government education programs in the philippines

• Projects & Operations

Philippines: National Program Support for Basic Education

From one of the most highly-educated developing countries in the world in the1980s, the Philippines’ educational outcomes had fallen short of potential.Results of the Trends in International Mathematics and Science Study (TIMSS) in 2003 placed the country in the lowest 10 percent of participating countries in Grades 4 and 8. Internal testing by the Department of Education or DepEd showed that only 40 percent of 4th Grade students had mastered 3rd Grade, and 30 percent of first-year high school students had mastered 6th Grade competencies in English, math and science.

Reforms failed to resolve chronic shortages in textbooks and school buildings, and a revised curriculum and new instructional policies did not produce desired outcomes as real government spending on basic education failed to catch up with population growth and inflation.  However, between 2005-2013, public education spending almost tripled which had positive effects on education outcomes. 

More than 4 million students in the poorest regions of the Philippines will soon have an opportunity to improve their basic skills in reading and mathematics through a new project .

The National Program Support for Basic Education (NPSBE) played an important catalytic role in implementing the government’s Basic Education Reform Agenda (BESRA) over a six-year period (2006-2012). The project was the first Bank operation in the country that adopted a national program support approach which built the foundation for policy and system-wide reforms. This resulted in the more effective use of resources that focused on implementing targeted reforms. The project supported strategic elements and key reform thrusts of BESRA that included school-based management, teacher standards and quality assurance.

The project likewise facilitated reforms that promoted decentralization and rationalization of the basic education system that in turn improved equity, quality, governance and financing of services. It also helped government better coordinate donor assistance and mobilize resources from the private sector. An innovation of the project was that it was implemented by the government itself through the Department of Education’s regular staff and used the country’s procurement and financial management systems.

As of 2014, the project contributed to achieving encouraging results under BESRA: 

• Between 2005 to 2013, spending for public education almost tripled while spending per basic education student increased by around two-thirds, resulting in increased resources to improve access to basic education services especially of the poor and disadvantaged and to improve quality of learning;

• The elementary participation rate for 6-11 year olds increased from 88.58% in 2005 to 95.24% by 2013.

• The overall enrollment numbers also improved from 13 million to 14.4 million from 2005 to 2013. This is a substantial figure given that a substantial portion of the enrollment increase was largely from the poorest households.

• The Grade 6 mean percentage score in math, science, Filipino, English and social studies improved from 54.66% in 2005 to 66.9% by school year 2012-2013, based on the  National Achievement test.

• The high school participation ratefor 12-15 years improved from 61.16% from 2005 to 64.8% by 2013.

• High school enrollment numbers also showed improvement from 6.3 to 7 million from 2005 to 2013. This is also significant since there were more children attending school from poor households.

• There were improvements in math, filipino and social studies from 46.66% in 2005 to 47.93% by 2013 based on the National Achievement test scores for Year 2.

(Sources: ICR, June 26, 2013; 2010 census data; Reyes, C., Tabuga, A., Mina, C. and Asis, R (2013. Promoting Inclusive Growth Through the 4Ps. Philippines Institute of Development Studies)

Edselyn Biray

Bank Group Contribution

The International Bank for Reconstruction and Development provided financing amounting to US$ 200 million in support of four components of the six-year project. Of the amount, $53 million was used to strengthen school-based management; $9 million to improve teaching effectiveness; $136 million to enhance quality assurance through standards, assessment and support; and $2 million for effective resource mobilization. The Support for Philippine Education Reforms (SPHERE)Trust Fund amounting to AUD39.5, supported by AusAID and managed by the Bank, was also mobilized to complement the NPSBE support to the Basic Education Sector Reform Agenda of the government.  

The Bank collaborated with development partners, with the government taking the lead  in pursuit of  basic education reforms. Major development partners such as the Australian Agency for International Development (AusAID), the United States Agency for International Development (USAID), UNICEF, the German Society for International Cooperation (GTZ), the Japan International Cooperation Agency (JICA), the League of Corporate Foundations, and the Philippine Business for Education participated in support missions to monitor the implementation of the Basic Education Sector Reform Agenda.Various civil society groups meanwhile helped promote good governance in education, monitor textbooks and school-building construction and provided knowledge support on international best practices. 

Moving Forward 

The World Bank will continue to support the BESRA upon government’s request with a new loan called the Learning, Equity and Accountability Program Support or LEAPS. The US$300 million loan, approved in March, 2014 will support the gains made under BESRA and NPSBE and aims to improve the reading and math skills of children in target regions and target schools with a special focus on disadvantaged groups. This will be achieved through: (i) improvement of teaching and learning in grades 1 to 3 for reading and math; (ii) strengthening of accountability and incentives of Department of Education employees; and (iii) improvement of program design for targeting disadvantaged groups.  

• PROJECT PAGE National Program Support for Basic Education Apr 10, 2014
• PROJECT PAGE Learning, Equity and Accountability Program Support Project (LEAPS) Apr 10, 2014
• STUDY Study on Alternative Estimate of School-based Management Impacts on Students’ Achievements: Evidence from the Philippines: Apr 10, 2014

PROJECT MAP

• Philippines Homepage
• 2010 Philippines Basic Education Public Expenditure Review:
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• National Program Support for Basic Education

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Scaling education programs in the Philippines: A policymaker’s perspective

Subscribe to the center for universal education bulletin, rosalina villaneza rv rosalina villaneza chief education program specialist, teaching and learning division - department of education, philippines.

August 1, 2019

This is the second blog post in a series reflecting on key scaling-related themes discussed at the global convening of the Millions Learning Real-time Scaling Labs held in July 2019 in Switzerland.

In 2016, 586,284 children of primary school age in the Philippines were out of school, underscoring demand for large-scale programs to address unmet learning needs. As a chief education program specialist in the Department of Education (DepEd) in the Philippines, I have firsthand experience planning, implementing, and monitoring and evaluating a variety of education programs. One of our main challenges is ensuring that effective initiatives, such as with our teacher professional development program, take root and grow into sustainable, system-wide approaches for improving teacher quality and encouraging responsive instructional practices to improve learning outcomes.

Testing, refining, and scaling teacher professional development in the Philippines

With the implementation of the K-12 Basic Education Program , DepEd has taken significant strides toward fulfilling its mandate of establishing a comprehensive and integrated education system relevant to the needs of people and society. The program aims to develop productive, responsible, and engaged global citizens with the essential competencies and skills for lifelong learning and employment. We believe this begins by ensuring every child of primary school age acquires basic literacy and numeracy skills.

How was DepEd able to improve literacy and numeracy skills in recent years? We began by articulating a clear vision that focused on teachers, as they play a fundamental role in developing these skills among their students. I worked closely with my team of education experts to retool teachers’ mastery of content knowledge and pedagogical skills so they could effectively lead in the classroom. In 2015, we introduced the Early Language, Literacy, and Numeracy Program (ELLN) to improve reading and numeracy skills of K-3 learners. ELLN strengthened teacher capacity to teach and assess reading and numeracy skills, improved school administration and management, established competency standards, and introduced a school-based professional development system for teachers, the “School Learning Action Cell” (SLAC). ELLN trained teachers through a ten-day, face-to-face training module. While this approach had some impact, it was not to the extent we hoped—we wanted to reach the entire country. We understood that scaling an in-person training would be costly and time-consuming to reach primary grade teachers in all schools throughout the country. Because of this, my DepEd colleagues and I began thinking about ways we could harness technology to deliver improved teacher professional development at a national scale.

Before we selected an approach for delivering technology-enabled teacher professional development, we decided to test some things to see what worked. Over a five-month period from November 2016 to March 2017, we piloted ELLN-Digital (ELLN-D) with 4,030 K-3 teachers in 240 public elementary schools that had not participated in the ELLN program. During this piloting phase, we collaborated with the local Filipino NGO, The Foundation for Information Technology, Education, and Development (FIT-ED). ELLN-D is a blended teacher professional development program on early literacy for K-3 teachers with two components: an interactive, multimedia courseware for self-study, and collaborative learning through SLACs. Due to the success of the pilot, DepEd is scaling up the program nationally (with support from FIT-ED) to more than 38,000 public elementary schools throughout the country during this coming school year. We accomplished this by planning for scale from the start: We prioritized a focus on teachers, then pursued digital solutions that could reach teachers across our island nation—experimenting at a small scale first to determine what works—and finally implemented the program through existing SLAC structures instead of creating new ones.

What have we learned about scaling and sustaining impact?

Analyzing education programs that sustainably scale offers rich insights for people like me who work in government and are trying to serve a massive population with limited resources. What common factors enable programs to scale? Who should programs serve? How can program implementers facilitate the success of programs?

First, programs that sustainably scale are relevant and responsive to the needs of the people they serve. Second, these programs should demonstrate some meaningful change that is visible to citizens. And third, to effectively scale a program, implementers should truly understand and commit to the program, believe in its success, and go above and beyond what is expected to achieve sustainable outcomes.

In the Philippines, the following approaches helped us to create, adapt, and scale programs with the aim of sustainable impact:

• Identify learning champions at all levels: There is a need to identify and empower a pool of champions at multiple levels of the system—in the regions, divisions, communities, and schools. By doing so, these champions become agents of change. In the case of ELLN, regional directors play a critical role in implementing the program by liaising with school division superintendents and public school leaders.
• Adapt programs to local context: Those implementing programs at larger scale or in new locations should be equipped to make the programs work in their areas by contextualizing approaches to suit local needs. This includes identifying and articulating the “non-negotiables” of the original design to ensure adherence to a set standard, but those implementing in new contexts should feel agency to adjust to fit local needs. Setting specific standards on program implementation through policy guidelines or memoranda can help maintain the appropriate level of consistency in implementation between different areas. On ELLN-D, we encourage slight variations in the structure and format of SLACs in ways that make sense for a given context.
• Recognize that every idea is valuable: It is important to allow champions to implement the program with standardized guidance but recognize that adjustments and changes are not only inevitable but also beneficial. Have faith that even when the originating organization or institution is no longer around, others implementing can successfully deliver the programs and have sustained positive impact on the people they serve.

Thirty-four years working in government has provided me ample opportunity to stress-test these principles, which I believe are critically important to sustainably scaling programs. Through the implementation of ELLN, ELLN-D, and similar initiatives as part of the K-12 Basic Education Program, DepEd has fully committed to providing quality, accessible, and relevant basic education to all Filipino learners. The road ahead will not be an easy one, but through adherence to these key principles, scaling effective interventions that reach all Filipino learners will help our country continue down the path toward quality educational opportunities for all citizens.

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UN Philippines 2023 Annual Report

UN Philippines renews call for inclusive education at launch of new UNESCO report

"We commit to inclusive education because it enables every child, youth and adult to learn and fulfil their potential." -- Gustavo Gonzalez

MANILA, 25 November 2020 – United Nations (UN) Resident Coordinator Gustavo Gonzalez cited the major progress achieved by the Philippine Government towards inclusive education in recent decades, but warned that the COVID-19 pandemic threatens reversing these hard-won gains. Gonzalez issued this statement at the launch today of the 2020 Global Education Monitoring (GEM) Report.

"In the Philippines, and owing in large part to financial difficulties brought on by the COVID-19 pandemic, at least 2.3 million children have not enrolled for the current school year," said Gonzalez. "The rise in the school dropout rate is less a factor of the cost of tuition than by poor families’ lack of gadgets and access to internet connectivity that are required for online learning during the pandemic. Only 17.7% of Philippine households have their own internet access at home according to the 2019 National ICT Household Survey."

With its theme, “Inclusion and education: All means All,” the launch aimed to increase awareness of the Report’s messages and recommendations on inclusion in education with the wider education community, with those working on humanitarian responses, and with government officials and policy makers. The event was organized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Department of Education (DepEd), and was participated in by government officials, international aid agencies, education and humanitarian experts, policy makers, teachers and learners. 

The 2020 GEM Report provides an in-depth analysis of key factors excluding learners in education systems worldwide, such as background, identity and ability (i.e. gender, age, location, poverty, disability, ethnicity, indigeneity, language, religion, migration or displacement status, sexual orientation or gender identity expression, incarceration, beliefs and attitudes).

"We commit to inclusive education because it enables every child, youth and adult to learn and fulfill their potential." -- Gustavo Gonzalez

One of the numerous examples highlighted in the report is the gender-responsive basic education policy created by DepEd, where it has called for an end to discrimination based on gender, sexual orientation and gender identity by defining ways for education administrators and school leaders, including improving curricula and teacher education programmes with the content on bullying, discrimination, gender, sexuality and human rights.

The Report also notes the heightening of exclusion during the COVID-19 pandemic, where it has shown that about 40% of low and lower-middle income countries have not supported disadvantaged learners during temporary school shutdown.

Gonzalez noted that "the UN is planning to strengthen its focus on the education and training system as part of its support to the COVID-19 recovery in the Philippines. In our new roadmap for addressing the socioeconomic impact of COVID-19 in the Philippines, we aim to contribute to providing quality education in the ‘new normal’ context. We will do this by supporting the government and partners in promoting and implementing new educational norms such as early childhood learning, non-formal and vocational and technical education, life skills training, and maximizing the use of affordable, digital platforms and other distance education modalities for learning delivery." 

"We commit to inclusive education because it enables every child, youth and adult to learn and fulfill their potential," Gonzalez added.

The 2020 Global Education Monitoring (GEM) Report urges countries to focus on those left behind as schools reopen so as to foster more resilient and equal societies.

Watch Gustavo Gonzalez's video message

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Getting ready for college: What are the scholarship programs being offered by CHED

As the School Year 2023-2024 ends, students prepare for the start of the next academic year.

In this series, GMA News Online will explore the subsidies made available by the government both in the basic and higher education systems, and how underprivileged students can avail them.

FIRST PART: Moving up to senior high: How to avail education subsidy voucher from DepEd

SECOND PART: From public to private school: How incoming Grade 7 learners can become ESC grantees

THIRD OF THREE PARTS

Entering college is a thrilling yet daunting experience—parting ways with your high school friends, figuring out the right academic program, and fitting into a new world where bigger responsibilities will unfold. 

And not only is college more academically challenging, it is also heavier on the pocket with students who live far from universities having to also note transportation, food, and accommodation expenses on top of paying tuition and other school fees, and buying books and other school supplies. 

Good thing, the Commission in Higher Education (CHED) has scholarship programs available for those who are seeking financial support to finish their tertiary education.

CHED chairperson Prospero "Popoy" de Vera III said that nearly 700,000 Filipino students are currently being assisted by the government through various forms of subsidies, aside from the Free Higher Education in state and local universities and colleges. 

“That is a tremendous increase from the previous years. I am hoping that the President will include this in the State of the Nation Address because it is under this administration where there is a dramatic increase in the number of scholarships and stipends the students are getting,” De Vera said. 

Here are the scholarship programs available for college students next SY: 

Merit Scholarship Program

For academically talented students, CHED’s merit scholarship program (CMSP) is open for Grade 12 graduates or graduating students who have a general weighted average (GWA) of at least 93% or above. 

Priority for this program are underprivileged and homeless people, persons with disability (PWD), and solo parents and/or their dependents. 

For School Year 2024-2025, a total of 1,374 slots are up for grabs under CMSP for incoming freshmen who want to pursue their undergraduate studies in any CHED recognized priority programs in either private higher education institutions (HEIs), state universities and colleges (SUCs), or local universities and colleges (LUCs).

These 1,374 slots are equitably distributed among all the CHED regional offices across the country. 

Under the CMSP, qualified Filipino students will be awarded a full or partial scholarship, which covers tuition and other school fees, book and connectivity allowance, and stipend for living expenses until the completion of their degree program.

Applicants that fulfill the GWA requirement of at least 96% for full scholarship, or 93% to 95% for half scholarship, shall be ranked and selected based on CHED’s criteria and the availability of slots or funds. 

Submission of online applications for the CMSP will be until July 15, 2024 only. 

Tertiary Education Subsidy 

The Tertiary Education Subsidy (TES) is a grant-in aid program that supports the full or partial cost of tertiary education of Filipino undergraduate students enrolled in private HEIs, SUCs, or LUCs. 

Unlike the CMSP, TES is not a scholarship based on merit but on a prioritization system set by the Unified Student Financial Assistance System for Tertiary Education Act (UniFAST) Board, according to Republic Act No. 10931 or the Universal Access to Quality Tertiary Education Act.

UniFAST is an attached agency of CHED that implements the major components of this measure. 

Based on RA 10931, the prioritization for TES shall be given to students in the following order:

• Students who are part of households included in the Listahanan 2.0, ranked according to the estimated per capita household income; and 
• Students not part of the Listahanan 2.0, ranked according to estimated per capita household income based on submitted documentation of proof of income to be determined by the UniFAST Board

It also stated that the prioritization shall not apply to Filipino students in cities and municipalities with no existing SUC or LUC campus.

For SY 2024-2025, UniFAST has not yet opened the TES application, pending the availability of funds or slots for new grantees. 

Coconut and sugarcane workers

For coconut farmers and their families, CHED also has an available scholarship program under CoScho, which aims to raise their social equity and alleviate poverty through the provision of quality education.

According to CHED, this program is also seen to improve agricultural productivity and modernization in the Philippines’ coconut industry by raising the knowledge of coconut farmers and/or their dependents on scientific advances in agricultural technology and other related fields, as well as motivate the younger generation to be engaged in the agriculture sector.

Undergraduate students who are coconut farmers or dependents of coconut farmers duly registered under the National Coconut Farmers Registry System could apply for CoScho.

They must specifically enroll or are currently enrolled in agriculture, agricultural engineering, agribusiness management, agricultural economics, or other courses identified by the Philippine Coconut Authority.

De Vera said they have to encourage more students to go into agriculture as it is the “lifeblood of many areas of the country” and because there is a need to replenish the number of people going into agriculture as current farmers are getting older. 

“The median age of our farmers is relatively old and so this new generation or this younger generation, we have to encourage them to go into agriculture,” he said. 

“When we say agriculture, hindi ‘yan ‘yung [that’s not] farming. It's not farming. It includes agribusiness, it includes nutrition. So it's agriculture and agri-related programs, when we say we provide scholarships for agriculture students,” he added.

What interested applicants should also take note of is that CoScho requires a year of return service in the Philippines per year of scholarship, within two years after their graduation. 

They should prioritize working either in government agencies directly working with the coconut industry; other government agencies; or other private entities related to the Philippine coconut industry.

Aside from this, CHED also has an available scholarship for children and dependents of sugarcane industry workers and small sugarcane farmers duly certified by the Sugar Regulatory Administration.

This program covers both undergraduate and graduate students who are qualified to enroll in agriculture, agricultural engineering and mechanics, chemical engineering, and sugar technology as identified in RA No. 10659 or the Sugarcane Industry Development Act of 2015. 

Like for coconut farmers and their dependents, this scholarship for sugarcane workers requires one year return service per year of scholarship in the Philippines, within two years after graduation.

Estatistikolar

Meanwhile, for those pursuing a degree in statistics, CHED also has a scholarship program for future statisticians called ESTATISTIKOLAR. 

This government-funded program, which is open to qualified Filipino incoming fourth year students pursuing Bachelor of Science in Statistics or Bachelor of Science in Applied Statistics in recognized private HEIs, SUCs, and LUCs, primarily seeks to address the lack of statisticians in the Philippines. 

The graduating college students must thus have a GWA of at least 80% or its equivalent.

Priority for this scholarship are also underprivileged and homeless citizens, PWDs, solo parents and/or their dependents, senior citizens, and indigenous peoples. 

Estatistikolar will cover tuition and other school fees, stipends, and book or connectivity allowance. 

Tulong Dunong

Another program under the UniFAST is the Tulong Dunong which offers subsidies to support at least the partial cost of tertiary education, including education-related expenses, of the qualified students enrolled in private HEIs, SUCs, and LUCs. 

Beneficiaries of this program will receive P7,500 per semester or P15,000 per academic year. 

They should also be coming from a family with less than P400,000 combined household gross income, and should not be overstaying in the program. 

According to De Vera, the Congress approved an additional P2 billion worth of subsidies for SY 2024-2025 under the 2024 national budget, which resulted in the Tulong Dunong program accepting more applicants. 

Aside from submitting applications to CHED offices, he said that students could also make use of the services available during the Bagong Pilipinas Fair and the Lab For All project of the government which are being conducted in every province. 

“This is what is new—not only the increase in the number of slots, but also that the students can apply directly to the Commission when we go around the country,” De Vera said. 

“It's a significant number compared to before. So palagay ko ngayong 2024-2025, hindi tayo masyado magkakaroon ng problema in our desire to help students,” he continued. 

(I think this 2024-2025, we won't be having too many problems in helping students.)

Both the CHED and UniFAST are advising the public to be cautious against unofficial websites and social media pages posting links or forms regarding supposed scholarship or subsidy programs. —AOL, GMA Integrated News

UNESCO and DepEd launch the 2020 Global Education Monitoring Report in the Philippines

MANILA, 25 November 2020. Along with government officials, international aid agencies, education and humanitarian experts, policymakers, teachers and learners, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Department of Education (DepEd) launched the 2020 Global Education Monitoring (GEM) Report on 25 November 2020 virtually.

With the theme “Inclusion and education: All means All,” the national launch was organized to increase awareness of the Report’s messages and recommendations on inclusion in education with a wider education community, with those working on humanitarian responses, and with government officials and policymakers. The event was broadcasted live on the official Facebook of UNESCO Jakarta and the Philippines’ Department of Education.

As part of its progress towards achieving the Sustainable Development Goal 4 (SDG 4)and its targets, the 2020 GEM Report ( https://unesdoc.unesco.org/ark:/48223/pf0000373721 ) provides an in-depth analysis of key factors in exclusion of learners in education systems worldwide, such as background, identity and ability (i.e. gender, age, location, poverty, disability, ethnicity, indigeneity, language, religion, migration or displacement status, sexual orientation or gender identity expression, incarceration, beliefs and attitudes).

One of the numerous examples highlighted in the report is the gender-responsive basic education policy created by DepEd. The policy calls for an end to discrimination based on gender, sexual orientation, and gender identity by defining ways for education administrators and school leaders such as improving curricula and teacher education programmes with the content on bullying, discrimination, gender, sexuality and human rights.

The Report also identifies the heightening of exclusion during the COVID-19 pandemic, where it has shown that about 40% of low and lower-middle income countries have not supported disadvantaged learners during temporary school shutdown. The event featured speeches and presentations from experts on inclusion from both government and non-governmental organizations, policy makers and practitioners, including a message from UNESCO’s Global Champion of Inclusive Education, Ms Brina Kei Maxino, and performances by the world-renowned and 2009 UNESCO Artist for Peace, the Philippine Madrigal Singers.

The highlight of the event was the live discussion between DepEd Secretary, Professor Emeritus Leonor Magtolis-Briones, and the Director of UNESCO Jakarta, Dr Shahbaz Khan, as they explored the findings of the report and deliberated on issues such as inclusion and education and its implementation; adjustment on the school policies during Covid-19; a horizontal collaboration between government and non-government stakeholders; education budget and spending; grants for students; and, social programs to support education.

Alongside today’s publication, UNESCO GEM Report team has also launched a new website called Profiles Enhancing Education Reviews (PEER) that contains information on laws and policies concerning inclusion in education for every country in the world. According to UNESCO, PEER shows that although many countries still practice education segregation, which reinforces stereotyping, discrimination and alienation, some countries like the Philippines have already crafted education policies strong on inclusiveness that target vulnerable groups.

The 2020 Global Education Monitoring (GEM) Report urges countries to focus on those left behind as schools reopen to foster more resilient and equal societies.

• Global Education Monitoring Report

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• Country page: Philippines
• UNESCO Office in Jakarta and Regional Bureau for Science
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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Government Programs in the Philippines: A Guide

Did you know that the Philippines has implemented a wide range of government programs aimed at providing social services and public assistance to its citizens? These programs cover various sectors, including education, health, housing, infrastructure, agriculture, employment, environment, and more. But how exactly do these programs work and what impact do they have on the lives of individuals and communities?

In this comprehensive guide , we will explore the diverse government programs in the Philippines and their role in improving the well-being of Filipino citizens. From social welfare programs to disaster risk reduction initiatives, we will delve into the strategies and efforts undertaken by the Philippine government to address social issues, alleviate poverty, and promote community development.

Key Takeaways:

• The Philippine government has implemented a range of government programs to provide social services and public assistance.
• These programs cover various sectors such as education, health, housing, infrastructure, agriculture, employment, environment, and more.
• Government programs aim to address social welfare, poverty alleviation, and community development in the Philippines.
• Through these programs, the government aims to create an inclusive and sustainable society for all citizens.
• Stay tuned to learn more about the specific government programs and their impact on Filipino communities!

Social Welfare Programs

The Philippine government acknowledges the importance of addressing poverty and improving the living conditions of its citizens. To achieve this goal, several social welfare programs have been implemented to provide support and assistance to vulnerable individuals and families. These programs aim to alleviate poverty, enhance social protection, and uplift the overall well-being of the Filipino population.

One of the key focuses of social welfare programs is to provide financial assistance to those in need. Through cash transfer programs, such as the Pantawid Pamilyang Pilipino Program (4Ps), eligible families receive conditional cash grants to support their basic needs, education, and healthcare expenses.

Healthcare services are also a vital component of social welfare programs. The Philippine Health Insurance Corporation (PhilHealth) ensures that individuals have access to affordable and quality healthcare. It provides health insurance coverage for both employed and indigent individuals, allowing them to access medical services without the burden of high costs.

Education support is another key aspect of social welfare programs. The Department of Social Welfare and Development (DSWD) implements scholarship programs and education assistance to ensure that every Filipino has the opportunity to receive quality education. These programs aim to reduce barriers to education and empower individuals to acquire the necessary skills for a better future.

Moreover, social welfare programs also provide livelihood opportunities to vulnerable individuals and families. The Sustainable Livelihood Program (SLP) is a flagship program that aims to provide sustainable income-generating activities and employment opportunities to marginalized groups. Through skills training, access to capital, and market linkages, the SLP helps individuals and communities to break the cycle of poverty and achieve economic stability.

“Social welfare programs play a crucial role in reducing poverty and improving the lives of Filipinos. By addressing the financial, healthcare, education, and livelihood needs of vulnerable individuals and families, these programs contribute to a more inclusive and equitable society.”

By implementing social welfare programs, the Philippine government aims to create a society where individuals are empowered and provided with the necessary support to overcome adversity and achieve their full potential.

Education Programs

The Philippine government recognizes the pivotal role of education in the country’s development agenda. To fulfill its commitment to providing quality education and improving the skills and competencies of Filipino students, the government has implemented several education programs .

One noteworthy initiative is the K-12 Basic Education Program. This program aims to enhance the Philippine education system by adding two years to the basic education cycle. It covers kindergarten, six years of elementary school, four years of junior high school, and two years of senior high school. By expanding the curriculum and aligning it with international standards, the K-12 program equips students with the knowledge and skills necessary for higher education, technical-vocational training, entrepreneurship, or employment.

Program Highlights

“Education is the key to unlocking a brighter future for our nation. Through our education programs , we strive to provide equal opportunities for all Filipino students, regardless of their socioeconomic status or location. By investing in education, we are investing in the future of our country.” – Secretary of Education, Liling Briones

Other notable education programs implemented by the Philippine government include:

• Alternative Learning System (ALS): Providing access to quality education for out-of-school youth and adults, including the indigenous population
• Technical Education and Skills Development Authority (TESDA): Offering technical-vocational education and training to develop the skills needed in various industries
• Higher Education Support Fund: Providing financial assistance to tertiary-level students through scholarships, grants, and loans

The government’s commitment to education extends beyond improving access. It also focuses on enhancing the quality of instruction, investing in educational facilities, and promoting research and innovation in the education sector. These efforts contribute to the holistic development of Filipino students and support the country’s long-term economic growth.

Health Programs

The Philippine government is committed to ensuring the well-being of its citizens through the implementation of various health programs . These programs are designed to provide access to quality healthcare services and promote the overall health and wellness of the population.

1. Disease Prevention

The government has prioritized disease prevention initiatives to safeguard public health. These programs focus on raising awareness about common diseases, promoting healthy lifestyles, and implementing vaccination campaigns.

2. Maternal and Child Health

Maternal and child health programs aim to reduce maternal and infant mortality rates by improving access to prenatal care, safe delivery services, and postnatal support. These programs also provide essential healthcare services and immunizations for children to ensure their healthy growth and development.

3. Essential Medicines

The government recognizes the importance of access to essential medicines for all citizens. Health programs include initiatives to provide affordable and accessible medicines, particularly for chronic diseases, to ensure that individuals have the necessary treatments to manage their health conditions.

4. Healthcare Facilities

To enhance the healthcare infrastructure in the country, the government invests in the construction and upgrading of healthcare facilities. These include hospitals, clinics, and health centers, ensuring that quality healthcare services are accessible to all Filipinos, regardless of their location.

Overview of Health Programs in the Philippines

These health programs are integral to the Philippine government’s efforts to ensure the well-being of its citizens and enhance the overall quality of healthcare services in the country. By prioritizing disease prevention, maternal and child health, access to essential medicines, and the development of healthcare facilities, the government aims to create a healthier nation and improve the lives of its people.

Housing Programs

The Philippine government has taken significant steps in addressing the housing needs of low-income families and informal settlers through various government initiatives. These housing programs aim to alleviate poverty and provide affordable and decent housing options for those in need.

One of the key components of these initiatives is the provision of socialized housing units. These units are specifically designed to cater to the needs and financial capacities of low-income families, ensuring that they have access to safe and livable homes. Through subsidies and partnerships with housing developers, the government is able to offer these units at prices that are significantly lower than market rates.

Furthermore, financial assistance programs play a crucial role in helping individuals and families acquire their own homes. The government offers financial aid in the form of low-interest loans, grants, and subsidies, enabling low-income households to afford their housing needs. This financial support not only assists in the purchase of homes but also covers the costs of land acquisition and construction, making homeownership more attainable.

In addition to providing affordable housing units and financial assistance, community development initiatives are also implemented. These programs aim to create sustainable and livable communities, beyond merely providing shelter. They focus on developing infrastructure, such as roads, schools, and healthcare facilities, to ensure that residents have access to basic amenities and services. Community development initiatives also promote social cohesion, empowering residents to actively participate in the development and management of their communities.

By implementing these comprehensive housing programs , the Philippine government is addressing the housing needs of its citizens and contributing to poverty alleviation efforts. These initiatives ensure that low-income families and informal settlers have access to safe and affordable homes, ultimately improving their quality of life and fostering community development.

The Impact of Housing Programs

“Having a stable and secure home is vital in breaking the cycle of poverty. The government’s housing programs provide opportunities for families to have a place they can call their own, fostering a sense of belonging and stability that greatly contributes to their overall well-being and social mobility.” – Maria Santos, Housing Advocate

These housing programs have had a transformative impact on the lives of many low-income families and informal settlers in the Philippines. By providing affordable housing options, the government has enabled families to escape the cycle of poverty and create a solid foundation for their future.

Access to safe and decent housing has a ripple effect on various aspects of individuals’ lives. It enhances their overall well-being, improves their mental and physical health, and provides a stable environment for educational and career opportunities. Having a home to call their own instills a sense of pride and belonging, empowering individuals to become more actively engaged in their communities.

Moreover, these housing programs contribute to the overall development of communities. The construction and development of affordable housing complexes create job opportunities and stimulate economic growth. The provision of basic infrastructure and amenities enhances the overall livability of the community and fosters a sense of unity among residents.

Through these initiatives, the government is not only addressing the immediate housing needs of its citizens but also investing in the long-term development and improvement of communities. By providing affordable housing, financial assistance, and community development initiatives, the government is fostering a more inclusive and equitable society where everyone has the opportunity to thrive.

Infrastructure Programs

The Philippine government recognizes the vital role that infrastructure plays in driving economic growth, enhancing connectivity, and fostering community development. As part of its ongoing efforts, several infrastructure programs have been implemented to transform the country’s transportation systems, improve mobility, and stimulate urban development.

Improving Connectivity

One of the key focuses of the Philippine government’s infrastructure programs is to enhance connectivity both within and between regions. This involves the construction and improvement of roads, highways, and bridges to facilitate the seamless movement of goods and people. These infrastructure projects not only promote economic development but also improve access to essential services and opportunities for remote communities.

Transportation Development

The government has also prioritized the development of public transportation systems to provide convenient, reliable, and affordable options for commuters. This includes the expansion and modernization of airports, seaports, and railways, enabling efficient transportation of goods and passengers. These infrastructure initiatives not only reduce travel times but also contribute to environmental sustainability by promoting the use of mass transportation.

Urban Development

The Philippine government recognizes the importance of well-planned and sustainable urban development. Infrastructure programs are designed to address the needs of growing cities, improve urban resilience, and enhance the quality of life for urban dwellers. This includes the construction of social infrastructure such as schools, hospitals, and public spaces, as well as the development of smart cities that leverage technology to improve governance and service delivery.

“Infrastructure is the backbone of a thriving economy. By investing in infrastructure programs, the Philippine government is creating a strong foundation for sustainable growth, attracting investments, and improving the lives of its citizens.” – Department of Public Works and Highways

The Philippine government remains committed to accelerating infrastructure development to keep pace with the country’s growing needs and aspirations. These ongoing programs are essential in fostering economic progress, promoting inclusivity, and ensuring a sustainable future for all Filipinos.

Agriculture and Rural Development Programs

The Philippine government is committed to enhancing food security, increasing agricultural productivity, and uplifting the livelihoods of farmers and rural communities. As part of its efforts, the government has implemented a range of agriculture and rural development programs that aim to provide comprehensive support to this crucial sector.

Access to Credit

Recognizing the importance of access to credit for agricultural development, the Philippine government has established programs that provide financial assistance to farmers and rural entrepreneurs. These programs offer low-interest loans, credit guarantees, and other financial incentives to help farmers expand their operations, invest in modern farming practices, and improve their overall productivity.

Irrigation Systems

Water scarcity is a significant challenge in agricultural production. To address this issue, the government has invested in the development and maintenance of irrigation systems across the country. These systems ensure the efficient use of water resources, increase crop yields, and enhance the resilience of farmers against climate variability.

Technology Transfer

Embracing technological advancements is key to boosting agricultural productivity. The Philippine government has implemented programs that facilitate the transfer of innovative technologies and best practices to farmers. Through training programs, workshops, and partnerships with research institutions, farmers gain access to cutting-edge techniques, improved seeds, and sustainable farming methods that help optimize their yields and reduce environmental impact.

Market Development

Ensuring a favorable market environment for agricultural products is crucial for the economic viability of rural communities. The government has established initiatives that support market development for farmers, including the establishment of agricultural trading centers, the promotion of value-added products, and the improvement of market linkages. These efforts help farmers access wider markets, obtain fair prices for their produce, and improve their income opportunities.

“The agriculture and rural development programs of the Philippine government empower farmers and rural communities to thrive and contribute significantly to the country’s overall development. By providing access to credit, improving irrigation systems, promoting technology transfer , and facilitating market development, the government is creating an enabling environment for sustainable agricultural growth.”

Through these agriculture and rural development programs, the Philippine government is empowering farmers, strengthening rural communities, and fostering sustainable agricultural practices that contribute to national food security and economic prosperity.

Employment and Entrepreneurship Programs

The Philippine government is committed to fostering economic growth and reducing poverty through its employment and entrepreneurship programs. These initiatives aim to create job opportunities, empower individuals, and promote inclusive development across the country. By providing skills training, access to credit, and business development support, the government helps individuals and micro, small, and medium enterprises (MSMEs) thrive in the competitive market.

Skills Training for Employment

One of the key focuses of the government’s employment programs is skills training. Through partnerships with technical and vocational institutions, individuals can acquire the necessary skills and knowledge to meet the demands of various industries. These training programs cover a wide range of sectors, including information technology, healthcare, tourism, manufacturing, and agriculture. By equipping individuals with relevant skills, the government enhances their employability and promotes sustainable employment.

Access to Credit for Entrepreneurship

Entrepreneurship is an essential driver of economic growth and job creation. Recognizing this, the Philippine government provides access to credit through its entrepreneurship programs. Financial institutions, such as the Small Business Corporation, offer loans and credit facilities to aspiring and existing entrepreneurs. By providing capital, the government enables individuals to start their businesses, expand their enterprises, and generate employment opportunities within their communities.

Business Development Support

In addition to skills training and access to credit, the government also offers business development support to entrepreneurs. This support includes mentorship programs, consultancy services, and access to market and networking opportunities. These initiatives aim to enhance the competitiveness and sustainability of MSMEs, enabling them to contribute to the country’s economic growth and poverty reduction efforts.

By promoting employment and entrepreneurship, the Philippine government is paving the way for inclusive economic growth and poverty alleviation. Through various government initiatives, individuals are empowered to pursue their professional aspirations and contribute to the country’s overall development.

Environmental Protection Programs

The Philippine government is committed to addressing climate change, preserving natural resources, and promoting sustainable development through various environmental protection programs. These initiatives aim to protect the environment, safeguard biodiversity, and create a more sustainable future for the country.

One of the significant programs implemented by the Philippine government is the conservation of biodiversity. This program focuses on the preservation of unique ecosystems, endangered species, and natural heritage sites. Through the establishment of protected areas, the government ensures the long-term sustainability of these important ecological areas.

In addition to biodiversity conservation, the government is actively engaged in reforestation efforts. Reforestation programs aim to restore forest cover, combat deforestation, and promote the sustainable use of forest resources. By planting trees and implementing sustainable forest management practices, the government contributes to carbon sequestration, soil conservation, and watershed protection.

Waste management is another critical component of environmental protection programs in the Philippines. The government encourages proper waste disposal, recycling, and waste reduction practices to minimize the negative environmental impacts of improper waste management. Through community-based waste management initiatives, the government empowers local communities to take an active role in preserving the environment.

Furthermore, the Philippine government is actively promoting clean energy initiatives to reduce the country’s reliance on fossil fuels. The development of renewable energy sources, such as solar, wind, and hydropower, plays a vital role in achieving this goal. By embracing clean energy technologies, the government aims to mitigate greenhouse gas emissions and promote a more sustainable energy sector.

Overall, the Philippine government’s environmental protection programs reflect its commitment to building a greener and more sustainable future. Through conserving biodiversity, reforestation efforts, waste management, and clean energy initiatives, the government ensures the preservation of natural resources for future generations.

Disaster Risk Reduction and Management Programs

The Philippine government is committed to promoting disaster risk reduction and management initiatives as a crucial aspect of community development. These programs aim to minimize the impact of natural disasters and enhance community resilience. By implementing a range of strategic measures, the government empowers communities to proactively respond to and recover from disasters.

Key components of the disaster risk reduction and management programs include:

• Early Warning Systems: The government has invested in advanced technologies and infrastructure to establish efficient early warning systems across the country. These systems help to forecast incoming disasters, providing communities with valuable time to prepare and evacuate if necessary.
• Disaster Preparedness Training: The government conducts extensive training programs to equip individuals and communities with the necessary skills and knowledge to respond effectively in emergencies. These trainings cover various aspects, such as first aid, search and rescue operations, and disaster response coordination.
• Establishment of Evacuation Centers: To ensure the safety of vulnerable individuals during disasters, the government has constructed evacuation centers in strategic locations. These centers are equipped with essential facilities to accommodate and provide immediate assistance to evacuees.
• Emergency Response Mechanisms: The government has established robust emergency response mechanisms to facilitate a coordinated and prompt response in times of crises. These mechanisms involve the collaboration of government agencies, NGOs, and community-based organizations to efficiently provide relief and support to affected areas.

Through its disaster risk reduction and management programs, the Philippine government is actively working to build a resilient nation that can withstand and recover from the devastating effects of natural disasters.

Why Disaster Risk Reduction Programs are Vital

Disaster risk reduction programs play a vital role in safeguarding vulnerable communities and promoting sustainable development. By investing in these initiatives, the government can:

“Our disaster risk reduction programs empower communities to take proactive measures, saving lives and minimizing the economic and social impact of disasters. These initiatives are crucial for building a resilient and sustainable future for all Filipinos.” – Department of Disaster Resilience

• Protect lives and properties: Disaster risk reduction programs save lives and reduce the loss of properties by ensuring early warning systems, effective evacuation plans, and disaster response mechanisms.
• Promote community resilience: Equipping communities with disaster preparedness training and establishing evacuation centers enhances their resilience, enabling them to recover quickly and resume normalcy after disasters.
• Foster sustainable development: By reducing the risk and impact of disasters, these programs contribute to sustainable development by protecting livelihoods, infrastructure, and the environment.
• Enhance social cohesion: Disaster risk reduction programs foster unity and collaboration among government agencies, NGOs, and communities, strengthening social bonds and community cohesion.

By prioritizing disaster risk reduction and management, the Philippine government demonstrates its commitment to protecting its citizens and building a safer, more resilient nation.

Social Security and Retirement Programs

The Philippine government recognizes the importance of providing financial security and support to individuals and families during times of need and in their retirement years. To achieve this, the government has established comprehensive social security and retirement programs that aim to ensure the well-being and welfare of the Filipino people.

One of the key components of the social security programs in the Philippines is social insurance . Through contributions from both employees and employers, social insurance provides a safety net for individuals and families by offering benefits such as sickness, maternity, disability, and death. These programs help alleviate the financial burden that may arise from unexpected life events and provide a sense of security.

Moreover, the government has implemented pension schemes that offer retirement benefits to eligible individuals. These pension programs provide a regular income stream to retirees, enabling them to maintain their standard of living and meet their essential needs. By supporting retirees financially, these programs contribute to a dignified and comfortable retirement.

Additionally, the Philippine government extends assistance to the elderly and persons with disabilities through various programs. These programs include financial aid, healthcare support, and other forms of assistance that aim to improve the quality of life for these vulnerable individuals. By prioritizing their needs and ensuring their inclusion in society, these programs promote social welfare and empower individuals to live fulfilling lives.

Overall, the social security and retirement programs implemented by the Philippine government reflect its commitment to the well-being and financial security of its citizens. By providing social insurance , pension schemes, and assistance for the elderly and persons with disabilities, these programs contribute to a society that values and supports its members at every stage of their lives.

Benefits and Support Offered by Social Security and Retirement Programs:

• Financial protection during times of need through social insurance programs
• Regular retirement income through pension schemes
• Assistance for the elderly and persons with disabilities

By offering these benefits and support systems, the Philippine government ensures that individuals and families have a safety net and the necessary resources to navigate life’s challenges and enjoy a secure retirement. These programs play a vital role in safeguarding the well-being and financial stability of the Filipino people.

Women and Gender Programs

The Philippine government recognizes the importance of promoting gender equality and empowering women in all aspects of society. Through various government initiatives in the Philippines , substantial efforts have been made to create a more inclusive and equitable society. Women and gender programs focus on advancing women’s rights, preventing gender-based violence, promoting economic empowerment, and encouraging women’s political participation.

Advancing Women’s Rights

• Implementation of laws and policies that protect women from discrimination and ensure equal opportunities in education, employment, and public service.
• Establishment of mechanisms to address gender-based violence, such as domestic abuse and harassment, through increased awareness, prevention campaigns, and legal remedies.
• Provision of support services, including shelters and counseling, for women who have experienced abuse or violence.

Economic Empowerment

• Provision of financial literacy programs and skills training to enhance women’s economic capabilities.
• Access to credit and micro-financing programs specifically tailored to meet the needs of women entrepreneurs.
• Support for women-led businesses and initiatives through grants, mentorship, and networking opportunities.

Women’s Political Participation

• Promotion of women’s representation and participation in decision-making bodies, such as political offices, local government units, and community organizations.
• Empowering women through leadership training programs and capacity building initiatives.
• Encouraging political parties to adopt policies that promote gender equality and support women candidates.

“Gender equality is a fundamental principle that drives societal progress and development. Through women and gender programs, the Philippine government is creating an enabling environment where women can fully participate, contribute, and thrive. By addressing the barriers and challenges faced by women, we are forging a more equitable and inclusive society for all.”

Through robust women and gender programs, the Philippine government is empowering women to realize their full potential and contribute meaningfully to nation-building. These initiatives are essential in creating a society where women are valued, respected, and given equal opportunities to thrive.

Indigenous Peoples Programs

The Philippine government is committed to protecting the rights and promoting the welfare of indigenous peoples through various programs. These initiatives aim to address the unique needs and challenges faced by indigenous communities, fostering their cultural preservation, land rights, education, health, and economic empowerment.

Land Rights

Recognizing the importance of ancestral lands to indigenous peoples, the government has implemented initiatives to secure and protect their land rights. These programs aim to address issues of land encroachment, ensure proper titling of ancestral domains, and empower indigenous communities in managing and preserving their territories.

Cultural Preservation

The preservation of indigenous cultures plays a crucial role in affirming their identity and promoting social cohesion. The government supports programs that safeguard indigenous traditions, languages , and practices. These initiatives include the documentation and promotion of indigenous cultural heritage, the establishment of cultural centers, and the integration of indigenous knowledge systems in formal education.

The Philippine government recognizes the importance of providing equal access to quality education for indigenous children. It has implemented programs to address barriers to education, such as language barriers and geographical isolation. These initiatives focus on the development of culturally relevant curriculum materials, the recruitment and training of indigenous teachers, and the establishment of alternative learning systems in indigenous communities.

Ensuring access to quality healthcare services is essential for the well-being of indigenous peoples. The government has launched health programs that prioritize the needs of indigenous communities, addressing their unique health challenges and ensuring culturally sensitive healthcare delivery. These initiatives include the provision of medical services, health education, and the training of indigenous health workers.

To promote economic empowerment among indigenous peoples, the Philippine government has implemented various initiatives. These programs aim to enhance livelihood opportunities, support sustainable resource management, and strengthen indigenous peoples’ participation in decision-making processes. They include the provision of entrepreneurship training, financial assistance, and the promotion of traditional crafts and products.

Key Indigenous Peoples Programs in the Philippines

Youth and Student Programs

The Philippine government is committed to empowering the country’s youth and providing them with ample opportunities for growth and development. Through various government initiatives, social welfare programs have been established to support the younger generation. These programs aim to equip young individuals with the necessary skills, education, and resources to navigate their way towards a prosperous future.

Scholarships

One of the key youth programs implemented by the government is the provision of scholarships. Scholarships are offered to deserving students who exhibit exceptional academic performance but lack the financial means to pursue higher education. These scholarships cover tuition fees, allowances, and other educational expenses, enabling students to complete their studies and acquire the knowledge and skills needed for their chosen careers.

Skills Training

In addition to scholarships, the government also offers skills training programs designed to equip young individuals with practical vocational skills. These programs target various industries and provide specialized training in fields such as technology, hospitality, agriculture, and entrepreneurship. By enhancing their skill sets, young individuals are better equipped to enter the workforce and contribute to the country’s economic growth.

Employment Assistance

Recognizing the importance of gainful employment, the government has implemented initiatives to assist young individuals in securing job opportunities. Employment assistance programs provide career counseling, job matching services, and job placement support. By bridging the gap between young job seekers and potential employers, these programs enable the youth to kick-start their careers and achieve financial independence.

Youth Development Initiatives

Besides education and employment, the government also places emphasis on holistic youth development. Various initiatives and programs are designed to foster leadership skills, promote volunteerism, and instill values among the youth. These initiatives encourage active participation in community activities , enabling young individuals to contribute positively to society and become agents of change.

In conclusion, the Philippine government’s commitment to youth and student programs demonstrates its dedication to investing in the future of the country. By providing scholarships, skills training, employment assistance, and youth development initiatives, the government empowers the younger generation to fulfill their potential and contribute to the nation’s progress.

Government programs in the Philippines play a crucial role in improving the lives of individuals and communities by addressing social welfare, poverty alleviation, and community development. These programs cover various sectors, including education, health, housing, infrastructure, agriculture, employment, environment, disaster risk reduction, social security, women empowerment, indigenous peoples, youth, and students. Through these initiatives, the Philippine government is committed to creating an inclusive and sustainable society that fosters the well-being and progress of all its citizens.

These government programs in the Philippines , such as the social welfare programs, education programs, and health programs, are designed to provide essential support and assistance to those in need. The housing programs aim to provide affordable housing options, while infrastructure programs focus on improving connectivity and urban development. Agriculture and rural development programs support farmers and rural communities, while employment and entrepreneurship programs aim to create job opportunities and promote economic growth.

Furthermore, the government has established environmental protection programs to address climate change and promote sustainable development. Disaster risk reduction and management programs help enhance community resilience during natural disasters. Social security and retirement programs provide financial protection and support to individuals and families. Women and gender programs promote gender equality and empower women, while programs for indigenous peoples protect their rights and promote their welfare. Youth and student programs provide support and opportunities for the younger generation.

By implementing these government programs, the Philippine government is working towards building a better future for its citizens, where everyone has access to basic necessities, opportunities for growth, and a sustainable environment. These initiatives reflect the government’s commitment to social progress, poverty alleviation, and community development in the Philippines, ultimately aiming to create a society where every individual can thrive and contribute to the nation’s progress.

What are government programs in the Philippines?

What are social welfare programs, what are education programs, what are health programs, what are housing programs, what are infrastructure programs, what are agriculture and rural development programs, what are employment and entrepreneurship programs, what are environmental protection programs, what are disaster risk reduction and management programs, what are social security and retirement programs, what are women and gender programs, what are indigenous peoples programs, what are youth and student programs, source links.

• https://www.trade.gov/country-commercial-guides/philippines-healthcare
• https://www.trade.gov/country-commercial-guides/philippines-information-and-communications-technology
• https://www.niu.edu/clas/cseas/_pdf/lesson-plans/fulbright-hays/philippine-political-structure.pdf

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U.S. and Philippine Governments Launch Partnership to Advance Education Sector Reforms

For Immediate Release

Press Release

On September 7, the United States government, through the U.S. Agency for International Development (USAID), signed a Memorandum of Understanding (MOU) with the Second Congressional Commission on Education (EDCOM II) at the Senate of the Philippines to enhance the Philippine government’s capacity to deliver quality education and improve learning outcomes. The agreement solidifies U.S.-Philippines collaboration on policy research, capacity building, and technical assistance in support of EDCOM II’s objective of assessing, evaluating, and recommending reforms to improve the Philippine education sector. USAID Mission Director Washburn signed the MOU with EDCOM II Co-Chairpersons Senator Sherwin Gatchalian and Pasig City Representative Roman Romulo.  Senator Gatchalian serves as Chairman of the Senate Committee on Basic Education and Vice Chairman of the Senate Committee on Higher, Technical and Vocational Education, while Rep. Romulo is the Chairperson of the House Committee on Basic Education. “The Memorandum of Understanding underscores the mutual commitment of our two countries to work together to shape the future of Philippine education in order to make it a key driver of prosperity for all Filipinos,” said USAID Philippines Mission Director Ryan Washburn. Composed of 10 commissioners from the Senate and the House of Representatives, EDCOM II is a national commission that looks at priority areas such as early childhood care and development, basic education, higher education, technical-vocational education and training, and lifelong learning, as well as cross-cutting issues in governance and finance. “Reforming the Philippine education sector is no easy task that requires the inputs and expertise of advocates and partners.  We are grateful to the USAID for steadfastly supporting education programs in the country, and we look forward to their contributions in reviewing and reforming the state of education in the country,” said EDCOM II Co-Chairperson Sen. Sherwin Gatchalian.  “This MOU demonstrates the depth of our countries' friendship with one another.  Access to quality education will unleash the full potential of Filipinos.  Thank you to the USAID for its support to enhancing our Philippine education system,” Rep. Romulo said.  USAID shares the Philippines’ goal of making the country competitive in global education and labor markets.  Over the past decade, the U.S. government, through USAID, has invested nearly $200 million to strengthen the capacity of Philippine education partners to drive inclusive and sustainable growth.

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The Philippines’ Basic Education Crisis

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Out of the country’s 327,000-odd school buildings, less than a third are in good condition, according to government figures.

Three Filipino schoolgirls walking home from school on a muddy road in Port Barton, Palawan, the Philippines.

Several recent studies have pointed out the alarming deterioration of the quality of learning in the Philippines, but this was officially confirmed in the basic education report delivered by Vice President Sara Duterte on January 30. Duterte is concurrently serving as secretary to the Department of Education.

Addressing stakeholders with President Ferdinand Marcos Jr. in attendance, Duterte highlighted the key issues that plague the country’s basic education system before announcing her department’s agenda for reform .

She echoed what previous surveys have indicated about the low academic proficiency of Filipino students. She also identified her department’s biggest concern. “The lack of school infrastructure and resources to support the ideal teaching process is the most pressing issue pounding the Philippine basic education,” she said.

She presented the latest government inventory which shows that out of 327,851 school buildings in the country, only 104,536 are in good condition. There are 100,072 school buildings that need minor repairs, 89,252 that require major repairs, and 21,727 that are set for condemnation.

She added that the procurement practices in the agency “had red flags that demanded immediate actions.” She shared initial findings in the ongoing review of the K-12 curriculum that underscored the failure of the 10-year-old program to deliver satisfactory results.

“The K-12 curriculum promised to produce graduates that are employable. That promise remains a promise,” she said.

Duterte criticized the heavy workload assigned to teachers as she pressed for an immediate review of the current setup in public schools. “This is a system that burdens them with backbreaking and time-consuming administrative tasks, a system that provides no adequate support and robs them of the opportunity to professionally grow and professionally teach, assist, and guide our learners,” she said.

She unveiled her education agenda themed “Matatag: Bansang Makabata, Batang Makabansa,” (Nation for children, children for the nation) and focused on curriculum reform, accelerated delivery of services, promoting the well-being of learners, and providing greater support to teachers.

Responding to the report, Marcos joined Duterte in acknowledging the government’s accountability to the nation’s young learners. “We have failed them,” he said. “We have to admit that. We have failed our children and let us not keep failing them anymore.” He promised to build better infrastructure by investing heavily in education.

He can cite as reference his government’s development plan , which was also released in January, about how the education crisis is linked to “decades of incapacity and suboptimal investment in education.”

Duterte’s admission about the dismal state of basic education was welcomed by some educators. Senators vowed to work with Marcos and Duterte in passing education reform measures. Opposition legislators urged Duterte to hear the views of school unions and student organizations whose appeals for better learning conditions are often dismissed by authorities as part of anti-government propaganda.

Meanwhile, the Alliance of Concerned Teachers (ACT) noted that the report “failed to present today’s real extent and gravity of the learning crisis due to the lack of an evidence-based learning assessment conducted after the pandemic-induced school lockdowns.” The group was referring to the prolonged closure of schools under the government of President Rodrigo Duterte.

“Her father was president for six years and had not done any significant move to improve the lot of our mentors and of the education system. It is the government who have failed the teachers and our learners,” the group insisted.

It was also under the Duterte government when around 54 Lumad schools for indigenous peoples in Mindanao Island were either suspended or forced to shut down by authorities based on accusations that they were teaching rebellion.

The report also didn’t mention that some of the major questionable procurement transactions in the education department took place under the previous government.

The ACT criticized Duterte’s reform agenda because it features “general promises that lack specific action plans and definite targets.”

“No specific targets and timelines were presented to convincingly show that the agency will cut down the classroom shortage significantly,” it added.

Duterte said the agency will build 6,000 classrooms this year, which is quite small compared to the backlog identified in the report. There’s also no deadline for the electrification of around 1,562 schools that still do not have access to power.

Despite her impassioned plea to uplift the working conditions of educators, Duterte was castigated for being silent about the pending proposals to raise the salary grades of public school teachers.

ACT reminded officials to prove their political will in reversing the decline of Philippine education. “The call to reforming education should not be a grandstanding cry but a sincere pledge to rectify the mistakes and shortcomings of the past and the present,” it said.

This can be measured in at least two ways this year. First, Duterte’s willingness to file appropriate charges against erring officials involved in anomalous transactions under the previous administration. And second, Marcos’ commitment to substantially increase the funding for education.

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DepEd launches recalibrated K to 10 curriculum, to start in SY 2024-2025

The logo of the Department of Education. INQUIRER.net FILE PHOTO

MANILA, Philippines — The Department of Education (DepEd) on Thursday launched the revised K to 10 curriculum, otherwise known as the Matatag curriculum, adding that its phased implementation will begin in the School Year (SY) 2024-2025.

During its nationwide launch held Thursday, Director Jocelyn D.R. Andaya, of DepEd’s Bureau of Curriculum Development,  said the introduction of the new curriculum is a significant milestone in transforming the Philippine basic education system.

Under the Matatag curriculum, lessons from Kindergarten to Grade 10 will focus on five foundational skills, which are language, reading and literacy, mathematics, makabansa, and good manners and right conduct, which is in contrast with the seven learning areas offered in the current curriculum. These are as follows: mother tongue, Filipino, English, Mathematics, Araling Panlipunan, Mapeh, and Edukasyon sa Pagpapakatao.

“We decongested the curriculum by 70 percent, which supports our focus on the essential skills of literacy and numeracy. [This will help reduce] overcrowding and [help focus] on the essential elements of learning,” said Andaya.

Andaya said DepEd will implement this through various phases, but its initial implementation will begin next school year.

The phased implementation of the Matatag Curriculum is as follows:

• Sy 2024 to 2025 —Kinder, Grade 1, Grade 4, Grade 7
• SY 2025 to 2026 — Grade 2, Grade 5, Grade 8
• SY 2026 to 2027 — Grade 3, Grade 6, Grade 9
• SY 2027 to 2028 — Grade 10

“This means that by 2028, we will have fully implemented the Matatag Curriculum for Kindergarten to Grade 10 of the K to 12 program,” said Andaya.

The DepEd official likewise disclosed that the new curriculum was subjected to a thorough public review, gaining 96 percent approval from 4,843 respondents composed of students, teachers, school owners, government agencies, private organizations, and non-government organizations.

RELATED STORIES: 

DepEd to launch recalibrated K-10 curriculum in August

Spotlight on reading as K-10 review extended 

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The BEDP 2030 (Basic Education Development Plan 2030) is Philippine’s long-term plan for formal education, from kindergarten to high school, as well as non-formal education. It was developed in an inclusive and participatory process, and is aligned with the SDGs.

The Basic Education Development Plan (BEDP) 2030 was officially launched on June 3, 2022. The launch was attended by key officials from the Department of Education and members of the Philippines Forum for Quality Basic Education, also known as the Education Forum, private education associations, members of Philippine Congress and other stakeholders.

The Department, together with the stakeholders, committed to uphold the goals set in the plan.

The BEDP 2030 is the Department’s long-term plan for basic education, covering all formal education from kindergarten, elementary, junior high school, to senior high school, as well as non-formal education through the Alternative Learning System.

This long-term plan shall serve as a blueprint for the country’s basic education, aligned with SDG 2030.

This shall provide the Department of Education with a more holistic and comprehensive approach to education planning, which goes beyond the usual operational practice of a government agency.

The plan was developed with funding support from Global Partnership for Education (GPE) under a grant managed by UNICEF (the grant agent) and coordinated by the Philippine Business for Education (PBEd) as the coordinating agency.

The BEDP development process commenced in 2017 with a scoping mission conducted by UNESCO and UNICEF that aimed to determine the scope of work and resources required in crafting the plan. A series of consultations with key officials and education development partners were undertaken to discuss expectations and collaboration points.

An inclusive and highly consultative process of sector analysis was also undertaken that led to identifying prevailing and emergent issues and challenges in basic education along with participation, completion, quality, and delivery concerns.

The Education Forum, a platform for consultation and collaboration among education stakeholders and partners, was utilized in engaging partners and stakeholders in the process. Through GPE’s support, the Basic Education Sector Analysis was finalized and the formulation of the BEDP could start.

A participatory process to build ownership of the plan

To set the long-term direction on basic education, a high-level visioning and direction setting workshop was conducted with Secretary Leonor Briones, the Executive Committee members, and the regional and central office directors. Separate sessions with children and youth were also conducted to elicit their views and aspirations on education.

By listening to the voices of youth (learners), we generated practical needs and priorities for the short and long term. Learners mentioned that they wanted more practice in reading, that they needed complete sets of learning materials, and wanted safe and bully-free schools.

Civil society partners, who are an integral part of the Education Forum, pushed to expand coverage of the alternative learning system, ensuring an inclusive and gender sensitive education system.

With this, the BEDP 2030 Results Framework was developed, outlining the priorities for the Department of Education in addressing the immediate and long-term challenges confronting basic education, particularly the impact of COVID-19.

The intermediate outcomes spell out what the agency aspires for the learners to acquire through its 4 pillars (access, equity, quality, resiliency and well-being), and governance as enabling mechanisms.

The strategies under each pillar shall serve as the springboard in formulating policies, systems, programs and projects. These shall address issues and challenges identified in the analysis.

A simulation model was developed to test the financial sustainability of policy options and come up with realistic estimates of basic education investment requirements.

This shall also provide guidance in the preparation of the costed operational plan of the BEDP 2030.

The BEDP was presented to and endorsed by the Education Forum and the Social Development Committee of National Economic and Development Authority Technical Board.

The plan was adopted through DepEd Order 24 s. 2022 and finally launched on June 3 in a large event attended by 180 in-person and more than 200 virtual participants.

Lessons learned in the plan development

• It is essential that the planning process is participatory to consider the views and priorities of all stakeholders in the basic education sector.
• It’s important to keep the focus on priority areas.
• It’s important to ensure that strategies and interventions are sufficient and necessary to achieve the stated vision, mission and objectives.

Ways forward

With the official adoption of the BEDP, all Department of Education offices shall align their policies and programs with the BEDP 2030. The plan will be implemented in two phases:

• Phase I (2022-2025) focuses on addressing the impacts of COVID-19 on learning delivery, issues on reading and numeracy skills, and the decentralization of programs, projects, and activities.
• Phase 2 (2026-2030) focuses on sustaining gains, the institutionalization of education future’s initiatives, and developing emerging education technology and innovations.

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Overview of Education Budget and Financing in the Philippines

This article provides an initial analysis of the financing of Basic Education in the Philippines. The principal trends in Basic Education spending, the structure of spending, and the utilization of resources are examined.

The article also summarizes the current state of Basic Education finance and identifies priority areas for further analysis to support the development of the BEDP.

Trends and patterns in spending have been operationalized as financial resources that have been obligated rather than final disbursement and payment.

During the period examined, the GoP has revised the budgetary framework and progressively rolled out Cash Based budgeting for the previous Obligation Based framework. Using obligations as a proxy for spending provides a basis for assessing trends and patterns over time.

Resources for Basic Education are provided from national-level resources and resources raised and managed by Local Government Units (LGUs) nationwide.

National resources are allocated to DepEd via the annual General Appropriations Act (GAA). The Department of Budget and Management (DBM) subsequently adjusts the final appropriation to conform with changes in the country’s macro-fiscal environment and based on previous years’ capacity to spend resources, and the resources are allotted to DepEd.

After the appropriation to DepEd, all resources for new construction in the budget for Basic Education are transferred to the DPWH for planning, execution, and reporting.

LGU resources for education come from funds appropriated from the national treasury (general fund) and a special taxing authority on real property – the Special Education Fund (SEF) .

Table of Contents

The Evolution of Investment in Public Education

One means of assessing the level of commitment to education is to examine the trends in investment over time. Appropriations for the Education Sector increased consistently from 2010 to 2018 and as a percentage of central government appropriation from 2010 to 2016. 

The composition of Education sector appropriations has evolved to reflect GoP priorities of increasing opportunities in skills development and postsecondary education, with relatively more outstanding shares of appropriated resources being allocated to Higher Education (CHED) and Vocational Technical Education (TESDA). During that same period, the appropriation for Basic Education fell from about 96 percent of central government appropriation in 2010 to 80 percent in 2020.

The share of Education Sector appropriation as a percentage of total government appropriations has for most years been below the recommended Education Framework 2020 Agenda benchmark of 15-20 percent.

Figure 1: Education Sector Appropriations FY 2010-2020

While the appropriation for Basic Education stagnated or decreased between 2017 and 2020, the allotment received by DepEd and spending (obligations) continued to increase during that same period51 – more than doubling between 2012 and 2020.

Figure 2: DepEd Allotment, Obligation and Disbursement, FY 2012-2019

Table 1 presents total Basic Education spending from 2012-2017, incorporating the Basic Education Facilities Fund (BEFF-DPWH) and LGU spending. The table also presents total Basic Education spending as a percentage of GDP for each year.

As with the trend in DepEd spending, total Basic Education spending increased consistently between 2010 and 2017 in nominal terms and as measured as a percentage of GDP.

Table 1: Total Basic Education Spending, 2010-2017

DepEd-managed spending represented about 77 percent of Basic Education spending in 2017 – down from about 90 percent in 2013.

BEFF spending as a share of all Basic Education spending has increased from about 3 percent in 2013 to 20 percent in 2017. While LGU spending increased most years in nominal terms, DepEd and BEFF spending has increased faster, and the share of total Basic Education spending financed by LGUs has decreased from about 6 percent in 2010 to about 3 percent in 2017.

The national revenue projections for 2021 have been significantly impacted by the measures to address the consequences of the COVID-19 public health emergency. Initial information indicates that the appropriation for DepEd may be some Php 13 billion lower than the 2020 appropriation. The planned reductions have been concentrated on infrastructure projects and another capital spending.

International comparisons have demonstrated a clear relationship between government commitment, spending, and results. Analysis of the PISA spending and reading scores data highlights the challenges for the Philippine system in mobilizing sufficient resources to improve outcomes consistent with other countries of similar income levels.

Figure 3: Cumulative Spending per Student and Learning Outcomes from PISA

In addition to assessing the adequacy of education investment for meeting policy goals in the Philippines, it will also be necessary to review the efficiency of education spending by examining the relationship between levels/types of spending and outcomes and how those relationships may differ by region of the country.

The Structure of Education Spending

An important aspect of the efficiency of education spending in delivering outcomes for the people of the Philippines is the coherence or alignment between education spending and education policies and priorities the government identifies. 

Examining how public spending is allocated to different programs within Basic Education facilitates an assessment of the coherence between spending and policy priorities.

A major recent policy initiative was incorporating two additional years of secondary education into publicly supported Basic Education in 2016. 

Figure 4 presents spending for the Operation of Schools for both kindergarten/elementary and secondary education (JHS and SHS) from 2015 to 2019.

Figure 4: Trends in Education Spending by Level

The relative growth in spending for secondary relative to elementary education56 is consistent with the expansion of publicly supported secondary education years.

Spending for Operations of Schools per student for the two levels since 2017 differs by less than one thousand pesos. With similar per capita expenditures for the levels, the increase in spending for the expansion of publicly supported secondary education is almost entirely explained by increasing numbers of students rather than any differences in costs between providing a year of secondary education and a year of elementary education .

The idea that the budgetary impact of providing a year of elementary and secondary have nearly identical costs is not consistent with the differences in pedagogical requirements for the two levels with respect to the level and specialization of the teachers , infrastructure requirements for specialized rooms like laboratories and the costs of learning materials .

Estimating the budgetary impact of possible BEDP initiatives to increase participation in secondary education will require developing more econometrically sound and comprehensive estimates of the relative unit costs for the various levels of the system. The estimates include the differences in teacher , infrastructure, and program development costs for the various levels of the system, as well as regional differences.

The need for more concise estimates of unit costs also applies to the priorities of EduKalidad; K to 12 curriculum review, improving the learning environment, upskilling/reskilling of teachers , and enhanced stakeholder engagement.

Each pillar of the program implies changes to the current pattern of resource allocation in the DepEd and broader Basic Education budget. Sound estimates of these implications must feature in the BEDP.

The Government of the Philippines also provides public investment in secondary education through subsidies to students to attend private institutions, Education Service Contracting (ESC) for JHS students, and Vouchers for SHS.

Table 2: ESC and Senior Secondary Voucher Program Spending

Spending for ESC contracts in 2019 was Php 10,210.81 million in 2019, and for the SHS Voucher programs was Php 22,457.22 million.

The number of voucher program students has grown much faster than the ESC contracts reflecting the incorporation of additional years of SHS into publicly supported Basic Education.

The spending per participant for ESCs increased from about Php 8,000 in 2016 to a little more than Php 9,400 in 2019, while the average voucher increased from about 16,000 to just more than Php 17,300.

The rationale for public investment in the ESC and Voucher programs was to expand Junior and Senior High School by leveraging existing private sector investment.

For both programs, the contracts or vouchers were intended to provide additional school places at a cost lower than the cost of expanding the public system.

This aspect of both programs was formally assessed; in 2011 for ESC and 2018 for the voucher program. Both studies found the contract and voucher amounts at the time of the study to represent cost savings to DepEd compared to expanding the number of public sector places.

However, both studies raised questions concerning subsidies going to relatively better-off students who could afford to pay school fees. Subsidizing students who would likely attend without subsidies reduces the efficiency of the programs in expanding access to secondary education.

The 2018 assessment of SHS costs also highlighted that differences in land prices created very different cost structures for private providers in different markets and areas of higher land prices. Current Voucher amounts were likely too low to incentivize private schools to take additional voucher-paying students or that the top-up fees required would subsidize students who already have the financial capacity to attend Senior Secondary school.

Finally, Basic Education spending was analyzed concerning the distribution of spending across the three program areas; General Administration, Support to Operations, and Operations of Schools (Figure 5).

Figure 5: Spending by Program/Object

Operations of Schools is the largest spending program within the DepEd budget. Spending on Operations of Schools doubled (114 percent increase) between 2015 and 2019. Some of the increasing “weight” of school operations spending likely reflects some economies of scale – with growth in enrollment having a greater impact on school-level resource requirements than administrative or program development resource needs.

Staff costs (Personnel Services) represent about 80 percent of total DepEd spending in 2019 – down from about 86 percent in 2015. Not surprisingly, spending on Personnel Services is by far the largest for Operations of Schools at more than 94 percent of spending in 2015.

By 2019 relatively more spending for Operations of Schools was for MOOE (nearly 15 percent compared to 6 percent in 2015), and spending for Personnel Services had fallen to 80 percent of Operations of Schools spending.

This shift in spending is consistent with the expansion in resources made available for school-level education quality investments. There is a consensus that the MOOE resources are inadequate to meet school operational needs.

In some localities, this shortfall is at least partially addressed by LGU resources. However, the capacity of LGUs to provide additional resources can vary significantly depending on their ability to generate revenues. In order to ensure a more equitable allocation of operational resources (MOOE) to schools , it may be necessary to explore alternative formulas for allocation that incorporate LGU’s financial capacity.

DepEd reported that capital spending is difficult to assess as the primary mechanism for expansion and major renovation of facilities is implemented through the BEFF managed by the DPWH.

In the latest available data, BEFF funding managed by DPWH represented about 20 percent of total Basic Education spending. For BEDP development, a more detailed and timely analysis of BEFF and LGU spending will be required.

Budget Utilization

Meeting GoP education policy goals and priorities depends on efficiently translating the financial resources into the required human, material, and capital investments.

Assessing budget utilization in Basic Education is complicated because three entities manage the spending of public resources: DepEd, DPWH, and LGUs.

Historically, the greatest challenges in utilizing resources allocated to Basic Education are in developing and managing infrastructure projects.

The demands of annual accounting/liquidation required in Cash Based Budgeting and the multi-year timeline required to design, permit, procure and execute infrastructure projects have created significant challenges. Several strategies have been proposed to improve the planning and implementation of infrastructure projects.

A complete analysis of these alternatives will be undertaken in the BEDP development process. Similarly, LGU spending and budget utilization are not well analyzed in existing documentation, and additional primary data on LGU spending and budget utilization will need to inform BEDP options and adequately develop cost estimates.

The Bureau of Local Government Finance reports that LGU utilization rates of the revenues generated from the tax on real property (Special Education Fund) have averaged about 68 percent in the most recent years available -with rates varying by region between 48 percent and 75 percent.

The Bureau identifies the limits on expenditure categories as one of the primary constraints on higher utilization levels. Additional analysis of detailed LGU spending and budget utilization will need to be undertaken to inform BEDP options and adequately develop cost estimates.

While assessing budget utilization limited to DepEd managed resources is more straightforward, a single indicator for the Department may not provide clear guidance. As summarized previously, about 80 percent of DepEd budget resources are for Personnel Services. Salaries and other compensation like contributions to pensions are predictable and are easily liquidated once established through transfers to recipients’ bank accounts.

MOOE spending typically pays invoices for supplies and materials, transportation and travel costs and allowances, utilities, repairs, and small capital projects.

The administrative burden for obligating and disbursing payments is significantly higher than Personnel Services spending. Capital Outlays represent an even higher administrative burden as they are typically more costly and (depending on the established thresholds) subject to higher levels and more time-consuming scrutiny to comply with public sector procurement practices.

The recent adoption and staged rollout of the Cash Based Budgeting framework and the changing windows for liquidation for different types of spending are added to the complexity of characterizing budget utilization.

Figure 6 plots Economic Object’s obligation and disbursement rates from 2015-2019. The calculations were undertaken to utilize SAA ODBs for 2015-2019 provided by DepEd.

Figure 6: DepEd Budget Utilization 2015-2019

The obligation rate represents the percentage of the adjusted allotment received by DepEd that was obligated by 31 December of the FY. The disbursement rates were calculated as the percentage of the funds obligated during the FY that were paid by the final FY report was generated.

Overall, the DepEd obligation rate department-wide improved from about 88 percent in 2015 to 95 percent in 2019. As expected, the obligation and disbursement rates for Personnel Services are nearly 100 percent each year.

The obligation rate for MOOE spending also improved considerably over the period. However, disbursement rates indicate that for some types of MOOE expenditures, there remain challenges in executing planned spending. These will need to be examined in more detail in the BEDP development process.

Major capital expenditure programs for facilities are managed by DPWH rather than DepEd. The capital outlays managed by DepEd are primarily learning tools and equipment and ICT for schools and the Department.

The obligation rate for Capital Outlays improved over time but still represents a significant challenge and warrants a more detailed analysis in the development of the BEDP.

A final factor impacting DepEd’s utilization of financial resources is the lack of a comprehensive financial management information system.

Accounting for expenditures within the Department relies on a series of ad hoc practices and systems developed over the years – consuming enormous quantities of staff time.

A module enabling DepEd to access and manage transactions directly in the Government Financial Management Information Systems (GFMIS) is being piloted. DepEd is developing its automated system to facilitate expenditure reporting and management at the Region, SDO, and school levels.

Household Spending in Education

Households are an essential source of education spending in the Philippines. Using data from the 2018 Family Income and Expenditure Survey, it is estimated that spending on education represents about 2.6 percent of total annual expenditures for the average household in the Philippines.

Poorer households spend a smaller percentage of their annual expenditures on education than wealthier households. When total expenditures are considered, the differences in nominal spending for education between poorer and wealthier households are pretty significant.

For example, the average percentage of total annual expenditures dedicated to education for the poorest 30 percent of households was 1.5 percent in 2018, while the percentage for the other 70 percent was 2.8 percent.

When converted to annual spending on education using the average total household expenditures for both groups, households in the bottom 30 percent had education expenditures only about 1/10th of those of less poor (upper 70 percent) households.

A complete examination of the demographic and social factors associated with differences in household spending on education and a better understanding of the composition of education spending will be needed to support the development of a BEDP that promotes equity in the provision of educational resources.

Development Partner Support to Basic Education

DepEd recognizes the need to coordinate and maximize all development partners to achieve its tripartite access, quality, and governance goals.

The broad areas of international development assistance are summarized in the table below. These organizations also coordinate among themselves to ensure effective and efficient support for DepEd.

Table 3: Summary of Selected Foreign-Assisted Projects

Share of Private Schools Enrollment in Basic Education in the Philippines

Language as a Key Element of Quality of Learning

Importance of Time in School Assigned to Teaching and Learning

Teacher Quality as a Key Factor Influencing Student Learning Outcomes

Curriculum Issues Affecting Student Learning Outcomes in the Philippines

Reading Performance Declining in the Philippines

Transition Issues Between Learning Stages in the Philippines

Overview of Student Learning Outcome Assessments in the Philippines

Bullying and School-Related Gender-Based Violence in the Philippines

Overview of the Structure of the Education System in the Philippines

Office of the Undersecretary for Administration (OUA)

Jasper Klint de la Fuente

High School Teacher 👩🏽‍🏫🍎| Lifelong Learner 📚| Passionate about developing the next generation of leaders 📝💻🎓

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(From left) Philippine Association of State Universities and Colleges President Tirso Ronquillo, Department of Trade and Industry Assistant Secretary Leonila Baluyut, Department of Science and Technology Assistant Secretary Napoleon Juanillo, Second Congressional Education Commission Executive Director Karol Mark Yee, University of Santo Tomas Vice Rector for Academic Affairs Cheryl Peralta, USAID Deputy Assistant Administrator for East Asia and the Pacific Sara Borodin, USAID Philippines Mission Director Ryan Washburn, Commission on Higher Education Executive Director Cinderella Benitez-Jaro, Intellectual Property Office of the Philippines Director General Rowel Barba, and UPSKILL Chief of Party Richard Abendan.

Manila, February 21, 2024 —On February 20, the United States government, through the United States Agency for International Development (USAID), launched the U.S.-Philippines Partnership for Skills, Innovation, and Lifelong Learning (UPSKILL) Program, a five-year, Php1.6-billion ($30 million) initiative that will help Philippine higher education become more globally competitive by strengthening innovation, workforce development, and entrepreneurship in colleges and universities.

U.S. President Joseph Biden and Philippine President Ferdinand Marcos Jr. jointly announced this initiative during President Marcos’s visit to the White House in May 2023.

USAID’s UPSKILL Program will bring together U.S. universities, Philippine government agencies engaged in human capital development, and private sector partners to promote innovation and entrepreneurship in higher education institutions through faculty and staff training, curriculum improvements, and increasing community outreach and technology transfer. These efforts will improve the qualifications and career prospects of Filipino higher education graduates to continuously meet evolving workforce needs and enhance linkages between U.S. and Philippine universities.

The UPSKILL Program is implemented by RTI International through a consortium of U.S. universities, which includes Arizona State University, Massachusetts Institute of Technology, and North Carolina Agricultural & Technical State University, and Philippine partners such as Edukasyon.ph and the Philippine Business for Education.

“The challenges and opportunities that young people face today in the workplace make college training and education critical for their future success,” visiting USAID Deputy Assistant Administrator for East Asia and the Pacific Sara Borodin said during the UPSKILL Program launch at the University of Santo Tomas in Manila. “Through this new USAID program, the United States government reaffirms its commitment to working with our Filipino partners in transforming the higher education sector.”

Officials from the Commission on Higher Education (CHED), the Second Congressional Education Commission, the Department of Science and Technology, the Department of Trade and Industry, the National Economic and Development Authority, and the Intellectual Property Office of the Philippines, as well as representatives from several Philippine universities attended the program launch.

“With this partnership with USAID, the Commission on Higher Education will provide unique opportunities for our colleges and universities to continuously innovate in response to the aspirations of the Philippines, and specifically that of our students,” CHED Executive Director Cinderella Filipina Benitez-Jaro said. “Together, we will demonstrate the compelling value of internationally recognized training, cooperative research, and lifelong learning modalities being offered by Philippine higher education.”

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The 2013 Philippine Country Commercial Guide (PDF 855KB) lists the leading sectors for U.S. exports and investment in the Philippines. Chapter 1: Doing Business in the Philippines provides a brief synopsis of the information contained in this comprehensive report. Aside from the best prospect sectors U.S. firms should also be aware of opportunities in other sectors of the Philippine economy. Contact the U.S. Commercial Service for information on the market of opportunities for your particular product or service.

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President Rodrigo Duterte signed Republic Act 10931 or the Universal Access to Quality Tertiary Education Act in August 2017.

By default, all undergraduate students of state universities and colleges and local universities and colleges, as well as Filipino learners enrolled in any technical-vocational education and training program registered with the Technical Education and Skills Development Authority, are entitled to free tuition and miscellaneous fees, as provided by law.

Aside from this, there are scholarships offered by other government agencies to Filipino undergraduate students. Here are some of them:

Department of Science and Technology (DOST)

The DOST has three main types of scholarships offered : merit, the Science and Technology Scholarship Act (RA 7687), and the Fast-Tracked S&T Scholarship Act (RA 10612).

Students with high aptitude in science and mathematics who are willing to pursue careers in the fields of science and technology may apply under the merit type.

Under RA 7687, scholarships are provided to “talented and deserving students whose families’ socio-economic status does not exceed the set cut-off values of certain indicators.”

Meanwhile, under RA 10612, scholarships are given to “graduates in the sciences, mathematics and engineering who shall teach science and mathematics in secondary schools throughout the country.”

Here are the details of each program:

S&T undergraduate scholarships

• Application deadline: August 28, 2021 (closed already, but this opens every school year)
• Types: Merit, RA 7687
• Eligible students: Filipino college students who are either members of the top 5% of the non-STEM strand senior high school graduating class or members of the STEM strand senior high school graduating class
• Exam requirement: Should pass the S&T scholarship examination
• Privileges: Tuition worth P40,000 per year, book allowance worth P10,000 per year, living allowance worth P7,000/month, thesis allowance worth P10,000, and graduation clothing allowance worth P1,000. There is also a group health and accident insurance premium included for all scholars, as well as an economy-class round trip fare for students studying outside their home provinces.
• Contact details: [email protected], (02) 8837-2071 loc. 2382 (phone), 09278868816 (mobile)

Junior-level science scholarships (JLSS)

• Application deadline: October 29, 2021
• Types: Merit, RA 7687, RA 10612
• Eligible students: Third year college Filipino students pursuing degree programs in the areas of science and technology who have a general weighted average of at least 83% or its equivalent and with no conditional or failing mark in the first two years in college
• Exam requirement: Must pass the Junior Level Science Scholarship (JLSS) exam
• Contact details: [email protected], (02)88308876 (phone), 09278868816/0921526814 (mobile)

Overseas Workers Welfare Administration (OWWA)

Education for development scholarship program.

• Eligible students: Qualified dependents of active OWWA members who intend to pursue a four- to five-year baccalaureate course in any preferred colleges/universities. Applicants also have a general weighted average of 80% in high school and belong to the top 20% of the graduating class.
• Exam requirement: Must pass qualifying examination conducted by the DOST and belong to the top 400 examination passers
• Privileges: P60,000 per school year

OFW Dependent Scholarship Program

• Eligible students: Child of an active OWWA member or sibling of an OWWA member who is single and not more than 21 years old for incoming freshmen, and not more than 30 years old for those who are already enrolled or have been enrolled in college. Applicants should also not be a recipient of any other scholarship grants.
• Exam requirement: Must pass the entrance examination conducted by state college/university in the OWWA regional welfare offices
• Privileges: Educational assistance of P20,000 per school year

Educational Livelihood Assistance Program

• Eligible students: Dependents of OFWs who were active OWWA members at the time of death, including convicted OFWs facing death penalty in host country. Only one child, usually the eldest child of member-OFW, is given a scholarship grant.
• Exam requirement: None
• Privileges: Allowance grant of P5,000 if the dependent is in elementary level, P8,000 if in high school, and P10,000 if college. There is also a P15,000 worth of livelihood package.

Bureau of Fisheries and Aquatic Resources (BFAR)

Fisheries industry leaders grant.

• Application deadline: September 15, 2021
• Eligible students: Filipino high school graduates or graduating students who belong to the top 10 of their graduating class and have general weighted average not lower than 80%
• Exam requirement: Must pass qualifying examination
• Privileges: Tuition and other school fees as required by the curriculum, except for dormitory fee; monthly stipend worth P4,000, practicum support worth P3,000; book allowance worth P2,000; thesis support worth P7,000; graduation support worth P1,500

Fisherfolk children educational grant

• Eligible students: Filipino senior high school graduates or graduating students whose parents or guardians are registered fisherfolks; must also have a GWA not lower than 80%
• Privileges: Privileges: Tuition and other school fees as required by the curriculum except for dormitory fee/rental, monthly stipend worth P4,000, on-the-job training /practicum support worth P3,000, book allowance worth P2,000, thesis support worth P7,000, graduation support worth P1,500

Fisheries Scholarship Program for Indigenous Cultural Communities/Indigenous Peoples

• Eligible students: Filipino high school graduates or graduating students whose parents or guardians are members of a particular tribe recognized by the National Commission on Indigenous Peoples
• Privileges: Privileges: Tuition and other school fees as required by the curriculum, except for dormitory fee/rental; monthly stipend worth P4,000; on-the-job training /practicum support worth P3,000; book allowance worth P2,000; thesis support worth P7,000; graduation support worth P1,500

Government Service Insurance System (GSIS)

Gsis educational subsidy program.

• Application deadline: September 10, 2021
• Eligible students: Dependents of active GSIS members who are in college and are not receiving any other scholarship grants. GSIS members should have salary grade 24 or lower, and should have no unpaid or underpaid loans from the GSIS for more than three months.
• Privileges: Tuition and miscellaneous fees not exceeding P40,000 per academic year, monthly stipend worth P3,000, and a monetary incentive of P20,000 for those who graduate cum laude, P30,000 for magna cum laude, and P50,000 for summa cum laude

The Commission on Higher Education also has its own merit-based scholarship program, but the application period for academic year 2021-2022 has already been closed. Access this link for future reference. – Rappler.com

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  Executive Education

School of government.

The Executive Education Program was created to foster cooperation between the private and public sector for national development goals.

The program promotes leadership and governance through modules that orient public officials and politicians in the fundamental elements of leadership.

Executive Education Programs continue to uphold the Ateneo tradition in academic excellence in relation to providing Christ-like services for others. It also offers short and focused training programs that help provide methods and strategies to concretize ethical governance and sustainable development.

The program trains political leaders, civil servants and corporate managers to conceptualize, develop, and manage programs relevant and responsive to the social, economic and political needs of Filipinos. Significantly, the program offers a 'leadership sanctuary', where reform-oriented and value-driven public officials can meet, support and sustain one another.

The Ateneo School of Government is accredited by the Civil Service Commission to conduct training and seminars particularly for government sectors.

Executive Education Training Course

Public policy and governance, policy development and legislative process.

This training course introduces the participants to the fundamentals of evidence-based policy analysis and development in the public sector. It will ensure the provision of core knowledge about policy-making, including its basic methods, principles, and theories, that will be useful in generating responsive results for making good policy decisions. It will also include topics on the process of evaluation, creation, and dissemination of relevant knowledge to public policy improvement and increased accountability in policy formulation and implementation.

Executive Leadership and Governance

In this training course, the participants are assisted in learning more deeply about their leadership practices in delivering public service. By exploring and appreciating the depths and intrinsic connections between self-development, decision-making, and action called for in navigating the complex path of executive leadership and governance. Every individual or group vested with formal or informal positions of authority and called to step up to the plate of leadership will be challenged to deepen and expand their ability to sharpen their analytical thinking and strategic decision-making, discover and harness social intelligence, inspire others in forging a shared vision, calibrate change management interventions that balance the push and pull of change viz stability of organizations. 

This interactive and reflective course focuses on personal, group, and organizational/institutional perspectives of practicing leadership and governance. The application of critical-strategic thinking, principled action, and decisions-driven values, including skillful collaboration built on interpersonal communication, are emphasized.

Environmental Governance

The Environmental Governance training course combines technical assistance using data and information (vulnerability assessment) and scientific frameworks for decision-making that would support national and regional key actors and implementers in priority-setting in critical environmental issues. 

This modular training program will address this opportunity to form Planners as Leaders-Servants. 

EnPs are not only technical experts and specialists but also bridging leaders, linking various unconnected stakeholder groups with interests in the LGU's harmonious planning and development. 

Health Governance

The Health Governance training course covers an array of health systems building blocks that inform the student on how to influence and navigate these blocks to create an aligned health strategy and how to implement it. These building blocks are governance and policy, human resources, health services and facilities, access to health technology, and information and communication technology in health and health financing.  A global, national, and local perspective will anchor conversation and instruction.  

By understanding the interdependencies of these building blocks, the student will be able to manage and govern complex health systems that will advance Universal health care more cohesively.

Local Economic Development

This training course is considered a Sensitizing Package for Local Economic Development.  It will introduce an alternative framework for economic development to maximize the socio-economic potential of a territory.   Encapsulating the background and definition of the LED framework as a viable and complementary tool viz-a-viz traditional local economic development strategies.   Tightening the discussions on local economic development are lessons on the local development planning process and the role of MSMEs in the local economy.  A discussion will also cover pro-poor growth, decent employment creation, and poverty reduction.   This training course is a strategic dialogue to be used in creating an enabling environment for LED.

Public Finance

This is an economics subject that looks at how government makes choices on raising revenues and distributing them. It examines the rationale and effectiveness of different modes of government financing and the effects of these alternatives on equity and development. Students are required to appreciate data and analyze their implications on politics, bureaucracy, and development.

Public finance deals with how the government steers the development of a country. The government uses its taxing power to transfer resources from the private sector to its coffers. The resources that it collects are allocated through the budget.

The bottom line is to enable the learners and participants to analyze policies, practices, and programs in public finance so that they can participate intelligently in public discussions, apply the principles of public finance in their own sphere of work, and appreciate the values that are needed to use public finance in promoting the welfare of the Filipinos.

Skills Development for Career Advancement

Project management.

The training course will provide extensive knowledge and competencies in project management to the participants in order to effect and institutionalize systematic planning and management of project initiatives. It is geared towards re-examining the concepts and practices in providing solutions to the challenges faced by the participants' organizations. It is designed to provide proven concepts, tools, approaches, and techniques that strengthen participants’ knowledge and practice in developing, designing, and implementing sustainability-driven projects that aim to increase the performance and successful completion of projects and programs.

Social Accountability and Transparency

The training course provides constructive engagement between citizens and government in monitoring the government’s use of public resources to improve service delivery, protect rights, and promote community. It aims to strengthen accountability and transparency as a process by which stakeholders influence and share control over priority-setting, policy development, resource allocations, and/or program implementation.

Human Resource and Organization Development for the Public Sector

The course aims to provide public sector leaders and managers with strategic and operational knowledge and skills to address key human resource management and development (HRD) and strategic organization development (OD) issues. The coursework will focus on understanding complex change, strategic HRD, strategic change management, and organization development within and across organizations. Complementing topics include systems thinking and strategic thinking. 

Data Analytics in the Public Sector

The course aims to develop, capacitate, and equip the participants with the knowledge, skills, and abilities to use and deploy socio-economic, political, health, and government datasets in responding to cross-cutting and multifaceted public problems of Philippine society. In light of today’s pressing national concerns as well as disruptive events across the globe, emphasis on science-informed, evidence-based, and anticipatory solutions is essential through incisive analysis and scoping of all data and information available. 

The course will also introduce the fundamental knowledge and application of basic statistics, or what is popularly known as Quantitative Data Analytics (QDA). With the increasing use of big data, it is imperative that people from both the public and private sectors acquire the competencies to effectively collate, apply, interpret, and visually present datasets as value-added information for decision-making in this 21st century.

FACULTY, PROFESSORS AND LECTURERS

Ateneo school of government.

ACADEMIC PROGRAMS

EXECUTIVE EDUCATION

ATENEO POLICY CENTER

STUDENT PORTAL

NEWS & ARCHIVES

OFFICE OF THE DEAN [email protected] +63 2 8426-6001 ext 4649  

ACADEMIC PROGRAM [email protected] Tuesdays - Saturdays +63 2 8426-6001 ext 4645 Registrar +63 2 8426-6061 [email protected]

ATENEO POLICY CENTER [email protected] +63 2 8426-6001 ext 4643  

EXECUTIVE EDUCATION PROGRAM [email protected] +63 2 8426-6001 ext 4624

Pacifico Ortiz Hall, Fr. Arrupe Road, Social Development Complex Ateneo de Manila University, Loyola Heights, Quezon City 1108 Philippines

Mondays - Fridays 8:00 AM - 5:00 PM

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Capital:   Manila Population : 114.6 million (2022 est.) GDP (Purchasing Power Parity):  $871.6 billion (2020 est., in 2017 dollars) Currency:   Philippine pesos (PHP) Language:   Filipino (official, based on Tagalog) and English (official); eight major dialects – Tagalog, Cebuano, Ilocano, Hiligaynon or Ilonggo, Bicol, Waray, Pampango, and Pangasian

UNESCO Student Mobility Number The Philippines has 26,162 students studying abroad according to UNESCO

CIA World Factbook 51.58% of the population in the Philippines is under 25 years of age

In 2016, the Philippines transitioned to a K-12 education system led by the Philippine Department of Education (DepEd) and the Philippine Commission on Higher Education (CHED).  The transition to a K-12 model opened the door for international education institutions to market degree programs and universities to future graduates of the K-12 system.  While previously only a small group attending elite private schools qualified for international programs, more students are now enrolling in tertiary education.  This increases the potential for full-degree, short-term exchange, and certificate programs in the U.S.  

The Philippines has 1,949 institutions of higher education.  As of 2019, student enrollment was 1.8 million for private and 1.6 million for public institutions.  Through the Quality Tertiary Education Act, public university tuition is free.  

There is a strong presence of international schools in major cities such as Manila, Cebu, and Davao.  In Manila, there are more than ten popular schools: Brent International School, British School of Manila, Chinese International School Manila, Domuschola International School, International School of Manila, The King’s School Manila, Multiple Intelligence International School, Reedley International School, Korean International School Philippines, The Beacon School, Faith Academy, Australian International School, and Southville International School and Colleges.  These international schools offer both International Baccalaureate (IB) and Advanced Placement (AP) programs, with annual tuition fees ranging from $13,000 to $15,000.

Most Filipino students studying abroad are from the local private education network.  This network is composed of 18,350 schools.  The Coordinating Council of Private Educational Associations (COCOPEA) is the umbrella organization of all private schools in the Philippines.  The Association consists of the Philippine Association of Colleges and Universities (PACU); the Philippine Accrediting Association of Schools, Colleges, and Universities (PAASCU); the Association of Christian Schools, Colleges, and Universities (ACSCU); the Catholic Education Association of the Philippines (CEAP); and Technical Vocational Schools Association of the Philippines (TVSA).

In 2019, the U.S. Embassy in the Philippines and CHED signed a Joint Statement on Higher Education Cooperation to increase collaboration in institutional linkages, capacity building, and developing government/industry/academic ties.  The joint statement recognizes the growing market, the possible economic rebound after the pandemic, and the transition to a K-12 system to allow more middle-class students to have the option of studying abroad.

SUB-SECTORS

Community College Programs and Boarding Schools:  Continues to be a niche market.  Most Filipino families prefer direct university entry.

Higher Education (Undergraduate and Graduate):  According to the IIE Open Doors Report, there were 3,278 Filipino students enrolled in the United States for the 2021-2022 academic year (up 12.75%), including 1,545 pursuing undergraduate degrees, 1,236 seeking graduate degrees, 423 pursuing Optional Practical Training (OPT), and 74 in other programs.  The states with the highest number of Filipino students are California, New York, Texas, Massachusetts, Maryland, Illinois, Hawaii, Florida, Pennsylvania, and New Jersey.  This mirrors locations with the largest Filipino communities in the U.S., as community and family support networks are determining factors in where Filipino students choose to study.  With over 50% of the population aged 24 and younger, there will be a surge of youth positioned to enter higher education institutions.

Online Programs and Education Technology:  The pandemic has greatly increased the demand for online programs and education technology tools across all academic levels for distance learning.  However, this education model shift has experienced challenges, primarily due to lagging Philippine Internet connectivity.  Speedtest Global Index lists the Philippines as having mobile Internet speed at 31.98 Mbps (global average is 54.53 Mbps) and fixed broadband speed at 58.73 Mbps (global average is 105.15 Mbps).  For many years, Philippine Internet speeds were the slowest in Asia.  By 2025, the number of mobile subscribers in the Philippines will reach 159 million and broadband subscribers will total 10.8 million.  Legacy players Globe and PLDT-Smart will lead the 5G rollout and they have a combined total of 3,669 5G sites across the country.  The Philippines only has 22,405 cellular towers compared to other ASEAN countries like Vietnam with 90,000 and Thailand with 60,000.

Research and Development:  Research and development opportunities lie in academic programs relevant to the government priority disciplines of science, maritime, medicine, health, engineering and technology, agriculture, teacher education, hospitality, and architecture and town planning.  Private and public institutions welcome partnership opportunities for research and accommodate visiting fellows and professors for knowledge exchange programs and capacity building.

Professional Training Services:  The majority of the Philippine workforce is aged 25 – 54 years old.  There are more than 900,000 Philippine micro-, small-, and medium-sized enterprises (MSMEs) seeking training to advance their business operations.  Several training centers partner with private and public sector employers to offer technical training and programs.  There is an increased interest in executive education programs and certificates among Philippine business leaders.  The Philippine Business for Education, a USAID-funded education organization, and several others have urged the government to create a national plan for workforce competitiveness and skills development to support its growing economy.

U.S. education institutions need to consider several factors when marketing in the Philippines.  First, with increased difficulty securing employment beyond the OPT period after graduation, returning students to the Philippines must attend well-known universities to be competitive in the local job market.  Second, according to the Philippine Statistics Authority, the average individual yearly income for 2021 was $7,001.  While the middle class is growing, it will take time for overseas education to be commonly accessible.  U.S. schools are primarily targeting the private school network, where students meet the academic and financial requirements for overseas education.  Popular destinations for Filipino students include Australia, Canada, New Zealand, and Japan, all of which extend price-competitive offerings compared to the United States.  Many competing countries offer generous scholarships, have active marketing campaigns, and are highly visible at local study abroad fairs, often with government subsidies.  Finally, the commission provided to agents promoting competitor nation schools tends to be as large as 50% of the first year of tuition, while the U.S. standard is around 20%.

OPPORTUNITIES

U.S. schools should be prepared to invest considerable time and financial resources into the Philippine market as competition is fierce.  Schools without brand recognition should partner with local agents and universities and conduct aggressive marketing efforts.  Connecting and visiting the university fairs of the international school community would also be an excellent first step.

Best practices for success include featuring successful Filipino alumni in marketing materials and providing career support for those wishing to remain in the U.S. after graduation.  International recruiters also utilize incentives, including English placement exam waivers, scholarship programs, and student internships. 

For the truly dedicated, creating a program that would qualify for a Philippine government scholarship may be an available marketing angle.  This would require devising a price and program structure in close communication with CHED.

DIGITAL MARKETING STRATEGIES

Filipino students are fascinated by education events promoted via social media.  As a social media capital of the world, Filipinos actively use social media platforms for a whopping 10 hours per day, seven days per week.  The best platforms to reach the most students are Facebook (72.5 million active users), Twitter (8.9 million active users), and Instagram (10 million active users).  YouTube (11 million active users) is the most popular platform for social video streaming.  LinkedIn’s usage (4 million active users) has also been growing among newly graduated students and young professionals.

The U.S. Embassy in the Philippines organizes education fairs through EducationUSA.   To see EducationUSA’s scheduled virtual programs, please visit: https://www.facebook.com/pg/educationusa.philippines/events/

• U.S. Commercial Service - Philippines:  https://www.trade.gov/philippines
• Philippine Department of Education (DepEd):  https://www.deped.gov.ph/
• Philippine Commission on Higher Education (CHED):  https://ched.gov.ph  
• U.S. Embassy in the Philippines:  https://ph.usembassy.gov/
• EducationUSA Philippines:  https://ph.usembassy.gov/education

U.S. COMMERCIAL SERVICE CONTACT

Shelinda Soliman, Commercial Assistant

U.S. Commercial Service – Manila, Philippines

Email: [email protected]

Phone: +63 998 961 9851