Major education surveys and missions have labeled Philippine education as problematic from the period of 1925 to 2000. One of the major findings from these reports was the excessive centralization of the Philippine education. On the positive side, as time has passed, people have become more receptive to new policy ideas. Republic Act (RA) 9155, or the Governance of Basic Education Act of 2001, has helped the Department of Education (DepEd) reach its present “improved” status. In this paper, the said Act is examined using the Bardach and Patashnik model (2016). The majority of the references written before the passage of the law were studied to look into the history of problems and events that influenced the drafting of the law. The Bardach and Patashnik model involves the analysis of eight stages of policy cycle. Each part will be explained in the succeeding paragraphs.
Table of Contents
Step One: Define the Problem
Step Two: Assemble Some Evidence
Step Three: Construct the Alternatives
Step Four: Select the Criteria
Step Five: Project the Outcomes
Step Six: Confront the Trade-offs
Step Seven: Stop, Focus, Narrow, Deepen, Decide!
Step Eight: Tell your Story!
CONCLUSION
Research Objectives and Themes
This paper aims to analyze the governance of the Philippine public education system by applying the "Eightfold Path" model of policy analysis to the Governance of Basic Education Act of 2001, tracing historical problems from 1925 to 2000 to propose and evaluate viable policy alternatives.
- Historical analysis of educational policy and survey findings from 1925 to 2000.
- Categorization of educational issues into governance, teaching and learning, and human resource development.
- Evaluation of policy alternatives based on strategic importance, urgency, magnitude, and feasibility.
- Projection of positive and negative impacts of selected high-priority policy interventions.
- Institutional transformation following the implementation of the Governance of Basic Education Act of 2001.
Excerpt from the Book
Step One: Define the Problem
It has been common knowledge that no education system is perfect. Each country has a long history of how its educational system evolved through time to provide better solutions to the arising problems and meet its stakeholders’ expectations. Having said this, it is imperative to give close attention to as much relevant data and recommendations as possible to define the problem.
During the American occupation of the Philippines, the Americans saw the need to have a large-scale survey to determine the status of education in the country. The Philippine Legislature no. 3162 (1924) was passed to create a Board of Educational Survey composed of 3 appointed members by the Secretary of Public Instruction, technical assistants, advisers, and clerks to survey all public and private educational institutions, facilities, and agencies in the Philippines. However, due to some unexpected circumstances, another Act, the Philippine Legislature no. 3196 (1924), was passed to fill the vacancies and reconstitute the board members. The Board started their work, more popularly known as Monroe Survey, in January 1925.
Summary of Chapters
Step One: Define the Problem: This chapter reviews historical education surveys in the Philippines from 1925 through 2000 to identify persistent systemic issues.
Step Two: Assemble Some Evidence: This section categorizes the identified problems into governance, teaching/learning, and human resource development themes using data from previous surveys.
Step Three: Construct the Alternatives: This chapter proposes specific policy interventions and strategies to address the identified problems across various educational sectors.
Step Four: Select the Criteria: This section evaluates the proposed policy alternatives based on strategic importance, urgency, magnitude, and feasibility metrics.
Step Five: Project the Outcomes: This chapter predicts the potential positive and negative impacts of implementing the top-tier policy alternatives.
Step Six: Confront the Trade-offs: This section discusses the practical challenges and potential negative consequences associated with the high-priority policy options.
Step Seven: Stop, Focus, Narrow, Deepen, Decide!: This chapter synthesizes the findings to recommend a coherent policy approach connected by the theme of governance.
Step Eight: Tell your Story!: This chapter analyzes how the Governance of Basic Education Act of 2001 transformed the Department of Education and influenced subsequent organizational reforms.
CONCLUSION: The concluding chapter emphasizes the importance of policy analysis as a social and political activity to foster healthy organizational dialogue.
Keywords
Governance of Basic Education Act, Philippine education, Eightfold Path, policy analysis, Monroe Survey, EDCOM, Department of Education, decentralization, school-based management, policy alternatives, human resource development, curriculum, educational reform, stakeholder engagement, governance.
Frequently Asked Questions
What is the primary focus of this research paper?
This paper focuses on analyzing the governance of the Philippine public school system, specifically by examining the Governance of Basic Education Act of 2001 using the Eightfold Path model.
Which theoretical model is used to analyze the education policy?
The author uses the "Eightfold Path" model of policy analysis, developed by Bardach and Patashnik, to systematically evaluate education reforms.
What is the timeframe of the historical surveys analyzed?
The paper covers surveys and historical reports spanning from 1925, starting with the Monroe Survey, up to the year 2000.
How are the identified educational problems categorized?
The issues are categorized into three main themes: Governance, Teaching and Learning, and Human Resource Development.
What does Step Four of the analysis involve?
Step Four involves evaluating the identified policy alternatives based on strategic importance, urgency, magnitude, and feasibility using a Likert scale.
What is the final outcome of the policy analysis process in this work?
The process concludes by highlighting how the Governance of Basic Education Act of 2001 served as a catalyst for organizational restructuring and the institutionalization of school-based management.
Why were the Monroe, Economic, and UNESCO surveys considered significant?
These surveys are highlighted because they provided the foundational data on the deficiencies of the Philippine education system, such as language instruction issues and lack of facilities, which persisted for decades.
What are the primary "negative impacts" identified for the decentralization of tasks?
The paper notes potential negative impacts such as the lack of personnel readiness, varied interpretations of the new policy, and the risk that personnel competencies may not match the new responsibilities.
How does the author define the role of policy analysis?
The author, referencing Bardach and Patashnik, defines policy analysis as both a social and political activity that requires healthy discussion and stakeholder representation.
What specific transformation occurred regarding school management mentioned in the text?
The text highlights the shift toward school-based management (SBM) and the localization of programs, allowing schools to be more responsive to their specific community needs.
- Quote paper
- May Anne Joy Romanes (Author), 2021, The Eightfold Path of the Decentralization of the Philippine Public Schools. Analysis of the Governance of Basic Education Act of 2001, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1035631
