Bienvenido F. Nebres, S.J.
Member, National Academy of Science and Technology
President, Ateneo de Manila University
Loyola Heights, Quezon City
https://doi.org/10.57043/transnastphl.2003.4741
Abstract
From data obtained during the work on Division Elementary Development Plans (DEDP) for the 20 poorest provinces in the Third Elementary Education Project (TEEP) and from more recent data of the Department of Education, we would like to explore the challenges posed by demographics on providing elementary education to all Filipino children. The data show us: (1) The pressure on the number of teachers, classrooms, and budget; (2) High dropout rates in the poorest provinces (about 20% in the first two grades); (3) Health problems especially lack of water and toilets; (4) Problems of distribution; (5) Diversity of the system.
For example, there are many students and not enough classrooms in urban areas and, on the other hand, classrooms without students in some rural areas because there are not enough students to meet minimum requirements. Some conclusions are that the size, diversity, and complexity of the problems do not allow for centralized solutions. It is important to seek solutions on the division or district level.