In 2001, the Philippine Congress passed a landmark legislation, Republic Act No. 9155, otherwise known as the “Governance of Basic Education Act of 2001.” This legislation instituted a framework for the governance of basic education in the country and ushered in significant changes across the educational system. The Act replaced the Department of Education, Culture and Sports (DECS) with the Department of Education (DepEd) and established a formal structure for authority and accountability in education from the national to the school level.
Table of contents
Open Table of contents
The Provisions of Republic Act No. 9155
Republic Act No. 9155 reaffirms the role of education as a national industry that bears an immense role in shaping the nation’s future. It upholds the right of all citizens to quality basic education and underscores the importance of making this education accessible to everyone.
The Role of the Department of Education
Under the Act, the DepEd is vested with the responsibility of ensuring access to, promoting equity in, and improving the quality of basic education. It is tasked with formulating national educational policies and standards, monitoring, and assessing national learning outcomes, and undertaking national educational research and studies, among others.
The Act also provides for the appointment of undersecretaries and assistant secretaries to assist the Secretary of DepEd in carrying out its functions.
The Role of Field Offices
The implementation of educational programs, projects, and services rests on the shoulders of field offices. They are tasked to define education policy frameworks, develop regional and division education plans and standards, monitor learning outcomes, comply with recruitment and training criteria, and manage resources, among other responsibilities. The Act emphasizes local initiatives for improving the quality of basic education.
School-Level Management
A unique feature of the Republic Act No. 9155 is its strong decentralization of authority to the school level. School heads are given significant responsibilities, including setting the school’s direction, implementing the school curriculum, managing resources, recommending staffing, and establishing school and community networks.
Other Provisions
The Act also covered the transfer of cultural agencies attached to the former DECS to the National Commission for Culture and the Arts (NCCA). Moreover, it transferred sports competition functions to the Philippine Sports Commission (PSC) and abolished the Bureau of Physical Education and School Sports (BPESS).
The Impact on Philippines’ Education System
Republic Act No. 9155 brought sweeping changes to the governance of basic education in the Philippines. A two-pronged strategy of centralization and decentralization was employed where policymaking was centralized to DepEd, while the implementation was decentralized to the local levels.
The Act gave a voice to the regional and local educational offices and schools, providing them with some degree of autonomy. The act thus empowers these agencies to make decisions based on their understanding of the local context and needs, enabling them to influence their community’s educational outcomes more effectively.
Additionally, the structural changes under the Act align the educational system more closely with the country’s cultural and sports agencies, thus ensuring that education encompasses all areas of human development.
Critiques and Challenges
Despite these positive aspects, the implementation of the Republic Act No. 9155 has not been without challenges. One critique is that the Act’s decentralization has increased the administrative burden on school heads, diverting their time and resources away from instructional leadership.
Another challenge has been the incongruence between the principle of decentralization and the practice of central control over hiring and resource allocation, which limits the authority of school heads in critical decision-making areas.
The Future of Basic Education Governance
Despite the challenges faced, it is undeniable that the Republic Act No. 9155 has brought a significant shift towards more inclusive, democratic, and bottom-up decision-making in the education system. The Act was instrumental in recognizing the key role that community stakeholders play in delivering quality basic education.
Moving forward, it is essential to address the challenges identified and consolidate the gains made under the Act. This can be done by providing a solid support system for school heads that allows them to balance their administrative and academic responsibilities, clarifying the specifics of local autonomy, and ensuring that resources and power are truly devolved to the local levels.
Overall, the implementation of Republic Act No. 9155 marked a significant milestone in Philippine basic education’s journey. With consistent effort, support, and the spirit of shared governance, the Act can undoubtedly contribute to realizing the Department of Education’s vision – a functionally literate, God-loving, and globally competitive Filipinos.