UNIVERSAL BASIC EDUCATION

ELIZABETH P. VARGAS

The Department of Education (DepEd) recognizes the need to innovate in funding learning interventions and reforms, in order to reinforce the government’s efforts in reaching all learners and achieving universal basic education.

The Department has highlighted its innovative approaches in engaging the support of stakeholders outside state and multilateral organizations, especially in attaining Sustainable Development Goal (SDG) No. 4 to ensure inclusive and quality education for all and promote lifelong learning.

In addition to utilizing conventional methods of financing, DepEd establishes partnerships at the national, local, and school levels to enable more learners have access to free, quality, equitable, and inclusive education.

One financing innovation at the national level is the Public-Private Partnership (PPP), which allows for the fast-tracking of classroom construction and delivery while enabling the public sector to focus on delivering other critical functions and services. Its beneficiaries include 2,226 schools in Regions I, III, and IV-A, and 1,760 schools in Regions I, II, III, X, CARAGA, and CAR.

Considered the longest-running example of PPP in the country’s education is the Education Service Contracting (ESC), one of the components of the Government Assistance to Students and Teachers in Private Education (GASTPE). Operating on the concept similar to the Senior High School (SHS) Voucher Program, ESC provides tuition subsidy for Grades 7 to 10 students who wish to pursue secondary education in certified private schools. The aim is to democratize and improve access to education, and reduce class size in public high schools.

Another innovative government program that gives stakeholders the opportunity to become proactive partners in education is the Adopt-a-School Program. It is a fund mobilization method based on the concept of matching grant involving the private sector and non-government organizations (NGOs). The costs on human resources, materials, and facilities acquisition and development are shifted to various stakeholders who have a natural interest in the promotion of basic education.

The Department also engages the personal participation of education partners through Brigada Eskwela, wherein an army of volunteers assemble to repair and prepare classrooms in time for the opening of classes. The venture provides private partners the chance to contribute resources, while local government units (LGUs) and community members provide workforce and volunteer services during the week-long activity.

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The author is Teacher III at Sulipan Elementary School