Mga Halimbawa ng Panitikang Pilipino

 

 

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KALYO (The Philippine Artisan – Manila, 2009 – 2010 Literary Folio)

 

 

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A Brief Look at Some of the Country¶s Literary Masters

A compilation of the Biography and works of the selected famous Filipino Authors

 

 

 

The Last Poem of Rizal

The Last Poem of Rizal

His friend Mariano Ponce gave it the title of MI ULTIMO ADIOS, as it originally had none Farewell, my adored Land, region of the sun caressed, Pearl of the Orient Sea, our Eden lost, With gladness I give you my Life, sad and repressed; And were it more brilliant, more fresh and at its best, I would still give it to you for your welfare at most.On the fields of battle, in the fury of fight, Others give you their lives without pain or hesitancy, The place does not matter: cypress laurel, lily white, Scaffold, open field, conflict or martyrdom’s site, It is the same if asked by home and Country. I die as I see tints on the sky b’gin to show And at last announce the day, after a gloomy night; If you need a hue to dye your matutinal glow, Pour my blood and at the right moment spread it so, And gild it with a reflection of your nascent light! My dreams, when scarcely a lad adolescent, My dreams when already a youth, full of vigor to attain, Were to see you, gem of the sea of the Orient, Your dark eyes dry, smooth brow held to a high plane Without frown, without wrinkles and of shame without stain. My life’s fancy, my ardent, passionate desire, Hail! Cries out the soul to you, that will soon part from thee; Hail! How sweet ’tis to fall that fullness you may acquire; To die to give you life, ‘neath your skies to expire, And in your mystic land to sleep through eternity! If over my tomb some day, you would see blow, A simple humble flow’r amidst thick grasses, Bring it up to your lips and kiss my soul so, And under the cold tomb, I may feel on my brow, Warmth of your breath, a whiff of your tenderness. Let the moon with soft, gentle light me descry, Let the dawn send forth its fleeting, brilliant light, In murmurs grave allow the wind to sigh, And should a bird descend on my cross and alight, Let the bird intone a song of peace o’er my site. Let the burning sun the raindrops vaporize And with my clamor behind return pure to the sky; Let a friend shed tears over my early demise; And on quiet afternoons when one prays for me on high, Pray too, oh, my Motherland, that in God may rest I. Pray thee for all the hapless who have died, For all those who unequalled torments have undergone; For our poor mothers who in bitterness have cried; For orphans, widows and captives to tortures were shied, And pray too that you may see your own redemption. And when the dark night wraps the cemet’ry And only the dead to vigil there are left alone, Don’t disturb their repose, don’t disturb the mystery: If you hear the sounds of cittern or psaltery, It is I, dear Country, who, a song t’you intone. And when my grave by all is no more remembered, With neither cross nor stone to mark its place, Let it be plowed by man, with spade let it be scattered And my ashes ere to nothingness are restored, Let them turn to dust to cover your earthly space. Then it doesn’t matter that you should forget me: Your atmosphere, your skies, your vales I’ll sweep; Vibrant and clear note to your ears I shall be: Aroma, light, hues, murmur, song, moanings deep, Constantly repeating the essence of the faith I keep. My idolized Country, for whom I most gravely pine, Dear Philippines, to my last goodbye, oh, harken There I leave all: my parents, loves of mine, I’ll go where there are no slaves, tyrants or hangmen Where faith does not kill and where God alone does reign. Farewell, parents, brothers, beloved by me, Friends of my childhood, in the home distressed; Give thanks that now I rest from the wearisome day; Farewell, sweet stranger, my friend, who brightened my way; Farewell, to all I love. To die is to rest.

http://www.joserizal.ph/pm03.html

Pangulo ng Pilipinas

Ang Pangulo ng Pilipinas ang pinakamataas na pinuno ng Republika ng Pilipinas. Pinamumunuan ng pangulo ang Tagapagpaganap na sangay ng pamahalaan, na kinabibilangan ng Gabinete, at siya rin ang Punong Komandanto o Commander-in-Chief ng Sandatahang Lakas ng Pilipinas.

Sang-ayon sa kasalukuyang saligang-batas (1987), ang pangulo ay nararapat na may gulang na 40 taon pataas, mamamayang Pilipino mula kapanganakan, at nakatira sa Pilipinas sampung taon bago ng halalan. Tuwirang ihahalal ng mga Pilipino ang pangulo na mananalo kung siya ang may pinakamalaking bilang ng boto. Magsisilbi ang pangulo ng isang termino sa loob ng anim na taon at hindi na makakatakbo muli para sa re-eleksyon, maliban kung siya ay naging pangulo sa pamamagitan ng konstitusyon succession at nagsilbi ng hindi hihigit sa apat na taon bilang pangulo.

Panunumpa

Sa ilalim ng Artikulo VII, Seksyon 5 ng Saligang Batas, bago makapagsimula ang Pangulo sa pagtupad ng kanyang katungkulan ng kanyang tanggapan, dapat magsagawa ng Pangulo ang sumusunod na panunumpa o pagpapatotoo:

“

“Ako si__________________, ay taimtim kong pinanunumpaan (o pinatotohanan) na tutuparin ko nang buong katapatan at sigasig ang aking mga tungkulin bilang Pangulo (o Pangalawang Pangulo o Nanunungkulang Pangulo) ng Pilipinas, pangangalagaan at ipagtatanggol ang kanyang konstitusyon, ipatutupad ang mga batas nito, magiging makatarungan sa bawat tao, at itatalaga ang aking sarili sa paglilingkod sa Bansa. Kasihari nawa ako ng Diyos.” [Kapag pagpapatotoo, ang huling pangungusap ay kakaltasin.]

Ang mga pangulo

Ang Pilipinas ay nagkaroon na ng labing-limang pangulo. Sa kabila ng pagkakaiba sa saligang-batas at ng pamahalaan, itinuturing na walang hinto ang pagkasunod-sunod ng mga pangulo. Halimbawa, ang kasalukuyang pangulo, si Benigno Simeon Aquino, ay itinuturing na panglabing-limang pangulo.

Habang kinikilala ng Pilipinas si Aguinaldo bilang unang pangulo, hindi siya kinilala ng ibang bansa dahil bumagsak ang Unang Republika sa ilalim ng Estados Unidos pagkatapos ng Digmaang Pilipino-Amerikano. Si Manuel L. Quezon ang kinilala bilang unang pangulo (at ang una na nanalo sa halalan — hinirang lamang si Aguinaldo) ng Estados Unidos at pandaigdig na kapisanang pangdiplomasya at pampulitika.

Nagkaroon ng dalawang pangulo ang Pilipinas sa isang punto sa panahon ng Ikalawang Digmaang Pandaigdig na kumakatawan sa dalawang pamahalaan. Isa ay kay Quezon na kumakatawan sa pamahalaang komonwelt at ang isa ay kay Jose Laurel na kumakatawan sa pamahalaang itinaguyod ng mga Hapones.

Bilang	Pangalan	Larawan	Tunay na Pangalan	Buhay	Termino	Pangalawang Pangulo	Era	Partido
1.	Emilio Aguinaldo		Emilio Aguinaldo y Famy	1869-1964	Mayo 24, 1899-Abril 1, 1901	Mariano Trias	Unang Diktadurya	Independyente
							Unang Republika ng Pilipinas
walang pangulo Dahil sa pamumuno ng mga gobernador-heneral na Amerikano mula Abril 1, 1901 hanggang Nobyembre 15, 1935.
2.	Manuel L. Quezon		Manuel Luis Quezon y Molina	1878-1944	Nobyembre 15, 1935-Disyembre 24, 1941[1]	Sergio Osmeña	Komonwelt	Nasyonalista
					Disyembre 24, 1941-Agosto 1, 1944[2]
3.	José P. Laurel		José Paciano Laurel y Garcia	1881-1959	Oktubre 14, 1943-Pebrero 2, 1944	Ramon Avanceña	Ikalawang Republika ng Pilipinas	KALIBAPI
					Pebrero 2, 1944-Agosto 17, 1945	Benigno S. Aquino
4.	Sergio Osmeña		Sergio Osmeña y Suico	1878-1961	Agosto 1, 1944-Marso 28, 1946	bakante	Pinanumbalik na Komonwelt	Nasyonalista
5.	Manuel Roxas		Manuel Acuña Roxas	1892-1948	Marso 28, 1946-Abril 15, 1948	Elpidio Quirino		Liberal
							Ikatlong Republika ng Pilipinas
6.	Elpidio Quirino		Elpidio Rivera Quirino	1890-1956	Abril 17, 1948-Disyembre 20, 1949	bakante
					Disyembre 20, 1949-Disyembre 20, 1953	Fernando Lopez
7.	Ramon Magsaysay		Ramon del Fierro Magsaysay	1907-1957	Disyembre 30, 1953-Marso 17, 1957	Carlos P. Garcia		Nasyonalista
8.	Carlos P. Garcia		Carlos Polistico Garcia	1896-1971	Marso 18, 1957-Disyembre 30, 1957	bakante
					Disyembre 30, 1957-Disyembre 30, 1961	Diosdado Macapagal
9.	Diosdado Macapagal		Diosdado Pangan Macapagal	1910-1997	Disyembre 30, 1961-Disyembre 30, 1965	Emmanuel Pelaez		Liberal
10.	Ferdinand E. Marcos		Ferdinand Emmanuel Edralin Marcos	1917-1989	Disyembre 30, 1965-Enero 17, 1973	Fernando Lopez		Nasyonalista
					Enero 17, 1973-Pebrero 16, 1986	bakante	Ikalawang Diktadurya	Kilusang Bagong Lipunan
					Pebrero 16, 1986-Pebrero 25, 1986	Arturo Tolentino	Ikaapat na Republika ng Pilipinas
11.	Corazon C. Aquino		María Corazón Cojuangco-Aquino	1933-2009	Pebrero 25, 1986-Hunyo 30, 1992	Salvador H. Laurel		Estados Nasyonalistang Demokratikong Organisasyon
							Ikalimang Republika ng Pilipinas
12.	Fidel V. Ramos		Fidel Valdez Ramos	1928-	Hunyo 30, 1992-Hunyo 30, 1998	Joseph Ejercito Estrada		Lakas-Nasyonal Unyon ng Kristiyano Demokrato
13.	Joseph Ejercito Estrada		Jose Marcelo Ejercito	1937-	Hunyo 30, 1998-Enero 20, 2001	Gloria Macapagal-Arroyo		Pwersa ng Masang Pilipino
14.	Gloria Macapagal-Arroyo		Maria Gloria Macapagal-Arroyo	1947-	Enero 20, 2001-Pebrero 7, 2001	bakante		Lakas Kampi CMD
					Pebrero 7, 2001-Hunyo 30, 2004	Teofisto Guingona
					Hunyo 30, 2004-Hunyo 30, 2010	Noli de Castro
15.	Benigno Aquino III		Benigno Simeon Cojuangco Aquino III	1960-	Hunyo 30, 2010-Kasalukuyan	Jejomar Binay		Liberal

http://tl.wikipedia.org/wiki/Pangulo_ng_Pilipinas

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St. Isidore in the Philippines

Philippines

Throughout the Philippine archipelago, several feast are celebrated and offered to St. Isidore. Among them are:

• The Sabugan ng Biyaya Festival (also known as simply Sabugan Festival) of the town of Agdangan, a small town in Quezon, is a thanksgiving event for the blessings that the town received, and to honor St. Isidore The Laborer.
• The Nabas Bariw Festival is celebrated to commemorate the feast day of St. Isidore the Farmer, the patron saint of Nabas, a municipality of Aklan province in the Visayas. It is celebrated annually from 12 – 15 May. This celebration showcases the town’s hat, mat and other bariw products as well as the town’s unique tourism sites and natural attractions.
• Also, May 15 celebrates the fiesta of San Isidro de Labrador in Talavera, Nueva Ecija, Philippines. Talavera is a first class municipality in the province of Nueva Ecija, one of the top producers of agricultural goods in the country. Its principal crops are rice, corn, and onions. The province is often referred to as the “Rice Granary of the Philippines”. The feast begins a few days before the feast day and is celebrated with a week of festivities, including daily novenas, Masses, processions, entertainment events and a fair (or perya). The fiesta is held on the actual day.

• The colorful Lucban San Isidro Pahiyas Festival is also held in honor of Saints Isidore and Maria dela Cabeza every May 15 in Lucban, Quezon. It is in thanksgiving for a bountiful harvest.
• Carabaos kneel before the church of San Isidro Labrador during the Town Fiesta of Pulilan, Bulacan.
• San Isidro Labrador is also the parish saint of the town of Mogpog, Marinduque. During his feast day, the town people celebrates the Kangga Festival, which highlights Filipinofarmers‘ customs and traditions, as well as a thanksgivingritual for a bountiful harvest and the prosperity the town has achieved throughout the years.

 

Source: http://en.wikipedia.org/wiki/Isidore_the_Laborer#Philippines

PHILIPPINES: Country Basic Data; Principles and general objectives of education

PHILIPPINES

Country Basic Data Area (km2) 300 000 Population (2000) 75 653 000 Official name of the country The Republic of the Philippines Region East Asia

Type of economy Lower middle income Gross Domestic Product per capita (2000) US$ 988 Percentage of population below the national poverty line (1997) 36.8 Human Development Index, HDI (1999) 0.749 HDI rank out of 162 countries (1999) 70

Duration of compulsory education 6 years School life expectancy (1995) 11.2 years Illiteracy rate (2000) 5.1 Gross Enrolment Rate (1998) Pre-primary 30.73 Primary 113.18 Secondary 75.94 Tertiary 29.45 Net Enrolment Rate (1998) Pre-primary … Primary … Secondary 50.86 Tertiary …

Sources: United Nations Population Division and Statistics Division (www.un.org); United Nations Educational, Scientific and Cultural Organization (www.unesco.org); UNESCO Institute for Statistics (www.uis.unesco.org); United Nations Development Programme (www.undp.org); The World Bank (www.worldbank.org); Food and Agriculture Organization of the United Nations (www.fao.org).

[…] not available.

Updated version, May 2003.

Principles and general objectives of education

In the Philippines the education system aims to:

• Provide a broad general education that will assist each individual in society to attain his/her potential as a human being, and enhance the range and quality of the individual and the group;

• Help the individual participate in the basic functions of society and acquire the essential educational foundation for his/her development into a productive and versatile citizen;

• Train the nation’s manpower in the middle-level skills required for national development;

• Develop the high-level professions that will provide leadership for the nation, advance knowledge through research, and apply new knowledge for improving the quality of human life;

• Respond effectively to changing needs and conditions through a system of educational planning and evaluation.

Current educational priorities and concerns

The growing awareness of the benefits of education, the constitutional provision (a new constitution was adopted in 1987) for free and compulsory elementary education, the demand for education relevance and responsiveness to changing societal needs and the alarming rate of increase in the country’s population have contributed to the problem of providing education for all, a problem which becomes more serious each year. The Department of Education, Culture and Sports (now the Department of Education, DepED) has attempted to implement educational reforms, programmes and projects to address the key issues of access and quality of basic education, relevance and efficiency of the education system. However, many problems are besetting education in the Philippines. Among the school-related causes are the unqualified and poorly trained teachers, inadequate facilities and equipment, and lack of instructional materials (textbooks and teacher’s manuals). Non-school factors include poverty, low educational attainment and illiteracy of parents, and poor health and nutrition.

In recent years, the DepEd has pursued several development programmes and projects through government funding and overseas economic co-operation both multilateral and bilateral. The strategies to improve education include overall review of elementary and secondary education, universal access to and quality of education (notably by emphasizing teaching of English, science, technology and mathematics), provision of alternative delivery schemes (such as multigrade teaching, mobile teaching, and instructional management by parents, community and teachers in disaster areas), management training for principals and school administrators, development of research, improvement of school libraries and teachers’ welfare. Technical and vocational education was also revised in an effort to cope with rapid technological advancements and to provide young people with more meaningful preparation for their future employment. The strategies include curriculum development, improvement of pre- and in-service education of teachers in both public and private schools, updated instructional materials in various fields, and upgrading of equipment for both public and private institutions.

At the higher education level, the strategies include improving access of the poor and disadvantaged, improving quality––notably by focusing on pre-service and in-service training of teachers––, liberalizing policies for private schools, rationalizing state colleges and universities (SUCs), and strengthening linkages with government professional boards for evaluation.

Among the development programmes implemented in recent years, the following should be mentioned:

The Elementary and Secondary Education Project: the aim of the project has been to meet the sector’s requirement for essential physical resources (facilities and equipment), especially in educationally and economically disadvantaged areas; improve the professional competence of teachers and school administrators; expand the population’s basic knowledge and the skills of children at risk of dropping out of school as well as illiterate out-of-school youth and adults; and further develop DepEd institutional capacities in planning and management of the education system.

Implementing the New Secondary Education Curriculum (1992-93): mass training of Grade IV teachers was undertaken, and complemented with the production and delivery of textbooks and teachers’ manuals to fully support the implementation of the new curriculum. The physical facilities component of the programme also provided for the construction of 673 packages of equipped and furnished academic classrooms, workshops and science laboratories to augment the accommodations problem in the secondary level.

The School Building Programme: this programme provides for the construction of classrooms, science laboratories and multi-purpose workshops, and the provision of equipment for instruction for selected elementary and secondary schools within the typhoon belt of the country and in remote and rural areas.

Science Teaching Improvement Project: this project aims to develop science equipment through research, prototype production, standards setting and tests, and expertise within the educational sector through workshops, seminars, and training of teachers and staff locally and abroad.

Science Equipment Project: this project addresses the pressing need of the public school system for instructional materials and equipment. The National Science Equipment Centre and three Regional Distribution/Service Centres were developed and institutionalized for the purpose of developing, testing, producing, and distributing science equipment to the public secondary schools.

Rationalizing programme offerings of state colleges and universities on a regional basis: this programme aims at encourage specialization in each SUC and intra-regionally among SUCs with special emphasis on capital and land-intensive courses such as agriculture, technology and engineering, and technical education. It encourages  regional co-ordination among SUCs to minimize duplication of programme offerings.

Among the achievements, benefits and performance of the education system over a ten-year period (1986-95), the following should be mentioned:

• Education has been given the highest budgetary priority in the national government budget.

• The New Elementary School Curriculum (NESC) and the New Secondary School Curriculum (NSSC) have been fully implemented.

• Free public secondary education has been implemented.

• The programme of assistance for low-income students and faculty in private schools has been expanded.

• The Values Education Framework has been formulated and implemented.

• Centres of excellence in teacher education have been established.

• Professionalization of the teaching profession has been achieved through the Philippine Teachers Professionalization Act of 1994.

• The National Elementary Achievement Test for Grade VI pupils and the National Secondary Achievement Test for Form IV high school students have been administered.

• Student contact time has increased through a lengthened school calendar and additional time for English, science and mathematics.

• Science education has been strengthened through the establishment of regional science high schools, the formulation and implementation of the Science and Technology Education Plan, the establishment of the Regional Science Teaching Centres, and the organization of the National Science Teaching Instrumentation Centre.

• Policies governing private education have been liberalized––notably as regards curriculum requirements and tuition fee policy––to promote efficiency, autonomy and responsiveness.

• Educational performance during the period has improved, as indicated by the literacy rate, the improved enrolment rate at the primary and secondary levels, the decrease of repetition rates, and the provision of textbooks and instructional materials.

The DepEd will continue to provide access to basic education. In accordance with the broadening of accessibility to basic education, the programme commitment has the following components: (a) establishment of a school in every barangay not having an elementary school and in every town without a high school (a barangay is the basic governmental unit in the country’s political structure, consisting of a number of families within the same geographic area); (b) organization of multigrade classrooms; (c) completion of incomplete elementary schools; and (d) provision of basic instructional materials, facilities and equipment at the elementary and high school levels.

In addition, the Master Plan for Basic Education (1996-2005) has the mandate of modernizing education. The programme is being pursued through the introduction of modern instructional materials––such as computers and Internet, videos, well equipped science laboratories and machine shops as well as libraries––to enrich instruction through training programmes and further studies, including staff development abroad, teaching techniques and teachers’ mastery of subject matter. Training programmes will also be provided for the upgrading of managerial skills in planning, project and fund management as well as resource management and community mobilization. Information and telecommunication systems will serve as basic tools for carrying out educational administration and supervision.

Laws and other basic regulations concerning education

In the Philippines, education is a public or state function. Public elementary and secondary education is supported by the national government, the former as mandated by the Constitution (1987), which states that “the State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all”, and the latter by Republic Act No. 6655 (Free Secondary Education Act). Specific provisions on education upon which all decrees, policies, regulations, and rules on education are based, are provided in the Constitution. These are expressly stated by way of the constitutional mandate, Presidential decree, and other legal provisions.

The objectives of formal education at the elementary, secondary, and tertiary levels as well as those of non-formal education are specified in the Education Act of 1982. The Republic Act No. 6728 deals with private education, notably by setting common minimum physical facilities and curricular requirements for all schools and by liberalizing the subject content of values education.

The creation of the Commission on Higher Education by Republic Act No. 7722 and of the Technical Education and Skills Development Authority separated these entities from the Department of Education where they originally belonged.

The Philippine Teachers Professionalization Act, Republic Act No. 7836, was issued in 1994. The Literacy Co-ordination Council, an interagency body administratively attached to DECS, was created by Republic Act No. 7165 to carry out State policy to eradicate illiteracy. The House Bill No. 1875 entitled “An Act to Strengthen Teacher Education in the Philippines by Establishing Lead Teacher Training Institutions, Appropriating Funds Therefore and for Other Purposes” deals with the improvement of teacher education.

The Republic Act No. 7796, otherwise known as the Technical Education and Skills Development Act of 1994, aims to encourage the full participation of and mobilize the industry, labour, local government units and technical-vocational education and training (TVET) institutions in the skills development of the country’s human resources.

In August 2001, Republic Act No. 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools).  This Act provides the overall framework for: (i) school heads empowerment by strengthening their leadership roles; and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.

According to legislation, primary education is free and compulsory for children aged 7-12. Secondary education is free but not compulsory.
Administration and management of the education system

The Department of Education (DepEd) is the principal government agency responsible for education and manpower development. The mission of the Department is to provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good. The Department is primarily responsible for the formulation, planning, implementation and co-ordination of the policies, standards, regulations, plans, programmes and projects in areas of formal and non-formal education. It also supervises all basic education institutions, both public and private, and provides for the establishment and maintenance of a complete, adequate and integrated system of education relevant to the goals of national development.

The current Department structure consists of two parts: the Central Office and the field offices which consist of regional and sub-regional levels. The Department proper consists of: the Office of the Secretary; five Services (Office of Planning Service, Financial and Management Service, Administrative Service, Human Resource Development Service, and Technical Service); four Bureaus (Elementary Education, Secondary Education, Non-Formal Education, and Physical Education and School Sports); and Centres (such as Health and Nutrition, and National Education Testing and Research). There are field offices in sixteen regions, each headed by a Regional Director; 157 provincial and city schools divisions, each headed by a School Division Superintendent; and 2,227 school districts headed by a District Supervisor.

The Bureau of Elementary Education (BEE) is responsible for providing access and quality elementary education for all. It also focuses on social services for the poor and directs public resources and efforts at socially disadvantaged regions and specific groups. The Bureau of Secondary Education (BSE) is responsible for providing access and quality secondary education. Its aim is to enable every elementary graduate to have access to secondary education. It improves access to secondary education by establishing schools in municipalities where there are none and reviews the overall structure of secondary education as regards curriculum, facilities, and teachers’ in-service training.

The Bureau of Non-formal Education (BNFE) is responsible for contributing to the improvement of the poor through literacy and continuing education programmes. Its aim is to provide focused basic services to the more disadvantaged sections of the population to improve their welfare and contribute to human resource development.

The Bureau of Physical Education and School Sports (BPESS) is responsible for physical fitness promotion, school sports development, cultural heritage revival (Kundiman Fiesta), natural heritage conservation, and values development. Its aim is to inculcate desirable values such as self-discipline, honesty, teamwork, sportsmanship, excellence and others and make the Filipino youth fit to respond adequately to the demands, requirements, challenges and opportunities that the next century may bring. The functions of the BPESS were absorbed by the Philippine Sports Commission in August 1999.

Attached agencies to the Department are the National Museum, National Library, National Historical Institute, and Records Management and Archives Office. Other offices are the Instructional Materials Corporation, Instructional Materials Council, Educational Development Projects Implementing Task Force, Educational Assistance Policy Council, National Youth and Sports Development Board, National Social Action Council and Teacher Education Council. The main objective of the cultural agencies of the Department is to preserve, conserve, restore and enrich the cultural heritage, customs and traditions.

The Technical Education and Skills Development Authority (TESDA) was established through the enactment of Republic Act No. 7796 otherwise known as the Technical Education and Skills Development Act of 1994. This Act aims to encourage the full participation of and mobilize the industry, labour, local government units and technical-vocational education and training (TVET) institutions in the skills development of the country’s human resources. Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors.

The Commission on Higher Education (CHED) is independent and separate from the DepEd. The Commission is responsible for formulating and implementing policies, plans and programmes for the development and efficient operation of the system of higher education in the country. Its coverage is both public and private higher education institutions as well as degree-granting programmes in all post-secondary educational institutions. The creation of CHED was part of a broad agenda for reforms in the country’s education system, outlined by the Congressional Commission on Education in 1992. Part of the reforms is the trifocalization of the education sector. The three governing bodies in the education sector are the CHED for tertiary and graduate education, the DepEd for basic education, and the TESDA for TVET and middle level education.

There is an imperative need to strengthen and streamline the internal management of educational institutions in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. This could notably be done through decentralizing decision-making authority, reviewing staffing and personnel policies, developing the school as initiator of innovation and improvement, liberalizing policies to ensure competitiveness, autonomy and responsiveness, and streamlining processes for delivery of inputs and services.

A recent policy thrust of the DepEd is the empowerment of school principals. The principal shall assume more administrative authority and the corresponding accountability for improving teaching competencies and pupils’ achievement. The policy gives principals the authority to: manage the school’s funds for maintenance and other operating expenses; raise additional funds for the school through Parent-Teachers and Community Associations; design and develop his/her own school improvement programme in collaboration with parents and community leaders; participate in the selection, recruitment and promotion of teachers; plan and develop an innovative curriculum, using the national curriculum as a framework. The Decentralization Programme is being implemented by transferring substantive decision-making powers to the school level.

Structure and organization of the education system

Structure of the education system in the Philippines

Pre-school education

Pre-school education consists of nurseries and kindergartens that cater to children aged 3-6. This level of education is not compulsory.

Primary education

Elementary education is compulsory and provides basic education to pupils aged 7-12. It consists of six years of study except in a few schools––mainly private––offering a seven-year course. Elementary education is organized into two levels: primary, which covers Grades I-IV; and intermediate, which covers Grades V and VI (or VII). After completing the six-year elementary programme, pupils receive a certificate of graduation.
Secondary education

Secondary education (high school) is a continuation of the basic education provided at the first level. It is expanded to include learning (general education) and training in basic employable skills (vocational/technical education). This covers a period of four years of formal schooling and is addressed to students aged 13-16.

Tertiary education (higher education) provides prescribed courses of studies which are credited towards degrees in academic disciplines or professions. It includes two-year post-secondary technical and vocational courses, various professional courses, and general higher education, including graduate and post-graduate studies (for students aged 17-25). Normally, a baccalaureate degree takes four years. Graduate and post-graduate courses normally take two to three years to complete.

According to the DECS (now DepEd) Order no. 16 of 2001, at the elementary and secondary levels the 2001/02 school year began on 4 June and ended on 27 March of the following year. It consisted of 203 days, or about thirty-three weeks of classes in public schools.

The financing of education

Many of the problems of education today are linked to the under-investment in education. The increase in the education budget from 1986 to 1989 was not sustained in the succeeding three-year period. After reaching a peak of 13.2% of the national budget in 1989, the share of education declined to 11.7% in 1991. Real per capita expenditures declined starting in 1990. The growth in the nominal size of the education budget was attributed to the growth of salary inputs which account for about 70% of total education expenditures. The level of spending is very much below those of other ASEAN countries. Actual expenditure per student increased from 783 pesos (P) in 1986 to P1,380 in 1994 at the elementary level. During the same period, a slight decline was observed at the secondary level from P1,271 to P1,257 per student.

However, education has been given the highest budgetary priority in the national government budget in recent years. Realignments within the DepEd budget have been made to augment the financial resources for elementary education. In addition, two-thirds of the President’s Social Fund have been committed primarily to establish new schools in barangays without an elementary school. The share of education in the national budget increased to 14% in 1995. The education budget (DepEd and state universities and colleges) increased from P13.13 billion in 1986 to P53.7 billion in 1995. The average teachers’ salary increased from P1,553 per month in 1986 to P5,902 which is probably the highest rate of increase among the various professional groups in the national government. To implement the Master Plan for Basic Education (1996-2005), it is estimated that P50 billion will be allocated for the modernization of basic education in the next ten years.

The national government is authorized by the Constitution to contribute to the financial support of educational programmes. The DepEd is likewise asked to formulate measures to broaden access to education through financial assistance and other incentives to schools, teachers, and students. Public elementary schools, national secondary schools, vocational and technical schools, other special schools, and chartered and non-chartered tertiary educational institutions are funded primarily from national funds. Local governments are encouraged to assume the operation of non-national public schools, while the national government provides funds and adequate sources of revenue. Government educational institutions are allowed to receive grants, legacies, and donations for purposes specified by existing laws. The management and use of such income is subject to government accounting and auditing rules and regulations.

Private schools throughout the country are funded from capital investments, equity contributions, tuition fees and other school charges, grants, loans, subsidies and other income sources in accordance with current legislation. The national, regional, provincial, city and municipal governments may also aid school programmes with loans, grants and scholarships to recognize the complementary role of the government and of private schools in the educational system.

A number of programmes have been funded through international finance assistance. For instance, the Secondary and Elementary Education Project (1990-94) was financed through a support loan from the World Bank with co-financing by the Overseas Economic Co-operation Fund of Japan. The Philippine-Australia Technical and Vocational Education Project aimed at improving the sub-sector was supported by the Australian bilateral assistance. The Science Teaching Improvement Project was jointly financed by the German government and the Philippine government. The Science Equipment Project (1989-1992) was implemented with the financial assistance of the German government.
The educational process

Pre-primary education

Pre-school education at the kindergarten level (age group 5-6 years) must aim to develop children in all aspects (physical, social, emotional, and cognitive) so that they will be better prepared to adjust and cope with life situations and the demands of formal schooling; and to maximize the children’s potential through a variety of carefully selected and meaningful experiences considering their interests and capabilities. The curriculum focuses on the following areas:

§         Physical development: it includes gross and fine motor co-ordination through play and manipulative activities like games, simple works, etc.

§        Personal-social development: it involves skills and social behaviours and it includes the development of health habits, independence, abilities to follow rules and routines. Learning about the family and other people is part of the concerns in this area.

§        Affective development: it includes experiences that help children develop love for God, self, others and the community, and develop awareness of their feelings and sense of the right and wrong.

§        Cognitive development: it includes the development of communication skills and sensory-perceptual and numeracy concepts and skills. Communication skills refer to competencies in expressing ideas and feelings both in English and Filipino (oral expression and basic readiness skills of listening, pre-reading and writing). Sensory-perceptual and numeracy skills refer to the ability to observe, discriminate, compare and classify, and to understand, count, read and write numbers.

§        Creative-aesthetic development: it includes exploration of sounds, music and rhythms, and the development of children’s creative expression through drawing, painting, manipulative activities, etc.

In order to attain and ensure the holistic development of children, a well-planned curriculum and a well-balanced programme of activities are necessary, although they may vary according to each pre-school’s approach. Indoor and outdoor play are essential whatever approach the pre-school follows. The language spoken by the child should be valued. It is necessary that such language be used initially and until the children have attained the facility and confidence in expressing themselves in English and Filipino. The following table shows a sample programme of pre-school activities:
Sample programme of pre-school activities

Area of development	Activities	No. of minutes
Communication skills and socio-emotional development	Sharing period (experiencies, songs, poems, news and informal conversation	10
Cognitive development, socio-emotional development, physical development, creative development	Self-selected activities	20
Cognitive development, socio-emotional development	Working period, including more structured activities	45-60
Physical development, creative development, socio-emotional development	Supervised outdoor paly	30
Personal-social development, health care	Clean up and snack	30
Physical development	Rest	15
Any of the areas of development	Story time or indoor activities	15
Total minutes		165-180

The Pre-school Education Programme, established in 1992, aims to provide 5-year-olds in disadvantaged areas an opportunity for early peer socialization and learning activities before starting elementary education. The former DECS organized a total of 1,428 classes with 40,780 pupils in the twenty provinces covered by the Social Reform Agenda (SRA). A total of 638 pre-school teachers were trained in nine selected regions. Instructional materials and supplies were distributed to classes under the Department Programme, pre-schools run by Parent-Teacher Associations, and community-based pre-schools.

Primary education

Elementary education provides basic education to pupils aged 7-12. The elementary course comprises six years (in some cases, seven years), the first four years termed primary grades and the last two years, intermediate grades.

The overall mission of elementary education is to enable pupils to acquire a basic preparation that will make them an enlightened, disciplined, self-reliant, God-loving, creative, versatile and productive citizens in a national community. The main objectives of elementary education are:

§        to provide knowledge and develop the skills, attitudes and values essential to the children’s personal development and necessary for living in and contributing to a developing and changing social milieu;

§        to provide learning experiences aimed at increasing the children’s awareness of and responsiveness to the demands of society, and to prepare them for constructive and effective involvement;

§        to promote and intensify the children’s knowledge of, identification with, and love for the nation and the people to which they belong;

§         to promote work experiences aimed at developing and enhancing the children’s orientation to the world of work and creativity, and to prepare them for an honest and gainful work.

“Curriculum policies are usually set forth by the Department of Education through various orders, circulars, memoranda and bulletins. They are aligned with national priorities and contribute to the achievement of development goals. However, several laws passed by the national legislature specifically relate to the school curriculum.

Development of the basic education curriculum is the responsibility of the Central Office Bureau of Elementary and Secondary Education, Curriculum Development Divisions. This bureau defines the learning competencies for the different subject areas; conceptualizes the structure of the curriculum; and formulates national curricular policies. These functions are exercised in consultation with other agencies and sectors of society (e.g. industry, social and civic groups, teacher-training institutions, professional organizations, school administrators, parents, students, etc.). The subject offerings, credit points and time allotments for the different subject areas are also determined at the national level. In this sense, a national curriculum exists in the Philippines. However, while curriculum implementation guidelines are issued at the national level, the actual implementation is left to school-teachers. They determine the resources to be used; teaching and assessment strategies and other processes. Furthermore, schools have the option to modify the national curriculum (e.g. content, sequence and teaching strategies) in order to ensure that the curriculum responds to local concerns.

The approach to curriculum design in the country is based on content topic and competency. The Department of Education prescribes competencies for the subject areas in all the grade/year levels. The Bureau of Elementary and Secondary Education develops, publishes and disseminates these learning competencies to the field. Most of the subject/learning areas have a list of learning competencies expected to be mastered by the children at the end of each grade/year level and also at the end of elementary/secondary schooling. Some subject/learning areas have a combination of both (i.e. learning competencies under each content/topic). The curriculum is designed to be interpreted by teachers and implemented with variations. Schools are encouraged to innovate and enrich or adapt, as along as they have met the basic requirements of the curriculum. In this context, the regional science high schools offer an enriched science and mathematics programme whereby students take additional science and mathematics subjects. In some private schools, English, science and mathematics subjects are taken in lieu of values education; this is because subjects like religion, moral values and ethics already have been incorporated. In addition, students are required to participate in co-curricular activities. These are managed by students with the teacher as facilitator/moderator.

The curriculum plan (learning competencies) does not present teaching methods and learning activities that teachers must follow in implementing the curriculum. The guiding philosophy is that the creativity of teachers is stimulated by the option to plan and use the appropriate teaching/learning activities independently. However, teacher’s manuals or guides do incorporate higher-level content areas and suggestions for teaching and assessing.” (See Mariñas & Ditapat, 2000).

The features that make the new 2002 curriculum for elementary and secondary education different from previous curricula (NESC and NSEC) are: (i) restructuring of the learning areas, reducing them to five (Filipino, English, science, mathematics and Makabayan); (ii) stronger integration of competencies and values within and across learning areas; (iii) greater emphasis on the learning process and integrative modes of teaching; and (iv) increased time for tasks to gain mastery of competencies of the basic tool subjects. The objectives are expressed in terms of competencies, which are knowledge, skills and attitudes that the learner is expected to acquire at the end of the programme. A significant feature of the competencies is the inclusion of the use of ICTs, articulated in terms of skills in accessing, processing, and applying information, and using educational software in solving mathematical problems and conducting experiments. Content is delivered using a variety of media and resources. The teaching-learning process considers the learner an active partner rather than an object of pedagogy. The learner takes on the role of constructor of meaning, while the teacher serves as facilitator, enabler and manager of learning. (Department of Education, 2002).

The weekly lesson timetables for elementary education (1999 and according to the 2002 basic education curriculum) are shown below:

Elementary education: weekly lesson timetable (1999)

Subject

Weekly time allocated to each subject (in minutes)

	I	II	III	IV	V	VI
Character-building activities	100-150	100-150	100	100	100	100
Filipino language	300	300	300	300	300	300
English language	300	300	300	300	300	300
Mathematics	200	200	200	200	200	200
Civics and culture	200	200	200	-	-	-
History, geography, civics	-	-	-	200	200	200
Science and health	-	-	200	200	200	200
Arts and physical education, home economics and livelihood education	-	-	200	200	200	200
Optional	-	-	-	200	300	300
Total weekly minutes	1,100–1,150	1,100–1,150	1,500	1,700	1,800	1,800
Total minutes per day	220-230	220-230	300	340	360	360

Source: Mariñas & Ditapat, 2000.

Elementary education: weekly lesson timetable (2002 basic education curriculum)

Learning area

Weekly time allocated to each subject (in minutes)

	I	II	III	IV	VI	VII
Filipino language	400	400	400	300	300	300
English language	500	500	500	400	400	400
Science (1)	-	-	200	300	300	300
Mathematics	400	400	400	300	300	300
Makabayan: (2)	300	300	300	500	600	600
– Civics and culture	300	300	300	-	-	-
– Social studies (3)	-	-	-	200	200	200
– Home economics and   livelihood	-	-	-	200	200	200
– Values education, good manners and right conduct (5)
Total weekly minutes	1,600	1,600	1,800	1,800	1,900	1,900

Source: Department of Education, 2002.

Notes:

(1) In Grades I and II, science is integrated into English and Makabayan (Civics and culture); in Grades III–VI, science includes basic health concepts.

(2) Makabayan is a learning area that serves as a practice environment for holistic learning to develop a healthy personal and national self-identity. Ideally, Makabayan entails the adoption of modes of integrative teaching which will enable the learner to personally process and synthesize a wide range of skills and values (cultural, aesthetic, athletic, vocational, politico-economic, and ethical). In Grades I–III, Makabayan competencies and topics are developed through ‘Civics and culture.’ Children engage in character-building activities, develop good behaviour, and are taught values like love for the country, good citizenship, and respect for one’s cultural heritage. Children are also introduced to basic health knowledge, healthy practices, and simple scientific skills. Civics and culture also nurtures creative expressions through music, arts, physical exercises and games. In Grade III, Civics and culture focuses on the development of a work ethic.

(3) Geography in Grade IV, History in Grade V, and Government & civics in Grade VI.

(4) Integrated into Civics and culture in Grades I–III.
(5) Values education and ‘good manners and right conduct’ are integrated in all learning areas.

In 2001/02, the gross enrolment rate at the elementary level was 114.4% and the average teacher-pupil ratio in the public sector was 1:36. The cohort survival rate was 67.1%. The average drop-out rate in 2000/01 was 7.2%.

The National Elementary Achievement Test (NEAT) is an achievement test given to Grade VI pupils completing the elementary education course. In 2000/01, the overall achievement rate was 51.7%.

“Students at the elementary level are annually promoted from one grade to the next provided that they meet the achievement standards set for the grade. […] In Grades I-VI, students are rated in every subject four times during the year. A cumulative rating system is used as the basis for promotion. The pass grade is 75 percent. The periodic ratings are reported to the students and their parents through an individual report card which provides for a brief narrative evaluation of the student’s behaviour. After satisfactorily completing the six-year elementary curriculum, the students receive a certificate of graduation from the elementary school. No examination is required for admission to public secondary schools.” (Sutaria, 1995, p. 791).
Secondary education
Elementary school graduates are admitted into the secondary level which is a continuation of the elementary education programme and a preparation for higher education. The secondary course consists of four years. Curricular offerings are classified as either general or vocational/technical secondary. Elementary and secondary education levels are considered basic education. Secondary education is addressed to students aged 13-16.

The New Secondary Education Curriculum was implemented in 1992/93. The major subject areas are science, mathematics, technology, Filipino, English, and civics/national culture. Technical and vocational education was also revised and adapted to technological progress and employment needs in recent years.

The weekly lesson timetables for secondary education (1999 and according to the 2002 basic education curriculum) are shown below:

Secondary education: weekly lesson timetable

Subject

Weekly time allocated to each subject (in minutes)

	I	II	III	IV
English language	200	200	200	200
Filipino language	200	200	200	200
Science and technology	400	400	400	400
Mathematics	200	200	200	200
Social studies	200	200	200	200
Physical education, health and music	200	200	200	200
Values education	200	200	200	200
Technology and home economics	400	400	400	400
Total weekly minutes	2,000	2,000	2,000	2,000
Total minutes per day	400	400	400	400
Total hours per day	6h40m	6h40m	6h40m	6h40m

Source: Mariñas & Ditapat, 2000.

Secondary education: weekly lesson timetable (2002 basic education curriculum)

Subject

Weekly time allocated to each subject (in minutes)

	I	II	III	IV
Filipino language	300	300	300	300
English language	300	300	300	300
Science and technology (1)	300	300	300	300
Mathematics	300	300	300	300
Makabayan: (2)	780	780	780	780
– Social studies (3)	240	240	240	240
– Home economics, agriculture & fisheries, industrial arts, and entrepreneurship	240	240	240	240
– Music, arts, physical education and health	240	240	240	240
– Values education (4)	60	60	60	60
Total weekly minutes	1,980	1,980	1,980	1,980

Source: Department of Education, 2002.

Notes:

⁽¹⁾ Integrated science in the first year (basic concepts in earth science, biology, chemistry and physics); biology in the second year; chemistry in the third year; physics or advanced chemistry in the fourth year (this scheme shall take effect in the school year 2003/2004).

⁽²⁾ At the secondary level, Makabayan is a learning area designed to develop the personal, social and work/special skills of learners, in particular interpersonal skills, empathy with other cultures, vocational efficiency, problem-solving, and decision-making in daily life.

⁽³⁾ The component social studies covers: history of the Philippines (first year); Asian studies (second year); world history (third year); and economics (fourth year).

⁽⁴⁾ Also integrated in all learning areas.

“Vocational and technical education […] covers five main fields, namely, trade (technology, communication, electronics, computers, transportation, etc.), agriculture, fisheries, home industries, and non-traditional courses. These comprise more than 250 different courses of six months’ to three years’ duration. These courses include formal school work in the field of specialization and related academic subjects. In the one-, two- and three-year courses, these are combined with supervised industrial training in a co-operating firm.” (Sutaria, cit., p. 788).

Under the proposed TESDA Occupation, Qualification and Certification System (TOQCS) qualification requirements will be based on the National Occupational Skills and Standards approved by the TESDA Board while certification requirements will be addressed by occupational skills tests. The proposed system will introduce four levels of certification. The first three levels will correspond to the existing levels of certification in the National Skills Certification Programme (NSCP). The fourth one will be intended for Technician or Master Craftsman certification. Each level will have a set of competencies as qualification requirements. These requirements will correspond to the competencies stipulated in the existing occupational skills standards for each specific trade. The system calls for a competency-based learning scheme, which will correspond to the set of competencies identified in each level. A certificate of competency will be issued upon completion/passing of the test. Completion of competencies within a level will entitle a person to a “statement of competency”. The system has a provision for ease of entry and exit in the education system through recognition of prior learning whether acquired in school or in the workplace. The attainment of a license and certificate are not time-bound since the system will give emphasis on the skills and knowledge required to gain qualification rather than the type and length of the training/course.

The existing occupational skills standards will be the basis of all qualification and certification activities. Under the existing skills testing and certification system, occupations are classified into three categories, namely Third Class, Second Class and First Class (the highest). In some cases, occupations may be classified into two classes (Class A and B) or one category. These categories/levels have corresponding tests that serve as an instrument in evaluating the level of knowledge and skills competence for a particular occupation/job. The TOQCS will adapt the existing system with additional level intended for Technicians or Master Craftsman to form part of the framework. The following are the basic features of the qualification and certification system:

• Recognition prior to Learning (RPL) whether acquired in a learning institution or enterprise-based. It provides a framework that would make it possible for the ease of entry and exit in the educational system through the recognition of skills and knowledge acquired either in school or in the workplace. This means that for workers who want to pursue further schooling relevant to their work, their job experiences can have equivalent units earned in the formal educational system.
• The TOQCS recognizes two ways of achieving certificate and license. The first one being through institution-based learning while the second one is through work-based learning. Although these two ways have their own evaluation system (i.e. learning evaluation for institute-based and performance assessment for work-based), occupational assessment is a must for qualification under the proposed TOQCS. The proposed system will use the existing skills testing instrument in the skills assessment.

• Modularized and competency-based learning based on occupational skills standards. The system calls for a modularized and competency-based learning such that each level has set of qualification requirements (i.e. a set of competencies). These competencies are the identified duties set forth in the occupational skills standard developed and endorsed by the industry. The duties under the occupation are converted into modules (learning environment), while tasks are converted into learning elements.

• Accumulation of certificate of competencies towards license/certificate through a “statement of competency”. Upon completion of each competency, a Certificate of Competency will be issued attesting that the learner possesses the required skills and knowledge for the particular competency. A learner has to complete all the competencies within a certain level.

• Self-pacing. The attainment of a certificate or license is not time-bound since the system will give emphasis on the skills and knowledge required to gain qualification rather than the type and length of training programmes.

In 2001/02, the gross enrolment rate at the secondary level was about 86% and the average teacher-student ratio in the public sector was 1:39. The cohort survival rate was 73.2%. The average drop-out rate in 2000/01 was 8.7%. The National Secondary Achievement Test (NSAT) is a test given to students completing the secondary level. In 2000/01, the overall achievement rate was 53.4%.
“As in the elementary school, secondary school students are rated four times a year. If a student fails in a particular subject, he or she repeats the subject the next year, but is, nevertheless, promoted to the next higher year. A certificate is issued to secondary school graduates. All high school graduates seeking admission to post-secondary programmes requiring a minimum of four years’ study are required to qualify in the National College Entrance Examination (NCEE) administered by the National Educational Testing and Research Centre.” (Sutaria, cit., p. 791).
Assessing learning achievement nationwide

The National Educational Testing and Research Centre (NETRC) assumes the lead role in the field of educational measurement, evaluation and research as a means of providing information necessary to improve the state of the education system. Among the tests that are annually developed are the National College Entrance Examination (NCEE), the National Technical and Vocational Examination (NTVE), and the Philippine Educational Placement Test (PEPT), the latter for drop-outs desiring to be re-admitted into the formal system. The Centre, in collaboration with the Civil Service Commission, annually develops the test for the Philippine Board Examination for Teachers (PBET). The Centre also develops the National Elementary Achievement Test (NEAT) and the National Secondary Achievement Test (NSAT).
Achievement levels in elementary and secondary education still fall below standards. In 1988, achievement scores of elementary pupils stood at only 55.2% against a standard of 75%. Results of the NEAT reflect national mean scores below the target mean score. The lowest scores were registered in language/reading, science and mathematics. It was further revealed that only 29% or 38 of 131 competencies/skills were learned by the children. The problem of poor quality has been traced to a number of causes which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others.
Based on the NEAT scores, there was an increase in the percentage of elementary pupils who mastered basic competencies in reading/writing and in mathematics between 1995 and 1998. During the same period, there was a decrease in the percentage mastering basic competencies in life skills/others.

Nationwide, the percentage of pupils mastering reading/writing increased from 59.0% in 1995 to 61.6% in 1998. Males and females had essentially the same rate of increase between 1995 and 1998. There was practically no improvement in the urban areas; in contrast, there was a significant improvement in the rural areas. In terms of the percentage of pupils mastering reading/writing, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 64.2%; rural: 51.7%) and in 1998 (urban: 64.5%; rural: 57.7%).

Nationwide, the percentage of pupils mastering mathematics increased from 67.7% in 1995 to 78.2% in 1998. Males and females had essentially the same rate of increase between 1995 and 1998. The rural areas experienced a higher increase (76.3% in 1998 vs. 63.1% in 1995) than the urban areas (79.7% in 1998 vs. 71.0% in 1995). In terms of the percentage of students mastering mathematics, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 71.0%; rural: 63.1%) and in 1998 (urban: 79.7%; rural: 76.3%).

Nationwide, the percentage of pupils mastering competency in life skills decreased from 61.7% in 1995 to 60.9% in 1998. Test scores from the science and HEKASI (geography, history and civics) were used to form the measure for life skills, these subjects being the closest proxy available in the NEAT. There was no change in male performance between 1995 and 1998; however, female performance deteriorated, causing the overall decrease in life skills competency among pupils. Nonetheless, the percentage of females (66.5% in 1995 and 60.9% in 1998) was greater than that of the males (56.7% for both 1995 and 1998) during both years. While urban performance declined (67.2% in 1995 vs. 64.9% in 1998), the rural areas experienced a slight increase (55.6% in 1998 vs. 54.5% in 1995). In terms of the percentage of students mastering life skills, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 67.2%; rural: 54.5%) and in 1998 (urban: 64.9%; rural: 55.6%). The decreased level of performance in life skills has been attributed by the DECS to the inadequacy of inputs to support the component subjects, particularly science (DECS, 1999).

Higher education

As stated in the Long-Term Higher Education Development Plan 2001-2010, the vision for higher education is as follows: The higher education system of the Philippines is a key player in the education and integral formation of professionally competent, service-oriented, principled, and productive citizens. Through its tri-fold function of teaching, research, and extension services, it becomes a prime mover of the nation’s socioeconomic growth and sustainable development. The missions of higher education institutions are: (i) to educate and train Filipinos for enhanced labor productivity and responsible citizenship in an environment where educational access is equitable; (ii) to inculcate nationalism and patriotism in the hearts and minds of the students and graduates; (iii) to accelerate the development of high-level professionals ready to meet international competition; and (iv) to serve as centers of research and development

The Commission on Higher Education (CHED) was established by virtue of the Republic Act No. 7722 otherwise known as the 1994 Higher Education Act. The Commission is responsible for the operation of all higher education institutions––both public and private––their policy formulation, planning and programme recommendations. The Commission regulates the establishment or closure of private higher education institutions, their course offerings, curricular development, building specifications and tuition fees.

In order to provide advisory services to the Commission, a panel of experts in the nine major course clusters were appointed for an initial three-year period (1995-97). The Technical Panels were involved in areas such as development and revision of policies and standards, setting directions for their specific programmes, and monitoring and evaluation of programmes.

Public higher education institutions (PHEI) are basically composed of chartered state universities and colleges (SUCs). Other PHEIs include: colleges and schools supervised by the CHED, community colleges, local universities and colleges (LUCs) and other government schools.

Private higher education institutions, both confessional and non confessional, are fee-paying and enrol about 80% of the total number of collegiate students (2.01 million in 1995/96). Confessional HEIs are usually non-profit institutions owned by religious orders, while non confessional HEIs are owned by private corporations and they are not affiliated to any religious organization.
Charted state universities and colleges are organized according to their charters. SUCs are authorized to award degrees or open new courses upon approval of the Board of Regents/Trustees. Private HEIs are organized under the corporation code. They are governed by special laws and the general provisions contained in the corporation code. Private institutions usually follow the regulations and orders of the CHED but they enjoy a certain degree of autonomy when they reach Level III accreditation.

In response to the continued mismatch between manpower supply and demand and the issue of enhancing the employability of graduates, information dissemination on relevant and in-demand courses based an regional/local needs has been intensified. Course offerings were rationalized to avoid duplication or undesirable competition between and among private tertiary schools and state universities and colleges through continuous review and evaluation of educational programmes by the Regional Development Councils. Tertiary institutions have modified their curricula to suit the needs of their service areas. Alongside, the institutions strengthened their respective areas of specialization by developing the managerial capability of professionals in various fields through building a strong research capability in agriculture, research, technology and environment, and natural resources development.

Higher education institutions have adopted a scheme of voluntary accreditation to upgrade the quality of programme offerings. Other quality assurance mechanisms have been developed to improve various programme clusters, namely: agriculture education; humanities, social sciences and communication; information technology; medical and health related professions; engineering, architecture and technology; science and mathematics; teacher education; business accountancy and industry; and maritime education. Programme offerings include associate diploma courses, baccalaureate courses, and graduate degree courses at the master’s and doctoral levels.

In the academic year 2002/03 there were 1,470 HEIs in the country, of which 1,297 in the private sector. Public HEIs included 111 state universities and colleges, forty-four local universities and colleges, five special HEIs (mainly providing training in areas such as military science and national defense), twelve government schools (usually TVET institutions offering higher education programmes), and one CHED-supervised post-secondary education institution. In the academic year 2000/01 total enrolment in HEIs amounted to 2,637,039 students (of whom 73.1% in the private sector). Teaching staff amounted to 93,884, of whom 8,2% were holders of doctorate degrees. For the academic year 1999/2000 the participation rate was 21.2% and the graduation rate was 59.1%.

Special education

Special education develops the capabilities of children who are physically, mentally, emotionally, socially or culturally disabled as well as gifted children. Children with special needs are being attended to through modified curricula, special services and physical facilities for the maximum development of their potential.

Educational patterns for these children include the special class plan (self-contained/segregated plan), resource room plan, special education centres, special schools, and the itinerant teacher plan. On the whole, the ultimate goal of the special education programme is the mainstreaming or integration of children with special needs into the regular school system to lead as normal a life as possible. A mobile training course is also organized on current trends in classroom management and supervision of special education programmes as well as the utilization of publications on special education, educating the gifted, the Braille Code, basic sign vocabulary, and regulations and standards for special schools.

“As of the school year 1990-91, there were eight special education centres, 25 special schools, and 97 elementary schools with integrated classes. Only 22,096 children with special needs were enrolled in the government schools. The number served is less than two percent of the estimated exceptional population in need of special services.” (Sutaria, cit., p. 788).

Private education

The private sector has been a major provider of educational services, accounting for about 7.5% of primary enrolment, 32% of secondary enrolment and about 80% of tertiary enrolment. Private schools have proven to be efficient in resource utilization. Per unit costs in private schools are generally lower when compared to public schools. This situation is more evident at the tertiary level. Government regulations have given private education more flexibility and autonomy in recent years, notably by lifting the moratorium on applications for new courses, new schools and conversions, by liberalizing tuition fee policy for private schools, by replacing values education for third and fourth years with English, mathematics and natural science at the option of the school, and by issuing the revised Manual of Regulations for Private Schools in August 1992.
The Education Service Contracting scheme of the government provides financial assistance for tuition and other school fees of students turned away from public high schools because of enrolment overflows. The Tuition Fee Supplement is geared to students enrolled in priority courses in post-secondary and non-degree programmes including vocational and technical courses. The Private Education Student Financial Assistance is made available to underprivileged but deserving high school graduates who wish to pursue college/technical education in private colleges and universities.

In the school year 2001/02, there were 4,529 private elementary schools (out of a total of 40,763) and 3,261 private secondary schools (out of a total of 7,683). In 2002/03, there were 1,297 private higher education institutions (out of a total of 1,470).

Means of instruction, equipment and infrastructure

Despite the rapid expansion of the public school system, out of 43,000 barangays nationwide, more than 12,000 rural barangays (27%) do not have an elementary school. In 1993/94, about 34.5% of public elementary schools were incomplete, i.e. not offering the full six-year elementary programme. At the secondary level, 61 or 3.4% of the 1,800 municipalities in the country are without either public or private high schools, while 175 municipalities or 9.7% of these 1,800 municipalities are without a public high school.

A the elementary and secondary levels, the availability of textbooks has been assured thanks to the Education for All Programme. However, other basic educational requirements such as school buildings, teachers and instructional equipment have not been fully provided. This led to the adoption of measures like increasing class sizes, holding multiple shifts and assigning teaching overloads. Even with such measures, school buildings and teachers are still inadequate. During the school year 1992/93, assuming a class size of 50 students, there was a shortage of close to 3,900 classrooms in public elementary schools, and 4,100 classrooms in secondary schools, while more than 6,500 teachers were needed in public high schools.

Failure of the education sector to modernize was evident in the past because of the absence of some basic services, facilities and equipment which proved crucial to efforts at maximizing the advantages of technological developments. The Master Plan for Basic Education (1996-2005) has the mandate of modernizing education, notably by introducing modern instructional materials which include computers and Internet, videos, well-equipped science laboratories and machine shops as well as libraries to enrich instruction. Information and telecommunication systems will also serve as basic tools for carrying out educational administration and supervision.

The current situation in the country is that new information technologies have only affected a negligible fraction of the education system. Only 0.03% and 16.2% of public elementary and secondary schools, respectively, have computers and only 1.9% and 53.4% of public elementary and public secondary schools, respectively, have science laboratories. Computer literacy is just now growing in importance and very few teachers have adequate training and access to computers. The teachers can avail of computers and other information technology facilities in a few public schools and elite private schools.
Adult and non-formal education

Non-formal education includes organized school-based educational activities aimed at attaining specific learning objectives for a particular clientele, especially the illiterate adults and out-of-school youths. It is one of the intervention strategies for human development, especially for the economically, socially and educationally disadvantaged population groups, ethnic minorities and other cultural communities. Non-formal education objectives cater directly to the immediate and current needs of people, rather than preparing them for some future gains. The Bureau of Non-formal Education (BNFE) conducts consultative conferences on the School On the Air Programme and educational television on Maghanap Buhay Tayo. It continues to pursue the development of a manual on literacy evaluation and a literacy project for the hill tribes.

In recent years, non-formal education and training has focused on three programme areas: functional literacy, living skills development, and values development. The Literacy Co-ordination Council, an interagency body administratively attached to the DepEd, has been created to carry out the policy of the State to give priority to the eradication of illiteracy. Non-formal education and training accomplishments for 1993 included various training workshops and meetings, along with assessment, pilot testing and printing of literacy materials. To strengthen the implementation of the NFE programmes and projects, the BNFE maintains its links and co-ordination with both local and foreign governmental and non-governmental organizations. For better implementation of the functional literacy programme, the BNFE, in its aim to reduce illiteracy and contribute to poverty alleviation in the country, has provided leadership and technical assistance in the implementation of literacy programmes, projects, training workshops and other activities, including:

Female functional literacy and parent education: this non-formal education component of the Area-Based Child Survival and Development Programme provides parents, particularly mothers, with essential competencies and skills to better perform their roles in child survival, protection and development.

Literacy project for cultural communities: this project aims to provide more accessible educational services to cultural communities (such as hill tribes) who are unable to attend formal schooling.

Development of literacy measures: in view of the need for a more useful tool for identifying illiterates, the BNFE undertook a project on the development of literacy measures through seminar-workshops. The literacy measures currently consist of seven items that measure the functional literacy of the target clientele. This is accompanied by the Manual of Instructions indicating the way to administrate of the measure and its scoring.

Development and production of instructional materials for the eradication of illiteracy and functional literacy: a primer for Level I of literacy and a facilitator’s guide were developed. Another set of materials, consisting of booklets, posters, folder poster, comics and facilitator’s guides were also developed and finalized for printing. In addition to these, a continuum of basic life skills for three literacy levels was finalized and produced.

Development of an alternative learning system: the development of the alternative learning system in the Philippines is essentially a research and development project with the following components: (a) development of a non school-based essential learning continuum; (b) development of alternative delivery modes; (c) development of learning materials; and (d) development of an expanded accreditation and equivalency system. For instance, the BNFE has been involved in the development of the essential learning continuum, of the School on the Air Programmes, and of an expanded accreditation and equivalency system with the National Educational Testing and Research Centre.

Field implementation of literacy projects and activities: functional literacy classes have been organized in the fourteen regions. A total of 6,320 classes have been organized, with a 14% increase over the last years. The total enrolment of 119,162 learners has a breakdown of 53,085 or 45% out-of-school youth and 66,078 or 55% adults. Although the number of classes, enrolment and graduates in functional literacy has increased in recent years, it is still short of the target clientele. Living skills development projects and activities have also been implemented in the regions.
Among the problems and issues which are internal to the education sector, about 15% of 10.2 million children continue to be out of school. The low survival rate in the elementary and secondary education largely contributes to the increase of out-of-school youth and illiterates. Studies further reveal that pupils who drop out of school before Grade IV revert to illiteracy if no continuing education is provided. Of the entire population, 2.6 million are basically illiterate and 11.7 million are functionally illiterate. The literacy rate rose from 82.8% in 1980 to 93.5% in 1994.

Teaching staff

Anyone who chooses a teaching career in the Philippines must hold a degree in teacher education. Teachers in public and private elementary schools must have at least a bachelor’s degree in elementary education. High school teachers are expected to have a bachelor’s degree in secondary education with specialization (a major and a minor) in high school subjects. Both degrees are awarded upon successful completion of approved teacher education courses in recognized institutions. Teaching in colleges or professional degree programmes at the tertiary level requires at least a master’s degree in a particular area of specialization. A doctorate is required of those who teach courses in graduate programmes.

All teachers complete a four-year degree programme. The usual programmes are the Bachelor of Secondary Education and Bachelor of Elementary Education. Specialist programmes are also available in agriculture, business, industrial and physical education. Courses include a core of general education, at least one year of professional education and studies in the major teaching area. Curricula for each programme are approved by the Commission on Higher Education and institutions have flexibility to vary these models. Until now, the curriculum for the pre-service training is still the 1986 curriculum with some modifications and revisions in accordance with DECS Order No. 3 of 1993, which provides for new minimum requirements in the general education and other components of initial bachelor-level courses of study. Non-education graduates may complete an eighteen-unit Certificate of Professional Education in order to qualify as primary or secondary teachers. After completion of these programmes, the students are required to take the Philippine Board Examination for Teachers to qualify to teach at the elementary and secondary levels.

The Magna Carta for Public School Teachers (Republic Act No. 4670) enacted in 1966 states in Section 15 that teachers’ salaries “(a) shall compare favourably with those paid in other occupations requiring equivalent or similar qualifications, training and abilities; (b) shall be such as to ensure teachers a reasonable standard of life for themselves and their families; (c) shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater responsibility than others, provided that the general salary scale be such that the relation between the lowest and highest salary paid will be of reasonable order.” In the case of the private school teachers, the law also provides that “the remuneration paid to them shall, as a general rule, be comparable to current salary rates for corresponding government positions.” The teachers’ salary was increased in 1995; however, the average teachers’ salary at present is inadequate as source of livelihood.

The Magna Carta similarly states that “any teacher engaged in actual classroom teaching shall be required to render not more than six hours of actual classroom teaching a day, preparation and correction of exercises and other work incidental to his/her normal teaching duties.” Secondary teachers shall be assigned to no more than six daily forty-minute periods of instruction. For college, the normal teaching load of a full-time instructor shall be eighteen hours a week. The teaching load of part-time instructors who are full-time employees outside of teaching shall not exceed twelve hours per week.

Teachers belong to the government service and they are governed by civil service laws, rules and regulations. Teachers can only join the service if they meet the prescribed qualifications, such as: appropriate civil service eligibility, bachelor’s degree in education or its equivalent, master’s degree and doctorate degree, good moral standing, etc.

Training activities at the national, regional, district and school levels are conducted by the DepEd, teacher education institutions, other government and non-government agencies, and international agencies as part of staff development programmes and to meet in-service training needs of teachers. The Department through linkages with other agencies and associations, initiates, plans and implements in-service training programmes. Such programmes take the form of conventions, conferences, short-term courses, summer institutes, workshops and seminars. These activities are designed for teachers, supervisors and administrators of various levels.

Poor quality of education is due, among other causes, to deficiencies in pre-service training and in-service training of teachers, and unqualified teachers teaching subjects outside their areas of specialization. For instance, only slightly more than half of the mathematics teachers in high school majored in this subject, while only 4% of physics teachers majored in this subject. There is a need for an institutionalized support system to strengthen in-service training, clearly defined career paths and prospects of mobility in the teaching profession to enhance motivation. Also there is the question of regulation of the teaching load, which according to a study conducted revealed that the Filipino teacher has seventy-two tasks other than teaching. In the 1980s, massive staff development programmes were institutionalized. For 1992, the Bureau of Elementary Education conducted various training programmes at the local level, including seminars and workshops on the maintenance of school facilities and other instructional tools and devices, and on the management of Learning Resource Centres for elementary school administrators, seminars and workshops on effective instructional management of multigrade classes for teachers, and a training course designed to upgrade the competencies of public school teachers in assessing children with special needs.

The Supervisory Skills Enhancement Programme was also launched. This programme sought to strengthen the supervisors’ commitment to their role, update their knowledge of the content and process of instruction in their areas of supervision and improve their methodology of evaluating and monitoring teaching-learning. At the first stage of implementation, 1,049 division supervisors participated in the programme. Science and mathematics supervisors underwent an additional week-long training, sponsored by the Department of Science and Technology-Science Education Institute. The training was intended to enrich the supervisors’ stock of knowledge of the content and methodology in their areas of supervision, especially as 7.7% of the science supervisors and 18.2% of the mathematics supervisors were found to be non-specialists in their respective fields. Likewise, a one-week follow-up workshop for 56 fourth-year private high school trainers in technology and home economics was conducted. A total of 35,704 fourth-year teachers from public and private secondary schools underwent training in content, strategies and evaluation in science, mathematics, English, Filipino, social studies, values education, physical education, health education, music, technology and home economics. While the institutionalization of in-service training is being vigorously pursued, the provision of local and foreign fellowships remains a part of staff development.

At the tertiary level, schools prepare their own training programmes. Recently, the College Faculty Development Fund Programme was formulated to help update the competencies of teachers, specifically for the faculty of private colleges and universities. Similarly, faculty members in private colleges and universities were also accorded a chance to pursue graduate education through the Faculty Development Fund. In 1992, a total of twenty-eight college teachers benefited from the fund. Training programmes have also been organized to upgrade the competencies of vocational/technical subject teachers.

Ad hoc bodies of experts in various fields of specializations or disciplines including teacher education have also been strengthened to provide the required expertise and serve as consultative and advisory bodies. These are the Technical Panels which are involved in the areas of development and revision of policies and standards, setting directions for specific programmes, and monitoring and evaluating of programmes.

In addition, the DepEd Integrated Scholarship Programme which is covered by an annual Memorandum of Agreement between the Department and the participating institutions has been in operation for the last decade. In recent years, the grants have concentrated on short-term training programmes so that more teachers can benefit from the in-service training programmes. Other training programmes include management skills for secondary school principals, conference-workshops for school administrators and master teachers, and short-term courses for both elementary and secondary school teachers.

Among the measures taken to improve the quality of education in the future, a massive training programme for teachers will be implemented to develop skills for effective use of modern school facilities. The programme will consist of a pre-service and in-service training component. Pre-service will involve deregulation and re-orientation of the study programmes of teacher education colleges towards specific teaching competencies evolved from an analysis of clientele needs as well as adaptation of successful teacher education programmes both locally and abroad. In-service programmes will sustain professional upgrading or development of teachers through the revitalization of an existing school-based structure (Learning Action Cells) and by strengthening linkages with teacher education programmes. A teacher induction programme shall be considered to commence entry into the teaching profession. This phase will subject a newly hired teacher on probationary status to on-the-job observation by master teachers. Only after completing the teacher induction programme where on-the-job training and skills certification shall be undertaken will tenure be granted to a newly hired teacher.

In line with the provisions of Republic Act No. 7836 (Philippine Teachers Professionalization Act of 1994), a career progression scheme for teachers, administrators and specialists will be developed and tied up with the Continuing Professional Education under the Board for Professional Teachers. Performance evaluation will likewise be undertaken on a regular basis to focus on certain accountability targets to measure performance. Merit-based incentives and rewards will be an integral part of the merit evaluation scheme.

Educational research and information
To establish a basis for policy and strategy formulation as well as development of programmes and projects in the education sector, several studies on the following issues have been undertaken by the Department of Education through its different Bureaus in recent years: drop-outs at the elementary level; survey of existing material resources of the Learning Resource Centres including the school libraries; search for the most effective public elementary schools; implementation of the New Secondary Education Curriculum; review and assessment of the Government subsidy for private secondary education; efficiency and effectiveness of four literacy programmes.

The National Education Testing and Research Centre (NETRC) has undertaken a research entitled School Assessment System to develop an assessment system for pupils in Grades II, IV and VI of elementary education.

Source: http://www.seameo-innotech.org/resources/seameo_country/educ_data/philippines/philippines03.htm

teodoroyo… villarroyo…

—– Forwarded Message —-
From: dumagat bulacan
To: indira dosa gaces
Sent: Friday, February 19, 2010 9:37:33
Subject: si gibo, si pangulong ARROYO at si MANNY VILLARROYO

Kawawang Gibo, harapang pinapakitaan ng senyales ng kanyang among si PGMA na si Manny Villarroyo ang minamanok nito para sa pampanguluhang halalan.

Pagmasdan kung kahawig ni PGMA ang litratong nasa ibaba. Dito masusubukan ang linaw ng inyong mga mata para mabatid kung kailangan na ninyong magsuot ng salamin sa darating na botohan

Manny Villar Can’t Fool Mareng Winnie

—– Forwarded Message —-

From: dumagat bulacan

Sent: Saturday, February 6, 2010 9:14:34

Subject: MANNY VILLAR CAN’T FOOL MARENG WINNIE

Tuesday, February 2. 2010

Everything you wanted to know about the C5 project but were afraid to ask

(Following is the transcript of the segment “Analysis by Winnie Monsod” which aired on News on Q on Feb. 1, 2010. Prof. Winnie Monsod is the resident analyst of News on Q which airs weeknights at 9:30 p.m. on QTV Channel 11.)

What are the specific charges against Senator Manny Villar?

Based on the Senate Report 780, stripped of all the legalese, the charges are that he used his position and influence to cause a government roadway — the so-called C-5 road extension project — to be built and that the road was unnecessary, financially disadvantageous to the government, and would actually yield him enormous financial benefits.

It was unnecessary, because there was already an existing project, the Manila-Cavite Toll Expressway (MCTEP), which was a Build-Operate-Transfer project to be built by private contractors.

It was financially disadvantageous to the government because the Villar-proposed project would be longer and would be built entirely by the government using public funds.

And it would result in tremendous financial benefit for Villar because it would pass right through his properties so that the government would have to pay him road right-of-way and at the same time, considerably enhance the value of those properties.

What exacerbates the situation is that the government, per the documentary evidence, paid much more for the right-of-way for the Villar properties than the other properties, that Villar allegedly used his position as a senator — in particular as the Senate Finance Chairman and then as Senate President — to make insertions that would ensure that his properties would be paid for right away.

Based on the Philippine Senate resolution 1472 filed by mostly Villar allies, the committee of the whole had no jurisdiction, that it adopted rules that were inapplicable, that it did not even publish the final rules, that there was an inadequate quorum reuirement; and most importantly, that Manny Villar was being singled out.

What does it then find?

Resolution 1472 finds that:

(1) there was no “double insertion” and that the same were actually “regular amendments”;

(2) that there is no realignment of the C-5 road extension project, much less one authored or done at the behest of senator Villar to secure that it passed through his real estate properties.

Why? Because there are two separate alignments: one is the C-5 road extension project, which is a public road; and the other is the MCTEP, a toll expressway project, which, if completed, would require the payment of toll for its use; and

(3) that there was no overpricing because the right of way payments were based on properly certified zonal valuations; that all requirements were complied with; and that there was no participation of villar or his staff in the acquisition of the properties.

What can we make of these conflicting opinions?

A picture is worth a thousand words.

A map prepared by GMANews.TV shows what the case is all about. [See: The C5 extension controversy: An interactive map]

Here, you see the original C-5 extension project, called the Manila-Cavite Toll Expressway Project.

The idea was that this would be a BOT project, with the private partner bearing the costs of construction, to be paid by future tolls, and the government’s exposure would be limited to P2.5 billion pesos which will be used to obtain right-of-way.

Here now is the new project.

We have super imposed the burnt orange line representing the new project again connecting SLEX to coastal road except it is very much longer and hits the coastal road farther along.

Here are the Villar properties.

On the basis of this map, it is clear that there are two alignments.

But it is also clear that one of them was unnecessary — why?

It has to be the burnt orange project, because the other project had been approved earlier.

It is also clear that the C-5 extension project is going to be more costly, first because it is longer, and second because it was built wholly with government funds; and third because of what the government spent on the road right of way for the old project will now be gone to waste.

Why will it go to waste?

Can you imagine the joint venture partner building this project which is a toll road, when a free road is almost right beside it — who will want to pay the toll?

And finally, it is very clear that the greater length of the C-5 extension project enables it to pass through all the Villar company properties — Golden Haven, Adelfa, Camella, Azalea.

There remains the issue of the overprice of the Villar properties.

Based on the documentary evidence that was presented in Senate Report 780, there were 22 properties that had to be bought to get a road right of way for the C-5 extension project.

The average price paid for the non-Villar properties was Php 2,422 per square meter.

The average price paid for of Villar properties was Php 11,519 per square meter for mostly raw land.

So, now i think we have sufficient basis, free of the posturing and screaming, to make our own decisions.

Kahit sa America alam ng tao magnanakaw si Villar

—– Forwarded Message —-
From: dumagat bulacan
Sent: Monday, February 8, 2010 9:09:19
Subject: Kahit sa America alam ng tao magnanakaw si Villar

by Greg Macabenta (gregmacabenta@hotmail.com)

President Villarroyo?

M a n n y Villar is lucky, he is running for president of the Philippines. If this were an election campaign in the US, he would be shamed into withdrawing because of the censure threatened by at least 12 of his colleagues in the Senate.

He is also lucky because a censure might be the worst thing the Senate will do to him. In fact, if the erstwhile champion of good government, Alan Peter Cayetano, were to have his way, there won’t even be a censure and the damning findings of the Senate President himself, Juan Ponce Enrile, would be treated like a worthless piece of paper.

Cayetano, who would have us believe he was a crusader against the corrupt Arroyo government, apparently hasn’t heard about what Manuel Luis Quezon had to say about loyalty to his party ending where loyalty to the country begins. Cayetano sees things in reverse.

If Villar were a US senator and were to be accused and “found guilty” by his Senate colleagues, the way Ponce Enrile’s findings indicate, a mere censure would cause an uproar across America. That would be like a mere slap on the knuckles and Capitol Hill would not hear the end of it from the media and from the citizenry.

In America, the Justice Department would step into the picture or an independent counsel would be appointed. The FBI would quarantine Villar’s financial records, go over his transactions with a fine tooth comb, interview dozens of potential witnesses and make a viable presidential campaign impossible to run. And fat chance the voters will even entertain the idea of Villar becoming president.

Consider what Bill and Hillary Clinton, as president and first lady of the United States, had to go through as a result of allegations of unethical conduct in connection with their real estate investments while Bill Clinton was governor of Arkansas. The Clintons were subsequently cleared in the Whitewater scandal but not their associates Jim and Susan McDougal who were both convicted, along with Clinton’s successor, Governor Jim Tucker. If enough evidence had been built against the Clintons, they would have been ejected from the White House.

And yet, what the Clintons were accused of could pass for a small case of official misbehavior compared to what Villar has been accused of by his colleagues in the Senate.

Consider what Gary Hart and John Edwards, both US presidential hopeless had to suffer when the former was shown with a “bimbo” on his lap in a yatch and the latter was exposed concerning his extramarital affair. Hart had to forget about his presidential ambitions and Edwards had to end his promising presidential campaign.

Would Villar entertain such a thought? Not on anyone’s life. He has invested so much in his campaign, he won’t withdraw even if every member of Congress were to turn blue in the face censuring him.

I n d e e d , the findings of the Senate Committee should be enough to kick off the kind of exhaustive investigation that will get to the bottom of this scandal and either exonerate Villar or get him indicted and jailed. But don’t count on the Senate demanding that Villar should withdraw. The Senate is still an Old Boys’ Club and, at most, will rap Villar on the knuckles and leave him free to run for the highest office in the land.

Villar has been accused of having “made the Filipino suffer the total amount of P6.22 billion” because of the alleged realignment of the C5 highway through subdivisions in which he has substantial holdings. On top of that, he has been accused of directly benefiting from the realignment because of the increased value of his property and allegations of overpricing in the right-of-way payments, on top of which he reportedly was first in line to collect payments from the government.

Twelve senators have already signed the draft report and are endorsing it to a plenary session of the Senate. That very act would mean the end of Villar’s presidency aspirations, if this scandal had exploded in America or Korea or Japan or Europe. In such a case,Villar would have to put up a determined defense to defend his honor and uphold his reputation.

But this is happening in the Philippines. Therefore, Villar may not even feel constrained to speak out in his defense but will simply leave it to his spokesmen, apologists and publicists to cry “political vendetta” and claim martyrdom.

And don’t be surprised if this furor will not even affect his standing in the surveys. In this country of bleeding hearts, blind loyalties, votes for sale and media practitioners moonlighting as apologists, Villar is not likely to lose any support. Dolphy will continue to extol him as an outstanding Son of Tondo. Willie Revillame will continue to sing praises to him in his TV show. Loren Legarda will hear no evil, see no evil and speak no evil and, at most, will find a proper euphemism to justify her continuing support for her presidential teammate.

This is truly sad. This presidential election is supposed to offer a ray of hope to the long suffering people of the Philippines. After almost a decade of Arroyo misrule, this is supposed to be the chance to turn things around, to field candidates who are the opposite of the present Malacanang occupant.

But what do we have? Erap Estrada, after having been ejected from the presidency and convicted of plunder, is running again for president and is ranking third in the surveys. Gilbert Teodoro, who believes that loyalty to his patron, Arroyo, is more important than loyalty to the country (another individual who hasn’t heard of Manuel Quezon) is the official candidate of the administration. And Manny Villar, accused of using his Senate position to benefit his business empire and threatened with a censure by his Senate peers, is still gaining on Noynoy Aquino and leaving Dick Gordon far behind in the polls.

I mention Aquino and Gordon because of the irony that these two candidates present. One is accused of having “done nothing” to deserve the presidency except to be the son of his father and mother, while the other has an impressive public service record that fails to impress the masses.

One will likely lose, despite being qualified to be president. The other one brings real hope for a new era of honesty and integrity in public service but has to confront the harsh prospect of a tight race against someone who could bring a repeat of the very plague of corruption that this election seeks to erase.

Can you imagine a President Manny VILLARROYO????!!!

Ang Mga Kasalanan Ni Villar Sa Bayan At Sa Mamamayan

SUMMARY OF CHARGES AND LAWS VIOLATED BY SENATE PRESIDENT VILLAR

CHARGES:

Conflict of interest

ACTS CONSTITUTING CHARGES:

1. SP Villar caused the diversion of C-5 Road Extension project to pass through the properties owned by Villar’s corporations. (EVIDENCE: Project Profile)

2. At least 12 properties of Villar’s corporations with an aggregate area of more than two hectares were bought by the government as roads right of way in the project Villar diverted. (EVIDENCE: List of affected lots)

3. Villar negotiated with the government for the sale of the properties in the project he proposed. (EVIDENCE: Project Profile states “The city government of Las Piñas together with the Staff from the Office of the proponent have negotiated the lot with owners affected by the RROW.”)

4. Properties of Villar’s corporations were bought at a grossly overpriced amount. For example, property of Brittany Corporation (a corporation controlled by Villar) was bought for P15,000/square meter while adjacent property owned by the Plaza family was bought for only P4,000/square meter. (EVIDENCE: Deed of sale of Brittany and RP, Deed of sale of Plaza and RP, BIR zonal valuation, tax declaration)

4. Villar’s PDAF/pork barrel was used to purchase roads right of way (as shown by the DBM allocation to Villar’s PDAF for the construction of the C-5 Road extension, including purchase of right of way). (EVIDENCE: DBM PDAF release)

5. Villar connived with Masaito Development Corporation to grossly overprice the sale of Masaito’s property to the government for right of way in the staggering amount f P30,000 per square meter.”

LAWS VIOLATED:

Art. VI, Sec. 14, Constitution prohibiting any senator from, directly or indirectly, being interested financially in any government contract during his term of office.

Art. VI, Sec. 12, Constitution requiring all members of Congress to notify the House concerned of a potential conflict of interest that may arise from the filing of a proposed legislation.

Art. 7(a), Code of Conduct and Ethical Standards of Public Officials and Employees prohibits public officials from having any financial or material interest in any transaction requiring the approval of their office.

***********************************************************************

Related article:

Back to square one for Villar case hearing

By Efren L. Danao, Senior Reporter Monday, May 18, 2009 When the Senate Committee of the Whole resumes this morning its hearing on the conflict-of-interest case filed against Sen. Manuel “Manny” Villar by Sen. Jamby Madrigal, it is back to square one with the minority refusing to take part in the proceedings. The Senate has constituted itself into the Committee of the Whole precisely to ensure that the minority would participate in the hearing of the case. But even without the presence of the minority, Senate President Juan Ponce Enrile has moved to proceed with the twice-a-week hearing of the case for as long as there is a quorum. Under the rules adopted by the Senate Committee of the Whole, the presence of two senators is enough to constitute a quorum. The majority has rejected the proposal of the minority to peg the quorum at one-half plus one of all members because of the difficulty of meeting that requirement. Sen. Joker Arroyo appealed in vain for the higher quorum requirement. He said that since the senators will be judging the honor and future of a colleague, they should attend all hearings. Under oath Enrile had warned that Villar would be greatly disadvantaged should he refuse to participate because the Committee would only consider the side of Madrigal that is given under oath. He said that the Committee would not give any cognizance to statements of Villar in his defense outside the committee because these are not made under oath. The general counsel of the committee will present at the hearing today a summary of the supposed evidence and documents submitted by lawyer Ernesto Francisco, Madrigal’s counsel, at the preliminary inquiry of the case last Thursday. Francisco claimed they could prove that Villar caused the diversion of the C-5 Road extension project to pass through the properties of his corporations, “thus wasting P1.2 billion already paid for Right of Way.” Realignment Villa later replied in a press conference that the charge of “realignment” would be dismissed outright if they acknowledge that two separate projects are involved—the C-5 road extension project and the Manila-Cavite Toll Expressway project of the Toll Regulatory Board and implemented by the UEM-Mara Philippines. “The P1.2 billion was at the toll road, a private project, which could not be diverted. The C-5 road extension, free to the public, followed the original route except for the location of one bridge,” he said. He added that the “slight” shift in the centerline of the said bridge was made upon request of the Light Rail Transit Authority that had plans of using the route also. “There was no bending of the route. What was bent was the truth,” Villar said Overprice Madrigal’s lawyer also claimed that Villar’s property was paid P30,000 per square meter while a nearby pro­perty belonging to Rep. Democrito Plaza 2nd of Agusan del Sur was paid only P4,000 per square meter. He charged that Villar “secretly connived with Masaito Development Corp. in 2004 to grossly overprice the sale of Masaito’s property to the government for right of way in the staggering amount f P30,000 per square meter.” “He demanded that the overprice be directly paid to him and even put this provision in writing,” Francisco said. Villar said that the P30,000 referred to a 1,400-square meter lot located near the SM mall and alongside Sucat Road. He said that considering its location, the price of P30,000 per square meter was even low. “I doubt if you could buy the same lot for P30,000 per square meter,” he added. He said that the lot of Plaza valued at P4,000 per square meter was in the interior, far from the 1,400 square meter lot. Public road He contended that no real estate developer wants public road to pass through his or her property because this would lower its price. He declared that anybody who would want to build a public road pass on any Ayala property would be rejected. Villar, however, would not say part of his property was traversed by the C-5 road extension project. He said he still had to consult with his lawyers about this. Madrigal’s complaint also included the alleged double insertion of P200 million for the C-5 road extension project by Villar in the 2008 budget. Villar said this was already investigated by the Senate Committee on Finance, which found no anomaly. If adjudged guilty by the Senate Committee of the Whole, Villar could be reprimanded, suspended or ousted. A two-thirds vote of the Senate is needed to suspend or oust a senator. Villar said he is prepared for whatever decisions the Senate has in store for him.