2012年-世界发展银行全球_Philippines___Basic_Education_Public_Expenditure_Review_152页_5mb

报告摘要

Summary of the Philippines Basic Education Public Expenditure Review

Core Content

This document is a Public Expenditure Review (PER) conducted by the World Bank and AusAID on the Philippines' basic education sector from 2002 to 2008, with a focus on access, efficiency, quality, equity, and resource allocation. The review aims to support the Department of Education (DepED) in policy-making and resource management decisions.

Main Points and Key Information

1. Performance Trends in Basic Education

Access: Net enrollment rates for elementary and secondary schools declined from over 90% and 70% in the 1990s to 84% and 60% in 2008.
Completion: Completion rates have also declined, with only 30 out of 100 school-age children completing elementary school and 15 completing secondary school within ten years.
Learning Achievement: Students in the Philippines learn only about two-thirds of what is expected at the primary level and less than half at the secondary level. While there was a slight improvement in Grade 6 National Achievement Test (NAT) scores (from 55% to 65% between 2005–2006 and 2007–2008), science, mathematics, and English scores remain below 60% at the primary level and below 50% at the secondary level.

2. Equity Issues

Income Inequality: The poorest 20% of children have significantly lower access to education compared to the richest 20%. In 2008, only 2% of the richest 20% were out of school, while almost 20% of the poorest were not enrolled.
Gender Inequality: Boys lag behind girls in both enrollment and completion rates. Girls have a completion rate of about 75% in secondary education, while only less than two-thirds of boys complete it. Dropout rates are also higher among boys.
Geographic Disparities: Educational outcomes and spending are unevenly distributed across regions. Previously lagging regions have not shown significant improvement, and there are substantial variations in performance within regions.

3. Government Spending Trends

Decline in Spending: Government spending on education fell from over 4.2% of GDP in 1998 to 2.6% in 2008, with basic education spending dropping from 2.9% in 2002 to 2.3% in 2005.
Funding Shortfalls: Even with modest increases in 2007 and 2008, spending met only 80% of the required funding for EFA access and quality goals.
Fiscal Priorities: Education has not received the same priority as other sectors, such as economic services, which increased from 27.3% to 31.6% of the national budget between 2002 and 2008.

4. Quality and Efficiency of Spending

Input Provision: The number of teachers is sufficient for elementary education but not for secondary. There is a significant shortage of classrooms and school furniture, which negatively impacts student performance.
Efficiency: The government's inability to efficiently allocate and utilize funds is a major concern. Budget execution is slow, and there are inefficiencies in the procurement and deployment of educational resources.
Regional Variations: There are notable differences in input provision and spending across regions, which affect educational outcomes. MOOE (Maintenance and Other Operating Expenses) grants to schools show a positive trend, but more needs to be done.

5. Private and Local Government Spending

Private Sector Role: Private spending on basic education is limited, and Education Service Contracting (ESC) is used as a partnership model with the private sector.
Local Government Units (LGUs): LGUs play a significant role in funding basic education, particularly through "locally funded" teachers. However, coordination with DepED is needed to improve efficiency.

6. Policy Recommendations

More and Better Managed Resources: Improve resource management and ensure that funds are allocated and spent effectively.
Evidence-based Decision Making: Use data and analysis to inform policy decisions and enhance the impact of spending on education outcomes.

Conclusion

The review highlights the insufficient and inefficient public spending on basic education in the Philippines, which has contributed to declining educational performance and persistent inequalities. While there have been some improvements in enrollment and test scores, the sector is still far from achieving the Education for All (EFA) and Millennium Development Goals (MDGs) targets by 2015. The report emphasizes the need for increased funding, better coordination, and more efficient use of resources to improve access, quality, and equity in basic education.

Key Figures and Data

Gross Enrollment Rate (GER) and Net Enrollment Rate (NER) have declined over the years.
Cohort Survival Rate (CSR) has remained low, with only about 42% of children entering grade 1 and 30% completing elementary education.
Government spending as a percentage of GDP has decreased, with basic education spending falling from 2.9% in 2002 to 2.3% in 2005.
MOOE grants have shown a positive trend, but classroom shortages and inefficient budget execution remain critical challenges.

Supporting Institutions and Funding

The report was prepared by a World Bank and AusAID team, with support from consultants and research assistants.
It was funded by the AusAID World Bank Philippines Development Trust Fund.

Methodology and Data Sources

The analysis uses data from the Annual Poverty Indicators Survey (APIS), National Achievement Test (NAT) results, and Department of Education (DepED) spending data.
It includes case studies on the execution of DepED programs such as school furniture, school building, and textbook procurement.
The Basic Education Information System (BEIS) and Statement of Allotments, Obligations, and Balances (SAOB) are used to analyze budget execution and utilization.