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    Program For Decentralized Education Development

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    Joseph Boyles
    The document discusses the Program for Decentralized Education Development (PRODED) in the Philippines. It aimed to address poor quality education, shortages in classrooms and textbooks, and low achievement in core subjects. PRODED launched in 1983-1984 and modified elementary curriculums to emphasize science, math, reading and writing. It also introduced the first research-based curriculum with minimum learning competencies and mastery-based learning. The goals of PRODED were to raise pupil achievement, increase participation rates, improve cohort survival rates, increase pupil-teacher ratios, and improve management effectiveness.

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    Program For Decentralized Education Development

    Uploaded by

    Joseph Boyles
    784 views26 pages
    The document discusses the Program for Decentralized Education Development (PRODED) in the Philippines. It aimed to address poor quality education, shortages in classrooms and textbooks, and low achievement in core subjects. PRODED launched in 1983-1984 and modified elementary curriculums to emphasize science, math, reading and writing. It also introduced the first research-based curriculum with minimum learning competencies and mastery-based learning. The goals of PRODED were to raise pupil achievement, increase participation rates, improve cohort survival rates, increase pupil-teacher ratios, and improve management effectiveness.

    Original Title

    PROGRAM FOR DECENTRALIZED EDUCATION DEVELOPMENT

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    The document discusses the Program for Decentralized Education Development (PRODED) in the Philippines. It aimed to address poor quality education, shortages in classrooms and textbooks, and low achievement in core subjects. PRODED launched in 1983-1984 and modified elementary curriculums to emphasize science, math, reading and writing. It also introduced the first research-based curriculum with minimum learning competencies and mastery-based learning. The goals of PRODED were to raise pupil achievement, increase participation rates, improve cohort survival rates, increase pupil-teacher ratios, and improve management effectiveness.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    784 views26 pages

    Program For Decentralized Education Development

    Uploaded by

    Joseph Boyles
    The document discusses the Program for Decentralized Education Development (PRODED) in the Philippines. It aimed to address poor quality education, shortages in classrooms and textbooks, and low achievement in core subjects. PRODED launched in 1983-1984 and modified elementary curriculums to emphasize science, math, reading and writing. It also introduced the first research-based curriculum with minimum learning competencies and mastery-based learning. The goals of PRODED were to raise pupil achievement, increase participation rates, improve cohort survival rates, increase pupil-teacher ratios, and improve management effectiveness.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 26

    PROGRAM FOR

    DECENTRALIZ
    ED EDUCATION
    DEVELOPMENT
    (PRODED)
    JOSEPH R. BOYLES, LPT
    Master of Arts in Education
    Major in Cultural Education
    What is • It is the transfer of
    decentralization authority from central to
    ? local government
    But why pursue decentralization in
    the Philippine educational system?
    • Poor quality education
    • Shortfalls in classroom
    • Shortfalls in textbooks and teachers
    • Low achievement in science, math,
    and language
    • Disparity in rural and urban areas in
    terms of achievement
    • Declining participation of the
    private sectoral
    In 1983-1984, DECS launched the Program for
    Decentralized Education (PRODED) for elementary
    education to modify the curriculum and put
    emphasis on science, technology, math, reading, and
    writing.
    NEW ELEMENTARY SCHOOL
    CURRICULUM (NESC)

    • The first research-based curriculum in the country


    • Fewer learning areas, emphasis on mastery learning, more time
    allotment for the basic skills
    • Development of the learning competencies known as the
    minimum learning competencies (MLC)
    • The mastery of learning was emphasized wherein it is expected
    that the students will acquire the 75% mastery of the listed
    competencies or 7 out of 10 question in the formative test
    • The reform program in elementary
    education was embodied in a ten-
    year development program (1981-
    90) known as the Program for
    PRODED: Comprehensive Elementary
    Education Development (PROCEED).
    Background and This program was the first concrete
    effort in developing A long-range
    Objectives program to upgrade the elementary
    education sector. Its first four years
    was the Program for Decentralized
    Educational Development, popularly
    known as PRODED.
    PRODED aimed to:

    a. raise pupil achievement from 48% in 1979 to 55% by 1985;


    b. increase the participation rate of 7-year olds from 74% to 84% in
    1985/86;
    c. improve the cohort survival rate from 65% to 78% within 1981-1985;
    d. raise the pupil-teacher ratio from 31:1 to 36:1 by 1986/87; and
    e. improve management capabilities to increase system effectiveness
    and efficiency.
    Specific sector policy issues
    identified to redress disparities in
    educational opportunity as well as to
    improve quality and efficiency
    included the introduction of:

    a. a revised investment policy;


    b. a revised policy for recurrent
    financing;
    c. revised policies for student intake
    and progression; and
    d. a revised policy for teacher
    deployment.
    THANK YOU!

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