II.
KEY FEATURES OF EDUCATION SITUATION ANALYSIS IN THE
DIVISION
1. Provided overall picture of Access by using NER, GER, CSR, CR .
2. Kindergarten program data on enrollment, schools offering
kindergarten, transition to elementary
162 Primary and 197 Elementary with a total of 359 Schools are offering kindergarten
Increasing (from K-18,127 to E-76,404)
3. Described the current resources available for the kindergarten
program, including the number of teachers and the facilities being used
Complete Division Enhanced Learning Plan from quarters 1 to 4 as teachers’ guides
available on the LR page
Availability of downloaded videos for kindergarten (accessible through our e-
paganadan page)
Complete learning log for our teachers last 2023-summer for the implementation of
the 5Bs program
4. Issues and challenges that impact kindergarten pupils ‘participation
was discussed
Insufficient number of teachers specializing in early childhood education
Insufficient materials (manipulative tools to enhance pupils ‘interest, activity books)
Pupils who have turned 5 y.o are not ready based on the results of their Early
Childhood Development Checklist
Growing numbers of private schools in the neighboring division offering kindergarten
(SDO-Marawi)
Some parents are not fully ready to send their children to school (security issue)
Some children have special needs (No specialized SPED teacher)
Some pupils are living in the far-flung areas
5. Completed the data analysis on elementary enrollment, and created a
line graph that compares the NER and GER
The net enrollment rate increased from 84.51% in 2019-2020 to 97.99% in 2021-2022,
indicating more eligible children are enrolled in kindergarten.
The gross enrollment rate fluctuated, going from 154.06% in 2019-2020 to 139.66% in
2020-2021, then back up to 154.87% in 2021-2022. The high gross enrollment rate suggests
there may be over-age or under-age students enrolled.
The increasing net enrollment rate is a positive sign, as it means more children are
accessing early childhood education. The higher NER indicates that all five-year-old children
have successfully enrolled in the kindergarten program
The net enrollment rate increased from 94% in 2019-2020 to 97.61% in 2021-2022,
indicating more eligible children are enrolled in elementary school.
The gross enrollment rate declined from 139.66% in 2019-2020 to 108.28% in 2020-
2021, then increased slightly to 111.11% in 2021-2022. The high gross enrollment rate
suggests there may be over-age or under-age students enrolled.
The increasing net enrollment rate is a positive sign, as it means more children are
accessing elementary education. The higher NER indicates successful enrollment of children
ages 6-11.
The net enrollment rate showed a consistent increase over the three years, rising from
88.5% in 2019-2020 to 94.2% in 2021-2022. This indicates a positive trend of more eligible
students being enrolled in junior high schools.
The gross enrollment rate experienced fluctuations, starting at 120% in 2019-2020,
dropping to 102.5% in 2020-2021, and then rising to 118.7% in 2021-2022. The variations
suggest potential issues with over-aged or under-aged students in the system.
The increasing net enrollment rate reflects improved access to junior high school
education. The low NER suggests that schools may not reach all children age aged 12-15.
The net enrollment rate for senior high school showed a steady increase, rising from
15.5% in 2019-2020 to 19.75% in 2021-2022. This indicates a positive trend of more eligible
students being enrolled in senior high schools.
The gross enrollment rate also increased over the three-year period, going from 47.56%
in 2019-2020 to 57.36% in 2021-2022. The high gross enrollment rate suggests the presence of
over-aged or under-aged students in the senior high school system.
The rising net enrollment rate is a positive sign, reflecting improved access to senior
high school education. The low NER indicates that many learners are over aged when they
enter the program.
6. At the elementary level, access issues were discussed using dropout
rate, school leaver and transition rate
Poverty (helping parents)
Early marriage / Force marriage
Peer influence
Depression due to family issues (family feud, broken family)
Below average in their academic performance
Distance
Age-related issues
7. Describe the current resources and facilities of elementary. Schools,
including the number of the teachers and the facilities
e- paganadan (videos& slides)
ALMS available at LRMDS division portal
Most of the elem. Schools has electronic materials to support learning such as
(projector, printer, laptops/computers)
The table provides data on the total enrollment, number of teachers, and number of
classrooms for public elementary schools.
The total enrollment in public elementary schools is 94,531 students, with 45,664 male
students and 48,867 female students.
There are 2,697 teachers in the public elementary school system.
There are 1,882 classrooms in the public elementary schools.
Student-Teacher Ratio (STR): The student-teacher ratio is 35:1, indicating a relatively
high number of students per teacher.
Student-Classroom Ratio (SCR): The student-classroom ratio is 50:1, suggesting a high
number of students per available classroom.
The relatively balanced enrollment between male and female students indicates
progress towards gender equity in elementary education access.
Teacher Availability: The high student-teacher ratio suggests a potential shortage of
teachers, which may impact the quality of instruction and individual attention received
by students.
Classroom Capacity: The high student-classroom ratio implies overcrowding in
classrooms, which can negatively affect the learning environment and limit
opportunities for interactive and personalized teaching.
To address these implications, the education system may need to consider the following:
Recruiting and retaining more qualified teachers to improve the student-teacher
ratio
Expanding the physical infrastructure, such as building more classrooms, to
accommodate the student population and reduce overcrowding
Exploring alternative teaching methods and technologies to enhance the
learning experience despite resource constraints
The total enrollment in public JHS is 46,827 students, with 23,481 male students and
23,346 female students.
There are 1,389 teachers in the public JHS system.
There are 975 classrooms available in public JHS.
Student-Teacher Ratio (STR): The student-teacher ratio is 34:1, indicating a relatively
high number of students per teacher.
Student-Classroom Ratio (SCR): The student-classroom ratio is 48:1, suggesting a high
number of students per available classroom.
Gender Balance: The near-equal distribution of male and female students indicates
gender equity in access to junior high education.
Teacher Allocation: The student-teacher ratio suggests that there may be a need to
recruit more teachers to reduce class sizes and enhance individualized attention.
Classroom Capacity: The student-classroom ratio implies that there might be
overcrowding in classrooms, potentially impacting the learning environment and quality
of education delivery.
Resource Allocation: Ensuring adequate resources such as teachers and classrooms are
essential to maintaining a conducive learning environment and supporting student
academic success.
To address the implications:
Consider recruiting additional teachers to improve the student-teacher ratio and
enhance teaching quality.
Evaluate the need for expanding infrastructure to create more classrooms and
reduce overcrowding.
Implement strategies to optimize resource allocation and ensure a supportive
learning environment for all students.
The total enrollment in public SHS is 22,569 students, with 11,385 male students and
11,184 female students.
There are 908 teachers employed in public SHS.
The public SHS system has 632 classrooms available for students.
Student-Teacher Ratio (STR): The student-teacher ratio is 25:1, indicating the number of
students per teacher.
Student-Classroom Ratio (SCR): The student-classroom ratio is approximately 36:1,
showing the number of students per classroom.
Gender Balance: The nearly equal distribution of male and female students signifies
gender equity in access to senior high education.
Teacher Allocation: With a student-teacher ratio of 25:1, there may be an opportunity
to enhance teaching quality by recruiting additional teachers to reduce class sizes.
Classroom Capacity: The student-classroom ratio indicates that there may be adequate
classroom space to accommodate the student population without significant
overcrowding.
Resource Optimization: Effective resource allocation is crucial to maintaining a
conducive learning environment and supporting student success.
To address these implications effectively
Consider maintaining or improving the current student-teacher ratio to ensure
personalized attention and quality education delivery.
Evaluate the utilization of existing classroom spaces and plan for potential
expansion if needed to accommodate future growth.
Implement strategies to optimize resource allocation and create a supportive
learning environment for all SHS students.
8. Issues and challenges that impacted elementary pupils’ participation
were discussed
Infrastructure and facilities - limited infrastructure and inadequate facilities in schools
can hinder students’ participation. Lack of classrooms, desks, chairs and basic amenities
like clean water and sanitation facilities can affect students’ learning environment and
attendance
Conflict and security concerns - the region has experienced conflict and security issues,
which can disrupt schooling and create safety concerns for students and teachers. In
areas affected by conflict, students may face difficulties attending school.
Socioeconomic factors - economic challenges, such as poverty and lack of access to
resources can impact students’ ability to participate in education. Families facing
financial difficulties may prioritize other needs over education, leading to absenteeism
or dropouts among elementary pupils.
Teacher shortages and quality - shortages of qualified teachers and inadequate training
can impact the quality of education provided to elementary pupils. Lack of skilled
educators may result in ineffective teaching methods and reduced student engagement.
Resource constraints - lack of financial and instructional resources designated for
programs, inadequate monitoring and supervision from the Division office, and
insufficient evaluation policies for teachers’ policies for teachers have been significant
challenges felt by school heads in BARMM.