Philippine Development

Plan
Economic Transformation through Education

USEC. ROSEMARIE G. EDILLON, PHD,

CESO I
Undersecretary for Policy and Planning
National Economic and Development Authority
 I. The Long Term Vision
II. The Unwanted Futures and Lessons

Overview Learned from the Pandemic

III. Philippine Development Plan 2023-2028
− Headline targets
− 8-point socioeconomic agenda
− PDP 2023-2028 Strategic Framework
IV. Learning Recovery, Resiliency, and
Unity
− Assessment
− Chapter 4.2: Improve Education and
Lifelong Learning
− Highlight Strategies

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Ambisyon Natin 2040 vs the Unwanted Futures
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 What Filipinos What Filipinos What
want to have want to do Filipinos
want to be

what are the aspirations of Filipinos

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 Strong family and Comfortable lifestyle Secure future
community ties MAGINHAWA PANATAG
MATATAG ✔ Free from hunger and poverty ✔ Enough Resources for day-to-day
✔ Family is together ✔ Decent house with secure long-term tenure needs and unexpected expenses
✔ Time with friends ✔ Good transport, mobility options ✔ Peace and security
✔ Work-life balance ✔ Travel and vacation ✔ Long and healthy life
✔ Strong sense of ✔ Quality education and decent job ✔ Comfortable retirement
community

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 Vision for the Philippines by 2040
A prosperous middle-class society where no one is poor.

People enjoy long and healthy lives, and are smart and innovative.

The country is a high-trust society where families thrive in vibrant, culturally

diverse, and resilient communities.

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 Our goal is to enable and empower our
students to have a “matatag, maginhawa at
panatag na buhay”…..HOW?

Question to Ponder

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National Economic and Development Authority
 Lessons from the Pandemic
3. Recovery has started, BUT we
1. Everything and need to INVEST in
everyone are
INTERCONNECTE
D
Early warning Social Resilience-
systems Protection building

2. There are limits to

government resources; we
need EVERYONE to help R&D and
innovation
Technology

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 Scarring due to COVID

Given the impact of prolonged school closures,

which NEDA initially estimated will have a long
term impact on lost earnings and wages over the
next 40 years, remedial measures are necessary to
PHP 10.1
achieve our Ambisyon 2040 goals.
Trillion
long term impact on lost
earnings over the next 40
years*
*Based on NEDA’s 2022 estimation

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 What are the obstacles that we need to
hurdle in order for EDUCATION to help
Filipinos achieve a “matatag, maginhawa at
panatag na buhay”?

Question to Ponder

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 Analytical Framework
INTERMEDIATE
INPUT PROCESS OUTPUT OUTCOME
INPUT

• Disbursed fund on-

time​
• Downloading of • Student-teacher
• Developmentally
funds​ ratio adhered to
appropriate
• Budget​ • Recruitment and standard​
curriculum
• Teachers training of school • Student- • Increased years
• Competent teachers
• Principals​ personnel​ classroom ratio of schooling
and school leaders
• School facilities • Procurement of adhered to • High completion
hired and trained​
and equipment​ facilities, standard​ rates​
• Procured and
• Learning equipment, tools, • Student-textbook • High scores in
delivered on-time
materials​ etc.​ ratio adhered to national and
classrooms, facilities,
• Student financial • Monitoring standard​ international
teaching and learning
assistance school • Enrolment rate assessments​
materials​
(through 4Ps) performance increased​
• Functional school
• Partnership • Curriculum
governing board ​
building content delivered
• Conditional cash
grant

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 Factors Affecting Basic Education Outcomes of Filipino Students
INPUTS
• Budget​(Below UNESCO
standard; limited
local government support
e.g., resources, School
Governing Councils)
• Teachers (Quality and
workload of teachers
need to be reviewed; low
passing rate in LET)
• Principals​(Inability of
school leaders (Division
Offices and School
Heads) to anticipate
needs, innovate
programs, and
partner with private
stakeholders)
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Summary of Results
PROCESS
• Downloading of funds​
• Recruitment and training of
school personnel​(teacher
hiring is merit-based)
• Procurement and delivery
of classrooms,
facilities, teaching and
learning materials on-
time (delayed delivery)
• Partnership-building
(Partnership-building are
more effective in HP
schools)
• Education governance
(highly centralized
despite
institutionalization of
school-based
management)
Secondary Data
INTERMEDIATE INPUT
• Disbursed fund on-time​
• Developmentally appropriate
curriculum (Congested
curriculum)
• Competent teachers and
school leaders hired and
trained​(Shortage
of subject-
specialized and high-
quality teachers; training
programs are widely
available but need to
review effectiveness;
teacher's educational
background and teaching
active strategies)
TIMSS 2019 Key Informant Interview (KII)
OUTPUT
• Student-teacher ratio
adhered to standard​
(improved)
• Student-classroom ratio
adhered to standard​
(ideal at national
level; some regions
not ideal)
• Student-textbook ratio
adhered to standard​
• Enrolment rate increased​
(decreased for
Kindergarten SY 2019-
2020)
• Curriculum content
delivered (inadequate
time to teach
competencies)
1
Factors Affecting Basic Education Outcomes of Filipino Students
Summary of Results

INPUTS
PROCESS INTERMEDIATE INPUT OUTPUT

• School facilities • Recruitment and training of • Functional school governing • Student-teacher

and equipment school personnel​(teacher board ​(in high performing ratio adhered to standard
(Inadequate/ lack hiring is merit-based) schools) (improved)
of school facilities and • Procurement of facilities, • Conditional cash grant (helps • Student-classroom
learning materials, equipment, tools, etc.​ keep children in school; ratio adhered to standard
classroom shortage, small • Monitoring school declining number (ideal at national
and not performance (Lack of of beneficiaries) level; some regions
conducive makeshift assessment per school; • Early/previous learning not ideal)
classrooms, school library) assessment tool keeps on (Lack of • Student-textbook
• Learning changing) exposure to appropriate ratio adhered to standard
materials (Inadequate home early learning activities) • Enrolment rate increased
resources; Digital resources • Passive student's attitude (decreased for
; inadequate parental • Low educational attainment Kindergarten SY 2019-
involvement/support) of parents 2020)
• School administration • Curriculum
(School heads among content delivered
HP schools take initiative (inadequate time to
in finding solutions teach competencies)
while those from LP
schools await instruction)
• School location

National Economic and Development Authority Secondary Data TIMSS 2019 Key Informant Interview (KII) 6
 Teacher hiring is merit-based, but pool of
high-quality teachers is limited.
Licensure Examination for Teachers Passing Percentagea (%):
2011-2021.
Level/Year 2011 2012 2013 2014 2015 2016 2017 2018 2019 2021b

Elementary 19.3 45.88 29.48 32.36 29.39 29.28 18.36 21.96 29.31 55.96
4
Secondary 28.8 34.18 39.68 31.41 36.69 34.605 35.415 38.97 32.82 57.76
7
Source: Professional Regulation Commission (PRC)
[a]
Based on NEDA-SDS’ computation on the the yearly average using the PRC data on March and September LET
[b]
The LET for 2020 and March 2021 has been postponed to September 2021.
National Economic and Development Authority 7
 The teachers’ workload needs to be given attention.

[ ]
(IDEAL) Teacher’s workday* Student support
per Magna Carta for Public School Teachers roles
Home
Other Administrative Participation in

+ +
Visits
teacher-re-
tasks government
lated activi- programs
ties
2 hours
Actual class- Modules
room teach- reproduction
ing
6 hours

National Economic and Development Authority 11

 Teacher training programs are widely available,
but the effectiveness of such programs are yet
to be evaluated.
Pre-service In-service
Figure 1. Pre- 4-year
and In-service undergraduate
Trainings for course in teacher
Continuing
education Licensure
Teachers. Induction Professional
18-unit Certificate Exam for
Program Development
of Professional Teachers (LET)
(CPD)
Education (CPE)
(for non-educ • Learning Action
graduates) Cells (LACs)

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Philippine Development Plan 2023-2028
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PDP 2023-2028: A Plan for Economic Transformation
The overall goal is to:
reinvigorate job creation and
accelerate poverty reduction

by steering the economy back on

the high-growth path and more
importantly

effect economic transformation for a

prosperous, inclusive, and resilient
society.

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 Economic Transformation

Social Sector Economic Sector Institutions Environment

High-trust society with Pro- Competitive, globally- Collaborative, Efficient, Clean, and
active, Smart and connected; Responsive, Reliable Sustainable
Innovative People Resilient, technology- and Efficient
enabled and agile; Provides the needed Resources are utilized to
With high regard to quality Provides opportunities for services that are
of life, inclusive optimum levels without
all through innovation and trustworthy, safe, and compromising balanced
opportunities, continuous entrepreneurship. secure.
human development, and and healthful ecology for
innovative thinking present and future
generations.

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 3b. Headline Targets
Baseline (2022/latest
Headline Indicator available) End-of-Plan Targets
TRANSFORMATION
51 out of 132
Global Innovation Index (GII) (rank) improved increasing
(2021)
5.0
Labor productivity (growth rate, %) improved -0.1 (Q1-Q3) (2028)
PROSPERITY
GDP (growth rate, %) increased 7.7 (Q1-Q3) 6.5 – 8.0
Lower Middle
Upper Middle Income Country-Status achieved Income Upper Middle Income
INCLUSIVENESS
Unemployment rate (%) decreased 5.7 (Q1-Q3) 4.0 – 5.0
Percentage of youth not in employment, education, or training
13.1 (Q1-Q3) 12.6 – 14.6
(%) reduced (%)
Poverty incidence (% of Population) reduced 18.1 (2021) 9.0

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3b. Headline Targets
Baseline
Headline Indicator (2022/latest End-of-Plan Targets
available)
RESILIENCE
Percentage of wage and salaried workers in private
49.8 (Q1-Q3) 53.0 – 55.0
establishments to total employed workers (%) increased
Food inflation (%) kept stable 5.2 (Jan-Oct) 2.0 – 4.0
Subsistence Incidence reduced 5.9 (2021) 2.5 - 3.5
Headline Inflation (%) kept stable 5.4 (Jan-Oct) 2.0 – 4.0
Deficit to GDP ratio (%) reduced 8.6 (2021) 3.0
Debt to GDP ratio (%) reduced 60.4 (2021) 51.1

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 How can the Department of Education help
achieve the targets of the PDP 2023-2028?

Question to Ponder

National Economic and Development Authority

 MATATAG, MAGINHAWA AT PANATAG NA BUHAY

ECONOMIC TRANSFORMATION FOR A PROSPEROUS, INCLUSIVE, AND RESILIENT SOCIETY

TRANSFORM PRODUCTION SECTORS

DEVELOP AND PROTECT CAPABILITIES OF INDIVIDUALS AND FAMILIES TO GENERATE MORE QUALITY JOBS AND COMPETITIVE PRODUCTS

PROTECT MODERNIZE
PROMOTE HUMAN AND INCREASE INCOME- REVITALIZE REINVIGORATE
SOCIAL DEVELOPMENT PURCHASING AGRICULTURE AND
EARNING ABILITY INDUSTRY SERVICES
POWER AGRI-BUSINESS

ENSURE FOOD INCREASE

IMPROVE EDUCATION PROMOTE TRADE AND INVESTMENTS
SECURITY AND EMPLOYABILITY
AND LIFELONG
LEARNING PROPER NUTRITION
EXPAND EMPLOYMENT ADVANCE R&D, TECHNOLOGY, AND INNOVATION
STRENGTHEN OPPORTUNITIES
BOOST HEALTH SOCIAL
CREATE EMPLOYMENT
ENHANCE INTER-INDUSTRY LINKAGES
PROTECTION
PATHWAYS
ESTABLISH PROMOTE COMPETITION AND
LIVABLE ACHIEVE SHARED LABOR IMPROVE REGULATORY EFFICIENCY
COMMUNITIES MARKET GOVERNANCE

PRACTICE GOOD GOVERNANCE ENSURE MACROECONOMIC STABILITY

AND IMPROVE BUREAUCRATIC EFFICIENCY

ENSURE PEACE, SECURITY, AND PUBLIC SAFETY ACCELERATE CLIMATE ACTION AND
AND ENHANCE ADMINISTRATION OF JUSTICE EXPAND AND UPGRADE INFRASTRUCTURE STRENGTHEN DISASTER RESILIENCE

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Learning Recovery, Resiliency, and Unity
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 Well-educated, innovative Filipinos will
continuously improve the quality of life in the
Philippines.
Filipinos are smart and innovative.

More than ensuring that Filipino students acquire the foundational literacies (reading, numeracy,
scientific literacy, ICT literacy, economic and financial literacy, cultural and civic literacy), the
formal education system must also ensure that students obtain competencies (critical thinking,
problem-solving, creativity, communication, collaboration) and develop character qualities (curiosity,
initiative, persistence and grit, adaptability, leadership, social and cultural awareness). This may
require a revision of the curriculum content, but more importantly, the mode of delivery. At the
same time, there must be access to lifelong learning opportunities so that competencies are
continuously upgraded and updated​.

National Economic and Development Authority 5

 Targets
Annual Plan Targets
Baseline Lead
Outcome Indicators (2021) Agency
2023 2024 2025 2026 2027 2028

1.2 Proportion of learners achieving at least "Proficient" in the National Achievement Test (NAT) (%)- Mathematics
27.1 DepEd
Grade 3 36.0 42.0 28.0 54.0 60.0 66.0
(2018)
17.6
Grade 6 31.4 38.4 45.4 52.4 59.4 66.4
(2018)
13.1
Grade 10 30.4 38.4 46.3 54.1 61.8 69.6
(2018)
2.8
Grade 12 18.0 23.0 28.0 38.0 43.0 58.0
(2018)

National Economic and Development Authority Chapter 4.2: Improve Education and Lifelong Learning
Targets
Annual Plan Targets
Baseline
Outcome Indicators Lead Agency
(2021) 2023 2024 2025 2026 2027 2028
Subchapter Outcome 1: Quality, inclusive, adaptive, resilient, and future-ready basic education for all achieved
1.1 Proportion of learners achieving at least "Proficient" in the National Achievement Test (NAT) (%)- Reading
DepEd
56.0
Grade 3 63.4 66.2 68.9 71.7 7.4 77.2
(2018)

17.7
Grade 6 32.9 40.2 47.6 54.9 62.2 69.5
(2018)
36.4
Grade 10 43.2 49.2 55.2 61.2 67.2 73.2
(2018)
24.4
Grade 12 34.0 39.0 44.0 54.0 59.0 64.0
(2018)

National Economic and Development Authority Chapter 4.2: Improve Education and Lifelong Learning
Strategic Framework Chapter 4.2: Improve Education and Lifelong Learning
Develop and Protect Capabilities of Individuals and Families
Promote Human Capital and Social Development
TRANSFORMATIVE LIFELONG LEARNING OPPORTUNITIES FOR ALL ENSURED
Globally competitive TVET and higher education, and
Quality, inclusive, adaptive, resilient, and Governance for human capital
improved research output attained for a broader
future-ready basic education for all achieved knowledge economy development improved

• Strengthen private-public • Increase involvement/participation of industry • Partner with independent third-party

complementarity in the provision and private sector in technical vocational institutions in assessing and monitoring
of quality basic education
education and training (TVET) the progress of students’ proficiency
• Improve enterprise-based training and bolster across all levels
• Adopt modern learning spaces micro-credentials -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
• Harmonize the trifocalized system of
• Enhance Early Childhood Care and • Design and implement future-ready TVET
programs (NG) education for lifelong learning (NG)
Development (ECCD) curriculum • Strengthen School-based
• Implement structural reforms in local
(G) universities and colleges (LUCs) to strengthen Management (G)
• Strengthen the school-based linkages with TVET communities (G) • Develop and improve learning
feeding program to address materials in line with international
malnutrition (G) • Pursue transnational knowledge co-creation
linkages with HEIs (NG) standards and trends (A)
• Develop and implement catch-up • Optimize the roles of universities as innovation • Rationalize workload of teachers
programs to address learning hubs and incubation centers (NG) (NG)
losses (G) • Establish regional university systems (NG)
• Provide more scholarships and grants across
• Design a higher education career
• Ensure access to quality learning disciplines (NG) system (NG)
Legend:
resources (G) • Effectively implement online and blended Italicized: private sector emphasis
• Improve competencies of learning modalities (NG) NG – national government
National Economic and Development Authority • Develop alternative assessment and certification G – national and local government
teachers (NG) methods (NG) A – all; national, local, and private sectors
Strategic Framework (cut 1) Chapter 4.2: Improve Education and Lifelong Learning
Develop and Protect Capabilities of Individuals and Families
Promote Human Capital and Social Development
TRANSFORMATIVE LIFELONG LEARNING OPPORTUNITIES FOR ALL ENSURED
Globally competitive TVET and higher education, and
Quality, inclusive, adaptive, resilient, and Governance for human capital
improved research output attained for a broader
future-ready basic education for all achieved knowledge economy development improved

• Strengthen private-public • Increase involvement/participation of industry • Partner with independent third-party

complementarity in the provision and private sector in technical vocational institutions in assessing and monitoring
of quality basic education
education and training (TVET) the progress of students’ proficiency
• Improve enterprise-based training and bolster across all levels
• Adopt modern learning spaces micro-credentials -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
• Harmonize the trifocalized system of
• Enhance Early Childhood Care and • Design and implement future-ready TVET
programs (NG) education for lifelong learning (NG)
Development (ECCD) curriculum
• Implement structural reforms in local
(G) universities and colleges (LUCs) to strengthen
• Strengthen the school-based linkages with TVET communities (G)
feeding program to address
malnutrition (G) • Pursue transnational knowledge co-creation
linkages with HEIs (NG)
• Optimize the roles of universities as innovation
hubs and incubation centers (NG)
• Establish regional university systems (NG)
• Provide more scholarships and grants across
disciplines (NG) Legend:
• Effectively implement online and blended Italicized: private sector emphasis
learning modalities (NG) NG – national government
National Economic and Development Authority • Develop alternative assessment and certification G – national and local government
methods (NG) A – all; national, local, and private sectors
Strategic Framework (cut 2)
Develop and Protect Capabilities of Individuals and Families
Promote Human Capital and Social Development
TRANSFORMATIVE LIFELONG LEARNING OPPORTUNITIES FOR ALL ENSURED
Quality, inclusive, adaptive, resilient, and
future-ready basic education for all achieved
• Develop and implement catch-up
programs to address learning
losses (G)
• Ensure access to quality learning
resources (G)
• Improve competencies of
teachers (NG)
National Economic and Development Authority
Chapter 4.2: Improve Education and Lifelong Learning
Globally competitive TVET and higher education, and
Governance for human capital
improved research output attained for a broader
knowledge economy development improved
• Increase involvement/participation of industry • Strengthen School-based
and private sector in technical vocational Management (G)
education and training (TVET) • Develop and improve learning
• Improve enterprise-based training and bolster
materials in line with international
micro-credentials
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
standards and trends (A)
• Design and implement future-ready TVET
programs (NG)
• Rationalize workload of teachers
• Implement structural reforms in local (NG)
universities and colleges (LUCs) to strengthen • Design a higher education career
linkages with TVET communities (G) system (NG)
• Pursue transnational knowledge co-creation
linkages with HEIs (NG)
• Optimize the roles of universities as innovation
hubs and incubation centers (NG)
• Establish regional university systems (NG)
• Provide more scholarships and grants across
disciplines (NG) Legend:
• Effectively implement online and blended Italicized: private sector emphasis
learning modalities (NG) NG – national government
• Develop alternative assessment and certification G – national and local government
methods (NG) A – all; national, local, and private sectors
Highlight Strategy
Develop and implement catch-up programs to
address learning losses

• National Tutoring Program

• Additional community learning centers
• Enhance guidance and counseling

National Economic and Development Authority

 Highlight Strategies
Ensure access to quality learning resources aligned
with international standards and trends

• Development of the National Education Portal (NEP) as the online

repository of quality-assured learning materials

• Continuous updating of teaching and learning materials based on

emerging recent trends in international education frameworks, standards,
and concepts

National Economic and Development Authority

 Highlight Strategies
Curriculum review and updating

• Curriculum review to enhance the employability of K to 12 graduates

• Emphasis on critical thinking and problem-solving skills.

National Economic and Development Authority

 Highlight Strategies
Strengthen school-based management (SBM)
• Enable school heads to make decisions and implement innovative
programs at the local level in partnership with other stakeholders

• Examine the practices of other high-performing systems

High-performing schools can provide management and
professional support to low-performing schools

National Economic and Development Authority

 What strategies should the Department of Education
implement in order to transform the provision of
education services (public and private) in order to
achieve the targets of the PDP 2023-2028?

Question to Ponder

National Economic and Development Authority

Ako ay isang lingkod bayan.

Pangangalagaan ko ang tiwalang ipinagkaloob ng mamamayan.

Maglilingkod ako nang may malasakit, katapatan, at kahusayan na walang kinikilingan.

Magiging mabuting halimbawa ako, at magbibigay ng pag-asa at inspirasyon sa aking kapwa lingkod bayan.
Lilinangin ko ang aking sariling kakayahan upang sa lahat ng panahon ay mapaglingkuran ko nang buong kahusayan ang
sambayanan.

Hindi ako makikibahagi sa mga katiwalian sa pamahalaan.

Pipigilan at isisiwalat ko ito sa pamamagitan ng tama at angkop na pamamaraan.

Isasabuhay ko ang isang lingkod bayang maka-Diyos, maka-tao, makakalikasan at makabansa.

Tutugon ako sa mga hamon ng makabagong panahon tungo sa adhikain ng matatag, maginhawa, at panatag na buhay.

Sa mga tungkulin at hangaring ito, kasihan nawa ako ng Maykapal.

National Economic and Development Authority

 Philippine Development
Plan
Economic Transformation through Education
-
Thank you!

USEC. ROSEMARIE G. EDILLON, PHD,

CESO I
Undersecretary for Policy and Planning
National Economic and Development Authority