been rising consistently per year.
This may be observed on the above table. Quality comes at a certain price. There are
various factors that affect the quality of education like teacher salaries, teacher training, and
curriculum reform because it may be one of the reason why the budget allocation has been
rapidly increase per year.
Although government spending on education has increased over time, the Philippines was
found to be one of the smallest spenders on education in terms of share to gross domestic
product (GDP).
And with reduced spending, the quality of education has deteriorated over time,
underscored by the extremely low compensation levels given to teachers, the next-tonegligible investments in training teachers, and the lack of reforms in curriculum before the
K to 12 program.

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