private education programs in the philippines

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Harnessing private schools: The way forward to resolve PH’s education crisis

Economic analysis has shown that on the whole, improvements in school-level education lead to improvements in economic performance, and more so than the other way around. Thus, a lack of quality education is a threat to economic growth. The state of Philippine education is disheartening, and the government cannot do it by itself. That is why a partnership with the private sector is needed to solve the country’s education crisis.

True, access to education may no longer be an issue today but students’ retention rate in school and learning achievement continue to worsen, as shown by the results of various studies. Local and international student examinations have also shown poor results. Indeed, these are challenging times as the country still confronts the ongoing pandemic amid efforts to attain quality education. But the Philippines can recover and bounce back if educational leaders and managers get their act together as one.

Recognizing the critical role of education in development, the Programme for International Student Assessment (Pisa) and the Trends in International Mathematics and Science Study (TIMSS) serve as a benchmark to measure school effectiveness and determine the alignment of national standards with international standards.

While the Philippine education system is in the middle of profound changes with the passage of the Enhanced Basic Education Act of 2013, the country was rudely awakened by the poor results of the country’s maiden participation in the 2018 Pisa.

The 2019 TIMSS reinforced these dismal results. The country participated again in TIMSS after 16 years of absence since 2003, and the country ranked dead last in both mathematics and science among 58 participating countries. Given that the tests were taken one year apart, these provide a good snapshot of what is happening in the elementary grades in the case of TIMSS and junior high school in the case of Pisa.

Student performance in international large-scale assessments confirms the Philippines has been in a learning crisis for a while now. The performance of 15-year-old students in Pisa, on average, is below expected given the country’s level of income. Private schools are performing better than expected given the level of income and better than public schools (Orbeta Jr. and Paqueo, 2022). The results in TIMSS that tests grade four students are similar but even much farther down from the expected outcome. Again, private schools are performing on or above expected given the level of income, and better than public schools (Orbeta Jr. and Paqueo, 2022).

Looking at TIMSS 1999 and Pisa 2018, a span of two decades, education stakeholders become aware that the problem of achieving quality education cannot be addressed overnight. The quality of Philippine education must have stagnated through the years. So, whether from public or private schools, student performance in international large-scale assessments is nationally embarrassing and worrisome. The embarrassment must have been the reason why the country opted out of TIMSS in 2003.

Since the performance of the private school sector is somewhat better, the state should consider public-private partnerships in education wherein students can be given vouchers to study in private schools at a predetermined tuition rate. Surveys also show that parents prefer to choose which school their children go to, rather than being forced to attend a poorly performing public school. The really good students who will otherwise be stymied by the public school system can blossom, and use their education as a ticket out of poverty.

Eden S. Anni,

[email protected]

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Greetings from the Office of the Headmaster!

As a school we have re-assessed the impact of the transport strike and its subsequent effect on all members of our community to come to school.

Reedley International School will revert back to face-to-face classes for the remainder of this week, starting Thursday, March 9.

The various Department Principals will communicate with you and keep you updated on the arrangements for the various Reedley’s programs and activities scheduled for the remainder of this week.

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Top 15 Private Schools in the Philippines This 2022

As of 2021, there are 12,861 private schools in the Philippines on the Department of Education’s (DepEd) master list. Here are the top private schools in the country, some of which were established a hundred years ago.

1) Reedley International School

Founded in 1999, Reedley International School is a non-sectarian, co-educational private school in the Philippines. It is one of the six schools in the Philippines accredited by the Western Association of Schools and Colleges (WASC). Reedley offers both traditional and progressive education. Its Mathematics and Science programs adhere to Singapore’s academic standards. The school also follows the DepEd-mandated K-12 curriculum.

Reedley’s campus, which has a 10,000-sq.m floor area designed for effective learning, is currently located in Pasig, Metro Manila. It has spacious classrooms, indoor and outdoor play areas, two libraries, computer and science laboratories, a gymnasium, a multipurpose hall, and a cafeteria.

2) Xavier School

Xavier School was founded on December 15, 1955. This Catholic college-preparatory school is run by the Philippine Province of the Society of Jesus and caters to boys. It follows the K-12 curriculum and offers a mandatory Chinese language learning program. Its motto is Luceat Lux (Let your light shine!).

3) Holy Angels’ College

Formerly known as Holy Angels’ Academy, this private school in Bulacan was established in 1951. In 2013, Holy Angels’ College received a DepEd distinction as a High Performing Private Secondary School since the school garners high percentage scores in the National Achievement Test (NAT). In addition, most professionals in Pandi, a municipality in Bulacan, graduated from Holy Angels.

4) Davao Wisdom Academy Inc.

Davao Wisdom Academy is a non-sectarian school. As a socially responsive educational institution, the school aims to develop globally excellent and competitive students. Its core values are integrity, intelligence, and industry.

5) St. Paul American School

Established in 2003, St. Paul American School is a private school that offers a US-based curriculum. The school is divided into elementary, middle, and high schools. Each school has a vice-principal, dean, and academic coordinator. The campus is located in Berthaphil Clark Center. Today, its population is composed of students from 14 different nationalities.

6) Montessori dei San Lorenzo

Montessori dei San Lorenzo is a private non-sectarian school in Cavite. It follows the K-12 curriculum and conducts extracurricular activities such as club tournaments, field trips, and camping. In addition, during the coronavirus pandemic, it implemented the Genyo e-learning program, a fully-integrated learning management system intended for primary education in the Philippines. The school was established in 2001.

7) Raises Academy

Raises Academy was established in 1997. It is a private, non-sectarian school located in Angono, Rizal. It has two campuses located in barangays San Pedro and Kalayaan; the former caters to preschool and elementary students while the latter to high school students. It initially started as a tutorial center before it became a formal school. Today, it has a population of 750 students.

8) St. Theresita’s Academy

Established in 1932, St. Theresita’s Academy is a private Catholic school in Negros Occidental. It was initially named Colegio de Sta. Teresita to adopt to the parochial school of Silay City before it adopted its new name. The school’s patron saint is Saint Thérèse of the Child Jesus and the Holy Face, also known as the Flower of Jesus. The academy transferred to a new location in 1950, where it currently stands. It became co-educational in 1984 with its pioneer batch as Theresianos graduated in 1988.

9) Xavier University

Founded in 1933, Xavier University started as Ateneo de Cagayan. In 1958, it received its university status. Following its parent school’s Jesuit tradition, this private school’s name was changed to St. Francis Xavier, a Jesuit missionary. Today, Xavier University has six campuses offering a wide range of courses. Aside from its academic programs, the university promotes the students’ artistic engagement, sports and fitness programs, and cultural opportunities participation.

10) Bannister Academy

Bannister Academy is a private, non-sectarian and co-educational private school in Quezon City. It first opened its doors to students in 2010-2011. Nowadays, the school caters to students from preschool to high school, complying with the current K-12 curriculum.

11) Central Philippine University

Founded in 1905, Central Philippine University is a private university in Jaro, Iloilo. The university is widely recognized for its quality graduates, producing individuals with notable contributions to the country. Some are chief justices, senators, political leaders, businessmen, and historians.

Further, Central Philippine University takes pride in its Commission on Higher Education-designated centers. Its Teacher Education department and Chemical, Electrical, and Electronics Engineering programs are regarded as Centers of Development (COD). Additionally, the university’s Business Administration and Agriculture programs are recognized as Centers of Excellence (COE).

12) Aquinas School

Founded in 1965, Aquinas School is a private Catholic school located in San Juan. The school was named after Thomas Aquinas, the patron saint of schools. Its motto is “A man of truth, justice, joy, and compassion.”

13) Bohol Wisdom School

Bohol Wisdom School is a non-profit Filipino-Chinese private school established in 1928. It offers K-12 curriculum and Education courses. In 2008, the DepEd granted the school the authority to accept international students.

14) Santa Cruz Academy

Santa Cruz Academy is a DepEd-accredited private Catholic school in Zambales. It was founded in 1926 as Western Luzon Academy before adopting its current name in 1936. Since it is a parochial school, Santa Cruz Academy is headed by the parish priest.

15) Benedicto College

Benedicto College is a private college in Cebu with campuses in Mandaue and Cebu cities. Established in 2000, the college caters to primary, secondary, and tertiary students. It complies with the K-12 curriculum and offers TESDA programs as well. Nonetheless, its core courses are Information Technology, Computer Science, Criminology, and Tourism and Hospitality Management.

Above are the top private schools in the Philippines, particularly in Cebu, Bohol, Davao, Rizal, Pampanga, Iloilo, Quezon City, and Metro Manila.

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The key role of the private sector in Philippine education

The Philippines | Education

The role of the private sector in education has always been apparent in the Philippines, particularly due to the dominance of private tertiary institutions that were established before state institutions arrived to provide more affordable options. As a result of this history, past and present governments have been able to consistently work together with private sector entities, both domestic and foreign, to the benefit of the sector. It is important to note that this extends far beyond educational institutions, but as a more general participation of a variety of players from different industries. Such participation has been aided by encouraging and enabling legislation set out by the Department of Education (DepEd), such as the Adopta-School Act and the Republic Act 8525 of 1988, which provided a way for the private sector to participate in nation-building via the education of Filipinos.

EDUCATIONAL ADOPTION: For 2014, the DepEd recently confirmed that it has received more than P5.5bn ($124m) in donations from the private sector towards the Adopt-a-School programme. The programme links the DepEd with players and organisations that are able to assist in the provision of basic education resources, such as classrooms, teaching materials and equipment. Currently, more than 130 private companies are participating by supporting specific DepEd initiatives and programmes such as nationwide feeding programmes, teacher training and integration of integration technology.

Aside from the existing Adopt-a-School programme, the DepEd has also been championing and inviting private sector support of the Abot Alam programme. This programme focuses specifically on “location-outof-school youth” (OSY) between the ages of 15 and 30, with the aim of successfully finding them educational, entrepreneurship and employment opportunities. Since the beginning of the programme, the DepEd has mapped over 1.2m OSY. Of this number, 76,000 have been enrolled in the Alternative Learning System programme, Alternative Delivery Mode, completed skills training or have been employed. The challenge is pressing across all youth age groups, with recent government figures revealing that 5.59m children between the ages of five and 17 years old were working and not in full-time education in 2014.

FACING TYPHOON HAIYAN: Though the private sector support of the domestic education sector has been longstanding, Typhoon Haiyan also illustrated the willingness of companies and businesses from all over the country to aid recovery. In early 2015 DepEd’s Typhoon Haiyan interventions were in the fourth and final phase of its Framework for Recovery and Rehabilitation. In keeping with the government’s effort to recover, DepEd continues to deliver basic education to five typhoon-affected regions: IV-B, VI, VII, VIII and Caraga. This includes the rehabilitation of more than 17,000 damaged classrooms, construction of new classrooms and distribution of school furniture. As of November 2014, more than half of the targeted classrooms had been completed or were in the process of being reconstructed. Classroom construction in typhoon-affected areas is expected to be complete by June 2015. DepEd has said that private firms will fund the reconstruction and repair of at least 3467 classrooms, about 20% of the total needed.

One multinational company that has been leading the way in terms of both its response to Typhoon Haiyan and participation in beneficial social programmes is Coca-Cola. Through its non-profit CocaCola foundation, set up in 1987, it has assisted many hundreds of thousands of Filipinos with programmes for education, clean water, economic opportunity, youth empowerment and disaster relief projects.

One particularly successful example has been its Agos Project, which installed clean water systems in 60 communities and has been serving over 47,000 Filipinos since the programme’s launch in 2011. The ongoing efforts of the company were recognised in December 2014, when it received an Award for Corporate Excellence from the US Department of State.

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Top Private Universities in the Philippines

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What are the top Private Universities in the Philippines? uniRank answers this question by publishing a complete list of Private Philippine Universities ranked by the 2024 uniRank University Ranking and meeting the following uniRank selection criteria:

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• delivering courses predominantly in a traditional, non-distance education format

uniRank aims to provide a non-academic League Table of the top Private Philippine Universities based on valid, unbiased and non-influenceable web metrics provided by independent web intelligence sources rather than data submitted by the Universities themselves.

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Private Schools offering Science courses in the Philippines

Results (174), mapúa university.

• Private University, Manila, Metro Manila
•  BS in Chemistry
•  BS in Geology
•  BS in Physics
•  BS in Statistics with specialization in Data Analytics
•  BS in Biological Engineering
•  MS in Chemistry
•  MS in Geoinformatics
•  PhD in Chemistry
•  Post-Graduate Diploma in Power Electronics
•   Bachelor's ₱ 130,000-195,000 per year
•   Master's ₱ 35,000-74,000 per year

""

 studied  ,  graduated 

De La Salle Medical and Health Sciences Institute

• Institutional University, Dasmarinas City, Cavite
• Apply to this School via Edukasyon.ph
•  BS in Medical Biology
•  BS in BioChemistry
•  BS in Human Biology
•   Bachelor's ₱ 110,000-130,000 per year

De La Salle University

•  BS in Biology
•  BS in Mathematics
•  BS in Statistics
•  BS in Biochemistry
•  MS in Physics
•  MS in Biology
•  MS in Mathematics
•  MS in Statistics
•  Master in Teaching Mathematics in Basic Education
•  MS in Environmental Science and Ecosystem Management
•  Master in Chemistry
•   Bachelor's ₱ 205,000-225,000 per year

"It was, admittedly, intimidating at first. I thought I was much like a country bumpkin in a big city. But people were nice and non-judgmental, which made me feel a lot better. The professors were very..."

P. J.  studied  BS-BIO ,  graduated 2007

Far Eastern University

•  BS in Applied Mathematics
•  BS in Exercise and Sports Science
•   Bachelor's ₱ 100,000-120,000 per year
•   Master's ₱ 44,000-70,000 per year

"Far Eastern University is one of the leading universities in the Philippines offering an excellent high standard of education, honing all students to become independent skilled professionals in any fi..."

R. E.  studied  BS-BIO ,  graduated 2006

University of San Jose-Recoletos

• Catholic Private University, Cebu City, Cebu
•  BS in Biology major in Medical Biology

"USJ-R is a very popular private school and has many students. There are good facilities, including a laboratory for biology students. The teachers are gentle and friendly. The faculty and students hav..."

N. J.  studied  BS-BIO ,  graduated 2013

University of San Carlos

•  BS in Environmental Science
•  BS in Applied Physics
•  BS in Marine Biology
•  MA in Science Education
•  MS in Marine Biology
•  MA in Mathematics Education
•  PhD in Biology
•   Bachelor's ₱ 70,000-80,000 per year
•   Master's ₱ 19,500-35,000 per year

"Atmosphere - close to nature as the location is full green trees and plants, stimulates the students creative mind, you have plenty of areas around the campus to relax and unwind. Professors - studen..."

C. C.  studied  BS-PHYS ,  graduated 2005

Xavier University

• Private University, Cagayan de Oro, Misamis Oriental
•  Master in Biology (Thesis & Non-Thesis)
•  MA in Education major in Teaching Mathematics
•   Bachelor's ₱ 50,000-60,000 per year

"The atmosphere of the school is suited for studying. The professors guide the students to thoroughly understand the subject matter. The facilities give the the students the full capacity to enjoy thei..."

C. J.  studied  BS-BIO ,  graduated 2014

Ateneo de Manila University

• Private University, Quezon City, Metro Manila
•  BS in Health Sciences
•  BS in Life Sciences
•  BS in Management of Applied Chemistry
•  MS in Environmental Science
•  MS in Mathematics Education
•   Bachelor's ₱ 160,000-180,000 per year
•   Master's ₱ 50,000-70,000 per year

"For the atmosphere, it was fun and very open. At first, it can be very intimidating because almost all are smart but as you get used to it; you'll see that the competitive atmosphere can bring out the..."

R. J.  studied  BS-BIO ,  graduated 2011

Ateneo de Davao University

• Private University, Davao City, Davao
•   Bachelor's ₱ 84,000-100,000 per year
•   Master's ₱ 20,000-50,000 per year

"Highly qualified professors, good learning environment, excellent facilities."

J. D.  studied  BS-BIO ,  graduated 1990

St. Louis University

• Private University, Baguio City, Benguet
•  Master in Environmental Sciences
•  Master in Biological Sciences
•  MS in Environmental And Conservation Biology
•  MA in Environmental and Habitat Planning
•  MAEd in Mathematics
•  MAEd in Science
•   Bachelor's ₱ 40,000-60,000 per year
•   Master's ₱ 15,500-27,000 per year

"The professors in my BS Biology course are cool and passionate about their subjects. My math teacher is a real mathematician who will always tell us we will be thrown out the window if we cannot solve..."

F. C.  studied  BS-BIO ,  graduated 1992

Silliman University

• Private University, Dumaguete City, Negros Oriental
•  Master in Biology
•  Master in Physics (Non-Thesis)
•  MS in Coastal Resource Management
•  MS in Environmental Policy
•   Master's ₱ 40,000-80,000 per year

"Most of the students who studied in this school seemed to have some common traits such as high I.Q., competitiveness, open-mindedness, youthful curiosity, and an admirable sense of purpose. These have..."

G. S.  studied  BS-BIO ,  graduated 2004

University of San Agustin

• Private University, Iloilo City, Iloilo

"Being a Catholic school is what I like most about the university. It enabled me to experience holistic education without sacrificing the school's standards in terms of competence. The university reall..."

J. M.  studied  BS-BIO ,  graduated 2017

Centro Escolar University

•  BS in Cosmetic Science
•  MS in Cosmetic Science
•  PhD in Mathematics Education
•   Master's ₱ 27,000-51,000 per year

"Surely there are a lot of better schools than my alma mater but the only thing that makes it different is the professors and the environment. They do care for all the students. And the security is ver..."

A. P.  studied  BS-BIO ,  graduated 2010

University of St. La Salle

• Private University, Bacolod City, Negros Occidental
•  MA in Teaching major in General Science
•   Bachelor's ₱ 54,000-80,000 per year
•   Master's ₱ 12,000-24,000 per year

"In terms of the school's environment. It was perfect. We had janitors. So the surroundings were cleaner than clean. Almost all rooms were air-conditioned and installed with LCD. Very convenient. And w..."

C. P.  studied  BS-BIO ,  graduated 2009

San Pedro College

• Private College, Davao City, Davao
•   Bachelor's ₱ 58,000 per year

"Our professors magagaling sila, pag sa loob ng room strict sila pero pag nasa labas na ang babati nila para na namin silang mga pamilya, pwde mo silang labasan ng mga hinanakit At Hindi lang sila Guro..."

R. M.  studied  BS-BIO ,  graduated 2011

University of the Assumption

• Private University, San Fernando City, Pampanga
•  MA in Education major in Mathematics

"Very much good school. Very much conducive in learning."

J. M.  studied  BS-BIO ,  graduated 2001

De La Salle University Dasmariñas

• Private University, Dasmarinas City, Cavite
•  MA in Mathematics
•  Master in Environmental Studies
•  MS in Physical Science

"De La Salle is a great place to study! Ambiance is totally cool. Lots Nature and gardens with big fountains everywhere, lots of food places in and out of campus. It actually has everything you need as..."

S. M.  studied  BSBIO-HB ,  graduated 2009

Miriam College

• Private College, Quezon City, Metro Manila
•  BS in Environmental Planning and Management
•  MS in Environmental Planning Management and Studies
•  PhD in Environmenta Planning Management and Studies
•   Bachelor's ₱ 120,000-140,000 per year
•   Master's ₱ 36,000-62,000 per year

"Atmosphere - I love the balance of green scenery - in terms of trees and plants, and the buildings. It gives the vibe that even if students are surrounded by infrastructure, consumption of non-renewab..."

M. C.  studied  BSENVPM ,  graduated 2013

Velez College

• Private College, Cebu City, Cebu

"Hands off to our professors for their patience and valuable teachings."

M. C.  studied  BS-BIO ,  graduated 1999

Philippine Christian University

•  MA in Education in Mathematics/Science Teaching
•   Bachelor's ₱ 48,000-52,000 per year

"Well Philippine Christian University a standard school that facilitates enough knowledge by exploring the reality of life."

V. R.  studied  BS-BIO ,  graduated 2011

St. Paul University Quezon City

"The professors in our school were all very professional and friendly. St. Paul has a quiet and peaceful atmosphere, basically because it's managed by nuns. We have a highly commendable facilities like..."

R. M.  studied  BS-BIO ,  graduated 1995

University of the Immaculate Conception

•  MA in Teaching College Chemistry
•  MA in Teaching College Physics
•   Bachelor's ₱ 40,000-56,000 per year
•   Master's ₱ 17,000-27,000 per year

Adamson University

• Private School, Manila, Metro Manila
•  BS in Chemical Process Technology
•   Bachelor's ₱ 66,000-120,000 per year

Manila Central University

• Private University, Caloocan City, Metro Manila
•   Bachelor's ₱ 80,000-90,000 per year

University of Mindanao

•  MS in Pure & Applied Mathematics
•  Master in Environmental Planning
•  MAEd in Science Education
•   Bachelor's ₱ 36,000-40,000 per year
•   Master's ₱ 19,500-28,000 per year

Technological Institute of the Philippines - Quezon City

•   Bachelor's ₱ 70,000-76,000 per year

Malayan Colleges Laguna

• Private College, Cabuyao, Laguna
•   Bachelor's ₱ 90,000-105,000 per year

Philippine Women's University

•  MS in Environmental Management
•   Bachelor's ₱ 110,000-120,000 per year
•   Master's ₱ 32,000-57,000 per year

University of Nueva Caceres

• Private University, Naga City, Camarines Sur
•  AB in Mathematics
•  BSEd in Biological Sciences
•  MA in Teaching Mathematics
•   Bachelor's ₱ 40,000-50,000 per year

Western Institute of Technology

•   Bachelor's ₱ 28,000-34,000 per year

The Private Education Assistance Committee (PEAC) is a five (5)-member committee constituted to serve as trustee of the Fund for Assistance to Private Education (FAPE), a permanent and irrevocable trust fund. The committee possesses powers and authorities enumerated under Executive Order (E.O.) No. 156, series of 1968 , as amended. It is composed of the following:

• Secretary of Education as Chairperson;
• A representative from NEDA as a member;
• A representative of the C atholic Educational Association of the Philippines (CEAP) as a member;
• A representative of the Association of Christian Schools, Colleges and Universities (ACSCU) as a member; and
• A representative of the Philippine Association of Colleges and Universities (PACU) as a member.

Pursuant to E.O. No. 156, series of 1968, as amended, PEAC is allowed to hire administrative staff to assist it in running its programs and activities. In this regard, it has created the PEAC National Secretariat (PEAC NS) that is headed by an Executive Director appointed by the PEAC for a fixed term.

Under E.O. No. 150, series of 1994 , amending Section 2 of E.O. No. 156, series of 1968, PEAC was granted the express authority to manage and administer contributions, donations, grants, bequests, gifts and/or loans from the Government of the Republic of the Philippines for programs of assistance to private education.

In 1982, the Department of Education (DepEd) , through the assistance of PEAC, successfully piloted a scheme which served as a precursor to the Education Service Contracting (ESC) and provided a cost-effective alternative to public school expansion by entering into service contracts with private schools that would accommodate overflow students from the public schools as well as students in communities where there were no public schools, thus enabling the Government to realize substantial savings.

In recognition of the favorable outcome of and feedback on the ESC program during its pilot phase for the period 1982-1986 and its national implementation handled by PEAC from 1986-1991, DepEd since 1996 up to the present has engaged PEAC as co-implementer to assist it in the management and implementation of the ESC, T eachers’ Salary Subsidy (TSS) , Senior High School Voucher Program (SHS VP ) , as well as In-Service Training (INSET) of the Government Assistance to Students and Teachers in Private Education (GASTPE) program established under R.A. No. 6728 , as amended by R.A. No. 8545 for private school programs.

The Regional Secretariats headed by the Regional Program Directors who are Presidents of private educational institutions in 16 regions are part of the PEAC infrastructure for program management.

PEAC is in regular consultation with the program stakeholders and it is also responsive to the needs of the sector. A case in point is the meeting between PEAC and the Marawi City and Lanao del Sur Private Schools Association that was held last August 2017 to discuss the issues and concerns of participating schools that were affected by the conflict in Marawi City. The result of that meeting was a set of policy recommendations, which PEAC transmitted to DepEd for its approval. DepEd would eventually release DO 50, s. 2018 on the special provisions for participating schools, students and teachers of Marawi City in the ESC, TSS, and SHS Voucher Program.

In 2004, PEAC developed the Certification Program for the ESC to ensure that participating schools comply with the DepEd minimum requirements for the junior high school program. The certification assessment instrument was recently revised to reflect the K-12 standards and other DepEd policies.

PEAC also instituted a special protocol for the certification for schools in high-risk areas. The location of these schools may be in areas where there is armed conflict or in islands that can be safely reached on specific months. The protocol was implemented for schools in Sulu, North Cotabato, Lanao del Sur, Basilan, Tawi-Tawi, Maguindanao, and Marawi City.

PEAC is presently developing an instrument to assess the delivery of senior high school providers participating in the voucher program through the commissioned research, “Development and Field Testing of a Certification Assessment Instrument for Schools Participating in the SHS Voucher Program.” At present, the researchers have conducted focus group discussions participated in by administrators from private SHS providers, SUCs and LUCs that offer SHS in Luzon, Visayas, and Mindanao to elicit their understanding of the SHS requirements, the challenges and best practices in implementing the senior high school program.

Another notable research project that PEAC supports is the study, “Strengthening the Complementarity of Private and Public Education: Towards Greater Inclusion, Efficiency and Freedom of Choice,” by the Philippine Association of Colleges and Universities (PACU). The study aims to analyze public and private sector roles in the finance, provision, and regulation of education services; and assess existing and proposed policies and programs related to complementarity of public and private education.

The In-Service Training (INSET) Program developed, designed, and conducted by PEAC has helped both administrators and teachers in JHS and SHS implement the K-12 reforms. The Professional Regulation Commission (PRC) has accredited PEAC as a CPD provider and all its training courses that allow the participants to earn credit units required for the renewal of their professional licenses.

It is noteworthy to mention that because of its nature, PEAC is able to marshall support from the private schools in the country, allowing it to tap the vast talent in the sector. Certifiers, trainers and monitors are credible school officials and faculty members from the private schools participating in the programs.

In sum, the PEAC has been an effective instrument to operationalize “complementarity” between private and public schools as provided in the Philippine Constitution . It has also been an incorruptible partner of the education agencies in efficiently co-implementing national subsidy programs for students and teachers in private schools.

Quick Links

• 2024 In-Service Training (INSET) Registration Page 
• eRecertification Partial List for SY 2024-2025
• eCertification Revisit Partial List for SY 2024-2025
• eRecertification Revisit Partial List for SY 2024-2025
• Schedule of 2023-2024 In-Person SHS Voluntary Certification
• Learning Module Repository
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Why the Philippines’ education system needs an ‘overhaul’

Group says k to 12 ‘failure’ evident in low employment rate among shs grads.

A group of education workers has reiterated the need to overhaul the country’s education system, with a special focus on the K to 12 Program, especially amidst the low employability rate of its graduates.

“There is no point in continuing a program that not a single study has found to be effective,” said the Alliance of Concerned Teachers (ACT) in a statement.

READ: 

https://mb.com.ph/2023/8/10/k-to-12-program-to-continue-dep-ed

ACT Chairperson Vladimer Quetua lamented that the K to 12 program only aims to make the Philippines competitive against underdeveloped countries in producing a steady stream of the semi-skilled labor force for foreign capital.

“These jobs are largely contractual in nature and the lowest paying in different industries,” he added.

ACT issued the statement following the directive of President Marcos, Jr. to integrate skills training into the K to 12 curriculum to increase the employability of Senior High School (SHS) graduates.

In the 2022 Labor Force survey conducted by the Philippine Institute of Development Studies (PIDS), it was noted that only a small proportion of SHS graduates (a little over 20 percent) were able to enter the labor force. The majority (more than 70 percent) opted to continue with their education.

https://mb.com.ph/2023/5/12/dep-ed-creates-a-national-task-force-to-review-shs-program-find-out-why

Wake-up call

For ACT, any reform to the K to 12 curriculum will only “replicate failures as the program is not designed to bolster a genuine national development program and only aims to produce cheap and docile labor force for foreign employers that is bound to be underpaid, contractual or unemployed.”

Citing the Technical Education and Skills Development Authority (TESDA), Quetua said that the “starkly low employment rate of our K to 12 graduates and attrition rate of those employed is high.”

He added that the majority of the annual K to 12 graduates only contribute to the huge number of unemployed or are employed temporarily as contract workers who are paid wages below livable levels.

“This should serve as a wake-up call to redesign our education system towards supporting national development and aligning our economic program towards developing local production to create more jobs,” Quetua said.

Moreover, Quetua pointed out that the practicum component for skills development, which would be added to the subjects based on available resources in particular areas and regions, is 'equally disheartening.'

“This only implies that the government has no plans to address the needs, particularly in far-flung areas, and allocate the necessary budget to capacitate schools in implementing the program,” Quetua said.

Given this, ACT reiterated that the whole education system needs to be "overhauled" to serve the aspirations of Filipinos for national development, agricultural advancement, and the establishment of national industries.

RELATED STORIES: 

https://mb.com.ph/2023/6/4/why-senior-high-school-program-is-a-necessary-sacrifice-2

https://mb.com.ph/2023/5/29/unfair-to-say-k-to-12-program-has-failed-pb-ed

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Philippines Closes Schools as Heat Soars to ‘Danger’ Level

Scorching temperatures coincided with a nationwide strike of jeepneys, the main mode of public transport in the country.

By Jason Gutierrez

Reporting from Manila

The Philippines closed all public schools on Monday and Tuesday because of dangerously high temperatures, moving classes online in a country where schools are typically shut because of tropical storms.

Over the past week, average temperatures in many parts of the country topped 40 degrees Celsius, or more than 100 degrees Fahrenheit. Extreme heat is forecast this week to blanket almost the entire country, with the heat index in some regions rising to at least 42 degrees Celsius, or “danger” level, according to the Philippine Atmospheric, Geophysical and Astronomical Services Administration. That designation is the second highest on the agency’s heat index scale. It advised people to avoid exposure to the sun or risk heat stroke, heat exhaustion and cramps.

In metropolitan Manila, where the heat index is forecast to hit 45 degrees Celsius early this week, residents in overcrowded slums have been cooling off by setting up colorful inflatable pools on busy roads. Others in this megacity have been dipping into Manila Bay, flouting rules that prohibit swimming in its polluted waters.

In its advisory on school closures, the Department of Education on Sunday said the extreme weather coincided with a nationwide strike of jeepneys, the colorful, open-air vehicles that are the main mode of public transportation in the Philippines. Jeepney drivers are protesting a government plan to phase out their rides — which trace their origins to U.S. military jeeps — and replace them with modern, more energy-efficient minibuses.

The extreme heat had already forced some schools to cancel classes before the government’s call for closures. The Jesus Good Shepherd School in Imus, a city south of Manila, last week sent students back home because of soaring temperatures, even though the private institution is among the small minority of schools in the country that has an air conditioner in every classroom.

“It is hard for the students and teachers alike to concentrate, because the air-con is struggling, too,” said Ana Marie Macarimbang, a fifth-grade teacher at the school who has taught for nearly two decades. “We are in a tropical country, yes, but the heat now is more intense than I can remember.”

Weather-related school closures in the Philippines have historically been more common during the typhoon season, which peaks between July and October . The current closures, teacher’s groups have contended, could have been avoided had the authorities not changed the school calendar after the pandemic. The school year now runs from August to May, roughly, rather than the former June-to-March schedule.

President Ferdinand Marcos Jr. has said that he has no objections to readjusting the school calendar, and blamed climate change for the extreme heat. The government “really didn’t expect it to be like this,” Mr. Marcos said earlier this month.

Extreme temperatures are also disrupting everyday life in other parts of Asia, including Cambodia and Vietnam . Earlier this month, a heat wave forced schools in Bangladesh and India to close.

Explore Our Weather Coverage

Extreme Weather Maps: Track the possibility of extreme weather in the places that are important to you .

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Pesticide Safety & Education Program

Mdard in-person core testing and core review offered in oakland county.

David Lowenstein <[email protected]> , Derek Plotkowski <[email protected]> , Christopher Galbraith <[email protected]> and Teresa Crook <[email protected]> , Michigan State University Extension - May 09, 2024

Participants will review the core manual and take the pesticide applicator test on May 31 in Pontiac, Michigan. Private and commercial core and the fumigation, aerial standard tests will be available.

The Michigan Department of Agriculture and Rural Development (MDARD), in conjunction with Michigan State University Extension and the Oakland County Extension Office , will be offering an in-person pesticide applicator testing and core review on May 31, 2024, at the Oakland County EOB Conference Center, 2100 Pontiac Lake Rd, Bldg 41W, Pontiac MI 48328. Parking is available at the Oakland County EOB Conference Center. You can register online at  MDARD In-Person Core Testing and Core Review  or call the Oakland County Extension Office at 248-858-0880 for the core review and test. We recommend participants read and study the core manual before attending the review. Core manual copies may be ordered from the  National Pesticide Safety Education Center .

Registration starts at 8 a.m. on May 31 with a review class beginning promptly at 8:30 a.m. Participants are encouraged to register online prior to the event due to space limitations. Walk-ins will be acceptable until the capacity of the room allows. If registering online, participants will be able to pay with a credit card. Walk-ins must pay with exact cash or a check payable to Michigan State University.

Local Michigan State University Extension educators David Lowenstein, Derek Plotkowski, Christopher Galbraith and Teresa Crook will lead the mandatory four-hour review from 8:30 a.m. to 12:30 p.m. The review covers all the chapters in the National Pesticide Applicators Certification Core Manual. A light lunch will be provided after the review. MDARD will start testing approximately at 1 p.m. 

There are two separate fees for the mandatory core review and the applicator testing. The cost of the review is $15, and payment can be made online at registration, with exact cash on the day of the event, or by check payable to Michigan State University.

The fee for applicator testing varies by the certification and is not collected on the day of the testing, but mailed to MDARD after your core test is passed. The private applicator certification fee is $50, the commercial applicator certification fee is $75 and the registered applicator certification fee is $45. Only checks payable to the State of Michigan are acceptable payments. Postage paid envelopes will be provided to send certification payment to MDARD at the event. Cash or credit card payments are not accepted. Private applicator fees can be waived for Military Veterans if a copy of their DD214 is provided.

Register for the MDARD In-Person Core Testing and Core Review in Oakland County

For more information or questions, contact David Lowenstein , Derek Plotkowski , Christopher Galbraith or Teresa Crook .

This article was published by Michigan State University Extension . For more information, visit https://extension.msu.edu . To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters . To contact an expert in your area, visit https://extension.msu.edu/experts , or call 888-MSUE4MI (888-678-3464).

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Melbourne private school students expelled over ‘cruel’ spreadsheet rating female classmates

Yarra Valley grammar principal says position of two students was untenable and ‘they will not be returning’

Two boys at a Melbourne private school have been expelled over a spreadsheet in which female classmates were ranked , its principal has told parents.

Four students from Yarra Valley grammar in Ringwood, in Melbourne’s east, were suspended last week after it came to light they had made the list. It included photos of female students ranking them as “wifeys”, “cuties”, “mid”, “object”, “get out” and “unrapable”.

The principal, Mark Merry, wrote to parents on Tuesday morning and said that while the investigation was still ongoing, he formed the opinion that the enrolment of two boys in the school had become “untenable”.

“Others, who have played a lesser role in this matter have been subject to further disciplinary action,” he said.

“The investigation of this issue has been complex and time-consuming and can’t be rushed and I thank our students and families for your patience and confidence as we ensured that all the circumstances were known.”

“The past week has obviously been a difficult one for our community … I am saddened that the actions of a few individuals can cause so much harm as social media has the power to amplify the damage that can be done and the anguish inflicted.”

Merry said the school was characterised by respectful relationships “most of the time”, but that “more work needs to be done”.

“Whilst we conduct regular sessions on respectful relationships and model care and respect in all that we do; this has not been enough,” he said.

“We will be reviewing all of our programmes to ensure that the dignity of all is respected. This needs to be a learning moment for all of us.”

Merry previously said he had reported the list to the police, and on Tuesday a Victorian police spokesperson said investigators would assess the information to determine if it was ‘a matter for police’.

Last week, a screenshot of the list was shared online, with the school becoming aware of the post on Wednesday. The prestigious school costs about $30,000 a year per student to attend.

It created widespread condemnation, with the premier, Jacinta Allan, saying she was “utterly devastated” by the “disgraceful” list.

“To think that you’re sitting in a classroom with classmates who not just hold these views, but write them down and share them,” Allan told reporters.

“This is no joke. Respect for women has to be at the forefront of every classroom, of every household, of every part of our community, because … too many women [are] subjected to violence, too many women [are] losing their lives.”

Speaking on Nine’s Today show, the federal education minister, Jason Clare, called the incident “disgusting and appalling”.

On Monday an assembly was expected to be held with the entire year level, including parents of the female students named in the document.

Information and support for anyone affected by rape or sexual abuse issues is available from the following organisations. In Australia, support is available at 1800Respect (1800 737 732). In the UK, Rape Crisis offers support on 0808 500 2222. In the US, Rainn offers support on 800-656-4673. Other international helplines can be found at ibiblio.org/rcip/internl.html

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These maps show the impact of educational savings accounts on Iowa's public schools

The Iowa Department of Education announced Jan. 29 that more than 16,000 students paid for nonpublic school tuition this year by using education savings accounts created under a law signed by Gov. Kim Reynolds last year.

The law, which supporters often referred to as "school choice" legislation, awards about $7,600 per student to Iowa families who are approved for a state-funded education savings account to pay for nonpublic school tuition and fees.

Supporters of the new law said it would allow parents more opportunity to send their children to a school of their choice by removing financial barriers.

The new data released last week indicates some parents are taking advantage of that option by shifting their children from public to private schools. Nonpublic school enrollment increased slightly more than 7%, or just over 2,000 students.

But the data also shows most of the education savings accounts, or ESAs, went to students who were already attending private schools.

• About two-thirds of students who used their ESAs this year had previously attended a nonpublic school, according to the Department of Education data.
• Another 21% were kindergartners just entering the school system.
• Only about 13% of ESA participants moved from a public school to a nonpublic school this year.

A map of the rate of ESA participation by resident school district shows nearly a fifth of districts with no ESA participants per 100 students enrolled in the public schools, many districts with a handful and a few pockets with heavier usage.

More: Which Iowa kids could 'school choice' help most? These 3 maps tell the story.

Few, if any, seismic shifts in either public school enrollment or enrollment at individual nonpublic schools materialized, according to the data.

Instead, enrollment dipped slightly at public school districts across Iowa and increased slightly among the state's private schools.

Just under two-thirds of Iowa's public school districts reported a decrease in certified enrollment from 2022-23 to 2023-24; just over two-thirds of the state's nonpublic schools reported an increase in enrollment over the same period.

In private school-heavy northwest Iowa, negligible changes to enrollment

Nonpublic schools educate a disproportionately high number of students in far northwest Iowa compared with other parts of the state.

In one example, more students attend nonpublic schools within the boundaries of the Boyden-Hull school district than attend the district's public schools.

In a subset of five school districts where more than 20% of students attend nonpublic schools — Boyden-Hull, MOC-Floyd Valley, Remsen-Union, Rock Valley and Sioux Center — about 17% of all students used ESAs to pay for nonpublic school tuition. That's nearly half of the area's nonpublic school students.

But despite 1,264 ESA participants within those five districts, public school enrollment declined by just 58 students across all five districts this year. Enrollment at the 12 nonpublic schools in the same area has increased by 71 students since 2021-22. (Data for 2022-23 was incomplete.)

Enrollment numbers in other private school hotspots across Iowa tell similar stories.

In Carroll, where Kuemper Catholic Grade School and high school account for more than 40% of the students enrolled within the district's boundaries, about a third of nonpublic school students utilized ESAs this year. The 367 ESAs in the district factored into an increased enrollment of 58 between the two Kuemper Catholic schools.

The public school district in Carroll, meanwhile, reported enrollment slightly under the projections calculated in May 2022.

But those projections had already predicted a small decline year over year. And missing enrollment projections wasn't uncommon: A majority of school districts had enrollments below what was previously forecast.

The Dubuque area, with its large Catholic presence, had more than 1,100 ESA participants from the three area districts where more than 15% of students were enrolled in nonpublic schools last year.

But like northwest Iowa and Carroll, shifts in overall enrollments at public and nonpublic schools were slight. Certified enrollment dropped by 89 students in all three public school districts — less than 1%, collectively. The nonpublic schools within those districts reported a total enrollment increase of 113.

Eight new private schools spring up in Iowa

The Department of Education data shows eight new nonpublic schools in Iowa — not counting name changes or schools that broke into separate grade levels — resulting in the largest net increase in nonpublic schools in the state since the COVID-19 pandemic.

None of these schools has much of a footprint yet. Just one, Strong Roots Christian in Indianola, has more than 100 enrolled students. The rest have fewer than 50.

Parents of students in parts of the state with no nearby private schools will have to wait to take advantage of the new ESA law.

Of those eight new schools, five are within school districts that already had at least one nonpublic school. The remaining three are in the Indianola and Johnston school districts — in the greater Des Moines metro area.

Large portions of Iowa, including much of the state south and west of Des Moines, have few or no nonpublic school options, effectively shutting out those regions from benefits of the ESA law.

That's demonstrated prominently on the map showing the distribution of ESAs by public school district in Iowa.

No students used ESAs in a swath of more than a dozen school districts in southern Iowa, spanning from Red Oak past Centerville. Nearly 20% of Iowa's school districts reported zero students participating in the ESA program.

How has the law affected Des Moines-area school districts?

In three metro school districts — Saydel, Urbandale and West Des Moines — more than 15% of students who were enrolled within district boundaries attended nonpublic schools last year. (In Des Moines, that number was about 8%.)

Like other areas with a higher concentration of nonpublic schools, public school enrollment decreased gradually and nonpublic school enrollment increased gradually in those three districts. But a relatively low number of families took advantage of ESAs to pay nonpublic school tuition.

For every 100 students enrolled in Saydel, Urbandale or West Des Moines public schools, fewer than five additional students participated in the ESA program. That's lower than most school districts with similar ratios of public to private school students.

It's lower than even some districts where there are no nonpublic schools (meaning students must travel outside of the school district to attend one).

One possible explanation: This year, current private school students in families with a total household income above 300% of the federal poverty guidelines were not eligible for ESAs . (Any student enrolling at a private school for the first time is eligible for an ESA, regardless of household income.)

Dallas County, which holds much of the Urbandale and West Des Moines school districts, is the wealthiest in the state, with a median household income above $90,000 — roughly the 300% cutoff for a family of four.

Other counties in the Des Moines metro area also have relatively high median incomes.

For these school districts, then, the next two years of ESA data may be more revealing than this year's. The income restriction is raised to 400% of federal poverty guidelines for the 2024-25 school year, and lifted entirely starting with the 2025-26 school year.

Tim Webber is a data visualization specialist for the Register. Reach him at [email protected], and on Twitter at @HelloTimWebber.