Name: Hasmin L. Eniola Profesor: Dr.

Lucio Pulmones
Course: MAED-EM Subject: Educ. 256: Current Issues in Phil. Educ.

1. Discuss the Dakar Framewrk of Action

Answer: Based on my research, it was called Dakar Framework of Action
because the World Education Forum last April 26-28, 2000 was held at Dakar
wherein 189 countries reaffirmed the issues of the World Declaration on
Education for All adopted ten years earlier at Jontien, Thailand. It expresses the
international community’s collective commitment to pursue a broad-based
strategy for ensuring that the basic learning needs of every child, youth and
adult are met within a generation and sustained thereafter. The place where the
forum was held has something to do with the birtth of DFA. The Dakar
Framework for Action is based on the most extensive evaluation of education
ever undertaken, the Education for All (EFA) 2000 Assessment. Called for by the
World Conference of Education for All, the Assessment produced a detailed
analysis of the state of basic education around the world. Each country assessed
its progress towards the goals of Jomtien and reported its findings at six regional
conferences in 1999 and 2000:
The six regional EFA frameworks adopted represent an integral part of the
Framework for Action, and are therefore part of this document. The Dakar
Framework for Action states that the ‘heart of EFA lies at country level’. It also
affirms that ‘no countries seriously committed to education for all will be
thwarted in their achievement of this goal by a lack of resources’. To
complement the efforts of national governments, UNESCO, as the lead agency in
education, will co-ordinate and mobilize all partners at national, regional and
international levels: multilateral and bilateral funding agencies, non-
governmental organizations and the private sector as well as broad-based civil
society organizations.
Furthermore, the Dakar Framework is a collective commitment to action.
Governments have an obligation to ensure that EFA goals and targets are
reached and sustained. This is a responsibility that will be met most effectively
through broad-based partnerships within countries, supported by co-operation
with regional and international agencies and institutions.

2. Briefly explain EFA as a movement

Answer: Education For All (EFA) is a global movement led by UNESCO
(United Nation Educational, Scientific and Cultural Organization), aiming to
meet the learning needs of all children, youth and adults by 2015. UNESCO has
been mandated to lead the movement and coordinate the international efforts to
reach Education for All.
Education for All (EFA) is an international initiative first launched in 1990
to bring the benefits of education to “every citizen in every society.” To realize
this aim, a broad coalition of national governments, civil society groups, and
development agencies such as UNESCO and the World Bank Group committed
to achieving six specific education goals.
 The Education for All goals were established at Jomtien (Thailand) in 1990
and reaffirmed at the 2000 World Education Forum in Dakar (Senegal).
Although there has been steady progress towards achieving many EFA
goals, many challenges remain. That is why EFA is important because of these
reasons:

 Today, an estimated 250 million children around the world are unable to
read and write, even after spending three or more years in school.
 In 2012, 58 million children were out of school; half of these children lived
in conflict-affected countries.
 In sub-Saharan Africa, girls accounted for 56% of out-of-school children
in 2012.
 In 2011, only 60% of countries had achieved gender parity in enrollment
at the primary level and 38% at the secondary level.
 In around one-third of countries, fewer than 75% of primary school
teachers are trained according to national standards.
 In 2011, around half of young children had access to pre-primary
education, and in sub-Saharan Africa the share was only 18%.

3. What are the 6 commitments in the World Education Forum?

Answer: The six commitments in the World Education Forum were the
following:

1. Expand and improve comprehensive early childhood care and education,

especially for the most vulnerable and disadvantaged children.
2. Ensure that by 2015 all children, particularly girls, those in difficult
circumstances, and those belonging to ethnic minorities, have access to
and complete, free, and compulsory primary education of good quality.
3. Ensure that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life-skills programs.
4. Achieve a 50% improvement in adult literacy by 2015, especially for
women, and equitable access to basic and continuing education for all
adults.
5. Eliminate gender disparities in primary and secondary education by
2005, and achieve gender equality in education by 2015, with a focus on
ensuring girls' full and equal access to and achievement in basic education
of good quality.
6. Improve all aspects of the quality of education and ensure the excellence
of all so that recognized and measurable learning outcomes are achieved
by all, especially in literacy, numeracy and essential life skills.
How each commitments were addressed by the phils, government policies/actions
that support each commitments and the impact of the implementation of each
commitment to the Philippine educational system.

Answer: In response to the six commitments of the World Education Forum

was the birth of the Philippine Education For All (EFA) 2015-a vision and a
holistic program of reforms that aims at improving the quality of
basic education for every Filipino by 2015.
In order for these to be realized, the so called “Best Practices” in the
Philippines has been established and these were as follows:

Access to basic education of vulnerable groups was expanded through

inclusive education programs. In 2017, DepEd recognized 648 special
education centers and established an additional 302 schools to serve
indigenous learners. In 2017, 4,024,897 learners benefitted from the DepEd’s
inclusive education programs (e.g., Indigenous Peoples Education, Special
Education, Madrasah Education, ADMs, ALS, and Multigrade education. In
2018, over 1,500 learners received their high school diplomas through
partner-delivered ALS services from the Motortrade Life and Livelihood
Assistance Foundation, Tanglaw ng Buhay Foundation, and Uplift Cares
Global Movement Foundation. Through open distance learning programs,
the government is tapping ICT to provide access to education to Filipinos
who are unable to physically attend formal schooling. For instance, the
TESDA Online Program, an open education resource was rolled out to make
technical education more accessible to professionals, laborers, unemployed,
out-of-school youth, students, and overseas Filipino workers (OFWs) who
want their skills upgraded. Several universities have also started offering
MOOCs and online Masters programs. Government entered into
partnerships with the private sector and civil society to improve access and
quality of education. The Philippine government recognizes that partnership
with the private sector, CSOs and NGOs has become an important paradigm
in delivering education services. For instance, the government implements an
Adopt-A-School Program which gives tax incentives for donations from the
private sector. DepEd also engages private sector and CSO partners in the
delivery of ALS services in far- The 2019 Voluntary National Review of the
Philippines 20 of 50 flung communities. The annual Brigada Eskwela brings
together nationwide voluntary efforts from stakeholders and communities to
prepare public school facilities for the opening of the school year. It allows
private partners to donate materials and volunteer time for public school
maintenance and improvement, fostering shared governance among
stakeholders and communities. Another example of successful external
partnership is the creation of the T’Boli10 Senior High School (SHS) in
South Cotabato, together with the Ateneo de Davao University and the
T’Boli community. Inaugurated in 2015, the T’Boli school’s curriculum is
both K to 12 compliant and grounded in the culture, history, arts, and
heritage of the T’Boli tribe, ensuring an inclusive and learner-centered
environment. Another notable initiative is from Escuela Taller de Filipinas
Foundation Inc., a non-profit organization located in Intramuros, Manila,
that implements skills development and training targeted towards indigent
youth. Their students specialize in protection, conservation, and restoration
of cultural heritage sites. Escuela Taller collaborates with local government
units and communities in the selection process, orientation, and coordination
with families of scholars. They also team up with several universities with
expertise in heritage conservation who assists in the conservation projects.
The success of Escuela Taller’s programs show how strong collaboration
between government, civil society, and the academe (whole-ofsociety
 approach) facilitates the implementation of effective human capital
development interventions. It also highlights that education and training
programs may be tapped and mobilized to address challenges in other SDGs
and sectors - in this case, heritage, and culture conservation (under SDG 11).
The Philippines also taps these collaborations to pool needed resources in the
education sector. When the Philippine government reformed its basic
education, the K to 12 Plus Project was launched by the Philippine Chamber
of Commerce and Industry in partnership with the German Federal
Ministry of Economic Cooperation and Development and the Philippine
government (DepEd and TESDA). The project supports the basic education
program of the government by assisting in the implementation and
refinement of the new technical-vocational-livelihood track in Senior High
School through: (a) industry needs assessments; (b) bundling of
competencies to make graduates attractive to employers; (c) training
supervisors in companies to become qualified in-company trainers; and (d)
facilitation of immersion in companies. A non-stock, non-profit organization,
Teach for the Philippines, also partners with the government in addressing
the uneven distribution of teachers across the country. The organization
recruits and trains promising young leaders, regardless of their college
degrees or professions, to teach for two years in public schools, particularly
in areas that lack teachers. These teacher fellows are provided compensation
and given various training opportunities for professional development. Goal
8: Promote sustained, inclusive and sustainable economic growth, full and
productive employment and decent work for all One of the ways businesses
can contribute to the SDGs is through Inclusive Business11, which provides
a sound basis for building a resilient economy. It is important to harmonize
the goals of human and economic development by providing an alternative
model for businesses to be profitable, responsible, and accountable. The
Philippine government and the United Nations Development 10 The T’Boli
are one of the Philippines’ indigenous peoples, mainly found in Southern
Mindanao 11 Defined as a private sector approach to providing goods,
services, and livelihood on a commercially-viable basis, either at scale or
scalable, to people living at the base of the economic pyramid (BOP) making
them part of the value chain of companies’ core business as suppliers,
distributors, retailers, or customers. The 2019 Voluntary National Review of
the Philippines 21 of 50 Programme (UNDP) implemented Business+ with
the support of the most prominent business associations in the country to
understand the current levels of awareness, knowledge, and engagement of
the private sector in Inclusive Business and to determine the challenges and
possible policy interventions. The research results showed that the
respondents believe the Inclusive Business ecosystem must be strengthened
through raising awareness, building capacity, encouraging collaboration,
and initiating certain policy interventions.

4. What is Bologna and Washing Accord? What are the implications and effects to the
Philippne Educational System?

Answer: Filipinos are not automatically recognized as professionals overseas.

This is due to the ten-years of basic education system we had before. Not like in
the European and Western countries wherein a 12 years of basic education is
required.

The Bologna process for standardisation of European higher education

specified an undergraduate degree of at least three years called the "licence" or
bachelor's degree, followed by a two-year diploma called the master's degree,
then a doctorate, meant to be obtained in at least three years. In th other hand,
Washington Accord requires 12 years of basic education as an entry to
recognition of engineering professionals. The Bologna Accord requires a dozen
years of schooling for university admission and practice of profession in
European countries.

GLOBALLY, the 10-year education system has cost Filipino professionals,

jobseekers and graduates aspiring for higher education. Their truncated
education places them at a great disadvantage. The Philippines is the only
country in Asia and among the three remaining countries in the world that has a
10-year basic education program.

This K-12 program will improve the education and preparation of the high
school students. It will help break down barriers to employment,
entrepreneurship and higher education, make our graduates and professionals
globally competitive. The DepEd proposes a model that looks at high school
education not just as a stepping-stone to college but one that allows one to take
full advantage of opportunities for work, career, small business or self-
employment. It aligns education with the goals of nation-building, as a long-term
solution to poverty, unemployment and the shortages in basic human needs. Two
more years, according to the experts, will give every student quality education,
ability to compete nationally and globally, the genuine attributes of citizenship,
preparedness to contribute to the community, the economy and even the political
life. It would promote the full human development of the youth—as individuals,
citizens, workers, professionals and heads of families. We would at last, join the
21st century of learning and working.