Contemporaryissuesineducation PDF

ISSN 2467-6446
CONTEMPORARY ISSUES IN EDUCATION:

A Compendium
Issue 1, Volume 1
Polytechnic University of the Philippines

College of Education
2015
The Contemporary Issues in Education: A Compendium aims to provide venue for
discussion, innovation and dissemination of the experiences of educators concerning
different issues in educational management.
Contemporary Issues in Education: A Compendium

Copyright 2015
ISSN 2467-6446
Published By: Polytechnic University of the Philippines
College of Education
Consultant
Beatriz G. Torno, PhD
Technical Consultant
Rudolf Anthony A. Lacerna, MC, MRIEdr(SR)
Contributors
Iluminada L. Bueno
Reyarr L. Cruz
Maria Victoria D. Flores
Joana Marie Carina Gabunilas
Marvin G. Lai
Emeliza G. Laurenciana
Mark Anthony R. Malonzo
Aries Reydel F. Marasigan
Niño D. Naldoza
Mateo B. Obias
Beligardo E. Paculanang
Mary Grace F. Santiago
Ma. Bella L. Soriano
ii
TABLE OF CONTENTS
BROKEN HOMES, BROKEN DREAMS: STUDENTS’ 1

PERSPECTIVES ON PARENTAL SEPARATION
Iluminada L. Bueno, Collegio San Agustin – Biñan
TOWARDS PERSONS WITH DISABILITY FRIENDLY 8

ELEMENTARY SCHOOLS
Reyarr L. Cruz, Pulo National High School
EVALUATIVE ANALYSIS OF EXISTING SCHOOL HEALTH 14

PROGRAMS
Maria Victoria D. Flores, Lucena City National High School
WELLNESS AND LIFESTYLE LEVEL OF FILIPINO STUDENTS 22

Joana Marie Carina M. Gabunilas, Pasay West High School
THE INTEGRATION OF MEDIA AND INFORMATION 28

LITERACY (MIL) IN THE TECHNICAL VOCATIONAL
EDUCATION AND TRAINING IN THE PHILIPPINES
Rudolf Anthony A. Lacerna, Polytechnic University of the Philippines
NEOLIBERAL NA PATAKARANG PANGWIKA NG 35

EDUKASYON SA PILIPINAS AT CHED MEMORANDUM NO. 20
SERIES OF 2013: PAGGIIT NG ESPASYO NG ASIGNATURANG
FILIPINO SA KOLEHIYO/PAMANTASAN
Marvin G. Lai, Polytechnic University of the Philippines
PROPOSED TRAINING AND DEVELOPMENT PROGRAM FOR 41

MODERN TEACHERS TOWARDS A GLOBALLY COMPETITIVE
EDUCATORS OF THE 21ST CENTURY STUDENTS
Emeliza G. Laurenciana, Aquinas de Escolar Academy, Inc.
THE ANALYSIS OF VULNERABILITY AMONG TEENAGERS 46

MISUSING SUBSTANCE IN INFANTA NATIONAL HIGH
SCHOOL: BASIS FOR FURTHERING DEPED’S CHILD
PROTECTION POLICY
Mark Anthony R. Malonzo, Infanta National High School
NATURAL DISASTER PREPAREDNESS OF THE SELECTED 58

BARANGAYS IN THE CITY OF MANILA
Aries Reydel F. Marasigan, University of Makati
iii
AN ANALYSIS OF POLICY GOVERNANCE ON THE PROPOSED 71
IMPLEMENTATION OF CHED’S STANDARDS ON STATE
UNIVERSITIES AND COLLEGES (SUCS) AND LOCAL
UNIVERSITIES AND COLLEGES (LUCS) AS REQUIRED IN
PRIVATE HIGHER EDUCATION INSTITUTIONS
Niño D. Naldoza, De La Salle University
ASSESSMENT OF THE GROWTH, DEVELOPMENT OF AND 82

PROSPECTS FOR BETTY’S VERMILLION ACADEMY
Mateo B. Obias, Betty’s Vermillion Academy – Pasay
THE NATIONAL RESEARCH COUNCIL OF THE PHILIPPINES 89

RESEARCH THRUSTS AND PRIORITIES UNDER THE MEDIUM
TERM-PHILIPPINE DEVELOPMENT PLAN AND DOST
NATIONAL RESEACH AND DEVELOPMENT PRIORITIES
Beligardo E. Paculanang, Sta. Isabel College
ANTI-CYBER BULLYING ACTIVITIES FOR ELEMENTARY 95

SCHOOLS
Mary Grace Santiago, Dela Paz Elementary School
ASSESSMENT OF DBP BUSINESS ASSISTANCE CENTERS IN 103

SELECTED STATE UNIVERSITIES AND COLLEGES
SOLVING THE PHILIPPINE EDUCATION CRISIS 107

Ma. Shiela T. Vera
iv
BROKEN HOMES, BROKEN DREAMS: STUDENTS’ PERSPECTIVES ON PARENTAL
SEPARATION
Iluminada L. Bueno
Program Chair, Hotel Restaurant Management and Tourism
Collegio San Agustin - Biñan
Introduction
Family is considered the basic unit of a society. In the Philippine setting, Filipino families
are patriarchal; the father is considered the head while the mother takes responsibility of the
internal needs and responsible in the emotional growth and values formation of the children.
Furthermore, since the father works hard to sustain his family’s needs, it is entirely the
responsibility of the mother to look after the education of their children. It is of hope that she is
always present during Parent-Teacher Association (PTA) meeting, card giving and other related
school activities. In here, they both perform diverse tasks and being remarked separately by the
children. With these different tasks, children see their mothers soft and calm, while they see their
fathers as strong and the most eminent figure in the family.
Filipinos highly value the presence of their families more than anything. This trait clearly
shows among Filipinos abroad who suffer homesickness and tough work just to support their
families back home in the Philippines.
Likewise, the members of the family are bound by resilient family ties. They are
integrated by strong blood ties resulting in the refinement of mutual understanding of feelings,
love and respect leading to strong family unity. In addition, division of labor is generally
practiced because they are subject to severe drill and unbending discipline. With these things,
people may conclude that Filipino family is child-centered. It other words, the welfare of each
member of the family is the prime consideration.
The family is one of the most vital aspects of one’s life. This aspect is equally the same as
one of the most critical issues in defining how a certain individual turns out as an adult who is
capable in making decisions by himself without the help of his family particularly his parents.
As the cliché says, “Your family will define for who you are.” This is the reason why
individuals feel a sense of belongingness, source of comfort, warmth, security and protection.
Also, because of the family, people know how to deal with the things that the world has to offer.
They tend to surpass whatever struggles they are encountering because of the help of the family
members.
It is given that family members quarrel and experience conflict sometimes. But because of
the family ties being inculcated and rooted in their hearts, they find themselves talking and
helping each other after the quarrel. It is clearly seen that each member has the right to express
their opinions freely and that their voice is important.
2 | Contemporary Issues in Education: A Compendium Volume 1, Issue 1
These normal situations are manifested especially if parents are married. Filipino people
are really concerned with marriage. Both parties must consider this since it is the standard
process for them to be together and create their new family. They are after with the blessing
coming from their families and God as well. Based from the Article 1 of the Family Code of the
Philippines:
“Marriage is a special contract of permanent union between a man and a woman entered
into in accordance with the law for the establishment of conjugal and family life. It is the
foundation of the family and an inviolable social institution whose nature, consequences and
incidents are governed by law and not subject to stipulation, except that marriage settlements
may fix the property relations during the marriage within the limits provided by this Code."
Given this sacred thing, Filipino married people tend to separate their ways as husband
and wife for varied reasons. Broken homes while being a problem of couples are largely a
problem of the nation as a whole.
According to the report given by CNN Philippines, the Philippines is the only country in
the world that does not allow divorce. Filipino people are engrossed with this fact that whatever
happens, they will still remain the same. They believe that open communication is the key to save
their marriage. They sometimes have confrontations and misunderstandings but they make sure
that at the end of the height of their feelings, they need to talk and be able to have an
understanding as regard to their confrontations. They see to it that they are of course, concern
with their family.
However, a recent poll by the Social Weather Stations (SWS) shows that in the fourth
quarter of 2014, more than half of Filipinos (60%) supported the legalization of divorce. This
figure stands in stark contrast to the 29% who oppose it and the 11% who are undecided. In a
report released Monday (March 23), SWS pointed out that the support for divorce has been
growing for the past several years.
Contrastingly, since divorce is not legal here in the Philippines, legal separation is one
way that a couple can consider if they think that their marriage is no longer working. If this will
happen, children are the most affected because they will surely not understand their parents why
they need to undergo such process. It will totally give them the idea that marriage is not the key
for the two persons who are so in love with each other to be together forever. Additionally,
having separated parents will give them great impact in every aspect of their lives.
From experience, the researcher has observed that students from broken families
experience a great deal of emotional chaos that requires considerate and wise supervision on the
part of the teachers and other educational stakeholders. The differential scholastic of the students
has been and still a source of concern and research interest to educators, government and parents.
This is so because of the great importance that education has on the national development of the
country.
As a consequence, although a substantial amount of literature has accumulated about

separation and its effects on students, there are still gaps in our knowledge about students’
perspectives on parental separation and how this situation changes their views about the sacred
thing, marriage. The researcher has concentrated largely on the reactions and responses of the
Broken Homes, Broken Dreams: Students’ Perspectives on Parental Separation |3
students. Indeed, most research on students is carried out adults as the primary source of
information thus diminishing the potential contribution than students themselves can make in
creating an understanding of their lives and needs.
The present study used mainly qualitative interview methods to facilitate students telling
of their own stories of their reactions on parental separation. This study adapted an attachment
approach to understand the experiences and needs of the students whose parents had separated.
It is of hoped that this study of the students’ reactions will aid the development of family policy
in this country and will provide information for the development of intervention programmes to
help offset stress to children and to mitigate risks.
This chapter aims at presenting background information on the problems of family as a

backdrop why there is what people call ‘parental separation’. It starts with a background section
that focuses on the definitions and taxonomy of the expression family and marriage in connection
with the Family Code of the Philippines. The theoretical and conceptual frameworks that guide
the current study are introduced in the second section, followed by statement of the problem,
significance of the study, and scope and limitations. The chapter ends with the definition of terms
where the words and phrases are operationally defined. Evidence of parental separation as a
widespread phenomenon has been available for a long time.
The study aimed to determine the reactions of the selected Fourth Year students of
Muntinlupa National High school (MNHS) regarding parental separation.
Specifically, it sought to answer the following research questions:
1. What is the demographic profile of selected Fourth Year students of Muntinlupa

National High School in terms of:
1.1. Age;
1.2. Gender?
2. What are the reactions of the students on parental separation?
3. How parental separation affect students’ views on marriage?
Significance of the Study
The study has provided insights on the importance of safe guarding the family as the
basic social organ of society. The study has attempted to provide empirical research findings on
the reactions of the students in parental separation and their views on marriage. Teacher
educators, educational administrators, policy makers, curriculum developers and other
stakeholders may utilize this information in handling vulnerable students from broken homes.
Very little seems to have been documented on the effects of broken families from the Philippine
context. Therefore, this study should attract future researchers in a similar field in order to give a
better understanding of the problem at hand.
Analysis
The researcher did the analysis of data by distinguishing the themes as resulted in the
gathered data. To themes to really come out, the researcher religiously compared and contrasted
each of the students’ reactions about parental separation. With this, the researcher was able to
know if there are either equal in form or in meaning. The students’ transcripts were analyzed in
full, using Content Analysis. The data were analyzed, in the first instance, in keeping with
research questions identified in the original study design. Further themes emerging from the data
were also identified and coded.
The results of the initial analysis, in the form of coding were tabulated using Microsoft
Excel. The coded responses were considered into two types, positive or negative. Specifically, the
researcher followed the successive steps in doing the qualitative data analysis of students’
reactions about parental separation.
Step-by-Step Process of Analysis to the Construction of the Themes
a. The researcher transcribed all the recorded conversation.
b. The researcher read the transcribed conversation of students’ reactions about

parental separation and their views about marriage.
c. The researcher put some symbols such as cross, check, star or even shapes. These
symbols helped the researcher distinguish which of the conversations mean the same
thing.
d. The researcher coded all the marked data.
e. The researcher re-read the initial codes to check on the exactitude of details under the
initial codes.
f. The researcher made an initial classification of codes into themes.
g. The researcher merged all the lists. The researcher did it manually and tabulated on
Microsoft Excel into one master list of major themes from all the data.
h. The researcher identified the cyclical patterns reflected in the master list.
Steps a-h were done manually.
The data gathered from the selected students of Muntinlupa National High School whose
parents are separated. This fact discusses the interview questions. Upon initiation of the study,
the significance, rationale and purpose of the study were provided to the participants.
Furthermore, the participants have also been given the assurance that all the data they will give
are used for the purpose of research in the identities of participants will be confidential. The
objective is to determine the students’ reactions about parental separation. Likewise, the views of
the students regarding marriage are also determined.
In terms of gender, the chosen participants were ten boys and ten girls whose parents are
separated for six years. Girls were more likely than boys to designate that friends had been an
important source of help. More girls than boys said that their relationships with resident parents
had improved after the separation. More girls than boys found that missing their non-resident
parent was the most difficult aspect of the separation. There were no gender differences,
however, in reported frequency of contact with these parents.
Students’ age was an important factor in their experience and support needs. Most
students were able to remember their parents living together, and could articulate the meaning
that separation had for their lives. More than half of the students were better able to understand
their parents’ choices and behaviors and this helped them to cope with the separation.
Friendships were more important to older children as a source of support.
Students typically reacted to their parents’ separation with a mix of negative and positive
feelings. Most students felt that separation was the best solution for their family, given the
relationship difficulties between their parents. Many students had a strong sense of being
different from other students, and felt embarrassed to talk about their parents’ separation.
Almost half of the participants were worried about the implications of the separation, both
immediate and long-term. Some were worried about their parents’ well-being. Two students
were concerned about parents developing relationships with new partners. However, four of the
participants tended to have strong expectations that their non-resident parent would continue to
play the role of parent, in spite of any further changes.
Students differed considerably in their experiences of parental separation, sometimes

even within the same families, and therefore it is not possible to conclude that separation is either
a ‘positive’ or ‘negative’ thing. However, some patterns of shared feelings and perspectives were
identified, and these can contribute to greater insight into how students’ well-being can best be
supported and enhanced following parental separation.
Most of the participants were aware of their parents’ relationship difficulties but were
typically shocked to learn that their parents were separating. Most were told about the separation
by their parents once the decision had been made. A minority had not been told about the
separation, but only realized that separation had occurred when a parent left the home and did
not return. Communication between parents and children about the separation was highly
important. It was important not only at the time of separation, but over time, as families
underwent further change. The large majority of students said that they had not been consulted
separation. In addition, most of the participants do not believe in marriage. It is because their
parents were separated.
Recommendations
From the conclusions of the study, the following are hereby recommended:
1. A variety of available support programmes should be offered to address the diverse and
varying necessities of all family members, both at the time of separation and afterwards.
2. Support services should be available for those who need it on a rapid basis around the
time of the separation.
3. Attention should be given to the particular service needs of families experiencing

multiple difficulties in addition to separation.
4. Family policy regarding supports for families experiencing parental separation should be
coordinated with legislative developments and service planning.
5. Family policy should encourage continuity and stability in family relationships, should
promote an ethos of lifelong parental responsibility for children and facilitate long term
contact and involvement between children and non-resident parents. It should also
promote parental cooperation after separation.
6. Future researchers would be wise to further explore how negative childhood experiences
can be countered. Although it is important to discover what constitutes an “at-risk
youth,” it is equally important to gain knowledge on what can be done to protect these
children. By studying the effectiveness of protective environmental factors and the
effectiveness of teaching resilience, new programs can be created to help disadvantaged
youth keep their lives on track and allow them to succeed in the future.
References:
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Amato, P. R. & Keith, B. (1991). Parental divorce and the wellbeing of children: A metaanalysis.
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TOWARDS PERSONS WITH DISABILITY FRIENDLY ELEMENTARY SCHOOLS
Reyarr L. Cruz
Principal, Pulo National High School
Abstract
Since education is a right for everyone, Persons with Disabilities (PWDs) must
also have access to education. However, there are special requirements in the facilitation
of learning of this kind of students. These requirements are helpful in addressing their
learning needs. However, guidelines from the Magna Carta for Disabled Persons were
implemented by the elementary schools today and no specific agency monitors this
implementation.
In this paper, guidelines were proposed for elementary schools to accommodate

PWD learners, particularly in admission requirement; physical plants and facilities;
auxiliary aids and services; student support services and teachers’ training.
At the end, the proponent provides recommendations for the Department of

Education officials, elementary school administrators and teachers.
Introduction
According to United Nations Educational, Scientific and Cultural Organization, or

UNESCO (nd) “education is a fundamental human right and essential for the exercise of all other
human rights.”It says that all parents are required to enter their children to school.
Aside from that, the World Bank, United Nations Development Programs (UNDP),
United Nations Children’s Fund (UNICEF) and UNESCO launched the Education for All (EFA)
movement on 1990 which is a “global commitment to provide quality basic education for all
children, youth and adults” (UNESCO, nd).With the primary objective, it is clear that access to
basic education must be available to everyone regardless of age.
In the Millennium Development Goals (MDG), however, it was set to target that by 2015,
“children everywhere, boys and girls alike, will be able to complete a full course of primary
schooling” (UN, nd). This is part of the Goal 2 of the MDG which is to achieve universal primary
education. This only implies that children everywhere, regardless of gender are targeted to
attend school.
Moreover, the MDG’s target is in the year 2015 and new targets were proposed in the
Sustainable Development Goals (SDG). As far as education is concerned, Goal 4 targets to ensure
inclusive and equitable quality education and promote lifelong learning opportunities for all.
Through this goal, it is suggested that every agency should work, initiate programs and activities
“to promote sustained and inclusive economic growth, social development and environmental
protection and thereby to benefit all, in particular the children of the world, youth and future
generations of the world, without distinction of any kind such as age, sex, disability, culture, race,
Towards Persons With Disability Friendly Elementary Schools |9
ethnicity, origin, migratory status, religion, economic or other status” (Open Working Group of
the General Assembly on Sustainable Development Goals, 2014).
In the Philippines, the projects and programs of the Department of Education were
anchored from these goals of the international agencies. In fact, some of the aims of these
agencies are articulated in the laws and orders involving education.
From the international agencies, it is clear that the access to education is available to
everyone and it is a right regardless of their ages, gender, culture and even disability.
However, not all people have the ability to access this right, may be in terms of physical,
psychological or financial aspect. Some of those are the so called Persons with Disability (PWD).
Background
Disability shall mean a physical or mental impairment that substantially limits one or
more psychological, physiological or anatomical function of an individual or activity of such
individual; a record of such an impairment; or being regarded as having such an impairment (RA
7277).
Furthermore, PWDs, according the UN Convention on the Rights of Persons with

Disabilities (nd, cited by the Department of Health, 2014), includes those who have long-term
physical, mental, intellectual or sensory impairments which in interaction with various barriers
may hinder their full and effective participation in society on an equal basis with others. This is
also what Yarza (2013) wanted to explain that PWDs have a right to live the same way as any
other human being wherein their disability is not a hindrance to live a fruitful and fulfilling life.
Apparently, the United Nations Human Rights (nd) reported that PWDs face
discrimination and barriers that restrict them from participating in society on an equal basis with
others every day. They are denied their rights to be included in the general school system, to be
employed, to live independently in the community, to move freely, to vote, to participate in sport
and cultural activities, to enjoy social protection, to access justice, to choose medical treatment
and to enter freely into legal commitments such as buying and selling property.
In the report that mentioned PWDs were denied in the general school system is
unexpected because it is opposite to what the international agencies discussed that everyone has
the right to education. Thus, it is considered as a contemporary issue in education.
The education for PWD is well-indicated in the Chapter 2 of the Magna Carta for
Disabled Persons which is the Republic Act 7277 or an act providing for the rehabilitation, self-
development and self-reliance of disabled persons and their integration into the mainstream of
society and for other purposes. Specifically, sections of the access to quality education, assistance
to disabled students, special education, vocational or technical training programs, non-formal
education, state colleges and universities were explained.
The dissertation of Dizon (2013) found out that higher education institutions in the
National Capital Region are moderately prepared in general in accommodating PWDs in tertiary
education. This general finding seems very much alarming since there is already a legal mandate
to cater the needs of PWDs in education.
Aside from that, the Department of Education Order number 46 Series of 2014
enumerated the guidelines on the Implementation of the Alternative Learning System for Persons
With Disability (ALS for PWD) Program.
With the given information, it only reveals that PWDs still in the state of discrimination
since there is a report of PWD denied individuals to enter the school system though there is
already a magna carta in the Philippines. Sad to say, even the higher education institutions are
only moderately prepared in accommodating PWD learners. In addition, possible cause of this
scenario is that the Magna Carta for Disabled Persons failed to include the monitoring of the
institutions catering PWDs which is not also present in the policies of the Department of
Education.
Rationale
Based on the interpretations of the existing literatures and studies, both local and foreign,
relevant to the PWDs, monitoring and evaluation is very much important to be conducted to the
all learning institutions’ programs for PWDs. In this paper, however, several guidelines will be
proposed to provide elementary education institutions that are friendly in accommodating PWDs
particularly who are visually impaired and with limb deficiencies. This is important to be
conducted before the providing recommendations to the Department of Education officials,
elementary school administrators, teachers and future researchers.
Significance
This concept is significant to the field of Educational Management since this

contemporary issue in education is still existing even from the past. This can be the reference of
the Department of Education officials, elementary school administrators, teachers and future
researchers to initiate programs and activities that will address the learning needs of PWDs.
Analysis
The following are the proposed guidelines:
1. Admission Procedure
During the procedure, the enrollment officer must know the type of disability present to
the students. This is because elementary schools have limited capability to cater all types of
disabilities. For example, mentally retarded students are referred to the Special Education centers
and not in the usual institutions because of the academic preparation of the teachers, facilities
and designed curriculum will not fit to the learning needs of these individuals.
Towards Persons With Disability Friendly Elementary Schools | 11
Though it is unlawful for any learning institution to deny a disabled person’s admission
according to Magna Carta for disabled persons, it is important to discuss to the parents or
guardians of the students the facilities that the institutions have for them to be aware that
parental support is also important inside the school premises. Here, the enrollment officers
should refer the enrollees to the medical clinic to secure a certification that the condition of the
learners are prepared and can be accommodated. Other than that, the enrollment officer must
prepare waiver to be signed by parents for some agreements.
Lastly, the records of the PWD students must be separated from the records of the
ordinary students because this can be a basis of planning activities for them or even scholarships
from private institutions which is expected to be their passport in tertiary education.
2. Physical Plant and Facilities
The section 25 of the Magna Carta for disabled persons, it says that “the state shall ensure
the attainment of a barrier-free environment that will enable disabled persons to have access in
public and private buildings and establishments and such other places mentioned in Batas
Pambansa Bilang (BPB) 344.”
The mentioned BPB 344 is the Accessibility Law or an act to enhance the mobility of
disabled persons by requiring certain buildings, institutions, establishments and public utilities to
install facilities and other devices. It is mandated that Educational institutions, airports, sports
and recreation centers and complexes, shopping centers or establishments, public parking places,
workplaces, public utilities, shall be granted or issued unless the owner or operator thereof shall
install and incorporate in such building, establishment, institution or public utility, such
architectural facilities or structural features as shall reasonably enhance the mobility of disabled
persons such as sidewalks, ramps, railings and the like.
In the international perspective, on the other hand, the Division for Social Policy and
Development under the Department of Economic and Social Affairs of the United Nations (2004)
wrote a manual on the accessibility for the disabled. In this reference, the architectural design
considerations, namely ramps, elevators, platform lifts, stairs, railings and/or handrails,
entrances, vestibules, doors, corridors and restrooms must be present in the buildings that to
accommodate the PWDs categorized as wheelchair users, people with limited walking abilities,
the sightless, the partially sighted and the hearing impaired.
With this information from the legal and advocates’ sources, it can justify that
educational institutions must consider the above-mentioned physical plant design and facilities
for the accessibility of the students with disability. Thus, ramps or platform lifts, separate gate for
entrance and restrooms must be observable in all the elementary educational institutions.
3. Auxiliary Aids and Services
Accommodating PWD students is part of the law so every institution must allot budget
for the auxiliary aids and services for this kind of learners though this only composed of a small
portion of the school population.
Auxiliary Aids and Services of all elementary schools must include, but are not limited to
taped texts; audio recording; Braille and large print materials; or other effective methods of
making written and visually represented information accessible to individuals with visual
impairments.
In fact, the first district representative of Nueva Ecija Estrellita B. Suansing proposed a
bill on Accessible Education (Tubianosa, 2015) which provide free auxiliary aids and services for
the less privileged PWD students on January 2015. The passing of this bill is another contribution
to better administration and management of PWD friendly educational institutions.
4. Student Support Services
In different student development programs, PWD learners can also join the program.
However, educational institutions must also have programs that will address the needs of these
learners. In relation to the section 15 of the Magna Carta for Disabled Persons, training programs
should be planned and implemented by the administrators for the PWD students. These include
training in civics, vocational efficiency, sports and physical fitness, and other skills.
5. Teachers’ Training
Faculty members, including the administrators and other non-teaching force like
librarians and guidance counselors must regularly participate in training to increase their
awareness and knowledge levels towards catering PWD students and eventually to maintain a
PWD friendly institution.
Recommendations
The following are the recommendations:
1. Department of Education Officials
The Department of Education officials must have a monitoring and evaluation strategies
to see if the elementary education institutions comply with the proposed guidelines toward a
PWD friendly school. This will be their basis in designing and redesigning the institutions
because without evaluation, the DepEd officials will fail to identify the needs.
Aside from that, knowing the status of educational institutions that cater PWD learners
can be a reference of the agency to saturate industries and other agencies that will support not
only the school, but also the PWD who will enter the higher education institutions and
eventually, in the industries for employment.
2. Elementary schools’ administrators
This paper can be used as the reference of the elementary school administrators or
principals in considering PWD to their development and strategic plans for the institutional
development, especially with regards to admission requirement; physical plants and facilities;
auxiliary aids and services; student support services and teachers’ training.
Towards Persons With Disability Friendly Elementary Schools | 13
3. Elementary teachers and future researchers
Active participation in training and workshops involving teaching PWD learners is

highly recommended.
References:
Department of Health. (2014). Health and Wellness Program for Persons with Disabilities. Manila:
Department of Health.
Dizon, R. (2013). The Preparedness of the Higher Education Institutions in the National Capital Region in
Accommodating Persons with Disabilities. Manila: Polytechnic University of the Philippines.
Open Working Group of the General Assembly on Sustainable Development Goals. (2014). Open Working
Group proposal for Sustainable Development Goals. New York: United Nations.
RA 7277. (1992). Magna Carta for Disabled Persons. Philippines.
Tubianosa, D. (2015). Accessible Education Act for PWDs proposed. (Press Release). Quezon City: House of
Representatives of the Philippines.
UNESCO. (nd). Education for All. Retrieved from
http://www.unesco.org/new/en/education/themes/leading-the-international-
agenda/education-for-all/the-efa-movement/
United Nations. (nd). We Can End Poverty: Millennium Development Goals and Beyond 2015. Retrieved
from http://www.un.org/millenniumgoals/education.shtml.
United Nations. (2004). Accessibility for the Disabled - A Design Manual for a Barrier Free Environment.
United States of America: United Nations Department of Economic and Social Affairs.
Yarza, K. (2013). Know your PWD Rights and Privileges. Philippines: Manila Bulletin.
EVALUATIVE ANALYSIS OF EXISTING SCHOOL HEALTH PROGRAMS
Maria Victoria D. Flores

Teacher I, Lucena City National High School
Abstract
The study explored the analysis of the health programs of schools as
implemented and the benefits of Selected Fourth Year Students of National High Schools
in the Division of Lucena City and employed the descriptive method of research which
explains the phenomena as it exist. Questionnaire was used as the main tool in
evaluating the health practices of the selected students. The study revealed that the
respondents were typically females, 151-160 cm in height, weighing 46.87 kg, with
parents who are high school graduates, with four (4) members in the family, and earning
less than P5000. Also, respondents most of the time is practicing acceptable healthy
behaviors. Food intake showed respondents eat green, leafy vegetables. Fluid intake
revealed that respondents drink 7-8 glasses of potable water in a day. Similarly, Body
Weight and Physical Activities posited that the respondents sleep 8 hours or more every
night. It also showed that respondents wash their hands after using the toilet; feel safe in
their way going to school and going back home; never used a needle to inject any illegal
drug into their body and reported to have friends to confide with. Moreover, there exists
no significant difference on the health practices of the respondents when they are grouped
according to profile.
It is recommended that a similar study be conducted with the respondent more

from senior high school students; to come up with an effective monitoring tool to assess
actual food intake and health practices of students; additional health lectures to increase
the awareness of eating more of healthy and nutritious foods; role modeling from parents
and school personnel on how to live a healthy lifestyle; and adoption of new strategies to
encourage students to take school canteen foods which are healthy and nutritious.
Introduction
People regardless of age, gender, economic status and race experience periods of good
health, bouts of sickness, and even times of serious illnesses. That is why health is considered as a
dynamic one since every person in his daily encounter of life experiences constant changes in
health levels.
For the last few decades, more individuals are becoming health conscious. Consumers
are now cognizant of the food they buy, the nutrients it contains and the calories it gives. They
have already recognized the value of rest and sleeping in promoting health and at the same time,
the importance of keeping the body active and productive. Likewise, more are working toward
maximizing the quality of health to live longer, fuller, and more meaningful. Health enthusiasts
are now in quest of attaining an improved quality of well-being and living a balanced life. In
achieving balance, there’s a need to care for our mind, body, and spirit, as health professionals
have promoted.
Evaluative Analysis of Existing School Health Programs | 15
Health as defined by World Health Organization (WHO), is a "state of complete physical,

mental, and social well-being, and not merely the absence of disease or infirmity."(Potter & Perry,
2005). With this given definition, it is understood that health should not be studied in one
dimension alone such as physical aspect only but should be treated as a whole.
Leading national education organizations recognize the close relationship between health
and education. Schools play a critical role in promoting the health and safety of young people
and helping them establish lifelong healthy behaviors. According to Centers for Disease Control
and Prevention, various researches have shown that school health programs can reduce the
prevalence of health-risk behaviors among young people and have a positive effect on academic
achievement.
Background
Young people spend more time at school than anywhere else aside from home. Schools
have a major effect on students’ health. Schools can teach the young minds about health, and
promote healthy behaviors. Definitely, an effective school health program can be one of the most
cost effective investment a government can make to simultaneously improve education and
health. In fact, World Health Organization (WHO) promotes school health programs as a
strategic means to prevent important health risks among youth and to engage the education
sector in efforts to change the educational, social, economic and political conditions that affect
risk. The implementation of House Bill No. 3505 entitled, “An Act Promoting the Health of
Students Attending Public Elementary and Secondary Schools” made this a realization where the
state is recognizing the right of the child to the enjoyment of the highest attainable standard of
health and to facilities for the treatment of illness and rehabilitation of health.
High school students are vulnerable to health-risk behaviors such as binge- eating,
suicide, substance abuse, vehicular accidents, premarital sex, teenage pregnancy and more. In
addition to this, according to a study made (Ruiz, 2013), the ratio between division nurse to the
number of students in a public school is 1: 5537 (DepEd 2011), a figure which is impossible for a
nurse to provide even a thorough health assessment. The very reason why the tendency of the
medical team to focus only the health of the incoming grade 7 in every secondary school leaving
the higher level students in school at its disadvantage.
Rationale
School is considered as an effective venue for health instructions. One advantage of the
school over the home is the opportunity it affords for emulation and for group instructions.
Students at this age are greatly influenced by the opinions and conduct of the schoolmates or
peer groups. They are inclined to imitate and follow what are being taught in schools (Newman,
2012)
Significance
The results of this study will benefit most of the school keyplayers especially the
curriculum makers. They will gain information on what health education concepts and activities
to be integrated into the instructional materials. They may prepare modules/kits for parents and
teachers for easy information dissemination. Also, school administrators and supervisors may
use the findings of the study as basis for the enhancement of varied school activities which may
help establish positive healthy lifestyles among the students. It will also guide them to develop a
year-round school program to make the teachers and parents understand better about health and
wellness and its impact to the totality of the individuals. Teachers may also benefit from this
study. Through them, they can encourage students to develop healthy lifestyles that will enhance
learning and predict academic success. Moreover, the awareness of the teacher on the students’
needs is necessary in planning activities in the school and creating program that will promote
health and wellness awareness among parents and students.
Needless to say, students are the main beneficiaries of this study since the promotion
of positive healthy lifestyle will establish a good foundation for their physical well-being. This
may also shed light and information that health and wellness is essential to academic
performance and to the totality of their personhood. Parents of the students may also be
benefited since the health improvement that their teenage children may experience will generally
give them a sense of happiness and satisfaction. This will also guide them in providing their
young adults with adequate sound assistance which will include nutritious food and positive
environment which are vital for growth and development.
Analysis
Governments are now spending a lot of money to find cure for ailments. Interestingly,
data from World Health Organization have shown that global pharmaceuticals market is
spending more than $300 billion a year and the cost to develop a single drug may surpass $1.3
billion (WHO, 2015). Statistics have shown also, that in 2006 there were more than 59 million
health workers, including 9.2 million physicians, 19.4 million nurses and midwives, 1.9 million
dentists and other dentistry personnel, 2.6 million pharmacists and other pharmaceutical
personnel and more than 1.3 million community health staffers. Yet even then, there was a
shortage of more than 4 million of health workers worldwide (WHO, 2006).
These data are reflective to what is happening in the real arena of life and also a picture
depicting the scenario in most places wherein the entire population of students are only served
by few health professionals to tailor the health needs of their learners. More and more students
are now seeking for medical attention yet there are only a limited number of medical
professionals who are catering their needs.
The relationship of school to health was also considered by Clauss (2013). According to
him, a key role of the school is to educate children on a variety of subjects. In addition to
supporting students in their successful completion of their academe and to hone skills
appropriate for each grade level, schools are increasingly recognizing the important link between
healthy social and emotional development and personal/academic success. Another author,
Croghan (2007) in her book, “Promoting Health in Schools” stated that a healthy school promotes
the health and well-being of its students and staff through and well-planned, taught curriculum
in a physical and emotional environment that promotes learning and healthy lifestyle choices.
All schools should work to prevent school violence and must provide safe places. This
can be a good time to remind students, staff, and parents of their important roles in promoting
school safety by following procedures and reporting unusual individuals or behavior to
appropriate authorities. It also may be helpful to address the important balance between
sufficient building security and providing students a healthy, nurturing, normal school
environment. Administrators can reinforce the importance of school safety by creating a caring
school community in which adults and students respect and trust each other and all students feel
connected, accepted without having prejudiced and received the behavioral and mental health
support they need. With careful study and planning, school personnel and administrators may
impact greatly the health of the students by becoming role models and to implement strategies to
lessen problems that will endanger the health of the young adults.
In the book of Lewis, et al (2014), “New Dimensions in Women’s Health” the authors
enumerated the primary preventive measures throughout the life span” which includes to avoid
tobacco and other drugs, reduce alcohol intake, consume a healthy diet, participate in regular
physical activity, learn appropriate and effective weight-management techniques, practice safe
behaviors, such as using belts, wearing motorcycle and bicycle helmets, not driving under the
influence of alcohol, and not riding with someone under the influence of alcohol; learn non-
violent measures to achieve conflict resolution, if engaging in sexual activity, use condoms to
reduce the risk of sexually transmitted diseases, HIV/AIDS, and pregnancy; maintain an overall
sense of well-being through stress reduction techniques, relaxation methods, socializing with
friends and family, and seeking counsel if needed; strive to balance work, school, family, friends
and time for oneself.
In terms of safety and violence-relatedness, the risk of motor vehicle crashes is higher
among 16- to 19-year-olds than among any other age group (Centers for Disease Control and
Prevention, 2014). In fact, per mile driven, teen drivers ages 16 to 19 are nearly three times more
likely than drivers aged 20 and older to be in a fatal crash. Among teen drivers, those at
especially high risk for motor vehicle crashes are males. In 2011, the motor vehicle death rate for
male drivers and passengers ages 16 to 19 was almost two times that of their female counterparts.
Surveys have also shown that the presence of teen passengers increases the crash risk of
unsupervised teen drivers. This risk increases with the number of teen passengers. Also, crash
risk is particularly high during the first months or first few years from obtaining or securing the
driving license.
In addition, the use of headphones, cellphones and other gadgets are also associated in
encountering accidents. Since headphones often block out any surrounding noise to zone out
favorite tunes and music but this same feature can be a lethal one for pedestrians especially
among students who frequently are out from their homes and usually are not that cautious in
terms of dealing the dangers of life. New studies are revealing serious injuries linked with
pedestrians wearing headphones and has tripled in the past six years (Live Science, 2012).
Another study revealed an increase in incidents involving those wearing headphones,

uncovering 116 reports of death or injury of pedestrians between 2004 and 2011 (Mogg, 2012).
Most victims were male (68 percent), with 67 percent under 30 years of age. Of all the accidents in
the study, 55 percent involved trains and 89 percent occurred in urban areas. In almost a third of
the incidents, it was claimed a warning was sounded prior to the accident. Interestingly, it is
noteworthy to include also in this study what Dr. Richard Lichenstein, had said, an associate
professor of pediatrics and director of pediatric emergency medicine at the University of
Maryland School of Medicine. According to him everybody is becoming aware of the risk of cell
phones and texting in automobiles, but he saw more and more teens distracted with the latest
devices and headphones in their ears. He also added that as we make more and more enticing
devices, the risk of injury from distraction and blocking out other sounds increases.
Here in this juncture, it is alarming to note the involvement of teenagers to accidents

especially in the driving of motorcycles and other similar vehicles making it as top mortality
cause of accidental death among young adolescents. It is the hope of this study that schools will
serve as instruments to make the students be aware of these dangers by avoiding such risky
behaviors.
In terms of violence-relatedness where high school students are involved, studies

revealed that 20% of the students were engaged in a physical fight, 10% carried a weapon, and
17% had been involved both in physical fight and brought weapons. The rate of weapon-carrying
and fighting were more prevalent among males than females. Among males, 48% had carried a
weapon the month prior to the survey. Students who both fought and carried a weapon were 19
times more likely to drink alcohol six or more days than students who did not fight nor carried a
weapon (Orpinas, 2015).
These data verified that violence-related behaviors are frequent among high school
students and that they are positively associated with certain health behaviors like being
intoxicated with liquor. Also, these literatures highlight the association of high school students to
violence inside and outside the school campus; that even at their young age, several studies have
already revealed that they are indeed involved; that being aware of these risks, school
administrators may implement measures to lessen if not totally prevent it.
It is an accepted fact from the standpoint of public health that sexual relations among
teens represent a risk factor. There are now existing literature and studies that points to the
alarming consequences of premature sexual involvement among adolescents. According to
Wellings, et al (2011) men and women in most nations begin sexual activity at ages 15 to 19. He
said that far from settling with a marital or cohabiting partner, teens engaging in premature sex
increase their risk of exposure to sexually transmitted infections (STIs) and teenage pregnancy.
Also, the 2014 World Health Statistics indicated that there are about 16 million girls aged 15 to 19
and some 1 million girls under 15 give birth every year mostly in low and middle income
countries and every year, some 3 million girls aged 15 to 19 undergo unsafe abortions (WHO,
2014).
Facing this dilemma, competent authorities are trying to find solutions to this problem in
the form of education programs and information campaigns. However, despite the government’s
effort in combatting sexual health issues, still the average age of first sexual relation is still too
low, while unplanned pregnancies and sexually transmitted infections (STI) remain high.
Consequently, the use of contraceptive methods as encouraged by various states for instance
does not seem to be effective enough to avoid unplanned pregnancies in youth (de Irala, 2009).
Some girls do not know how to avoid getting pregnant and sex education is lacking in many
countries. In most countries, girls may feel too inhibited or ashamed to seek contraception
services or contraceptives may be too expensive or not widely or legally available. Even when
contraceptives are widely available, sexually active adolescent girls are less likely to use them
than adults (WHO, 2014).
These facts provides the full understanding to the health consequences and recognizing
that adolescent sexual behavior is certainly a growing concern. Girls may be unable to refuse
unwanted sex or resist coerced sex, which tends to be unprotected, determining the health
practices of high school students specifically in the sexual aspect may prompt the school
administrators to design program that may prevent its occurrence.
Another study that is deemed worth to include is the report made by the Australian
Institute of Health and Welfare (2007). They have revealed that 25% among young people (16-24
years old) are living with mental disorders and 9% of them had high to very high levels of
psychological distress. They have added that people aged 18-24 years have the highest
prevalence of psychological disorders than any other age group and youth suicide is the leading
cause of death in young people aged 15-24 years (ABS, 2012).
A separate study of Keith Hawton, et al (2012) confirmed that self-harm and suicide are
major public health problems among adolescents, with rates of self-harm being high in the
teenage years and suicide being the second most common cause of death in young people
worldwide. Likewise, Kaslow (2014) in her study “Suicidal Behavior in Children and
Adolescents” showed that rates of other suicidal behavior are high among high school students
where 15.8% seriously considered attempting suicide; 12.8% made a plan about how they would
attempt suicide; 7.8% attempted suicide one or more times; 2.4% made a suicide attempt that
resulted in an injury, poisoning, or an overdose that may need or require an immediate, thorough
and intensive medical attention.
With this disturbing revelation about depression and self-harm among young
adolescents, it is also important to assess the emotional status of the selected high school
students. This include diagnosing the respondents if they are receiving emotional support
through asking them how frequently they experience loneliness, whether they have friends to
confide with their problems and even included direct statements of ever planning committing
suicide and how did they plan to end their lives. These statements may be helpful in assisting the
students in their emotional struggle by letting them feel they are accepted, loved and understood
by their families and significant others.
In terms of physical activity, Byrne (2009) in his study “Sleep Quality and Quantity and
Associated Factors Among High School Students from South Texas” discloses that insufficient
and poor quality sleep among adolescents affects not only the cognitive functioning, but overall
health of the individual. He said moreover that several factors-social, academic, and work-related
pressures cause the adolescent population to sleep less and less as they age.
The view of Byrne (2009) will make an impact to include the sleeping habits of the
students; that by determining the quality and quantity of sleep practiced by these young adults,
she will be able to assess if they have received the right amount of sleep which is vital to the
general well-being of the learners.
Everyone endeavors to attain a life full of health. As a matter of fact, the Philippine
government together with the Department of Health (DOH) is making its vision, “Health for All
Filipinos by 2020” a reality. The government has enacted several laws that will shield human
health from diseases. One of which is the Presidential Decree 856 or better known as the Code of
Sanitation. It states that all efforts of public services should be directed towards the protection
and promotion of health. Also, the Department of Health is collaborating with the Department of
Education (DepEd) in promoting healthy lifestyle program where Filipino school aged children
are expected to be guided with healthy information in school to avoid the occurrence of
malnutrition, overweight and obesity.
On the study of Cortes (2014), she mentioned that the nation’s hope is for the youth to
become more determined in understanding the issues facing young adults. Since there are many
questions facing today’s adolescent, they should be properly informed, educated and take a stand
especially in terms of health issues.
This idea of Cortes (2014) made this present study focus to the growing adolescents
which the researcher is deeply convicted that in terms of health problems, adolescents are more
likely to be prone.
Recommendations
Based on the analysis of the study, the following are recommended:
1. To conduct a similar study with the respondent more from senior high school students
especially at the advent of K to 12.
2. Additional health lectures to be conducted to increase the awareness of adopting healthy
lifestyles.
3. Role modeling be observed on how to live a healthy lifestyle.
4. Adoption of new strategies to encourage students to take school canteen foods rather
than ill-preparedly foods such as junk foods and soft drinks.
References
Croghan, E. (2009). Promoting health in schools: A practical guide for teachers & school nurses. Paul Chapland
Publishing: London
DepEd Memo No. 520, s 2009.
Eliopoulos, C. (2010). Invitation to holistic health: A guide to living a balanced life. 2nd ed. Jones and Bartlett
Publishers, LLC: USA
Findley, M. and Landless, P. (2014) Health and wellness: Secrets that will change your life. Philippine Publishing
House: Philippines
Hales, D.(2014). An invitation to health: Live it now. 16th edition. Cengage Learning: Canada
Hawton, Keith, et al (2012) Depression in adolescents. The Lancet, Vol. 379, No. 9820, March 17 2012, pages
1056-1067
Hawton, Keith, et al (2012). Self-harm and suicide in adolescents. The Lancet, Vol. 379, No. 9834, June 23, 2012,
pages 2373-2382
Kaslow, N (2014). Suicidal Behavior in Children and Adolescents
Koopsen, C and Young, C. (2009). Integrative health : A holistic approach for health professionals. Jones & Bartlett
Publishers, LLC: USA
Live Science. Pedestrians & headphones don't mix. January 20, 2012
Skog, J. (2008). Teens in the Philippines.Compass Point Books: Minnesota
Thies, K. and Travers, J. (2005). Growth and development through the lifespan. Jones and Bartlett Publishers:
Canada.
.
WELLNESS AND LIFESTYLE LEVEL OF FILIPINO STUDENTS
Joana Marie Carina M. Gabunilas

Teacher III, Pasay West High School
Abstract
People’s Wellness and lifestyle is important impact of the overall health in one’s
person. As a productive member of the society we have to be aware to the importance of
having healthy lifestyle and wellness. The life expectancy of Filipino people is getting
shorter as years passed by and it is very alarming. Since unhealthy lifestyle may lead to
chronic diseases like cancer, diabetes, heart attack, stroke and may more. According to the
related articles, journals and studies, schools have a big part in the awareness of the
children and students of having healthy lifestyle and wellness. Schools are the most
responsible institution to teach and train students not only in academic subject but also
in regards of physical activities, proper consuming of food and avoiding alcohol and
prohibited drugs. Being knowledgeable and intelligent student in school is useless if they
are prone to illnesses. They have to balance academics and physical activities, they can
engage in any recreational activities including sports. Schools are the training grounds of
children and students preparing them for their adulthood. School should integrate the
awareness of healthy lifestyle and wellness in every subject. It should promote and
finance program that promote and assess wellness and lifestyle of students including
sports, recreational activities and physical education subjects. Through this program we
can help children and students to be more aware of the possible chronic diseases that they
can get if they will continue exercising the wrong habit of lifestyle. The aim of the
program is to make life expectancy of Filipino people longer by applying the healthy life
style and avoiding wrong practices like vices and etc. Each one of us is responsible of our
own health. As long as we feel good in our body the more we take care of it. To maintain
healthy we should engage in a healthy lifestyle since there is no amount of money can buy
good health.
Introduction
People in all ages should give value on their health conditions and be aware on their
wellness. As a responsible member of the society we have to be productive and to be productive
we have to be healthy. People should learn how to take care of themselves and prioritize their
lifestyle and wellness. Lifestyle is the way every person live. According to the 2015 Physical
Education Learning module of Grade 10, our lifestyle is the most important since the different
aspect on it affects our overall health, it involve a lot of aspect; like the food we eat, the physical
activities that we engage, our daily habits and many more.
It is always our choice if what food to consume and to eat, what activity we will engage,
and if we choose to be at home or to be out door to join physical activities. Unhealthy lifestyle
may lead to risk factors and bring certain diseases that known non communicable diseases like
cardiovascular disease, cancer, chronic respiratory disease and diabetes.
Wellness and Lifestyle Level of Filipino Students | 23
People should be aware that weight management is one of the major factors in gaining
NCD or non-communicable diseases. People in all ages are affected by NCDs but most of the
time it is associated with older age group. But according to WHO media center, evidence shows
that more than nine million people of all ages died because of attribute risk factors that lead to
NCDs from unhealthy lifestyle. It is very important that as early as young children these risk
factors and unhealthy lifestyle should be addressed, since they are the new breed of our future
generation. Someday they will be the leaders of the new society and community; schools serve as
their training grounds. Schools are the home of learning, where students start accumulating
knowledge and wisdom but it should be also the place where students must learn physical
activities and increase to be physically fit, wellness and healthy lifestyle. Knowledge and wisdom
of the students will be useless if they are they prone to illnesses.
According to American Pediatrics, the increased of morbidity and mortality is because of

chronic disease and injury associated with unhealthy lifestyle. There should be a program for the
youth, that to promote physically active lifestyles that will be carried into adulthood so that
health problems related to inactivity for will reduce. Based on the California Physical Fitness
Guide, because of the overweight and inactivity the health of our students is at risk. Some of the
children are diagnosed with adult onset diseases such as Type II Diabetes, high blood pressure,
and cardiovascular disease. We may view this as a serious threat to the wellbeing of our future
society.
In schools, there should be a program for students to teach them the dos and don’ts
regarding to their food that they are taking and activities they should do in order for them to
have a proper daily routine and apply healthy lifestyle.
The British Medical Journal proved that physical exercise has a big part in decreasing the
probability of developing obese children and designing school program for fitness and wellness
is the best thing to do to encourage students to promote healthy life style.
Background
One way of promoting healthy lifestyle to the students is to encourage them to engage in
sport activities either as recreational or competitive sports, through this they can refresh
themselves by doing activities that is enjoyable as they will gain and develop holistic
development. All they have to do is to choose recreational activities that they can find enjoyable
and relaxing. Schools should not only promote recreational activities sports and but also they
have to see to it that equipment and facilities are also available in school campus in order for the
student to use and maximize it. It would not be possible if the materials for recreational activities
or sports are not available. According to Republic Act No. 5708 otherwise known as “The school
physical Education and sports development Act of 1969”; An integrated physical education and
sports development program in all schools in the Philippines shall be promoted and financed by
the Department of Education.
But according to the public school principal that I interviewed; public schools don’t have
any fund for sports from there MOOE. Fund for sports will be coming from LGU. Sports in
schools including facilities and program are not well funded since it is the least priority. Based on
my experience as a public P.E/MAPEH teacher most of the equipment and facilities are limited
or even not available because of the lack of funds. Most of the Philippine schools don’t have gym
or place where P.E subjects and sports activities can take place.
It is in the Philippine institution that Physical Education and Sports must be integrated in
every Philippine school. Aside from sports, one of the components of Physical Education subject
is physical fitness and it is integrated to the learning of the healthy lifestyle and wellness of the
students. Through this, students are motivated and encouraged to eat healthy food and engaged
in physical activities, sports and recreational activities.
Rationale
It is very alarming that children are already diagnosed in some non communicable
diseases. It only shows that they have poor lifestyle and schools have a big role for encouraging
students to be engaged in active physical activities and consume healthy foods. According to
National Statistic office 2005-2010, life expectancy at birth of Filipinos is the 5th highest among
Southeast Asian countries and in 2013 the life expectancy in Philippines increased to 68.71 years.
It only means that the people life expectancy becomes shorter and shorter as the years passed and
the main reason is the acquired chronic diseases from unhealthy lifestyle.
According to Webmaster, 2014 (Statistics on Filipino Women and Men's health and
Family Planning), life expectancy is shorten because of the unhealthy lifestyle and inactivity. The
short life expectancy of people is a serious threat of the society.
According to International Diabetes Federation, 309 000 death in the world is related in
chronic diseases including diabetes. Philippines is one of the hotspots in acquiring diabetes, since
over more than 4 million Filipino people diagnosed with chronic diseases and a large unknown
number who are unaware they have diabetes.
Based from a report by the Institute for Health Metrics and Evaluation, obesity for both
children and adults is very alarming in the Philippines, since it is constantly rising every year
including children; as obesity rates increase as they age.
Students who are healthy mentally and physically are more active in classes. According
to Petrie, PhD, school should set a foundation for lifelong learning by refining motor skills and
acquiring abilities that’s why it is highly recommended that schools should re- examine policies
that have limited students' involvement in physical education classes.
Significance
The findings of this research can give information to the following beneficiaries:
Students. Who is the main subject of the study and in order for them to be informed for
the benefits and importance of being physical fit and to have healthy lifestyle.
Academic Institutions. Who designs and finance activities for learners to be physically
fit and active.
Teachers. Who are responsible of implementing activities which can help students and
learners to be more physically fit and active.
Parents. Who are the first person and model for their children to have healthy lifestyle.
Researchers. Who may use the outcome of the study as a source for future research.
Analysis
Children are the future of our society wherein they are trained and learn in an institution
called schools. Schools should be a tiny laboratories and training field where children free to
learn and be prepared for the true scenario of life. The learning and teaching in schools should
include physical activities and wellness to assess leaners regarding their lifestyle and level of
their fitness and wellness. They are encourage and motivated to apply healthy lifestyle routine
and maintain wellness trough proper taking of healthy food and engage in recreational activities
and exercise every now and then. Schools should promote and finance wellness program and
assess students in their lifestyle if they really apply it in their daily routine.
In Philippine schools, physical activities and wellness are already included in the
curriculum under physical education subject however studies and researches shows that three
out of 10 Filipino adults 20 years old and above are either overweight or obese, according to a
report by the former president of the Philippine Association for the Study of Overweight and
Obesity, obesity is already a growing epidemic in the Philippines based on the study of the Food
and Nutrition Research Institute (FNRI) of the Department of Science and Technology (DOST) in
2013. Obesity is only one of the effects to having unhealthy lifestyle and not being physically
healthy and it may lead to death. Schools and academic institution should be serious about this
issue. Physical activities and exercises is not enough to promote healthy lifestyle it should include
healthy diet and proper choosing of food to consume, that’s why school should re-examine and
monitor the policy regarding the proper consuming or selling of school canteen regarding
healthy food.
According to the Dep Ed order no. 8 series of 2007 otherwise known as “Revised
Implementing Guidelines on the Operation and Management of School Canteens in Public
Elementary and Secondary Schools”; policy statement 4.4 Only nutrient-rich foods such as root
crops, noodles, rice and corn products in native preparation, fruits and vegetables in season, and
fortified food products labeled rich in protein, energy, vitamins and minerals shall be sold in the
school canteen. Beverages shall include milk, shakes and juices prepared from fruits and
vegetables in season and junk foods, carbonated drinks and other food that have high risk of
child risk is strictly prohibited.
This memorandum helps school to promote wellness and healthy lifestyle to students
through giving rules to prohibit unhealthy food and promoting healthy nourishment.
Recommendations
Through readings, reviewed articles and journals related to this issue, schools should be
alarmed of this scenario and should make a step to save our children from this problem. They
should have strict implementation in regards of specific food that will be sold inside the school
campus following the Dep Ed order no. 8 series of 2007. Issuing memorandum is not enough to
solve this problem, Dep Ed should have constant checking in every school if they follow the
memorandum since there are some school canteen who are keep violating the policy, some of the
school campuses are keep on selling junk food, carbonated drinks and other prohibited food in
the school.
Academic Institution should have strict implementation of assessment of the student

level of fitness and teach children the importance of having healthy lifestyle. According to the
Dep Ed order no. 68 series of 2015 otherwise known as “2015 Wellness Division Campus and The
Champ Moves Program” Nestle Philippines Incorporation and Department of Education had a
joint a program wherein awareness of the importance of wellness is highlighted. It is a dance
aerobic contest among public schools in order to promote wellness awareness of the public school
students. School Program that promotes healthy lifestyle and wellness including sports should be
implemented and supported including financial aspect. This paper aims to proposed school
programs that contain and promote physical exercises, suggested healthy foods and daily
lifestyle routine including the avoidance of vices.
References:
(American Acadeny of Pediatrics) September, 2015 from

http://pediatrics.aappublications.org/content/105/5/1156.full.pdf
(Chan Robles, Virtual Law). September 2015 from

http://www.chanrobles.com/republicacts/republicactno5708.html#.VfOc0tKqqko
Free Heart surgery for 50 Filipino Kids. ( February 23, 2013) ‘Save the Little Hearts’ campaign launched by
Dubai-based healthcare group. Retrieve from
http://www.emirates247.com/news/emirates/free-heart-surgery-for-50-filipino-kids-2013-02-23-1.496023
Mercola (2012) .Physical Fitness in Childhood Linked to Higher Reading and Math Scores from
http://fitness.mercola.com/sites/fitness/archive/2012/09/28/physical-activity-improves-academic-
performance.aspx
(Philippines- Life expectancy at birth). September 2015 from
www. Countryeconomy.com
(Science Daily). September 2015 from http://www.sciencedaily.com/releases/2010/02/100223191926.htm

Trisha Macas, (2014). Three out of ten Filipino Adult Overweight.September, 2015 from
http://www.gmanetwork.com/news/story/384493/lifestyle/healthandwellness/3-out-of-10-
filipino-adults-are-overweight-obese-report#sthash.a2cPFRib.dpuf
Statistcs Philippines (2013). 2010 National Statistics Office, Census-based Population Projections retrieve
from https://psa.gov.ph/content/life-expectancy-birth-women
Webmaster, (2014 )Statistics of Filipino women and men of healthy family planning.September , 2015 from
http://www.pcw.gov.ph/statistics/201405/statistics-filipino-women-and-mens-health-and-
family-planning
THE INTEGRATION OF MEDIA AND INFORMATION LITERACY (MIL) IN THE
TECHNICAL VOCATIONAL EDUCATION AND TRAINING IN THE PHILIPPINES
Rudolf Anthony A. Lacerna

Faculty Member, Polytechnic University of the Philippines College of Communication
Abstract
UNESCO’s Media and Information Literacy is already integrated in both
conventional learning that includes the basic and higher education, and non-
conventional mode of delivery of learning like distance education. However, MIL failed to
integrate in the Technical Vocational Education and Training (TVET) in the country.
Through this paper, MIL is integrated in the selected areas of TVET according
to Asia Pacific Accreditation and Certification Commission (APACC) namely
governance and management; teaching and learning; faculty and staff; and research and
development.
At the end, some actions were recommended to the Technical Education and
Skills Development Authority (TESDA), TVET administrators, trainers or faculty
members and students.
Introduction
Information Communication Technology (ICT) provides additional value to teaching-

learning process in learning institutions. The Internet is a driving force for much development
and innovation in both developed and developing countries. Countries must be able to benefit
from technological developments (Khvilon, 2002). It says that ICT have positive impacts
recognized by the users.
On the other hand, Garcia (2007) explained that the advent of computers has given to
new social and moral problems. Computer crime is on the rise and misuse or abuse of ICT is
becoming a moral ill. So, it also needed to understand the vulnerability of society to computer
misuse and computer malfunction. With that, it is important that educators and ICT professionals
must recognized the need to tackle these issues head-on to develop guidelines in order to lessen
these problems or even just eliminate.
In the information provided, there is a need for the users and future professionals in
technology-operated industries to be literate in handling various forms of media that transmit
information like ICT. The proponent believes that literacies in media and information can be
acquired through education.
Wilson, et. al. (2011) discussed Media Literacy, Library Literacy, Computer Literacy,
Freedom of Expression Literacy, Internet Literacy, Digital Literacy, News Literacy, Cinema
Literacy and Games Literacy are competencies that are interconnected under the umbrella term
of Media and Information Literacy (MIL) which is defined as “knowledge and understanding of how
the media operate, how they construct meaning, how they can be used, and how to evaluate the information
The Integration of Media and Information Literacy (MIL) in the TVET in the Philippines | 29
they present. This also implies knowledge and understanding of personal and social values, responsibilities
relating to the ethical use of technology and information, as well as participation in democratic and cultural
dialogue.”
With the concept of MIL, learners who use media, library, computer, freedom of
expression, internet, digital gadgets, news, cinema and games should also know not only its
functions but also understand its possible effects to the society.
Background of the Paper
The Technical Vocational Education and Training or TVET is a category of learning that
focuses more on the acquisition of knowledge (cognitive) and skills (psychomotor) as learners’
preparation in the world of work (Tripney, et al., 2012). In a more specific definition from
UNESCO (2010), this refers to the “aspects of the educational process involving, in addition to general
education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes,
understanding and knowledge relating to occupants in various sectors of economic and social life.”
In these two definitions, TVET addresses the skills training requirements of those who
are already in the labor market and would need to upgrade or acquire new competencies to
enhance employability, improve productivity, or facilitate career shift that at the end would be
helpful in attaining worldwide poverty reduction, economic recovery and sustainable
development, as indicated above.
However, TVET is mentioned as the study of technology or ICT which is considered as

media and source of information. If the users failed to know how to handle ICT properly, the
purposes of TVET to attain poverty reduction, economic recovery and sustainable development
may be defeated. This is a clear argument that MIL must integrate in TVET.
In the Polytechnic University of the Philippines, for instance, common requirements in

the PUP ITech include creating and developing web sites, computer systems, multimedia,
animation, computer programs and computer software (Lacerna, et al., 2013). However, It is not
enough for institutions to provide globally competitive graduates because socially responsible
individuals who know the ethical use of technologies in the industries in the future.
Rationale
Ronda (2010) reported that Media Literacy Task Force (MLTF) will develop National
Media Literacy Education Curriculum (NMLEC) as the response of the Department of Education
to protect children from the negative effects of the harmful contents of all forms of media
including the internet and social media. Aside from that, Khan (2015) completed MIL material
that is aligned to the K to 12 Basic Education Program.
The Polytechnic University of the Philippines also respond with the possible negative
effects of ICT and other media through research. A collaborative team composed of a faculty and
students proposed the Media Literacy as general education subject in various courses of the
mentioned institution (Bernarte, 2004).
Finally, the Open Distance and eLearning (ODeL) in the Philippines wherein ICT is the
most common tool of teaching-learning process, MIL is already integrated. Alagaran (2012)
proposed some policy and action agenda on curriculum development, instructional design,
materials production, course delivery and instruction, and student support services should
therefore be seriously looked into to ensure a more creative, innovative, learner-centered ODeL
system in the Philippines.
In the Basic and Higher Education in the Philippines, MIL was already integrated
through proposed task force, learning material and offering the subject Media Literacy.
Meanwhile, the non-conventional education like distance education, MIL was also integrated
through some policy and action agenda on curriculum development, instructional design,
materials production, course delivery and instruction, and student support services. Apparently,
MIL has failed to incorporate in TVET in the country that primarily involves with the use of ICT
and other related media. Therefore, this paper is worth to be published and disseminated to
increase the awareness levels of TVET administrators, trainers, students and even researchers.
Significance
This paper is significant in the fields of educational management, technical education and
communication. Specifically, this will give importance to the following beneficiaries:
1. Technical Education and Skill Development Authority (TESDA). Analysis in this

paper can be a reference to create a team to ensure media and information literate
delivery of TVET in the Philippines.
2. TVET Administrators. This paper can be used to initiate programs and activities
relevant in the integration of MIL in their respective institutions.
3. TVET Trainers or Faculty Members. This paper can be used as their reference in
shifting to teaching paradigm which can teach learners to be literate in handling
media and information.
4. TVET learners. Through this paper, initiatives of the administrators and trainers,
students or learners as primary beneficiaries are expected to be a media and
information literate members of the global workforce.
Analysis
The following areas of quality TVET according to Asia Pacific Accreditation and
Certification Commission or APACC (2013) were presented wherein MIL is integrated:
I. Governance and Management
The area of Governance and Management of TVET is measured through Administrative

Structure and Bodies; Qualifications of Administrative Staff; and Management Systems and
Procedures.
On the other hand, MIL is important to attain democracy and good governance. This is
because democracy and good governance are attainable through interacting with media and
other information providers, and media and information literate citizenship (Wilson, et al., 2012).
With that, TVET institutions’ management and governance may attain democracy and
good governance. Through this, the media and information literate TVET administrators who are
able to provide and disseminate necessary information on the organizational structure, academic
administration, student administration, financial management, supply management, record
management, institutional planning and development, and performance of administrative
personnel. It is the right of the members of TVET institutions to know the information that they
must be concerned and responsible. In fact, one main benefit of MIL is imparting crucial
knowledge about the functions of media and information channels in democratic societies,
reasonable understanding about the conditions needed to perform those functions effectively and
basic skills necessary to evaluate the performance of media and information providers in light of
the expected functions (Wilson, et al., 2012).
Apparently, dissemination of the above-mentioned necessary information through

whatever form is useless if the recipients or the members of the institutions such as trainers,
employees and students are not capable to understand the functions of media and information.
II. Teaching and Learning
The area of Learning and Teaching of TVET is measured through institutional objectives,
curriculum, syllabus, instructional materials, and teaching methods and techniques.
One among thematic areas of MIL is knowledge and understanding of media and
information for democratic discourse and social participation. This aims to “develop a critical
understanding of how media and information can enhance the ability of teachers, students and
citizens in general to engage with media and use libraries, archives and other information
providers as tools for freedom of information, pluralism, intercultural dialogue and tolerance,
and as contributors to democratic debate and good governance” (UNESCO, 2011).
It is a fact that the power of media and information contribute in the creation or
cultivation of behaviors. George Gerbner’s Cultivation Theory explains that media has long-term
effects that affect the users (Griffin, 2006). Furthermore, this power of media can also help to
transform the attitudes into acceptable one. Anchoring the said theory, media and information
can help to develop individuals’ competencies of professionals in general and TVET
administrators and trainers in particulars if there is a critical understanding on its functions.
Aside from that, the key concepts of Khan (2014) on media literacy explained that media
messages are constructed and the media construct reality. With that, the integration of values in
the interactive media used as modern facilitation of learning process must be observed and
included as part of the institutional objectives, curriculum, syllabus and instructional materials.
For example, the integration of social responsibility and sustainable development through
instructional materials, which are also considered as media, to the handicraft learners may lead
them the continuous habit of collecting water lilies that may prevent flood during rainy season.
However, only school administrators, curriculum designers and instructional materials

developers understand this integration and not the learners. This can now justify that critical
understanding on media and information is important to the learners to identify the essence of
what are inculcated in the mentioned measures of TVET’s Learning and Teaching through
comprehensive teaching methods and techniques.
Above-mentioned information can only justify that MIL is needed to be integrated in the
curriculum and instruction to provide more responsible professionals and members of the
workforce who are media and information literate.
III. Faculty and Staff
In this area of TVET, qualifications of faculty members and staff are included.
However, the second thematic area of MIL is the evaluation of media texts and
information sources which focuses on how to “increase the capacity of teachers to evaluate
sources and assess information based on particular public service functions normally attributed
to media, libraries, archives and other information providers” (Wilson, et al., 2012).
In relation of the qualification and the area of MIL, trainers must have additional ability
on assessing the “value, authenticity, validity and reliability of media, and internet information
and materials” (Alagaran, 2012). This is particular in checking the requirements of the learners
like developed and created web sites, computer systems, multimedia, animation, computer
programs and computer software, which are common requirements in TVET programs.
It only says that in order to empower future citizens through understanding critical roles
of media and information, teachers and other non-teaching force of the institutions must also
have acquired knowledge in MIL.
IV. Research and Development
As an important area of TVET, program of research and development; faculty

participation; dissemination and utilization of research and development outputs; and
management of research and development are considered in quality assessment.
Research program of TVET institutions includes the policies on authorship, protection

and ethics. Therefore, it is important that the innovations or research works of the TVET learners
must be plagiarism-free and will undergo patenting or copyrighting as part of protection.
Aside from that, it is important to utilize the research outputs to the beneficiaries of the
study which will be a proof that the output is for commercialization for community development
and not for book shelves collection only.
Lastly, members of the institution must also know how to use available media in
commercializing or disseminating the research findings.
Recommendations
The following are the recommendations:
1. For the Technical Education and Skill Development Authority (TESDA)
Since technology literacy is among the 21 st century skills (Churches, 2014); campaign on
media and information literacy and its integration to the technical education must be initiated.
This is through engaging TVET administrators and faculty members to collaborate with
communication professionals who are knowledgeable in media and information literacy. This
will eventually serve as an avenue to create a media and information literacy framework that will
guide the administrators and trainers in the management of TVET teaching-learning process,
curriculum design, instructional materials development and research undertakings. Aside from
that, a committee must be created to monitor the curriculum that includes syllabi and
instructional materials that should MIL integrated.
2. TVET Administrators
To ensure the quality of the TVET services, administrators must initiate institutional
activities that aim to acquire knowledge and skills on MIL. Aside from that, a plan must be
developed which will see if the trainers, employees and students learned from this activity. In the
plan, integration of MIL must be observed in their respective subjects, offices or departments that
in the end; there would be a team that will monitor and evaluate to see if the set objectives are
being attained.
3. TVET Trainers or Faculty Members
In order to provide media and information literate graduates or professionals who will
contribute to a better society, faculty members must continue to conduct researches relevant to
MIL and other aspects where this can be integrated like extension and community development.
This will provide development or inputs to the initiatives of the administrators.
4. TVET learners
Active participation of the learners to the activities designed to promote and integrate
MIL is important to achieve the goals of the programs as well as the goals of the institution
References:
Alagaran, J. (2012). Integrating Media and Information Literacy (MIL) in Open and Distance eLearning
(ODeL) in the Philippines: Some Policy and Action Agenda. Paper Presented during the 1st
International Conference on Open, Distance and eLearning in the Century Park Hotel, Philippines.
Asia Pacific Accreditation and Certification Commission, Inc. (2013). Handbook for Accreditors. Pasig City:
Colombo Plan Staff College for Technician Education
Bernarte, R. et. al. (2004). A Proposed Media Literacy Subject for the General Education Curriculum of the
Polytechnic University of the Philippines. Manila: PUP College of CommunicationKhvilon, E.
(2002). Information and Communication Technology in Education: A Curriculum for Schools and
Programme of Teacher Development. Paris, France: UNESCO.
Churches, A. (2014). 21st Century Skills of Teachers. Retrieved from https://prezi.com/frpigprjpvne/copy-

of-21st-century-skills-of-teachers/.
Garcia, E. (2007). Integrating Ethics into IT Education. In Maximiano, J. (Ed.), Ethics and Social
Responsibility in Mass Communication (pp. 64 – 83). Pasig City, Philippines: Anvil Publishing Inc.
Griffin, E. (2014). A First Look at Communication Theory (Conversations with Communication Theorists).
United States of America: McGraw-Hill Education
Khan, R. (2014). Media and Information Literacy Handbook. Pasig City, Philippines: Anvil Publishing Inc.
Lacerna, R. et. al. (2012). The Proposed Offering of Media and Information Literacy as General Education
Subjects in Various Programs of the Polytechnic University of the Philippines Institute of
Technology. Paper Presented during the International Congress on eLearning in the Heritage Hotel
Manila, Pasay City.
Ronda, R. (2010). DepEd to Include Media Literacy Education in School Curriculum. Philippines: Philippine
Star.
Tripney, J., Newman, M. & Atherton, P. (2012). Title Registration for a Systematic Review: Post-Basic
Technical and Vocational Education and Training (TVET) Interventions to Improve Employability
and Employment of TVET Graduates in Low- and Middle-Income Countries. The Campbell
Collaboration, p. 3.
United Nations Educational, Scientific and Cultural Organization. (2010). Revised Recommendation
Concerning Technical and Vocational Education and Training. Paris: UNESCO.
Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., Cheung, C. (2011). Media and Information Literacy
Curriculum for Teachers. Paris, France: UNESCO.
NEOLIBERAL NA PATAKARANG PANGWIKA NG EDUKASYON SA PILIPINAS AT
CHED MEMORANDUM NO. 20 SERIES OF 2013: PAGGIIT NG ESPASYO NG
ASIGNATURANG FILIPINO SA KOLEHIYO/PAMANTASAN
Marvin G. Lai
Tagapangulo, Kagawaran ng Filipinolohiya
Politeknikong Unibersidad ng Pilipinas
Abstrak
Ang pananaliksik na Neoliberal na Patakarang Pangwika ng Edukasyon sa Pilipinas at

Ched Memorandum No. 20 Series of 2013: Paggiit ng Espasyo ng Asignaturang Filipino sa
Kolehiyo/Pamantasan ay isinagawa upang magkaroon ng kritikal na pagsusuri, paglalahad at
mungkahi sa Politeknikong Unibersidad ng Pilipinas at sa Komisyon sa Lalong Mataas na
Edukasyon para sa pagpapanatili ng asignaturang Filipino sa kolehiyo/pamantasan.
Ang deskriptibong pananaliksik ay isinagawa sa pamamagitan ng pangangalap ng datos

na naglalahad ng neoliberal na patakarang pangwika na ipinatutupad ng CHED. Nagsagawa ng
panayam, dumalo sa mga porum at nakilahok sa mga pagkilos, legal na hakbang at dayalogo na
tumatalakay sa naging pagtugon ng mga HEI (mga samahan at kagawaran) partikular sa CHED
Memo No. 20, Series of 2013.
Ang konklusyon ng papel na ito ay nagpapakita na hindi sapat o maaring gamitin

lamang (prerojative ng bawat paaralan) ang wikang Filipino at Ingles bilang wikang panturo sa
mga asignatura sa kolehiyo. Dapat itakda na gamitin ang wikang Filipino bilang wikang panturo
sa kolehiyo. Makikita rin sa kabuoan ng papel ang mga legal/historikal na basehan kung bakit
dapat manatili ang asignaturang Filipino sa kolehiyo.
Panimula
Sa ilalim ng neoliberal na agenda, na pangunahing ideolohiya ng globalisasyon, ang

turing sa edukasyon ay isang produkto sa pamilihan at ang eskuwelahan ay tila pabrika na
sumusunod din sa batas ng pamilihan (Lumbera xv).
Sa kasalukuyan, bagamat may itinatakda ang Saligang Batas ng 1987, mariin pa ring
dumadagok ang impluwensyang kolonyal at higit pa’y ang pangil ng neoliberalismo, sa wika,
edukasyon at lipunang Pilipino. Wika nga ni Melania L. Abad:
...Sinasabing ang neoliberalismo ang pilosopiya sa likod ng Globalisayon. Sa

mga nakaraang dekada ay ginagamit ang konstrak ng Globalisasyon para isulong
diumano ang layong pandaigdigang “malayang pamilihan.” Ang globalisayon sa kagyat
ay tinitingnan bilang puspusang pag-uugnayan ng mga bansa. Ang ugnayang ito para
sa iba ay paglalarawan sa mundo bilang walang hangganang entidad kung saan walang
patid abg pag-ikot ng produkto at serbisyo.
...Sa maraming mamamayan ng mundo at sa ilang iskolar, ang neoliberalismo

ay nangangahulugan ng Imperyalismo—monopolyo kapitalismo na nagtutulak ng mga
patakarang mapagsamantala at mapang-api. Ang mga ganansya ay umiikit lamang sa
bakuran ng mga imperyalistang bansa habang mumo, kahirapan at likha/teatrikal na gera
naman sa mga bansang kolonya at neokolonya.
Hindi mapaghihiwalay ang politika at ekonomiya sa pag-aaral ng wika. Ang kalagayang

ito sa wika ang pangunahing konsiderasyon sa umiiral na patakarang pangwika. Kailangang
patuloy na suriin ang wikang Filipino na nakakonteksto sa isang lipunang tumatalima sa mga
neoliberal na polisiya at nakaasa sa dayuhang pamumuhunan. Ang patuloy na estado ng
paggigiit ng wikang Filipino ay maisasakonteksto sa mga pampolitika at ekonomikong
kalagayan ng lipunang Pilipino.
Balangkas Teoretikal
‘Wika at Simbolikong Kapangyarihan’ ni Bourdieu (1991)
a. Hindi lamang ‘object of study’ ang wika kundi instrumento ng kapangyarihan at aksyon.
b. Anumang ‘lingwistikong pagpapalitan’ ay relasyon ng simbolikong kapangyarihan.
c. Ekonomiko ang perspektiba sa wika: Hindi lamang ginagamit ang wika sa pagtalakay ng
mga isyu sa ekonomiya kundi ang wika mismo ay isang ‘economic fact’ – bawat gawain
sa wika ay isang conjuncture o pagsasalubungan ng disposisyon o linguistic habitus ng
isang indibidwal at istruktura ng linguistic market.
Resulta ng kompleks na historikal na proseso, na madalas ay kinasasangkutan ng

matinding tunggalian (halimbawa ay sa kontekstong kolonyal) sa pagitan ng mga partikular na
wika. Ito ang lumilitaw na dominanteng wika, at ang iba pang wika at dayalekto ay nawawala o
kaya ay napapailalim dito (Bourdieu, 1991).
Ayon kay De Quiros (1996), hindi lamang komunikasyon ang pangunahing gamit ng
wika kundi susi o instrumento ito upang makapaghari sa isang tiyak na lipunan. Binalikan ang
kasaysayan kung paanong naging instrumento ang wika ng kolonyalismo sa Pilipinas.
Binigkas ni Wilfrido V. Villacorta, isa sa mga Komisyuner ng 1986 Constitutional

Commission, nang kanyang ipinanukala ang mga probisyong kalauna’y naging Artikulo XIV sa
Saligang Batas ukol sa edukasyon, wika at sining. Banggit niya:
“Ang ating Wikang Pambansa, walang kaduda-duda , [ay] isang makabuluhang

pangkulturang muhon para sa pambansang pagkakakilanlan. Ngunit higit sa
karaniwang pangkulturang muhon, ang isang wikang pambansa nagsisilbing pahatiran
ng komunikasyon sa pagitan ng mga etno-lingwistikal na grupo at uri ay magbibigay-
daan sa pagkakaisa at pagkakaroon ng kapangyarihan ng ating mamamayan”
Balangkas Konseptwal
Malaki ang papel ng wikang pambansa sa paglinang ng isang makabayang, siyentipiko

at progresibong kamalayan ng mamamayan. Ito ang tungtungan ng pambansang
Industriyalisasyon – pambansang kaunlaran. Makikita natin ito sa mga kongkretong karanasan
ng mga mayayamang bansa sa daigdig kagaya ng bansang Aleman, Hapon, Italya, Russia, Korea
mga bansa sa Europa, Amerika atbp. Kitang kita sa sa mga halimbawang ito ang naging papel ng
Neoliberal na Patakarang Pangwika ng Edukasyon sa Pilipinas at CMO 20 S. 2013: Paggiit…| 37
kanilang wika sa edukasyon teknolohiya siyensa, agrikultura, medisina. Ang daluyan ng mga
kaalamang ito ay ang kanilang wikang pambansa.
Ang ating wika kagaya ng iba ay may kakayahang maipaliwanag at mapadaloy ang mga
siyentipikong kaalaman o karunungan na magagamit ng mamayang Pilipino para sila umuunlad
at mabuhay ng masagana at malaya. Sa paggamit ng wikang pambansa naipapaintindi natin sa
likas na pamamaraan ang mga komplikadong kaalaman sa isang simple at natural na paraan.
Dito nagiging magaang ang kanilang pamumuhay sapagkat nailalapat nila sa kanilang araw-
araw na pamumuhay ang mga kaalamang siyentipiko.
Malaki ang papel ng mga wika na umiiral sa buong bansa bilang balon ng kaalaman at
karunungan bayan na dapat gamitin sa ibat ibang larang. Isa ito sa matibay na pundasyon sa
paglinang ng isang indibidwal na may maliwanag na kulturang pinaggalingan at identidad.
Ang pagsasaling wika ay mahalagang salik sa pagpapaunlad ng wikang pambansa at isa

sa likas na proseso nitong panghihiram sa mga banyagang wika ay isa sa mga balon ng mga
kaalaman na makakatulong sa intelektuwalisasyon ng Wikang Filipino. Isa ito sa mungkahing
asignatura sa kolehiyo/pamantasan.
Paglalahad ng Suliranin
Ang pananaliksik na ito na may pamagat na Neoliberal na Patakarang Pangwika ng

Edukasyon sa Pilipinas at CHED Memorandum No. 20 Series Of 2013: Paggiit ng Espasyo
Asignaturang Filipino sa Kolehiyo ay nagnanais na sagutin ang mga sumusunod na
katanungan:
1. Paano isinakatuparan ng Komisyon sa Lalong Mataas na Edukasyon (CHED) ang

neoliberal na patakarang pangwika ng edukasyon sa Pilipinas?
2. Paano tinugunan ng mga piling Institusyon ng Lalong Mataas na Edukasyon (HEI) sa
National Capital Region ang CMO 20 s. 2013?
3. Ano ang mungkahing asignatura na inihahain ng PUP-KF sa paggiit ng espasyo ng
asignaturang Filipino sa kolehiyo?
Metodolohiya ng Pag-Aaral
Ang pananaliksik na ito ay nakatuon sa pagsasakatuparan ng Komisyon sa Lalong

Mataas na Edukasyon (CHED) sa neoliberal na patakarang pangwika ng edukasyon sa Pilipinas
at sa ginawang pagtugon ng mga piling Institusyon ng Lalong Mataas na Edukasyon (HEI) sa
National Capital Region hinggil sa CMO 20 s. 2013. Gayundin sa mungkahing asignatura na
inihahain ng PUP-KF sa paggiit ng espasyo ng asignaturang Filipino sa kolehiyo.
Nangalap ang mananaliksik ng neoliberal na patakarang pangwika na isinakatuparan ng

CHED. Nakipanayam ang mananaliksik ng mga dalubguro.
Paglalahad ng Datos, Konklusyon at Rekomendasyon
Ang paglikha sa Komisyon sa Lalong Mataas na Edukasyon (CHED) ay nakapaloob sa

RA 772 na tinatawag na Higher Education Act of 1994. Ang unang ginawa ng Komisyon ay ang
pagrerebisa sa kurikulum ng lahat ng tersyaryang programa sa bansa.
Taong 1996 ipinalabas ang CMO 59 “New General Education Curriculum” na malinaw
na nagtatakda ng siyam na yunit na Filipino. Nang ipinatupad ang CMO 59 noong 1997, nakita
na nagbago ang isip ng CHED, sa halip na sa lahat ng programa ang siyam na yunit na Filipino,
sa HUSOCOM na lamang ito at anim na yunit na lamang sa Non-HUSOCOM na programa.
Nagkaroon ng rebisyon sa silabus ng Filipino 1, 2 at 3 ang CHED Technical for Filipino at

taong 2007 nang aprubahan ang silabus. Ang Filipino 1 na dating “Sining ng
Pakikipagtalastasan” ay naging “Komunikasyon sa Akademikong Filipino”. Ang Filipino 2 na
dating “Pagbasa at Pagsulat sa Iba’t ibang Disiplina” ay naging “Pagbasa at Pagsulat Tungo sa
Pananaliksik”. Ang Filipino 3 na dating “Retorika” ay naging “Masining na Pagpapahayag”.
Mithiin ng Filipino 1, 2 at 3 na bigyan ng kaalaman at kasanayan ang mga mag-aaral sa

mas mataas na lebel at sa mas malawak na perspektiba sa pag-aaral ng wikang Filipino upang
mapaunlad ang kakayahan sa kritikal na pag-unawa at pagpapahalaga sa mundong kanilang
ginagalawan na patuloy na nagbabago.
Maliwanag na tinanggal ang asignaturang Filipino sa kolehiyo ng ilabas ang CMO No.
20, Series of 2013. Ipinakita sa CMO ang mga asignatura sa bagong General Education
Curriculum (GEC). Makikita sa CMO na ang mga asignatura sa Core Subject ay ang mga
sumusunod: Understanding the Self, Readings in Philippines History, Contemporary Worlds,
Mathematics in the Modern World, Purposive Communication, Art Appreciation, Science,
Technology and Society at Ethics. Makikita naman ang mga mapagpipiliang asignaturng
Electives ang mga sumusunod: Arts and Humanities, Social Sciences and Philosophy at
Mathematics Science and Technology. Dagdag ang Life and Works of Rizal bilang mandated na
asignatura.
Bagamat sa pahina 6 ng CMO ay binanggit na “ the general education courses maybe

taught in English of Filipino” . maliwanag na mismo ang CHED ay naka linya sa interes sa
banyagang wika ang ingles, kahit mismo ang CMO No 20, Series of 2013 ay nakasulat sa wikang
ingles. Mariing sumusuway sa Atas Tagapagpaganap Bilang 335 ang CHED na nilagdaan ni
Pangulong Corazon Aquino na nag-aatas sa lahat ng mga Kagawaran/opisina/ahensiya/
instrumentali ng pamahalaanna magsagawa ng mga hakbang na kailangan para sa layuning
magamit ang Filipino sa opisyal na transaksiyon, komunikasyon , at korespondensiya.
Sa papel ni Dr, David San Juan at panayam sa mga guro na tinipon mula sa ibat ibang
pamantasan maliwanag nilang iginiit ang dahilan ng pagpapanatili ng Filipino bilang asignatura
sa kolehiyo:
1. Pagtupad sa probisyon ng Konstitusyon 1987 sa Artikulo XIV, Seksiyon 6 na nagsasabi

ang Filipinoang dapat maging midyum ng opisyal na komunikasyon at ng sistemang
pang-edukasyon. Hindi maisasakatuparan ang ganitong atas ng konstitusyon kung
aalisin ang asignaturang Filipino sa kolehiyo. Dahil dito malilinang ang kasanayan at
Neoliberal na Patakarang Pangwika ng Edukasyon sa Pilipinas at CMO 20 S. 2013: Paggiit…| 39
kamulatan ng mga mag-aaral sa kolehiyo sa paggamit ng wikang pambansa sa

intelektwal na diskurso na kinakailangan sa epektibong paggamit nito bilang midyum sa
iba pang disiplina.
2. Pagtibayin ang mga Pilipino ang sariling wika, kultura at identidad laluna sa panahon
ng ASEAN Integration upang makapag ambag ito sa proyekto ng rehiyonal na
interasyong sosyo-kultural. Ang pagpapalakas sa wikang Filipino sa lahat ng antas sa
edukasyon ay paghahanda rin para sa ASEAN Integration. Ito ang lalung magpapatatag
at magpapayaman sa ating pagka-Pilipino.
Matapos ang pananaliksik, narito ang mga natuklasan at konklusyon ng pag-aaral:
1. nilabag ng CMO No 20 Series 2013 ang probisyon sa Konstitusyon ng Pilipinas 1987 sa

Artikulo XIV, Seksiyon VI
2. Walang pambansang konsultasyon na ginawa ang CHED partikular sa mga apektadong
sector bago ilabas ang CMO No 20, series 2013
3. Magreresulta ang CMO No 20, Series of 2013 sa malawakang tanggalan sa trabaho
humigit-kumulang 78000 na guro at manggagawa sa sector ng edukasyon ayon mismo sa
Ched
4. Ang sistema ng ating edukasyon ay kailangan maiayon sa pangangailangan ng ating
bansa hindi para sa interes ng mga dayuhan
5. Ang wikang Filipino ay daan sa pambansang kaisahan at agarang pagkakaunawaan ng
lahat ng mamamayan ng bansa kaya nararapat palakasin ang pagtuturo nito sa lahat ng
antas
6. Papatayin ng bagong General Education Curriculum (GEC) na nais ipatupad ng CHED
sa pamamagitan ng CHED Memorandum No. 20, Series of 2013 ang wikang Filipino- ang
wikang pambansa ng Pilipinas- at iba pang asignaturang mahalaga sa pagpapatibay ng
pambansang identidad, kamalayang pangkultura at nasyonalismo gaya ng
Panitikan/Literatura at Philippine Government and constitution.
Sa pinagkaisang paninindigan ng Alyansa ng mga Tagapagtanggol ng Wikang Filipino

na binubuo ng mga guro , estudyante, mananaliksik, lingkod-bayan, propesyunal, at
mamamayang Pilipino ay nagkakaisa sa pagtataguyod ng sumusunod na panawagan,
paninindigan at rekomendasyon:
1. Panatilihin ang pagtuturong asignaturang Filipino sa bagong General Education

Curriculum (GEC) sa kolehiyo (halimbawang asignatura sa kolehiyo na maaring
ipatupad sa lahat ng kolehiyo/ pamantasan ay ang Pagsasaling Wika sa mga Tiyak na
Disiplina/Larang)
2. Rebisahin ang CMO No. 20, Series 2013
3. Gamitin ang wikang Filipino sa pagtuturo ng ibat ibang asignatura
4. Isulong ang makabayang edukasyon
Bibliograpiya
San Juan, David Michael. “ A LUTA CONTINUA : Ang Kasalukuyang Pakikibaka Para sa Pagkakaroon ng
Asignaturang Filipino sa Kolehiyo”. DLSU-Manila 2014.
Lai, Jenalyn Y. “Analysis on the Adaptation of Selected Higher Education Institution to Mother Tongue
Based-Multilingual Education: A Foundation for Improving the Proposed Bachelor in Elementary
Education Curriculum”. Indonesia, 2015.
Austero et.al. Komunikasyon sa Akademikong Filipino. UNLAD Publishing House.2008.
Carpio, Perla S. et.al. Komunikasyon sa Akademikong Filipino. Jimcyyville Publishing House. 2012
Atas Tagapagpaganap Bilang 335, serye 1988
CHED Memo No. 20, Series of 2013
Konstitusyon ng Republika ng Pilipinas, 1987
WEBSITES:
Alyansa ng mga Tagapagtanggol ng Wikang Filipino o/ TANGGOL WIKA
National Commission for Culture and the Arts- Committee on Language and Translation
Komisyon sa Wikang Filipino
Commission on Higher Education
DLSU-Kagawaran ng Filipino
Unibersidad ng Pilipinas- Kagawaran ng Filipino at Panitikan ng Pilipinas
PROPOSED TRAINING AND DEVELOPMENT PROGRAM FOR MODERN TEACHERS
TOWARDS A GLOBALLY COMPETITIVE EDUCATORS OF THE
21ST CENTURY STUDENTS
Emeliza G. Laurenciana
School Directress/Principal, Aquinas de Escolar Academy, Inc.
Abstract
The fast growing technologically-oriented network of professionals in the world

market, forced the company to pursue a high end training program aiming to develop
their talents gearing towards excellence. Either in industrial setting nor educational
setting, the managers are bench-marking on the need for training and development of
their talents to achieve productivity and excellence as global standard. In
response to global competition, this paper will focus on the need of a training and
development program for educators as prime foundation towards reshaping of the
world in terms of providing students the essential inputs/activities that promote growth
and development necessary to their future and world survival. Results shall reveal the
essentials, contents for training and development program, on being an educator of
future professionals and steward of the world. The program development will be based
on valid and reliable survey questionnaire and training needs assessment
intended for administrators, stakeholders, and educators of reputable educational
institutions in Central Luzon. The results of Needs Assessment will be the basis of
proposed training program. Modules will be created and implemented at Aquinas De
Escolar Academy for pilot testing.
Introduction
Taking considerations of current world’s fast growing networks of technologically

inclined professionalism to abreast in the demands of world market, managers are quite critical
in setting of qualifications for institutional administrators, staff and personnel. Selecting and
hiring qualified professionals is functional to cost and effective management that ensures goal
achievement of individual, institutional, and global market. More study revealed that sending of
employees to an advanced training lead to company’s success and consumer satisfaction,
especially if employees qualifications and interests are matched with their job titles and positions.
It is undeniable that all company hired globally competitive professionals in the

workforce to tapped human’s highest potentials, nor worked for high end products of the
company. Company professionals are complementing to each other for sustenance of the quality
of human world in any means and ways, by inventing materials and equipment in support to
worldwide change such as modernization. There is nothing wrong in the process of inventions,
but in the long run, poor waste management and problem with natural environment
conservation contributed to another world change, an ecological imbalance, that resulted to
global climate change. If we will deeply reflect on it, there is some negligence on the part of the
professionals to critically look for outward effect of their professional works/products. This may
mean a need for change of consciousness of the professionals, that there must be an approach
that will continually reminded of the greater responsibility on earth resources while their career
paths are progressing. Hence, it would be enticing to see professionals involving in an
environmentally concerns activities and socially responsible commitment to community service
aside.
More company and even countries are serving two (2) of major global concerns,
addressing the responsibility, first, to meet the needs and demands of global market, and
secondly, on how to delay earth destruction nor conserve the earth natural environment. To
ensure a more proactive stance to the mentioned two major concerns, authorities and companies,
take advantage of training and development of their talents.
In lieu of change, educators are considerably influential profession in shaping the

consciousness of learners. They specialized in formation of human mind, skills, competencies,
and attitudes. As young as 4 years old learner, educators are their model for academic and non
academic behavioral (knowledge, skills, competencies, attitudes) formation.
On this scenario, the educators played an important role in shaping their students. So
timely to reflect about the need of a program for educators towards advancement of knowledge, skills,
competencies, and personal attributes.
Background of the Study
Training and development program is necessary in an institution edging towards

excellence and success. Human resource managers are providing their personnel the appropriate
training to improve performance and productivity. Once suited employees are developed
according to the future demands of the local and international market, goals and objectives of
both employees and company will be achieved. Talents are the manpower who can help the
company in upgrading workforce system towards successful execution of goals and objectives of
the company.
Most of the company now are envisioning positively that their effort will eventually
turned into reality of success and excellence with the company’s mission and vision as guiding
principles. As recommended by research, perfect matching of job positions and applicant
qualifications will also gauge the success of the company (Arneson, 2013). A well planned
training and development program of the company plus right employees and job positions is an
indicator for better human resource management. Human resources is the bedrock of company
success.
More so, planning of training and development program of employees should start on
scientific and empirical methods of inquiry. It must be based on the company’s condition and
stated goals and objectives, and model based program if appropriate to the company. Some of
the models used in developing training and development program are CSTD and ASTD. One of
the models was made by the Canadian Society of Training and Development that includes
procedures such as : a.) Assessing needs, b.) Designing training programs, c.) Facilitating
programs, d.) Supporting the transfer of training, d.) Evaluating training (Carliner. Et.al.,2015, p.
56). Another model was called ASTD or the American Society of Training and Development
Proposed Training and Development Program for Modern Teachers Towards… | 43
Competency Model (Arneson, et. Al, 2013, p. 42). This model valued the need for training and
development of professionals who wanted to be abreast in terms of skills, knowledge, abilities,
and behaviors as future leaders of their company. This model gives detailed areas of competency
and expertise for assessment of performance and alignment of career path. It also include area of
concerns on globalization, recession and economic uncertainty, technology, and demographic
shifts as competitive advantage. Among these two models, the ASTD held a comprehensive
illustration of competitive advantage while CSTD laid down the procedures in designing of
Training and Development program.
As in many cases for decision making, conducting an assessment is basically a starting

point in gathering information before implementing a corrective actions. Michaud (1978)
suggested two phases in conducting an assessment : a.) survey, and b.) assessment of the training
needs. Surveying is the extraction of criteria as basis for needs assessment. It can be extracted
from job responsibilities and expectations of employers like those of low performance or
productivity that signals of a need for training and development of employees (Michaud, p. 63).
Thus, instrument for survey and assessment can be made based on job description provided by
HR. Afterwards, Training and Development Program can be designed over the results of Needs
assessment. Instruments can be a standardized tool or the human resource unit will conduct
research instrument development process to established validity and reliability prior to utilizing
it.
Using both CSTD and ASTD models in this research, the study will start from creating a
Survey instrument to school administrators, employed educators, and stakeholders (consumer) of
selected schools in Central Luzon. The Survey instrument would tackled about expectations on
educators’ skills, knowledge, abilities, and behaviors (ASTD,2013). Respondent’s answers will be
analyzed to get areas of concern for the item pooling in the development of Needs Assessment
Instrument, the second phase of Needs assessment. This Need Assessment Instrument will be
administered to the employed educators. Another analysis of the Needs Assessment will be done
to extract the priority needs. These priority needs will be the topics of the modules for Training
and Development Program.
The Pilot study of Needs assessment will be conducted at Aquinas De Escolar Academy,
a 5 year old progressing educational institution. There are two components of the Needs
Assessment, first is the professional needs and secondly, the psychological needs. Also, two
kinds of instruments will be used for Needs assessment. For the professional needs, the
researcher will make a research based Needs assessment as suggested by Michaud (1978), while
appropriate psychological test in measuring psychological needs will be administered. To
validate the results, the researcher will conduct interview to employees, and collect peer-group
and superior evaluation. A comprehensive needs assessment will produce a better training and
development program.
The Needs assessment results will be utilized for making of Training and Development
Program to the employed educators. Like other managers and leaders, the results of this study
will be a reinforcement of the institution’s success in shaping their students towards academic
excellence and responsible future leaders through effective performance of school’s educators.
Surely not only for institution’s welfare but to address issue of employee attitudes and well-being
(Janssens and Steyaert (2009), cited from Wilkinson (2013), p. 48) that mostly affects performance
fairly positive or negative. Hence, the Needs assessment includes two components :
professional and psychological that mark uniqueness on the Training and Development program
of Aquinas De Escolar Academy emphasizing on concerns for welfare of employees, students,
and institution towards globalization.
Rationale
As Bayraktarogu et. al (2015) findings in his research that training and development is
really needed in all companies that employees benefits from the program in terms of
performances on the job, motivation, helps in choosing career path, efficiency and effectiveness,
improvements in leadership and decision making, making less mistakes. Therefore the company
has lesser cost because of less mistakes that also improves income and profits. Not all company
are focusing on profits, some are for excellence, and community development that many
organizations made periodic assessment of training and development needs to check for efficient
and effective management of resources especially in rapid response to the needs of the
community (Krishnaveni et.al, 2008).
Developments in HRM have been driven by large-scale organisational changes as

employers adjust to a much more competitive global economic environment (Sisson, 2010, cited
from Wilkinson (2013) p.7). Training and development program for employees ensures meeting
of company’s goals and objectives (Arneson (2013); Barnaktaroglu (2014); Carliner (2015);
Krishnaveni (2008); Michaud (1978); Shenge (2014); Steadham (1980)). This program bridges the
gaps between employees’ capacity and work demands.
In educational setting, a well planned and consistent implementation of T and D

program improve the quality of both work performance and productivity.
Significance
This study is significant to almost all of us as beneficiaries from our teachers. What we
have right now is due from the educators who shaped us during our childhood up to college.
The changes in the world is so fast that employees/educators should be in competitive advantage
professionally and psychologically to meet their work demands. The following are the
beneficiaries of this study :
A. Students will benefit from this study in terms of wholistic growth and development from
their educators
B. Stakeholders will benefit from this study in terms of assurance of quality of services
C. Employees will benefit from this study in terms of performance and well being
improvement
D. Educational Institution will benefit from this study in terms of a chain succession. From
increased income to lesser cost of liability to productivity of employees to stakeholders’
satisfaction.
Proposed Training and Development Program for Modern Teachers Towards… | 45
References:
Books
Redman, Tom and Wilkinson, Adrian (2013). Contemporary Human Resources (Text and Cases) 4 th
Edition. Pearson Education Limited Ediburgh Gate Harlow CM202 JE.
Aamodt, Michael D. (2007). Industrial/Organizational Psychology (An Applied Approach) 6th Edition.
Cengage Learning. Wadsworth 10 Davis Drive Belmont, CA 94002-3094.
Journals
Arneson, J., Noughton, J., and Rothwell. W.. (2013) Training and Development Competencies (Redefined to
Create Competitive Advantage). Training and Development Journal January 2013, 42-47.
American Society of Training and Development.
Bayraktaroglu, S., and Cickusic, E.. Impact of Training and Development on Employees Performance in
Bosnia And Herzegovina. European Researcher 2014 Vol.(89), No. 12-2. Academic Publishing
House Researcher.
Carliner, S., and Price, D.W. What is in Name? Training Matters. Training. /August 2015 56-58. Lakewood
Media Group LLC. www.trainingmag.com
Krishnaveni, R., and Sripirabaa, B.. Capacity Building as A Tool For Assessing Training and Development
Activity : An Indian Case Study. International Journal of Training and Development 2008 12:2
121-134. Blackwell Publishing Ltd.
Michaud, Robert. The Staff Development Function- Assessing Training Needs. Training and Development
Journal August 1978 62-63. EBSCO HOST 2003.
Shenge, Nyitor (2014). Training Evaluation: Process, Benefits, and Issues. Ife PsychologIA 22(1) 50-58. Ife
Centre for Psychological Studies/Services, Nigeria.
Steadham, Steven (1980). Learning to Select A Needs Assessment Strategy. Training and Development
Journal January 1980 56-61. EBSCO Publishing 2003.
THE ANALYSIS OF VULNERABILITY AMONG TEENAGERS MISUSING SUBSTANCE IN
INFANTA NATIONAL HIGH SCHOOL: BASIS FOR FURTHERING DEPED’S CHILD
PROTECTION POLICY
Mark Anthony R. Malonzo

Teacher III and Open High School Program Coordinator
Infanta National High School
Abstract
This is a position paper on the issues that concern protection of children and
youth. For the sake of contextualizing the issues, the writer has made an analysis of the
vulnerability as a factor that triggers violators to inflict crimes to young people
specifically students from the Infanta National High School.
The issues concern the DepEd’s responses to these contemporary problems in

education. Among these is the DepEd Order No. 40, s. 2012 or the Child Protection
Policy and the Republic Act 10627 or the Anti-Bullying Act of 2013. These laws seem to
arrest the issues once there is a crime already, but to prevent this from happening by
empowering the young people to protect themselves from these offenders. These violators
are older young people victimizing younger ones.
The ultimate purpose of this paper is to further the implementation of the Child
Protection Policy not only in school, but in the community or barangay as well. That the
school and community have to create an enabling environment for young people so that
they will be able to functionally perform their roles in the society as they grow mature in
the future.
In the course of arguments and counterarguments the reader may have or may
have not agreed on the point of view of the writer. It is then advised that the reader must
keenly consider both sides and make up his mind whether or not to take the
recommendations.
Finally, the writer and the readers of this position paper will have or will have
not arrived at a common opinion until further analysis substantiates the arguments or
the counterarguments, thus the paper is still open for further discourse and analysis.
Introduction
Commonly overlooked issue in Philippine education is the protection that concerns

children and youth. There are undocumented incidents of violence, abuse, exploitation and
discrimination. The government has responded to this issue by giving birth to Anti-Bullying Act
(Republic Act 10627) in 2013 which has enhanced DepEd’s existing Child Protection Policy
(DepEd Order No. 40, s. 2012).
Luistro (2015) stated, “The enactment of the Anti-Bullying Act paved the way for a
heightened awareness against child abuse. The inclusive nature of the Act now mandates all
elementary and secondary schools—public and private—to adopt policies to address bullying in
their institutions in order to provide a safer environment for students.”
The Analysis of Vulnerability Among Teenagers Misusing Substance in Infanta National High School | 47
DepEd’s CPP mandates all elementary and secondary schools to create a Child Protection
Committee (CPC), composed of school officials, teachers, parents, students, and community
representatives. Since its establishment in 2012, 59% of the public schools in the country have
created CPCs. At present, 93 school divisions in seven regions have their respective pool of
trainers, who are expected to rollout and to capacitate school personnel in handling child abuse
and bullying cases.
For the school year (SY) 2013-2014, DepEd has received more than 1,700 reports of child
abuse and bullying in school. Out of these cases, 60% have already been resolved.
One thing is observed by the writer of this paper. The efforts of DepEd to safeguard all
the Filipino learners do not just end in the creation of these policies. The law-enforcing schools
must ensure that all students are empowered to protect themselves from all forms of violence,
abuse, exploitation and discrimination.
Given all these efforts and initiatives, the question of how well these learners are
educated by school, which is supposedly creating an enabling environment for them remains
vague.
Thus, the writer of this paper seeks to understand the innate characteristic of young
people. Of all the already-mentioned crimes against children and youth, one common thing
makes them prone to such violations of their right of protection; it is their vulnerability.
The main focus of this paper lies in the prevalent cases of substance use among teens.
This encapsulates some experiences of teenagers from the Infanta National High School who
used to be users and/or are still using harmful substances. Illicit substances under the light of
this study include Marijuana, Shabu, Cigarette, and Alcoholic Liquor.
An analysis of their vulnerability to using, misusing and abusing these substances

relating to the concern of protecting them against these forms of violations and of other ways of
creating an environment that enables them to protect themselves from corruption, harm and
abuse generally states the essence of this study.
Background
Featured in this paper are experiences of selected students from among those who have
identified themselves as users or illegal users of illicit substance. Their responses are not expected
to bear the general conclusion, but rather moderatum generalizations; moderatum
generalizations . . . ones in which aspects of the focus of inquiry can be seen to be instances of a
broader set of recognizable features (Williams, 2000: 215)
There were seven (7) students participated in the (FGD) Focus Group Discussion from
Infanta National High School who were respondents of this position paper. There were also some
interviews with the school’s Guidance Counselor to further substantiate the arguments presented
in this paper. For confidentiality of their identities, they were allowed to use aliases. Aside from
the quantitative limitation of the respondents, some qualitative limitations were identified. Those
who were willing and able to be interviewed are considered in this paper. However, in-depth
treatment of each case substantiates the arguments to support the thesis stated below.
There is a common experience of vulnerabilities among these youngsters why

they had been into such health-destructive activities. That the Child Protection Policy
must clearly define its role not to treat teens as always preys but as empowered
individuals to safeguard themselves from any form of abuse or harm and promote their
own well-being.
Below is a brief profile of the participants in the FGD.
Code Name (Alias) Age School/Grade Level

Mr. RR 15 Regular School (G9)
Mr. Crown 15 Regular School (G9)
Mr. Abacus 16 Regular School (G9)
Mr. COC 16 Regular School (G10)
Mr. Ujan 15 OSY (G8)
Mr. Darwin 19 OHSP (G10)
Mr. Nhoj 17 OHSP (G8)
Rationale
With the foregoing thesis of this position paper, the writer has raised seven arguments
that will support the fact that there is Child Protection Committee yet it does not ensure that each
child/ youth’s case is well kept and treated confidentially and thus their being vulnerable to
these forms of corruption of minds, harm, abuse and violence are not managed effectively and
efficiently.
There were several studies on vulnerabilities among children and young adults that
exacerbate their ill fate.
To better understand what a child or youth vulnerability is, the writer has reviewed
related studies and literatures that enhance his point of view. Vulnerable and disadvantaged
children and young people aged under 25 who are at risk of misusing substances include, those
whose family members misuse substances, those with behavioral, mental health or social
problems, those excluded from school and truants, young offenders, looked-after children, those
who are homeless, those involved in commercial sex works those from some black and minority
ethnic groups. (NICE, 2014)
Presented below is the adopted conceptual framework that explains how vulnerability of
children and youth is affected by the environment.
Otherwise known as the Human Ecology Theory, the Ecological Systems theory states
that human development is influenced by the different types of environmental systems.
Formulated by famous psychologist Urie Bronfenbrenner, this theory helps us understand why
we may behave differently when we compare our behavior in the presence of our family and our
behavior when we are in school or at work. The ecological systems theory holds that we
encounter different environments throughout our lifespan that may influence our behavior in
varying degrees. These systems include the micro system, the mesosystem, the exosystem, the
macro system, and the chronosystem.
1. The Micro System
The micro system's setting is the direct environment, we have in our lives. Your family,
friends, classmates, teachers, neighbors and other people who have a direct contact with you are
included in your micro system. The micro system is the setting in which we have direct social
interactions with these social agents. The theory states that we are not mere recipients of the
experiences we have when socializing with these people in the micro system environment, but
we are contributing to the construction of such environment.
2. The Mesosystem
The mesosytem involves the relationships between the microsystems in one's life. This
means that your family experience may be related to your school experience. For example, if a
child is neglected by his parents, he may have a low chance of developing positive attitudes
towards his teachers. Also, this child may feel awkward in the presence of peers and may resort
to a withdraw from a group of classmates.
3. The Exosystem
The exosystem is the setting in which there is a link between the context wherein the
person does not have any active role, and the context wherein is actively participating. Suppose a
child is more attached to his father than his mother. If the father goes abroad to work for several
months, there may be a conflict between the mother and the child's social relationship, or on the
other hand, this event may result to a tighter bond between the mother and the child.
4. The Macrosystem
The macrosystem setting is the actual culture of an individual. The cultural contexts
involve the socioeconomic status of the person and/or his family, his ethnicity or race and living
in a still developing or a third world country. For example, being born to a poor family makes a
person work harder every day.
5. The Chronosystem
The chronosystem includes the transitions and shifts in one's lifespan. This may also
involve the socio-historical contexts that may influence a person. One classic example of this is
how divorce, as a major life transition, may affect not only the couple's relationship but also their
children's behavior. According to a majority of research, children are negatively affected in the
first year after the divorce. The next years after it would reveal that the interaction within the
family becomes more stable and agreeable.
This theory, published in 1979, has influenced many psychologists in terms of the
manner of analyzing the person and the effects of different environmental systems that he
encounters. The ecological systems theory has since become an important theory that became a
foundation of other theorists' work.
Significance
The theoretical framework expounded in the Rationale of this position paper provides
the context on how these systems play between and among each other. Through the help of this
framework, the reader will create a clearer picture of how these systems play and find their
significance from both the theory and the local experiences of the respondents.
This study is specifically dedicated to all growing teens to the present generation who
will be the successors of our future generations. If our country is to build a greater nation,
everyone in the society has to ensure that children and youth are active and proactive agents of
their own well-being. The roles of the society which surrounds the environment of these young
people have to be promoting their rights to survival, development, participation and protection.
If everyone in the school and in the community has this kind of thinking, greater chance of
success is easily achieved. The teachers, being more educated than those parents or guardians of
those underprivileged young people, have to act as parents or guardians of their students
especially those who need much of their attention. They must not be focusing on those who
perform well in the class, but rather those who are at risk of dropping out because of frequent
absences or are observed to be in the most vulnerable situation. These two important elements in
the educative process may propel other related organizations in the society. These include their
families, the Department of Education (DepEd), the Department of Social Welfare and
Development (DSWD), the Philippine National Police (PNP), the Office of the Civil Defense
(OCD), Religious Groups, SangguniangKabataan or the Sangguniang Barangay and the Local
Government Units (LGUs) through its Municipal Council for the Protection of Children (MCPC).
1. DepEd’s Child Protection Committee in every school must play its roles in ensuring the
creation of enabling environment for them. The CPC in school must be connected or
intertwined with the Barangay Council for the Protection of Children (BCPC) and the
Municipal Council for the Protection of Children (MCPC). To harness all the resources
and maximize all the efforts of CPC, BCPC and MCPC, they all have to synchronize all
their programs and activities educating these young people to make them empowered
and treating their illnesses and delinquencies with utmost care and concerns. They must
see the significance of their existence in performing their tasks and help those young
people become empowered agents of their own well-being.
2. The Department of Social Welfare and Development (DSWD), being the core agency that
ensures good condition of each member of the society, has to revitalize BCPC and MCPC
by meaningfully collaborate with the CPC through the help of the Guidance Counselor.
A referral system to the Child Protection Unit (CPU) which is different from the police
station has to be institutionalized. Again, the fruit of this service counts in the number of
young people who have straightened their way towards a better future. This study
provides them a clear connection on how they may integrate with the DepEd’s programs,
projects and activities. Their resources may also be complemented to do furthermore in
rendering services for those underprivileged members of the society.
3. The Philippine National Police (PNP) and the Office of the Civil Defense (OCD) have also
significance of this paper. They may integrate in school programs and activities
otherwise be visible regularly in the school so that they may build a good image and
create a friendly environment with these growing teens. Through these two offices, they
may be part of the information-education-communication (IEC) campaigns in school. At
least once in each month of the school year, they may conduct classes or symposiums in
school. They must not limit their duties in arresting criminals, but rather preventing
crimes by educating young people who are vulnerable to crimes.
4. The Religious Groups and Churches may also contribute to address these issues in school
and in the community. Moral philosophers may extend their service promote an
interfaith programs and activities in school and in the community. Religion plays a
crucial part in developing an individual, especially the adolescents whose attention are
divided by so many pressures on the environment. The significance of this analysis for
the Church is to realize its function in making enabling environment for these young
people. Organizing small peer support group centered on spirituality may be considered.
All these potential initiatives are not taking place. Through this paper, they are hoping to
find their significant place in the enabling environment for these young people.
5. The Local Government Units (LGUs), Sangguniang Barangays (SB) and the Sangguniang
Kabataans (SK) in each municipality may view the significance of this study to their
functions as key duty-bearers that maintain peace and order in their respective
communities. This paper may contribute to the management of programs for the young
people. They may enliven different activities by engaging these young people in
planning, designing, implementing, monitoring and evaluating (PDIME) programs and
projects that aim at developing them holistically. The creation of the Municipal Council
for the Protection of Children (MCPC) and the Barangay Council for the Protection of
Children must have been synthesizing and synchronizing their PDIME processes with
that of the Child Protection Committee in school. This paper may somehow give them a
concrete idea how to do it.
Analysis
This part presents the positive and negative sides of the issue. The positive positions (the
arguments) support the thesis while the negative positions (counterarguments) negate the thesis
statement. At the end of this analysis, the judgment of the reader on whether the point of view of
the writer is acceptable or not is the purpose of this position paper. Presented in the following are
arguments and counter arguments that help substantiate and expound the thesis presented at
this point of view paper.
A. Arguments
These are statements that supports the thesis which un-lids the issue on Child Protection
Policy. These are written in the perspectives of the writer, and the participants of the FGD.
1. No Confidentiality on Cases for Minors

Students who were found to have been misusing substance were treated as criminals.
Instead of helping them to conquer the fear and shame that they encounter when they were
caught by the authorities. In the interview with Mr. Abaccus (not his real name), he mentioned
his experience when he was invited by the policemen in uniforms from the school to the police
station. He had that idea of what it was supposed to be done. During the interview, he was
invoked by the researcher not to look it that way. The researcher tried to correct the teens’
misconception about the image of policemen and other authorities. They added,
“Nakakahiyangapotalaga sir nungnasapagitanako ng dalawangpulis. Damingdami pa namannakatingin.”
(It was really shameful when I was walking amidst the policemen. There were so many looking
at me.)
2. No Enabling Environment for Students in School

Teachers, especially advisers, have a great role in guiding and guarding their students in
the class. They have to ensure that their students are always in the classroom, whether or not they
are in. As their titles suggest, ‘adviser’ plays a very crucial responsibility to lead these teens. But
because teachers do not have extra time to do some tete-a-tete conversation with each of their
classes, the curiosity among them were satisfied by adults who are maligning their innocence and
taking advantage of their vulnerabilities. Those adults or older people who barely have education
and live in desperation because they were also victims of misinformation and malicious influence
during their teenage days, are the ones who make the complicated environment for these
teenagers. Among the three of seven participants in the FGD agreed that they were influenced by
older teens whose age ranging from 18 to 22. They tend to resort to these kinds of people in times
of adversaries they experience at home. Five of them belong to broken homes. Mr. Crown (not his
real name) had a different side of the story. According to him, “Si papa pa po ang nagturosa akin
magsigarilyo, para hindi kung kani-kanino pa ako matuto.” (My dad himself taught me to take up
smoke so that I will not learn it from others so strange to him.) It can be inferred that his dad
would want to grow with him. But his eyes became teary when he said, “. . . kaya lang po ay ako
lagi napapagtripan ni papa. Hindi nalaang po ako lumalaban.” (. . . however I had been always beaten
by papa. And yet I do not fight back.)
Listening to their stories really appeal to the researcher as if they call for a kind of
environment different from their families. They seem to look for the school as a haven for their
weary spirits. I saw an outburst of cry when I asked one of them, Mr. RR “Ano ba an gpangarap mo
sa buhay?” What is your dream in life? He said that he wants to be a seaman or a technician.
3. Lack of Teachers Training on Case Management and Case Studies

The presence of CPC in school is a good sign of addressing this issue on children and
youth vulnerability. However, the functionality of this greatly depends on the initiatives of each
classroom teacher/adviser. Their initiatives depend on their competencies to handle cases related
to child protection. Training on case management involving vulnerability of children needs to be
given priority. In the Gender and Development (GAD) Trainings funded by the MOOE
(Maintenance and Other Operating Expenses) of the school, the integration of this issue must be
addressed. It is therefore highly suggested that all teachers must be sensitized with the entire
process of handling and managing individual cases of children involving issues on protection.
The evident fact is affirmed by the writer himself and the Guidance Counselor of the school
where the analysis is taken from. The Guidance Counselor stated, “ Sadami ta naman ng ginagawa
ng mgaguro ay hindinatalaganilamatutukanangbawatbatanila. Akonaman ay nag-iisangguidance
counselorna full time.” (Because of the several tasks of teachers, they do not much pay attention
to each of their students in the class. And yet I am a solo full-time guidance counselor.
4. Laxity in Promotion of Child Protection Policy

The school administration controls everything in the school. The principle of School
Based Management is given, but its practice remains a challenge. The Praxis (practicing the
principles) that the school must be promoting Child Protection Policy seems to be very lax.
Empirical data manifested during FGD with these teenagers from the Infanta National High
School. Three of these seven respondents are enrolled in the Open High School Program, and the
other one is a dropout and used to be a student of the school. They told the story of how they
dropped from the school rolls. The OSY agreed to mention his name in this study. His name is
Ujan, 15 and supposedly G9 student. He shared his experience on how a number of G7 students
were enticed by older men who made them drunk and sniffed Shabu. They said it was just out of
curiosity. They tended to resort to this kind of barkada because they were running away from
their family problems. The two other students of OHSP displayed some kind of maturity in
answering by sharing how they are now coping with and trying to win the trust and bringing
back the lost image of their youthfulness. They were told by the writer not to stop trying to make
their parents proud of them again. He encouraged them to look back the old days when they
were kids and so happy with the company of their parents and siblings. Their dismay was
expressed on how the school takes responsibility on their cases. They look for a concrete program
and mechanism to address their issues on protection, prevent this from happening again to
younger people in school. They seemed to display potential in making them active agents for
change.
5. Poor Awareness of Community People on Child Protection Policy (School-

Community Program Management)
Ideally, the school-community relations help CPP be institutionalized. The reality speaks
for the fact that vulnerable children and youth are taken advantage by older youths or adults that
corrupt their young minds. This may be attributed to the poor awareness of the community
people on the Child Protection Policy. Part of the mesosystems is the linkage between school and
community. The policy may have superficial value on the part of the people outside the
microsystems. This idea has been perceived by the respondents in the FGD. All of the seven
participants agreed that they were maligned by the older youngsters in the community who are
disengaged from the school, while these youngsters were influenced with these vices by the older
people.
B. Counter Arguments
The statements in this section are thought by the writer if what someone who disagrees
with him might say about each of the points he has made about the position. An interview with
the guidance counselor facilitated the writing of counterarguments in this portion of the paper.
1. According to the school’s guidance counselor, Mrs. MitosAmadel Santos-

Villamor, there are three ways to breach the confidentiality of cases of minors under certain
circumstances, vis-à-vis, apparent self-inflicted harm, threat of potential harm to others, and
court order. Confidentiality is treated very cautiously when she takes care of delicate issues,
especially those concerning the student’s protection. There were reported cases ranging from the
most serious like selling Marijuana or Shabu among students in school, to the least serious like
smoking or drinking alcoholic liquor. The issue of treating these cases confidential is not just the
concern of the office of the guidance counselor, but rather of all the teachers and authorities. She
added, “Kaya naman hindi gumaganda ang tingin ng mga bata sa guidance ay ginagawan gpanakot ng
ilan sa mga kasama natin.”(“It is then because some of our colleagues which make the guidance a
scare thing.”) “Kung tinuring mong confidential ang kaso nila, magtitiwala sila saiyo.” (“If you treat
their cases confidential, they will trust you.”)
2. There is an enabling environment for the students through parenting, home visit,
dialogue parents, parent encounter, retreat, and activities in the EdukasyonsaPagpapakatao
(EsP). The school really promotes enabling environment as far as the guidance counselor is
concerned. It is just the students who make their environment so destructive. Villamor added,
“Instead of joining different clubs, participating in so many activities in school, they would rather
join their barkadas and go into vices. This attitude of some students destructs others’ environment.
The presence of meaningful activities for them signifies our school’s effort to support enabling
environment.”
3. Teachers’ formal education in the tertiary has rendered them a variety of
experiences in handling vulnerable cases of young people. The guidance counselor does not
believe that the teachers are not aware of that. She argued, “They have to empathize to really help
these problematic students. They do not have to wait for more trainings just to respond to their cases in the
right way” Very apparent to every teacher that the school has scarce resources for special trainings
on this matter. This must not limit them from doing the right thing for children/ youth
confronting protection issues.
4. It (argument 4) is not completely true. The efforts of the office of the guidance
counselor and the Child Protection Committee (CPC) will speak for its keen advocacy to promote
Child Protection Policy. The creation of the Student Handbook initiated by the school principal
may be viewed as a good step in promoting protection in school. Villamor cited, “Our school has
employed security guards, watchmen and other utilities ensure safety and protection among our
students. We seriously address all the issues that concern the safety and protection of our
learners.” She told the writer, you see that these students, despite of their delinquencies, are kept
by the school through alternative delivery modes of education. We have ALS (Alternative
Learning System) and Open High School Program (OHSP).
5. The guidance counselor and the writer have thought that the school has
initiatives to strengthen its connection to the community. Its partnership with the PTA (Parents-
Teachers Association), INHS Grand Alumni Association, ChildFund – Philippines and ReINa
Federation of Parents’ Associations, the Local Government Unit and the Sangguniang Barangays
through the organized School Governing Council (SGC) shows how the school exerts efforts to
tighten up its connection to these entities in the community. For the promotion of the Child
Protection Policy in the community, it is expected that the Barangay Council for the Protection of
Children (BCPC) and the MCPC are collaborating on this. Both of them agreed that these are the
ideals, but the reality shows concretely the cases of children and youth vulnerability taken for
granted.
Recommendations
It may be inferred that proximity in age determines the extent of influence. The
experiences of participants in the FGD suggest a common story; first to take smoke or alcoholic
liquor, make it more frequent than be pressured by them to take illegal substance.
Adopt a program on how to control the teens in exploring experiences out of their
curiosity. Organizing peer support groups in school may be a viable intervention for these cases.
Employ enough number of guidance counselors in DepEd. Give them premium and
optimum compensation and benefits. Their roles become more crucial and crucial, tougher and
tougher, especially in the advent of the 21st Century Education.
Include in the performance appraisal of teachers (RPMS) resolved cases on Child

Protection. Give special credit to such accomplishments. The administration has to provide time
to do advising, mentoring or counseling students. They have to harness equitable teaching hours
for teachers to extend quality time to each student facing this protection issue. Each class, with
the leadership of the adviser, has to maintain a friendly environment all the time, so that none of
them will drift away and resort to other barkadas.
Adopt the National Institute for Health and Care Excellence (NICE) Program. Follow
their recommendations found on line. Follow the links below.
The following implementation tools are relevant to this part of the pathway.
- Interventions to reduce substance misuse among vulnerable young people: costing

report
template
statement
References:
Government Policies/ Legal Documents:
DepEd Order No. 40, s. 2012 or “The Child Protection Policy”
Republic Act 10627 or “The Anti-Bullying Act of 2013”
Republic Act 7610 or “The Anti-Child Abuse Act of 1992”
Related Articles:
“Towards A Child-Friendly Education Environment”,

PWU-CWC-UNICEF for Plan Philippines in 2009
Dr. Cesarea GODUCO-AUGLAR Clinical Director, A Note on Drug Abuse in the

Philippines , National Mental Hospital, Mandaluyong, Rizal, Philippines
Web Sites:
http://pathways.nice.org.uk/pathways/reducing-substance-misuseamong-
vulnerable-children-and-young-people
https://explorable.com/ecological-systems-theory
NATURAL DISASTER PREPAREDNESS OF THE SELECTED BARANGAYS IN THE CITY
OF MANILA
Aries Reydel F. Marasigan

Faculty Member, University of Makati
Background of the Study
Global climate change is now in the fore issue that concerns everyone. The effects of such
is evident and undeniably pursuing every being. Extreme weather patterns, such as the
occurrence of super storms; rising of sea levels that cause plains to flood; changes in the earth
crusts that scientist says would lead to earthquakes, are all becoming part of the lives of
everyone. Scientist around the globe had started defining these different phenomena and had
provided significant accounts for every human race to understand. Various how’s and why’s of
every eventuality was given but unfortunately those information can only provide explanation
for alleviation of the aching minds of those affected, but never the pains of losses. Reports after
report has shown how tremendous were the impact but on the other hand these also give light on
how people rise up, adjust and adapt.
In the Philippines, the various phenomena that intrude and continuously inflicting the
lives of the people are termed disasters. From the very essence of the meaning of this term, it
imposes danger. Statistics have vividly described the damages and impact to lives of many.
Thousands of lives were prejudice due to lack of preparedness. The impact of disasters in terms
of casualties and damage to property is staggering. According to National Disaster Coordinating
Council (NDCC), the number of deaths from natural disasters in the 1990 decade and in 2000-
2006 has increased compared with the 1980 decade levels. A significant number of deaths are
caused by tropical storms. It is estimated that an average of 500 people were killed each year due
to tropical storms during the period of 1970-2002. The high number of deaths in the 90s was
mainly due to the 1990 earthquake that struck Luzon wherein lives lost numbered about 2,000
and 6,200 respectively. The NDCC recorded a total number of 36,019 deaths caused by natural
disasters from 1980 to 2006. In 2009, Tropical Storm Ondoy and typhoon Pepeng brought two of
the worst floods in history of Luzon particularly in Metro Manila and Pangasinan that caused
deaths estimated nearly 900 and billions of properties were damaged.
This overwhelming picture of the rage of these occurrences had pushed the researcher to
conduct an inquiry of the preparedness of the people in the community level for those disasters.
The researcher as a clinical instructor and also a National Service Training Program (NSTP)
Facilitator currently assigned in community set up and also a disaster operation crew in City
Disaster Coordinating Council before entering in the academe have noticed that the community
folk are quite passive in the idea of household preparation for natural disaster. The government
claims based on the media pronouncements that they are ready for the natural disaster but
despite all those efforts, the after-mat of the calamity death toll is always in the picture and the
number is very alarming.
Natural Disaster Preparedness of the Selected Barangays in the City of Manila | 59
It is obvious that the community members cannot control or know when disaster strikes
and the only solution to this problem is to prepare and be ready to overcome whatever it may
bring. As a nurse by profession and advocate of National Disaster Risk Reduction and
Management Council (NDRRMC), the researcher wants to determine if the barangay respondents
are ready and follow the manual of NDRRMC. Hence, this study aims to assess natural disaster
preparedness of selected barangay in the City of Manila to have a parameter for the improvement
of readiness through education, specifically the NSTP of the tertiary levels.
Significance of the Study
The findings of the study will be beneficial to the following: Family Residents. The result
of the study would provide an idea for each family on the things that they need to establish and
impart in order to sustain a point of preparedness for any natural disaster. This would provide an
encouragement for the family to have a formulate attainable family emergency plans, disaster
supply kit, and participate in trainings such as first aid and basic life supports and to attend
community-based assembly to gain information about disaster preparedness. Barangay Officials.
It will provide information about the way their residents prepare for the natural disaster hence it
will help them formulate community wide disaster preparedness strategy. Educators. The result
would be an input and/ or an additional subject of concern to be imparted to the students, which
in could be utilized as an extended arm in educating the community of disaster preparedness.
The output of this study would be used as a guide of the instructors on the topics that would be
given emphasis in the community education programs through the NSTP. Students. The
information that this study provides will help them view a clear concept of how the community
entertains disaster preparations. This will also help them understand the concerns and needs of
the community people on disaster preparedness. Future Researcher. This serves as baseline
information of the way the people of the community in the City of Manila deals with
preparations for natural disasters.
Results and Discussions
Problem Number 1: What is the level of concern of the respondents to the following natural
disasters: Earthquake, Flood, and Typhoon?
The respondents deal earthquake the top of their concern because the impact of the said
disaster that happened before left a negative perception. The after-mat affects a large number of
people because of the severity of casualties and damage to properties. As observed by the
researcher, the vicinity is prone to earthquake damages due to the weak nature of the community
structures. Usually, houses of informal settlers were made of light materials which are vulnerable
to disaster. It also accounts that the City of Manila is lacking of open spaces that is helpful during
evacuation in times of disaster. According to Mangao (2012) as cited by DJ Yap of the Philippine
Daily Inquired, in case of strong earthquake two of the most serious challenges are the
substandard quality of buildings and the general disarray of buildings. Based on the respondents,
preparation for such is not quite feasible. Moreover, they claimed that most of the structures built
in the area were not able to follow prescribed building code standards. The enforcement and
application of building codes is a major step toward becoming better prepared for an earthquake.
Building codes provide the acceptable standards used to regulate the design, construction and
maintenance of buildings for the purpose of protecting the health, safety and general welfare of
the building’s users (disastersafety.org, 2012). However, according to some of the respondents,
willingness to do so is in place but the problem of finances prevents them to secure proper
guidance from concerned agencies. On an actual visual account by the researcher, it was obvious
that some of the residential houses and infrastructural facilities were seem constructed without a
plan, as evidenced by the crowded sites. Open spaces to some of the barangay were at scarce.
Some of the respondents express out their fear of no safe place to run to when such disaster
happened. It was very much known that the Philippines is in situated in the so called
superhighway of typhoon in the Pacific region. According to National Disaster Coordinating
Council, as cited by Labuguen et al.,2012; approximately, an average of 20 typhoons per year
passes through the country with 5 of them considered as the most destructive. Despite the
regularity of visit of this calamity, destructive outcome of such was almost always debilitating.
The depressing scenery after those typhoons had left affected residents an unforgettable imprint
of disaster. It was almost always that typhoons are accompanied by flooding, and mostly the
latter gave the greatest impact or destruction. In 2009, Tropical Storm Ondoy and typhoon
Pepeng brought two of the worst floods in history of Luzon particularly in Metro Manila and
Pangasinan that caused deaths estimated nearly 900 and billions of properties were damaged
(National Disaster Coordinating Council, 2010).
Problem Number 2: To what extent do the respondents prepared for natural disasters?
Majority of the respondents dealt “fitting gas appliances with flexible connection” as the top
when it comes to preparation for disaster. Based on some of the accounts of the respondents,
“they fear so much on the possible after-mat of an earthquake disaster that is the leaking gas
tank”. They are well informed by media and some fire volunteers about the possible causes of fire
are gas leak which is related to earthquake because of shaking. The occurrence of household fire
can be caused by dysfunctional gas appliances, according to Stacy Gerlich, (2009). With the
housing situation that they have, small ignition would make the whole barangay be erased. It
could be noted that the respondents for these study are primarily head of the house hold, it is not
but natural that safety of the household would be a priority. Most of them exclaimed the idea that
it would be better for them to be flooded than to be burnt down. It is because they can still
salvage their valuables in case of flooding unlike household fire which causes more destruction
and damage to properties.
Ranked second in the list of items with high level of preparedness is giving instruction or
talking to members of the household on the things they need to do in case a disaster occurs. This item
denotes communication between the family members of plans and activities to be undertaken as
a response to any disaster that may arise. Majority of the respondents are working and most of
the time they are out of their homes, according to them, it is very essential that each member of
the family must be aware of the possible means that they could protect themselves or simply
make a contact to any of the other members of the household to inform. The respondents
understand the risk of the natural hazard that results to high perception and preparedness. As
cited by Nixon and Jaswal (March 2010), in order for community preparedness to begin, one
must have a clear understanding of the perceptions of risk, beliefs and attitudes regarding
disasters. The perception of risk and the level of preparedness influence an individual or family,
and a community’s ability to prepare for, respond to, and recover from disasters (Cutter S.,
Burton C., Emrich C., 2010). It could be noticed that the only item that got a low level preparation
was on the training for a first aid or life support. Respondents claimed that nobody had done
such training in their locality and if ever there would be time might one of the constraints. In the
survey conducted by the American Red Cross, 2007, if a household had taken one
recommendation for preparedness they feel it is sufficient already and will not perform other
advised sets of actions such as attending to CPR training, learning to create disaster plan etc.
Problem Number 3: How do the respondents prioritize the community natural disaster goals?
The importance of strengthening of the emergency medical services made it to the top of
the respondent’s prioritization. Based on the actual visual account of the respondents and the
barangay officials there was only a limited resources when it comes to emergency medical
services such as fire stations, hospital and any health related facilities to address a disaster. It is
important to have services that pertain to addressing to emergency and this is badly needed
when disaster strikes. It is a concern for safety and assurance of the support system that is needed
when disaster occurs. According to Asian Disaster Preparedness Center (2003) many developing
countries, as they gear towards economic development and increase urbanization of cities, there
is also a parallel need and concern of the public and the international business community for
enhanced public safety services. A major part of which is the role of the Emergency Medical
Services (EMS) System, which is composed of a network of resources (health care facilities, police,
fire department, public health, rescue groups, volunteers, etc.), linked together for the purpose of
providing emergency medical care and transport to victims of sudden illness and injury. Based
on the findings, enhancing the function of natural features is a priority to a very great extent due
to the effects of dysfunctional drainage system that causes flooding that result to damage to
properties and casualties. Some respondents revealed that the clogged drainage system causes
flooding when rain occurs. Based on the visual account of the researcher, improper waste
segregation and disposal causes the drainage system to clog. Community should have a
collaborative effort for that matter in order to avoid dysfunctional drainage which is a factor in
flooding. According to Journal of Sustainable Development in Africa (Volume 14, No.1, 2012),
economic losses due to natural hazards such as, floods disasters have increased in folds and have
also resulted in major loss of human lives and livelihoods, the destruction of economic and social
infrastructure, as well as environmental damages during this period. Recurring floods and other
disasters have been identified as a serious threat to sustainable development. Significantly, flood
disasters result from human-created vulnerability which is an outcome of our interacting with
the environment by some human activities such as designing and locating our infrastructure,
exploiting natural resources, concentrating our population and so on (Hualou, 2011). The quality
of the urban space is vital to sustainable livelihood; therefore, it is important to understand the
relationship between sustainable development and disaster preparedness and management.
Moreover, urban areas are particularly vulnerable to flooding due to inadequate capacity
of drainage structures; changes to ecosystem through the replacement of natural and absorptive
soil cover with concrete; and deforestation of hillsides, which has the effect of increasing the
quantity and rate of runoff, and through soil erosion and the silting up of drainage channels. It is
important to have a proper drainage system especially in the location of community which is
prone to flood because it is found in flood plain. According to Action Aid International (2006),
flood hazards are natural phenomena, but damage and losses from floods are the consequence of
human action.
In the table it was also revealed that the respondents prioritization to a very great extent
in protecting private property and protecting critical facilities because for them it affects their
lives and properties. Lessons learned from past disasters have revealed social vulnerability is
influenced by access to resources, socioeconomic status, demographics, beliefs and customs,
family structure, and ethnicity (Cutter, Boruff, & Shirley, 2003). Determinants such as those listed
provide some explanations for the differential preparedness, impact and response to disasters.
(Cutter S., Burton C., Emrich C., 2010) Due to the lack of resources, and social isolation the most
vulnerable and marginalized people within society bare the brunt of the impacts associated with
disasters (Vermaak & van Niekerk, 2004). The respondents show prioritization to all community
disaster goals for natural disaster preparedness; a collective expression that encompasses
structural and non-structural protection measures. These are often described as mitigation and
preparedness but there is no precise division between these terms. “These are various activities,
projects and programs that the communities may identify after assessing and analyzing the risks
that they face. These measures are specifically intended to reduce the current risks and prevent
future risks to the community” (Abarquez & Murshed, 2004). The respondents reveal on the
importance of preventing development in hazard areas show a positive outlook to prevent loss of
lives and damage to properties. They are aware of the negative effects of the unplanned building
of any infrastructure that may aggravate the impact of disaster. Based on the study conducted by
Clarion University of Pennsylvania (2012), the impact/caused can be very high in the urban
areas, because the areas affected are densely populated and contain vital infrastructure. It is
similar in the set-up of the barangay respondents wherein it shows that the area is overpopulated
based in the land area and the number of population. A more disturbing issue is the lack of
attention to the promotion of sustainable environmental management especially in disaster prone
areas resulting in devastations which could have been averted. Preventing and managing disaster
situations effectively and ensuring sustainable regional development have being a source of
major concern of academics, engineers, planners, decision-makers and different levels of
government. In making plans and decisions about disaster prevention and management, more
considerations ought to be paid to the spatial features of disasters. (Clarion, University of
Pennsylvania, 2012)
Problem Number 4: To what extent do the respondents perceived the need for the community-
wide strategies?
The respondents show that improving the disaster preparedness of the local school and
making their home a disaster-resistant as the top of their perception of need to a very great extent
in community-wide strategies. According to them, the preparedness issue depends on every
household and the success of having a preparedness program is a collaborative effort. The
information that come form the local school also influences their respective preparedness plan
when it comes to a disaster. It is very important to have an effective and efficient information
campaign about disaster preparedness in all sectors especially local schools. It is supported by the
salient provision of Philippine Disaster Risk Reduction and Management
Act of 2010 which is the training and Education in Disaster Risk Reduction (DRR). The
Integration of DRR in school curricula, training for out-of-school youth, Sangguniang Kabataan
and informal training (RA 10121, Sec. 14). Disaster risk management involves all levels of
government. Even the non-governmental and community-based organizations play a vital role in
the process. The barangay respondents themselves are the first responder in a disaster. Having a
strong preparedness plan for their houses and supporting the local schools in the preparedness
program ensures a community strategy towards making them resilient. Look for champions in
the local government, community and other stakeholders that would be willing to take on the
responsibilities of building disaster resilient communities. Conduct community-based disaster
risk management training as a leveling-off activity and capacity development for partners. A
community risk assessment should follow, with the different stakeholders/sectors including
women and children participating. Based on the results of the risk assessment, a community risk
reduction plan should be accomplished. The completed community risk reduction plan must be
presented to the community through an assembly to solicit suggestions and recommendations.
Ensure the reactivation of the Barangay Disaster Coordinating Council (BDCC) or other people’s
organizations that can pursue community-based disaster risk management. Depending on the
outcomes of the risk reduction plan, test the plans through drills and simulation (Center for
Disaster Preparedness Foundation, Inc., 2012). This is supported by the study of Andre Le Duc
(2007) about the importance of disaster preparedness in the local schools.
Support to regulatory and non-regulatory approach to reduce risk is also important in

the community folks. It is supported by some respondents that ordinances and ways about
disaster preparedness is an important factor for them to become resilient and prepared in natural
disaster. The problem in implementation aspect of the said law in some of the sections such as
funding issue results to the short comings of the programs in disaster awareness and
preparedness. The respondents are supportive of the stipulation of the said law because they
perceived it as a need to very great extent for safe guarding their interest in security as well as the
benefits. To fully appreciate the regulatory and non-regulatory approach that adds to the disaster
preparedness in the community, barangay officials should do what is recommended in the law
for the safety and security of its constituents. It is embedded in the RA 10121 and Strategic
National Action Plan (2010) by the government. Law that pertains to disaster preparedness
improves the awareness and the campaign in addressing a disaster. Responsibilities of the
respondents, public and private entities pertaining to disaster risk reduction should be explicitly
stated in a law to be the support system of the community member. Priority actions at the
barangay level in terms of disaster preparedness should be emphasized by setting up an early

warning system, developing communication protocols and evacuation procedures.
Problem Number 5: Is there a significant relationship between the levels of concern and the
extent of preparation to the different natural disasters?
Even if the perception in disaster is high there is no relationship to the preparedness. The
barangay respondents have a high level of preparedness to the natural disaster mentioned in the
study but it does not assure the preparedness needed by the community to become resilient to
face disaster and to lessen disaster impact that caused casualties and damage to properties.
Although the results of the study shows that there was a concern to a very great extent and the
level of preparations is high, it conveys that there was no significant relationship because some
respondents’ verbalized that they only prepare for a natural disaster if it causes danger.
According to Donald Moynihan (2007) the poor response arose from a failure to manage
a number of risk factors. In contrast, preparedness to disaster is significant to compensate with
the level of concern of the respondents in addressing natural disasters. Rapidly exploding growth
of cities is overwhelming government institutions with the pressures of urbanization. Much of
the growth is haphazard, far exceeding the cities’ capacity to adequately plan and control
development. As a result, uncontrolled urbanization often arise the growth of slums, reinforces
poverty, and diminishes cities’ ability to overcome disasters; as cities developed housing
infrastructure and offer basic social services haphazardly and often without formal land use and
urban planning process. Migration aggravates the problem by creating unplanned informal
construction. Labuguen et al. (2012), this result to sub-standard buildings/infrastructure that will
be a threat when an earthquake struck an urban area. In order for community preparedness to
begin, one must have a clear understanding of the perceptions of risk, beliefs and attitudes
regarding disasters.
An integrated, multi-hazard approach to disaster risk reduction should be factored into

policies, planning and programming related to sustainable development, relief, rehabilitation,
and recovery activities in post-disaster and post-conflict situations in disaster-prone countries.
(Hyogo Framework of Action, 2005 Priorities for Action, 2005)
Problem Number 6: Is there a significant relationship between levels of prioritization of

community disaster goal and the perceived need for community-wide strategies?
The importance of community disaster goal increases as well as the support to the
community-wide strategies. The respondents show a priority to a very great extent when it
comes to community disaster goal which also results to the increase in the need of community –
wide strategies. The importance of community – disaster goal by the respondents affects the
support to every community – wide strategies. According to some respondents, they are
amenable with the goals that pertain to disaster preparedness of the community and also show
support to strategies that will improve the preparedness program of their community when it
comes to natural disaster. Community participation in disaster preparedness determine to the
success of the community-wide strategies. From the beginning of a project, grassroots

involvement is a dynamic and became a principal consideration. A series of consultations
between the city government and the community needs to be conducted to ensure a venue for
information exchange, sharing of ideas and reconciliation of issues among the stakeholders.
Aside from the consultative meetings, the community members must also found the chance at an
actual community risk assessment including the completion of their own hazard maps that
highlighted the elements at risk in their respective localities. (Center for Disaster Preparedness
Foundation, Inc., 2012)
Public awareness activities were carried out to compliment trainings and workshops, and
in order to reach a larger target that trainings and workshops could not otherwise reach.
Awareness activities included dissemination of the results of multi-hazard assessments and
display of hazard maps; distribution of flyers and display of posters on floods, landslides,
typhoons earthquakes and tsunamis; integration of DRR in classroom discussions, production of
flipcharts and photosets to complement classroom discussions on DRR, primarily targeting
children as audience; and holding public forums on climate change and natural resource
management as a strategy for DRR.
The significance of partnership and collaboration between the government and the local
people in disaster risk management is evident. The process became instrumental in enabling both
the government and the community to transcend their differences and unite around the call for
social solidarity for resilience and sustainable development. Not only were the community
members – especially those households located in the high-risk areas – given the chance to
participate in the project activities but they were also able to give valuable suggestions and
recommendations for the improvement of the Early Warning System (EWS) and Evacuation Plan
(Center for Disaster Preparedness Foundation, Inc., 2012).
Problem Number 7: Based on the result of the study, what primer can be propose to improve
the disaster preparedness information campaign of the National Service Training Program.
In establishing for the primer for the improvement of disaster preparedness information
campaign of the NSTP, the researcher had considered the following factors:
1. Since most of the respondent had express a very high level of concern on the 3 natural
disasters, the researcher had decided to include the anatomy and physiology of those
disasters in the instruction.
2. Based on the result of the preparation for disaster the researcher had utilized those areas
of moderate to low level of preparation to be given emphasis on the campaign. This will
also include the technicalities of disaster planning, establishing communication avenues,
preparation of life saving kits and techniques for first aid and basic life support.
3. It can be noted that the respondents express high level of prioritization on the different
disaster goals, it was decided that those 5 areas will be included as a primer for
information campaign.
4. And lastly, it can be noticed also that the responds calls for the different community wide
strategies as part of disaster preparation, it was decided that it will also be included.
Findings
The study reveals the following results:
1. Weighted mean reflecting the concern of the respondents on natural disasters reveal
of 3.68 for earthquake, 3.55 for flood and 3.56 for typhoon.
2. Level of preparedness of the respondents on natural disasters has weighted mean of

2.36.
3. Respondents prioritize community disaster goals at weighted mean of 3.84
4. Respondents perceived the need for the community-wide strategies 3.59 weighted
mean.
5. Test of significant relationship between levels of concern and extent of preparation to

different natural disasters showed r-value of -0.056 and p-value of 0.427 leading to
the acceptance of the null hypothesis.
6. Test of significant relationship between levels of prioritization of community Disaster

goal and perceived need for community wide-strategies showed r-value of 0.306 and
p-value of 0.00 leading to the rejection of the null hypothesis.
Recommendations:
1. Family Residents should have a Family Disaster Plan that should be discussed with all
members of the family for information on what to do for preparations of natural disasters.
Attending meetings set by the barangay officials or any accredited agency that involves
disaster preparedness should be given a time for the family to have knowledge on the
updates on current trends when it comes to disaster management specifically preparedness.
2. Disaster Supply Kit should be emphasized as a need for disaster preparedness. Information
campaign about the proper contents of disaster supply kit will be strengthened.
3. Trainings for First aid and CPR should be included in their plans and it should be part of the
family schedules. Moreover, they should improve their communication skills in their home
as well as the community-wide approach for disaster management. Community members
should be vocal in their respective area and be active on building a community-based
disaster risk reduction measures for them to benefit and prepared on natural disasters.
“Many heads are better than one”.
4. Residents should cooperate in the program set by the government either regulatory or non-
regulatory approach to strengthen their efforts towards success in having a strong disaster
preparedness program that may decrease or lessen the disaster impact.
5. The mandate of the Philippine Disaster Risk Reduction and Management Act of 2012 (RA
10121) should be strictly implemented by the Barangay Officials and should be given an
extra attention to disaster mitigation and preparedness by appropriating proper funds for
their respective jurisdiction to prevent casualties and damage to properties during disaster
impact.
a. Ordinances that would address the weak points such as Information campaign
through seminars and meetings in the community, family emergency plan and
emphasizing the importance of disaster supply kit for every household.
b. Collaboration or tapping accredited agency for the trainings in basic first aid and
CPR which will be beneficial to them.
c. Activation of BDCC in a 24 hour basis manned by skilled personnel about disaster

management with proper equipments and communication devices for giving
warnings and responding to a disaster.
6. Community Health Nurse should utilize their expertise when it comes to disaster nursing to
inform the public about disaster management specifically preparedness. Inform their
respective area of assignment to train barangay health workers in basic first aid and CPR to
help the community become independent and resilient in addressing a disaster. Strict
implementation of Disaster Management Plan focusing on health sector for the community.
7. The proposed primer for enhancement can be utilized as a guide by educators for teaching
their students about Information Campaign in disaster preparedness that can be considered
highly community oriented scope. Facilitating for developing the Family emergency plan,
disaster supply kit and trainings in first aid and CPR would be the focus of activities.
8. Students in nursing should be actively involve during their community immersion and
experience to the information dissemination focusing on the highlights of the result of the
study.
9. Future researchers to make a deeper exploration on the relationship of awareness and

knowledge of the hazards and the corresponding preparations, in order to come up with
sufficient data to establish their exact relations.
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Strengthening Disaster Risk Reduction in the Philippines: Strategic National Action Plan (2009 – 2019)
AN ANALYSIS OF POLICY GOVERNANCE ON THE PROPOSED IMPLEMENTATION OF
CHED’S STANDARDS ON STATE UNIVERSITIES AND COLLEGES (SUCS) AND LOCAL
UNIVERSITIES AND COLLEGES (LUCS) AS REQUIRED IN PRIVATE HIGHER
EDUCATION INSTITUTIONS
Niño D. Naldoza
Faculty Member, De La Salle University
Abstract
The purpose of this position paper was to analyze the proposed implementation
of Commission on Higher Education’s standards on SUC and LUC as required in private
higher institutions. This study presented legal bases and educational management and
administration principles being the basis of formulating recommendations. This study
considered normative financing as one of the best option that the government could do to
address insufficient distribution of funds. The importance of accreditation is highlighted
on ensuring the quality of educational services and management within institutions.
Based on the gathered data, these institution needs to be advise and monitor by the
Commission on Higher Education for them to be more efficient considering that the
private institution requirements which is just standards as they say mostly make these
institution recognize not just locally but internationally acclaimed organizations. Prior
recommendations have raised to solve these issues in the regulation of SUCs and LUCs
within the premises of Commission on Higher Education.
Introduction
The Commission on Higher Education (CHED) was created on May 18, 1994 through the
passage of Republic Act No. 7722, or the Higher Education Act of 1994. The CHED has been
designed to act as a collegial body in formulating plans, policies and strategies relating to higher
education and the operation of CHED.
Pursuant to RA 7722, the CHED is mandated to perform among others, the following
functions:
1. To set minimum standards for programs and institutions of higher learning

recommended by panels of experts and subject to public hearing.
2. To monitor and evaluate the performance of programs and institution of higher learning
for appropriate incentives as well as the impositions of sanctions.
3. Rationalize programs and institutions of higher learning and set standards, policies and
guidelines for the creation of new ones as well as the conversion or elevation of schools
to institution of higher learning.
From the tenor of the law, it is clear that the power granted to CHED is limited to that of
reasonable supervision and to a certain extent, regulation, provided that the same is likewise
reasonable. This is evident from its functions of setting forth minimum standards as well as in
monitoring and evaluating the performance of programs and institutions of higher learning.
In the Philippines, there 1,573 private institution and 607 state-run universities and
colleges based on the data of CHED as of August 2010. Local colleges and universities (LCUs)
are higher educational institutions that are being run by local government in the Philippines. A
local government unit (LGU) maybe a barangay, a municipality, city, or a province that puts up a
post-secondary institution based on Section 447(a)(5)(x) (Municipality), 458(a)(5)(x) (City), and
468(a)(4)(iii) (Province) of the Local Government code of 1991 which provide that:
"subject to availability of funds and to existing laws, rules and regulations the"
LGU "shall establish and provide for the operation of vocational and technological schools
and similar post-secondary institutions and, with approval of the Department of
Education, fix and collect reasonable fees and other school charges at said institutions,
subject to existing laws on tuition fees."
LCUs operate on the premise that the territorial boundary of the LGU, with all the
education infrastructure and facilities built by the province, city, or municipality, is the university
campus itself. It means that an LCU has free access to all the structures found in the LGU,
including its library, sports complex, hospitals, business establishments, and barangay centers.
However, as this paper will elaborate further on, the peculiar relationship of CHED vis-à-
vis State Universities and Colleges (SUCs) would even place a further restriction on CHED’s
authority, such that its regulatory powers and setting its standards more forcefully applies to
private higher educational institutions (HEIs), and remains merely recommendatory with respect
to SUCs.
Background and Rationale
These are the following issues presented in relation with CHED’s stand in setting equal
implementation standards for State Colleges and Universities (SUCs) and private universities:
1. Heterogeneity on the standards as implemented by accrediting agencies in the
Philippines for Quality Assurance
2. Applicability of Manual of Regulations for Private Higher Education (MORPHE) to
SUCs and LUCs
3. Budget Allocation to SUCs and LUCs seems to be diminutive in distribution
4. Unequal application of Typology
5. Crowding out of private provisions
6. Limited and inequitable access to higher education.
Here are the questions raised in relation to these issues:

1. If there is a budget allocated for SUCs and LUCs, why do they need to commercialize
some of their properties or increase their tuition fees? Is there other way that they can
generate funds?
2. How does the government divide the budget allocated to SUCs and LUCs? Is it by
equity or equality?
3. Is the allocated budget for SUCs and LUCs would be enough if they will level up to
the standards of Philippine Higher Education Institutions?
4. What support could the government give to those colleges and universities that
would like to have accreditation and yet they are declaring that they have problems
to undergo it?
An Analysis of Policy Governance on the Proposed Implementation of CHED’s Standards…| 73
As we continue with the presentation, the answers on these questions will be hereby
tackled in the analysis.
Significance
Ensuring quality and good governance lead to success of any educational institutions. As
properly monitored and regulated by authorities, SUCs and LUCs can be more productive in
addressing its concerns and issues. Hence, this paper will be beneficial to educational
administrators and policy makers for making decision and formulation of policies relevant in
solving this particular problem. Amendments and revisions on legal premises on the role of
Commission on Higher Education in regulating these institutions provide an avenue to assess the
mandate of Constitution and the relevance of the former in progressive development of higher
educational system in the Philippines.
Analysis
Budget Allocation to SUCs and LUCs seems to be diminutive in distribution
Out of the Php 1.816 trillion pesos approved annual budget for 2012, the current
administration allocated Php 2.2 billion for CHED. From this amount, P681 million has been
earmarked to finance Student Financial Assistance Programs (STUFAPs) while PHP 500 million
has been reserved for State Universities and Colleges (SUCs). Based on the CHED Strategic Plan
for 2011-2016, this leaves the Commission with only less than 150 million pesos for its operating
expenses as the rest of the budget is already allocated to scholarships, SUCs, capital outlay and its
Maintenance and other Operating expenses.
A further perusal on the CHED strategic plan shows its various programs are all geared
towards fulfilling its legal mandates. Thus, a question has to be raised at this point. How much
will be the implementation costs for creating and setting standards on SUCs and private HEIs?
How much will be allocated for CHED’s other programs?
Total Allocation of NG Expenditures (In thousand pesos)

YEAR SUCs UP System PUP
2005 17,247,749 4,674,956 566,979
2006 18,438,386 5,353,307 582,115
2007 19,159,103 5,377,430 615,659
2008* 20,809,140 6,523,576 576,934
2009 23,684,040 6,579,190 743,101
2010 26,404,083 7,931,239 808,819
2011* 23,725,535 6,175,743 723,163
2012** 23,608,964 5,973,607 785,642
Sources: Department of Budget and Management, Budget of Expenditures and Sources of Financing
Figure for SUCs total for all state universities and colleges nationwide
* Adjusted figures
** Proposed figures for 2012, downloaded from DBM website on Sept. 23
(http://www.dbm.gov.ph/BESF2012/B/B7a.pdf and http://www.dbm.gov.ph/BESF2012/B/B11.pdf)
Compiled by Inquirer Research
In the proposed national budget for 2012, state universities and colleges (SUCs) will lose
about P500 million due to the P1 billion combined budget cut for 97 SUCs in 2010.(Sun Star,
Manila 2011).
More than 80% of the SUCs budgets are dedicated to support salaries, wages and benefits
of personnel (PS cost). 15% are allocated for maintenance and operation and 5% for capital or
infrastructure outlay (CO). (Padua 2003).
One of the answers for that problem is the normative financing wherein the SUCs are
anchored on the premise that the CHED will take the role of a Higher Education Funding
Council. Therefore, it is the CHED that directly deals with the SUCs. The funding formula takes
into account parameters related to: a) quality, b) typology, and c) demand for higher education
courses.
The effect of normative financing cannot be felt immediately it could take for about a
decade or two. It provides an avenue for such reforms in resource allocation in the higher
education and it is the main and urgent goal of the government to rationalize the budget of SUCs
to become more efficient.
There are other options that the LUCs and SUCs can generate funds. These are the
following: a) commercialization of the vacant lot of the university, b) reduce operation cost, c)
mobilize legislative support, d) encourage more grants/projects from executive
agencies/funding agencies, e) generate funds from the alumni, and f) increase tuition fees/school
fees.
These are the options that the government is offered to all the concern universities in the
land for them not just to rely on the subsidies given by the government. Sadly, to implement this
options are hard and not all the location of these schools is appropriate for commercialization.
For example in Mindanao or in other provinces, they are not accessible enough to put up a
business so it is hard for the school to invite investors. The other option is to increase the tuition
fees sad to say when the school tries to do that some of their students go out for a rally and the
worse is the student would rather stop their study and work for living.
Heterogeneity on the standards as implemented by accrediting agencies in the Philippines for

Quality Assurance
As in the case in most countries, the Philippines is experiencing the phenomenon of mass
higher education with the concomitant rise of universities and colleges (public and private)
offering a greater diversity of programs, and with varying capacity to deliver teaching and
learning services. Unfortunately, as several studies on Philippine education have revealed, the
expansion of educational opportunities is inversely matched by a deteriorating quality of
education in the country. This situation has led to an increasing interest in the assessment of the
academic program offerings, the manpower and financial capability of educational institutions,
and the efficiency of their delivery system of accreditation.
The accreditation on the higher education is voluntary with the governance of CHED,
they would seek the different accrediting body usually a private sectors. Voluntary accrediting
agencies in the private sector are the Philippine Accrediting Association of Schools, Colleges and
Universities (PAASCU), the Philippine Association of Colleges and Universities' Commission on
Accreditation (PACUCOA), and the Association of Christian Schools, Colleges and
Universities Accrediting Association Inc. (ACSCU-AAI) which all operate under the umbrella of
the Federation of Accrediting Agencies of the Philippines (FAAP), which itself is the certifying
agency authorized by CHED. Accreditation can be either of programs or of institutions.
All of the institutions accredited by these three agencies certified by FAAP are private
institutions. Under CHED's Revised Policies and Guidelines on Voluntary Accreditation in Aid of
Quality and Excellence and Higher Education, there are four levels of program accreditation,
with Level IV being the highest.
Two institutions, Ateneo de Manila University and De La Salle University-Manila were

granted Level IV accreditation pursuant to the provisions of CHED Order, CMO 31 of 1995, but
their Level IV institutional accreditation lapsed. Ateneo was granted Level IV re-accreditation in
2011(Wikipedia)
Accrediting agencies for government-supported institutions are the Accrediting

Association of Chartered Colleges and Universities of the Philippines (AACCUP), and the
Association of Local Colleges and Universities Commission On Accreditation (ALCUCOA).
Together they formed the National Network of Quality Assurance Agencies (NNQAA) as the
certifying agency for government-sponsored institutions. However NNQAA does not certify all
government-sponsored institutions.
The Technical Vocational Education Accrediting Agency of the Philippines (TVEAAP)

was established and registered with the Securities Exchange Commission on 27 October 1987. On
28 July 2003, the FAAP board accepted the application of TVEAAP to affiliate with FAAP.
AACCUP and PAASCU are active members of the International Network of Quality
Assurance Agencies for Higher Education (INQAAHE), and the Asia Pacific Quality Network
(APQN)
The problem arises when the LUCs and SUCs cannot undergo an accreditation because
of the different factors which accompanied when they undergo the process. The most common
problems that these institutions are encountering are the financial aspect, facilities and the faculty
and staff is not well established. Some of the SUCs and LUCs performed very efficient based on
the study conducted by Janet Cuenca entitled Efficiency Of State Universities and Colleges in the
Philippines: A Data Envelopment Analysis. Apparently, the number of efficient SUCs dropped from
18 in 2007 to only 8 in 2009 under the assumption of CRS. In contrast, it declined from 32 in 2007
to only 21 in 2009 under the VRS assumption. Therefore the result is very alarming considering
the high number of SUCs that is operating in our country only few of them is efficient enough to
give a quality education that we are aiming for.
In this data itself, it says that these institutions should go for an accreditation not just for
fame but to check also the quality of education that they are giving in the community. Although
these institutions are crying for more subsidies that the government should give, there are also
some alternative ways for them to upgrade the quality of education. The CHED is offering a
financial assistance for accreditation as per memorandum order number 23 s. 2006 otherwise
known as “Procedures and guidelines on granting CHED Financial assistance to higher
education institutions undergoing voluntary accreditation”.
If the institution voluntarily undergone an accreditation there are also some incentives
that the institution could be able to gain one of it is the additional budget if they perform well.
Then the fame of having an accreditation could also increase the enrollees of the said school.
As in the case of implementing an equal battle for standards of SUCs and Private HEIs, it
seems that there is a huge hindrance in the process and cost of accreditation. Remember that
SUCs are dependent only on the national budget coming from the government, and yet,
recommended to find ways to suffice their needs and other expenses on its own discretion. The
following are the summary related on this issue
1. Accrediting agencies have different process and minimum requirements that the
candidate institution must accomplish. For different levels of accreditation, there are also
minimum requirements and standards set in each of accrediting agencies. Also, since
accreditation is voluntary, an institution may or may not decide whether they would go
into it, given the fact that there are some universities who has exemplar quality standards
and yet doesn’t have accreditation level attained.
2. Accreditation is costly thing. In private universities, at some point, they can afford the
expenses of accreditation to ensure the quality of their academic programs and services.
It is one of their goal to undergo accreditation with CHED has the control on the
supervision of this private HEIs. However, this might be a contrary to SUCs since their
funds are coming from the government. As the distribution of funds were based on the
equity of SUCs, this may be difficult to low performing institutions to undergo
accreditation because of limited and insufficient budget.
Applicability of Manual of Regulations for Private Higher Education (MORPHE) to SUCs and
LUCs
In Manual of Regulation of Private Higher Education (MORPHE), all the procedures and
sustainability of the institution is clearly defined. Before a private institution could operate they
have to comply with the rules and standards set by the Commission on Higher Education.
Given here is the example of situation in regulation to library services as presented in:
Sec. 27. Library Standards. - Every higher education institution shall maintain library or
libraries for each degree program with adequate collections and materials in accordance with the
policies and standards prescribed by the Commission for each degree program. The library
collection shall include the following:
1. Basic collection of well-selected relevant books and non-print materials to support the
core needs of the general education curricula; and
2. Such additional specialized collections, periodicals, electronic materials, on-line data
bases, internet access and other multi-media resources, not violative of the Intellectual
Property Code, as may be necessary to meet the requirements of the various courses of
study and major programs offered by each institution.
3. In view of the advent of new institutions may establish and provide for an e-library. The
presence and availability of this facility may be considered as substantial compliance in
lieu of books and other required printed materials. Provided however, that the required
minimum collection of professional books in particular degree program shall still be
maintained.
Additionally, the library:

1. Shall vary in extent and nature with the kind of courses offered and the size of the
enrollment;
2. Shall have separate library book collections and materials by educational level, if
applicable and provisions of reading rooms;
3. Shall be adequate in quality and quantity, including the currency of its collection;
4. Shall be helpful in serving the needs of scholarship and research; and 5. Shall be
administered by a professional librarian with library assistant when necessary.
This is just for the library, in contrary to the SUCs and LUCs in some parts of the country
that converts classrooms to a library. No available books or references in the shelves of the
library. If this one will be imposed by the CHED to all public institution in 110 SUCs that we have
now it could be lessen to almost half.
In section 41 in MORPHE the minimum standards set by the CHED is stated including
the site of the building, faculty requirements, accreditation, research, outreach program, degree
program, and instruction.
CHED memorandum order no. 27 s.2009, entitled Guidelines in Implementing Section 24 of

the Manual Of Regulations for Private Higher Education of 2008 Re: Establishment of Extension
Classes/academic Programs. This gives the bird’s eye view of what and how to established or create
an extension schools. In this we could say that the SUCs to be able to maintain the quality of
education that their main campus is giving to its community use the guidelines and reconsider it
before establishing an extension schools. Based on the data the number of HEIs is increasing but
the quality is in contrast, therefore they are inversely reciprocal. If and only if these institutions
would be able to use this guide at least they could be able to maintain the quality of education
that we are yearning for.
Relative in leveling standards for SUCs and private HEIs, CHED has been released a
memorandum order (CMO no 30 series of 2009) that state universities must follow the given
minimum standards set by Manual of Regulations for Private Higher Education (MORPHE).
As it stands, when the CHED issues a regulation or a Memorandum Order, the extent of its
applicability to SUCs has always been questioned in view of existing laws that limits the power
of CHED over them. With respect to SUCs, its creation and conversions are governed by a
charter, a law, or a legislation passed by Congress.
Until such time that equal implementation of standards to SUCs and private HEIs, any CMO
issued to that effect would undoubtedly run contrary to the policy directive of CHED as
enshrined in sec 8 of RA 7722 which states the CHED cannot impose any academic or curricular
restrictions made upon private HEIs, which are not required for chartered SUCs, in recognition of
the necessary and indispensable role played by private HEIs in the educational system.
When a CHED issues a Memorandum order in the exercise of its quasi-legislative powers, the
same cannot in any manner be viewed as superior over a legislative enactment such a law
creating an SUC or converting a state college into a university. To hold otherwise would mean
the assumption by CHED of supervisory and regulatory powers that may be regarded as a
contradictory in nature.
With respect to local colleges and universities (LUCs), local government units are
ensured local autonomy by no less than the Constitution and that includes autonomy in the
creation and supervision of local colleges and universities through the local education board.
This is strengthen by section 8 (m) of the Higher Education Act of 1994 which states that the
extent of powers of CHED over SUCs and LUCs is merely limited to a review of the existing
charters and recommendations.
As part of this paper, in the strategic plan of CHED for 2011-2016, the Commission proposed
for a new quality assurance framework that will lead to creation of new typology on HEIs. The
logical conclusion is that only private HEIs are legally constrained on adhering this, while the
SUCs and LUCs that are substandard within this framework have their respective “charters” as
their mantle of protection from this type-casting. It only reinforces the unequal applicability of a
government measure between a private HEI as against a public HEI. It hardly seems fair
especially when one takes into account that SUCs/LUCs are funded by the State while private
HEIs have to rely on private funding, yet private HEIs are directly hit by any CHED regulation.
Conclusions
As we sum up, since SUCs and LUCs are being subsidies by the government and Local
Government Council Board, it is clearly stated that at some point, these institutions are suffering
from insufficient distribution of funds in their premises. As the government proposed option in
order to generate fund, it cannot suffice the needs of a certain state university if they want to give
quality education and services to the students, as well as in the community. Thus, it seems that
normative financing is one of the best options that the government could offer on it. But it will
take time for implementing and monitoring its possible reforms that aligned on it.
Accreditation is very essential in an institution to ensure the quality of its programs and
services. It will somehow guarantee solve the problems in terms of academic deficiencies and
quality assurance. At some point, accreditation is also costly for a certain state university who
wish to undergo on this process of quality assurance. Also, in the case that CHED wants to
regulate or level same standards over SUCs/LUCs and private HEIs, there are different
standards also set by accrediting agencies. A great incentive if an institution will pass certain
level in accreditation, but a question will be raised on the “minimum standards” as is it the same
with the other accrediting agencies.
Owing to the seemingly preferential exercise of CHED’s regulatory powers, private HEIs
are unduly targeted without any clear basis for the classification. This may very well fall within
the ambit of a governmental measure violating the equal protection clause guaranteed by sec. 1
Article III of our Constitution as SUCs remain to be outside of the ambit of the proposed
governmental measure.
In the context of the multifarious issues and concerns faced by the HEIs today – the shift
to K to 12 cycle, the rapid conversions of state colleges into universities, the foreseen migration to
public educational institutions with the implementation of the K to 12 program from private
HEIs that have not yet put their transition mechanisms in place, it is very hard to embed and
strengthen equal standards of CHED over private HEIs and SUCs/LUCs.
After the struggling battle among ourselves we are very much convince that the CHED
should level the playing field of implementing the standards among the SUCs and LUCs as they
required in the private higher education. Based on the gathered data, these institution needs to be
advise and monitor by the Commission on Higher Education for them to be more efficient
considering that the private institution requirements which is just standards as they say mostly
make these institution recognize not just locally but internationally acclaimed organizations.
Therefore, the standard that the CHED is implementing in the private higher education is
a good start for us to have a cheaper but good quality of education that the SUCs and LUCs are
offering. There is nothing harm in the standards that they are implementing, therefore adaptation
of these rules and standards could bring more benefits than harm to these SUCs and LUCs.
If given the chance, the CHED could uplift the quality of education that our country
need. The unwritten moratorium that the CHED is now implementing is a good start and sign of
fulfilling the vision and mission of our education sector, to be one of the most sought countries
when it comes to education.
If the problem of these SUCs and LUCs is the allocated budget that the government is
given to them to operate, there are also some ways to generate the funds that they are needed.
In totality, the CHED, if given the power to supervised solely these institutions the
standards that they have now in the private sectors could level up the SUCs and LUCs and could
bring them in the top ranking schools not only in our country but internationally.
Recommendations
As I deliberate on these issues on the leveling of the playing field in the implementation
of the standards in the SUCs and LUCs as the CHED required in the private higher education, we
have seen the flaws of the current situation of the public higher education in the country. One of
these is that they have never been in the top schools even in local ranking.
Amend the existing RA 7722 with the provision on the role of CHED in supervising and
monitoring over SUCs/LUCs is of assistance of Congress. With these provisions, CHED will have
its power in supervision, regulation and monitoring on both private HEIs and SUCs.
Abolish the existing MORPHE; create a separate body for the creation of new regulation
that will enclose the jurisdiction of CHED on both private HEIs and SUCs. Furthermore,
Dialogues and Consultations with the different accrediting agencies and bodies will be a great
help in creating policies and standards for both private HEIs and SUCs/LUCs.
Let each SUCs and LUCs to increase the tuition fees if needed but it has to be reasonable,
for the SUCs and LUCS to fully operate with the quality that we are yearning for. Increase the
allocation for the SUCs and LUCs base the allocation on the needs of the schools. If possible
closely supervise the institution that is not performing well and guide these institutions to be able
to level up the quality of education that they are giving to the community and students.
As much as possible, do not open and operate schools if the facilities and equipments are
not enough to sustain the institution; control the schools that are continuing in putting up their
satellite schools. Do not allow them to start unless they comply with the requirements needed as
prescribe by the Commission on Higher Education.
Do not look for the quantity; what we need now is the quality of education that is
globally competitive and can be one way in bringing us again in the top ranking universities in
the world. What we aim for is to have universities and colleges that are internationally
recognized in quality and equity.
If possible, select the kind of administrator that is young, active, with background in
business administration and full of new ideas that is needed in this field. The members of the
faculty should be at least finished their masters’ degree. Make each faculty member be a
permanent member of the faculty for them to focus in just one particular vision and mission.
To have also the prominent vision and mission, these congressmen should see to it that
they have the future plan and the school is ready to operate fully and it has been complied with
the requirements given by CHED.
References
"Pamantasan ng Lungsod ng Maynila celebrates 39th founding anniversary". The Manila Bulletin Online.
2004-06-15. Archived from the original on 2004-06-15. Retrieved 2006-12-25. "It is tuition-free and
funded by the City of Manila to offer tertiary education most especially to the disadvantaged but
deserving students."
"The medium-term higher education development plan and the local colleges and Universities". The
Manila Bulletin Online. 2005-02-20. Archived from the original on 2005-02-20. Retrieved 2008-08-19.
AH/Jill Beltran/Sunnex,” Budget cuts blamed for state universities' lower rankings” Sun Star Manila,
September, 07, 2011
Collaborative Research, Development and Extension Services, “Strengthening Extension Delivery Services
of SUCs”, RTD Highlights, August 12, 2010, UP Diliman Quezon City
Commission on Higher Education, “Applicability of the Manual of Regulation of Private Higher
Education (MORPHE) 2008”, Memorandum Order no. 30 s.2009
Commission on Higher Education, “Guidelines in Implementing Section 22 of the Manual of Regulations on
Private Higher Education of 2008 Re: establishment of Extension Classes/Academic Programs”
Memorandum Order No. 27, s. 2009
Commission on Higher Education, “Manual of Regulation on Private Higher Education”, 2008
Commission on Higher Education, “Procedures and Guidelines Granting CHED Financial Assistance to
Higher Education Institution Undergoing Voluntary Accreditation”, Memorandum Order No. 23,
s. 2006
Commission on Higher Education, “Rules and Regulations Governing the Setting and Approval of Policies,
Standards and Guidelines for Programs and Higher Education Institution Pursuant to section 8(d)
of RA 7722”, Memorandum Order No. 07 s. 2009
Cuenca, Janet S., “Efficiency of State Universities and Colleges in the Philippines: a Data Envelopment
Analysis” DISCUSSION PAPER SERIES NO. 2011-14, Philippine Institute for Development Studies
Surian sa mga Pag-aaral Pangkaunlaran ng Pilipinas
De Vera III, J. Prospero E., “Financing higher education: What options do we have? “, UP Forum, 2011
Padua, R. N., “International Higher Education Quality Assurance”, Higher Education Quality Assurance
Journal of Philippine, Volume 1 No 1 2003, ACCREDITING AGENCY OF CHARTERED
COLLEGES AND UNIVERSITIES OF THE PHILIPPINES, INC. (AACCUP)
Wikipedia, The free encyclopedia, www.wikipedia.com
Tabora, Joel S.J. Official CEAP Paper on CHED’s Proposed “Outcomes- and Typology Based
Quality Assurance”, 2012
ASSESSMENT OF THE GROWTH, DEVELOPMENT OF AND PROSPECTS FOR
BETTY’S VERMILLION ACADEMY
Mateo B. Obias
Principal, Betty’s Vermillion Academy – Pasay
Introduction
Modern educational institutions certainly need to cope with the rapid changes in the
environment. Academic institutions are no exceptions to this trend. Enabling interventions and
processes are needed by these institutions to cope with the change. Even the state has a
compelling responsibility to support educational institutions to cope with change, as stated in
Article XIV, section 2 of the Philippine Constitution, “The state shall establish, maintain, and
support a complete and adequate system of education relevant to the needs of the people and the
community.”
“The principal goal of education is to create men who are capable of doing new things,
not simply of repeating what other generations have done”—Jean Piaget (1896-1980). This classic
educational philosophy implies that education serves as the key for discovery. It is through
education that one thinks beyond imagination to create new things and not just embrace the
traditions. Kerensky (2002) believes that education must enrich society, improve the living
conditions of the people and make possible its optimum development. It must be the goal of
every school manager to discover new avenues and processes that may ultimately respond to this
primary goal of education and those that may contribute to the continuous and sustained
development of an educational institution.
There are situations that cause uncertainties and threaten the existence of private schools.
These are the problems the school owners and their principals are confronted with. In the light of
these pressing problems, school owners and their administrators face a dilemma to continue with
their operations, sustain them and survive in the years to come. These problems are spelled out.
First, the problem of decreasing enrollment as a result of stiff competition with other
private schools can affect the financial stability of the school. Second, the exodus of teachers who
are seeking greener pasteur outside the country and the fast turnover of faculty is another
problem. Third, maintaining the quality of teaching and the high standard of the school for
student achievement and performance to make a name in the community. Last, the impact of
political, social, technological and economic factors in the environment could alter the structure,
vision-mission-goals and culture of the school. This means that the external pressure could shake
the internal operation of the school.
Being part of the teaching force and concurrently occupying an important administrative
position, the researcher was prompted to venture into this research with the purpose of
identifying some solutions to the pressing problems and issues the school is facing like the
decline in the enrollment for the past few years.
Assessment of the Growth, Development of and Prospects forBetty’s Vermillion Academy | 83
Background
This study primarily assessed the growth, development of and prospects for Betty’s
Vermillion Academy. This is limited to the assessment of the positive and negative growth and
development of the academy in terms of faculty; enrolment; graduates; physical facilities and
maintenance; support and auxiliary service. Furthermore, it is limited to the evaluation of its
students’ and faculty development programs. Prospect for the academy will be looked into in
terms of enrollment.
This study was conducted at Betty’s Vermillion Academy with its three (3) campuses
situated in Pasay, Makati and Paranaque. Betty’s Vermillion Academy is a private non-sectarian
school.
The school was established by an American missionary in 1950’s as a nursery school in

Pasay with the mission of providing solid educational foundation to the marginalized youth.
After several years of establishment new grade levels were added, the preschool expanded to
grade school and later to high school. At present, the school offers complete basic education for
the people of Pasay.
In 1988, a kindergarten school was put up at Cuenca St. Makati City which ran for
several school years. For this school year 2011 the grade school was completed.
In 1995 Paranaque branch located at United Paranaque Subdivision was opened. The
campus is situated in 1,373 square meters lot, serene and pollution-free space inside a prime
residential subdivision. BVA Paranaque offers complete preschool and elementary curriculum.
Presently, BVA has 39 teachers, 19 non-teaching personnel and 574 students for the
school year 2015-2016. The campus with the biggest enrolment is BVA Pasay with 347 student
population; followed by BVA Makati with 147students and BVA Paranaque with 80 students.
The academy’s main campus which is located at Aurora St. Pasay City is at least 4
kilometers from City Proper where the City Hall is located. It can be reached through the use of
public utility vehicles such as jeep or a tricycle. Majority of the students belong to the middle
class family.
On the other hand, Makati campus is located at Cuenca Street, which is at least 6
kilometers from Central Business District of Makati (Ayala Avenue and Makati Avenue). The
usual means of transportation of students and teachers are school service and public utility
vehicle such as jeep or tricycle. Majority of the students belong to middle to upper income
bracket. Lastly, Paranaque branch which is located inside a prime residential area was opened.
The usual means of transportation of the students is a school service, or tricycle for the teachers to
reach the campus. Majority of the students belong to middle and upper income bracket.
At present the three schools are managed by Mrs.Elizabeth L. Abordo, School Directress
with the help of the three principals.
The respondents are sampled students, 100% population of teachers and school
principals of the 3 campuses. This study covered the academic year 2009 -2010 to 2014-2015.
Rationale
In order to survive and sustain, education experts pointed out factors to consider in the
daily and yearly operations of educational institutions.
On School Performance
Anderson (2004) posited that overall performance is seen as a function of the interplay of
the organization’s unique motivation, its organizational capacity in the external environment.
The performance of an institution was conceived as falling within three broad areas, performance
activities that support the mission, performance in relation to resources, and performance in
relation to long term viability or sustainability. The above contention was supported by Pasiona
(2003), about the evaluation of educational performance. She enumerated five purposes of
educational performance, namely: secure basis for making judgment after the conduct of
evaluation, ensure continuous improved operation, diagnose difficulties and avoid destructive
upheavals, improved staff and citizen’s ability to develop the educational system, and test new
approaches and conduct pilot studies for possible achievement. On the other hand, effectiveness
in administration, according to Maquiso (2002), implies that desired results are attained. One is
effective when it is able to achieve goals and targets. From this perspective, it is easy to say that
management function that is directed at objective attainment is based on the principle of
effectiveness. Saleth & Dinar (1999) have a comprehensive and applicable approach to evaluate
institutional performance. They attempted to quantify it through the elements of the institution
and systems performance.
On Student Enrollment and Graduates
Casing (2008), mentioned that the learning management starts on the selection,
registration and enrollment of the students. They are considered not only mere receivers but also
active participants in the learning process. Their evaluation opinion and results of assessments
are input to the continuous improvement of the service both in learning and operational
management. The selection of the students depends on the admission policy of the school. There
are schools that are selective while other schools welcome students as long as it meets the school
requirements.
Student enrollment or turn over depends also on how the school makes an impression to
the community. According to Joan Dean, (1995) the appearance of the school, the appearance of
the children and their behavior and welcoming attitude in meeting people are some of the selling
points of the school. Educational progress in Taiwan is reflected in the number of schools and
enrolment figures (Information Almanac 2005), tremendously increase to 83 times which implies
that education has been regarded important to cope with the rapid changing world. Hoy and
Miskel (2005) states that output is the result of transformation process that aim to produce
something of value. The results are the gauge of goal accomplishment. In the same manner, they
state that output of schools and the performance of administration, faculty and students can be
used as indicators of effectiveness of the organization. Moreover, Santos (2006) stated that
increasing graduation rate means satisfaction on the part of the stakeholders. Patronizing
institution can lead to sustainability. Continuous support of the clientele means satisfaction.
Furthermore the output of the education system could be tangible or intangible according to
Becket and Brookes (2008). Tangible can be measured through earnings while intangible can be
satisfaction.
On Faculty Development
In the educational setting, the principal as a manager of the school should ensure that
human/material resources are used efficiently (Ponticell et.al and Kowalski, 2008). Though there
are some claims that managers are more interested in procedures and systems than people, Gray
and Smith, (2007), the value of the work force is undeniably the core of any systems working
(Betty et al. 2005). In the study conducted by Anthony et.al (2007), he emphasizes on the
employee relations that should function in the capacity of assessing, designing, developing and
implementing programs and policies that enhance employee morale, create a harmonious
environment and their overall well-being. These are the tasks of the school administrators to train
teachers for long term school improvement in order to secure teachers long term commitment
(Morgan and Kristonis, (2008). Colin (2001) expounds that school improvement cannot be
achieved by teachers alone. Their day to day teaching activities are often frantic and stressful
without the additional burden of planning of activities, yet many teachers initiate school
improvement because they are the ones who are closest to students and they are able to sense the
classroom problem needing to be solved. The rewards and penalties for being involved in school
improvement activities are significant and need to be considered carefully by decision makers,
especially the school principal.
According to Bush and Bell (2002) the teachers are the “experts”, imparting knowledge,
skills and competency to the students, thus the concern arises from selection, development and
training and their teaching skills for effective teaching and learning. Furthermore they are
confronted with making decisions that entail different kind of knowledge and judgment. Their
expertise and knowledge can involve high-stakes outcomes for students’ future (Darling-
Hammond, 2005). This leads to another concern given by management, which is the opportunity
for academic advancement of the individuals for the continuous improvement of teaching and
the organization as a whole. Many schools have reservations on providing training and
development to their employees due to its high cost. However, investment to human resources
would yield to even more profits, and is even considered as a “quality of work life strategy”.
Mullins (2005:757) explained that trainings increased individual competence and actual level of
work performance. According to Casing (2008), teachers should be given trainings and seminars
to develop their skills. Also programs such as supervised teaching, peer monitoring, workshops
and peer coaching should be made available to all teachers.
On Physical Facilities and Support Services
Keating and Moorcroft (2006), described the extent of facilities including all the physical
assets of the schools: the buildings, grounds, and all the materials in it. Physical facilities and the
location of the school itself play a vital role in the learning process of the clientele and in inviting
enrollees to the school.
The ideal location maybe a site that provides an enrichment conducive to learning, as
much as possible far from cockpits, gambling dens, cinema houses, beer and videoke joint, jails,
industrial establishments, military quarters, public markets, slaughter houses or garbage dumps
(DECS Service Manual, 2000).
The following school facilities are recommended by DECS in the public and private
schools as mandated (DECS Service Manual 2000): 1) Library Facilities, every elementary,
secondary schools should have a functional Learning Resource Center/School Library, primarily
for the use of pupils/students and teachers and possibly by the community. It must be manned
by a teacher trained in modern school library method. 2) Playground Facilities, this area should
be considered together with classrooms as one learning environment for educational growth.
3)Guidance and Counseling, for the school guidance and counseling program, a guidance room
should be set aside and located , if possible, adjacent to administrative area. The guidance center
should include separate enclosed spaces for conducting individual counseling, testing, storage of
pupils/students records etc. 4) School Lunch Center, one of the important facilities that should be
available in elementary/ secondary school is a decent school lunch counter. 5) School Clinic
Facilities are integral to efficient asset management. Its primary goal is to provide sound
facilities management practices that help an organizations ability to secure the capital and
financing terms it will need to acquire future site (Charter School Management Organization,
2008; Keating and Moor Croft 2006). The single most important influence on achieving a
sustainable campus is the overall organization of the campus and its facilities. This largely
overlooked and undervalued element of sustainable planning comes at no cost and often cost
saving. Buildings provide space in which necessary institutional functions such as classroom
learning, administrative work, and indoor recreation takes place. First and foremost, buildings
are part of the later plans and visions of the school. All buildings whether intended as bold
centerpieces or as collaborative structures must contribute to the total campus structures
(Keeney, 2005)
On Student Development
Gray and Smith (2007) consider extracurricular activities as complementing the

curriculum as they operate independently of the instructional program offered to the students.
Special programs in line with schools vision-mission and philosophy are considered
extracurricular activity. This includes sports activities, outreach programs, outbound education
trips, academic and non-academic clubs and student organizations that act as supplemental
activities of the school.
When the Department of Education, Culture and Sports has been renamed as the
Department of Education in August 2001 through Republic Act 9155 otherwise called the
Governance of Basic Education Act, it has redefined its role in education, but it has not left its role
in the development of athletes in the school. The Palarong Pambansa Program is an annual multi-
level national scholastic athletic competition conducted by the Department of Education
participated in by the elementary and secondary pupils. It is the laboratory of all
learned/acquired knowledge, skills, attitude in the Physical Education Curriculum. Based on
observation, extracurricular activities are usually formulated by the school administration based
on the vision, mission, objectives and generally the culture of the institution.
Significance
This study is beneficial to the administrators of BVA. This could serve as a basis for the
academy’s strategic planning towards the attainment of its mission, vision and objectives for the
next five (5) years. It may provide information on the needs and problems of the institution
which may be made bases for planning, policy formulation and decision making, likewise to the
Educational Administrators, Principals and Department Heads. This could further guide school
administrators, front- liners of the organization to re-visit and evaluate common practices that
may be enhanced. This may help pinpoint the strengths and weaknesses of the administration
that affect the growth and progress of the school. This study could also be of help to Graduate
Students in Educational Administration. This will serve as resource material in the programs
they take and to compare their views and knowledge on the concepts presented in this study,
moreover to the Teachers in the Basic Education Levels. This study may provide them
significant data concerning their students which may be of importance in designing instructional
processes and materials. Findings of this study may encourage the parents of the students
enrolled in BVA to continuously patronize the school knowing that the school has plans to
achieve excellence.Lastly this will benefit the Community. This may serve as an avenue to make
them a legal partner of the educational institution.
Analysis
Surviving and sustaining is hard work and entails innovations. Administrators of private
academic institutions shall revisit and re-evaluate their short and long term development plan of
the school for sustainability or another study on the policies of the school which are contributory
factors to school sustainability. The owner and the Board of Trustees are the policymakers and
the decision makers. The policies they have formulated are just being implemented by the
principals; it is noteworthy if there could be an in-depth study of these policies and how these
policies contribute to sustainability.
It could be noted that the present investigation stands out to be different from the
previous studies. No studies were conducted that focused on the growth and development of a
non-sectarian basic education institution in terms of variables such as, faculty, enrollment,
graduates, physical facilities, support services, students’ and faculty development programs, as
well as tackled prospects of the institution in terms of enrollment. This is the gap that this study
tried to bridge.
Recommendations
It is therefore recommended that Administrators should provide the owners and board
members with the SWOT analysis for easy approval and financing for the future projects.
Academic heads should screen the teachers well before accepting to be a part of the institution
and provide them with in-service trainings. The administrators together with student affair
coordinators should plan for new student development activities that the students can engage to
2) the campuses should collectively unite their efforts and support each other for better
performance in different categories and levels of competition. 3) The administration should

provide empirical support for policy decisions regarding fair distribution and allocation of
educational resources for improving teacher performance 4) the new teachers should be given
extensive trainings to further develop and hone their teaching competencies and 5) to really have
an in-depth study on faculty development and its influence on teacher performance and student
academic performance, a qualitative study on the faculty development activities is highly
recommended. The school administrators should plan for marketing strategies to increased
enrollment. The school administrators should have strategic planning and SWOT analysis and
they should think of some promotional campaigns like tuition fee discounts.
References
Anthony et.al(2008). A Practical Guide to Assessment, Planning for Institutional Effectiveness and
Assessment. The Lamar University Electronic Journal of Student. http://www.eric.ed.gov
(retrieved July 8, 2011)
Becket & Brookes M.(2008, April). Leisure, Sports and Tourism Education. Helslington Journal of
Hospitality, Vol 7 Issue 1 page 40
Bush,T. & Bell L.(2002) The Principles and Practices of Educational Management (edited by) Paul Chapman
Publishing London: Paul Chapman Pub; Thousand Oaks’, California; Sage Publication.
Charter School Management Organization, 2008; Keating and Moor Croft 2006.
Colin, Marsh (2001).Spotlight: On School Improvement (page 43). Allen & Unwin Australia Pty Ltd.
Darling-Hammond, L & Bransford John (2005). Preparing Teachers for a Changing World: What Teachers
Should Learn and be Able to Do.(page 11) San Francisco, California: Jossey-Bass.
Gray,D.L & Smith, A.E(2007). Case Studies in the 21st Century School Administration. United Kingdom:
Sage Publishing.
Gonzales, Andrew B.(2000) DECS Service Manual
ISO (2007). Quality Management System. Guidelines for the Application of ISO 9001:2000 in Education
(International Workshop Agreement. www.iso.org/iso/home.html
Joan Dean. (1995) Managing the Primary School.(page 102-103) Second Edition, published by Routledge.
Kerensky,V.M.. (2002). The School in an American Social Order. Boston: Houghton Mifflin Company.
Keating & Moorcroft R.(2006). Managing the Business of Schools. Great Britain Sage Publications.
Keeney Daniel R. (2005). Mission and Place, Strengthening Learning and Community through Campus
Design. (p189). American Council of Education and Praeger Publishers.
Mullins, L.J(2005). Management and Organizational Behavior,(page 757) 7th edition England: Pearson
Education Limited.
Reynaldo Elardo Casing. “Comparative Analysis of the Management Profiles of Selected Secondary Schools
in the National Capital Region” (Unpublished Master’s Thesis) University of the Philippines,
Diliman Quezon City,2008
The 1987 Philippine Constitution.
THE NATIONAL RESEARCH COUNCIL OF THE PHILIPPINES RESEARCH THRUSTS
AND PRIORITIES UNDER THE MEDIUM TERM-PHILIPPINE DEVELOPMENT PLAN
AND DOST NATIONAL RESEACH AND DEVELOPMENT PRIORITIES
Beligardo E. Paculanang
Faculty Member, Sta. Isabel College
Abstract
This project involves discovering the thrusts and priorities of the National
Research Council of the Philippines under the medium term Philippine development plan
and the DOST National Research and Development Priorities. This specifically focuses
on the NRCP priority areas of research, CHED NHERA – 2. Priority Areas in
Education and Education Management itemized as follows: program curricular studies
on higher education, policy oriented studies, research on quality and standards,
technology and education, model building studies, institutional development studies,
manpower demand and supply studies, graduate tracer studies and other research topics.
Other priority themes include food safety and security, development of vaccines and
diagnostic kits using indigenous materials, disaster risk management, pollution control,
climate change, future ASEAN and, peace process and conflict resolution.
Introduction
This study concerns with the National Research Council of the Philippines research
thrusts and priorities under the medium term Philippine Development Plan and the DOST
National Research and Development Priorities for the years inclusive, 2010-2016.
The National Research Council of the Philippines identified priority areas of research as
follows, First, anti- corruption/transparent , accountable and participatory governance. Second,
poverty reduction and empowerment of the poor (agriculture and food, biotechnology, health).
Third, Rapid, equitable and sustained economic growth (Non-technology, ICT, Energy,
Electronics and Manufacturing), Fourth, Just inclusive and Lasting Peace and the Rule of the
Law. Fifth, integrity of the environment/climate change mitigation and adaptation
(Environment and Natural Resources, Disaster Mitigation and Management), Likewise CHED
NHERA – 2009-2018 priority research areas are, program curricular studies in higher education,
policy-oriented studies, research and quality standards, technology and education, model
building studies, manpower demand and supply studies, graduate tracer studies, and other
research topics considered by the Commission in response to the emerging needs of the country.
Background
This study delimits its scope of the National Research Council of the Philippines research
thrusts and priorities under the medium term Philippine Development Plan and the DOST
National Research and Development Priorities for the years inclusive, 2010-2016. It specifically
deals on anti- corruption/transparent , accountable and participatory governance, poverty
reduction and empowerment of the poor, rapid, equitable and sustained economic growth, just
inclusive and lasting peace and the rule of the law, integrity of the environment/climate change
mitigation and adaptation. Likewise CHED NHERA – 2 priority research areas in education
and education management and its support to National Science and Technology Plan which read
“Priority Research Areas in Education and Education Management.
1. Program/curricular studies on higher education – including assessment of present

programs/curricula for purposes of determining how these could be
improved/reengineered as well as international benchmarking of best practices towards
the development of new programs/curricula in leading edge disciplines
2. Policy oriented studies – research on the various dimensions of policy formulation,

implementation, monitoring and e valuation focusing on but not limited to the following:
a. financing of higher education; cost sharing in higher education
b. economics of higher education,
c. governance and management of higher education,
d. accreditation and other quality assurance mechanisms,
e. rationalization of higher education,
f. internationalization of higher education
g. access and equity measures
h. student financing models
3. Research on quality and standards in the context of:
a. international rankings and global benchmarking
b. quality assurance systems
c. equivalency
d. redefining classifications of HEIs
4. Technology and education
5. Model building studies
6. Institutional development studies
7. Manpower demand and supply studies
8. Graduate tracer studies
9. Other research topics considered by the Commission in response to emerging needs of the
country.
The National Research Council of the Philippines Research Thrusts and Priorities…| 91
Hence NHERA-2 supports and complements the following:
National Science and Technology Plan (NSTP )2002-2020. The S & T area thrusts of the
NSTP are:
a. Agriculture, Forestry and Natural Resources
b. Health and Medical Sciences
c. Biotechnology
d. Information and Communication Technology
e. Microelectronics
f. Earth and Marine Sciences
g. Fisheries and Aquaculture
i. Environment
j. Natural Disaster Mitigation
k. Energy
l. Materials Science and Engineering
m. Manufacturing and process engineering
Recommendations of the Congressional Commission on Science and Technology and

Engineering. R & D priorities identified by COMSTE are in six key areas, namely, agriculture and
food, electronics and semi conductors, energy and environment, health science, IT and IT-related
industries, and science, mathematics and engineering education.
Priority themes for multidisciplinary/multisectoral research - In light of the realities that

the country is now experiencing and will face in the future, research on the following themes
shall be encouraged:
1. Food safety and security. Considering the country’s prone-ness to natural hazards and
disasters and with its booming population, it is important for the people to be assured of
affordable and safe food on their table.
2. Enhancing indigenous renewable energy source in the domestic energy mix. Increasing
the percentage of indigenous renewable energy source into the national energy mix will not only
result in dollar saving, and protection of the environment but more importantly, ensuring energy
security. The search, development and exploitation of renewable energy sources will involve a
multidisciplinary approach.
3. Development of vaccines and diagnostic kits using indigenous materials. Emerging

and reemerging diseases have always threatened the global and regional scenes. The country has
to be prepared for these by having the appropriate medication, vaccines and diagnostic kits that
are readily available and affordable.
Disaster risk management. The shift from preparedness to prevention and mitigation
mode in our disaster risk management framework would entail a lot of research work not only in
policy formulation, community development, and public awareness but also in hard science (e.g.
forecasting, structural engineering aspects).
5. Pollution control. Environmental issues that affect the land, air and water should be
studied. A developing country like the Philippines must ensure that progress is not compromised
by environmental degradation.
6. Climate change specifically on the issue of global warming. The four pillars of the Bali
Action Plan dealing with a) mitigation, b) adaptation, c) technology transfer, and d) financial
resources are rich sources of multi disciplinary research work. Considering that climate change
issues deal with future scenarios, a holistic approach is necessary.
7. Future ASEAN. The ASEAN Charter has come into force and by AY 2015, we will be a
single community. The ASEAN will also have its own legal personality. In the process,
immediate studies on how to handle this pending reality must be done.
8. Peace process and conflict resolution. This is a rich source of research work, the results
of which can be applied to governance, policies and direction setting.
Rationale
It is Important to pursue these research areas: anti-corruption/transparency, accountable

and participatory governance, so that all forms of corruption in the government would be
minimized. In poverty reduction and empowerment of the poor, this educating the poor in the
aspect of agriculture like planting vegetables in their backyards, engaging in any form livelihood
programs for them to uplift their living standard. Research on rapid, equitable and sustained
economic growth alleviates people’s living conditions as there would be some sort of economy
boom. In just inclusive and lasting peace and the rule of the law, there would be fairness to
everyone regardless of one’s status in the society. As to integrity of the environment/climate
change mitigation and adaptation, everybody is benefited on this as this is preparedness
propagation how to deal with calamities during the events of occurrence. For CHED NHERA –
2009-2018 priority research areas like, program curricular studies in higher education, policy-
oriented studies, research and quality standards, technology and education, model building
studies, manpower demand and supply studies, graduate tracer studies, and other research
topics considered by the Commission in response to the emerging needs of the country, all of
these research areas are worth pursuing and compelling for our country to be more competitive
with other countries in the world.
The National Research Council of the Philippines Research Thrusts and Priorities…| 93
Significance
In the field of educational management people, the result of the study would enable
them to better improve the institutions they are currently managing, broaden their horizon and
imbibing them with a mature perspective
For the researcher, for him to become a conscientious and knowledgeable in research, as
an added knowledge, and has contributed to the good of the society and to the nation as well.
For the students, it would give them good approaches and bright ideas when they
prepare on their own, and this can be used as their references as well.
For the government offices, the result might create reforms in the system of bureaucracy.
Analysis
The NHERA 2 has stated the policy guidelines and presents strategies to enhance and
develop research productivity among higher education institutions identifying research related
programs in the next ten years. The output expected should be based from a roundtable of
discussions about the changing conditions in the Philippines and the state of research in
Philippine colleges and universities where it incorporates the best experts that include
institutional leaders, senior researchers and representatives from organization that are funding
researches. Three primary audiences playing a vital role in shaping Philippine higher education,
the state policy makers, institutional leaders and researchers. This is designed to help them
decide the type of research that can contribute to the national development and the advancement
of the discipline.
The program curricular studies in education, on the other hand includes assessing
present programs for purposes of determining how this could be improved as well as
benchmarking of the best practices in the development of new programs.
The policy oriented studies on the various dimensions of policy formulation,

implementation, monitoring and evaluation focusing on finance in higher education-cist sharing,
economics of higher education, governance and management, accreditation and other quality
assurance mechanism, rationalization, internationalization, access and equity measures and
student financing models. These also include redefining classifications of HEI’s, technology and
education, model building studies, , manpower demand and graduate tracer studies. Priority
themes for multidisciplinary research also include food safety and security, exchanging
indigenous renewable energy, development of vaccines, disaster risk management, climate
change, pollution control future ASEAN, and peace process.
Recommendations
1. The policy makers behind the projects should not be governed with personal motives like
enriching themselves through corruption.
2. The research should be done accordingly based on approved time frame budget.
3. The output should of immediate utilization for those who will benefit such.
4. Higher education institutions could make use of it through academic accreditations.
5. The society as well could benefit from it.
6. Faculty and students can also make use of the output as their references for their own
researches.
7. School status can also be elevated through its research.
8. It guides to good governance among management of higher education institutions.
9. Could create better relations among neighbouring countries.
10. Prioritizing the thrusts should always a main concern.
Reference
The National Research Council of the Philippines Research Thrusts and Priorities under the
Medium Term-Development Plan and DOST National Research and Development
Priorities
ANTI-CYBER BULLYING ACTIVITIES FOR ELEMENTARY SCHOOLS
Mary Grace Santiago

Principal, Dela Paz Elementary School
Abstract
Cyber bullying is considered as a contemporary issue in education because

elementary students are also involved. Since this is a serious issue that leads to suicide
attempt, it is important that schools must work to address it.
Though there are adopting policies on anti-bullying in all elementary schools, it

is important that different strategies in teaching and learning process, guidance
programs and extracurricular activities must be planned and implemented.
With that, several activities for administrators, teachers, guidance officers,

students and parents or guardians were recommended.
Introduction
At the time that only a few technologies exist, bullying is defined as traumatizing for
children since they are not as aware of their rights like adults are (Smith and Sharp, 1994). This is
classified as physical and/or verbal bullying. In the study of Rigby (2001), physical bullying may
be more common in boys, but at least 1 out of 8 children has said that they have been threatened
or ridiculed by peers, boys and girls.
However, bullying is traditionally linked with school playgrounds and children while for
adult, bullying in the workplace is a frighteningly common occurrence (Kinchin, 2005). In the
article of Mclaughlin (2009), on the other hand, the term ‘bullying’ has spread from schools to
workplaces.
From the above information, bullying has no exemption and can be happen in all
genders, ages and settings. It also reiterated that this happens in a school setting.
NoBullying.com (2014) explained that bullying creates a vicious cycle for the victim in
their social life. In older children and teens, however, the effects of bullying are often more
internalized. Aside from that, victims may begin to develop psychosomatic symptoms. This is
when an emotional state results in a physical illness. These information only says that bullying
has consequences for social problem, psychological problem like anxiety and depression which
lead to physical manifestation.
Furthermore, it is apparent that most teens nowadays spend large amount of time online.
This is because of the growing communities, most online teens already have lived in the internet
equal to the lives they have in school. As teens get more involved in the World Wide Web, it is
inevitable that bullying follows them there (Hinduja and Patchin, 2007).
With a growing number of netizens and the easier access to the internet, more and more
teenagers are bullied online yearly (McQuade, 2009). Because airing one’s opinion, sending hate
mails, recording videos and uploading photos are easier, ridiculing someone is also easier
especially in social media.
In the report of Russel (2011), the “Philippines is named as the social networking capital
of the world.” This information only says that there is a possible big percentage of cases in the
country that involve bullying through the internet, particularly in social media. This is what the
concept of cyber bullying is.
Cyber bullying is a situation in which a person is verbally abused or threatened through

electronic media, such as but not limited to social websites and email. The text can include
derogatory remarks, insults, threats or harmful rumors. Cyber bullying can have a greater impact
than bullying in the real world because what is written on the internet is almost impossible to
erase and can be posted anonymously (Donegan, 2012).
According to Visotsky (2011), cyber bullying can lead to feelings of paranoia and anxiety.
They may think that anyone they encounter at school or at the mall with any subtle commentary
could be their attacker. This feeling that 'everyone is out to get them' may lead to depression and
in worse circumstances, suicide. A bullies feeling of security that they will not be found out leads
them to commit intolerable atrocities.
With that, there are two things that may justify as facts. First, there is the new strategy of
bullying, which is through the Information Communication Technology (ICT); and abuse in the
use of ICTs becomes social and moral problem (Garcia, 2007) so understanding the vulnerability
of society to computer misuse and computer malfunction is needed.
Since this new shape of bullying is formed in the online world, unlike bullying per se,
cyber bullying does not need physical contact with the victim. The advent of technology opened
up new ways to target an individual. Thus, people must be alarmed at the phenomenon of cyber
bullying through initiation of activities that will eliminate its cases in different settings.
Background
According to Redmond (n.d.), cyber bullying in elementary school is a serious matter and
typically involves a repeated pattern of behavior. So it is not a one-time occurrence. As explained,
it is possible for a victim of cyber bullying to bully other students, and cyber bullies do get
victimized in this way as well. In addition, children have committed suicide because of the
harassment, and it has led to students acting out violently against each other, sometimes with
fatal results.
Redmond (n.d.) also enumerated different forms of cyber bullying that includes
spreading false rumors; cruel remarks; threats of violence; excluding, isolating or ignoring
another person (on a systematic basis); tricking someone into revealing personal information and
then spreading it around by e-mail or instant messenger; putting up a web page for the purpose
Anti-Cyber Bullying Activities For Elementary Schools | 97
of making fun of a person; and using the internet to set up a poll to choose who is least popular,
fattest, ugliest, etc.
The article discussed that simple forms of bullying to elementary learners may lead to
violence including suicide. Therefore, this issue must be monitored by the teachers and school
administrators.
Englander (2012) found out that “most elementary cyber bullying occurred in online
games.” However, children at the highest risk of repeatedly cyber bullying others were the most
likely to report problems on Facebook, email, or through Text Messaging. This suggests:
elementary cyber bullying education should probably include lessons relevant to online game-
playing dynamics. Also, when a child aged 8 to 11 reports a problem on Facebook, email, or
messaging, that should be regarded as a possible warning sign of higher-risk online involvement.
In the Philippines, although the phenomenon of bullying in schools has been always
present, but it is increasing day after the other and that’s why the government is paying more
attention to the social life. Flores (2014) reported that the Department of Education documented
more than 1,700 cases of abuse and bullying in school year 2013-2014. School bullying is always
related in some way to the acts of violence, and that’s why the Education department is stressing
more on the idea behind making schools free of violence and urging students, their parents and
teachers to act on fighting any act of violence that appears in any school, and they are also
stressing on the idea that schools should be a place free from any threats for the children.
A survey (nobullying.com, 2015) that was recently conducted showed that one in two
Filipino children witnesses violence or abuse in their schools. It was also proved that students in
the schools witness the different types of bullying, which might be verbal such as “calling
names”, “being made fun of”, or it might be social such as “letting the child out of activities by
others”, or “making the student do things he/she did not want to make it in the first place”.
The House of Representatives in Philippine has approved a bill that requires all the
elementary and the secondary schools to adopt policies that prevent bullying or any other kind of
violence in the schools. This bill requires the schools to include the anti-bullying policies in the
schoo,l students and employee handbook. It should be apparent on the wall of the schools, the
classrooms and websites. The schools should then submit to the DepEd after six months upon the
effect of the law, and any incidents should be reported immediately, and in case of absence of the
policies in any school, there is a sanction that falls on the school’s administrators (Malipot, 2013).
Igno, et al (2014) explained that with bullying being referred to as an aggressive behavior
that is done repeatedly and might turn out to be an act of violence, that might be verbal, physical
or social, and usually the person who is responsible for these acts is doing so because he/she
wants to show that he/she is more powerful, they want to grab the attention of the people
around them, and it does not always have to be out of revenge or hatred, sometimes they come
out of the person because they are just bored. Schools should pay more attention for bullying
because:
Children might take this behavior with them even after they leave schools, so teachers
should apply policies that will improve the safety and happiness of the students, and to show
bullies that any of these acts is unacceptable in schools.
Bullying is not just an act that happens and is forgotten the time it is finished, but it
might lead the victim to feel depressed, to get away from any social activity, to feel powerless,
shameful or always threatened.
In the information provided especially in the Philippine setting, cyber bullying is

considered as contemporary issue in education. Though problems were identified and some
studies revealed that its impacts were very alarming, it is important that educational institutions
must provide possible solutions for this problem. Thus, elementary schools must have activities
that will eliminate the case of cyberbullying among young learners.
Rationale
Elementary schools are required to adopt anti-bullying policies to their respective

institutions. However, this document where policies were indicated is just a piece of paper where
students, parents and teachers sign during the beginning of the classes and as the need arises.
Moreover, it is better if the concepts of cyber bullying are inculcated in different school activities
through innovative learning methodologies and techniques which will develop students’
cognitive, affective and psychomotor domains of learning. Through this paper, different activities
to integrate cyber bullying are explored.
Significance
This paper will be significant to the Elementary Education in the Philippines. Specifically,
this is very much important to the following beneficiaries:
School Administrators may use this paper as basis in proposing both curricular and
extra-curricular activities that may eliminate the case of cyberbullying in their respective
institutions.
For the faculty members, this can be a reference to a new challenge to be adopted as
educators since strategies and teaching methodologies will be transformed to address the needs
of the students in developing its cognitive, affective and psychomotor domains of learning.
For the students, this may be helpful to achieve the functional literacy including the
technology literacy which is an important component of being a 21 st century learner.
Lastly, this writing is also significant to the guidance counselors who are capable in
planning and implementing activities for values formation, personality development and
behavior modification. Aside from that, this will also benefit in a sense that these experts are
competent in providing interventions to the students who became a victim of cyber bullying.
Analysis
Aside from orienting the students with their parents during the enrollment regarding the
bullying policies of the institution, it is more important that this addressing this issue should also
be part of the different areas of concern of the schools.
With that, the following are guidelines that the elementary schools must have to
eliminate the case of cyber bullying:
1. Teaching and Learning Process
In the teaching and learning process, it is important that the nature, causes and possible
effects of cyber bullying must be discussed to the class. Lack of awareness in this issue may lead
to low knowledge level. This can be done in classroom discussion.
Aside from that, to fully understand this issue, it is important that students must be
exposed on how to be a peer or a friend of the victims of bullying. This will help to develop
learners’ social responsibility and roles of other members of the community. This exposure to the
learners will be helpful in developing their affective domain of learning.
Since cognitive and affective domains of learning were indicated, transfer of information
cannot be considered as complete if the psychomotor domain is missing. This application of the
theories and principles can be done through classroom demonstration or providing an activity
from an innovative teaching strategy and methodology on how will a student help their peer
who is a cyber bullying victim in a situational analysis format.
2. Guidance Program
Guidance and counseling officers play an important role in providing in-depth

understanding to the individuals, especially in the case of the activity that their emotions and
behaviors are the major concern. Thus, these experts, including psychometricians and school
psychologists, are capable in providing intervention for the individuals involved in cyber
bullying, both victims and the one who bully. This intervention can be acquired through the
following services:
First is the counselling service. Counseling, facilitated to both individual and group,
helps the counselees for direct analysis to identify the psychological needs of the individuals
through interview or the assessment of the counselor. At the root of the problem or the reason
why the individual respond in such manner is identified, the counselors, psychometricians and
school psychologists may do another step to design or plan possible interventions to the victim of
bullying and even the individual who initiates cyber bullying.
However, if this process is not enough, psychological testing will be given to the counsels
which will determine their mental ability, reasoning, aptitude, personality, etc. The more data
gathered to the counsels, the better intervention program will be designed.
Aside from that, Guidance and Counseling Office must also monitor and evaluate the
home room program of the institution that will help the students to better understand their selves
in different aspect. Since young learners are exposed in the use of social media and the above
information mentioned that this is an easiest method to bully, it is important that this issue is not
only discussed as one topic, but this should be integrated into every lesson like how ICT
integrated into the teaching and learning process. Through monitoring and evaluation, therefore,
the administrators and teachers will identify if the needs of the learners are addressed because if
not, this will be redesigned for improvement.
Lastly, it is very much important that the information regarding the academic
performance of the students which may seems to be affected by cyberbullying must be
communicated to the parents and/or guardians. The collaborative effort of the guidance officers,
teachers and parents or guardians is helpful for the plans and programs of the institution.
3. Extracurricular Activities
Besides being fun and a great way to socialize with peers, extracurricular activities can
enhance students' time management and stress management skills, improving overall
productivity. With that, it is clear that elementary institutions must have these activities to
develop the maximum potential of the students.
According to Smith (n.d.), students learn to manage their time, relieve stress and learn to
strive for excellence in more than one thing through extracurricular activities. So, it is helpful to
the individuals who are engaged in cyber bullying.
First is the side of the victims of cyber bullying. This activity may be helpful in
converting their stress to a reinforcement in a sense that they may tend to study better because
they must be trained to strive for excellence not only in one thing. Hence, learners gain
confidence to be productive.
On the other hand, this will also be helpful to the initiator of cyber bullying because
involvement in extracurricular activities may find them new friends and do productive things
that lead them to forget this habit because it is expected that cyber bullying is no longer an
important thing.
Recommendations
It is recommended that the principals must plan for the activities where anti-cyber
bullying will eliminate in the institution. But prior to that, environment scanning must be
conducted to identify what exactly the problem to know the possible programs and strategies to
be planned which is effective in addressing the said issue.
For the teachers, it is important that the nature of cyber bullying must be delivered well
to the learners. And since the majority of the teachers have social media accounts and connected
with the learners, it is recommended that the teachers should also conduct an assessment on how
their students use the social media and catch their attention on how learners express their
feelings through messages in their accounts.
Guidance counselors should be active in catching the attention of the learners and
parents or guardians if cyber bullying happens because this leads to suicidal tendencies. Aside
from that, the guidance officers must also be aggressive in the conduct of extracurricular
activities for the institution.
For parents and guardians, participation is important in the school activities. While for
students, active participation in school activities including extracurricular activities is
recommended.
References
Donegan, R. (2012). Bullying and Cyberbullying: History, Statistics, Law, Prevention and
Analysis. The Elon Journal of Undergraduate Research in Communications, Vol. 3. No. 1.
Englander, E. (2012). Cyberbullying among 11,700 Elementary School Students. MARC Research
Reports: Bridgewater State University.
Garcia, E. (2007). Integrating Ethics into IT Education. In Maximiano, J. (Ed.), Ethics and Social
Responsibility in Mass Communication (pp. 64 – 83). Pasig City, Philippines: Anvil
Publishing Inc.
Hinduja, S. &Patchin, J. (2009). Bullying Beyond the Schoolyear: Preventing and Responding to
Cyberbullying. Thousand Oaks, CAL Sage Publications (Corwin Press).
Igno, et. al. (2014). Cyberbullying: A Case Study. Manila: Polytechnic University of the
Philippines.
Kinchin, D. (2005). Post Traumatic Stress Disorder: The Invisible Injury. Great Britain: Wessex
Press.
Mclaughlin, K. (2009). The Workplace is not a Playground. Retrieved from http://www.spiked-
online.com/newsite/article/6727#.VgFpLt-qqko.
McQuade, S. (2009). Encyclopedia of Cybercrime. Greenwood Press.
Nobullying.com. (2014). The Psychological Effects of Bullying. Retrieved from
http://nobullying.com/the-psychological-effects-of-bullying/.
Redmond, J. (nd). Cyberbullying in Elementary School. Retrieved from
http://kids.lovetoknow.com/wiki/Cyberbullying_Elementary_School.
Rigby, A. (2001). Justice and Reconciliation: After the Violence. United States of America: Lynne
Rienner Publishing, Inc.
Russel, J. (2011). Philippines Named Social Networking Capital of the World. Asian
Correspondent. Retrieved from http://asiancorrespondent.com/54475/philippines-
named-the-socialnetworking-capital-of-the-world-indonesia-malaysia-amongst-top-10/.
Smith, K. (nd). The Importance of Extracurricular Activities for Teens. Retrieved from
https://www.ihaveaplaniowa.gov/Home/Article.aspx?articleId=IGeYH2kUApurN7Jfm
oFVeQXAP3DPAXXAP3DPAX&level=3XAP2FPAX6J7I3kztATGuYyXAP2BPAXDahIQX
AP3DPAXXAP3DPAX
Smith, P. & Sharp, S. (1994). School Bullying: Insights and Perspectives. London: Routledge.
Visotsky, K. (2011). Cyber Bullying Prevention: How to stop Cyber Internet Bullies. Retrieved
from http://kvisotsky.blogspot.com/.
ASSESSMENT OF DBP BUSINESS ASSISTANCE CENTERS
IN SELECTED STATE UNIVERSITIES AND COLLEGES
Abstract
In support of the ten-point National Development Agenda of then President
Gloria Macapagal Arroyo of creating six to ten million jobs, the Development Bank of the
Philippines (DBP) embarked on a policy-based lending project that would support two
(2) of its key strategic sectors – the micro, small and medium enterprises (MSMEs) and
the education sectors.
The program conceived by DBP was the establishment of Business Assistance

Centers (BACs) in State Universities and Colleges (SUCs). The SUCs were targeted to
be a key partner considering the financial problems faced by the schools as a result of
inadequate financial support from the National Government.
Background/Rationale
In 2004, then President Gloria Macapagal Arroyo laid down the ten-point National
Development Agenda that would be the focus of the country’s economic master plan for the next
six years under her administration.
One of the Agenda included the creation of six to ten million jobs by tripling the loans to
small and medium enterprises (SMEs).
The Development Bank of the Philippines (DBP) as a 100% government-owned financial

institution was mandated to support the development of the economy via provision of loans to
four (4) major industry sectors. These sectors are: Social Services (which include the Education
sector), Environment, Infrastructure, and Micro, Small and Medium Enterprises (MSMEs).
In support of the plan of then President Gloria Macapagal Arroyo, the DBP embarked on
a policy-based lending program that would support two (2) of its key strategic sectors – the
MSMEs and the education sectors.
The program conceived by DBP was the establishment of Business Assistance Centers
(BACs) in State Universities and Colleges (SUCs). The SUCs were targeted to be a key partner
considering the financial problems faced by the schools as a result of inadequate financial
support from the National Government.
The objectives of BACs are (1) to encourage, promote and assist the growth of micro,
small and medium enterprises in the countryside by establishing a delivery system that will
facilitate the sector’s access to technology, markets, technical and financial assistance, and (2) to
provide income generating projects to State Universities and Colleges.
The program is an alternative and holistic solution in providing MSMEs another option
on how to better access credit and other technical assistance through educational institutions that
are in a position to foster the spirit of entrepreneurship.
The BAC will house and bring under one roof the resources and services of government
agencies and private institutions that have volunteered to participate in the Project.
The DBP BAC partners are:
 the state universities and colleges that have Information Technology (IT) centers or e-
business centers in their school premises and are willing to host DBP’s internet systems
so that these systems can be made available to SMEs.
 The SUCs will provide the structure (room, building or the existing IT center) that will locate
the BAC. As host, the SUC shall appoint a BAC Manager to manage the day-to-day
operations of the Center
 the Department of Trade and Industry (DTI) for the provision of business counseling
and advisory services,
 the Department of Science and Technology (DOST) who will provide technical
assistance to projects that are recipients of financing under the BAC,
 the DBP who will facilitate the setting up of the Business Assistance Centers, including
the sharing in expenses incurred during the consultative meetings. DBP will likewise
provide loans to qualified MSMEs.
 The DBP will give the BACs a grant amounting to Five Hundred Thousand Pesos (P500,
000.00) as Start Up Capital and Operating Budget to get them going at least for the first
year of operations. After that, the BACs are expected to be sustainable by exacting fees
for the services that they will render.
Significance
The program is significant because it will assist two (2) major sectors of the economy –
the SMEs and the education sectors. These are the preferred areas of investment in the country
and of the Bank.
The Business Centers will also assist the State Universities and Colleges to improve their
revenue generation capability in view of the drastic cuts in their operating budgets while
utilizing their existing resources and strengths in assisting the mSME sector.
The SUCs have IT Centers which could be converted into BACs and they have a vast
wealth of knowledge through its faculty and students in providing project feasibility studies.
At the same time, the SUCs can introduce a paradigm shift among its students into
becoming entrepreneurs instead of being employees.
Assessment of DBP Business Assistance Centers in Selected State Universities and Colleges | 105
Analysis
The objective of any learning institution is to teach and to educate. Given such a noble
purpose, with their rich experience in promoting creativity and the vast number of knowledge
workers at their disposal, higher learning institutions are at a vantage position to foster the spirit
of entrepreneurship and to unleash the entrepreneurial potentials, not only of students and
prospective entrepreneurs, but also of the school itself.
The active participation and collaboration of higher learning institutions in creating an

environment for entrepreneurship is an indispensable and inevitable necessity to create an
environment conducive to generating productive and decent employment and income.
Higher learning institutions can play an important role and participate in the promotion
of entrepreneurship through education – both formal and non-formal.
Higher learning institutions, through its entrepreneurial extension outreach programs,

can become effective partners in promoting the entrepreneurial spirit and can redirect the
mindset of their students/graduates in being a job creator rather than being a job seeker, and
earn income in the process (Ramos, 2008).
The BACs are envisioned to be financially sustainable through the services that they will
offer, to wit:
 Business Counseling – by the SUCs or through its partners in terms of

- preparation of business plans,
- counseling on how to access government support services
- provision of research and development and extension services to SMEs
- make available technical expertise, laboratories and workshops
- accessing credit and technical assistance from DBP
- provision of indigenous technology developed/generated from R&D programs of
the SUCs
- provision of other services such as preparation of project feasibility studies and

assistance to loan applicants, aside from IT computer and communication services
 IT services - Internet services and marketing of products through on-line registration.

The SUCs, through its e-business centers, will host two of DBP’s IT services and systems
for the SMEs. These are the Buy Philippines and the Information Exchange System
The Buy Philippines is an e-mall for SMEs that want to sell online through the internet. It
is an electronic store wherein SMEs will be given a website and can display their products for
sale for an opportunity to tap a bigger market. The whole world can be their market; it is like
having a virtual worldwide “tiangge” for the local products.
The Internet Exchange System is an on-line business matching facility where an

entrepreneur can buy or sell products, offer or seek services or look for business partners. If the
Buy Philippines is a B2C (business to customer) system, the Internet Exchange System is a B2B
(business to business) connection for those interested in looking for business partners in the
country and establishing connections with franchisers, subcontractors and manufacturers.
By promoting these websites, DBP, through the school’s e-business centers, can help
business entrepreneurs gain access to markets through the internet.
Recommendation
The BACs shall function and operate like a one-stop shop service center where MSMEs
can get all the necessary information and support services from the DTI and other DBP partner
institutions. The Centers are envisioned to be sustainable. They will be exacting fees for the
services that they render.
Foregoing considered; we can hypothesize that the establishment of BACs is an effective

income generating project for the State Universities and Colleges.
References
 Development Bank of the Philippines, Annual Report

 Speeding up micro firms with SPEED, BizNews Asia, February 21-February 28, 2005
 Memorandum of Agreement among DBP, DTI, DOST and the SUCs
 https://www.youtube.com/watch?v=SW1ISOmax0I
 http://www.mixph.com/help-for-pinoy-entrepreneurs-by-dbp-speed/
 http://www.visayandailystar.com/archives.visayandailystar.com/2007/May/03/busin
essnews3.htm
 http://www.philcttis.org/content.php?wuid=190
SOLVING THE PHILIPPINE EDUCATION CRISIS
Ma. Shiela T. Vera
Abstract
This paper presented the educational system at present such as poor facilities
and laboratories, the instructional material, the big size of the class, no classroom, and big
number of dropout rate, no enough books and unsatisfied teachers for their salary which
are the clear picture of education crisis. Population is the main reason of the incapability
of the government to supply all the needs in educational sector which the effect is poverty.
The 2015 Budget allocation for education as the highest allocated budget is not enough to
sustain the quality education. The paper attempted to find out other options to create
solutions for quality education. There were five factors presented which are effective for
the quality education. These are Satisfaction of the Teachers for their salary and other
benefits, Empowering Teachers to use her Leadership Potential, Collaboration to provide
services that would help to reach the set goal, School-Based Management for close
operation and Initiative Involvement of Parents. This article explained on how these five
factors solve the problem in educational system such as that parent involvement program
on how to make them aware about the importance of responsible parenthood and how to
acquire skills for their livelihood. These are the leading factors to the population control
and poverty alleviation. The creative activities and innovative decision based on
collaboration and leadership potential based on empowerment of teachers are the success
to solve the crisis in education even it has a big population.
Introduction
The government has the obligation to secure the education of the people. According to
Mongaya (2012)various international agreements entered into by the Philippines, including the
1948 Universal Declaration of Human Rights and the United Nations Millennium Development
Goals, state that the state has a responsibility to guarantee the people’s right to education.
Mongaya (2012) continue stating that education is generally described as the process of providing
or receiving systematic teaching. And it is a basic human right because it is considered one of the
fundamental guarantees that enable an individual to live his full potential as a human being.
Our 1987 Constitution itself explicitly provides for the government to “protect and
promote the right of all citizens to quality education at all levels” and “take appropriate steps to
make such education accessible to all.” The constitution also states that “the highest budgetary
priority” shall be assigned to education (Mongaya ,2012).
The present administration allocated the highest budget in education that from the
speech of the president, he said that for 2016, The P62.7-billion is to benefit 4.6 million poor
households. This will also support the ongoing update of the National Household Targeting
System for Poverty Reduction, which is critical especially after the extensive destruction brought
by Typhoon Yolanda.He stated refocus spending is needed to support households especially
those graduating from the 4Ps in obtaining gainful employment and livelihood. Thus, more-than-
doubled the budget of the Sustainable Livelihood Program to P9.6 billion and set aside almost
P11 billion for the continuation of the National Community-Driven Development Program.He
said that continuing to nurture the potential of our people is important to create prosperity for
themselves through their skills and hard work. The president also stated that Education is still
our top budget priority. For 2016, the budget of this sector increased by 21 percent to P547.3
billion. In particular, this amount will enable the Department of Education (DepEd) to continue
implementing the K-12 Basic Education Reform Program, including the first year of senior high
school in 2016. After finally closing the inherited backlog in the supply of classrooms and
teachers, today, to invest in improving the quality of education to better prepare our graduates
for work or higher education (Aquino, 2015).
But the doubt of how the education budget is enough to the needs of the present
population is the big question for the dream of the present administration. The reality of the big
number of population is the impossibility that education budget might be not enough to sustain
the quality education that the government would like to establish. Contrymeters (2015) presented
the data that as of 1 January 2015, the population of the Philippines was estimated to be 102 333
484 people. This is an increase of 1.90 % (1 911 039 people) compared to a population of 100 422
445 the year before. In 2014 the natural increase was positive, as the number of births exceeded
the number of deaths by 2 040 584. Philippines population is estimated to be increased by 1 947
406 people and reach 104 280 890 at the beginning of 2016. The natural increase is expected to be
positive, as the number of births will exceed the number of deaths by 2 079 416.
The country’s population is projected to reach 101.6 million this year, according to the
Philippine Statistics Authority. PSA interim assistant national statistician Socorro Abejo made the
projection at the official start of Population Census 2015 (PopCen 2015), which runs until Sept. 6
The PSA, a line agency of the National Economic and Development Authority (NEDA), is
considered an expanded National Statistics Coordinating Board (NSCB).The 101.6 million
forecast is roughly 10 percent higher than the 2010 official count. The annual growth rate is 2.1
percent, slightly slower than the 2.42 percent rate from 1990 to 1995 (Torres, 2015).
In a short time, these individuals will claim their share of the limited educational
provisions. He stated that the Philippines can't build classrooms fast enough to accommodate all
these people and also recalled the much lamented lack of teachers, furniture and teaching
materials. In short, there are too little resources for too many students. He mentioned two
alternatives in this situation, logically, there exist only two strategic alternatives: either, one
increases the resources, which is easier said than done considering the dramatic state of public
finances, or one reduces the number of students. This second alternative presupposes a
systematic population policy, aimed at reducing the number of births considerably. (Meinardus,
2003).
The sincerity of the present government to provide the quality education and
development is better observed. But the population, which getting bigger and bigger, particularly
the biggest number of it is for the poor. The question is how we can maximize the budget of the
government that the quality education be possible.
Solving the Philippine Education Crisis | 109
Background
To attain this, the paper presented the challenges in the present educational system of
public school. It tackled about the current situation of the education in the Philippines and
looking the current solutions made by the government. The paper attempted to figure out the
best solutions to attain the quality education through online research which was conducted for
gathering the information and data. The memoranda, articles, house bill, GMA News online,
World meter for the statistical data and foreign program in education were presented to really
evaluate and analyze how the government sustains education. Through analysis of the situation
there were things that would be helpful to our Education crisis that the government and
Department of Education should be considered.
Rationale
The Philippine government understands the importance of education. As stated in article

XIV, Section 5 Paragraph 5 under Section 5 of the Philippine Constitution “the State shall assign
the highest budgetary priority to education and ensure that teaching will attract and retain its
rightful share of the best available talents through adequate remuneration and other means of job
satisfaction and fulfillment (Tinio, 2013)
From the DepEd 2015 budget not discretionary stated in the bulletin by the Dep Ed last
July 14, 2015 has been cited by former Senator Panfilo Lacson as one of the agencies with the
highest lump sum or discretionary budgets under the 2015 General Appropriations Act
(GAA).While the Honorable Senator did not enumerate the details of the PhP80.7 billion lump
sum budgets attributed to DepEd, he may have been referring to aggregate amounts that are not
discretionary in nature, but are intended for specific expenditures. Such funds include the
construction of classrooms in the Senior High School (SHS) program, school repairs and other
infrastructure needs (PhP36.9 billion), the budget for salaries of new teachers to be hired and
other personnel requirements of the Department (PhP25.6 billion), the conduct of a school based
feeding program for undernourished children (PhP2.4 billion), and the training of teachers in the
enhanced K to 12 curriculum (PhP2.0 billion).These budgets have been derived based on actual
need and plans prepared by schools and DepEd’s field offices, especially in relation to the
implementation of the SHS program. In the case of the SHS construction budget, the schools have
already been identified and construction programs for these schools have been defined. The list
of SHS schools with programmed classroom construction is available on the DepEd website.The
DepEd maintains that these budgets are not discretionary and shall be used only for these
intended purposes and actual need (Arcangel, 2015).
An article by Raplers.com stated that public schools open for 21 million elementary and
high school students nationwide. Students who are headed back to school are all under the K to
12 program, since the last batch of students under the previous 10-year pre-university cycle
graduated last March. The total enrollment in public schools for school year 2014-2015 was at
21,042,250. For school year 2015-2016, the Department of Education (DepEd) expects about
180,000 to 200,000 more students on top of last year's enrollment and also mentioned about the
statement of ACT National Chairman Benjamin Valbuena stated that the shortages from 2010 to
2014 in the basic education are yet to be addressed by the education department. This is
including backlogs in the delivery of school laboratories and other facilities, books and modules,
chairs and even sanitation facilities, and He added about thousands of teachers are still much
needed in order to resolve the recurring problems of large-sized classes and the teachers' group
protests calling for the salary increase for teachers (Geronimo, 2015).
In the House Bill 245 issued by by ACT Teachers Party -List Representative, Antonio L.
Tinio aims to increase the minimum monthly salaries of teaching and non-teaching in public
elementary and secondary school. In his House Bill 245 explanatory note stated that the efforts of
the government to upgrade the educational system cannot succeed as long as teachers and
education workers are not accorded decent salaries. He also mentioned there that the salaries of
public school teachers are currently unable to insure a reasonable standard of life for themselves
and for their families. According to him the family living wage in the National Capital Region,
estimated at P957 per day or more than P21,054 per month, which means that many teachers
resort to borrowing from Government financial institution such as Government Service Insurance
System, private lending institutions or loan sharks in order to cope with this living salary gap
(Tinio, 2013).
The GMA News Online also commented that the increase in the budget does not help
GMA News Online covered the news entitled Poverty, hunger prevent Filipino kids from getting
basic education last September 19, 2015 by Jam Sisante that the article discussed the Poverty as
one of the main causes of poor education. Citing data from the National Statistics Office 2003
Functional Literacy, Education, and Mass Media Survey, the study said the top reason of people
aged 6-24 for not attending school is being employed or “looking for work," with almost one-
third or 30.5 percent citing that reason. Lack of personal interest came in second at 22 percent,
while the high cost of education came in a close third at 19.9 percent. Other reasons include,
among others, housekeeping, illness or disability, failure to cope with school work, and distance
from school. In the report stated that The lack of interest among school children indicates a
weakness on the part of the school system to make education interesting for the students. This
may be due to poor teaching quality, inadequate facilities and supplies and poor infrastructure.
Poverty, social exclusion, school distance and poor health are, likewise, factors that weigh heavily
on children and dampen their interest to pursue schooling. That the report concluded that the
challenge is how to make the school interesting and encouraging rather than intimidating; how to
make it inclusive, non-discriminatory and poor-sensitive rather than exclusive and elite-oriented;
and how making it accommodating rather than restricting. Finally, the education content, process
and experience should be made more meaningful to the children’s life experiences by ensuring
appropriate, culture-sensitive and values-based (Sisante, 2015).
From the issues presented above, the needs of the people could be simply solved by
allocating budget, but it is finding the factor to sustain the local school in all their needs in the
educational sector. To increase the salary and other benefits of teachers should be the top priority
because teachers could help a lot to provide ways of making manpower or resources that would
really help establish quality education. School empowerment by having school based
management and community collaboration that provides a solution to solve the case of poor
families that hinders to produce the appropriate budget for education and lessen the youth who
are not attending in school. The budget allocation is not enough to be the solution for our
education. For that here are the ways on how to have quality education in Philippine nation.
Empowering Teachers is powerful enough to sustain the Philippine education
Seed (2005) cited (Wasley, 1991, p 20) stated that empowerment of teachers is a desirable
ingredient of school improvement. Empowered teachers have ‘the autonomy to make decisions
about curriculum, pedagogy, and assessment’. According to Seed(2005) cited from Reitzug &
Burrello ( 1995) that in order for teachers to have the opportunity to implement ideas and
programs, resources in the form of money, materials, time, and opportunity must be available.
When the request cannot be met by the principal, other options should be discussed instead of a
flat "no." Other possibilities include grants, local businesses, and state incentives (Reitzug &
Burrello, 1995) cited (Seed, 2005).Seed (2005) cited (McCarty, 1993) stated that teachers who are
empowered become risk takers by experimenting with new ideas, reading new books, and
attending and planning professional development activities in order to survive and thrive in the
current high-stakes school climate and also cited (Boles & Troen, 1992) stated that teachers also
take on new roles such as team leader, action researcher, curriculum developer, and in-house
trainer.
School-based management can be defined as the systematic decentralization to the school

level of authority and responsibility.
It is to make decisions on significant matters related to school operations within a

centrally determined framework of goals, policies, curriculum, standards, and accountability. The
main reason put forward to support decentralization is that principals, teachers and parents are
best placed to make decisions about how a school’s resources introducing greater choice in
education. Some observers claim that the problems of the education sector and system could be
solved by an injection of additional funds and resources. In many cases, it is rather the
organization of the education system that must be reexamined. The difficulties of the education
system are most often due to an inefficient system of production, distribution and delivery of
educational goods and services. A better use of the resources presently dedicated to education
services could go a long way in solving the endemic problems of education systems. To achieve
this, a more efficient division of responsibilities is required between the state and competitive
sector organizations as well as a systematic recourse to competitive processes and prices to guide
individual choices and government spending. (LaRocque & Boyer, 2007) cited to a recent OECD
report.
Involvement of Parents for Positive Relationship
Henderson & Mapp (200) concluded that there is a positive and convincing relationship
between family involvement and student success, regardless of race/ethnicity, class, or parents’
level of education. To put it another way, when families are involved in their children’s learning
both at home and at school, their children do better in school. The report also points to specific
types of involvement as being especially beneficial to children’s academic success and found out
that a framework for strengthening parent/family involvement programs was necessary. The
updated National Standards shift the focus from what schools should do to involve parents to
what parents, schools, and communities can do together to support student success\
Creating Collaboration Time
According to Stigler and Stevenson (1991), Service Learning Program is currently being
used to create teacher collaboration time in some places, but it has even broader potential for
doing so. In light of the increasing popularity of service learning and the demonstrated benefits
to those who provide the services, it may be desirable to explore the possibilities of having older
students regularly tutor and coach younger ones. Arrangements of this sort can free teachers for
collaborative time, while a skeleton force oversees the volunteers. Another arrangement with
potential is suggested by a program at Detroit's Washington Middle School. Several years ago,
the principal made every Friday Hobby Day, when all the adults in the school (not just the
teaching staff) taught classes on their various interests. Youngsters signed up for two-hour
classes offered over a period of six Fridays, to learn such skills as photography, puppetry,
barbershop-style singing and gourmet cooking. In addition to responding to the demand for
“exploratory” for the young adolescent age group, this program proved an effective way for
youngsters to interact with adults in a somewhat different way. The arrangement in effect,
enlarged the teaching staff for one day a week. Through careful scheduling of the hobby groups,
such a program could also permit different groups of teachers to work together for a few hours
every Friday. Still another avenue with possibility is the popular partnership concept. A
university partner, in particular, has such potential—least demandingly perhaps through
providing films, TV lessons, and demonstrations, all with interactive teaching arrangements.
Where university partners handle instruction and design follow-up activities, aides and
paraprofessionals may well be able to handle monitoring, thus freeing teachers. Well short of
such extensive arrangements, it is not uncommon for grants providing start-up costs for new
programs to cover collaboration time—often under the guise of staff training or development
time. But as desirable as such programs and arrangements may be in serving a variety of
purposes, they cannot yield the most reliable, continuing a time for teacher collaboration that
research suggests is necessary to sustain good teacher and good school functioning. In addition,
programs that yield collaboration for some, but not all—or for a group assembling people from
various schools, or only for a program initiation period—are not sufficient. The need for a
school's faculty members to reflect together on their practice—and for schools to remain
collaborative, self-renewing entities—does not end once the teachers are trained and programs
established.
Satisfaction in Salary and adequate remuneration is important to motivate the teachers to

work harder.
They should receive the reasonable salary for their great task. The workload of the
teacher is not as simple as office employee. They work as the leader of the youth and immediate
absorber of the problem of the society. By this the teachers are powerful to make solutions as long
as they are contended with what or how much they receive As stated in article XIV, Section 5
Paragraph 5 under Section 5 of the Philippine Constitution “the State shall assign the highest
budgetary priority to education and ensure that teaching will attract and retain its rightful share
of the best available talents through adequate remuneration and other means of job satisfaction
and fulfillment. In the House Bill 245 issued by by ACT Teachers Party -List Representative,
Antonio L. Tinio aims to increase the minimum monthly salaries of teaching and non-teaching in
public elementary and secondary school. In his House Bill 245 explanatory note stated that the
efforts of the government to upgrade the educational system cannot succeed as long as teachers
and education workers are not accorded decent salaries. He also mentioned there that the salaries
of public school teachers are currently unable to insure a reasonable standard of life for
themselves and for their families. According to him the family living wage in the National
Capital Region, estimated at P957 per day or more than P21,054 per month, which means that
many teachers resort to borrowing from Government financial institution such as Government
Service Insurance System, private lending institutions or loan sharks in order to cope with this
living salary gap.
Significance
The study proved that aside from the budget allocation that we cannot avoid the
shortage of it because of the big population there are many factors that should be given the
attention which mentioned earlier such as the importance of teacher empowerment and a salary
increase of teachers to be effective instrument as the agent of quality education. The collaboration
time and parent involvement are the factors that would help to lessen the expenses and budget of
the government. Because of the willingness of everybody to serve and share in all means.
For the administrators, this paper suggest innovation on assigning the teachers and other
staff to the most useful task.
For the government, it serves an illustration why the teachers are deserving to receive a
salary than what they have now. That it suggested that the education sector is powerful sector if
teachers are satisfied with their salary and other benefits that would help to maximize the budget
of the government.
For the parents, It proves how their support and participation become essential for
quality education.
For the community, the school – based management presented in the paper needed the
support of the community in making consistent policies for quality standard and good
governance manned by the concerned community.
Analysis
The education crisis that the Philippine government is facing is not able to solve by
allocating the budget alone. While population control is not effective in the Philippines the
problem in education crisis will not be solved. The poverty alleviation is the immediate effect of it
and the reason why those people who are suffering in poverty do not grab the free education.
This also creates problem with poor human resources because of poor health and illiteracy. And
sad to say the attitude of the uneducated Filipinos affects mostly once they have their own family
and some became addicted to drugs or their children are on the street begging for alms and learn
nothing but used of those people for some bad activities. So how can the government produce
better fund for the people to sustain this poor person.
The paper proves the essential role of the school staff in maximizing the budget by
making fund raising, influencing the people about the importance of family planning and
community service that would help to make them productive.
The school empowerment with the close participation of the local government to man the
standings and needs of the school with the parents in the community is the best solution to have
good education. From here, it proves that local funding would help to sustain quality education
with the creativity and innovation of the administrators and teachers in their community.
But also the local government should give the official role of participation in the
education system with the school staff consent.
Recommendation
The biggest percentage of the education budget should be allocated for the salary of the
staff for them to be motivated in their job and work well.
The school empowerment and teacher empowerment are important to maximize the
education budget and look for additional fund in the community.
The teaching loads of the teacher are not based only on classroom teaching and as class
adviser, But consider the community service and organization adviser as the replacement of
teaching load.
The task of teachers should be recognized higher than the simple office work that the
hiring should be rigid and criteria of hiring teachers in the public school should be revised that
sense of leadership with the evidence of training and experienced should be required.
The partnership of local government and school for school based management should be
considered and study as the instrument of maintaining facilities, equipment and fund.
The partnership of industries and school should also be considered as the funding
partner and learning program for the skills of the community.
The collaboration is the meaningful structure that needs to study to make a framework of
the program as the potential source of education for the services and funding.
That school based management be applied to sustain a partnership with the local level
and school empowerment.
References:
Abad, B. (2014, January 27) Education gets lion’s share of 2014. Budget. DBM Website Retrieved from
http://www.gov.ph/2014/01/27/education-gets-lions-share-of-2014-budget
Arcangel, X. (2014, April 29 ). Educators in the public school system stand to receive a basic monthly pay of
P33,859 should Senate Bill 61 become a law. GMA News. Retrieved from
http://www.gmanetwork.com/news/story/358843/news/nation/bill-seeks-to-increase-public-
school-teachers-salary-from-p18k-to-p36k#sthash.do0IvFbx.dpuf
Budget Message, 2015. President Aquino’s message on the National Budget for Fiscal Year 2016. Congress
of the Philippines .Aquino III, B. S. Retrieved from http://www.gov.ph/2015/07/28/president-
aquino-budget-message-2016/
Budget, Philippines, 2015 .Budget Author. DBM, Philippines, 2015. Retrieved from
http://www.tradingeconomics.com/philippines/government-budget
Caldwell, B. J. (2005) Decentralization of school management: ideas from abroad .UNESCO’s International
Institute for Education Planning, Retrieved from http://www.smec.curtin.edu.au/iae/Edpol3.pdf.
Henderson,A.T. & Mapp K.L.. (2002). A new wave of evidencethe impact of school, family, and community
connections on student achievement.Annual Synthesis 2002. Retrieved from
https://www.sedl.org/connections/resources/evidence.pdf
Meinardus,R. (2003, June 30). The crisis of public education in the Philippines. The Liberal Times Manila
Podcast. Retrieved from http://www.fnf.org.ph/podcast
Mongaya, K. (2012, January 6) Re:The Philippine education system. [ Web log post]. Retrieved from
https://karlomongaya.wordpress.com/2012/01/06/the-philippine-educational-system-1/
Population, Philippines (2015) Philippines population clock, 2015: Countrymeters, Philippines Retrieved
from http://countrymeters.info/en/Philippines
Seed, A.H. (2005) .Empowering teachers for school improvement. E-Journal for leaders in education.
Retrieved fromhttp://www.curriculum.edu.au/leader/empowering_teachers
Tinio,A. (2013). Salary-increase-teaching-and-non-teaching. (House Bill No. 245). House of Representative,
Batasan , Quezon City: Tinio, A. Retrieved from http://www.act-teachers.com/wp-
content/uploads/2013/07/HB-245-salary-increase-teaching-and-non-teaching1.pdf
Torres, T. (2015, August 11) Philippine population hits 101.6 M this year . The Philippine Star. Retrieved from
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year
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ISSN 2467-6446

CONTEMPORARY ISSUES IN EDUCATION:

Polytechnic University of the Philippines

Contemporary Issues in Education: A Compendium

BROKEN HOMES, BROKEN DREAMS: STUDENTS’ 1

TOWARDS PERSONS WITH DISABILITY FRIENDLY 8

EVALUATIVE ANALYSIS OF EXISTING SCHOOL HEALTH 14

WELLNESS AND LIFESTYLE LEVEL OF FILIPINO STUDENTS 22

THE INTEGRATION OF MEDIA AND INFORMATION 28

NEOLIBERAL NA PATAKARANG PANGWIKA NG 35

PROPOSED TRAINING AND DEVELOPMENT PROGRAM FOR 41

THE ANALYSIS OF VULNERABILITY AMONG TEENAGERS 46

NATURAL DISASTER PREPAREDNESS OF THE SELECTED 58

ASSESSMENT OF THE GROWTH, DEVELOPMENT OF AND 82

THE NATIONAL RESEARCH COUNCIL OF THE PHILIPPINES 89

ANTI-CYBER BULLYING ACTIVITIES FOR ELEMENTARY 95

ASSESSMENT OF DBP BUSINESS ASSISTANCE CENTERS IN 103

SOLVING THE PHILIPPINE EDUCATION CRISIS 107

As a consequence, although a substantial amount of literature has accumulated about

This chapter aims at presenting background information on the problems of family as a

Specifically, it sought to answer the following research questions:

1. What is the demographic profile of selected Fourth Year students of Muntinlupa

2. What are the reactions of the students on parental separation?

3. How parental separation affect students’ views on marriage?

Significance of the Study

Step-by-Step Process of Analysis to the Construction of the Themes

a. The researcher transcribed all the recorded conversation.

b. The researcher read the transcribed conversation of students’ reactions about

d. The researcher coded all the marked data.

f. The researcher made an initial classification of codes into themes.

Steps a-h were done manually.

Students differed considerably in their experiences of parental separation, sometimes

3. Attention should be given to the particular service needs of families experiencing

In this paper, guidelines were proposed for elementary schools to accommodate

At the end, the proponent provides recommendations for the Department of

According to United Nations Educational, Scientific and Cultural Organization, or

Furthermore, PWDs, according the UN Convention on the Rights of Persons with

This concept is significant to the field of Educational Management since this

The following are the proposed guidelines:

2. Physical Plant and Facilities

3. Auxiliary Aids and Services

4. Student Support Services

The following are the recommendations:

1. Department of Education Officials

2. Elementary schools’ administrators

3. Elementary teachers and future researchers

Active participation in training and workshops involving teaching PWD learners is

Maria Victoria D. Flores

It is recommended that a similar study be conducted with the respondent more

Health as defined by World Health Organization (WHO), is a "state of complete physical,

Another study revealed an increase in incidents involving those wearing headphones,

Here in this juncture, it is alarming to note the involvement of teenagers to accidents

In terms of violence-relatedness where high school students are involved, studies

Based on the analysis of the study, the following are recommended:

Joana Marie Carina M. Gabunilas

According to American Pediatrics, the increased of morbidity and mortality is because of

Academic Institution should have strict implementation of assessment of the student

(American Acadeny of Pediatrics) September, 2015 from

(Chan Robles, Virtual Law). September 2015 from

(Philippines- Life expectancy at birth). September 2015 from

(Science Daily). September 2015 from http://www.sciencedaily.com/releases/2010/02/100223191926.htm

Rudolf Anthony A. Lacerna

Information Communication Technology (ICT) provides additional value to teaching-