CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In the field of education and to the entire nation, quality and excellence of

learning is of utmost importance. It is a must that schools should produce quality

graduates, who will develop the social and economic components of nation

building in order that the nation can achieve full development and progress.

Education is a human right, which states have the responsibility to ensure. But they

need not be the sole provider. Private involvement can increase financial

resources committed to education and supplement state capacity to absorb

growing demand while assuring standards. While there are various ways in which

the private sector can be involved, a strong regulatory framework is vital to ensure

high quality and equity, at the same time encouraging investment and competition.

The main rationale for involving the private sector is to maximize the potential for

expanding equitable access to schooling and for improving learning outcomes.

Private involvement in education can help to increase the level of financial

resources committed to the sector and supplement the limited capacity of

government institutions to absorb growing demand. There is also increasing

evidence to suggest that the private sector is well equipped to meet the growing

differentiated demands of specific groups, for example, religious ones – even when

the state provides sufficient places in public schools and universities. (Patrinos,

2015)
 Education in the developing world faces the twin challenges of getting and

keeping a number of children in school, while at the same time ensuring that

learning outcomes improve (La Roque, 2008). La Roque further posited that

governments around the world, particularly those in the developing countries, face

significant educational crisis, about 115 million are not in school; bulk on these

children live in Sub Saharan Africa and South Asia (United Nations 2005). While

progress has been made toward meeting the education Millennium Development

Goals (MDGS), much remains to be achieved. This is particularly true in the least

developed countries.

Education in the Philippines is managed and regulated by the Department

of Education or DepEd as it is commonly referred to in the country. The department

controls the Philippine education system, especially the curriculum used in

schools, and usage of funds used for further improvements, which includes the

continual building of schools and its facilities, and the recruitment of teachers and

other staff, among others. In the year 2016, the Philippines bring its educational

system in line with other Southeast Asian countries, adding two years of senior

high school. Building on the experience of a public-private partnership that works

to alleviate overcrowding in public junior high schools, the government is working

with private providers, on a voucher scheme to provide financial assistance to

poorest students to enroll in a private senior high school.

At the secondary level, in particular, the Philippine government has “chosen

to pursue partnerships with the private sector to help them increase access to

basic education services, to improve quality of the services (by leveraging private
sector capacity and expertise), and to generate efficiencies in service delivery”

(World Bank, 2011). As a result, the Philippines has one of the largest public-

private partnership (PPP) programmes in education in the world.

A 2012 presidential decree has presented the educational authorities with

an urgent challenge to be solved by 2016 – bringing the system into line with its

neighbors and the wider world by extending basic education by two years, at the

senior secondary level. The aim behind this reform is clear and highly

commendable: to better prepare Filipino students for an increasingly competitive

world. But, making the reform actually happen in only two years will be tough for

the Department of Education (DepEd).

It means finding places for almost three million secondary school students,

while recruiting 68,000 additional teachers. This is a significant logistical challenge,

involving mass scale teacher training and the physical construction of around

4,500 new schools, as well as representing a considerable financial burden. Not

having enough schools or teachers available for the anticipated cohort of more

than one million students in 2016 is simply not an acceptable option, as that would

breach both constitutional requirements and carry political risks. One major part of

the government’s strategy for answering this supply-side challenge is to turn to the

private sector, which could absorb 30% or more of the expected new senior high

school (SHS) intake. The motivation for this highly unusual pro-private stance is

partly practical (since DepEd recognizes the sheer scale of the task and the limited

time available), and partly ideological (since the current administration was elected

on a pro-private sector ticket). No doubt DepEd is also influenced by its

longstanding funding of the Education Service Contracting Scheme (ESC), which

is one of the world’s largest educational Public-Private Partnerships (PPPs),

operating in the Philippines since 1986 and providing a prototype for ways

government can provide school access for public students via private school

places.(Carver, 2015)

According to data released by the Department of Education (DepEd) for the

previous school year, students enrolled in private educational institutions in the

Philippines increased from about 4 million to 4.1 million in 2018. DepEd-MIS

recorded 41% of Private Junior high schools Nationwide. There are several options

for parents to choose from when considering private schooling for their child. While

public education isn’t necessarily less competitive, private education will provide

students more personal learning experience. Compared to public schools, teacher

to student ratio in a private school is only 1 is to 40 students at most. While for

public schools, teachers handle more student in a single class.

Source: DepEd-Education Management Information System Division

(as of January 23, 2017)
Students will also be given better supervision by educators in a private school,

making it more conducive especially for children who have special needs and/or

those who could study better with better guidance by their educators. Lastly,

private schools usually have better and complete learning facilities than public

schools in the country.

According to data released by the Department of Education (DepEd),27.7

million students are enrolled for the school year 2018 to 2019. To narrow it down,

there are about 23.5 million enrolled students in public schools and 4.1 million in

private schools. These figures are slightly higher than the figures in the last school

year. As of 2017 41% of Private Senior high schools was recorded and 57% of

Public Senior High schools based on the National Data.

Source: DepEd-Education Management Information System Division

(as of January 23, 2017)

A number of governments have responded to challenges in the school

sector by introducing market-based policies that emphasize choice, management

autonomy for schools and accountability for results. One relatively recent trend in
education policy is the use of ‘contract schools’, whereby government contract out

the delivery of schooling to private sector organizations. Contracting can be

defined as a purchasing mechanism used to acquire a specified service, of a

defined quantity and quality, at an agreed-on price, from a specific provider, for a

specified period (Taylor, 2003). Contracting implies an ongoing exchange

relationship, supported by a contractual agreement. For the purposes of this paper,

contracting involves a government agency entering into an agreement with a

private provider to procure a service or a bundle of education services in exchange

for regular payments. Contracting has been widely used by government agencies

to procure a broad range of services, including transportation, cleaning, refuse

collection and fire protection. While contracting for social services is less common,

private entities (and particularly not-for-profit organizations) have long played an

important role in the delivery of services such as child care, employment

counseling and welfare support.

Historically, governments have made considerable use of contracting for

‘non-core’ educational services such as school transport, food services and

cleaning. However, recent years have seen a broadening in the scope of

contracting undertaken in the education sector. There are now a number of

examples of governments contracting directly with the private sector for the

delivery of ‘core’ education services. This study looks into how the Educational

Service Contracting (ESC) scheme implements their programs and its influence

on the performance of private secondary students particularly on students’

communication skills.
 Under Educational Service Contracting scheme, or ESC, is a program

provided for by Republic Act 8545 (amending R.A. 6728), or the “Expanded

Government Assistance to Students and Teachers in Private Education, or

GASTPE. Its main objective is to decongest public secondary schools by

“contracting” the excess capacities of private high schools through the provision of

subsidies for students who, otherwise, would have gone to the public high schools.

Students are selected according to the family income, depending upon their

Income Tax Return (ITR). Assistance under this program is generally restricted to

students at institutions charging very low fees and preference is generally given to

students whose family income is not more than Php 2,000.00. The scheme is

administered by the Private Education Assistance Committee (PEAC), a private

non-profit organization. The Department of Education (DepEd) introduced this

program for schools participating in ESC, which aims to address concerns about

the quality of education at some schools.

Current estimate shows that high percentage of Filipino children live in

poverty. In order to serve them well, educators must understand the particular

experiences and challenges these children face. This has serious implications for

how teachers come to understand the nature and causes of poverty and it must

direct well-intentioned efforts to educate poor children by disregarding the larger

social context in which they live and are expected to succeed.

An interesting phenomenon is now occurring in Philippine education. The

introduction of the concept of the Senior High School Voucher Program is intended

for Grade 10 (Junior High School) completers who wish to pursue Senior High
School (SHS) education in non-DepEd Schools such as Private High Schools,

Colleges, and Universities; Local Universities and Colleges (LUC); State

Universities and Colleges (SUCs); and Technical and Vocational Schools, starting

SY 2016-2017.

Through the Voucher Program, students and their families are able to

exercise greater choice in deciding the Senior High School program that is most

relevant to their needs and career goals. The voucher enables students to claim a

“discount” or a deduction from the cost of tuition and other fees charged by a non-

DepEd SHS where he or she will enroll. The voucher subsidy is not given to

students directly in the form of cash but will be disbursed by DepEd to the non-

DepEd SHS where he or she enrolls.

Government tries to make good quality education by extending years of

study in secondary high school. To make it more accessible, financial assistance

will be performed through Senior High School Voucher Program (SHS VP) for the

benefits of the students who wish to enroll in private schools. School vouchers

provide one means subsidize education. Vouchers allow students to expand their

school choice, including attending private schools, potentially providing “better

quality” education. However, this evidence is limited to two cases in Latin America

with a well-developed institutional structure, Columbia and Chile. The relevance of

voucher schemes for other developing countries, and how replicable they are to

other contexts, is unclear. Rigorous impact evaluations, adequate baseline data

and monitoring mechanism of true and quasi-voucher schemes are lacking. More

evidence is needed for more countries to draw more conclusive lessons.

 Private voucher schools seem to attract ‘better students’, and therefore the

apparent impact of better results is biased. This bias is seen in Chile, where

relatively higher income students leave public schools as they have a choice of

private schooling. Analysis of impact needs to control for this bias. The concerns

viewed here, coupled with recognition of the need for all children to receive a high

quality of education, have led some people to look toward alternative forms of

schooling. One such alternative, hailed as having potential for providing a high

quality of schooling, is the voucher program. Contrary to the idea, many competent

teachers from private schools have transferred already to public schools because

of the delightful offer of salary most particularly if you finish your graduate studies

align to your bachelor’s degree. Furthermore, Senior High School Voucher

Program (SHS VP) is beneficial especially to those students who really want to

enter private school. However, DepEd must expedite the processing of the

releasing of funds so that it will not cause any problems for the beneficiary.

Experience with comprehensive voucher schemes in industrialized

countries has shown that they boost the number of private schools, private school

enrolment and competition between private and public schools. But as students

from well-to-do families use vouchers to move to private schools, they leave behind

increasing proportions of poorer students in public schools of declining quality

(Braun-Munzinger,2005; Gauri and Vawda, 2003). In developing countries, public

schools face several problems such as lack of infrastructure, low quality teaching

standards, and so on. Although private enrolment as a proportion of total enrolment

is usually higher than in industrialized nations (Angrist. et al.2002), private

schooling is usually unaffordable for poor people. In such a context where there is

large gap between the supply and demand for schooling, vouchers could be an

effective way to improve access to any education (King et al, 1998). However,

rigorous evaluations of voucher systems in developing countries have been few,

focusing in the Philippines experience. It is evident that vouchers encourage

demand for private schools based on the number of students enrolled in public and

private schools in the Division of Calamba City.

Moreover, there is a quest for the issuance of a voucher, at a predetermined

monetary value, to private schools. It necessitates an effective plan in the

disbursement of fund since that it could affect the financial management of the

private school. In addition, termination of the fund for drop-outs seems harsh on

the part of the private schools subsequent to the fact that they already rendered

services before the student/s drop-outs. Moreover, when it comes to registration,

voucher system may encounter problem similar to LRN registration where it is

usually affected by the very slow internet connectivity.

The philosophy behind this approach is that only those private schools

offering a high quality of education will attract clients/students who are really

interested to finish their studies and will receive the necessary financial support

from the submission of the billing statements during the enrollment up to the

unannounced monitoring of the committee; who are to evaluate the attendance of

the students and to make sure that there is no “ghost students” included in the

submitted master lists of recipients of the program. Researcher perceives it as a

mechanism providing for greater parental choice and encouraging competition

within the educational system.

An examination of the extent to which the ESC is implemented and

sustained has been given impact and attention to find out how it addresses its

support program to Calambenos. The framework of the study provided its goals

and objectives and its structural programs and how it is implemented and

sustained. Fostering stronger working relationships with the academic institutions,

the private sector is called for.

Hence, this study is aim to analyze the Level of Implementation of GASTPE

Program in the private secondary schools students, teachers and school

performance in Calamba City, Laguna.

The government arranges subsidies for private schools annually to

decongest the public school. The ESC is not a full subsidy, rather a flat fee of 9,000

pesos per pupil across the country, other than in the National Capital Region,

where it is 12,000 pesos per year. The subsidy of the student will be increased to

17,500 if the student came from the public school and 14,000 for a student who

graduated from the private schools on the Senior High school level. No grade

requirement for both ESC grantees and student with Voucher at the Senior

Highschool as long as they passed the subject and will not retain in the same level

for the JHS, and maximum of two years to finished the Senior High school even

they have a failing grades. Parents are then required to pay top-up fees bridging

the difference between the ESC grant and the total cost of tuition; in 2009 the

average top-up fee was 4,298 pesos Pupils graduating from public elementary
schools are selected for the ESC subsidy in a participating local private school by

a local selection committee in each school. The committee takes into account

family income and a student’s likely capacity to complete the four year JHS course

without dropping out. To qualify for participation in the ESC programme, a private

JHS must fulfil certain criteria concerning the number and qualification levels of its

staff, its facilities, its school achievement, and its use of an approved curriculum.

The school must also be located near an overcrowded public JHS.

Teachers’ Salary Subsidy (TSS) is a GASTPE program wherein an annual

salary subsidy is given to licensed teachers in ESC-participating JHS. A full

subsidy of Php18,000 if employed until the end of the school year. The Teacher

Salary Subsidy (TSS) aims to improve the quality of private junior high schools by

providing a salary subsidy to teachers in ESC-participating junior high schools. The

Private Education Assistance Committee (PEAC) has been contracted by the

DepEd to administer the ESC and TSS programs. There is a noticeable increase

of TSS recipients from 2010 to2017. The graph showed that the government

provided fund for those teachers who stay at the private schools. This will help the

private school to improve the quality of education in junior high schools.

Source: PEAC National Secretariat (as of June 5, 2017)

Based on COA report, there are many reasons for the increase in enrolment

in private schools. Private institutions enjoy the benefit of using independent

resources to provide an effective, engaging, and quality learning environment to

their students – which is something that most public schools cannot do, without

needing to involve the government. There are many private schools in the country,

and they differ greatly from each other. For instance, there are schools that focus

on instilling good old conservative values in their students, while there are schools

that encourage active participation in every facet of their students’ school

experience. On a similar vein, some schools provide a more concentrated form of

instruction with specialized curriculums, while others do through enriching

competitive learning. The key to choosing the right private school is to identify the

educational goals that you have for your child. The motivational and operational of

private sector can determine the quality of education and its learning outcomes.
 To determine whether ESC participating private high schools comply with

DepEd minimum standards and with the criteria established in RA 8545 or the

“Expanded Government Assistance to Students and Teachers in Private

Education” or GASTPE Law., the ESC re-certification was done every 3 years. The

program aimed at assessing and evaluating the extent of compliance to minimum

standards of quality of ESC participating institutions. All Senior High school

students from the private school was subsidized by the government. A school who

wish to offer a senior high school program must secure a permit from DepEd for

them to operate. However, there is no assessment and evaluation process at the

senior high school whether there comply with DepEd minimum standards on

different areas of school operations to produce quality student performance and

organizational effectiveness.

Background of the Study

The Enhanced Basic Education Act explicitly expands the coverage of the

Government Assistance to Students and Teachers in Private Education (GASTPE)

to include Grades 11 and 12. The DepED would like to use this mechanism to

enable 30-40% of its students to enroll in non-DepED schools which will offer SHS

(senior high school), including private JHSs (junior high schools).This public

private partnership (PPP) would serve to decongest public school, reduce or delay

the need to construct DepED SHS facilities and hire government teachers, and

provide less affluent students more options for SHS education. (DepED, 2015).

DepED needs a lot of help from the private sector in order to fulfill the need of

providing Grade 11 and 12. That’s why they are releasing those vouchers. They
can’t build enough buildings or hire enough teachers. They can’t afford it. We’ve

had a lot of favourable responses from government for our APEC schools to help

provide Grade 11 and 12. (APEC, 2015)

Further, the DepEd also provided greater choice to the students by

partnering with schools, which offers diverse academic tracks. However, we

observed that DepEd had limited data on the Program’s effects on decongestion

of public schools and does not have adequate and suitable performance indicators.

While decongestion may not be the Program’s priority, it has been established that

the level of congestion greatly affects the provision of quality education. Hence, it

would be prudent to provide greater attention to Program’s effect on decongestion.

DepEd admitted that it has limited performance indicators and committed to fine-

tune the outcomes, outputs and targets of the Program.

The existing performance indicators for the GASTPE program are

inadequate and unsuitable to assess its level of success. Pursuant to the GAA,

under the Major Final Output (MFO) of Regulatory and Development Services for

Services for Private Schools GASTPE performance indicators include number of

grantees, percentage increase of grantees who scored average or better in the

National Achievement Test (NAT) and ratio of completers to grantees. However,

COA reported that upon validation, they found out that DepEd’s Physical Report

of Operations (PRO) only contain information on the number of grantees, which is

incomplete and inconsistent with the GAA. While the data on the number of

grantees provide context about the Program’s size and reach; these outputs are

not measures of effectiveness of the Program.

 Deped pointed out that decongestion of public schools is not the sole and

primordial goal of the program. Currently, slot allocation was based on the capacity

of the schools to accommodate grantees (fixed slot) with more slot awarded for

demonstrated quality (incentive slots) In SY 2017-2018 the allocation/additional

incentive is purely performance of ESC participating school. Nonetheless, the

public-private partnership works: today there are over 1,049,148 participating ESC

students. With the ESC, the government successfully obtains increased school

access without needing to invest in further school infrastructure. On their side,

private schools are enjoying stable student demand together with guaranteed

subsidy revenues. All students who have attended a public JHS for at least four

years should be eligible for Voucher. The proposed voucher design also includes

a pro-poor targeting mechanism, limiting eligibility only to those students whose

household income falls at or below the median national household income level of

around 150,000 pesos per students.

In 2007, there are 120 elementary schools in Calamba City, 51 of which are

public and 69 private. There are 50 secondary schools, 16 public and 34 private

and 44 Senior High school, 8 public and 38 private. As of 2016, DepEd recorded

a total of 143 elementary schools, 51 of which are public and 92 private. There are

76 secondary schools, 16 public and 60 private. An increase number of private

school has been noticeable, and only 28 of these private schools are ESC

participating school from the Junior high school and have 36 Private senior high

school, subsidized by the government. Since ESC allocation is performance based

in each private school, still we can’t conclude that those non-esc participating
school have low quality education. There many factors to consider, why these

private school do not apply for the ESC program. However, quality of

education has been an issue in the private senior high school. Since the

government give power to parents and students by allowing them to choose from

among eligible schools. The allocation mechanism makes more transparent and

gives the student greater freedom of choice about whether, where and how to

deploy their state subsidy in a school which best suits their needs. At this point, it

very difficult to determine which among these private senior high school meet the

minimum standards set by the Department of Education. Since large amount fund

was given by the State to the private sector, it is very important that monitoring and

evaluation must be done on the motivation and operational of the private school.

Failure of private sector on the mission and vision of k-12 Curriculum to prepare

our students for better employment, will affect the readiness of our senior high

school graduates. It is the most crucial point because the k-12 curriculum mission

is to produce skilled graduates ready for employment. The government should

focus on the assurance that the K-12 Curriculum will be successful.

For more than four decades now Private schools have run as profit oriented

enterprises, often owned by an individual, cooperating individuals, voluntary

agencies or religious organizations. All private schools in Calamba were members

of the CACPRISAA (Calamba Private School Administrator Association). It was

recognized by the Department of Education, and registered at the Security

Exchange Commission). The Board of Trustees of these Associations are

responsible for all activities in Academic, sports, trainings, DepEd matters to

facilitate and disseminate it properly in all private high school principals and

administrators. There are 60 private schools in Calamba and 28 of these are ESC

Certified School and 32 are Non ESC school. The ESC participating school

undergone certification process and DepEd Contracted PEAC (Private Education

Assistance Contracting) as its service provider for the implementation and

monitoring of the ESC, TSS, and SHS VP nationwide. PEAC is responsible for the

conduct of orientation conference, continuous certification of ESC participating

schools, evaluation, processing of billings of schools, submission of billing to

DepEd for processing of payments and monitoring of beneficiaries of the ESC,TSS

and SHS VP and its participating schools. In addition, PEAC is responsible for the

conduct of field audits of participating schools, reporting of violations of Program

policies and guidelines, maintaining a database for beneficiaries and participating

schools, formulation management, and conduct of teacher and administrator

training, and propose and conduct research and evaluation studies on the

ESC,TSS, SHS VP schemes and INSET programs.

The ESC school must maintain the minimum standard set by the DepEd in

order to continue the support from the government. Since half of private school in

Calamba are ESC schools, what will be the effects of this program to their

institution. The major challenges and improvement they need to do to attract more

enrolees must be determined. The factors that contributed to the quality of

education must be analyze. This study will determine the Level of Implementation

of GASTPE Program for both ESC and SHS-VP Participating School. An

assessment instrument will be provided to determine its strength and potentials for
becoming a more effective educational institution. The motivational factors and

operational of the private sector will be subject for evaluation for improvement of

their institution.

This study will determine the quality assurance of Private School with Senior

high school as well as the ESC participating school in Calamba City. An

assessment instrument will be provided to determine its strength and potentials for

becoming a more effective educational institution. The government will benefit on

this study because of the large amount was funded on these program. The non--

ESC school will also have an idea about the areas that they need to improve and

the ESC certified school will have a preliminary assessment on their institution in

preparation for their next recertification process done by government through

PEAC.

THEORETICAL FRAMEWORK

This is anchored on some theories which show its relationship to the study.

Katz Functional Theory of Attitudes stressed the desired outcomes and Social

Influences Theories. For Katz, functions are the outcomes sought by human actors

that explained their attitudes and actions. A function is an underlying motivation.

According to Katz, at various times and under various circumstances, humans are

motivated by the desire to attain rewards and avoid punishments to simplify our

mental worlds. He argues that every act we engage in, whether mental or

behavioral, results in the enhancement or negotiation of one or more functional

outcomes; any attempt to control or influence others must account for the

importance of each function in the individual’s life. It is useful since it broadens

discussion of communication outcomes by considering some basic ends desired

by human. The knowledge of function is based on an individual’s need to structure

students’ world. It is based on a search for meaning on a need to organized beliefs

in a clear, coherent and consistent manner. Humans often seek ordered and

balanced views of the world, the attitude they hold can provide the necessary

conceptual consistency and simplicity.

Another theory is based on Wiemann’s Communicative Competence Model

which focuses on patterns of verbal and non-verbal behaviors that allow individuals

to be perceived by others as competent communicators. He sees communicative

competence as the ability of an interactant to choose among available

communicative behaviors in order that he may successfully accomplish his own

interpersonal goals during an encounter while maintaining the face and line of his

fellow interactants within the constraint of the situation.

Wiemann says, the competent communicator balances two possible

conflicting goals. On one hand the individual wants to accomplish a personally

defined goal, yet on the other hand, he or she recognizes that this cannot be

accomplished at the cost of the other that relational maintenance is also crucial.

The competent communicator is the person who can have his way in the

relationship while maintaining a mutually acceptable definition of that relationship.

The competent communicator is perceived as being supportive to his or her

partner, emphatic and relax during interaction and flexible in reactions to others.

He or she is also skillful at managing the flow of interaction and at regulating the
direction of interaction. The competent communicator knows how to use

appropriate acts of verbal and non-verbal cues in all these areas.

Jean Piaget (1896-1980) believed that cognitive development occurs in

stages and that the stages occur in a fixed order and are universal to persons

everywhere. He identified the following stages: sensorimotor, preoperational,

concrete operational, and formal operational. According to Piaget, for learning to

occur, an individual must be able to assimilate new information into existing

cognitive structures or schemes; that is, the new experience must overlap with

previous knowledge. Behavior becomes more intelligent as coordination between

the reactions to objects becomes progressively more interrelated and complex.

Cognitive development begins in the sensorimotor stage (which is evident from

birth until about 2 years of age) with the baby’s use of the senses and movement

to explore its world. In the preoperational stage (from about 2 years of age until

about age 6 to 7), action patterns evolve into the symbolic but illogical thinking of

the preschooler. In this stage, language ability grows rapidly (Berk, 2003; Bigge &

Shermis, 1999). In the concrete operational stage, cognition is transformed into

the more organized reasoning of the school-aged child (age 6-7 until about 11 or

12). Abstract reasoning begins with the formal operational stage of the adolescent

where youth are able to construct ideals and reason realistically about the future

(Berk, 2003; Ormrod, 2004).

In Piaget’s work, it is the schemes, or psychological structure, that change

with age. Individuals build new schemes by adapting their experiences into

previous knowledge. Assimilation and accommodation process make up the

adaptive process (Berk, 2003). Many adults, however, have not developed

complete formal operational thinking and need concrete examples before being

presented with abstract ideas. Thus, it is important for the teacher to present

information in a manner appropriate for the stage of development. The APN has

no formal means of testing an individual’s cognitive development stage, but must

rely on the individual’s verbal interaction during the assessment process.

Albert Bandur’s (1977) Social Learning Theory was based on the concept

of reciprocal determinism and concerned with the social influences that affect

learning (eg, groups, culture, and ethnicity)). In this theory, environment, cognitive

factors, and behavior interact with one another so each variable affects the other

two. For example, people learn from the continual bombardment of environmental

stimuli without being aware that they are doing so.

Bandura’s theory focuses on how people learn from one another and

encompasses such concepts as observational learning, imitation, and modeling

(Bandura, 1977). Many behaviors that people exhibit have been acquired through

observation and modelling of other. Individuals can imitate behaviors of some they

admire. For example, teenagers often imitate the behavior of their latest movie or

rock star idol, or a nursing student may imitate the behaviors of a teacher.

Learning by watching or listening to others (vicarious learning) can occur

without imitating the behaviors observed. In this instance, people can verbally

describe the behavior, but may not demonstrate it until later, when there is a need

to do so. Students learn from each other’s experiences, but may not have an

opportunity to implement the learning until they graduate.

 In recent years, Bandura has focused more on the underpinnings of

constructivism and social cognition. He has stressed that the learner is actively

involved with the environment through personal selection, intentionally, and self-

regulation of the learning process based on his own “filter” of the world. People

may actively select their own role models and regulate their own attitudes and

actions regarding learning. An important finding of Bandura’s research for health

care professionals is that self-efficacy promotes learning and productive human

function.

The operation of the school within the society (environment) requires

resource inputs that are processed to facilitate effective institutional management,

curriculum delivery and quality learning outcome (output) as required by the

Department of Education policy and objectives in secondary schools. The quality

of institutional management and output depends largely on the quality, adequacy,

coordination and utilization of physical, human and material resources that are

provided for effective teaching-learning process, which in turn leads to the

achievement of desirable academic standard in secondary schools. The

motivational resources that are needed for effective management of the school

system among others include: enabling policy, finance, personnel, learning

facilities, instructional materials and physical infrastructure. All these resources

constitute the potent input factors that promote quality education and contribute

significantly to entrepreneurial skills development and learning outcome in

secondary schools. The capacity of the private school to transform resources and

subsidies from the government that are provided into effective teaching-learning
process is a measure of private sector initiatives, creativity, innovation and

effectiveness in the operation of education enterprise at the secondary school

level. Since the government recognizes the contribution of the private sector in the

establishment and operation of secondary school system; it is expected that such

policy enablement will translate to strong commitment of the private school owners

in the provision and utilization of adequate infrastructure, human and material

resources in their determination to complement government effort in the expansion

of access to quality education for the citizenry.

The extent to which private sectors can provide the required inputs for high

quality schools depends on their resourcefulness and ability to turn business ideas

and opportunity into business reality by calculating personal risks based on their

financial security, professional skills and inter-personal relationship to mobilize

resources to actualize their vision. The commitment of private sectors to school

effectiveness determines the level of implementation of GASTPE program by

demanding for the best educational services that will enable students achieve best

results from the school system.

PEAC monitors the private junior high schools every three years to ensure

that they comply with regulations and standards in the provision of infrastructure

and learning resources, devout time to effective coordination, control and

accountability by ensuring that the teachers work assiduously in the process of

implementing the academic curriculum through classroom and outdoor learning

activities created and directed towards helping the learners to access knowledge,

develop concepts and skills as a result of their active, motivational involvement in

the process of knowledge construction and character development that produced

students who achieved learning objectives and specified standards for admission

into tertiary institutions or fit into the world of work as employees or owners of small

scale business. The private sector is subsidized by the government to help the

public schools from congestion. The government used the available resources and

infrastructure in the private schools and at the same time helps them to survive in

the educational world. The persistent passion of the private sectors for high quality

education delivery further propel them to plough back substantial profits to school

improvement projects and programmers. This mechanism is goal-oriented and

enabled the entrepreneurs to be focused, create acceptable values and mobilize

resources to attract high level patronage and boost revenue generation since the

customers are assured of getting the best services for their money. The

functionality of the school business oriented input process-output model within the

operational environment (society) is depicted with the diagram below.

CONCEPTUAL FRAMEWORK
 Figure 1. The Input – Process – Output Model

Statement of the Problem

 This study aims to determine the level of implementation of Government

Assistance (GASTPE) in Private Education (GASTPE) and it’s impact on students,

teachers and school performance of Secondary Schools in Calamba City,Laguna.

Specifically, the study seek to answer the following questions:

1. What is the profile of Education Service Contracting Schools in terms of:

› Number of ESC Grantees in Formal Schooling;

› Number of ESC Grant terminated;

› Number of ESC Grantees in the OPEN High School Program (OHSP)

› Number of Grantees who transferred to another ESC;

› Number of Grantees Transferees from another ESC;

› Number of Slots allocation;

› Amount of teacher Salary Subsidy;

› Number of participating teachers in the ESC Program?

2. What is the level of implementation of the following:

› Frequency of orientation conferences conducted on ESC and TSS

Policies, guidelines, procedures, etc;

› Continuous certification of ESC participating schools;

› Frequency of teachers and administration training programs conducted

› Number of research and evaluation studies conducted on the ESC and

TSS?

3. What is the average class size of grade 7 in Junior Public High Schools?

4. What is the progress beneficiaries academic performance from grade 7 to

grade 10?
5. What is the performance of ESC Administrators in terms of:

6. What is the teachers performance in terms of:

7. Is there significant relationship between number of ESC grantees in formal

schooling, open high school program and the average class size of Junior

High Public Schools?

8. Is there any significant relationship between the frequency of teacher and

administrators’ training programs conducted and their performance?

9. Is there any significant relationship between the number of Research and

evaluation studies conducted on the ESC and TSS program beneficiaries

academic performance, teachers and administrations’ performance?

1. What factors motivate private sector involvement in education enterprise?

2. What operational factors influence quality education delivery in private

secondary schools in Calamba City,Laguna?

3. What is the contribution of the GASTPE Program in Private Sector in terms of

Support to Facilities as Perceived by the School Heads, Teachers,
Students and Parents

4. What is the contribution of the GASTPE Program in Terms of Assistance to

Teaching and Learning as Perceived by the School Heads, Teachers,
and Students

5. What are the challenges facing private sector in the operation of secondary
schools in Calamba City,Laguna?

6. Is there significant effects of government Assistance (GASTPE) in private

secondary school performance in Calamba City, Laguna?

7. Is there significant relationship between the operational factors and students’

learning outcomes of private secondary school in Calamba City Laguna

Null Hypotheses

The Hypotheses will raise in the study and will be tested at 0.05 level of

significance.

Ho 1. There is no significant effects of government Assistance (GASTPE) in

the performance of private secondary students in Calamba City, Laguna.

Ho 2. There is no significant relationship between operational factors and

students’ learning outcome of private secondary schools in Calamba City,
Laguna.

Significance of the Study

 Findings of the study will provide broad and vital information regarding the

Level of Implementation of Government Assistance to Students and Teachers in

Private Education (GASTPE) in different secondary private schools students,

teachers and school performance in Calamba City,Laguna

The findings of the study will be beneficial to the following:

Education Service Contracting (ESC) Implementer. The findings of the

study will aid in the formulation and adaptation of quality assurance measures in

addressing problems in access of quality education.

Senior High School Voucher Program (SHS-VP) the result of the study

will empower students with the choice to pursue their desired senior high school

education.

School. The result of this study may also serve as framework for various

programs and strategies to be employed in implementing the Education Service

Contracting (ESC) and SHS-VP. Thus, appropriate strategy and action may be

formulated. With the help of this study, the school can devise plans in having the

Education Service Contracting (ESC) and SHS-VP program more fruitful. Schools

will be made responsible not only to deliver instruction but to take all steps to

ensure that students meets the standards.

Students. It will be beneficial to students’ beneficiaries’ of the ESC and

SHS-VP A favorable school-parent relationship may serve as students’ motivation

in improving their intellectual skills with the use of the GASTPE program. The
motivating factors that will start from the initiative of the school principal may help

the students to be more enthusiastic in learning process.

Future Researchers. This study will help to encourage future researchers

to conduct the most vital part of the Government Assistance to Students and

Teachers in Private Education (GASTPE) Program. The study may propel them to

go into related area or they may study further about the Implementation and of

GASTPE for other perspective. This may also provide data bases for further

innovation of this research study.

To the DepEd, this study would produce graduates who are independent

and life-long learners

The researcher believes that the findings of this study will help everyone to

be aware of the government assistance that will our 21 st century learners to be

globally competitive and ready for employment.

Hence, the study shall serve as a springboard to promote and make quality

education available to all Filipino students.

Scope and Limitation of the Study

This study is an attempt to analyze the Government Assistance to Students

and Teachers in Private Education (GASTPE), Its Level of Implementation in

selected private secondary schools in Calamba City, Laguna. These schools are

Cluster 1 of the Calamba City which consist of 7 private schools from the East and

Cluster 2 which consist also of 7 schools from the west based on the DepEd Master
List of Private school. The school principal, teachers, and students are the

respondents of the study. Descriptive survey design was appropriate for this

research because it enabled the collection of in depth qualitative and quantitative

data, from the current situation in a natural setting on the extent of the effects of

government-subsidized fees on student access to quality secondary education in

Secondary schools in Calamba City, Laguna. It intends to examine about the

Government Assistance to Students and Teachers in Private Education (GASTPE)

implemented in the secondary private schools in Calamba City, Laguna. The

GASTPE program will serve as the basis of the study to determine the level of

implementation in the selected schools in Calamba City, Laguna .

The respondents will be asked about the Level of Implementation of

GASTPE Program in terms of motivational factors and operation of Private school.

The study will be conducted from November 2019 to March 2020, which

comprised the SY 2019-2020.

DEFINITION of TERMS

For better understanding of the study, the following words are operationally

defined.

Educational Service Contracting (ESC) – It is a scheme of scholarship aid

wherein the government contracts with private schools to enroll students in areas

where there is a shortage of place in public high school.

Adequacy – Is defined as the level of school funding at which it is financially

possible to deliver an adequate education to all students.

Effectiveness – Is demonstrated capability to reach goals.

Good performance – Is a term that is associated with self-image and positive self

– image in turn enhances achievement.

GASTPE -Expanded Government Assistance to Students and Teachers in Private

Education

PEAC – Private Education Assistance Committee, a private non-profit

organization.

Goals – are long-term aims that you want to accomplish. There is no set way in

which to measure the accomplishment of your goals. You may feel that you are

closer, but since goals are de facto nebulous, you can never say for sure that you

have definitively achieved them.

Objectives - are concrete attainments that can be achieved by following a certain

number of steps. It can be measured. Simply phrase your objective in the form of

a question.

Administration / Governance – the traditions and institutions by which authority

in a country is exercised for the common good. This includes (i) the process by

which those in authority are selected, monitored and replaced, (ii) the capacity of

the government to effectively manage its resources and implement sound policies,

and (iii) the respect of citizens and the state for the institutions that govern
economic and social interactions among them. Governance, on the other hand,

conveys the administrative and process-oriented elements of governing rather

than its antagonistic ones.

Instructional Assessment – refers to the wide variety of methods that educators

use to evaluate, measure, and document the academic readiness, learning

progress, and skill acquisition of students from preschool through college and

adulthood.

Student Services – activities whose primary purpose is to contribute to the

student's emotional and physical well-being and to his or her intellectual, cultural,

and social development outside the context of the formal instruction program. It

includes expenditures for student activities, cultural events, student newspapers,

intramural athletics, student organizations, intercollegiate athletics, counseling and

career guidance (excluding informal academic counseling by the faculty), student

aid administration, and student health services.

Voucher Program - is intended for Grade 10 (Junior High School) completers who

wish to pursue Senior High School (SHS) education in non-DepEd Schools such

as Private High Schools, Colleges, and Universities; Local Universities and

Colleges (LUC); State Universities and Colleges (SUCs); and Technical and

Vocational Schools

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
 This chapter presents the literature and studies from foreign and local

sources, which revealed concepts, methods and findings relevant to the present

study and the reading surveyed on and database documents which are significant

research materials in this study. The insight gained from these readings proved

valuable in the development and completion of the study.

Foreign Literature

Since the World Bank first begun to finance educational investment in 1962,

it has contributed to a sustainable increase in educational provision in developing

countries, to an improvement in the geographical and social distribution of

education opportunities, and to a raising standards of quality of Education in many

countries (Psacharopoulous 1995). Poor families will certainly find it difficult to pay

fees, out- of pocket expenses for cloths, travel, books or materials. Moreover, poor

families on average tend to have more school age children than higher income

families hence the person will even have to look after the many children in the

family (Psacharopoulous 1995). Students’ access to textbooks is an important

factor in what and how much they learn. In many developing countries, the

availability of textbooks and other reading materials is severely limited.

UNESCO (2007) observes that while the student textbook ratio is a

significance measure of education quality, many classrooms in developing

countries especially in poor and rural areas possess only one textbook, typically

possessed by the teacher. In Liberia, for example, the government estimated the

student textbook ratio at 27:1 (Liberia MoE, 2007) which is clearly inadequate for
proper learning. In the 20th century both U.S. and Soviet education policies led to

secondary education models aimed at the creation of massive systems that

emphasized open access and universal coverage. After 1945, what were later

called comprehensive secondary schools began to spread from Northern to

Southern Europe. In comprehensive schools all students receive secondary

education in a single institution, based on a common curriculum, and may be

streamed through elective subjects. This is in contrast to students being tracked

and grouped either by academic ability or by choice on entering secondary

education. Meanwhile, the vocational approach to secondary schooling developed

rapidly in Eastern Europe.

By the 1960s and 1970s secondary education was linked more to primary

than to tertiary education. The extension of compulsory education had entirely

changed the concept, as well as the duration, of basic education, to the point that

basic education usually included lower secondary schooling. Arising average level

of schooling was seen as an important objective and as a measure of the success

of education reforms.

Many other countries have embraced the goal of extending and expanding the

notion of basic education to encompass much of what used to be restricted-

access, elitist secondary schooling.

In Kenya the introduction of both the free primary education and subsidized

secondary education are government initiatives toward creating open access to

education for all citizens. In developed countries, education beyond the

compulsory level was usually financed in part and sometimes wholly by the state.

In Britain, education up to secondary school level was fully financed by the

government (Moon & Mayes, 1994). Parents are only required to ensure that

children attend school. In Britain, Education Authority and Central Government are

required by Section 7 of the 1944 Act to make education facilities available. This

enables parents to carry out their legal duty. Parents are seen as the school’s

prime legal clients until the child is 16 years of age. Section 36 of the Act states

that it shall be the duty of the parent of every child of compulsory school going age

to cause him to receive full-time education suitable to his age, ability, and aptitude,

either by regular attendance at school or otherwise (Moon & Mayes, 1994).

In Japan, the government fiscal policies provide for free education up to

secondary school level. Those of school going age have no option other than

attend school to acquire education that is fully funded by the government (Nyaga,

2005). In the United States of America, the Federal Government supports public

education. The government is empowered by the Constitution Welfare Clause,

Article 1 Section 8, to levy taxes and collect revenues for the support of education.

However, the Congress decides the extent of such support (Nyaga, 2005). The

situation in Kenya is not different from that of Japan and America as the

government and the community participates in the provision of education. What

were not clear are the challenges likely to be encountered in the implementation

of subsidized secondary education in Kenya.

In Canada, school fees are an integral part of education system. Parents

are asked to contribute to their children’s education through payment of fees

(Nyaga, 2005). However, the government recognizes that some parents are

sincerely not in a position to pay so the government makes provisions to ensure

that a child is not denied access to education because of an honest inability to pay

fees. The department of education in Canada works with school boards, parents,

teachers, and other partners to ensure that policies governing school fees are

implemented consistently in all the provinces (Nyaga, 2005).

Educational services are often not tangible and are difficult to measure

because they result in the form of transformation of knowledge, life skills and

behavioral modifications of learners (Tsiniduo, Gerogiannis, & Fitsilis, 2010). So

there is no commonly agreed upon definition of quality that is applied to education

field. The definition of quality of education varies from culture to culture (Michael,

1998). The environment and the personal characteristics of learners play an

important role in their academic success. The school personnel, members of the

families and communities provide help and support to students for quality of their

academic performance. This social assistance has a crucial role for the

accomplishment of performance goals of students at school, (Goddard, 2003)

Theory of Educational Productivity by Wilber (1981) determined three

groups of nine factors based on affective, cognitive and behavioral skills for

optimization of learning that affect the quality of academic performance: Aptitude

(ability, development and motivation); instruction (amount and quality);

environment (home, classroom, peers and television) (Roberts, 2007).

 Based from Coleman, et al (1996), the ESC resulted from a confluence of

trends. It was inspired by the busing of black children from public schools into

integrated schools during the days of desegregation in the U.S. as a mean to

improve educational quality.

From Belfield and Wooten (2003), the government’s role should be to spell

out the desired outputs and performance standards, set penalties for failure to

achieve and rewards for success and then leave providers to decide the best way

of organizing themselves to deliver the required outputs to the specified standard.

The need for flexibility is especially true in the area of staffing and employment,

but it is also relevant in other areas such as curriculum, budget allocation etc.

Slavin (1989) noted the tendency for education practices to swing from one

fad to another. He stated “If education is ever to made serious generational

progress, educators must somehow stop the pendulum by focusing their efforts to

improve education on programs that are effective rather than those are merely new

or sound good” (p.758). Central to Slavin’s concerns is the notion of generational

progress. To have generational progress we must have a system in place that

ensures that the next generation of instructional efforts represents an improvement

over the previous generation. Generational progress can occur in a number of

instructional contexts. A school district can examine the test data from year to year,

and use that information to make adjustments that ensure that the most effective

practices are retained and that the less effective practices are replaced with more

effective practices. A teacher can examine the instructional program implemented

with one group of learners and use the information on learner changes to ensure
that a more effective version of that program is used with the next group of

learners.

Generational progress is difficult to achieve if we are not clear about what

we area teaching and why we are teaching it. Additionally, we must be clear about

the instructionally relevant characteristics of our learners, particularly the

prerequisites needed for success in each instructional program. If our instructional

programs are not clear and replicable, then generational progress is not possible,

except by accident. We need to know how and why one generation of instructional

effort differs from the previous generations.

According to Education and Employment Committee (2000), contracts with

private managers should be long enough to encourage private sector to invest. In

many instances, contracts are relatively short – 3 to 5 years. This can potentially

reduce investment and interest in the sector. It also provides little time for

institutions to improve the performance of the schools – which can be often taken

5 or more years. Contracting agencies could opt for longer contracts with private

firms managing public schools.

Harding (2002), stated that a key to successful contracting is to ensure that

the contracting agency has both the information and skills required to developed

and manage a rigorous contracting process. In effect, the contracting agency

should undergo an evaluation to ensure its fitness to undertake the complex task

of contracting for education services.

 In addition, Snell (2002) argues “splitting policy” functions from service

delivery creates incentives for government to become more discriminating

consumers, looking beyond government monopoly providers to a wide range of

public and private providers.

On the other side some scholars discussed the effect of aid to economic

growth. One of the earliest studies of the effect of aid on economic growth was

conducted by Voivodas (1973). Voivodas found that for a sample of 22 least

developed countries from 1956 -1968 aid has a negative impact on economic

growth.

Vasquez (1998) reached a similar conclusion. Using a sample of 73

countries from 1971 to 1195, he studied the effect of bilateral aid and multilateral

and found that neither aid per capita nor aid as ratio of GDP is positively related to

economic growth. Rather, he found that aid as a percentage of GDP is negatively

related to economic growth. He also found that increasing aid is not related with

any factor that would enhance economic growth.

Further, Hudson and Mosley (2004), Islam (2003) and Dalgaard and Hanse

(2004) studied aid, focusing on its rate of return. They found that aid may have a

diminishing return; thai is, the impact of aid on growth becomes negative after a

certain threshold is reached. The threshold level of aid as a ration of GDP varied

from 25 percent to 45 percent.

In contrast, some studies found that aid have positive effect on economic

growth. Dowling and Hiemenz (1982) studied the effect of aid on economic growth
in Asian continent. They used a sample of 13 countries receiving a substantial

amount of aid. After controlling the effect of trade, finance and government

intervention, they found that aid has positive and significant effect on economic

growth. Similarly, Levy (1988) studied that effect of aid in a sample of Sub-Saharan

African Countries from 1968 to 1982 and found a significant and positive

relationship between the ration of aid to GDP and economic growth.

In sum, over 3 decades of the empirical literatures on the study of impact of

aid shows that the effect of aid on economic growth is ambiguous. In one study aid

is found to have positive effects on economic growth; in another study aid is found

to have negative effects on economic growth. In some studies, the effect is not

clear cut.

A project proposal of the World Bank in cooperation with BNPP (The Bank-

Netherlands Partnership Programme) says that constraints on public budgets and

human resources for health and education mean that governments need to find

cost-effective ways of drawing on the private and nonprofit sectors for delivery of

services and getting the best performance out of publicly paid providers (Draxler,

2008).

In Canada, in addition to costing $32 million more than if they had been

publicly financed, the motives underlying the Nova Scotia P3 project were political

– this arrangement allowed the government to keep the cost of the schools off its

books in an attempt to reduce the apparent size of the provincial deficit (Robertson,

2003, cited in Froese-Germain, 2004). Moreover, it is often argued that the fiscal
characteristics of the PPPs are exactly the same as for public debt, except that

these funds are more expensive and less flexible and that the macroeconomic

effects of infrastructure investment will be exactly the same whether the investment

is made collectively through the public sector or by select private firms (Quiggin,

2002 in Sheil, 2002). Analysing the reasons for governments of all political

persuasions taking this path, Sheil (2002) maintains that “the only available

conclusion is that, effectively, our States have become imprisoned within their own

populist anti-public debt rhetoric. Under the present circumstances, where

pressure for public infrastructure investment is intense, PPPs are attractive

because they offer the governments a way to take on debt-equivalent obligations,

while avoiding the appearance of having done so.

It is a model of emerging market. Though the political orientation of Taiwan,

R.O.C. is controversial, the economic and educational performance, as a matter

of fact, is competitive to those top ranking countries. However, due to global

economic recession and a mammoth deficit after the Democratic Progressive Party

seized the reins of government, both parties introduced PPP into education to

lighten the burden of education budget. NGOs and non-profit organizations fought

hard for the legislation of securing education budget expenditure of 21.5% of

average net government revenue over the previous 3 years. So the education

system in Taiwan is mainly public-funded (public schools in all levels make up

more than 90%). What also differs from other countries is that the normal

universities were able to pick up students from the top ranking in the early days,

and ensured the graduates with teaching vacancies, so the performance of Taiwan
education is usually one of the best. However, the government, under the pressure

of economic gloom and financial deficits, deliberately ignores the background of

successful education outcomes and leads scholars and civil organizations, which

gain benefits from the government, to criticize and make the public to believe the

education should be even better. During the period of 1995 and 1999, the policy

of opening the education market and stimulating competition between teachers

suggested that teachers and schools were merely business centers with

knowledge supply, which misled the public to demand teachers offering better

“service”. Massive numbers of outstanding teachers therefore withdrew from

schools and the government continuously reduced education budget to decrease

the deficit, so the quality of education has been deteriorating rapidly in the past ten

years, which raised even more vigorous critics toward education. Inverting cause

and effect constructs a good environment for the government to introduce PPPs

into education and deceive the public that PPPs could help to offer a better

education. The rights-based education has been replaced by profit-oriented one.

Education is seen as a tool to create value of outputs for the country; therefore,

education quality is more worsened and PPP is more popularized. Though PPP is

not widely demonstrated in Taiwan yet, the tendency of the government to

collaborate with private sectors is evident. Emerging cases of PPP in Taiwan

include contracting out school meals, canteen service, and security services. And

above all, the government plans to amend laws so as to legalize PPPs in education

(contribution of NTA).
 Instead of engaging a private organization to operate a public school, some

governments contract out the enrollment of students in private schools, thus, in

essence, buying outputs. By paying for students to enroll in existing schools,

governments can quickly expand access without incurring any up-front

expenditure on constructing and equipping new schools. Other governments

contract out students’ enrollment in specialized services that are not available in

the public sector. Thus, the concept of contracting out education services involves

using public funds to underwrite individual student enrollment in existing schools.

This type of contract can be targeted to specific students and groups, such as low-

income, disadvantaged, or “problem” students. Contracting for education services

also makes it possible to leverage private schools’ investments in their school

capital assets by sending publicly funded students to these schools. As a result,

the publicly funded students receive a higher quality education than if the cost of

their education had been restricted simply to the amount of public funding spent

on them. Also, if the contracted schools are willing to subsidize publicly funded

students from the fees paid by their paying students (as many nonprofit schools

do), this form of contracting allows publicly funded students to benefit from the

higher fees paid by privately funded students (World Bank 2006). This type of

contract enhances accountability in two ways. First, schools are subject to

competitive pressures because parents and students are able to choose from

among public and private schools. Second, in some cases school operators are

selected through competitive processes that give schools an incentive to improve

their services. Moreover, accountability is assured by pre-existing school

governance and oversight arrangements, such as school boards, boards of

trustees, and parent committees (World Bank 2006).

Kim, Alderman, and Orazem (1999) evaluated a subsidy program in

Pakistan’s Balochistan province. The budget allocation for the program was

smaller than the resources needed to cover all the target population. For this

reason, the authorities decide to run a lottery to decide who should benefit. Kim,

Alderman, and Orazem (1999) found that the program had had a positive impact

on girls’ enrollment rates. However, because the baseline treatment and control

groups had important differences, it is unclear whether the differences in

enrollment between beneficiaries and non-beneficiaries can be attributed to the

program or to other differences in their characteristics.

Uribe et al. (2006) is one of the few attempts to quantify the ways in which

PPPs affect education outcomes. Hoxby and Murarka (2007) present some

evidence of the relationship between certain traits of charter schools and education

outcomes. Also, Bettinger, Kremer, and Saavedra (2008) present evidence on how

students acquire skills in private vocational. There is an extensive empirical

literature on vouchers that is technically sound. In contrast, the literature on

subsidies, private management, and private finance initiatives is less abundant,

with most of the evidence on private management consisting of studies of the

charter school experiment in the United States. It is critical for researchers to

explore further the relationship between PPPs and education outcomes.

 Public-Private Partnership can be defined as a contract that a government

makes with a private service provider to acquire a specified service of a defined

quantity and quality at an agreed price for a specified period (Taylor 2003). This

definition covers several different types of contracts, which may procure different

services and vary in complexity. The services include education services

(management, maintenance, and support services like transportation); operation

services, such as pure management; and infrastructure (in what is often referred

to as a private finance initiative) (La Rocque and Patrinos 2006). This review of the

empirical literature focuses on three types of education services and operations—

vouchers, subsidies, and the private management of schools-and private finance

initiatives for school construction.

The public-private partnership movement in the 1980s endorsed the

existence of a clear boundary separating the two sectors. In essence the

partnership was really a derivative of the privatization movement in which public

sales, procurement contracts and divestiture occurred in order to discipline the

provision of services with competitive market pressures (Linder, 2000). The

Canadian council for Public-Private Partnership defined a public-private

partnership (PPP) as “a cooperative venture between the public and private

sectors, built on the expertise of each partner, that best meets clearly defined

public needs through the appropriate allocation of resources, risk, and rewards.

The World Economic Forum defines the Public Private Partnership as a voluntary

alliance between various actors from different sectors where both agree to work
together to reach a common goal or to fulfill a specific need that involves shared

responsibilities, means, competencies and risks.

Wendell C. Lawther’s 2002 report, contracting for the 21st century: A

partnership model, defines public-private partnerships as: “Relationships among

government agencies and private or nonprofit contractors that should be formed

when dealing with services or products of highest complexity. UNESCO (2007)

also states that public-private partnerships could be an opportunity to improve

quality and relevance of an education system or increasing funding possibilities in

order to allow the government to offer a better education system.

Therefore, one can conclude by saying that public-private partnership is the

collaboration between public bodies, such as local authorities or central

government, and private companies. It is argued that public-private partnership is

the best way to secure the improvements in public services like schools. outcomes.

According to Mkoga (2013), there are six attributes will be considered on

the contributions of Public-Private Partners on improving the quality of education

in Secondary Schools. They include higher academic achievement, expanded

access, improved students test scores, better financing of school inputs,

construction and increased opportunities for access by low income families.

Using data from the OECD’s Programme for International Student Assessment,

Woessmann (2005) showed that publicly operated schools deliver lower test

scores than privately operated schools, but publicly funded private schools are

associated with higher academic achievement than publicly operated institutions.

Therefore, partnerships in which the private sector is the operator and the public

sector is the financier have the potential to increase enrollment while keeping the

education budget in check.

Local Literature

The Government Assistance to Students and Teachers in Private

Secondary Education consisting of the Education Service Contracting (ESC),

which is the demonstration of the Government’s commitment to maintain the

viability of private education as a key partner in the delivery of quality basic

education.

The 1987 Philippine Constitution, Article XIV of the 1987 Constitution of the

Republic of the Philippines provides the legal basis for the Education Service

Contracting (ESC) as articulated in the following provisions:

“The State shall protect and promote the rights of all citizens to quality

education at all levels and shall take appropriate steps to make such education

accessible to all. (Sec. 1)

It is the policy of the state to establish and maintain a system of scholarship

grants, student loan programs, subsidies and other incentives which shall be

available to deserving students in both public and private schools, especially to the

underprivileged (Sec. 2-3)

The State recognizes the complementary roles of public and private

institutions in the education system.” (Sec. 4-1)

 Republic Act 8545 (amending R.A. 6728), otherwise known as the

“Expanded Government Assistance to Students and Teachers in Private

Education (GASTPE),” stipulates that it is the declared policy of the State, in

conformity with the mandate of the Constitution, to promote and make quality

education available to all Filipino citizens. The ESC has become a symbol of

private-public school partnership in making quality secondary education

accessible to all Filipino children.

From the article written by Agahob (2012) on “New education contracting

scheme takes place – Deped” Education Service Contracting (ESC) is aimed at

demonstrating and improving access to quality secondary education through

government extension of financial assistance to deserving elementary school

graduates who wish to pursue the secondary education in private schools.

According to the article of Alba (2010), Education Service Contracting

(ESC) has been practiced by the Philippine government since 1980’s but in

different name, the Public-Private-Partnership (PPP) in education. Two factors

lead to the application of this strategy. One is the need to accommodate the

growing number of school-aged children. Two is the need to respond to the call for

universal access to basic education.

Based from Porio (2009), FAFE executive director, ESC and EVS programs

are systems of government financial assistance that provide grants for deserving

elementary school graduates to pursue secondary education in a private high

school of their choice. The main objective of the EVS is to decongest overcrowded
public secondary schools by utilizing excess capacities in private schools. It is a

four-year funding commitment by the government to a beneficiary coursed through

a program participating private high school.

From Davao Association of Catholic Schools (DACS), ESC was a response

to stresses and strains at the high school level in both the public and private school

sectors in the ‘70s up to the mid-80s. With the looming congestion problem, the

Ministry of Education, Culture and Sports (MECS) commissioned FAPE to conduct

a feasibility study on the ESC and later pilot trials in Region VIII. The results

showed that the ESC was a cost-effective way of delivering education.

In recognition of its viability, the ESC was allocated five million pesos in the

1986 budget as one of the thrusts of the Ministry of Education. In the 1987-1992

Philippine Development Plan, it was identified as a strategy in providing equitable

access to education. The ESC was institutionalized as one of the GASTPE

programs in 1989.

For over 20 years, the ESC has been on a fast-forward growth. In 2011-

2012, the ESC budget amounted to 3.61 billion that enabled 634,860 students to

study in 2,860 participating secondary schools. The ESC is a concrete

demonstration of a strong private-public sector partnership in making secondary

education accessible to Filipino children.

Paras (2009) on the other hand reported that due to the failure of DepEd to

conduct a program audit of ESC, ESC – participating schools and students as

provided in the contract with Private Education Assistance Committee (PEAC) and
monitor the implementation of GASTPE resulted in the inability to verify the

existence of participating schools and the identity of students enrolled there in and

validate attainment of the program’s objectives.

Foreign Studies

From the report of Education International (2009), a global union federation

representing more than 30 million teachers, professors and education workers

from 171 countries, introduction of PPPs in education addresses issues such as

new financing arrangements to enable governments to bring forward their works

programmers, and meets the demand for new projects; it brings additional new

skills and tighter discipline which focuses on the planning and delivery of building

projects and their associated services; it provides innovation in the planning and

delivery of services and especially in financing arrangements; and it provides

greater discipline to procurement processes. On the other hand they oppose the

outsourcing of education and related services that are traditionally provided by

public education systems and institutions.

A recent review (World Bank 2005) of the available evidence on contracting

experiences around the world indicated that: (a) contracting with schools to enroll

publicly funded students is used extensively and has proven to be a good strategy

for rapidly expanding access to education, while avoiding large public sector

capital costs; (b) contracting for support services (meal provision, facility

maintenance) is also used extensively, usually with positive results; (c) contracting

for management services is one of the most important issues, but it is also very

difficult to implement, not least because of the challenge of identifying measurable

and verifiable performance criteria; (d) contracting a private actor to operate a

public school has proven controversial in some countries, regardless of results; (e)

a few countries are experimenting with contracts for private financing and

construction of schools; (f) an extension of the private finance model is contracting

for private actors to run schools, as well as finance and build them, a model that

has not yet been tried in education; and (g) contracting for professional services

(curriculum design) is also fairly easy to specify and monitor.

The review also concluded that there was little evidence on the

effectiveness of most forms of contracting, especially outside of the United States,

and especially beyond vouchers. Therefore, more evaluations, rigorous, and

random if possible, are needed, on what works, where, why and how.

According to India Infrastructure Report (2012) in private sector of education

by the IDFC foundation, India is unique among other developing countries in its

use of earmarked taxes for financing public expenditure on education. It is

extremely important, therefore, to see whether this increase in expenditure by the

union government is ‘crowding in’ or ‘crowding out’ expenditure by the states or

the private sector. Initial evidence seems to indicate that the state governments

have not increased their education expenditure commensurately. They are

becoming increasingly more reliant on the union government to augment their

resource base for education. Consequently, education policy is increasingly being

determined at the national, rather than the state level, as was originally envisaged

in the Constitution.
 Burkett (2005) study revealed that recent studies seem to indicate that

contracting out an existing school to improve performance whether under No Child

Left Behind Policy (NCLB or otherwise) without a charter is declining in popularity.

That being said, there are several states and districts in the U.S. where charter

laws or other regulations may make contracting out under NCLB a realistic external

approach. The contracting option is still a difficult one, with many possible pitfalls

throughout the process. However, research and case studies make it clear that if

done properly, the contracting option can have a positive impact on the

performance of a school (although as discussed, evidence is still somewhat

inconsistent).

Mathis and Jimerson (2008) both stated that virtually all school districts

contract for some types of services. It is practical, expedient and fiscally prudent

to do so. However, the dynamic has shifted toward major national or international

corporations marketing long-term contracts to provide school support services.

This is different in kind and in implications. The number and types of support

services now being marketed continues to expand, but transportation, food and

custodial services are the major areas of attention. For some districts, for some

services and with specific vendors, contracting out might make sense and provide

good service for reduced costs. But in many cases, contracting out is not good for

either the school district or the community. Making a wise decision depends on the

degree to which school leaders dispassionately, objectively, and wisely review the

circumstances.
 According to Ching-Hui Shih (2017) study on “The Effects of Governmental

Subsidy on the Quality of Education in Taiwan’s Private Universities and Colleges”,

private universities in Taiwan have negative correlations between subsidy and

education quality. This correlation does not match with the assumption that subsidy

and education quality has positive correlations and this can be a pondering subject.

One of the reasons is there are currently 109 private universities and there are a

total of 163 universities including public universities. The intense competition

between

between the universities and the decrease from 300,000 to

200,000 in the number of students enrolling in universities has caused every

school to gain crisis awareness. They believe they have to enhance their education

quality by recruiting high quality students to improve the performance of the school.

Therefore every school offers hefty scholarships to attract good quality students to

the school

Moreover, schools have encouraged teachers and professors to strive for

funding such as subsidies from National Science Council and Industry-University

Cooperation

Another possible reason is government subsidy does not have a significant

effect on the school expenses to improve education quality. The average amount

of subsidy per school is NT$150,319 and the average expenses per school is

NT$686,140. The subsidy takes up 21.91% of the total expenses, showing an

insignificant effect on the expenses.

 Control variables “teaching expenses” and “education quality” have a

positive correlation. “Size of school” and “education quality” has a negative

correlation. These conclusions have shown that “teaching expenses” and “size of

school” are two factors affecting education quality. Endowments and education

quality have shown a negative correlation but the level is insignificant.

Usman (2015) study stated that the essential aspect of school choice is

“giving all parents the chance to be integral participants in their children’s

education.” (Milton and Rose Friedman). Studies have shown that students show

better results in education and citizenship if their parents are more involved.

However, with the concept of school choice starts the worry of payment for private

schooling, which is where the debate on vouchers begins. Now almost 26,000

students in Milwaukee, Ohio are using vouchers to attend private schools, allowing

the public education spending to reach more than $150 million annually.

The high cost of private schooling gives poorer families a disadvantage of

not being able to financially support such education for their children. The basic

concept of a voucher is to partially or fully pay off school costs for students who

are incapable of paying for a higher rank or private education; hence allowing more

admissions. One of the highest arguments arises in regard to the students’

academic ability to be enrolled in the school. The concept of public schooling

requires them to accept a variety of children not matter their religion, academic

integrity or if they have special needs. Taking into account that many private

schools are for gifted or honor students, placing students who earn less than the

recommended GPA or test scores brings down the education of the school. A study
was conducted in three cities to determine whether voucher recipients, of any

racial background, showed any significant test score improvements over the

course of two years.

“Effects for all students are positive and small but the estimates are not

precise enough to draw any conclusions. For the small number of non-minority

students (those who are not African American or Hispanic), statistically

insignificant, negative impacts are estimated.” Chingos and Peterson (2015).

Thus, the true outcome of increasing grades based enrolling students, of any

ethnic group, into private schooling stays hardly negotiable.

Contrastingly, many students are capable of meeting the required academic

eligibility of such schools. Concerns still arise however, when these students are

not able to fulfill the financial cost of being placed into private schools; hence, the

need for vouchers. This separates many rich and poor families from having more

school choice opportunities than others. This voucher provides low income families

the option of achieving a better education for their children. This starts the rapid

growth of voucher programs within the state for poorer families.

One of the longest school voucher studies, taking about 15 years, was

conducted in New York. Peterson (1997), There are 2,666 financially unstable

students ranging in elementary school ages were given New York Choice

Scholarships. In other words, they were given $1,400 annually for three years, but

with continued use they were provided until the eighth grade. It was noticed that

college enrollment rates for these pupils increased by 24 percent.

 Another study was conducted in 2010 by the Department of Education’s

Institution of Educational Sciences in Washington. The concluded result was that

it increases high school graduation results by almost 12%. “ The vouchers have

improved the prospects of more than 5,200 D.C. children who would otherwise be

trapped in public schools rated most "in need of improvement"” (Washington

Examiner).

Rinz (2016) identifies two essays on the consequences of large-scale

school voucher programs for private elementary and secondary schools. By

altering the market for private schooling, large-scale school voucher programs may

have effects on the educational experience of private school students beyond the

effects of small-scale programs. He use eight large, state-level, voucher programs

adopted between the late 1990s and mid-2000s and a unique dataset on school

expenditures and teacher compensation to examine how the introduction of

voucher programs affects the educational inputs (e.g. class sizes, instructional

hours, per-student expenditures) students experience in private schools. He also

found that large-scale, voucher programs alter the inputs students experience in

ways that tend to worsen the experience of black students while improving the

experience of white students. These effects are driven by changes in inputs

deployed at newly established schools. Backof-the-envelope calculations indicate

that the market effects of vouchers are large enough to substantially reduce the

benefits of moving from public to private school for black students, reversing more

than 100 percent of the gains in student-teacher ratio, 87 percent of the gain in

per-teacher compensation, and 51 percent of the gain in instructional hours. My

estimates suggest that extrapolation from prior studies may be inappropriate when

considering how larger programs affect students.

Rinz in chapter two coauthored with Daniel Hungerman, they explore how

vouchers have affected the fiscal outcomes of private schools and the affordability

of a private education. We find that subsidy programs created a large transfer of

public funding to private schools, suggesting that every dollar of funding increased

revenue by a dollar or more. Turning to the incidence of subsidies and the impact

of subsidies on enrollment, our findings depend on the type of program introduced:

programs that restrict eligibility to certain groups of students create relatively large

enrollment gains but no change in price, while programs that offer unrestricted

subsidies lead to price increases but no change in enrollment. They calculated the

elasticities of demand and supply for private schools, and discuss welfare effects.

Correa and Ugarte (2012) paper provides empirical evidence of the effects

of vouchers on the academic achievement of students. They focus on the

Preferential Scholastic Subsidy (PSS) implemented in Chile in 2008. Different from

the previous flat voucher system introduced in 1981, this new demand subsidy

allows us to have a control group to evaluate the effects of the program. The

empirical strategy considers a difference-in-differences approach that allows us to

remove the biases that result from the comparison of both groups in the second

period and that can be explained by permanent differences between both groups

and differences across time due to group-specific trends. They found a positive

effect of the PSS on standardized test scores. In an environment of perfect

competition, the positive effect of vouchers on academic achievement operates

mainly through two channels. First, the freedom of parents of low-income students

to choose schools introduces competition for public schools. Second, if the

incidence of the demand subsidy (the voucher) on the supply of education is

nonzero, vouchers (or an increase in the resources delivered by vouchers to

schools) increase the margin per enrolled students (the difference between the

total monetary payments and the cost of educating a student), which encourages

schools to attract more students. If there is competition, education quality

increases within both public and private schools through this second channel.

Additionally, our results highlight the importance of conditioning the delivery of

resources to some specific academic goals when features of imperfect

competition exist in the market. Finally, they found a greater effect of the PSS when

we consider only a sample of voucher private schools than when we include both

public and voucher private schools. The result can be explained by the existence

of soft budget constraints for public schools, which means that public schools do

not face strong incentives to compete. An interesting avenue for future research is

related to the differential effects that the PSS had on math and language. That is,

why did competition promote a higher supply of education quality in math than in

language? One possible explanation is that parents value a scientific education

relatively more than a humanistic education. Therefore, the demand for schools is

more elastic to quality increases in scientific than in humanistic education. In this

scenario, it is more effective for schools to increase the quality of their math

education rather than their language education to attract more students. A formal
empirical test of this hypothesis constitutes an interesting and important avenue to

explore in the future.

Sapelli and Vial (2005) compared Chilean private voucher schools that

charge low fees with public schools and found a large and statistically significant

positive effect of private voucher school attendance on test scores, even in low

income groups. And this result was found to hold even after statistically controlling

for peer effects and socio-economic characteristics of students. The concerns

viewed here, coupled with recognition of the need for all children to receive a high

quality of education, have led some people to look toward alternative forms of

schooling. One such alternative, hailed as having potential for providing a high

quality of schooling, is the voucher program.

Local Studies

From the study of De Guzman (2001) entitled “School-Based Management

in the Philippine Basic and Higher Education Sectors: Rationale, Practices and

Policy Directions, the Philippine government has imitated policies geared toward

improving education access and completion rates of underserved populations.

One of the policies relates to the implementation of the Education Service

Contracting (ESC) scheme. A policy initiative that gives full scholarships to high

school students who cannot be accommodated in public schools and have no

choice but to enroll in private schools.

According to the study of Civil Society Network for Education Reforms E-

Net Philippines (2012) entitled “Education Service Contracting in the Philippines”

the ESC has not been able to reach out to the poorest of the poor as it envisaged.

Indeed, the DepEd and FAPE validated that there is disconnect between this

articulated objective and the implementation of the ESC. The additional costs for

parents --- tuition fee to augment the ESC subsidy given per student, textbooks

and school uniform and materials are beyond reach for families with meagre

income. Similarly, in private schools, students are more compelled to submit

projects and participate in school activities compared to public schools where such

activities may be optional. In addition, DepEd argued

that ESC is a cost-efficient way of providing education to a large student population

but the study found out that different stakeholders bear the burden for this

“efficiency.” Parents pay for tuition, miscellaneous fees and purchase textbooks

and other materials that are otherwise provided free in public schools. Private

schools take the risk of operating under extreme financial constraints, often times

incurring debts before the release of their grants. Teachers contribute immensely

by agreeing to lower than minimum wages amidst the teaching loads and multiple

tasks they perform. In summary, the government passes on to parents and private

schools/teachers the other costs of educating a high school student which could

not be covered by the ESC grant.

On the other hand DepEd Executive Summary (2009) stated that the

department should conduct and submit a report on a program audit of participating

schools and students to verify reports submitted by the service providers as to

existence of and the number and identity of students enrolled in participating

schools under the ESC and EVS program. Another is a set of policies to give the
Division Offices a vital role in the monitoring of the FAPE process in the selection,

grant and payment of Esc and EVS slots for student beneficiaries for each school

in their respective area.

Larocque (2004) argue that contracting for the delivery of services may

have a number of benefits over traditional methods of service procurement. In

particular, it may improve the quality of government spending; allow governments

to respond to new demands and facilitate the adoption of innovations; increase

access to services; and increase transparency of government spending. At the

same time, it is clear that contracting, if done badly, can have downsides.

Felipe (2004) contracting for the provision of education services has been,

and will continue to be, controversial. From a political economy standpoint, the

beneficiaries of education contracting initiatives are usually dispersed (for

example, poor children; students in poorly performing schools) and unorganized.

In contrast, opponents of contracting – in particular teacher unions who fear loss

of jobs or political power – are well financed and well organized. Its success

requires good policy design, well-managed implementation, effective political

management and well-designed evaluations.

In 2018, COA reported that the existing performance indicators for the

GASTPE program are inadequate and unsuitable to assess its level of success.

Pursuant to the GAA, under the Major Final Output (MFO) of Regulatory and

Developmental Services for Private Schools, GASTPE performance indicators

include numbers of grantees percentage increase of grantees who scored average

or better in the National Achievement Test (NAT) and ratio of completers to

grantees. However, upon validation, we found that DepEd’s Physical Report of

Operations (PRO) only contain information on the number of grantees, which is

incomplete and inconsistent with the GAA. While the data on the number of

grantees provide context about the Program’s size and reach, these outputs are

not measures of effectiveness of the Program.

Abiva (2016) studies was initiated to determine both the hindering and

facilitating factors in the implementation of Government Assistance to Students

and Teachers in Private Education program and its contribution to the participating

secondary schools in Butuan City and Agusan del Norte, Caraga Region,

Philippines. Descriptive research design was used with 902 respondents: ten

school heads, 108 teachers, 392 ESC grantee-students and 392 parents of the

ESC grantees. DepEd Orders were utilized as one of the references. Results

showed that GASTPE has improved the school quality and maintained financial

viability of the private secondary schools, improved the standards of the school,

cost-effective, helps keep the teachers stay in school for long ; makes secondary

education accessible to students even the poor and marginalized. Meanwhile,

refusal of the principals to declare “aisle” students; lack of parental support, and

the amount of subsidy and distance of home from school are the hindering factors.

The study concludes that GASTPE has improved the performance of the

beneficiary schools and has met what is expected per guidelines of

implementation.

Synthesis
 After reviewing the literature and studies gathered, some similarities were

noted:

The voucher system is viewed as a vehicle for increasing the educational

alternatives available to students, through greater involvement of parents in the

decision-making process. The voucher plan warrants consideration as a potentially

exciting innovation for making alternative forms of education available to children.

From Belfield and Wooten, the government’s role should be to spell out the

desired outputs and performance standards, set penalties for failure to achieve

and rewards for success and then leave providers to decide the best way of

organizing themselves to deliver the required outputs to the specified standard.

The need for flexibility is especially true in the area of staffing and employment,

but it is also relevant in other areas such as curriculum, budget allocation etc.

Harding stated that a key to successful contracting is to ensure that the

contracting agency has both the information and skills required to developed and

manage a rigorous contracting process. In effect, the contracting agency should

undergo an evaluation to ensure its fitness to undertake the complex task of

contracting for education services.

Burkett study revealed that recent studies seem to indicate that contracting

out an existing school to improve performance whether under No Child Left Behind

Policy without a charter is declining in popularity. The contracting option is still a

difficult one, with many possible pitfalls throughout the process. However, research
and case studies make it clear that if done properly, the contracting option can

have a positive impact on the performance of a school.

La Rocque argue that contracting for the delivery of services may have a

number of benefits over traditional methods of service procurement. In particular,

it may improve the quality of government spending; allow governments to respond

to new demands and facilitate the adoption of innovations; increase access to

services; and increase transparency of government spending. At the same time, it

is clear that contracting, if done badly, can have downsides.

A recent review (World Bank 2005) of the available evidence on contracting

experiences around the world indicated that: (a) contracting with schools to enroll

publicly funded students is used extensively and has proven to be a good strategy

for rapidly expanding access to education, while avoiding large public sector

capital costs; (b) contracting for support services (meal provision, facility

maintenance) is also used extensively, usually with positive results; (c) contracting

for management services is one of the most important issues, but it is also very

difficult to implement, not least because of the challenge of identifying measurable

and verifiable performance criteria; (d) contracting a private actor to operate a

public school has proven controversial in some countries, regardless of results; (e)

a few countries are experimenting with contracts for private financing and

construction of schools; (f) an extension of the private finance model is contracting

for private actors to run schools, as well as finance and build them, a model that

has not yet been tried in education; and (g) contracting for professional services

(curriculum design) is also fairly easy to specify and monitor.

 The review also concluded that there was little evidence on the

effectiveness of most forms of contracting, especially outside of the United States,

and especially beyond vouchers. Therefore, more evaluations, rigorous, and

random if possible, are needed, on what works, where, why and how.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, respondents of the study,

research locale, instrumentation, and gathering of data procedures and statistical

treatment of data.

Research Design

According to Best and Kahn (2007), “The term descriptive research has

often been used in correctly to describe three types of investigation that are

different. Perhaps their superficial similarities have obscured their difference. Each

of them employs the process of disciplined inquiry through the gathering and

analysis of empirical data, and each attempts to develop knowledge. It is

concerned not only with the characteristics of individuals but with the

characteristics of the whole sample thereof. It provides information useful to the

solutions of local issues (problems).

Specifically, the study is descriptive as analyzed systematically the quality

issues on public private partnership in implementing secondary education in

Calamba City Kombo and Tromp (2006) commented that descriptive survey being

a method of collecting information by interviewing or administering a questionnaire

to a sample of individuals. It can be used when collecting information about

peoples’ attitudes, opinions, habits or any of the variety of education or social

issue. In this study the researcher employed a case study as it provides in-depth

understanding of the causes of a phenomenon.

The descriptive research method is used in gathering the needed

information for this study. Descriptive survey design was appropriate for this

research because it enabled the collection of in depth qualitative and quantitative

data, from the current situation in a natural setting on the level of implementation

of government assistance (GASTPE) in Private Education students, teachers and

school performance in Secondary schools in Calamba City, Laguna. This method

enables the researchers to interpret the theoretical meaning of the findings and

hypothesis development for further studies. The researcher utilized a

questionnaire type of descriptive research method which enables the researcher

to gather information from the respondents without the respondents having any

difficulties in answering the questions required for the researcher to have

information regarding the Level of Implementation of Government Assistance

(GASTPE) in private education students, teachers and school performance in

Secondary schools in Calamba City, Laguna

The population comprised 20 percent of school

head/Directress/Director in private secondary schools in Calamba City, Laguna.

The sample consisted of 14 School Head randomly selected from 28 private senior

schools, representing fifty percent (50%) of the existing 28 private secondary

schools with government subsidies.

Data source and sampling

The main objective of this study is to analyze the Level of Implementation

of Government assistance (GASTPE) in Private Education students, teachers and

school performance on the private school in Calamba City, Laguna. The data

source will come from the official website of Department of Education as well as

the Commission on Audit (COA) and Private High school relative to the motivation

factors and operation. Source of the data comes from 28 private high school and

37 Senior High school in SY2019-2020 will be sampled.

Sampling Techniques and Sample Size

In determining the sample size for this study, Stratified random sampling

will be used to cluster the 28 private schools into two cluster; Cluster 1 and 2.

Cluster 1 are ESC participating schools and offer Senior high school as the same

time. Cluster 2 are Non-ESC schools but offer Senior High school. Each cluster

will present 20% of its population. Purposive and random sampling techniques will

be used to get the actual number of respondent. Through simple random sampling,

teachers will be selected based on the 20% rule. 20% of the schools will be

selected using purposive sampling because they are few in number and they have

adequate insight on the effects of government subsidies on the involvement of

private sector on the quality of education.

Respondents of the Study

Private sector involvement in education is the position and role of the

proprietor as the entrepreneur who established school business for the purpose of
training students to acquire the necessary knowledge, skills and value for

useful living and self-reliance. Therefore the school heads, teachers and students

from the private secondary school in Calamba City, Laguna constituted the

population of the study.

Selection of respondent was based on the clustering of private school in

Calamba City. Clustering was composed of East and West based on DepEd

Table 1. Distribution of Respondents and Sample Size from the GASTPE

Participating Schools of Calamba City Cluster 1

Cluster 1
Teachers Students Total
(ESC school w/ SHS) School
Head N n N n N N
School 1
School 2

School 3

School 4
School 5
School 6
School 7

Table 2. Distribution of Respondents and Sample Size from the GASTPE

Participating Schools of Calamba City Cluster 2

Cluster 2 Teachers Students Total

(Non-ESC School w/ SHS) School
Head N n N n N N
School 1
School 2

School 3

School 4
School 5
School 6

School 7
 The study was conducted at Calamba City, Laguna. The researcher

selected this city because of numerous private school were recorded based on

DepEd MasterList. This study involved the participation of school head, teachers

and students of selected private school in Calamba city.

Research Instrument

The researcher used a self-made questionnaire adopted from the Implementing

Rules and Guidelines issued by the Department of Education and from the ESC

Re-Certifcation Instrument prepared by PEAC-FAPE Secretariat 2013. A self-

administered questionnaire will be used to collect the needed information from the

28 randomly selected school heads of private high school in Calamba City Laguna.

The questionnaire for the principals was centered on subsidized fees

management, academic performance, procurement of teaching and learning

materials and student enrolment rates. The questionnaire for the teachers was

designed to capture information on qualification and experience in contributing to

the successful implementation of the subsidized fees programme.

Questionnaires will be delivered personally, and for this purpose, the

researcher herself will visit each of the selected schools, and delivered the

questionnaires along with a letter signed by her thesis adviser wherein purpose of

the research will mentioned and request to cooperate with the research for

academic purposes. The researcher will make several personal visits of each of

the schools to persuade and expedite the filling in of the questionnaire.

 The instruments examined the school motivational variables such as school

vision, admission policy, government policy and financial capacity. The operational

variables included school fees, students’ textbooks, academic consciousness,

instructional materials, teachers’ qualification, workload, supervision, office

equipment, quality of physical facilities, laboratory, library, workshops, electricity

supply, road networks., quality of curriculum, quality of co-curricular activities, and

quality of teaching methodologies Students’ learning outcome variable is the

performance indicators ,and NAT result.

Research Procedure

This study was made possible by the researcher through the letter to the

President/School head of each institution to seek permission in conducting the

study. Upon approval, the researcher administered the questionnaire to the

selected private school in Calamba City. The researcher will make several

personal visits of each of the schools to persuade and expedite the filling in of the

questionnaire.

Questionnaire has several parts. General questions on the size of the

school and number of enrolment. In the first part, questions about the factors that

motivate private sector involvement in education, In the second part, questions

about the Operational factors influencing the Implementation of the GASTPE

Program as Perceived and Ranked by the School Heads, Teachers, and Students.

In the third, questions regarding the contribution of the GASTPE Program in terms

of Support to Facilities as Perceived by the School Heads, Teachers, and

Students. In the fourth, the challenges facing private sectors in the operation of

secondary .

Statistical Treatment Data

Descriptive Statistics such Mean, Frequency/Rank, t-test and One-way Analysis

of Variance (ANOVA).