Statutory policy analysis on access to Philippine quality basic education

Abstract

The Philippine government continues to invest significant resources to improve quality and access to basic education. However, there are gaps in the educational system revealed by trends in the academic performance of Filipino school children as measured by the National Achievement Test (NAT) and the Programme for International Student Assessment (PISA) in the last few years. In this study, quality and access to basic education are explored vis-à-vis three Philippine statutory policies. The Weimer and Vining framework on policy analysis and the input-process-output (IPO) model were utilized through virtual focus group discussions with key stakeholders of basic education such as the Department of Education (DepEd), school officials, teachers, and partner agencies. The findings indicate gaps and problem statements in the formulation, implementation, monitoring, and evaluation of these policies.

Keywords

• Policy analysis
• Basic education
• Access to quality education