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01 - The Best and Worst Performing Schools in The Philippine Licensure Examinations at The Start of The Third Millennium (2006-2007)
01 - The Best and Worst Performing Schools in The Philippine Licensure Examinations at The Start of The Third Millennium (2006-2007)
by
Romulo A. Virola,
Marymell A. Martillan, Gerald Junne L. Clariño, Albert A. Garcia
by
Romulo A. Virola,
Marymell A. Martillan, Gerald Junne L. Clariño, and Albert A. Garcia1
ABSTRACT
Towards crafting education policies and programs that address the problems faced by the
sector which are probably the root cause why poverty persists in the country, and
possibly critical to the achievement of our MDGs, we need to understand better why the
quality of our human capital has deteriorated. For this, we need statistics.
This paper will present comparative statistics on the performance of the various schools
in licensure examinations in major fields of education, looking particularly at the
examinations for accountants, dentists, nurses, physicians, and teachers, providing
disaggregation by region and by sex. It will identify the best performing and the worst
performing schools and provide an assessment on whether students and parents as well
as government are getting value for money that they have invested on education. The
paper will also make some suggestions for future research on the issue and some
recommendations to improve the quality of education in the Philippines.
I. INTRODUCTION
Statistics show that the quality of the country’s human capital has been deteriorating,
particularly when compared to our ASEAN neighbors. These statistics point to, among others,
the higher but eroding advantage in our level of educational attainment compared to countries
like Indonesia, Malaysia, and Thailand. Virola (see [3]) has written a number of Statistically
Speaking articles on this concern. Moreover, the MDG Watch (see [2]) being compiled by the
National Statistical Coordination Board (NSCB) shows that it is Goal 2 where the Philippines
1
Secretary General, Statistical Coordination Officer III, Statistical Coordination Officer I, and Statistical Coordination Officer I,
respectively, of the National Statistical Coordination Board. The views expressed in this paper are those of the authors and do
not necessarily reflect the views of the NSCB. The authors thank Carmelita H. Destreza and Noel S. Nepomuceno for the
assistance in the preparation of this paper.
Page 1 of 67
will have the hardest time meeting the target by 2015. Net enrolment ratio in primary
education has barely increased from 84.6% in 1990 to 85.1% in 2008. The proportion of pupils
starting grade 1 who reach grade 6 remains low from 69.7% in 1990 to 75.4% in 2008; so with
primary completion rate, from 64.2% in 1990 to 73.3% in
In the past, the Philippine government has expressed its concern about the education
sector and has crafted many program interventions that sought to address the problems faced
by the sector. For example, the Conditional Cash Transfer program stipulates the condition
that children 6-14 years old must attend school at least 85 percent of the time before a family
becomes entitled to the cash subsidy. And during the Stakeholders’ Step-Up Campaign Forum
on the Philippines Millennium Development Goals last 8 September 2010, Pres. Benigno S.
Aquino III emphasized that “reducing poverty, reaching universal primary education and
improving maternal health are three areas that demand more attention, not just from the
government, but from every Filipino citizen.” Recently the policy debate has focused on adding
two years to basic education. In fact, a paper (see [1]) on this will be presented in the plenary
session before the closing ceremonies of the 11th NCS.
Despite the efforts of government and other stakeholders, the quality of education in
the country remains distressing. In a Statistically Speaking article (see [6]), Virola called
attention to the generally low percentage of passers in the licensure examinations in 2006 and
2007 for nurses, teachers and physicians. This paper extends the analysis and results of the
Statistically Speaking article to other popular fields like accountancy and dentistry. The data
used come from latest available information from the Professional Regulation Commission
(see [4], [5]). The next section presents the performance of schools in these licensure
examinations with appropriate cross tabulations and some correlation analyses. The final
section presents an assessment and some recommendations towards the improvement of the
education sector.
For purposes of the PRC publication that provided the data for this paper,
schools/Higher Education Institutions (HEI) were initially classified by the Educational
Statistics Task Force (ESTF) of the PRC as
Cluster One CHED-recognized HEI which offer the degree program
required for the licensure examination
Cluster Two Other participating CHED-recognized HEI
Cluster Three Former names of CHED-recognized HEI
Cluster Four Schools which have been closed
Only HEI belonging to Clusters One, Two and Three are included in the analysis. The
ESTF also classified the HEI into Categories 1, 2, 3, and 4.
Biggest (Category 1) - those with examinees numbering 1000 and above per
calendar year,
Big (Category 2) - those with 100-999 examinees,
Small (Category 3) - those with 10-99 examinees, or
Smallest (Category 4) - those with less than 10 examinees
Page 2 of 67
PS - Private sectarian schools including stock, non-stock or foundation-
type private ownership
PN - Private non-sectarian schools including stock, non-stock or
foundation-type private ownership
The top/bottom performing schools refer to those with the highest/lowest passing
rates in the licensure examinations in 2006-2007. Due to space constraints, we will exclude
the smallest schools (Category 4) in most of the analysis/tables. Here are the findings/results
with the complete tables shown in Appendix Tables 1-10:
Very Low Overall National Passing Percentages! Teachers are failing their exams!
Table 1
National Passing Percentage Per Type of Licensure Examinations, 2006-2007
Dentists 34%
Nurses 46%
Physicians 58%
Teachers-Elementary 28%
Teachers-Secondary 31%
Total 37%
38%
All types of examinations
Page 3 of 67
The private schools produce more examinees than government schools. Private
nonsectarian schools had the lowest while private sectarian schools had the highest overall
passing rate in the 2006-2007 licensure examinations.
Table 2
Number of Examinees and Passing Rate By Type of School,
2006-2007
Type of
GO GS PN PS
School
Year 2006 2007 2006 2007 2006 2007 2006 2007
Number of
7,417 9,524 73,405 83,814 143,565 184,432 48,024 56,102
Examinees
Passing
38% 36% 39% 37% 35% 36% 47% 49%
Rate
Size Does Matter Does Size Matter?: Medium is Better! Big is Better!
For the licensure examinations in the six fields covered in the paper, the biggest
schools have the highest overall passing rate of 41% followed by the big schools at 39% and
the small schools at 30%. The average passing rate for the small schools was weighed
down by the low passing rates for teachers and accountants.
Table 3
National Passing Percentage Per Type of Licensure Examination By Size,
2006-2007
Type of Licensure
Biggest Schools Big Schools Small Schools
Examinations
Accountants --- 33% 27%
Page 4 of 67
Table 4
Correlation Analysis Between the Number of Examinees and Passing Rate Per Type of
Examination
2006 2007
Type of
Correlation Level of Correlation Level of
Examinations
Coefficient Significance Coefficient Significance
Accountants 0.196 0.000 0.209 0.000
By Region
In general, the schools in NCR have higher passing rates than those in the other
regions. However, the following are notable exceptions of schools from the regions being
among the top performers and beating schools in NCR:
1. For Accountants: Siliman University (Region VII) and Mariano Marcos State University-
Batac.
2. For Dentists: Southwestern University (Region VII) and Cebu Doctors’ University (Cebu
Doctors’ College)
3. For Nurses: Xavier University (Ateneo De Cagayan) (Region X), Saint Louis University
(CAR), University of the Philippines-Visayas-Iloilo City, and Palawan State University-
Puerto Princesa.
4. For Physicians: Cebu Institute of Medicine (Region VII), Mindanao State University-
Marawi City, Cebu Doctors’ University (Cebu Doctors’ College)
5. For Elementary School Teachers: West Visayas State University-La Paz, Cebu Normal
University (Cebu State College)
6. For Secondary School Teachers: University of the Philippines-Los Baños and University
of the Philippines-Visayas-Iloilo City
On the other hand, the following schools in NCR have among the lowest passing rate,
worse than schools in the regions:
Page 5 of 67
Are Women smarter than Men?
While the PRC could not provide the distribution of examinees by sex, it has the sex
distribution of passers. And by a ratio of almost 2:1, there are more female passers in the
licensure examinations than men.
Table 5
Number of Male and Female Passers in the Licensure Examinations, 2006-2007
2006 2007
Male Female Male Female
36,303 69,008 44,377 86,018
The top three performing schools for accountants are the following:
Table 6
Top Big Schools for Accountants, 2006-2007
Table 7
Top Small Schools for Accountants, 2006-2007
Page 6 of 67
On the other hand, the bottom three performing schools for accountants are the
following:
Table 8
Bottom Big Schools for Accountants, 2006-2007
Table 9
Bottom Small Schools for Accountants, 2006-2007
The top three performing schools for dentists are the following:
Table 10
Top Big Schools for Dentists, 2006-2007
Page 7 of 67
Table 11
Top Small Schools for Dentists, 2006-2007
On the other hand, the bottom three performing schools for dentists are the following:
Table 12
Bottom Big Schools for Dentists, 2006-2007
Table 13
Bottom Small Schools for Dentists, 2006-2007
Page 8 of 67
Top/Bottom Performing Schools for Nurses
The top three performing schools for nurses are the following:
Table 14
Top Biggest Schools for Nurses, 2006-2007
Table 15
Top Big Schools for Nurses, 2006-2007
Table 16
Top Small Schools for Nurses, 2006-2007
Page 9 of 67
On the other hand, the bottom three performing schools for nurses are the following:
Table 17
Bottom Biggest Schools for Nurses, 2006-2007
Table 18
Bottom Big Schools for Nurses, 2006-2007
Table 19
Bottom Small Schools for Nurses, 2006-2007
2006 2007 2006-2007
Name of Schools Region Passing Passing Passing
Rank Rank Rank
% % %
Mapandi Memorial
ARMM 0% 1 4% 3 2% 1
College
Eastern Visayas Central Region
No record 4% 2 4% 2
College VIII
Central locandia College
Region
fo Science and No record 10% 5 10% 3
I
Technology
Page 10 of 67
Top/Bottom Performing Schools for Physicians
The top three performing schools for physicians are the following:
Table 20
Top Big Schools for Physicians, 2006-2007
Table 21
Top Small Schools for Physicians, 2006-2007
On the other hand, the bottom three performing schools for physicians are the
following:
Table 22
Bottom Big Schools for Physicians, 2006-2007
Page 11 of 67
Table 23
Bottom Small Schools for Physicians, 2006-2007
The top three performing schools for elementary school teachers are the following:
Table 24
Biggest Schools for Elementary School Teachers, 2006-2007
Table 25
Top Big Schools for Elementary School Teachers, 2006-2007
Page 12 of 67
Table 26
Top Small Schools for Elementary School Teachers, 2006-2007
On the other hand, the bottom three performing schools for elementary school
teachers are the following:
Table 27
Bottom Big Schools for Elementary School Teachers, 2006-2007
2006 2007 2006-2007
Name of Schools Region Passing Passing Ran Passing
Rank Rank
% % k %
Central Sulu College ARMM 0% 2 0% 1 0% 1
Tawi-Tawi Regional
ARMM 0% 1 4% 32* 2% 2
Agricultural College
Mindanao State
ARMM 1% 4 2% 3 2% 3
University-S.D.T.C.-Jolo
*rank based on small schools
Table 28
Bottom Small Schools for Elementary School Teachers, 2006-2007
2006 2007 2006-2007
Name of Schools Region Passing Passing Passing
Rank Rank Rank
% % %
Congress College Region I 0% 1-2 0% 1-3 0% 1-3
Region
Saint Augustine College 0% 1-2 0% 1-3 0% 1-3
III
Jolo Community
ARMM 0% 6** 0% 1-3 0% 1-3
College
**rank based on smallest schools
Page 13 of 67
Top/Bottom Performing Schools for Secondary School Teachers
The top three performing schools for secondary school teachers are the following:
Table 29
Top Big Schools for Secondary School Teachers, 2006-2007
2006 2007 2006-2007
Name of Schools Region Passing Passing Passing
Rank Rank Rank
% % %
University of the
NCR 98% 2 99% 1 99% 1
Philippines-Diliman
De La Salle University-
NCR 98% 1 98% 2 98% 2
Manila
University of the Region
98% 9* 98% 3 98% 3
Philippines-Los Baños IV-A
*rank based on small schools
Table 30
Top Small Schools for Secondary School Teachers, 2006-2007
2006 2007 2006-2007
Name of Schools Region Passing Passing Passing
Rank Rank Rank
% % %
Ateneo De Manila
NCR 100% 1-3 100% 1-3 100% 1-3
University-Q.C.
University of the
Region
Philippines-Visayas- 100% 1-3 100% 1-3 100% 1-3
VI
Iloilo City
Miriam College
(Maryknoll College NCR 100% 1-3 100% 1-3 100% 1-3
Foundation, Inc.)
On the other hand, the bottom three performing schools for secondary school
teachers are the following:
Table 31
Bottom Big Schools for Secondary School Teachers, 2006-2007
2006 2007 2006-2007
Name of Schools Region Passing Passing Passing
Rank Rank Rank
% % %
Lanao National College
ARMM 1% 1 1% 1 1% 1
of Arts & Trades
Mindanao State
University-S.D.T.C.- ARMM 3% 2 2% 2 3% 2
Jolo
Cotabato City State Region
6% 7 2% 3 4% 3
Polytechnic College XII
Page 14 of 67
Table 32
Bottom Small Schools for Secondary School Teachers, 2006-2007
2006 2007 2006-2007
Name of Schools Region Passing Passing Passing
Rank Rank Rank
% % %
Claret College of Region
0% 1-2 0% 1-3 0% 1-3
Isabela IX
Hadji Butu School of
ARMM 0% 1-2 0% 1-3 0% 1-3
Arts & Trades
North Central
Region
Mindanao Colleges No record 0% 1-3 0% 1-3
X
(CMTI)
1. The 38% overall passing rate for licensure examinations should not be acceptable.
Targets should be set both by CHED and the schools to raise the overall passing rate to
at least 50% within an appropriate time line to provide a reasonable rate of return on the
investments made on education not only by government but also by parents.
2. Though biggest schools perform better than big and small schools, CHED should closely
monitor the biggest schools for nurses, as the passing rate is only 42% compared to
48% and 49% of the big and small schools, respectively.
3. Among the bottom performing schools, CHED should likewise monitor several small
schools for accountancy, elementary school teachers, and secondary school teachers
which posted 0 passing rate in both 2006 and 2007. More specifically, CHED should
come up with a program of putting on probation and/or suspension those schools with
passing rates below an acceptable level for three consecutive examination periods. For
example, enrolment of new students in programs/schools with bad licensure examination
records could be temporarily suspended and/or restricted, noting that at least for some
fields, performance and program enrolment size are negatively correlated. Moreover,
CHED should develop minimum standards of performance on these licensure
examinations and should have the political will to close academic programs that fail
those standards. The list of these schools and programs should be posted on the CHED
website.
4. Obviously, there are schools in the regions that do very badly in the licensure
examinations. Should they be closed? What if the bad performing school is the only
school in the region? If it is closed, where will the students go? Can parents afford to
send them to other regions? Or should it be allowed to operate to provide cheaper
access to education to students in the region? Not easy questions but CHED must come
up with an answer.
5. Considering the importance of education not only in raising the competitiveness of the
Philippines in the global economy but just as, if not more importantly, in achieving our
MDG target of halving poverty by 2015, the 28% passing rate for elementary school
teachers and 31% passing rate for secondary school teachers are too low to assure us
of a continuing stream of highly qualified teachers. Teacher training must be intensified,
teachers’ morale should be raised, teachers should not be overworked, and
compensation of teachers must be increased several folds. It is unconscionable that we
allow the big bosses of government corporations to get so much for their work while we
make our teachers wallow in their abysmally low wages!
Page 15 of 67
6. On the other hand, while the performance of the health professionals (doctors at 58%,
nurses at 46% and dentists at 34%) is relatively better than the teachers and the
accountants, are these numbers high enough to give comfort to patients who submit to
these professionals matters of their life and death? Do these levels of passing rates
make parents feel that their investments and sacrifices would not go to waste? We do
not think so and CHED should find ways to raise these passing percentages to at least
the 70s. Wishful thinking? We do not think so either because in the highly competitive
knowledge-based Third Millennium, we must aim higher; we must dream higher. We
should also not waste our precious little resources.
8. In the preparation of this paper, the authors had to encode manually the data from the
PRC publications because PRC could not provide an electronic copy of the dataset. It is
strongly recommended that the PRC strengthen its capacity for information management
to maximize the use of the wealth of data that it possesses. If budget is the problem, as
the DBM sometimes has this unreasonable policy of not allowing capital outlay proposals
from government agencies, it is about time mindsets changed! If we formulate policies
that hinder investments in the information technology infrastructure of government
agencies, how can we compete?
9. The authors originally planned to gather data on tuition fees to assess whether schools
charging higher tuition are justified by better performance in the licensure examinations,
and to have cost estimates of how much it takes to produce a professional in the
educational system of the country. This is an area for future research.
10. Another subject for future research is a better quantification of the supply of and demand
for professionals in the Philippine economy. This can provide a basis for the
rationalization of the educational system of the country that supplies labor not only for
the international market but more importantly to respond more effectively to the
development needs of the country for the benefit of its citizenry.
Page 16 of 67
REFERENCES
[1] De Vera, Roberto, Private Costs and Benefits of Adding Two Years to the Philippine
Basic Education System
[4] Educational Statistics Task Force of the Professional Regulation Commission, The
2006 Compilation of Statistics on the Performance of Schools in Various Licensure
Examinations
[5] Educational Statistics Task Force of the Professional Regulation Commission, The
2007 Compilation of Statistics on the Performance of Schools in Various Licensure
Examinations
[6] Virola, Romulo A. & Jessamyn O. Encarnacion, Statistically Speaking, The Best
Schools, The Worst Schools,
http://www.nscb.gov.ph/headlines/StatsSpeak/2010/041210_rav_schools.asp
Page 17 of 67
ANNEX TABLES
Table 1
Licensure Examination for Accountants
2006-2007
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Excluded from the table are the smallest, i.e., those with less than 10 examinees in 2006-2007.
Page 18 of 67
Table 1. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 19 of 67
Table 1. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 20 of 67
Table 1. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 21 of 67
Table 2
Licensure Examination for Dentists
2006-2007
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 22 of 67
Table 3
Licensure Examination for Nurses
2006-2007
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 23 of 67
Table 3. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 24 of 67
Table 3. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 25 of 67
Table 3. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 26 of 67
Table 3. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 27 of 67
Table 3. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 28 of 67
Table 3. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 29 of 67
Table 4
Licensure Examination for Physicians
2006-2007
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 30 of 67
Table 5
Licensure Examination for Teachers-Elementary Level
2006-2007
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 31 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 32 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 33 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 34 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 35 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 36 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 37 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 38 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 39 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 40 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 41 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 42 of 67
Table 5. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 43 of 67
Table 6
Licensure Examination for Teachers-Secondary
2006-2007
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 44 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 45 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 46 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 47 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 48 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 49 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 50 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 51 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 52 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 53 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 54 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 55 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 56 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 57 of 67
Table 6. Continued…
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 58 of 67
Table 7
Distribution of Examinees and Passers, and Passing Rate By School Type
in the Licensure Examinations, 2006-2007
By Examinees
Region GO GS PN PS
2006 2007 2006 2007 2006 2007 2006 2007
Philippines 7,417 9,524 73,405 83,814 143,565 184,432 48,024 56,102
NCR 3,626 4,159 6,946 7,097 46,038 61,092 6,765 7,937
CAR - - 2,523 2,766 6,585 8,776 2,838 2,818
Region I 1,377 1,891 6,192 7,052 8,517 11,169 1,684 2,250
Region II 30 51 2,940 3,550 2,297 2,956 3,645 4,563
Region III 242 316 7,045 7,940 9,655 13,478 2,631 3,529
Region IV-A 515 909 6,150 6,948 11,163 15,336 2,628 3,267
Region IV-B 10 4 3,297 3,954 662 895 755 853
Region V 775 1,059 5,114 5,730 7,020 8,245 2,390 3,001
Region VI 616 838 5,818 7,148 9,655 12,338 5,745 6,625
Region VII 53 74 4,888 5,183 13,935 16,088 4,217 4,676
Region VIII 55 53 6,372 7,402 2,664 3,242 1,222 1,473
Region IX 15 26 4,825 5,626 3,761 4,517 2,678 2,713
Region X - - 3,636 4,116 7,545 9,060 2,744 3,147
Region XI - 2 1,225 1,483 7,916 9,833 3,705 4,296
Region XII - - 2,017 2,460 2,506 3,252 3,227 3,606
ARMM 103 142 3,190 3,868 1,370 1,172 431 576
CARAGA - - 1,227 1,491 2,276 2,983 719 772
By Passers
Region GO GS PN PS
2006 2007 2006 2007 2006 2007 2006 2007
Notes:
1. GS refers to government or State Colleges/Universities and their Satellite Campuses.
2. GO refers to government institutions other than State Colleges/Universities. This category
includes Local Colleges/Universities and CHED-supervised Institutions.
3. PS refers to Private Sectarian schools. This category includes stock, non-stock or
foundation-type private ownership.
4. PN refers to Private Nono-Sectarian schools. This likewise includes stock, non-stock,
or foundation-type private ownership.
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure
Examinations as published by the Educational Statistics Task Force of the Professional Regulation
Page 59 of 67
Table 7. Continued…
Passing Rate
Region GO GS PN PS
2006 2007 2006 2007 2006 2007 2006 2007
Philippines 38% 36% 39% 37% 35% 36% 47% 49%
NCR 48% 49% 56% 60% 41% 43% 67% 70%
CAR no record no record 35% 33% 38% 41% 57% 59%
Region I 20% 16% 42% 38% 30% 31% 33% 31%
Region II 43% 35% 35% 31% 36% 34% 40% 42%
Region III 52% 54% 39% 36% 31% 31% 36% 40%
Region IV-A 36% 37% 41% 37% 33% 33% 51% 54%
Region IV-B 0% 0% 31% 32% 22% 22% 33% 38%
Region V 24% 20% 41% 42% 22% 22% 36% 39%
Region VI 45% 39% 43% 39% 42% 41% 46% 48%
Region VII 25% 14% 41% 39% 36% 40% 53% 57%
Region VIII 18% 23% 32% 28% 25% 25% 38% 35%
Region IX 13% 8% 32% 32% 18% 18% 28% 29%
Region X no record no record 41% 35% 32% 32% 50% 51%
Region XI no record 50% 50% 49% 35% 36% 52% 56%
Region XII no record no record 33% 30% 27% 26% 37% 38%
ARMM 14% 13% 19% 18% 4% 7% 9% 13%
CARAGA no record no record 31% 31% 19% 21% 35% 39%
Notes:
1. GS refers to government or State Colleges/Universities and their Satellite Campuses.
2. GO refers to government institutions other than State Colleges/Universities. This category
includes Local Colleges/Universities and CHED-supervised Institutions.
3. PS refers to Private Sectarian schools. This category includes stock, non-stock or
foundation-type private ownership.
4. PN refers to Private Nono-Sectarian schools. This likewise includes stock, non-stock,
or foundation-type private ownership.
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure
Examinations as published by the Educational Statistics Task Force of the Professional Regulation
Page 60 of 67
Table 8
Distribution of Passers By Sex in the Licensure Examinations
2006-2007
Number of Gender
Type of Licensure Examinations Passers Male Female
2006 2007 2006 2007 2006 2007
Aeronautical Engineers 30 36 28 33 2 3
Agricultural Engineers 570 205 290 121 280 84
Agriculturists 182 600 111 313 71 287
Architects 911 837 632 577 279 260
Certified Public Accountants 2,850 3,705 1,011 1,340 1,839 2,365
Chemical Engineers 492 438 195 193 297 245
Chemists 245 234 98 106 147 128
Civil Engineers 3,135 2,256 2,337 1,635 798 621
Criminologists 3,568 4,463 2,975 3,690 593 773
Custom Brokers 213 227 129 132 84 95
Dentists 772 581 185 141 587 440
Electronics and Communication Engineers 2,438 2,146 1,780 1,582 658 564
Environmental Planners 23 19 14 9 9 10
Fisheries Technologists 51 48 26 28 25 20
Foresters 203 199 116 116 87 83
Geodetic Engineers 148 170 100 122 48 48
Geologists 35 37 21 18 14 19
Interior Designers 57 110 7 17 50 93
Landscape Architects 14 16 5 12 9 4
Librarians 303 278 51 57 252 221
Marine Desk Officers-O.I.C. 2,202 2,479 2,184 2,472 18 7
Marine Engine Officers-O.I.C. 1,148 1,321 1,143 1,317 5 4
Mechanical Engineers 1,650 1,658 1,537 1,562 113 96
Medical Technologists 1,507 1,311 419 390 1,088 921
Metallurgical Engineers 29 13 18 7 11 6
Midwives 2,666 3,498 374 456 2,292 3,042
Mining Engineers 10 20 8 16 2 4
Naval Architects & Marine Engineers 10 5 6 5 4 0
Nurses 37,030 60,199 9,535 16,701 27,495 43,498
Nutritionists-Dietitians 257 320 20 36 237 284
Occupational Theraphists 120 77 32 21 88 56
Optometrists-4 years 115 108 26 20 89 88
Optometrists-6 years 71 60 14 10 57 50
Pharmacists 1,235 1,241 197 210 1,038 1,031
Physical Therapists 992 800 337 269 655 531
Physicians 2,592 2,930 945 1,015 1,647 1,915
Radiologic Technology 211 364 103 189 108 175
Registered Electrical Engineers 1,691 1,386 1,509 1,217 182 169
Sanitary Engineers 46 35 31 21 15 14
Social Worker 580 504 86 67 494 437
Teachers-Elementary 17,377 18,376 2,692 3,123 14,685 15,253
Teachers-Secondary 17,290 16,811 4,864 4,858 12,426 11,953
Veterinarians 214 225 95 123 119 102
X-Ray Technologists 28 49 17 30 11 19
TOTAL 105,311 130,395 36,303 44,377 69,008 86,018
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by the
Educational Statistics Task Force of the Professional Regulation Commission, 2006-2007
Page 61 of 67
Table 9
Correlation analysis at the regional level, 2006
B. Dentists
Number of Passing Correlation Level of
Region
Schools Examinees Passers Rate Analysis significance
Notes:
1. The correlation analysis is between the number of examinees and the passing rate of each participating school.
2. N/A indicates that either there is no or only one participating school for the region.
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as
published by the Educational Statistics Task Force of the Professional Regulation Commission, 2006
Page 62 of 67
Table 9. Continued…
C. Nurses
Number of Passing Correlation Level of
Region
Schools Examinees Passers Rate Analysis significance
D. Physicians
Number of Passing Correlation Level of
Region
Schools Examinees Passers Rate Analysis significance
Notes:
1. The correlation analysis is between the number of examinees and the passing rate of each participating school.
2. N/A indicates that either there is no or only one participating school for the region.
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as
published by the Educational Statistics Task Force of the Professional Regulation Commission, 2006
Page 63 of 67
Table 9. Continued…
E. Teachers-Elementary
Number of Passing Correlation Level of
Region
Schools Examinees Passers Rate Analysis significance
F. Teachers-Secondary
Number of Passing Correlation Level of
Region
Schools Examinees Passers Rate Analysis significance
Notes:
1. The correlation analysis is between the number of examinees and the passing rate of each participating school.
2. N/A indicates that either there is no or only one participating school for the region.
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as
published by the Educational Statistics Task Force of the Professional Regulation Commission, 2006
Page 64 of 67
Table 10
Correlation analysis at the regional level, 2007
B. Dentists
Number of Correlation Level of
Region Passing Rate
Schools Examinees Passers Analysis significance
Notes:
1. The correlation analysis is between the number of examinees and the passing rate of each participating school.
2. N/A indicates that either there is no or only one participating school for the region.
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by
the Educational Statistics Task Force of the Professional Regulation Commission, 2006
Page 65 of 67
Table 10. Continued…
C. Nurses
Number of Correlation Level of
Region Passing Rate
Schools Examinees Passers Analysis significance
D. Physicians
Number of Correlation Level of
Region Passing Rate
Schools Examinees Passers Analysis significance
Notes:
1. The correlation analysis is between the number of examinees and the passing rate of each participating school.
2. N/A indicates that either there is no or only one participating school for the region.
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by
the Educational Statistics Task Force of the Professional Regulation Commission, 2006
Page 66 of 67
Table 10. Continued…
E. Teachers-Elementary
Number of Correlation Level of
Region Passing Rate
Schools Examinees Passers Analysis significance
F. Teachers-Secondary
Number of Correlation Level of
Region Passing Rate
Schools Examinees Passers Analysis significance
Notes:
1. The correlation analysis is between the number of examinees and the passing rate of each participating school.
2. N/A indicates that either there is no or only one participating school for the region.
Source of basic data: Compilation of Statistics on the Performance of Schools in Various Licensure Examinations as published by
the Educational Statistics Task Force of the Professional Regulation Commission, 2006
Page 67 of 67