Trifocalization of the Philippine Education

Trifocalization of the Philippine Education Ven Clyde L. Abesta, B.S.N., Stephen N. Garcia, B.S.N., Trixy Cynthia M. Magallanes, B.S.N., Frances Janelle M. Paris, B.S.N., Dominique L. Yañez, B.S.N. 1 Overview 2 Reasons for Decentralizing of the Philippine Education System 3 HISTORY The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive Order (EO) No. 117. The structure of DECS as embodied in EO No. 117 has practically remain unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively. The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively. OVERVIEW “Everything that increases the role of subordinates happens in decentralization and on the other hand, the roles decrease in centralization.” Decentralization is a systematic delegation of authority at all levels of management and in all of the organization. Authority is retained to the top management concerning major decisions and framing policies that involve the whole organization. The rest of the authority may be delegated to the middle level and lower level of management. The administration of the educational system in the Philippines is decentralized into three foci (trifocalized) having three different agencies forefront the three educational levels of the system. The Department of Education, also known as DepEd, forefronts the country’s basic education covering the primary, secondary and non-formal basic education systems. The Technical Education and Skills Development Authority, also known as TESDA, spearheads the country’s technical and vocational trainings, typically in two-year post-secondary programs. The Commission on Higher Education, also known as CHED, heads the administration of four-year post-secondary and other advanced degrees. THE PURSUIT OF DECENTRALIZING THE PHILIPPINE EDUCATIONAL SYSTEM Reasons for pursuing the decentralization of the Philippine Education System 1. 2. 3. 4. 5. 6.

Poor quality of education Shortfalls in classrooms Shortfalls in textbooks and teachers Low achievement in science, math and language Disparity in rural and urban areas in terms of achievement Declining participation of the private sector

Programs with Recommendations to the Decentralization of the Philippine Education System 1. 2. 3. 4.

EDCOM (1991) Philippine Education Sector Study (1998) Philippine Commission on Education Reform (2000) Republic Act 7160 or the Local Government Code of 1991

Education Reform Recommendations 1. Promote school-based management as a system of empowering the school to provide leadership and for the community that serves to have ownership of the school 2. The trifocalization of education was intended to guarantee concentration on basic education and effectiveness in the delivery of basic education The Aspects of Decentralization Decentralization aims to widen the decision making while increasing responsibility and accountability. The local government now play a role in construction, repair and maintenance of school buildings and other facilities of public primary and secondary schools, establishment and maintenance of extension classes when necessary, and sports activities at the division, district, municipal and barangay levels.

References: Valenzuela, E.A.P., Decentralization of Education in the Philippines: Status, Trends and Challenges. (2010). SEAMEO INNOTECH Department of Education. (n.d.) Historical Perspective of the Philippine Educational System. Retrieved 23 June 2014. http://www.deped.gov.ph/index.php/about-deped/history

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