1.
Access to
Quality Education and Skills Development Towards Employment
Education is the
great enabler and equalizer. It is central to the inclusive development
strategy of the Philippines and stands as the primary area of engagement of the
Cagayan de Oro Youth Development Council. Increasing access to quality
education is vital in sustaining the growth trajectory of the city as the hub
and leader of the region. It is a task that requires the committed
participation of all sectors in the community especially its recipients – the
students. Through the OYDC, the students or the In-school-youth sector made a
clear commitment that they do not only sit and passively reap the benefits of
education but also become active partners in building our educational institutions.
Cagayan de Oro city
is home to one of the largest concentration of learning institutions in the
whole Island of Mindanao. As of SY 2008-2009, a total of 135 pre-schools, 139
elementary schools, 75 secondary schools and 16 tertiary schools. From these
schools, there are 288 pre-school teachers, 2,505 elementary school teachers,
1,418 secondary school teachers and 1,988 college teachers[1]. This is a competitive-edge that the
government and civil society should constantly nurture and improve to maintain
our leadership in the region.
Last November 16,
2013, the City conducted the 1st Education Summit where Elena
M. Borcillo, CESO VI, presented the situation of primary and secondary
education in Cagayan de Oro City.
National Achievement Test Results
In elementary, the
National Achievement Test (NAT) results both public and private schools
fluctuated from SY 2010-2011 SY 2012-2013 from the mean performance scores of
69.36 to 60.94. It increased in SY 2012-2013 to 64.77 but it was still below
the education for all target of at least 75%.
|
Elementary
|
Secondary
|
PASSING
|
|
|
2010-2011
|
69.36
|
47.40
|
75
|
|
2011-2012
|
60.94
|
46.39
|
75
|
|
2012-2013
|
64.77
|
49.07
|
75
|
These results showed
that for every 10 questions in English, Science, and Mathematics, the learners
answered only 6 correctly.
In
the Secondary School, the NAT of the secondary school decreased from 47.4,
46.39 from SY 2010-2011 to SY 2011-2012 respectively. It increased to 49.07 in
SY 2012-2013. However, these were still below the Education for ALL Target of
at least 75%. Hence, it shows us that only 5 questions out of 10 in English and
science and only 4 questions out of 10 in mathematics are answered correctly.
Public
Elementary School
TOP 3 for 2012
Baluarte Elementary
School 89.12
Tablon 88.60
Palalan 86.11
BOTTOM 3 for 2012
Corrales 41.66
Gusa 46.01
East city
Lapasan 46.84
Public
High School
Top 3 for 2012
Gusa 72.01
Taglimao
–Besigan 69.76
Tablon
NHS 65.33
Bottom 3 for 2012
Macabalan 38.39
Taglimao –
Tumpagon 39.56
Carmen 41.22
Drop out rate
|
Elementary
|
Secondary
|
|
|
2011-2012
|
.23%
|
-
|
|
2012-2013
|
.78%
|
4.06%
|
For
elementary, there was a noted increase of dorp-outs in the recent S.Y. This
means that out of 30,289 secondary students, 1,230 dropped out in SY 2012-2013.
For secondary, this means that out of 30,289 secondary students, 1,230 dropped
out in S.Y 2012-2013.
Retention
Rate
|
S.Y.
|
Elementary
|
Secondary
|
|
2010-2011
|
94.59%
|
89.45%
|
|
2011-2012
|
94.22%
|
89.00%
|
|
2012-2013
|
91.86%
|
90.00%
|
For
elementary, this means that 8.14% or 5,368 out of 65,948 total population of
the division were not able to proceed to the next grade level. For secondary,
this means that 9.54% or 2,215 out of 23,218 of the secondary students were not
able to proceed to the next year level.
Cohort
Survival Rate
|
S.Y.
|
Elementary
|
Secondary
|
|
2010-2011
|
83.43%
|
85.69%
|
|
2011-2012
|
83.43%
|
73.93%
|
|
2012-2013
|
78.14%
|
83.93%
|
For
elementary, this means that out of 14,563 pupils in Grade 1, only 11,011
reached grade 6 after 6 years of schooling. For secondary, it means that out of
8,317 students in 1st year, 6078 reached fourth year high
school after 4 years of schooling.
Access
or Participation Rate
|
S.Y.
|
Elementary
|
Secondary
|
|
2010-2011
|
88.56%
|
39.85%
|
|
2011-2012
|
92.20%
|
41.83%
|
|
2012-2013
|
81.37%
|
40.11
|
For
elementary, it means that out of 82,422 (based on NSO data) school aged
children, only 67,072 enrolled in school. For secondary schools, this means that
out of 54,565 (based on NSO data) secondary level school aged children only
21,886 were in school.
For the tertiary
level, Cagayan de Oro enjoys the presence of competitive Universities and
colleges that regularly produces top-notchers in board exams such as nursing,
criminology, education among others. In part of the Local
Government, they established the City College Scholarship Program that gives
600 indigent but deserving students scholarships to different colleges and
universities in the city. It also is providing alternative education among with
different national agencies.
It
cannot be doubted that the educational situation in our city is a reflection of
the over-all educational landscape of the nation. It is dire to see the dismal
performance our city has been showing in the NAT results especially in our
secondary schools. Multidimensional factors should be considered which cause
these challenges. During the Education Summit, 5 intervention ideas were
surfaced. These are (1) Conduct parenting seminars (2) values formation (3)
seminars on birth control (4) teachers training (5) expansion of ALS/Mobile
teachers.
YOUTH POLICY AGENDA
During
the Oro Youth Leaders Convergence conducted last March 22, 2014, the following
policy agenda were surfaced with regards to education:
1. Invest
in multi-sectoral participation and youth private – public partnerships in
reducing the drop out rate and increase the NAT results.
The youth leaders pointed out that
vital to improving our quality of education is building long-term partnership
with the barangay, the parents, the principal/teachers, the students and civil
society in general. They highlighted the importance of the barangay in
providing a safe and school-friendly environment. This includes crime monitoring
and environmental scanning (canals, pests, dengue). The students
also surfaced the importance of establishing evaluations and feedback
mechanisms in the implementation of programs of the school. The parents should
also be included in the decision making process and regularly inform them of
the performance of their child. In part of the student leaders, they pointed
out that they should not just only focus on organizing activities but should
also be given a chance to articulate their own experience and suggestions. They
also pointed out the importance of being open to interventions and donations
from the private sectors but emphasizes that such interventions should be
sustainable and include them in the processes of owning it so that it would not
be a total dole out.
|
TERM
|
PERFORMANCE INDICATORS
|
|
|
EXECUTIVE
|
LEGISLATIVE
|
|
|
Short
|
MOU with the NSTP, DepEd, the School
Board and the College Student Government on tutorial program
|
Budgetary support
|
|
Medium
|
Invest In teachers skills training
|
Ordinance on Drop-outs, absenteeism and illiteracy as DILG
memorandum Circular No 2014-26
|
|
Long
|
Initiate coordination with private
academic institutions to develop a uniform tutorial program that will prepare
students for the NAT.
|
Budgetary support
|
2. Invest
on school infrastructure, cloud-based knowledge, and teachers’ development in
consonance with K-12
The
youth leaders pointed out the lack of classrooms, books and resources to
facilitate learning. With this situation, they hope that the government continues
their actions in building better disaster resilient classrooms and invest in
new learning materials. The public high schools should have their own campuses.
Based on DepEd’s minimum standard of pupil
classroom ratio (PCR) of 1:45, the shortage of classrooms for high school was
registered at 151, while 397 for the elementary or a shortage of 548 for both
levels. The students also
pointed out the lack of computers and the lack of access to the
Internet. They also highlighted the importance of incentives for teachers
to perform better. Aside from trainings,
there should also be a reward system for teachers to improve their performance,
which must be evaluated and reviewed by a disinterested third person.
|
TERM
|
PERFORMANCE INDICATORS
|
|
|
EXECUTIVE
|
LEGISLATIVE
|
|
|
Short
|
Reduce classroom shortage by half
incorporating disaster resilient design
Exapnsion of text to teach program of
Ayala Foundation to include other classrooms
|
|
|
Medium
|
|
|
|
Long
|
Close the classroom shortage of the
city
|
|
3. Evaluate
and integrate the different vocational courses offered by different agencies
and create venues for youth with special needs access to education
The out of school youth in particular
raised the importance of having a streamed line access to alternative education
or vocational courses. The government should evaluate the teachers if they are
up to date and competent in teaching and constantly monitor job demands in the
locality in order to align course offerings. They also highlighted greater investments
in the People with Disabilities sector. The government should explore the idea
of providing scholarship grants to deserving PWDs.
|
TERM
|
PERFORMANCE INDICATORS
|
|
|
EXECUTIVE
|
LEGISLATIVE
|
|
|
Short
|
Profiling of TESDA Courses.
Streamline all skills training
program of the CITY under the ALS, CID and TESDA and create a one stop skills
development area.
The beneficiaries must be evaluated
by the CSWD and a member of out of school youth association (PYAP).
Recommended by CSWD. Belong to an Indigent family and recognize by the Oro
Youth Council
|
Youth career and skills development
ordinances.
16-30 years old
80% passing rate
Fresh or old graduate.
|
|
Medium
|
College Admission of PWD
|
City Ordinance of PWD College
Admission
|
|
Long
|
Scholarship of PWD
|
City Ordinance of PWD Scholarship
|
4. Expand
the city college scholarship program and improve its screening and development
interventions
The
city college scholarship program is one of the flagship programs of the city
government. As mandated by ordinance, the program provides scholarships to 600
indigent but deserving students to study in different colleges and universities
not only in the city but other parts of the region. The beneficiaries pointed
out the need to improve the screening process in selecting scholars and the
retention rules. It should be strict in terms of retention. It should include
private independent sectors in the selection committee to insulate it from
being used as a political reward tool.
|
TERM
|
PERFORMANCE INDICATORS
|
|
|
EXECUTIVE
|
LEGISLATIVE
|
|
|
Short
|
Inclusion of youth representative in
the scholarship committee
|
|
|
Medium
|
Stricter grade
compliance and return service
|
Expansion of scholarship program to
include PWDs
|
|
Long
|
Creation of a community college
|
Ordinance creating a community
college and allocating funds thereof.
|
ORO YOUTH DEVELOPMENT COUNCIL ACTION
Adopt a school program
The different college student councils
will adopt the bottom 4 schools in terms of NAT performance. The program is a long
year intervention program that aims to provide enrichment classes in math,
science, English. It also includes skills development seminars such as basic
computer graphics designing, leadership development, peace education and
creative solution designing. This also includes donating NAT
reviewers and other learning materials to their library.
NSTP-LTS Tutorials
In partnership with the NSTP – LTS of
their schools, the different college student councils shall lobby their
administration to intensify their investment in NSTP-LTS tutorials in the area
of Englsih, Math and Science. This will be a requirement for the college
students and the performance of their tutees should also be factored in in
their NSTP grade.
Barangay Conferences on School’s
Surroundings
In partnership with the schools student
government, the OYDC would lobby to the barangay council to conduct a
conference call and scanning on the surroundings of schools. They should
monitor the business establishments and what they are selling. They should also
scan street lighting, traffic flow, drainage and other factors that affect the
learning of the students.
Active Representation in the Local
School Board
With the organized
In-School-Youth Sector, the OYDC shall create a communication system that
allows the different student leaders to lobby their school’s concerns to the
local school board through the Youth Representative of the board following
basic administrative remedies.
City College Scholars Life Coaching
The Faith based sector youth, in
response to dismal performance of some of the city scholars, would intervene in
a year long life coaching program that does not only talk about academics but
also about time management, character, leadership and values.
No comments:
Post a Comment