DEPARTMENT OF EDUCATION

FY 2006 Performance Assessment

02 January 2007
I.

Introduction

This report provides a quick assessment of the Departments performance for FY 2006
vis--vis major development plans, such as the Medium-Term Philippine Development Plan
2010, the Education for All 2015, and the Millennium Development Goals 2015. These
development plans for basic education center on alleviating the plight of the poor, by making
every Filipino functionally literate - able to read, write, make numeric calculations and most
importantly, use these in daily life.
FY 2006 coincides with the second year of DepEDs pursuit of its twin goals of universal
coverage for children of school-age and improving quality of learning. Thus, this report
highlights the gains achieved, expressed in educational learning outcomes and other major
outputs, as well as critical problems that hindered the attainment of certain targets and
objectives. It also describes in brief what the Department hopes to undertake in FY 2007 for its
major programs and projects.
II. Key Learning Outcomes
1.
Enrolments. Basic education enrolment currently stands at 19.25 million children, twothirds of which (or 12.91 million) represent the elementary portion, while a third (or 6.33 million)
represents the secondary portion. Of the total basic education enrolment, 88% are in the public
schools. The gross School Participation Rates are 92% and 68% for elementary and secondary
education, respectively, with the girls outperforming the boys.
The enrolment figure for 2006 is slightly higher by 72,969 children from 2005. A rapid
appraisal of the situation points to poverty as the main cause of the very modest increase, as
exacerbated by the high cost of education and the need for students, particularly those at the
high school level, to seize employment opportunities to augment household income. Thus far,
this increase in enrolment is a unique occurrence since historically (i.e., for the last 25 years),
the trend consistently showed an upward movement, averaging at 2.34% yearly, which is at par
with projected population growth.
DepEDs strategies for motivating parents and students to enroll in the schools included
the implementation of the Oplan Balik Eskwela which refers to community-level campaigns
nationwide for parents to pre-register children of school age prior to the June opening of school
year. This is being done with the active support of the local governments and other community
stakeholders. Complementing this campaign is DepEDs award of scholarship subsidy to
students who cannot be absorbed by the public schools, known as the GASTPE Program. This
program comes in two modes the first is by contracting private schools to organize classes for
public school excess students known as the Service Contracting Scheme. The second mode is
by awarding education vouchers to poor but academically deserving elementary graduates
known as the Education Vouchers Scheme (EVS). ESCS which began in the early 90s has an
estimated 446,202 student beneficiaries spread from 1st to 4th year high school. EVS, on the
other hand, only started last year with the distribution of 100,000 education vouchers to Grade 6
graduates whose schools are feeder-schools to over-crowded public high schools in their
locality. To date, some 60% vouchers have been utilized. A total of 1,584 private high schools
actively participated in GASTPE.
On Early Childhood Education (ECE), DepED continues to work with the National
Council on Early Childhood Care and Development the local government units for the provision

of preschool education. The current enrollment in DepEDs portion of ECE stands at 176,300
children, mainly through the DepED Preschool Program and the Education Service Contracting
scheme with LGUs and PTCAs. It is to be noted that in 2005, DepED slowed down on this
program due to the non-approval of its budget for ECE. Despite this development, however, it
continued support for 950 organized classes in the poorest areas of the country for some 23,750
children using other program funds. In 2006, the numbers went up to 176,300 children that were
accommodated in 7,052 classes. Next year, DepED hopes to reach more 5 year olds, and will
include them in the household survey that will be done to map out their whereabouts, with focus
on the identified priority barangays without access to day care and preschool services, whether
public or private. From this years 7,052 organized classes, DepED will expand its scope and
coverage next year by accommodating some 220,350 preschoolers in 8,814 classes located in
1,951 barangays without private preschools or day care centers and another 249 priority
barangays under the National Preschool Education Program.
For children, youth and adults who have real difficulties attending the formal schools and
in keeping with DepEDs goal of inclusive education, DepED employed alternative modalities for
delivering basic education services, namely alternative delivery modes (ADM) and Alternative
learning system (ALS). For ADM at the elementary level, such programs as Distance
Education for Public Elementary Schools and Multi-grade continue to be implemented. For
secondary, DepED continues to offer Open High School and Easy and Affordable Secondary
Education Project, mainly a home-based education strategy. In terms of ALS, DepED continued
implementing the Strong Republic School-Distance Learning for children in areas with unstable
peace and order conditions, Basic Literacy Program, Accreditation and Equivalency Program
and BP-OSA (Balik-Paaralang for Out-of-School Adults) which are mainly modular learning and
through mobile teachers or community-based instructional managers for those children, youths
and adults who are in unique or difficult situations.
Next year, DepED will be more proactive and will invest more resources in getting all
children of school age into attending schools. The Oplan Balik Eskwela will be supported by a
household level head-count of school-aged children to be known as Basic Education Survey
to, among others, ensure that no child/youth/adult will be left out of the basic education system
(preschool included), whether through the public and private schools or through the alternative
learning system. Expansion of ALS program coverage will also take place with the 3-fold budget
increase for this program category. Lastly, it is presently reviewing the EVS program of GASTPE
with the end view of improving voucher utilization, as well as in accrediting private schools to
control for quality of education offering.
2.
Organizing Schools. The 19.25 million students enrolled in the basic education system
are accommodated in 50,236 elementary and secondary schools nationwide, 84% of which (or
42,076 schools) are public and the remaining 16% (8,160 schools) are private. This is 307
schools higher than last years level.
To ensure that there will be enough student places in the public schools, DepED in
partnership with various agencies in government and non-government sectors (e.g., DPWH,
DTI, DBM, Congress, FFCCCII, AFP), collectively provided a total of 13,242 classrooms
nationwide which are much beyond the yearly target of 6,000 classrooms set under the MediumTerm Philippine Development Plan 2010. Following the classroom-pupil ratio of 1:50 at double
shift, DepED and its partner agencies, twice exceeded the estimated requirements to close the
persistent classroom gap. Funds used came from the national government (GAA), Official
Development Assistance, PDAF of certain members of Congress and the Senate, and private
resources from Adopt-a-School Program, FFCCCII and its partners. The Education Vouchers
Scheme likewise contributed student places equivalent to 580 classrooms. With these efforts,
the classroom gap estimated at 1:50 classroom-pupil ratio on double shift has actually been
closed.

Next year, DepED will move to lower classroom-pupil ratio to 1:45 to improve learning
conditions and will continue to build more, fully furnished classrooms estimated at 6,000 new
classrooms and workshops and 4,050 major repair and rehabilitation. This will be made possible
by the support being provided by the national government by way of increased budgetary
appropriations this year and next. The Education Vouchers Scheme is also expected to deliver
some 1,400 classroom-equivalent. In addition, DepED will address the repair and rehabilitation
of existing classrooms to prevent their further deterioration. Re-construction activities will
likewise be heightened in areas recently affected by major disasters/calamities.
3.
Improving the Holding Power of Schools. As measures of basic education efficiency
and effectiveness, the forecast for SY 2005-2006 cohort survival rates for elementary and
secondary are 73.3% and 68%, respectively. In contrast, drop out rates are 5.52% for
elementary and 11.2% for secondary, with the highest incidence recorded between Grades 1
and 3. This drop out situation, though wanting in all respects, is already an improvement from
previous years 7.19% for elementary and 12.82% for secondary. However, DepED still sees the
need to improve the teaching-learning conditions obtaining in the classrooms to ensure that
every Filipino complete the full 10 years of basic education.
To this end, DepED in tandem with partner agencies (e.g., DOH, DSWD, LGUs),
launched the Food for Schools Program mainly for the very young learners in the poorest
areas of the country because they are the most at risk of leaving the school system as they are
prone to sickness due to malnutrition. It is noteworthy that some 21% of public school children
have below normal nutritional classification status. In cooperation with local government units
and parents, the program provided fortified rice to preschool and Grade 1 pupils for 120 school
days and covered priority 6,304 public schools nationwide. Some 111,584 preschool and Grade
1 children benefited with the distribution of a total of 25,338 bags of rice. In 2006, DepED again
fed children in Grades 1-3 for 90 feeding days and by next year, the program will concentrate in
the 10 priority provinces identified to be food insecure, with the possible inclusion of NCR.
Feeding will be administered to all public school children in those areas for 150 school days.
In general, attendance of these learners improved which could have favorable impact on
student survival and consequently, achievement. The sustained feeding of children in food
hungry areas resulted in the decline in the number of hungry families, particularly in NCR.
Likewise, DepEd mobilized all of its health personnel to engage in the Universal Medical
and Dental Project for Grades 1 to 3 children. Some 4.2 million (70%) of Grades 1 to 3 children
nationwide were examined and were either given immediate treatment or were provided with
health cards to enable them to seek medical and dental assistance from qualified providers.
Part of the project is to diagnose children reported to have either hearing or visual impairment or
both as unearthed by DOH.
4.
Improving the Quality of Basic Education. The achievement scores of public school
students in Grade 6 and 4th year high school in SY 2005-2006 are far from desired. On a per
subject area basis, the scores (expressed in mean percentage scores) are as follows: Grade 6
English 54.05%; Math 53.66% and Science 46.77%. On the other hand, the scores for
secondary are as follows: High school English 47.73%; Math 47.82% and Science
37.98%. These numbers imply that the children only learn half of what they ought to learn at the
basic level. Further, the girls consistently outsmarted their male counterparts in all of these
subject areas. To prevent further deterioration of learning, DepED began scaling up major
programs and projects to reach out to more learners, namely:
4.1
Early Childhood Education. Various studies and literature suggest that a
desirable preschool experience will yield better academic performance as a child goes up the
education ladder. DepED, in partnership with DSWD, CWC and the National Council on ECCD
(NCECCD), continued implementing the curriculum standards for 5 year-olds formulated in

2004, together with the provision of support instructional materials, as well as the training of
teachers and day care center workers on their application/use. This year also marked the 2 nd
year of administering the Grade 1 school readiness test among all Grade 1 entrants this June
2006 to screen them for readiness for formal schooling. Thus far, the drop-out incidence in
Grade 1 improved from 2.05% in 2003 to 1.2% in 2004 and remained relatively flat until 2005.
Next year, DepED will double its efforts and expand this program in keeping with the goal of
universal coverage of 5-year olds, in coordination with the NCECCD.
4.2 Every Child a Reader Program (ECARP). This program is a direct response to
the finding that the poor performance of students, as measured by the National Achievement
Tests for Grade 6 and 4th year high school, is mainly due to poor reading skills. An indispensable
tool for learning how to learn in all subject areas, ECARP aims to make every child an effective
reader by Grade 3 (i.e., reading at their own level and with comprehension) to warrant proper
communication and place the pupils in a position where they can access a variety of information
in written or oral forms. The support policy actions taken by DepED were the no read, no move
policy where only effective readers get promoted to Grade 4 and the assignment of the best
teachers in the schools to the first 3 grades. This has been going in since 2004 but on a limited
scale, and it was only last year and this year when the program is scaled up to reach more
young learners. Parallel programs launched include the provision of adequate textbooks and
reading materials for teachers and students, and the establishment of library hubs (or library
warehouses) in selected divisions where nearby schools can loan hundreds of reading books at
any one time.Next year, DepED will engage in a parallel project dubbed as Read-a-Thon to
recognize effective readers and to share best practices for promoting effective reading, the
construction of additional library hubs and the refurbishing of Regional Educational Learning
Centers which serve as regional base for developing indigenous instructional materials.
4.3
Training and Development. DepED concentrated its efforts in re-tooling
personnel, particularly those teaching English, Science and Math subjects but who are not
specialists in these fields. The training programs came in three forms one form is through
degree programs in reputable institutions like Ateneo, La Salle and UP; another is institutionbased summer training for two summers in regional centers resulting in a minor degree; and
lastly, through work-based seminar-workshops dwelling on content and pedagogy. DepED
resorted to this strategy to correct the situation wherein a majority of science teachers and a
significant proportion of math teachers at the high school level are not science or math majors or
minors. Collectively, some 138,167 teachers have been trained in English, Science and Math,
each of whom will train 5 other teachers, or a total of 463,305 teachers. Complementing this
program is the National English Proficiency Program where teachers in all grade and year
levels are mentored to improve their English proficiency level, it being a tool subject for learning
Science and Math. In so short a time, DepED was able to re-tool its teachers, particularly the
non-majors in English, Science and Math.
In 2007, DepED aims to ramp up the figures with the promise of increased funding
support from the national government. A major shift in training strategy is to build up core staff
of Math and Science supervisors and master teachers, prepare education managers at the
schools, divisions, regions and the central offices for better education management services and
to hone the skills of non-teaching personnel engaged in accounting, procurement, budget,
planning, management and ICT development, application and maintenance, to cite a few.
4.4
ICT in Basic Education. Conscious of the fact that public school learners are
widely spread across the country, educating all of them with some degree of uniformity in quality
at a timely fashion would prove to be a daunting task. As a consequence, DepED employed
information and communications technology to ease the situation a bit. Carrying on with the
DepED Computerization Program since 1995 and the GILAS Project, DepED began
distributing computers, printers and paraphernalia to public high schools in collaboration with
agencies like DTI, DOST and the local government units. To date, some 3,512 public high

schools (or 73%) have been provided with computer laboratories for use during computer-aided
instructions. This was preceded by the development of computer-based instructional materials
and the training of teachers. Likewise, 513 high schools (0r 15%) are provided with local area
networks and another 200 public high schools (or 6%) are provided with networked computers.
Next year, another round of procurement of PCs will be done to achieve full coverage of all
public high schools under the program. Also part of DepEDs plan is to utilize ICT to improve
elementary education, particularly at Grades 5 and 6, and for effectively managing the basic
education system.
4.5
ODA in Basic Education. DepED has a total of 8 on-going ODA-assisted
projects aggregating to P25.6B, 4 of these are grant-financed, while the other 4 are loanfinanced. Of the the total project cost, around 66% (PhP 17.B) are loan proceeds, 6%
(PhP1.47) are grants-in-aid and 28% (PhP7.11) represent counterpart. These ODA projects are
mainly sourced from World Bank, Japan Bank for International Cooperation, Asian Development
Bank, UNICEF, Australia Agency for International Development and the Government of Spain.
Two of these projects (namely SEMP and TEEP) officially closed in June 2006. The remaining
ones are SEDIP, Mindanao Sustainable Area Development Project, BEAM, STRIVE
(Strengthening Implementation of Basic Education Assistance in Selected Provinces in
Visayas), the 5th Country Program for Children and Spanish Governments support for the
provision and rehabilitation of classrooms and teacher training in typhoon-hit areas.
DepEDs ODA mainly centered on the following components:
a. Promoting school-based management in project areas where support ranged from
training of school heads on the formulation of SIPs to actual financing SIP
implementation;
b. Development of curriculum and strengthening instruction, particularly on the
indigenization/localization of the Basic Education Curriculum;
c.
In-service Training for teachers especially in priority areas such as English, Science
and Mathematics as well as on how to effectively teach Reading in Elementary level;
d. Provision of textbooks and supplementary learning materials
e. Construction and rehabilitation of classrooms with packages of furniture and other
school facilities to partly address classroom shortage and improve learning
environment; and
f.
Capacity-Building for education leaders, managers and staff that enhance the
delivery of basic education.
To start implementation next year is the National Support for Basic Education
(NPSBE), a budgetary support program with World Bank amounting to US$200 Million.
On pipeline are 6 major projects that will lend support to the overall direction for
basic education in accordance with the Education For All plan of action, namely:
a) Elementary Education Project for CARAGA and Bicol Regions for grant financing
(between Euro2.5-3.0 Million) by the Government of Spain which has been approved
in principle by the Government of Spain.
b) Strengthening the Visayas Education Project, Stage II an expansion of the on-going
STRIVE 1 both in terms of geographical areas and components with grant financing
by AusAID estimated at Aus$150 Million for three years. DepEd has already
submitted the proposal to NEDA for ICC evaluation.
c) AusAID Assistance to help implement BESRA the grant amount is estimated
between US$60-80 million over a five year period. The Government of Australia has
already confirmed assistance to commence in early 2007.

d) Assistance from Government of Japan through UNICEF (estimated at US$8 Million)

to build/rehabilitate academic classrooms and provide water and sanitation facilities in
selected schools/learning centers covered by the on-going Sixth Country Program for
Children. DepED and UNICEF are now in the final stages of refining the details of the
project proposal; and
e) Proposed Cyber Education Project for loan financing by the Peoples Republic of
China. The proposed project aims to increase equitable access to quality basic
education through the use of ICT and will cover 23,549 public schools nationwide and
665 Alternative Learning System (ALS) Learning Centers. The proposed project will
support the installation of broadband satellite communication system. DepED will
submit the proposal to NEDA for ICC evaluation first week of January 2007.
5.
Improving the Relevance of Basic Education. DepED continues to strengthen the
Basic Education Curriculum (BEC) to keep it up-to-date with socio-economic, cultural, scientific,
technological and other developments. Taking cue from the recommendations of the National
Manpower Summit1 in March 2006 and following the countrys desire to increase overall
competitiveness to improve the quality of life of every Filipino, DepED deliberately invested
resources to strengthen the curriculum for teaching English, Science and Math, including the
mass production of science and math equipment for distribution to public schools nationwide,
the provision of 1 textbook for every pupil in these subjects and firmed up decision to participate
again in the global Trends in Mathematics and Science Studies in 2011.
In addition, the poor performance in national achievement tests by Grade 6 and 4 th year
students, coupled with high drop out and low cohort survival situations in both elementary and
secondary levels, compelled DepED to introduce what is now known as Technical-Vocational
Education. The strategic underpinning of HS Tech-Voc Education is to help high school
students acquire some skills that will help them earn a living while and after completing basic
education - a reality that needs to be confronted head-on. It will be introduced next June 2007,
and to guide the students and their parents into choosing career paths, the National Career
Assessment Examination (NCAE) will be administered this January 2007 among graduating
high school students. Results of NCAE will be fed back to test-takers and teachers to facilitate
planning and organizing for job placements within their locality through tie-ups with local
industries. DepED will strengthen the existing Technology and Livelihood Education subject in
high schools and at the same time, enhance the capabilities of existing tech-voc schools to offer
certification programs in partnership with TESDA (i.e., similar to the Don Bosco approach).
Another attempt to make BEC relevant is seen in the Madrasah Education Program for
the Muslim population having diverse socio-cultural orientations. DepEd formulated two years
ago the standard curriculum for Madrasah Education to make the education of Muslim students
at par with their non-Muslim counterparts elsewhere in the country. In addition to the desired
Basic Education Competencies, the Madrasah curriculum contains Islamic Values and Arabic
Language. Massive training of madrasah teachers and mentors ensued to familiarize them with
this curriculum, as well as provided continuing professional education. Similarly, by 2007,
DepED hopes to hire more teachers and supervisors who will look after the program. In terms of
financing, DepED harnesses ODA resources for the textbook requirements of the Standard
Madrasah Curriculum. Books for Islamic Education and Arabic Language teaching have been
developed and pilot-tested in various parts of the country in partnership with recognized Muslim
authorities and other government and non-government agencies. Mass production will take
1

The National Manpower Summit held in March 2006 forwarded several recommendations concerning education, to
wit: a) accelerate implementation of ladderized education; b) inculcate among the pupils, beginning at the elementary
level, the values for work; c) improve English proficiency; d) remove the bias against blue collar jobs; e) in secondary
levels, for guidance counselors to proactively provide career guidance starting at 1st year high school; and f) at the
collegiate levels, to allow freer movement across courses.

place in 2007, coupled with mass training of teachers on their use in 2007-2008. Also in the
offing is the development of curriculum models for various groups of Indigenous Peoples, in
collaboration with certain government and non-government institutions.
6.
Student Assessment. As a way of gauging sector-wide performance and
competitiveness, DepED continues to administer standardized national achievement tests to
Grade 6 and 4th year high school students yearly. Test results are immediately fed back to the
teachers, disaggregated in terms of students mastered and least mastered skills to facilitate refocusing of lessons and/or remediation. Further, the policy on performance-based grading
system continues to be enforced (as opposed to transmuted grades). These do not preclude,
however, the administration of local achievement testing (i.e., regionwide and division-wide). For
next year, DepED hopes to initiate portfolio type of assessment to permit a full appreciation of
the learning gained by every student, whether inside or outside of the classroom.
III. Organizational and System Enhancements
1.
Organizational Rationalization. Started in July 2004, DepEDs proposal for
organizational rationalization is nearing completion. The goals being pursued include reengineering the entire DepED structure (from central to division offices) towards creating the
learning environment and ecosystems which puts schools at the core of the teaching-learning
process. It re-examined its mandate, vision and mission vis--vis RA 9155 to enable the system
to respond to the call for shared governance. Thus, the emerging plan for Organizational
Rationalization aims at making school-based management a uniform practice across all schools
and the strengthening of the different levels of the hierarchy to enable them to provide the
support environment needed by the schools.
2.
System Reforms. To support genuine decentralization of authority to regions, divisions
and schools pursuant to decentralization of basic education governance, DepED took the
opportunity to formulate its policy reform agenda. Popularly referred to as BESRA (Basic
Education Sector Reform Agenda), DepED formulated policy papers falling under each of the 5
Key Result Thrusts (KRTs), namely:
KRT 1: Get all schools to continuously improve.
Policy Paper on Framework and Standards for Promoting Effective
School-Based Management
Policy Paper on School Leadership: Policy Framework, Instruments and
Guidelines Towards Improved Learning Outcomes
KRT 2: Enable teachers to further enhance their contribution to learning outcomes.
Policy Paper on Teacher Education and Development Program
KRT 3: Increase social support to attainment of desired learning outcomes.
Policy Paper on National Learning Strategies in Science and Mathematics
Education
Policy Paper on National Learning Strategies for the Filipino and English
Languages
Policy Paper on Developing School Quality Assurance and Accountability
Framework
KRT 4: Improve impact on outcomes from complementary early childhood education,
alternative learning systems and private sector participation
Policy Paper on Public-Private Partnerships
Policy Paper on Strengthening the Alternative Learning System
KRT 5: Change the institutional culture of DepED to better support these key reform
thrusts.

 Policy Paper on New Budget Framework and Financial Management

Reform Plan
Policy Paper on Information and Communications Technology for Education
(ICT4E)
The above policy papers prescribe new ways of doing business in basic
education. They were developed by teams of practitioners, professionals, experts and
affected groups mobilized by DepED. At present, the policy papers are being converted
into handbook format for easy reference by the general public. By next year, all these
policy instruments will be circularized and series of orientation workshops are expected
to transpire. It was also under BESRA that a program support loan was contracted with
the World Bank for US$200M for the period, 2007-2010. It will finance existing budgetary
items of DepED, e.g., training and development, school grants, school MOOE, school
building program, monitoring and evaluation and research and development.
3.
Procurement Reforms. Even prior to the passage of RA 9184, DepED took the
initiative to craft its Procurement Improvement Plan aimed at streamlining procurement systems
and procedures which resulted in wider supplier base, more competitive and transparent
procurement operations and reasonable prices. So that when RA 9184 was eventually passed
and its IRR approved, DepED was already building the capacity of regional committees on the
new rules and procedures to be adopted.
Among the goods and services that showed encouraging procurement results were on
textbooks and classrooms. Despite limited funds last year, DepED was able to fill the textbook
requirements of the public school system due to the imposition of a new procurement policy
which promotes transparency, fair competition and title uniformity. So that despite rising world
prices of textbook paper and other printing supplies and paraphernalia, DepED was able to keep
the unit costs of textbooks at P35.52 per copy for elementary books and at P61.06 per copy for
secondary books. Further, to control for quality of textbook content, DepED also tightened its
textbook evaluation process. It is now a 3-tiered evaluation process that starts from evaluation
by subject experts, followed by team review by specialists from the academe and other
practitioners, and finally by DepEDs education specialists. On the other hand, the classrooms
built through a combination of principal-led approach, publicly bid contracts and by
administration resulted in the erection of structures that conform to technical specifications and
at cheaper prices. A positive externality of this strategy was the wiping out of classroom backlog
at the end of the year.
4.
Financial Reforms. DepED actively participated in DBMs Medium Term Expenditure
Framework Reform through the OPIF (Organizational Performance Indicators Framework). This
method shifts budgeting from input-based to output-based, clarifies expected performance and
accountability, focuses an agencys efforts on the delivery of outputs relevant to goals, and
reports to public and Congress in clear terms. As such, DepED formulated its logframe and
committed itself to six (6) major final outputs (MFO), namely:
MFO 1-A: Public Pre-Elementary Education Services
MFO 1-B: Public Elementary Education Services
MFO 2 : Public Secondary Education Services
MFO 3 : Alternative Learning System Services
MFO 4 : Basic Education Sector Management Services
MFO 5 : Regulatory and Developmental Services
MFO 6 : GASTPE Services

Each of the above MFO is translated into specific indicators of performance that will be tracked
over time to measure progress vis--vis budgets. Following the above configuration, the
proposed 2007 budget of DepED is broken down into: MFO 1-A 0.78%; MFO 1-B 67%;
MFO 2 28.4%; MFO 3 0.25%; MFO 4 1.68%; MFO 5 0.02%; and MFO 6 1.97%.
IV.
Rehabilitation Projects for Typhoon-Damaged Areas. Public schools were not
spared by the three (3) super typhoons that hit the country this year, i.e., Milenyo, Reming and
Seniang. A total of 3,855 public elementary and secondary schools were seriously affected, with
an estimated 19,275 classrooms valued at P1.96B. In view of the urgency of the situation,
DepED used its own funds as emergency response, as no funds were provided for the
purposes. The works are now on-going and by January 8, 2007, DepED hopes to complete
some 2,037 classrooms in the affected areas. Funds used came from the School Building
Program and DepEDs MOOE. Priority is accorded to Albay Province which was hardly hit by
Typhoon Reming. Further, as an emergency response at each time that a super typhoon is
announced by PAG-ASA, DepED set up a task force to monitor the effects of the typhoon on
school facilities, composed of roving engineers. Disaster preparedness is also being required
to form part of planning activities of every school, division and region.
V.

Concluding Remarks

The foregoing report captures in a nutshell the major happenings in DepED, although a
lot more things are unfolding, particularly with the new set of leadership providing the inspiration
and encouragement for every employee to deliver what is good for the system and with the
national governments commitment to prioritize public spending in basic education.
Improvements in education cannot happen over-night, but with the support of all policy-makers,
legislators, parents, local governments, private sector, non-government organizations and civil
societies, the goal of providing access to quality education for all, especially for the poor
segment of the countrys population, is not far-fetched.
Prepared by:
Planning & Programming Division
Office of Planning Service
Department of Education Central Office
Tel. Nos.: 633-7256; 638-8634
Email addresses: ppd@deped.gov.ph; milatt114@yahoo.com