Presented by Dr. Erlinda C. Pefianco 02 December 2013
Specific Objective of Session Be able to respond by developing global competitiveness and sustainability in schools
Proposed Flow of Discussion Part I : Know more about the environment of basic education in the ASEAN region. Part II : Level up to the challenges and the opportunities our schools face under ASEAN 2015. Part III: Conclude with an Affirmative Action Agenda for PH private schools
TOTAL BASIC EDUCATION CYCLE OF ASEAN COUNTRIES Country Total Basic Education Cycle Total Duration of Pre-University Education Brunei 11/12 13/15 Cambodia 12 13 Indonesia 12 13 Lao PDR 12 14 Malaysia 12 14/15 Myanmar 11 12 Philippines 10 10 Singapore 11 12/14 Thailand 12 12 Timor-Leste 12 12 Vietnam 12 14/15 Source: SEAMEO INNOTECH, 2011
TOTAL BASIC EDUCATION CYCLE OF ASEAN COUNTRIES Country Total Basic Education Cycle Total Duration of Pre-University Education Brunei 11/12 13/15 Cambodia 12 13 Indonesia 12 13 Lao PDR 12 14 Malaysia 12 14/15 Myanmar 11 12 Philippines 12 12 Singapore 11 12/14 Thailand 12 12 Timor-Leste 12 12 Vietnam 12 14/15
The Southeast Asian Region ASEAN or the Association of Southeast Asian Nations SEAMEO or the Southeast Asian Ministers of Education Organization APEC or the Asia-Pacific Economic Cooperation
The Association of Southeast Asian Nations (ASEAN)
ASEAN Motto One Vision, One Identity And One Caring and Sharing Community
ASEAN Economic Community by 2015 A single market by 2015, where goods, services and investments can freely flow among its 10 member countries.
ASEAN Community Councils ASEAN Political-Security Community ASEAN Economic Community ASEAN Socio-Cultural Community
ASEAN Political-Security Community Blueprint 1. A Rules-Based Community of Shared Values and Norms 2. A Cohesive, Peaceful and Resilient Region with Shared Responsibility for Comprehensive Security 3. Strengthening ASEAN Centrality in Regional Cooperation and Community Building
ASEAN Economic Community Blueprint 1. Single Market and Production Base 2. Competitive Economic Region 3. Equitable Economic Development 4. Integration into the Global Economy
ASEAN Socio-Cultural Community Blueprint 1. Human Development 2. Social Welfare and Protection 3. Social Justice and Rights 4. Building an ASEAN Identity 5. Narrowing the Development Gap
The ASEAN HR Framework 1. Advancing and prioritising education 2. Investing in HR development 3. Promotion of decent work 4. Promoting ICT 5. Facilitating access to S & T 6. Strengthening entrepreneurship skills for women, youth, elderly and persons with disabilities 7. Building civil service capability
ASEAN Sectoral Ministerial Bodies For ASEAN Socio-Cultural Community 1. ASEAN Education Ministers Meeting (ASED) 2. Senior Officials Meeting on Education (SOM-ED)
The Southeast Asian Ministers of Education Organization (SEAMEO)
The SEAMEO Organization Eleven (11) Member Countries Eight (8) Associate Member Countries One (1) Partner Country Governance of SEAMEO - Council - High Officials Twenty (20) Regional Centres - Governing Boards Secretariat
The Southeast Asian Ministers of Education Organization
SEAMEO Regional Centre for Tropical Biology (TROPMED), Indonesia, 1968 SEAMEO Regional Centre for Lifelong Learning (CELL), Vietnam 2012, SEAMEO Regional Centre for History and Tradition (CHAT), Myanmar 2000 SEAMEO Regional Centre for Educational Innovation & Technology (INNOTECH), Philippines, 1970 SEAMEO Regional Centre for Quality Improvement of Teaching & Education Personnel in Language (QTEP Language), Indonesia, 2009
SEAMEO Regional Centre for Quality Improvement of Teaching & Education Personnel in Mathematics (QTEP Mathematics), Indonesia, 2009 SEAMEO Regional Centre for Quality Improvement of Teaching & Education Personnel in Science (QTEP Science), Indonesia, 2009 SEAMEO Regional Centre for Food and Nutrition (RECFON), Indonesia, 2010 SEAMEO Regional Centre for Science & Mathematics (RECSAM), Malaysia, 1967 SEAMEO Regional Language Centre (RELC), Singapore, 1968
SEAMEO Regional Training Centre (RETRAC), Vietnam, 1996 SEAMEO Regional Centre for Higher Education & Development (RIHED), Thailand 1993 SEAMEO Regional Open Learning Centre (SEAMOLEC), Indonesia, 1997 SEAMEO Regional Centre for Graduate Study and Research in Agriculture (SEARCA), Philippines, 1966 SEAMEO Regional Centre for Special Education (SEN), Malaysia, 2009
SEAMEO Regional Centre for Archaeology and Fine Arts (SPAFA), Thailand, 1978 SEAMEO TROPMED Regional Centre for Microbiology, Parasitology and Entomology (TROPMED Malaysia), 1967 SEAMEO TROPMED Regional Centre for Public Health, Hospital Administration, Environmental and Occupational Health (TROPMED Philippines), 1967 SEAMEO TROPMED Regional Centre for Tropical Medicine (TROPMED Thailand), 1967 SEAMEO Regional Centre for Vocational & Technical Education & Training (VOCTECH), 1990
The SEAMEO College Strengthening SEAMEO s Capacity to promote Education and Social Development in Southeast Asia
The SEAMEO College Objective No. 1 To create a flagship initiative to respond to the ministerial direction in visioning SEAMEO as being more efficient and responsive to regional needs and in positioning itself as a leading organization in the region.
The SEAMEO College Objective No. 2 To create a platform for sharing and exchanging of ideas, practices and research among education ministers, high-level officials, education practitioners, and youth leaders in Southeast Asia.
The SEAMEO College Objective No. 3 To enhance leadership of SEAMEO through specialized and high quality programme utilizing the cross cutting and innovative ways of knowledge delivery and practices for education ministers, high-level officials, education practitioners, and youth leaders.
The SEAMEO College Objective No. 4 To strengthen the integration of regional human resource development particularly in terms of promoting indigenous wisdom and talent within the region and beyond.
The 21st APEC Economic Leaders Declaration Resilient Asia-Pacific, Engine of Global Growth Bali, Indonesia October 8, 2013
Statement of President Benigno S. Aquino III The Philippines has identified education and skills training as our top strategies to enhance the competitiveness of our workforce. We saw it best to initiate reforms starting with basic education. AELM Retreat II Bali, Indonesia October 9, 2013
Reforms in Basic Education 1. Enacted the Kindergarten Education Act (R.A. 10157, January 2012) 2. Issued the Philippine Qualifications Framework (E.O. 83, October 2012) 3. Enacted the Early Years Act (R.A. 10410, March 2013) 4. Enacted the Enhanced Basic Education Act (R.A. 10533, May 2013)
One (1) Year Six (6) Years Four (4) Years Junior HS + Two (2) Years Senior HS + TESD Specialization (NC I and NC II) + Arts & Sports Technical Education and Skills Development Baccalaureate, Post- Baccalaureate, Post-Doctoral/ Specialization
Statement of President Benigno S. Aquino III Allowing our people to constantly develop their skills and upgrade their technical knowhow is also essential to competitiveness...the Philippine Qualification Framework (PQF) will create a seamless educational training system...that will harmonize basic, technicalvocational and higher education... Bali, Indonesia October 9, 2013
THE PHL QUALIFICATIONS FRAMEWORK BASIC EDUC TESDA HIGHER EDUC L 8 L 7 L 6 L 5 L 4 L 3 L 2 L 1 G12 G10- DIPLOMA NC IV NC III NC II NC I DOCTORAL AND POST DOCTORAL POST - BACCALAUREATE BACCALAUREATE
Fact Sheet Basic Education Statistics School Year 2012-2013
PH Private Schools
Enrolment in PH Private Schools
PH Schools (SY 2012-13)
Fact No. 1 1 PH school of every 5 is a Private School
Enrolment in PH Schools SY 2012-13
Fact No. 2 1 pupil of every 10 is enrolled in a Private Elementary School
Fact No. 3 1 student of every 5 is enrolled in a Private Secondary School
School & Enrolment Total Public Private Total Schools 59,282 46,404 12,878 Total Enrolment 23,728,912 20,674,892 3,054,020 School to Enrolment Ratio 1 : 400 1 : 446 1 : 237 Total Elem Schools 46,404 38,659 7,745 Total Elem Enrol. 16,678,667 15,032,994 1,645,673 School to Elem Enrolment Ratio 1 : 359 1 : 389 1 : 212 Total High Schools 12,878 7,748 5,130 Total HS Enrol. 7,050,245 5,641,898 1,408,347 HS to Enrolment Ratio 1 : 547 1 : 728 1 : 275
Fact No. 4 School to Enrolment Ratio (Elementary Level) Public 1 : 389 Private 1 : 212
Fact No. 5 School to Enrolment Ratio (Secondary Level) Public 1 : 728 Private 1 : 275
A Provocative Proposition It is time to establish a new and more strategic role for PH Private Schools as partners in the implementation of the PH Basic Education Reform agenda for ASEAN 2015.
Review & Revisit 1. Revised Manual of Regulations for Private Schools in Basic Education (DepED Order 88, Series 2010) 2. Expanded GASTPE Law (R.A. 8545)
DepED Order 88, S.2010 1. Complementary roles of public and private institutions in the educational system (Section 7) 2. Ownership of schools (Section 8) 3. Control and administration of schools (Section 9) 4. Establishment of schools for aliens and composition of aliens in enrolment (Section 10)
Expanded Government Assistance to Students and Teachers in Private Education Act R.A. 8545 February 24, 1998
The State shall recognize... 1. The complementary roles of public and private educational institutions in the educational system 2. The invaluable contribution that the private schools have made and will make to education.
The State shall provide the mechanisms to improve quality in private education... 1. By maximizing the use of existing resources of private education.
McKinsey Report on Education How the world s most Improved school systems Keep getting better McKinsey & Company 2010 Research on Education
McKinsey Report on Education Almost every country has undertaken some form of school system reform during the past two decades, but very few have succeeded in improving their systems from poor to fair to good to great to excellent. A 2010 Report: How the world s most improved school systems keep getting better
McKinsey Report on Education This report looks closely at 20 school systems from different parts of the world, and from an array of starting points, that have registered significant, sustained, and widespread student outcome gains, and examines why what they have done has succeeded where so many others failed. A 2010 Report: How the world s most improved school systems keep getting better
Three main findings of the McKinsey Report 1. It s a system thing, not a single thing. 2. Prescribe adequacy, unleash greatness. 3. Common but different. A 2010 Report: How the world s most improved school systems keep getting better
Recognizing the choices systems have made... 1. Professional development 2. Language of instruction 3. Student achievement targets A 2010 Report: How the world s most improved school systems keep getting better
Noting that... New strategic leaders were present in all reforms, while new political leaders were present In half of them. A 2010 Report: How the world s most improved school systems keep getting better
Realizing that to ignite reforms systems have... 1. Taken advantage of a political or economic crisis, or 2. Commissioned a high-profile report critical of the systems performance, or 3. Appointed energetic and visionary political or strategic leaders. A 2010 Report: How the world s most improved school systems keep getting better
Concluding that... Nothing is more emotive than education. The quality of our children s schools affects every aspect of their life, shaping the child s personal destiny and the society s capacity for creativity and economic development. This rightly can make school system reform the major focus not just for educationalists but also for political leaders, employers, and parents alike. A 2010 Report: How the world s most improved school systems keep getting better
An Affirmative Action Agenda 1. Establish the mechanisms within the system that will assure quality basic education also in private schools. 2. Develop the strategies by which to maximize the use of existing resources of private schools. 3. Improve the complementary roles of public and private educational institutions in the educational system.
Thank you!