JOREN VI DG.

YSMAEL
BSE-English

TCC 4-11 Tue 3:00- 6:00 pm

Dec. 1, 2015

ASSIGNMENT # 1
1. WHAT IS THE IMPACT OF APEC IN THE PHILIPPINE EDUCATION?

BRIEF INTRODUCTION OF APEC

Asia-Pacific Economic Cooperation (APEC) is a forum for
21 Pacific Rim member economies that promotes free trade
throughout the Asia-Pacific region. It was established in 1989
in response to the growing interdependence of Asia-Pacific
economies and the advent of regional trade blocs in other parts
of the world; to fears that highly industrialised Japan (a member of G8) would come to
dominate economic activity in the Asia-Pacific region; and to establish new markets for
agricultural products and raw materials beyond Europe.
What is Asia-Pacific Economic Cooperation?
Asia-Pacific Economic Cooperation (APEC) is a regional economic forum established in
1989 to leverage the growing interdependence of the Asia-Pacific. APEC's 21 members aim
to create greater prosperity for the people of the region by promoting balanced, inclusive,
sustainable, innovative and secure growth and by accelerating regional economic
integration.
What is Asia-Pacific Economic Cooperation?
The Asia-Pacific Economic Cooperation (APEC) is a regional economic forum
established in 1989 to leverage the growing interdependence of the Asia-Pacific. APEC's 21
members aim to create greater prosperity for the people of the region by promoting
balanced, inclusive, sustainable, innovative and secure growth and by accelerating regional
economic integration.
What Does APEC Do?

APEC
ensures
that
goods, services, investment and
people move easily across
borders. Members facilitate this
trade through faster customs
procedures at borders; more
favorable business climates
behind the border; and aligning
regulations and standards across
the region. For example, APEC's
initiatives
to
synchronize
regulatory systems is a key step
to integrating the Asia-Pacific
economy. A product can be more
easily exported with just one set
of common standards across all
economies.
Sustainable and Inclusive Asia-Pacific
APEC works to help all residents of the Asia-Pacific participate in the growing economy.
For example, APEC projects provide digital skills training for rural communities and help
indigenous women export their products abroad. Recognizing the impacts of climate change,
APEC members also implement initiatives to increase energy efficiency and promote sustainable
management of forest and marine resources.
The forum adapts to allow members to deal with important new challenges to the region's
economic well-being. This includes ensuring disaster resilience, planning for pandemics, and
addressing terrorism.
APEC's 21 member economies are Australia; Brunei Darussalam; Canada; Chile; People's
Republic of China; Hong Kong, China; Indonesia; Japan; Republic of Korea; Malaysia; Mexico;
New Zealand; Papua New Guinea; Peru; The Philippines; The Russian Federation; Singapore;
Chinese Taipei; Thailand; United States of America; Viet Nam.
APEC Process
APEC: Cooperation and Consensus
APEC operates as a cooperative, multilateral economic and trade forum. Member economies
participate on the basis of open dialogue and respect for views of all participants. In APEC, all
economies have an equal say and decision-making is reached by consensus. There are no binding
commitments or treaty obligations. Commitments are undertaken on a voluntary basis and
capacity building projects help members implement APEC initiatives.
APEC's structure is based on both a "bottom-up" and "top-down" approach. Four core
committees and their respective working groups provide strategic policy recommendations to
APEC Leaders and Ministers who annually set the vision for overarching goals and initiatives.
The working groups are then tasked with implementing these initiatives through a variety of
APEC-funded projects. Members also take individual and collective actions to carry out APEC
initiatives in their individual economies with the assistance of APEC capacity building projects.

Overview
APEC Project Focus and Themes
Most APEC projects are focused on transferring knowledge and skills between members and
building capacity so that each APEC member economy can move closer towards the Bogor
Goals of free and open trade and investment. This includes by:
Promoting and accelerating regional economic integration,
Encouraging economic and technical cooperation,
Enhancing human security, and
Facilitating a favourable and sustainable business environment.
Each year APEC defines its key policy priorities. Please see the Funding Criteria for APECFunded Projects in 2015.These annual priorities help to determine which APEC projects are
selected for funding. Information about individual APEC projects that are currently being
implemented or have already been completed can be found on the APEC Project Database.
History
The idea of APEC was firstly publicly broached by former Prime Minister of Australia
Bob Hawke during a speech in Seoul, Korea on 31 January 1989. Ten months later, 12 AsiaPacific economies met in Canberra, Australia to establish APEC. The founding members were:
Australia, Brunei Darussalam, Canada, Indonesia, Japan, Korea, Malaysia, New Zealand, the
Philippines, Singapore, Thailand and the United States.
China, Hong Kong, China and Chinese Taipei joined in 1991. Mexico and Papua New Guinea
followed in 1993. Chile acceded in 1994. And in 1998, Peru, Russia and Viet Nam joined, taking
the full membership to 21.
Between 1989 and 1992, APEC met as an informal senior official and Ministerial level dialogue.
In 1993, former United States President Bill Clinton, established the practice of an annual APEC
Economic Leaders' Meeting to provide greater strategic vision and direction to cooperation in the
region.

RELEVANCE TO EDUCATION

Overview of the Education Network (EDNET)

Education activities in APEC are primarily carried out through the Education Network
(EDNET), which is part of APEC's Human Resources Development Working Group. The
goal of the APEC's education activities is to foster strong and vibrant learning systems across
APEC members, promote education for all, and strengthen the role of education in promoting
social, individual, economic and sustainable development. Despite differences in the various
Education Systems in APEC Economies, EDNET delegates have made substantial progress

by sharing practices and learning from each other.

EDNET was created at the 1st APEC Education Ministers Meeting (AEMM) in Washington,
DC in August 1992. Education Ministers from 14 APEC economies established the Education
Forum within the Human Resources Development Working Group (HRDWG) to coordinate
education activities. The Education Forum was reorganized in 2000 and renamed the
Education Network, and has a history of productive meetings on education policy and
practice across the Asia-Pacific region.
The 5th AEMM was held in Gyeongju, Korea from 21-23 May 2012, where the ministers
discussed a range of topics, and EDNET leaders and delegates are eagerly preparing for the
upcoming 2016 Ministerial.

EDNET Priorities

The 5th APEC Education Ministerial Meeting was held 21-23 May 2012 in Gyeongju, Korea
and the EDNET updated its themes priority areas accordingly:

Globalization - The APEC goal of regional economic integration will create a pool of
resources and skilled labor to attract and nurture business development, including
mathematics, science and language education, and CTE.
Innovation - To move toward full participation in a knowledge-based economy, all
students will need innovative use of ICT in education and teacher quality so that they
will be prepared for use in the workforce.
Cooperation - Changes in the nature of work and instruction demand that education
policy making, reform efforts and program implementation should be more
collaborative and global. As we work toward full economic integration, we recognize
the need to educate our workforce to take on these responsibilities.

http://hrd.apec.org/index.php/Education_Network_%28EDNET%29

Overview
Education to Achieve 21st Century Competencies and Skills for All: Respecting the
Past to Move Toward the Future will help to prepare the content and an agenda for the 4th
APEC Education Ministerial Meeting (AEMM) to be held in Lima, Peru, in June 2008.
Participants for the 2008 Symposium will be researchers, government officials, and members
from the private sector concerned with the students, workers, and managers of the 21st Century.

This 2nd APEC Symposium on Education Reform will be held in Xian, China, from January 1517, 2008.
Key 21st Century outcomes for being competitive in the global economy are built through
the integration of core subjects with 21st Century themes and 21st Century skills. These build
21st Century competencies. The 21st Century core subjects and priority areas to be focused on
are:

Identifying the core content knowledge and skills in math, science, and languages all
students must master;
Identifying the career and technical knowledge and skills needed in the 21st Century
workplace; and
Identifying the ICT tools and systemic reform supports (new ways of teaching;
assessment and accountability) necessary to ensure 21st Century Skills for All.

For more information about the Symposium and its role in APECs education agenda, please
see the attached Overview Document (PDF|DOC) or read below.

Symposium Focus
Symposium Theme: Education to Achieve 21st Century Competencies and Skills for
All
Four Key Priority Areas

Symposium Focus
APEC leaders are aware that the economy is becoming increasingly international and
increasingly knowledge and data driven. The global job market is changing rapidly, requiring
workers to have a strong set of adaptable skills if they are to succeed. It is clear that schools
across the region must change the way they teach students if students are to have the skills they
need to cope in the new global environment.
Since 2000, all twenty-one APEC leaders agreed that to fully participate in the 21st
Century world, Education must equip the workforce with relevant knowledge and skills for the
new economy and society of the 21st century. It is now the combination of these knowledge and
skills with appropriate attitudes that can bring APEC students, workers, and managers to a new
level of 21st Century competencies.
Every student in APEC, especially girls, needs 21st century competencies to succeed as
effective citizens, workers and leaders in the 21st century. In many of the APEC economies,
there is a widening gap between the knowledge and skills most students learn in school and the
competencies they need to succeed in the regions communities and workplaces. To successfully
face rigorous career technical and higher education coursework, and to compete in the globally
competitive workforce, schools in the APEC region must align classroom content with real world
environments that emphasize 21st century competencies.

Building on the Past: Beyond the 2004 Priorities

In the 2004 APEC Education Reform Symposium in Beijing, EDNET examined the
differing
traditions
and
educational philosophies in
Eastern and Western Economies
that have lead education
systems in the APEC region to
develop in very different ways.
The focus of the 2004
Symposium was two-fold:
school systems must effectively
impart content knowledge, at
which Eastern systems have
traditionally been strong, while
at the same time promoting
creativity and critical thinking
skills, traditionally the strengths
of the Wests education
systems.
It
was
clearly
acknowledged
at
that
Symposium, and later in the 3rd
APEC Education Ministerial Meeting, that all Economies have an interest in preparing students
to succeed and prosper in an increasingly global economy and that we can learn from one
another in these two areas. However, the emphasis for this joint learning was on conducting
research that is not a strength of APEC because of its decentralized nature.
The 2008 APEC Education Reform Symposium in Xian will build on the content and skills
themes of the Beijing Symposium but acknowledges that 21st Century workers need to go to a
higher level to attain 21st Century competencies. It will also provide Ministers with some robust
analyses that they can use to help their citizens attain 21st Century competencies, as opposed to
only recommending research. These analyses can then be crafted to build APEC-wide tools.

Moving Toward the Future: Competencies and Education Systems

Competencies are demonstrated accomplishments inside or outside of the formal
education system. Competencies are made up of combinations of knowledge, skills, and
attitudes. Under a competency approach, students demonstrate that they are able to use what they
learn in different educational subjects or occupational areas to solve meaningful tasks and
challenges.
Competencies respond to the new division of labor in the 21st Century Economy:

ICT is replacing workers in jobs requiring

routine lower-level skills.
Technology is enhancing the value of people
with higher-level competencies involving data
analyses, interpretation, and problem solving.
Trade is increasing the economic importance of
being competent in communicating in a foreign
language through multiple modalities.
Multiple jobs and technological innovations are
increasing the importance of broader
occupational competencies.

In addition, technological changes are having

fundamental impacts on society and the environment.
The concern over global warming and the push toward a clean environment are two prominent
examples. Moreover, technology is also exerting fundamental changes in how we live
individually and in social networks. A 21st Century education needs to prepare students with the
competencies to intelligently understand and manage their lives in society and the environment
as well as employment.
The different elements of the education system need to be properly aligned to support
students achieving the competencies and the component knowledge, skills and attitudes that
support the competencies. Alignment starts with the standards that identify what students are
intended to know about a content area in the context of the 21st Century competencies.
Instructional topics and teacher preparation should be aligned to ground students in the education
specified by standards. Assessment and accountability systems should include assessment items
that are sufficiently authentic to cover appropriate learning of both information and the
application of information to approximate authentic contexts. Trade in education services, real or
virtual can facilitate an economy meeting highs standards through taking advantage of
international expertise
ICT is increasingly an important part of a 21 st Century education system. ICT is already an
essential tool for students to use in problem solving in applied areas including mathematics,
science and vocational education. But in the future, ICT can also be important for delivering
instruction or professional development, as several symposium examples illustrate for language,
mathematics, and science.

2. ARE YOU CONTENTED WITH THE SALARY INCREASE OF

TEACHERS?
Answer: I still want it to be higher than the usual salary increase of government employees
because basically the teaching profession requires a lot of resources and due to a lot of salary
deductions there must be a higher increase of wage for teachers.

TOP REASONS WHY PUBLIC SCHOOL TEACHERS SHOULD GET A WELLDESERVED SALARY INCREASE
By Mark Llego
You must have heard of the infamous line The children are our future in either way as
an excerpt from our own national hero Gat Jose Rizal or merely a lyrics from a song that carry a
very meaningful message. Behind this very simple line, lies the substance of the most tedious
profession on earth, and also the noblest of them all- Teaching. Teachers who will mold the
future at a rate of 70 students/hour or more in a public school setting in the Philippines, alongside
with the added responsibilities of indigenous community problems, all at their shoulders. Despite
of the flaws in our educational system provided by our government, these teachers rise above all
complexities to produce kids that will somehow make a difference in the society.
From every documentary there is on television to the simple sightings on the public
school in our neighborhood, we can very much conclude that public school teachers carry a
heavier burden when it comes to shaping the future. Once a year every October 5, we celebrate
The World Teachers Day to commemorate the hardships of our dear teachers, though each of
one believes that the appreciation can extend all-year long and preferably with monetary
conversion.
The Senate must have been more than willing to implement proposed bills to give the
public teachers in the Philippines a decent raise altogether with benefits but up to now none of
the plans were actually realized. Where there is a will, there is a way and our government
officials must step up to provide the teachers the increase that they deserve. Let us all be together
in spreading the awareness of the noble deeds our public school teachers have always extended
to their students. Here are the reasons why quality of teachers should never be undervalued and
why they need to be in the pace of fastest growing salary among all the professions:

1. Extended working hours.

Full time teachers, based on our personal observation, dont end their jobs exactly the
same time as our classes ends. They provide extra time to those needing help that they actually
stay longer at their respective schools. After which they have to bring home tasks such as lesson
plans, create examinations, checking test papers and many more. While most of us enjoy our
weekends, they can be doing extra jobs to compensate for the low salary from their teaching job
and hence affect their quality of teaching. The government must enact on this one.
2. A public school teacher is an all-around worker/Jack of all trades.

We can be all aware of this one, especially the status of our rural school teachers that they
do everything they can due to lack of manpower. They can be teaching this second, running for
medication the next second when one student feels sick. In the middle of the rainy season, they
can also provide the maintenance of the school rooms as they are concerned about the welfare of
their students as they come to class. Apart from the tasks mentioned they also can extend to be a
gardener, cleaner, a security guard depending on the degree of financial insufficiency of the rural
area.
3. Being the Foster parents to their students.
They are the proactive counterpart of parents at school, come to think of it, students
spend most of their time at school and this is where the role of the teachers comes in. The
relationship between students and teachers sometimes reach the point that they become great
influencers, which in turn produce a generation useful to the society. This is why we should
always take care of the teachers outlook so they will exude it to their students and become
effective second parents.
4. Paying for educational stuff with personal funds.
The government can continue to be blind about this, but it is a disturbing reality that the
public school teachers must face every day of their teaching lives. The irresponsibility of our
own government takes toll as the teachers themselves bridge the gaps of budget constraints to
provide school materials for the kids, even the cost of the tuition fee themselves. Furthermore,
just to promote the importance of going to school, they provide slippers for the barefooted
students.
5. More Money, More Passion.
We cannot truly judge the whole bunch of teachers just because one says their grievances,
but there is some truth in it, they do not complain because they want to quit the job and find a
better paying one. They want to continue doing what theyre doing without compromising their
own lives including their families. They want to continue sharing knowledge and at the same
time enrich their own. There will be lesser burnout if they can have the right compensation and
they can continue teaching with a more positive outlook. This is probably the best investment the
government can put into the education system, this will empower the teachers to do better in
their jobs and thus producing better students, which can make intelligent decisions including the
one where requires you to choose a leader for the country.
6. Poor working environment/infrastructures.
Teaching with leaking roof, no exhaust, overcrowded room, lack of table, sacrificing a
chair to a student. One can never be so aware of all their hardships but it is there and it continues
to burden them until the government acts on it. When you complain about the traffic in Metro
Manila on the way to your work and you sit for about an hour and a half, think of the teachers
who will walk up a mountain or walk half a mile to go to their respective schools because shuttle
isnt existent at all.

7. Teaching is the greatest profession of all.

Who taught you how to read, write, think, count and other important life skills you
needed for everyday life? Who taught our leaders from the past how to govern us, how to repeat
these learnings until we are all able to build a society. We may not realize how important teachers
are, but the proposed salary change for them must come so the field will be more competitive
and we can produce more and more teachers considered best in their fields.
8. To avoid brain drain.
This problem have been mentioned before, in so many ways, but for the teachers to
remain interested about teaching and for the best teachers to stay here, the remuneration package
must be very appealing. The government must learn how to take care of them, so they can
nurture the students in return.
There are much pressing issues in the country right now, but these teachers deserve the
spotlight. If the government can spend billions of money for vote-buying during elections,
highway maintenance and other corruption served projects, I am pretty much sure that a million
or two for the proposed salary raise will go a long way.
May the government try to value this profession and stop thinking that while they are
from the rural areas who have learned how to just keep up with the worst conditions, they would
not do any action. Let us all be catalysts of change in our own simple ways as to helping these
teachers in deeds or by resources. We must propagate the importance of these people who helped
our parents mold us to who we are right now. The whole community surrounding us right now,
the leaders of our society, upholders of peace, they wont be there if not for the teachers. With
better teachers, we can raise a smarter generation and our hope can always gear to a
renewed government.
What about you? Do you think the reasons mentioned above are true? Do you believe
that teachers deserve more than what they are getting from our government? Kindly leave your
comments and opinions in the comment box. You can also give some explanations and reasons
why theres a need for teachers salary hike.

TEACHERS DECRY PALTRY HIKES IN AQUINOS SALARY BILL

10 November 2015
Reference: ACT Teachers Rep. Antonio L. Tinio (09209220817)
Government employees occupying low- and middle-level positions are the biggest losers
under the Aquino administrations proposal for salary increases, while those occupying top posts
already enjoying high pay, including the President, are the most favored.

A measly P2,205-increase in four years is given to a Teacher I under the Malacaang

proposal embodied in House Bill 6268 for the Salary Standardization Law of 2015 or SSL
2015. This increase amounts to a mere P24 in additional finances per day for the ordinary public
school teacher.
From the current P18,549, the monthly salaries for entry-level teachers or Teacher I will
be raised to P19,077 in 2016, P19,620 in 2017, P20,179 in 2018, and P20,754 in 2019. After
three years without a pay hike, this amounts to a mere 11.89% increase over the next four years
for those who comprise over one third of the government bureaucracy. This paltry hike will not
even counter the decline in the real value of money caused by inflation, which was 3-4% in
2013-2015, probably much higher in 2016-2019.
Those under the sub-professional level will be granted so-called increases ranging from
22.98% (Salary Grade 1, the lowest-paid position in government) to 11.99% (Salary Grade 9) in
four years. The monthly pay of a Head Teacher II will increase by 22.68% (Salary Grade 15).
Public school teachers, nurses, and rank-and-file employees will receive the lowest share
of increase under Aquinos SSL 2015, ranging from 11% to 22% over the next four years. On the
other hand, for executive-level positions, pay increases are 76.96% (Salary Grade 25) up to a
whopping 233.12% (for Salary Grade 33, President of the Philippines).
It is true that there will be a mid-year bonus equivalent to a months salary and a
Performance-Based Bonus equivalent to the salary for one up to two months. Nevertheless, apart
from our opposition to the general framework of PBB, it is clear that when it comes to basic pay,
government employees in the lowest up to the middle-level positions are disadvantaged while
those occupying higher positions are greatly favored under the proposed SSL 2015 of President
Aquino.
This proves yet again that government will neve give decent pay to ordinary teachers and
employees on a silver platter. We have to fight for it. Now is the time for us to act collectively
and in even greater numbers. We invite all teachers and government employees to participate in
the National Day of Protest to be led by the Alliance of Concerned Teachers on November 11.
###
http://www.act-teachers.com/teachers-decry-paltry-hikes-in-aquinos-salary-bill/
PUBLIC SCHOOL TEACHERS PRESS GOVT FOR WAGE HIKE
The Aquino administration should no longer drag its heels in effecting a new round of salary
increases for around 1.4 million employees in government.
By ANNE MARXZE D. UMIL
Bulatlat.com
MANILA Public school teachers under the Alliance of Concerned Teachers National
Capital Region Union (ACT-NCR Union) stormed the Department of Budget and Management

(DBM) central office in Manila to reiterate their call for salary increase, a demand last heeded by
the Arroyo administration.
The teachers lamented that amid the soaring prices of commodities, the salaries of
government employees remained stagnant in the past five years under President Aquino.
We are calling on the Aquino government and Secretary Florencio Abad of DBM to hear
our long-standing call for just and decent pay, said Benjamin Valbuena, ACT-NCR Union
president.
Salary standardization Law
In a report, Budget secretary Abad said P50.6 billion ($1 billion) of the P3 trillion 2016
budget was proposed to be allocated for government workers salary increases next year, for
possible implementation of the fourth tranche under the Salary Standardization Law (SSL4).
The Aquino administration should no longer drag its heels in effecting a new round of
salary increases for around 1.4 million employees in government, said ACT Teachers Partylist
Rep. Antonio Tinio.
Going by the mandate in the Salary Standardization Law, it is already delayed in
granting pay hikes to government workers and giving economic relief especially to low- and
middle-level employees, said Tinio in a statement.
The Salary Standardization Law mandates a review of the pay structure for government
workers every three years, taking into accountthe possible erosion in the purchasing power
due to inflation, and other factors.
The SSL was implemented under the Arroyo administration, and the third tranche was
released in 2012. The new pay structure and pay hikes are due this year, Tinio said.
Tinio also noted that, while there is a P50.6 billion in the 2016 budget under the
Miscellaneous Personnel Benefits Fund for Lump Sum for Compensation Adjustment, the
Aquino administration has not presented its concrete proposal for a new compensation structure
to replace the SSL 3.
If Aquino rejects the salary increase proposal, which is yet to be presented to him, the
amount would be treated as savings, and could be realigned for other purposes.
Inadequate
ACT, the broadest alliance of teachers in the Philippines, have been pushing for an
increase of the entry level salary for teachers from P18,549 ($400) to P25,000 ($539), and for the
increase of the entry level salary for non-teaching personnel from P9,000 ($194) to P16,000
($345).

Valbuena pointed out that the present salary of teachers and government employees is
inadequate, with the family living wage is pegged at P31,620 ($682) per month.
Public school teachers under ACT have consistently lobbied for salary increase, and
staged two sit-down strikes and several on-line campaigns in the social media.
Considering that the Aquino government should have granted pay hikes this year, Tinio
added that any pay hikes should be implemented beginning January 2016 and not in July, as in
the past salary adjustments.
The last increase in our salary was in 2012, and there is no reason for the Aquino
government and DBM not to hear our loud call for a salary hike, urgently needed for us to afford
decent and quality living, said Valbuena.
The group cited Section 5, Article 14 of the 1987 Constitution which says, The State
shall enhance the right of teachers to professional advancement. Non-teaching academic and
non-academic personnel shall enjoy the protection of the State.
Number 5 of the same section said that The State shall assign the highest budgetary
priority to education and ensure that teaching will attract and retain its rightful share of the best
available talents through adequate remuneration and other means of job satisfaction and
fulfilment.
The group urged Aquino to certify as urgent House Bill 246 which aims to peg the entry
pay of state colleges and universities pay at P26,878 ($580) per month and House Bill 245 for
salary increase of public school teachers and non-teaching personnel.
Valbuena said the teachers will intensify the campaign for salary increase, and are gearing
for a third nationally-coordinated sit-down strike on Sept. 8.
http://bulatlat.com/main/2015/08/20/public-school-teachers-press-govt-for-wagehike/#sthash.qt6KsDO6.dpuf

3. OF THE THREE K TO 12 TRACKS, WHICH IS MORE HELPFUL IN

NATION BUILDING?
In my own perspective all tracks are important to achieve our main gola in nation
building. Each student in Senior High School can choose among 3 tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes 3
strands: Business, Accountancy, Management (BAM); Humanities, Education, Social
Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).
TVET (Technical Vocational Education & Training) NATIONAL CERTIFICATE

After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a
National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood
track in Grade 12, a student may obtain a National Certificate Level II (NC II), provided
he/she passes the competency-based assessment of the Technical Education and
Skills Development Authority (TESDA). NC I and NC II improves employability of graduates in
fields like Agriculture, Electronics, and Trade.

3. WHAT IS THE VOUCHER PROGRAM?

What is the Voucher Program?
This program enables Grade 10 completers from public and private Junior High Schools
(JHS) to enroll in a 1) private high school, 2) private university or college, 3) state or
local university or college, or 4) technical-vocational school, which will offer the Senior
High School program starting School Year 2016-2017.
Through the Voucher Program, students and their families are able to exercise greater
choice in deciding the Senior High School program that is most relevant to their needs
and career goals. A certain amount will be subsidized by DepEd to private SHS to offset
the cost of tuition.
Who will benefit from the Voucher Program? Can I apply?
All JHS completers from public junior high schools are qualified to receive the full
voucher values.
Private junior high school completers who are on Education Service Contracting (ESC)
grants will receive 80% of the full voucher value.
JHS completers from private schools and non-DepEd schools can also apply for vouchers
worth 80% of the full voucher value.
Students will be notified of their eligibility prior to completing Grade 10. No monetary
value is given to the student directly instead the subsidy is remitted to the Senior High
School where he/she will enroll.
What are the advantages of the Voucher Program?
For Students
o The voucher program can provide high-quality education for all types of students.
Even those who normally do not have the financial means will be able to choose
from different schools. They will not be limited to the schools that are provided
by the DepEd.
For Private Schools
o Private schools with SHS will be able to tap into an expanded market - students
from public junior high schools.

Sa pamamagitan ng Voucher Program, magbibigay ang pamahalaan ng tulong pinansyal

sa mga Grade 10 completer mula sa pampubliko at pribadong Junior High School (JHS)

upang makapag-aral sila ng Senior HIgh School sa isang: 1) pribadong high school, 2)
pribadong university o college, 3) state o local university o college, o sa 4) technicalvocational school simula School Year (SY) 2016-2017.
Layunin ng programang ito na palawigin ang kakayahan ng mga mag-aaral at ng kanilang
pamilya na makapili ng paaralan o track sa Senior High School na naaayon sa kanilang mga
pangangailangan at layunin sa buhay.

VOUCHER SYSTEM TO HELP DECONGEST PUBLIC HIGH SCHOOLS

MANILA, PhilippinesGovernments Senior High School Voucher program is expected

to help decongest highly-populated public secondary schools by encouraging qualified pupils
to move to the private sector.
Vicente K. Fabella, president of Jose Rizal University (JRU), told the monthly general
assembly of the Foundation for Upgrading the Standard of Education (FUSE), that an
estimated 800,000 students are expected to transfer to private educational institutions when
Senior High School of governments K to 12 program gets fully implemented in school year
2016-2017.
The additional two years in high school would serve as specialization period for students
in vocational skills, music, the arts or sports, he said.

Under governments voucher system, Fabella said, incoming students in senior high
would be provided financial assistance to enable them to enroll in eligible private learning
institutions or non-DepEd public schools on a full or partial tuition subsidy. The Department
of Education (DepEd) is planning to provide a subsidy of P12,000 to P20,000 to each
student.
The program allows students to choose the schools they want and decongest public high
schools, Fabella told a FUSE panel discussion titled Financing the K to 12 Program.
He explained that grantees of E-GASTPE, or the Expanded Government Assistance to
Students and Teachers in Private Education, who are incoming senior HS students in private
schools for school years 2016-2017 and 2017-2018, would be automatically entitled to the
TESTF voucher (Tertiary Education Sector Transition Fund). GASTPE, or RA 8545, aims to
decongest public secondary schools by contracting the excess capacities of private high
schools through the provision of subsidies for students who, otherwise, would have enrolled
in public high schools.
Fabella, who is also vice president of the Philippine Association of Colleges and
Universities (PACU) for the National Capital Region, said more than 30,000 teachers from
private higher education institutions (HEIs) would be adversely affected during the transition
period of the K-12 program.
The Commission on Higher Education and Department of Labor and Employment, as
proposed in a bill pending before the House of Representatives, would be the lead agencies in
the implementation of TESTF. Some P10B would be earmarked for qualified students in
senior HS and retained qualified teaching and non-teaching personnel in HEIs, while P24B
for retrenched teaching and non-teaching personnel.
Read more: http://newsinfo.inquirer.net/650705/voucher-system-to-help-decongest-public-

high-schools#ixzz3syVS72Rs