1991 EDCOM Report PDF

Education Commission Report of 1991 The Emergence EDCOM stands for the Joint Congressional Commission to Study and Review Philippine Education. It was created by a Joint Resolution of the Eighth Philippine Congress on 17ᵗʰ of June in 1990. 2 Composition 5...

Education Commission Report of 1991 The Emergence EDCOM stands for the Joint Congressional Commission to Study and Review Philippine Education. It was created by a Joint Resolution of the Eighth Philippine Congress on 17ᵗʰ of June in 1990. 2 Composition 5 Senators 5 Congressmen Technical Secretariat 3 Panels of Consultants Chairman headed by Senate Co-Chair from the House 3 Findings In 1991, is said to have the most expanded school systems in the world. In that era, our country has the highest participation rate in elementary, secondary, and tertiary levels. Covering up to 97.78% participation rate in elementary levels, it is said that Philippines is close to the attainment of universal elementary education. 4 Findings On the other hand, Philippines scored 89% literacy rate though the functional literacy showed only 73%. 5 Findings 1. Too Little Investment in Education The government is not spending enough for education as compared with ASEAN countries. Only 1.3% of the GDP is allotted for the education sector. 6 Findings 2. Disparities in Access in Education The rich and high income families were favored by the educational institutions, whether formal and informal. There is high percentage of incomplete primary and elementary schools in depressed regions. 7 Findings 3. Low Achievements Pupils on average learn only 55% or even less of what must be learned. On the other hand, rich and high income families got higher achievement records. 8 Findings 4. High Drop-out Rate in Less Developed Communities Drop-out rates in elementary and secondary schools are highest in rural and less developed communities and among poor students. 9 Findings 5. Special Needs Neglected Muslim and cultural communities as well as special learners suffer from benign neglect. 10 Findings 6. Limited ECE and NFE Services Only rich families acquired early childhood education and development. Nonformal education services are inadequate and found only in developed communities. 11 Findings 7. Schooling Length and Class Interruptions, Less Quality Disruptions in regular classes schedules and length of school year correlates with less learning and less quality. 12 Findings 8. Inadequate science and technology Science and technology including modern innovations are inadequate, or if not, unsuited to classroom instruction. 13 Findings 9. Ineffective VE Values Education in schools is lacking and ineffective. 14 Findings 10. Bilingual Education affects learning The use of Filipino and English as mode of instruction distresses the quality of learning. 15 Findings 11. Manpower Mismatched Incompatibility of the supply and demand for educated and trained manpower is seen. 16 Findings 12. Irrelevance of Education Education is found to be insignificant to the individual and social needs. 17 Findings 13. Incompetent Training and Instruction Inadequacy of trained and effective teachers was shown. Graduate studies are mediocre, limited and underdeveloped. 18 Findings 14. Ineffective and Inefficient Organization Organizational structure of the educational system is “ineffective and inefficient”. 19 Findings No significant improvement in the Philippine Education is seen for over 65 years. 20 Recommendations 1. The prioritization of basic education to ensure the then Department of Education, Culture, and Sports' (DECS) undivided attention; 2. The development of alternative learning modes especially for literacy acquisition; 21 Recommendations 3. The use of the mother tongue as language of learning from Grades 1 to 3, with Filipino gradually becoming the medium of instruction in basic education and English a subsidiary medium of instruction in later years; 4. The expansion and enrichment of technical/vocational education; 22 Recommendations 5. The strengthening of pre-service teacher education and provision of incentives to make rewards of teaching commensurate to its importance as a career; 6. Professionalization of teacher and teaching with licensure exams and increase in the basic minimum wage salary; 23 Recommendations 7. Support for both public and private education; 8. The facilitation of planning, delivery, and education financing and training by industry, workers, teacher, parents and local governments; 9. Greater access of poor children to all levels of education; 24 Recommendations 10. More cost-effective public college and university education with curricular programs that are relevant to the communities they serve; 11. The search for new sources if funds (including taxes) to finance basic education; 25 Recommendations 12. Strengthening graduate education and research; 13. Creation of Commission on Higher Education (CHED) to be the main body responsible for colleges and universities, both private and public; 26 Recommendations 14. The restructuring of the Department of Education, Culture and Sports' (DECS), to ensure clearer program focus, rational resource allocation and realistic planning. 27  Laws Anchored in EDCOM Report 1. RA 7722: An Act Creating the Commission on Higher Education. May 18, 1994. 2. RA 7796: An Act Creating the Technical Education and Skills Development Authority. August 25, 1994. 28  Laws Anchored in EDCOM Report 3. RA 7784: An Act to Strengthen Teacher Education in the Philippines by Establishing Centers of Excellence Creating a Teacher Education Council. August 4, 1994. 29  Laws Anchored in EDCOM Report 4. RA 7836: An Act to Strengthen the Regulation and Supervision of the Practice of the Teaching Profession and Prescribing a Licensure Examination for Teachers and for Other Purposes. December 15, 1994. 30 Laws Anchored in EDCOM Report 5. RA 7797: An Act to Lengthen the School Calendar from 200 Days to not more that 220 Class Days. 1994. 31 Aside from the Republic Acts authored in the Congress, administrative and executive reforms recommended by the EDCOM were also implemented by the DECS and the government’s executive branch, These are as follows: 32 1. Reduction of the number of incomplete elementary schools throughout the country. 2. Increase in the number of high schools in provinces and towns. 3. Increase in teachers’ salary from Salary Grade 10 to Salary Grade 17, throughout the annual budget of the DECS. 33 4. Flexibility in the use of Bilingual Policy in the elementary grades. Teachers are allowed to use the dominant language of the community as medium of instruction. 34