The Philippine government has been active in making sure that no one is left

behind when it comes to education. It has been active in improving the access
and quality of education which was evident in the 2019 VNR. The 2019 VNR
highlighted inclusive policies and programs that led to the increase of net
enrollment rate (NER) and cohort survival rate (CSR), and also decrease of
dropout rate. First, the Enhanced Basic Education Act of 2013, and Universal
Access to Quality Tertiary Education have made access to primary, secondary, and
tertiary education definite. Second, TESDA Online Program (TOP) provides flexible
access to vocational courses that does not need face-to-face training making
upskilling and reskilling mobile and accessible. Third, efforts have been made for
the vulnerable groups, such as persons with disabilities, indigenous people, out-
of-school youth, and overseas Filipinos. The Alternative Learning System (ALS),
Alternative Delivery Modes (ADM), Indigenous Peoples’(IP) Education, Madrasah
Education, Special Education, and Multigrade Education are inclusive education
programs which gives vulnerable groups equal access to quality education. Lastly,
partnerships with the private sector, CSOs, and NGOs improved the access and
quality of education. With their involvement, the delivery of education is
encompassing, effective, and efficient. Given their resources, volunteer works and
capacity building of the actors involved in the delivery of education will
appreciate the inclusive policies and programs of the government thus will lead to
the achievement of SDG 4.
Government-mandated lockdown and social distancing measures exacerbated the
impact to the education sector. Student enrollment and completion rates
plummeted. Student population became vulnerable to learning loss and social
isolation. Considering the risks brought by the pandemic, educational institutions
were forced to adapt to a learning modality that leaves no one behind - can cater
both with and without access to distance learning. Distance learning can take the
form of online classes, printed copies of modules being delivered to the student’s
home, educational radio/TV shows, etc.
Distance learning may be the new norm in terms of education delivery but we
have to acknowledge that it comes with a lot of birth pains since it relies heavily
on information and communication technology (ICT) and readiness of the users.
Thus, intensifying the issue on digital divide. Countries whose current
infrastructures on digital transformation that are not yet developed or currently
being developed were forced to make use of what they currently have and bear
the birth pains of educating, integrating, and promoting digital transformation.
The Philippine education sector took a massive hit from the COVID-19 pandemic.
Challenges on advancement of ICT infrastructures, access to electronic gadgets,
and digital literacy are exacerbating its current state. The instantaneous shift to
distance learning made family members play a key role in educating their children
especially those in elementary education and secondary education. At the same
time, this also put a pressure to family members who are also experiencing
distance learning for the first time. Family members are being forced to educate
themselves to navigate and be familiar with electronic gadgets in order for their
children to have access to education. Educational institutions were also put on a
tight spot since they need to immediately adapt and train their faculty in the
transition. This became a big challenge to those educational institutions with little
to no training when it comes to distance learning.
Another issue that contributed to the current state of the sector is the access to
ICT. Institutions that adapted to online learning became a challenge for families
that do not have access to electronic gadgets. Electronic gadgets became
additional expense for the parents and somehow burdened those who were laid-
off from their jobs. Also, access to ICT became a challenge to those who were
living in far-flung areas with little to no technology.
From 2016 to 2020, completion rate of both elementary and senior high school
suffered a two-digit decrease with 10% and 11%, respectively. Elementary
completion rate plummeting from 93.1% to 82.5% and senior high school from
81% to 69.3%. However, this is not the case for those in junior high school since it
increased at around 1% from 80.9% to 82.1%. The impact of the pandemic is
reflected in the decrease of cohort survival rate and increase in the dropout rate
as shown in figure 2 and 3, respectively. Cohort survival rate of elementary and
senior high school both suffered from a double digit decrease with 10.8% and
11.3%, respectively. As for the dropout rate, elementary and senior high school
both increased at around 2%, coming from 1.5% increasing to 3.8% and 3.9%
increasing to 6.6%, respectively. Overall net enrollment rate for elementary
decreased to 7.1%, from 96.2% down to 89.1%.
Figure 1. Completion Rate of Elementary, Junior High School, and Senior High
School

81
Senior High School
69.3

80.9
Junior High School
82.1

93.1
Elementary
82.5

0 10 20 30 40 50 60 70 80 90 100

2016 2020

Figure 2. Cohort Survival Rate of Elementary, Junior High School, and Senior High
School

82.6
Senior High School
71.3

83.1
Junior High School
82.8

93.8
Elementary
83

0 10 20 30 40 50 60 70 80 90 100

2016 2020

Figure 3. Dropout Rate of Elementary, Junior High School, and Senior High School
 3.9
Senior High School
6.6

6.2
Junior High School
6.2

1.5
Elementary
3.8

0 1 2 3 4 5 6 7

2016 2020

Figure 4. Net Enrollment Rate of Elementary

Net Enrollment Rate of Elementary

96.2
Philippines
89.1

96.2
Male
88.9

96.1
Female
89.3

84 86 88 90 92 94 96 98

2016 2020

Amidst of all the challenges that the education sector is currently facing, the
pandemic did not stop the efforts of the government in achieving the national
development plans and long-term aspirations pertaining to human capital
development. Following the framework of the PDP 2017-2022, access to
education was secured during pandemic. The framework on human capital
development and digital transformation will help achieve in building back and
resiliency in education.
Universal Access to Quality Tertiary Education Act – provides free tuition in state
universities and colleges, free technical and vocational education and training,
tertiary-education subsidy, and student loans.
Complimentary programs that promote student attendance
Pantawid Pamilyang Pilipino Program (4Ps) – to reduce the vulnerabilities of
children in poor families. The program provides cash transfers to family
beneficiaries conditional on health, nutrition, and education outcomes for a
maximum of seven years. Other features of the law also provide effective ways of
engaging with poor families even for information and communication campaigns,
which will be useful to help them adjust to the new normal, among others.

ICT
Entry of third telecommunications player will create a more competitive
environment to help ensure affordable and reliable internet services in the
country. This is expected to accelerate digital transformation.

These are critical initiatives to bridge the digital divide in order to ensure that no
one is left behind even while we transition to the new normal.
Free Internet in Public Places Act aims to provide free, secure, and reliable
internet service in public places across the country.
National Broadband Plan (NBP) was approved in 2017, which called for the
government to also initiate investments in broadband infrastructure to
complement private sector efforts in the delivery of universal, fast, reliable
broadband internet services towards a digital economy.

Targets and Strategies

Strengthen the implementation of the Early Childhood Care and Development
(ECCD) Program

Prior pandemic, access to education has been improving because of the inclusive
educational programs. It is evident on figures 7, 8, and 9 that the inclusive
educational programs of the government have improved the access on education
thus closing the disparity between genders and soon to achieve the 2030 target of
no disparity.
Despite the challenges that the education sector is experiencing, access to
education facilities has improved which can be shown in figures 10, 11, and 12.
Access to electricity in elementary, junior high school, senior high school which
increased by 8.9%, 5.6%, and 9.4%, respectively. As for schools with access to the
internet for pedagogical purposes increased for elementary, junior high school,
senior high school increased by 28.4%, 26.4%, and 32%, respectively. In ensuring
the safety of the students, there has also been a large increase in the proportion
of schools with access to basic handwashing facilities of elementary, junior high
school, senior high school by 29.6%, 28.8%, and 17.9%.
Battling the digital divide, the proportion of population with exposure to internet
increased as depicted in figure 13. The proportion of population with exposure to
internet increased by 27.3%. The proportion of population with exposure to social
interaction in the internet increased from 43.8% to 73.9% which is a 30.1%. And
as for the proportion of population with research work/study increased from
42.2% to 63.6% which is a 21.4%.

Figure 5. Strategic Framework to Transform Human Capital Development towards

Greater Agility
Figure 6. Strategic Framework to Accelerate Infrastructure Development
Figure 7. Parity indices of access to education

1.2
Ratio of girls to boys in Tertiary Education
1.3

1.1
Ratio of girls to boys in Senior High School
1.1

1
Ratio of girls to boys in Junior High School
1

0.9
Ratio of girls to boys in Elementary
0.9

0 0.2 0.4 0.6 0.8 1 1.2 1.4

2016 2020

Figure 8. Percentage of population achieving functional literacy

 88.7
Male population
90.2

92
Female population
92.9

Percentage of population in a given age group achieving at 90.3

least a fixed level of proficiency in functional literacy 91.6

86 87 88 89 90 91 92 93 94

2013 2019

Figure 9. Percentage of population achieving basic literacy skills

96.1
Male population
95.9

97
Female population
97.1

Percentage of population in a given age group achieving at 96.5

least a fixed level of proficiency in basic literacy skills 96.5

95 95.5 96 96.5 97 97.5

2013 2019

Figure 10. Proportion of schools with access to electricity

 88.9
Senior High School
98.3

93.1
Junior High School
98.7

88.7
Elementary schools
97.6

82 84 86 88 90 92 94 96 98 100

2016 2020

Figure 11. Proportion of schools with access to the Internet for pedagogical
purposes

31
Senior High School
63

34
Junior High School
60.4

25.6
Elementary schools
54

0 10 20 30 40 50 60 70

2016 2020

Figure 12. Proportion of schools with access to basic handwashing facilities

 65.3
Senior High School
83.2

60.5
Junior High School
89.3

61
Elementary schools
90.6

0 10 20 30 40 50 60 70 80 90 100

2016 2020

Figure 13. Proportion of population with exposure to internet

80 75.4

70

60

50 48.1

40

30

20

10

0
2013 2019

Figure 14. Proportion of population with exposure to internet (sub-indicators)

 42.2
Proportion of population with exposrue to research
work/study
63.6

43.8
Proportion of population with exposure to social interac-
tion in the internet
73.9

0 10 20 30 40 50 60 70 80

2013 2019

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(Paragraph on regional data, analysis, and best practices on education)