Reflection On DPD

Department of education
As I came across with some articles related to the concern, I can say that there are lots of
improvement happened during the past 5 years in the Department of Education, from
kindergarten, elementary to high school. First, they manage to increase their no. of enrollees.
According to Deped.gov.ph In 2017, DepEd served a total of 26.9 million learners: 26.3 million
learners enrolled in public and private schools, and 641,584 learners under the Alternative
Learning System (ALS) surpassing the no. of target enrollees from kindergarten to secondary
education. Participation rate of pupils and students from kinder to grade 11 was improve during
this time prior to the implementation of Senior High School (SHS). This is very good news
because despite the additional 2 years in high school, still, lots of student gain their interest to
study and pursue their desired career. Second, improvement of learning environment and
additional school facilities. By making the learning environment more conducive and modern,
crucial basic education facilities and resources are improved: From July 2016 to June 2018,
22,133 classrooms and 1,309 Technical-Vocational (Tech-Voc) laboratories were constructed;
and 82,725 sets of school’s seats (one set includes 45 seats, one teacher’s chair and table) were
delivered. As of end of December 2017, 68.6 million textbooks and instructional materials were
printed and delivered to schools nationwide. For school year 2017-2018, 977,318 junior high
school grantees and around 1.29 million SHS grantees were able to enroll in private schools
through the Education Service Contracting (ESC) and the SHS Voucher Program, respectively.
The end of the school year also saw more than 1.2 million learners, the first batch of SHS,
graduate. Those who chose to seek employment following graduation gained better prospects
compared with the previous graduates of high school due to work immersion – a key element of
the K to 12 curriculum, while those who took the Tech-Voc Livelihood track and acquired
national certification from the Technical Education and Skills Development Authority (TESDA)
have better employment opportunities. We can say that the k-12 program brings a great impact
the no. of we have beginning this year. There are also programs that was created to support the
universal education or education for all. This includes Kinder Summer Program (KSP). Grade
One entrance who were not able to enroll in the Kindergarten program are given a month
preparation for formal schooling and Expansion of SPED Program which aims to Increase no. of
public/private schools offering SPED Program for different exceptionalities through self-
contained classes, increase number of recognized SPED Centers in the public schools, continue
mapping of public/private schools that cater to children with special needs (CSNs) including
number of organized classes and its population. Above mentioned are just some of the
accomplishment made by the Deped for the past 5 years.
Commission on Higher Education

The Commission on Higher Education is the Philippine government’s agency in charged
with promoting relevant and quality higher education, ensuring access to quality higher
education, and guaranteeing and protecting academic freedom for continuing intellectual growth,
advancement of learning and research, development of responsible and effective leadership,
education of high-level professionals, and enrichment of historical and cultural heritages. For the
past five years, there are lots of development and accomplishment made by the CHED for the
universities and state colleges. One of this is the approval and implementation of Students
Financial Assistance Programs (STUFAPs). According to ched.gov.ph, students Financial
Assistance Programs aimed at providing access to quality higher education among poor but
deserving students, STUFAPs consist of: (1) Scholarships – including the Full Merit, One Town-
One Scholar (OTOS) and Half Merit programs, the beneficiaries of which are selected on the
basis of their performance in qualifying examinations (2) Grants-in Aid – Tulong Dunong,
including, Study Grant Program for Solo Parents and their dependents, DND-CHED-PASUC
Study Grant, OPAPP-CHED Study Grant Program for Rebel Returnees, and CHED Special
Study Grant for Senate and House of Representatives, which are meant for the students from
poor families, indigenous communities, and persons with disabilities; and (3) Student Loans for
the needy but deserving students, for the past years there are 60,240 beneficiaries, broken down
as follows: scholarships - 18,559 grant-in-aid - 37,023 and student loan programs – 4,658.
Second, Research, Development and Extension (RDE) Capability Building Programs. R&D
Centers are mobilized to help CHED in promoting higher education research and bringing closer
the assistance necessary to strengthen research and development functions of HEIs. These
Centers are also tapped to enhance the research productivity of the HEIs in terms of intellectual
property generation. CHED trained 118 (102%) faculty/researchers and established/ supported
19 (100%) research centers. CHED also provides additional equipment’s that are product of
research and facilities needed by college and universities to improve the quality of education.
Commission on higher education also increase the fund or budget allocation for projects
proposed by universities and colleges in the past few years. As a result, CHED manage to
increase the no. of graduates in tertiary level and also the no. of enrollees from senior high
school to different programs offered in universities.
Technical Education and Skill Development (TESDA)

The Technical Education and Skills Development Authority (TESDA) is the government
agency tasked to manage and supervise technical education and skills development (TESD) in
the Philippines. It was created by virtue of Republic Act 7796, otherwise known as the
“Technical Education and Skills Development Act of 1994”. The said Act integrated the
functions of the former National Manpower and Youth Council (NMYC), the Bureau of
Technical-Vocational Education of the Department of Education, Culture and Sports (BTVE-
DECS) and the Office of Apprenticeship of the Department of Labor and Employment (DOLE).
Same with Deped and CHED, TESDA also manage to accomplish and develop programs and
project for the past years. One is the scholarship and student assistance programs. The Program
aims to address equity and access by providing direct financial assistance to deserving TVET
enrollees across all regions in the country. This includes Omnibus Scholarship, Availment of
GSIS Group Personal Accident Insurance (GPAI) for TESDA Scholarship Programs and etc.
Second, P14.8 Billion TESDA Budget for 2019 to promote skills-based education. In line with
the Duterte administration’s commitment to advance human capital, P14.8 Billion has been
allocated for the Technical Education and Skills Development Authority (TESDA) in the
proposed 2019 National Budget. This is almost twice the previous year’s allocation of P7.56
Billion. The increased budget allocation aims to promote skills-based education towards a more
specialized labor market. “We have a young population with a median age of 24. By providing
them with better access to education, especially skills-based training, we can make Filipino
workers more agile and competitive, so much so, that it would become easier for them to find
employment opportunities,” Budget Secretary Benjamin Diokno said. Third, the establishment of
e-TESDA. The TESDA Online Program (TOP) is an open educational resource that aims to
make technical education more accessible to Filipino citizens through the use of information and
communication technologies. TOP provides an effective and efficient way to deliver technical
education and skills development services to a broader audience/wide range of users/all learners
at a lesser cost. As a result, TESDA manage to upgraded the skills and certified 10,335 tech-voc
trainers and dispatched 2,896 trainees under the TESDA-JITCO Skills and Technology Transfer
Project during the year. An additional 5,264 tech-voc programs were registered in 4,041 public
and private training providers nationwide. The registry of certified workers was up by 482,034
while the number of accredited assessors and assessment centers totaled to 2,665 and 1,676,
respectively. In skills assessment and certification, some 836,131 skilled workers and new
graduates were assessed. Of this number 690,836 worker were certified. Of the three training
delivery modes, community-based training programs produced the highest number of graduates
at 907,730, followed by institution-based training with 873,558 and enterprise-based training
with 122,505 graduates. In the past, many Filipinos shy away from tech-voc courses, thinking
that these are only for the poor and those with low mental ability. The reality now is that most of
the successful workers and entrepreneurs have taken at least one or two tech-voc courses. Most
of the job vacancies now, both in the domestic and overseas labor markets, require technical
skills.
References:
www.deped.gov.ph
www.ched.gov.ph
www.tesda.gov.ph
www.dbm.gov.ph

Reflection On DPD

Uploaded by

Copyright:

Available Formats

Reflection On DPD

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Reflection On DPD

Uploaded by

Copyright:

Available Formats

Department of education

Commission on Higher Education

Technical Education and Skill Development (TESDA)

You might also like