UN MILLENNIUM

DEVELOPMENT GOALS

Goal 8: Develop a global

partnership for development

DAISY G. JURILLA
Target 8.F: In Indicators:
cooperation with
the private 8.14 Fixed
telephone lines per
sector, make
100 inhabitants
available the
benefits of new 8.15 Mobile cellular
technologies, subscriptions per
especially 100 inhabitants
information and
communications. 8.16 Internet users
per 100 inhabitants
The 2030 Agenda for Sustainable
Development
 global commitment to end extreme
poverty;
 fight inequality and injustice ; and
 act against climate change.
Achieving the Global Goals requires the
participation of all. It is not just the
responsibility of government; the private
sector and civil society also have critical
roles to play.
…the private sector is critical to
achieving the SDGs: “without the private
sector we will not have the necessary
innovation, we will not have the
necessary capacity to discover new
markets, new products, new services and
to be able to develop new areas in the
economy…

 Titron Mitra Country Director, UNDP Philippines

DepEd seals partnership with private sectors
on education support
Published on December 5, 2017
PASIG CITY, Dec. 5 – Department of Education (DepEd) Secretary Leonor
Magtolis Briones led the ceremonial signing of Memorandum of Agreement
(MOA) with partners from private companies and organizations on November
27, 2017 to further strengthen the shared responsibility for education and
improve teaching and learning in public schools. 

Colgate-Palmolive Philippines agreed to donate toothpaste, toothbrushes, and

oral health education materials for students in public elementary schools. This is
under their Bright Smiles, Bright Futures (BSBF) Program.
Private Sector Initiatives
on EDUCATION (UNDP Philippines)
Local Enterprises - fund public school
infrastructure and provide scholarships to
deserving students
 Many companies in the Philippines thus
have institutionalized CSR programs that
give out scholarships to bright but
underprivileged students.
Telecommunication companies are parlaying
their investments in technology by using
them as platforms to bridge persistent
educational gaps.

Other companies are even establishing their

own schools to make inclusive education an
integral part of their business portfolios.
BRIDGING THE DIGITAL DIVIDE: Improved ICT
infrastructure and ICT Inclusive Education

Telecommunication Companies
 Globe Telecom, Inc.
 PLDT, Inc.
 Smart Communications Inc.
 improve the country’s level of digital literacy
 PLDT, Smart Communications, and
Globe Telecom
 are also aiming to resolve issues related to internet access
among underfunded schools.
 This move is timely as the Philippines still lag behind foreign
counterparts in terms of internet access ranking of 61 out of
138, according to the Global Competitiveness Report 2016-
2017.
 Out of 46,739 public schools nationwide, only 26% public
schools are connected to the internet. Moreover, about 12%
of our public schools still have no access to electricity.
Private Sector Initiatives on Education From
11 reporting companies, per category, %
 22% ICT and ICT-Inclusive Education
 17% Improving STEM Education
 17% Addressing resource gaps and improving quality of
education
 11% TVET
 11% Access to education through affordability
 22% Financial assistance through scholarships and lending
GLOBAL FILIPINO SCHOOLS AND THE
DIGITAL THUMBPRINT PROGRAM

Globe Telecom has programs such as

Global Filipino Schools (GFS) and Digital
Thumbprint Program that help integrate
information and communications
technology (ICT) in our public school
systems.
The GFS Program provides schools
 with free internet access,
 tech devices for mobile learning

(tablets, projectors, mobile phones,

modems, pocket WiFi dongles, chrome case
dongles, virtual reality goggles, a mobile cart
and a mobile charging station)
 teacher training on 21st century learning
approaches, and tech integration in the
classroom.

From just 1 school in 2012, Globe currently

operates the GFS Program in 135 of 221 DepEd
divisions with 142 schools rolledout in total, now
covering 16 of 18 regions
SMART TECHNOCART AND
BATIBOT (PLDT and Smart Communications)
-that enhance the delivery of early
childhood educational services in the
country

Targeting poorly funded kindergartens

 Smart TechnoCart program
 each beneficiary school receives a ‘technology-cart’
containing a projector, a laptop, one teacher tablet,
20 student tablets, and one Smart Bro Pocket Wifi to
connect the school to the internet.
 One of the notable features of each of these carts is
the pioneering app Batibot, the first interactive
mobile app for kids in Filipino that is aligned with
the DepEd’s kindergarten curriculum.
 Smart TechnoCart
 theapp aims to help children develop literacy
through learning the alphabet, storytelling, karaoke,
and games. The app also supports early literacy by
nurturing an early love for literature through a
storytelling feature called Kwentong Batibot
(Batibot Stories).
ADDRESSING GAPS IN TEACHER
RESOURCES: Gabay Guro and Infoteach
Outreach (PLDT)
 According to PLDT, many public high schools and
universities, as well as their teaching staff, still lack the proper
21st century technology to compete in an advancing economy
 This program opens more opportunities for public elementary
and high school teachers to hone their skills and acquire
greater ICT knowledge
 Gabay Guro is now working with
 47 partner institutions and has awarded scholarship
grants to 1,123 teachers
 reached out to over 15,000 teachers through various
seminars and short courses
 Infoteach Outreach, on the other hand, has produced
562 trainers and reached 159 public high schools in 38
cities and municipalities

(Outreach Program, a partnership between PLDT, Intel Philippines and UP

Open University)
UPDATING SCIENCE AND
TECHNOLOGY EDUCATION
 Out of 138 countries, the World Economic
Forum’s Global Competitiveness Report 20162017
ranks the Philippines as
 41st on capacity for innovation, 72nd on the
quality of scientific research, 78th on availability
of scientists and engineers, and 79th on the quality
of math and science education.
 low budget allocation for scientific
research and development among our
schools
For instance, only 4.8% of all public
elementary schools have their own science
laboratory. Of this already small fraction,
42% is located in the capital region as
compared to 2.3% in conflictaffected
ARMM region.
DYNAMIC LEARNING AND
WIRELESS EDUCATION THROUGH
PLDT AND SMART

 The Dynamic Learning Program promotes

independent learning among students to improve
their academic outcomes.
 students focus more on practice and activity based
learning
Smart Wireless Engineering Education
Program (SWEEP)
 uses the company’s existing infrastructure and
technological expertise as leverage to elevate the
teaching of Information Technology (IT) and
Electronics Communications Engineering (ECE)
courses.
 The program has now established a network of 42 colleges
and universities that offer ECE and IT degrees

 it has provided scholarships to 67 students

 Almost 35,000 faculty and students from 70 colleges have

been trained on technology,

 153 wireless prototypes have been developed by students

under this program
ABOITIZ FOUNDATION: Special
Science Schools and Technical
Learning
 SSES is implemented in partnership with the
DepEd and is aligned with the government’s thrust
for a stronger focus on science-based skills and
platforms among young students.
To date, the program has created 10
SSESs, trained 23 teachers,
constructed or refurbished 39
classrooms, and provided laboratory
rooms, equipment, and ICT-based
learning
INCREASED ACCESS TO AFFORDABLE
QUALITY EDUCATION
 Ayala Corporation and PHINMA Corporation (formerly
Bacnotan Consolidated Industries, Inc.)
 with the end of goal of making quality education inclusive
and a lot more affordable for low-income groups
 Affordable Private Education Center (APEC Schools)
 At present, AC Education has approximately
 18,000 students in its APEC Schools (Grades 7-12)
and University of Nueva Caceres (K-12 and higher
education) in Naga City.
 From 3,300 students and 24 branches in AY 2015-16,
APEC Schools now has 10,500 students as of AY
2016-2017 with 27 branches in Metro Manila, Rizal,
Cavite, and Batangas
Gaps and Opportunities
 the gap between school achievements among boys
and girls continue to be wide, with boys at the
surprising disadvantage in almost every single
outcome measure.
 According to recent studies, boys are more likely
to drop out or attract disciplinary problems and
achieve low marks in the Philippines
The divide between urban and
rural corporate educational
spending likewise continues to
widen, with schools in the capital
region and highly urbanized cities
receiving most of the attention of
private donors
 Schools that still have no access to the most basic
services, such as electricity, are now overlooked as
providing internet connectivity becomes an even more
popular marketing drive.
 About 12% or 5,743 public schools in the country still
have no power connections.
 In the coming years, many hope that the government, in
partnership with energy companies or other
multinationals with production plants in remote areas,
may find business solutions for this glaring
developmental gap.
There are also instances where schools are
accredited yet lack the necessary facilities
and equipment to properly fulfill their
mandates. A policy amendment requiring
assets for accreditation can help address
this. The private sector can still contribute
by assisting in acquiring these resources.
Nonetheless, opportunities for
classroomless school systems can
be explored and an ecosystem of
financial services for students’
continued education be drawn up.
Public and Private Sector Works Together
for the Enhancement of Health and
Education Status of Children
 Pasiglahin ang Estudyanteng Pinoy (PEP) feeding program.
 National Competitiveness Council (NCC), Kabisig ng Kalahi,
Meadjohnson, and the Department of Education (DepEd) and is
in partnership with a private sector partner as the funder.
 improving the nutritional status of students to increase
productivity and reduce absenteeism due to undernourishment
DepEd seals partnership with private sectors
on education support

Colgate-Palmolive Philippines agreed to

donate toothpaste, toothbrushes, and oral
health education materials for students in
public elementary schools. This is under their
Bright Smiles, Bright Futures (BSBF)
Program.
Innovative Financing

 One financing innovation at the national level is

the Public-Private Partnership (PPP), which allows
for the fast-tracking of classroom construction and
delivery while enabling the public sector to focus
on delivering other critical functions and services.
 EducationService Contracting (ESC), one of the
components of the Government Assistance to
Students and Teachers in Private Education
(GASTPE).

 ESC provides tuition subsidy for Grades 7 to 10

students who wish to pursue secondary education in
certified private schools. The aim is to democratize
and improve access to education, and reduce class
size in public high schools.
 Adopt-a-School Program
It is a fund mobilization method based on the
concept of matching grant involving the private
sector and non-government organizations (NGOs).
The costs on human resources, materials, and
facilities acquisition and development are shifted to
various stakeholders who have a natural interest in
the promotion of basic education.
 The Department also engages the personal
participation of education partners through
Brigada Eskwela, wherein an army of volunteers
assemble to repair and prepare classrooms in time
for the opening of classes. The venture provides
private partners the chance to contribute resources,
while local government units (LGUs) and
community members provide workforce and
volunteer services during the week-long activity.