Publication: Increasing Investment to Improve Basic Education Outcomes in the Philippines
Loading...
Date
2016-06
ISSN
Published
2016-06
Author(s)
Editor(s)
Abstract
Over the last decade, the Government of the Philippines has embarked on an ambitious education reform program to ensure that all Filipinos have the opportunity to obtain the skills that they need to play a full and productive role in society. The government has backed up these reforms, particularly over the last five years, with substantial increases in investment in the sector. As a result, access to basic education has increased, particularly for the poorest households, and the overall learning environment has improved. While these improvements have halted a long-term decline in education sector outcomes, significant challenges remain. In particular, the share of national income devoted to basic education has only recently returned to the levels of the early 2000s, and spending per student in the Philippines is still low compared to spending in other middle-income countries. These relatively low levels of spending per student are likely to have limited the scope of the improvements in education outcomes over the last decade. High school completion rates remain low compared with other countries in the region, and enrollment gaps among different socioeconomic groups persist. Stakeholders frequently express concerns about the quality of the education provided and about the level and breadth of skills that children possess when they leave school. The purpose of this note is to investigate whether the recent increases in the financing for basic education have improved education outcomes and to identify any factors that may be constraining the effectiveness of public spending. It concludes that further increases in public spending will be needed if the government’s ambitious goals for the education sector for the next five years are to be achieved. However, increased investment will not be enough on its own. It will also be necessary to ensure that these resources are used effectively.
Link to Data Set
Citation
“World Bank Group. 2016. Increasing Investment to Improve Basic Education Outcomes in the Philippines. Philippines education note,no. 1;. © World Bank. http://hdl.handle.net/10986/24745 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Philippines : Basic Education Public Expenditure Review(World Bank, Pasig City, Philippines, 2012)The 2010 Philippines Basic Education Public Expenditure Review (BEPER) provides an overview of public expenditures and outcomes in the basic education sector since 2000. The PER team intends this analysis to assist the Department of Education (DepED) in setting policy priorities and in making decisions on resource allocation, utilization, and management. In this review, we analyze trends in education performance as they relate to the Philippines' Education for All (EFA) goals and the objectives of the Basic Education Sector Reform Agenda (BESRA). The analysis traces trends in government spending and their impact on basic education inputs and outcomes. It also examines the equity dimensions of the education outcomes and spending across geographic areas, households of different income levels, and gender. It examine in detail the processes for executing DepED's priority programs such as the provision of new teaching posts, school buildings, furniture, and textbooks, and we identify potential bottlenecks that slow implementation. Although the Government of the Philippines has committed to the Millennium Development Goals (MDGs) and EFA goals by 2015, its level of investment in basic education is not sufficient for realizing these commitments. The PER analysis suggests that although the basic education sector needs additional resources for rapidly expanding the supply of key inputs for quality education services, unless efforts are intensified to improve budget execution and even if resources were available, merely increasing allocation would be unlikely to result in actual increases in the larger number of critical inputs and their efficient deployment.Publication Findings from the 2010-11 Basic Education Service Delivery Survey(Washington, DC, 2012-04)Enrollment in basic education in the Republic of the Sudan has risen continuously since 2005. However, service delivery in basic schools and student learning outcomes are generally weak The papers included in this book use survey data to describe how basic schools function in four states of the Republic of the Sudan. The main objective is to provide representative data on basic school resources and student learning levels to allow targeting of resources to priority areas and increase the efficiency of resource use in order to promote student learning. The source of data is the second Basic Education Service Delivery Survey (SDS2) that covered 253 schools in the 2010-11 academic year across the states of Blue Nile, North Darfur, Red Sea and South Kordofan in Sudan. Basic education is the fundamental cycle of education in Sudan, combining primary and lower secondary education into one eight-year cycle. Enrollments in basic schools have surged in recent years, from 3.3 million students in 2000-01 to 4.9 million in 2008-09, with particularly rapid enrollment growth in post-conflict states, including the four states examined in this paper. This paper complements the education sector status report published in 2012.5. It contributes to the knowledge of basic education in the four states by providing a systematic account of service delivery and student achievement in basic schools. These two reports, along with other analytical work, are being used to inform the preparation of a new national education sector plan for 2012-16. Key contributions of this paper include the measurement of learning outcomes, comparisons between urban and rural schools, information on the role of the education councils in school financing and specific data on schools for internally displaced persons (IDPs) in North Darfur.Publication Tracking Basic Education Expenditure in Yemen : Analyses of Public Resource Management and Teacher Absenteeism(Washington, DC, 2006-12)Yemen faces significant challenges in expanding access and promoting quality for improved educational outcomes. The study employs both qualitative and quantitative methods to provide recommendations for tracking public expenditure and improving service delivery in the basic education sector in Yemen. To this end, it documents the management of public resources in Yemen's education sector and potential inefficiencies in the use of these resources. This report, through its various components, revealed significant impediments-teacher deployment and salary payment, materials provision, student and teacher attendance, among others-on the path to improving education service delivery in Yemen. This study examines four main research issues related to Yemen's education sector: 1) leakage in the flow of funds, 2) compliance with financial management standards, 3) incentives to provide better quality services, and 4) teacher management issues. The study investigates the disparities and inconsistencies between formal regulations and informal practices in teacher deployment, wage payments, and resource allocations to schools. The study explores how absenteeism correlates with a wide range of potential determinants of the quality of education at the individual, facility, and national levels.Publication Rwanda - Education Country Status Report : Toward Quality Enhancement and Achievement of Universal Nine Year Basic Education - An Education System in Transition; A Nation in Transition(World Bank, 2011-01-01)The Republic of Rwanda is a relatively small country located in Central Africa with a population of approximately 10 million people, making it one of the more densely populated countries in the world. The current government is taking positive steps to helps the country emerge from its tragic past, and aims to promote reconciliation and unity among all Rwandese and forbids any political activity or discrimination based on race, ethnicity, or relation. The government's effort to deliver basic public services to its population, including education, also follow the spirit of inclusiveness and aims to diminish gender, socioeconomic and geographic disparities. Rwanda's development agenda is entering a new phase as it transitions from post-genocide recovery to producing a population that is regionally and globally competitive and economically and socially secure. The education sector plays a significant role in fulfilling the national agenda. This Country Status Report (CSR) takes stock of recent progress and identifies a new generation of challenges facing the education sector, particularly in the context of ongoing decentralization and the government's recent initiative to extend basic education to nine years of schooling.Publication Basic Education Public Expenditure Review Phase II : School Based Management in the Philippines, An Empirical Investigation(Washington, DC, 2013-06-10)The main objective of this study is to provide a rigorous empirical understanding about the current status of School Based Management (SBM) and the relationship between SBM and learning outcomes in the Philippines with a view to identifying the pathways to improving SBM implementation for improved student achievement. The study makes three potentially important contributions to the policy analysis in support of the implementation of Basic Education Sector Reform Agenda (BESRA) in general and SBM in particular; (i) construction of the Basic Education Information System - National Achievement Test BEIS-NAT Panel Database for 2005-2010; (ii) methodology for policy analysis of SBM; and (iii) Findings from analysis of SBM. These studies have some findings; the findings are grouped into four categories: (a) SBM implementation, (b) resource allocation, (c) principal professional development, and (d) data and information management. Needless to say, these issues are inevitably interrelated so it is important for us to integrate the findings to derive policy implications.
Users also downloaded
Showing related downloaded files
Publication Systematic Country Diagnostic of the Philippines(World Bank, Washington, DC, 2019-11-15)This Systematic Country Diagnostic (SCD) identifies a four-part diagnosis of the constraints to the Philippines achieving its Ambisyon Natin 2040 goals. First, the country can enact policies that maintain its high rates of growth but also make that growth more inclusive and generate good jobs. Second, investments in human capital can ensure that Filipinos can lead healthy lives and have the skills for those jobs. Third, the Philippines can build its resilience to natural disasters and the looming climate crisis, while continuing to build peace in Mindanao. The common thread across all these challenges is the need for follow-through and implementation, which points to governance as the core cross-cutting challenge. The SCD addresses these thematic areas—inclusive growth and jobs, human capital, resilience, and governance—in turn.Publication Global Economic Prospects, January 2025(Washington, DC: World Bank, 2025-01-16)Global growth is expected to hold steady at 2.7 percent in 2025-26. However, the global economy appears to be settling at a low growth rate that will be insufficient to foster sustained economic development—with the possibility of further headwinds from heightened policy uncertainty and adverse trade policy shifts, geopolitical tensions, persistent inflation, and climate-related natural disasters. Against this backdrop, emerging market and developing economies are set to enter the second quarter of the twenty-first century with per capita incomes on a trajectory that implies substantially slower catch-up toward advanced-economy living standards than they previously experienced. Without course corrections, most low-income countries are unlikely to graduate to middle-income status by the middle of the century. Policy action at both global and national levels is needed to foster a more favorable external environment, enhance macroeconomic stability, reduce structural constraints, address the effects of climate change, and thus accelerate long-term growth and development.Publication Providing Schools with Enough Resources to Deliver Quality Education in the Philippines(World Bank, Washington, DC, 2016-06)Providing schools with direct funding to meet their operational needs is the cornerstone of the government's efforts to strengthen school-based management in the Philippines. Over the past five years, funds that the government has provided directly to schools to support their maintenance and other operating expenses have increased by 45 percent in real terms, demonstrating the government's commitment both to increasing operational funding and to providing schools with the funding that they need to implement their own improvement plans.Publication Sin Tax Reform in the Philippines(Washington, DC: World Bank, 2016-07-06)Excise taxes on tobacco and alcohol products can be an effective instrument for promoting public health through curbing smoking and excessive drinking, while raising significant revenues for development priorities. In 2012, the Philippines successfully passed a landmark tobacco and alcohol tax reform—dubbed the “Sin Tax Law.” This book describes the design of the Philippines sin tax reform, documents the technical and political processes by which it came about, and assesses the impact that the reform has had after three years of implementation.Publication Philippines Basic Education(World Bank, Washington, DC, 2020-10-01)Countries invest in basic education to provide their citizens with the means to acquire the foundations for building human capital. Countries with good school education systems provide equity of access, i.e., encourage all children, irrespective of gender, household income, and geographical location, from the early years onwards, to participate in the full cycle of education. Good education systems have learning environments that lead to strong learning outcomes. Since education is the basis for human capital development and improves individual productivity and earnings, good education systems contribute both to economic growth and social equity. This report looks at the role played by public expenditure in improving access, equity, quality, and learning in basic education in the Philippines. It builds on work undertaken earlier, especially the Basic Education Public Expenditure Review and the Philippines Public Education Expenditure Tracking and Quantitative Service Delivery Survey. Specifically, this review provides a comparative picture of sector performance, where possible, between the periods 2002 to 2008 and 2009 to 2017, the former being the period studied by BEPER (2012). Chapter one looks at quantity and quality in basic education, Chapter two examines equity issues, and chapter three looks at patterns of public expenditure in basic education. In the remaining section of this introduction, a brief description of how basic education is managed and financed in the Philippines is provided.