MAED Major in Educational ManagementED 202 – System AnalysisEFA (Education for All) 2015 Plan“The

Philippine EFA 2015 Plan of Action is a vision and a holistic program of reformsof the country that is not
confined to the work of the Department of Education but asocietal responsibility that can be
implemented within the framework of a Grand Allianceof all sectors and forces that will harness
and harmonize the use of educationalresources.”- Philippine EFA National Plan of ActionI. Overview
on EFAIn 1990, there was a World Declaration on Education for All (EFA) in Jomtiem,Thailand, which
prescribed that Basic Learning Needs shall be met for all by variousmeans. As a response,
the Philippines crafted and implemented the 10-year EFA PhilippinePlan of Action covering 1991-2000.
The EFA plan articulated the country’s national goals,objectives, policies and strategies, as well as the
regional programs for implementation forthe first decade of the EFA movement. Under the 1991-2000
Plan (EFA 1), the thrustsincluded:Early Childhood DevelopmentExpansion of self-sustaining
community-based ECCDUse of innovative approaches to parent educationPromotion of preparatory
educationAccreditation of private pre-school programs and institutionsDifferentiated approaches for
special categories of childrenStrengthening of health, nutrition and other allied servicesSocio-cultural
adaptation of curriculum, materials and approachesSingle agency to coordinate programs for
ECCDUniversalization of Quality Primary EducationEnhancing the holding power or student retention
of schoolsUsing alternative teaching-learning delivery modesStrengthening home-school
partnershipEmphasis on higher-level thinking skillsUpgrading teacher competenciesAlternative
Learning SystemsEradication of illiteracy in selected areasPromotion of continuing education and
developmentImplementation of integrated programsII. Philippine EFA 2015 National Plan of
ActionThough the government officially approved the Philippine EFA 2015 Plan only in2006, it was
already used by the DepEd as its overall planning and policy framework asearly as 2003 and was already
integrated in the formulation and updating of the MTPDP2001-2004 and 2005-2010. Instead of six target
dimensions as advanced by global EFA,the Philippines grouped them into four component objectives
when it considered the localsituation, all geared towards the overall goal of providing basic
competencies to everyoneto achieve functional literacy by 2015. Based on the Philippine EFA 2015
National Plan of Action, the country shouldprovide basic competencies to everyone to achieve
functional literacy for all. This will bedone through the four-component objectives (as against the six of
global EFA), namely:

a. Universal coverage of out-of-school youth and adults in the provision of learningneeds;b. Universal
school participation and total elimination of drop-outs and repetition inGrades 1 to 3 (achievement of
this outcome requires a quality assured programfor preschool and early childhood care and
development which should reach allchildren aged 3 to 5 years old);c. Universal completion of full cycle of
basic education schooling with satisfactoryachievement levels by all at every grade or year; andd.
Commitment by all Philippine communities to the attainment of basic educationcompetencies for all –
Education for All by All.To attain these goals, nine urgent and critical tasks categorized into general
classeswere formulated. These include six production tasks that will yield the desired
educationaloutcomes and three enabling tasks that are necessary to sustain effective implementationof
the production. These nine tasks are as follows:Production Tasks1. Better Schools: Make every school
continuously perform better.School-Based Management (SBM) framework and
standards.Achievements related to SBM are as follows:• schools have school improvement plans;•
schools have school governing councils;• schools have school report cards;• school heads have been
oriented on SBM; and• schools have been oriented on simplified accounting procedures2. Early
Childhood Care and Development (ECCD): Make expansion ofcoverage yield more EFA
benefits.Early Years Act3. Alternative Learning System (ALS): Transform non-formal and
informalinterventions into an alternative learning system yielding more EFA benefitsout-of-school-
youth (OSY) and adult illiterates who are over 15 yearsold but could not avail of formal education are
given the opportunity tolearn through the Alternative Learning System (ALS)4. Teachers: Promote
practice of high quality teaching.In-service teacher trainingTeacher Development ProgramsImproved
Performance and Proficiency assessment5. Longer Cycle: Adopt a 12-year program for formal basic
education with twomore years added, one each for elementary and high school, to the existing10-year
basic education schooling.specified competencies should be achieved at every grade level in theexisting
cycleemployers, parents, HEIs, and the DepEd should reach a consensus toidentify the level of
competence graduates should attain through theadditional basic education years6. Accelerate
articulation, enrichment, and development of the basiceducation curriculum in the context of the
pillars of new functional literacy.institutionalized MTBMLEEnabling Tasks7. Funding: Provide adequate
and stable public funding for countrywideattainment of EFA goals.Financing to attain quality
education for allLocal Government Unit (LGU) financing for educationEFA funds from international
donorsAdopt-a-School program8. Governance: Create a network of community-based groups for
localattainment of EFA goals.The National Education for All Committee (NEC), the Regional Committee
on Education for All (RCEFA), and the Division Committee on Education for All (DCEFA)

The Literacy Coordinating Council (LCC)Local School Boards (LSBs)School Governing Councils (SGCs)9.
Monitor progress in efforts towards attainment of EFA goals:Development and implementation
of indicators of “quality education.”Education for All (EFA) assessmentsSurveysInformation
systemsLiteracy AwardsIII. EFA GoalsIn 2000, the Philippines, as a reaffirmation of the vision set in the
1990 WorldDeclaration, committed itself to the following EFA 2015 Goals at the World EducationForum
in Dakar:Goal 1: Expand and improve comprehensive early childhood care andeducation,
especially for the most vulnerable and disadvantaged children;National Policies on ECCDRA No. 8980
or the ECCD ActRA 10410 or the Early Years Act of 2013Care and education services for children below
5 years oldSupplementary Feeding Program (SFP)RA No. 7160, otherwise known as the Local
Government Code of 1991.Presidential Decree (PD) No. 1567 in 1977 or the decree on Establishinga
Day Care Center in Every BarangayDSWD Administrative Order 29DSWD AO No. 29 s. 2004 -
guidelines for accreditation of day carecenter and child development workers and teachers
catering tochildren aged zero to fourGoal 2: Ensure that by 2015, all children, particularly girls,
children in difficultcircumstances and those belonging to ethnic minorities, have access to
completefree and compulsory primary education of good quality;Policies to universalize basic
educationRA No. 10157 or the Kindergarten Actinstitutionalized kindergarten as part of the
basic educationcyclePolicy on Free and Compulsory Educationmandated by the Philippine
Constitution and the Enhanced BasicEducation Act of 2013Anti-Truancy PolicyMemorandum of
Agreement (MOA) on providing basic learningneeds was forged by the DepEdProgress to attain
universal basic educationDepEd offered two pre-primary program types:The Regular Kindergarten
ProgramKindergarten Volunteer ProgramPolicies and programs to reach more childrenMulti-grade
ProgramAlternative Delivery Modes (ADMs)Instructional Management by Parents, Communities, and
Teachers (IMPACT)Modified In-School Off-School Approach (MISOSA)Open High School Program
(OHSP)Early Registration Day
DO No. 48 s. 2009 or the “No Collection Policy”CCT Program of the Department of Social Welfare and
Development (DSWD)Government Assistance to Students and Teachers in Private Education
(GASTPE)Obtaining non-government organizations’ and private entities’ assistanceTesting programs
for education accessProgress in keeping school-age children in schoolInternal school
efficiencyPolicies and programs to keep children in schoolChild protection policy or DepEd Order No.
40, s. 2012Anti-Bullying Act or RA 10627School Health and Nutrition Program (SHNP)School-Based
Feeding Program (SBFP)Learners’ Health Appraisal System (LHAS)WASH (Water, Sanitation and
Hygiene) in Schools (WinS)Every Child A Reader Program (ECARP)Reading RecoveryPhilippine
Informal Reading Inventory (Phil-IRI)Mother Tongue-Based Multilingual Education (MTB MLE)DO No.
74 s. 2009Conditional Cash Transfer (CCT) programAlternative delivery modalities (ADMs)Instituting
inclusive educationEnhanced Basic Education Act of 2013 or RA 10533DO No. 43 s. 2013 or
Implementing Rules and Regulations of RA No. 10533Madrasah education - Refined Elementary
Madrasah Curriculum (REMC) through DO No. 40 s. 2011.Indigenous people’s education - National
Indigenous Peoples Educational Policy Framework through DO No. 62 s. 2011.Special Education (SPED) -
Advisory Council on the Education of Children and Youth with Disabilities (ACECYD) through DO No. 77 s.
2011Goal 3: Ensure that the learning needs of all young people and adults are metthrough equitable
access to appropriate learning and life skills programs;Technical Education and Skills Development
Authority (TESDATechnical-vocational education of DepEdTechnical-vocational and education and
training (TVET) of TechnicalEducation and Skills Development Authority (TESDA)Goal 4: Achieve a 50
percent improvement in levels of adult literacy by 2105,especially for women and equitable access to
basic and continuing education for alladults;Eradicating illiteracy - Republic Act 7165 created the
Literacy CoordinatingCouncil (LCC)Literacy of Filipinos - Basic Literacy and Functional
LiteracyCommunity-based lifelong learning for OSC, OSY and adults through theAlternative Learning
System - Abot Alam: Reaching out to the out-of-school youthNon-DepEd support for literacy
programsLocal government literacy programsLiteracy programs of NGOs and other agencies

Goal 5: Eliminate gender disparities in primary and secondary education by2015, with focus on
ensuring girls full and equal access to and achievement in basiceducation of good quality; Policies on
gender and developmentRA 9710 or Philippine Magna Carta of WomenJoint Memorandum Circular
2013-01 - “GAD planning and budgetingshall be integrated in the regular activities of the LGUs, the cost
ofimplementation of which shall be at least five percent of their totalAnnual Budgets.”DO No. 27 s.
2013 - establishment of the GAD Focal Point System(GFPS)Literacy rate by genderGender parity in
ECCDGender parity in formal educationGender parity per type of education and training programGoal
6: Improve every aspect of the quality of education, and ensure theirexcellence so that
recognized and measurable learning outcomes are achieved byall, especially in literacy, numeracy and
essential life skills.Addressing education input gapsUtilizing quality enhancing tools in
educationNational Science Teaching Instrumentation Center (NSTIC)Mass Production of Science and
Mathematics EquipmentDepEd Computerization ProgramLearning Resources Management and
Development System (LRMDS)Instituting teacher quality - hiring quality teachersImproving teacher
performanceTeacher Induction Program (TIP)Training and Development (T&D) programs and activities
through DONo. 32 s. 2011.Improving learning outcomes - K to 12 Philippine Basic Education
CurriculumGauging quality education - National Achievement Test (NAT)IV. Implementing FrameworkA.
Anchored on the Dakar Framework for Action on EFA and following the heelsof the Philippine EFA 2000
Plan, the country came up with the Philippine EFA2015 National Action Plan. Like what the
Medium-Term PhilippineDevelopment Plan (MTPDP) does to the economy, the current EFA
is theoverarching framework for basic education. B. It was guided by a review of previous studies,
similar undertakings and aseries of consultations with various stakeholders. C. Technical Working
Groups, each covering a major area of concern such as: a. Early Childhood Care and Development;b.
Formal Education;c. Alternative Learning System;d. Governance; ande. Financing were formed to help in
the crafting of the EFA 2015 Plan.D. The EFA 2015 Plan emphasizes the need to provide basic education
for alland add a dimension to what has been thus far almost exclusively school-based education. E. It
points to an “urgent need to respond to the learning needs of youth andadults are either have never
been to school, have dropped out, reverted toilliteracy, or need basic or advanced skills to find jobs.” F. It
suggests a “viable alternative learning system” to formal schooling thattogether with the schools can
ensure that “minimum learning achievementwill be a reality for all Filipinos.” Thus, the EFA 2015 Plan
emphasizes thateducational opportunities are channels of learning which can become

effective conduits of values orientation, consciousness and information usefuland relevant to a wide
range of social goals.G. The Department of Education started the planning process for EFA 2015 Planin
2002 and it took three years to complete. A DepEd undersecretary servedas EFA National Coordinator
for the multi-sectoral technical working groupworking on the plan. The delay in the completion and
adoption of the Plan didnot hinder the country from continuously implementing programs,
projectsand initiatives that are supportive of the EFA goals and targets.H. Through the long and extensive
planning process, the partnership among thedifferent basic education stakeholders was expanded and
strengthened.From 2000-2005. Before the official adoption of the Philippine EFA 2015Plan,
the existing Social Development Committee (SDC) lodged at theNational Economic and
Development Authority (NEDA) was used as thestructure and mechanism to engage various
sectors in the discussion of EFA-related concerns at the policy and program levels. From 2006 onwards.
After the completion of the Philippine EFA 2015 Plan,the country adopted a new EFA structure
for better coordination andimplementation. The current National EFA Committee is chaired
by theSecretary of Education and co-chaired by the Education Network representedby members from
the civil society. The National EFA Committee has thefollowing functions:a) national
coordination;b) policy-making; c) social mobilization and advocacy; d) resource mobilization;e)
preparation/ updating of annual national targets;f) monitoring and evaluation and;g) overseeing the
creation and operation of sub-national alliances. One of the urgent and critical tasks of the
Philippine Education For All2015 Plan is the continuous monitoring and assessment of the
country’sprogress in the attainment of the EFA goals and targets and the efforts of variousstakeholders
to implement EFA. The results of the monitoring and evaluationexercise will be used for policy
reformulation; planning and programming; andprogram/project redesigning at different levels.