Education costs and financing in the Philippines

Article · January 1999with16 Reads
    • "While basic education is typically provided in stand-alone schools, some elementary and secondary schools are attached to universities and colleges partly due to these facts: (1) many higher education institutions were actually upgraded basic education institutions and (2) teacher training institutions maintain their own 'laboratory' schools (Maglen and Manasan 1999). It should be noted, however, that since 1998 SUCs are only allowed to maintain elementary and secondary schools if they actually offer teacher training programs and even then, enrolment in their 'laboratory' schools is limited to 500. "
    [Show abstract] [Hide abstract] ABSTRACT: Government education spending is expected to improve the well-being of beneficiaries and enhance their capability to earn income in the future. In this sense, directing education expenditures to the poor holds a promise for breaking the intergenerational transmission of poverty. Given this perspective, the paper addresses the question: to what extent has the poor benefited from government spending on education? In particular, it uses benefit incidence analysis to evaluate whether expenditures on education had redistributive impact.
    Full-text · Article · Jan 2008
    • "meet the MDG target of universal access to complete primary education, the DepEd has launched a number of programs aimed at improving school retention and improving student performance, including: (1) the Schools-First Initiative (SFI), (2) the Early Childhood Education (ECE), (3) the Alternative Learning System (ALS), (4) Teacher Education and Development, 14 (5) the 12 On the one hand, it is found from the Filipino Report Card on Pro-poor Services (WB 2001) that the school fees paid by children going to public schools are not inconsequential despite the fact that the Constitution mandates free public elementary education. On the other hand, other out-of-pocket costs of public elementary schooling (including cost of textbooks, school supplies, transportation) is large (Maglen and Manasan 1999). 13 The Food-for-School Program launched in 2004 involves food assistance for the families of pre-school and Grades 1 pupils conditional on the school attendance of said pupils.High School Bridge Program, 15 and (6) Madrasah Education. "
    [Show abstract] [Hide abstract] ABSTRACT: The improving fiscal situation in the Philippines presents an opportune time for the government to reassess the resource requirements of achieving the millennium development goals (MDGs) and to exercise greater vigilance in ensuring that the MDGs benefit from the fiscal space that has been created. In response, this study updated and expanded the earlier study on the financing of MDGs that was completed in 2002. In particular, it estimated the financial requirements needed to achieve Goals 1, 2, 4, 5, 6, and 7; compared the resource requirements with the funding level that is likely to be made available to determine the funding gap for each of these goals under alternative macro and sectoral policy scenarios; arrived at a consolidated estimate of total general government resource requirement and resource gap in financing the said MDGs; and proposed how resources can optimally be managed, referring to both operational efficiencies and institutional arrangements, so as to maximize their effectiveness.
    Full-text · Article · Feb 2007
  • [Show abstract] [Hide abstract] ABSTRACT: The private higher education sector of the Philippines is proportionally one of the largest in the world. It is the only system where proprietary institutions also assume importance along with the sectarian not-for-profit institutions, and their behaviour appears parallel, which works on the rules of the market. The private higher education sector of the Philippines has a long history, which can be traced from the Spanish regime. It grew largely in the post independence period in the absence of resources of the state for higher education along with any precise policy. The private sector received further impetus through the growing private demand. A closer look at the functioning of these institutions reveals that they heavily rely upon tuition revenues, predominantly upon a student client that is by no means healthy. The private higher education institutions have failed to trap other private resources. These institutions also have a wide disparity in terms of quality, from lowest to the highest. Although there exists the private and state scholarships, but the equity issue still appears to be unattended in true sense, and are affected by quality of institutions, location, tuition fees and economic background. In spite of these demerits the transition rate between secondary and higher education in Philippines remains exceptionally high, along with the participation ratio, which is comparable to a developed nation. It is the
    Full-text · Article · Jan 2006
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