Case Study Decision Criteria

C.
Decision Criteria
According to the glossary of education reform, the student-teacher ratio "expresses
the relationship between the numbers of students enrolled and the number of teachers in
that particular school. So, due to growing populations of students with enrolment increasing
by.01 million every year, the Teacher-to-Pupil Ratio remained at 1:36 from 2001-2003. It has
been found out that the student-teacher ratio is one of the most vital indicators of student
success and engagement. Logically, it's a little wonder why. The fewer students each
teacher works with, the more closely they're able to adapt their teaching to the specific
learning styles. They're also able to develop healthy one-on-one mentoring relationships and
offer insight and help in ways that would be impossible in a more extensive classroom.
Additionally, a lower ratio will lighten the workload for teachers, enabling them to focus on
the quality rather than the quantity of their teaching and grading.
To accommodate a growing school-age population, the Department of Education has

coped with these shortages by allowing substantial class sizes. The proliferation of grossly
oversized classes is one of the leading causes of the marked decline in the quality of
education provided by our public schools. No matter how competent a teacher may be, the
teaching and learning experience is adversely affected when there are too many students in
a class. On the other hand, smaller classes allow teachers to spend more time on actual
instruction and less on classroom management and enable more excellent individual
interactions between student and teacher. Therefore, today's oversized classes in public
school classrooms violate the Constitutionally guaranteed right of Filipino schoolchildren to
quality education. Additionally, oversized classes also violate the right of teachers to just
compensation and humane working conditions. In the current system, a teacher handling a
class of 70 students is taking on the workload of two teachers but without receiving any
additional compensation. This practice of assigning oversized grades to teachers without
extra pay is one of the primary mechanisms by which they are "overworked, yet underpaid."
Consistent with the Constitution's provisions, the education sector shall continue to
receive the largest portion of the national budget to the tune of PhP751. 7 billion, or 16.7
percent of the FY 2021 budget. However, the quality of education in the Philippines has
deteriorated in recent years due to a lack of school equipment, materials, and facilities.
Additionally, due to the low scores on standard entrance tests administered to elementary
and secondary school students and students at the tertiary level. The results were
significantly lower than the target mean score. High dropout rates, a high rate of repeaters,
low passing grades, a lack of specific language skills, an inability to adequately respond to
and address the needs of people with disabilities, overcrowded classrooms, and poor
teacher performance have all had a significant impact on the quality of education in the
Philippines.
To enhance the quality of education in the Philippines, "make school funding a

priority." The issue is not simply one of the cash-strapped states or a federal government
scrambling for revenue. It comes down to priorities. Consider this: nearly every state in the
country spends more on inmate housing than it does on elementary/secondary education.
As an example, increase teacher funding and support. Policymakers should prioritize the
construction of new schools and the renovation of existing ones, and the allocation of
teachers, particularly in low-income areas. Because many teachers seek employment in
affluent areas searching for better pay or working conditions, the quality of instruction in
more impoverished schools can suffer. If policymakers and school officials collaborate to
recruit and retain teachers in such schools, students with more significant educational needs
will benefit from the high teaching quality. Moreover, the education system should "raise
teacher standards," as studies have discovered — unsurprisingly — that underqualified
teachers are associated with poor student outcomes. The good news is that this is one of the
most superficial areas in which policymakers can make a difference. They must clarify
licensing requirements for teachers and raise standards in areas with the most
unsatisfactory student outcomes.
It is critical to revisit and strengthen Republic Act 8525 to ensure its implementation.
Based on the principles of volunteerism and multiple partnerships, the Department of
Education's (DepEd) Adopt-A-School Program (ASP) enables the private sector to become
dynamic and robust partners in achieving the noble goal of educating all Filipinos. Under the
Adopt-a-School Program, the adopting private entity that provides assistance and services to
public schools is eligible for up to a 150 percent tax credit on the total amount of the
donation made during the taxable year. The entire school community, particularly the
students, benefits from corporate and community partners' additional resources and
experience. Partners can directly impact the school community and have the opportunity to
develop long-lasting relationships with a single institution. The school and partner engage in
tailored activities to their individual needs and go beyond a one-time transactional
experience. The 2016 Brigada Eskwela (BE) Program in Sorsogon City Division, in
particular, was a success due to the unwavering cooperation and participation of various
stakeholders from both the public and private sectors. Brigada Eskwela is a nationwide
volunteer effort that brings together teachers, students, community members, and other
organizations to make minor repairs and clean up their schools in preparation for the school
year. It is a way of valuing cooperation and volunteerism without expecting to be rewarded. It
is a means of assisting the school in providing a high-quality education by maintaining a
healthy and safe environment for the benefit of the students.
References:
Llego, M. A. (2016). The Public School Class Size Law of 2016 (House Bill 473)
https://www.teacherph.com/public-school-class-size-house-bill-473/
Department of Budget and Management. (2021). PRRD signs the P4.506 Trillion
National Budget for FY 2021
https://www.dbm.gov.ph/index.php/secretary-s-corner/press-releases/list-of-press-releases/
1778-prrd-signs-the-p4-506-trillion-national-budget-for-fy-2021#:~:text=Consistent%20with
%20the%20provisions%20of,of%20the%20FY%202021%20budget.
School of Education. (2019). Online programs. 5 Ways Policy Makers Can Improve the
Quality of Education
https://soeonline.american.edu/blog/5-ways-policy-makers-can-improve-the-quality-of-
education
Llego, M. A. (2020). DepEd Adopt-A-School Program (ASP) Toolkit
https://www.teacherph.com/deped-adopt-a-school-program-asp-toolkit/
Legaspi, S. (2016). Schools Division Office of Sorsogon City
http://depedsorsogoncity.zohosites.com/adopt-a-school-program-brigada-eskwela.html

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C.

To accommodate a growing school-age population, the Department of Education has

To enhance the quality of education in the Philippines, "make school funding a

Llego, M. A. (2020). DepEd Adopt-A-School Program (ASP) Toolkit

Legaspi, S. (2016). Schools Division Office of Sorsogon City

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