- Table 9.1A - Number of Government and Private Elementary Schools, Negros Occidental, SY 2004-2005 to 2008-2009
- Table 9.1B - Number of Government and Private Secondary Schools, Negros Occidental, SY 2004-2005 to 2008-2009
- Table 9.2A - Number of Elementary School Teachers Negros Occidental, SY 2004-2005 to 2008-2009
- Table 9.2B - Number of Secondary School Teachers, Negros Occidental, SY 2004-2005 to 2008-2009
- Table 9.3A - Enrolment in Government and Private Elementary Schools by LGUs, Negros Occidental, SY 2006-2007 to 2008-2009
- Table 9.3B - Enrolment in Government and Private Secondary Schools by LGUs, Negros Occidental, SY 2006-2007 to 2008-2009
- Table 9.4 -Teacher-Pupil/Student Ratio in Government Schools by Level of Education, Negros Occidental, SY 2004-2005 to 2008-2009
- Table 9.5 - Number of Classrooms and Classroom - Pupil/Student Ratio in Gov't. Schools by Level of Education, Negros Occidental, SY 2004-2005 to 2008-2009
- Table 9.6A - Total Sitting Capacity and Pupil Sitting Ratio in Gov't. Elem. Sch., Negros Occidental, SY 2004-2005 to 2008-2009
- Table 9.6B - Total Sitting Capacity and Student Sitting Ratio in Gov't. Sec. Sch., Negros Occidental, SY 2004-2005 to 2008-2009
- Table 9.7A - Performance Indicators in Government Elementary Schools, Negros Occidental, SY 2005-2006 to 2008-2009
- Table 9.7B - Performance Indicators in Government Secondary Schools, Negros Occidental, SY 2005-2006 to 2008-2009
- Table 9.8 - Enrolment of Tertiary Education by Institution, Negros Occidental, SY 2003-2004 to 2005-2006
- Table 9.9 - Number of TESDA Registered Schools and Programs by City/Municipality, Negros Occidental, 2006-2008
- Table 9.10 - Total Number of Examinees and Passers by Licensure Examinations, Negros Occidental, 2004
Data
on the country’s educational system is essential in the planning,
implementation and supervision of programs in this field. The primary
goal of the program is efficient educational system in the country and
because this is a priority thrust of the government today, specific
objectives of programs and systems are being put up in place to update
the quality of our educational system at all levels. Education has
always been considered indispensable in bringing about the desired
behavioral and attitudinal changes in the population to effect
socio-economic development. The far-reaching and enduring effects of
education on individual and societal growth and progress call for
serious efforts to continuously improve and promote the accessibility
of our educational system to the changes in the socio-economic spheres
including the demands of development initiatives in the most efficient
and effective fashion. Adequate and timely supply of data, therefore,
focusing on levels and state resources, facilities and the
accomplishments of our educational system is indeed vital. (RSET)
This chapter presents data on the important aspects of the educational system at the provincial down to the division level. The statistics presented include enrolment and number of schools, teachers and graduates by level of education provided by the different public and/or private institutions. The chapter also contains several derived indicators, such as student–teacher, classroom–pupil/student ratios and pupil–sitting capacity ratio. Performance indicators, such as enrolment survival, completion, dropout, retention and graduation rates are also included. Furthermore, this chapter includes data on tertiary education, technical and vocational education and number of examinees and passers by licensure examination conducted by PRC. The major data sources for this chapter are City and Provincial Division Offices of the Department of Education (DepEd), Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), and Professional Regulation Commission (PRC).
This chapter presents data on the important aspects of the educational system at the provincial down to the division level. The statistics presented include enrolment and number of schools, teachers and graduates by level of education provided by the different public and/or private institutions. The chapter also contains several derived indicators, such as student–teacher, classroom–pupil/student ratios and pupil–sitting capacity ratio. Performance indicators, such as enrolment survival, completion, dropout, retention and graduation rates are also included. Furthermore, this chapter includes data on tertiary education, technical and vocational education and number of examinees and passers by licensure examination conducted by PRC. The major data sources for this chapter are City and Provincial Division Offices of the Department of Education (DepEd), Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), and Professional Regulation Commission (PRC).
Sectoral Highlights
In SY 2008 – 2009,
almost 93 percent of the 969 elementary schools in the province are
government operated and out of the 250 secondary schools, 75 percent
are also government operated.
The teacher-pupil ratio in the public elementary schools decreased from
1:35 in SY 2004-2005 to 1:34 in SY 2008-2009. Based on the national
standard of teacher – pupil ratio which is 1:34 to 1:20, the province
is within the expected ratio. Furthermore, the secondary school
teacher-student ratio has decreased from 1:41 in SY 2004-2005 to 1:35
in SY 2008-2009 which is lower than the national standard ratio of 1:40
to 1:45.
Enrolment in the elementary schools has reached 371,580 in school year
2008-2009, with 98 percent enrolled in government schools.
The number of students enrolled in secondary schools in SY 2008-2009 reached 162,165, 85 percent of which were enrolled in government schools.
Enrolment in the tertiary level has been decreasing for the past 3 years. From 73,257 students enrolled in 2003-2004, it decreased by 14 percent in 2005-2006. It can also be observed that consistently more or less 72 percent of the tertiary students are enrolled in private educational institutions.
The number of students enrolled in secondary schools in SY 2008-2009 reached 162,165, 85 percent of which were enrolled in government schools.
Enrolment in the tertiary level has been decreasing for the past 3 years. From 73,257 students enrolled in 2003-2004, it decreased by 14 percent in 2005-2006. It can also be observed that consistently more or less 72 percent of the tertiary students are enrolled in private educational institutions.
In the effort of the government to provide more adequate educational
facilities and services, the classroom–pupil ratio in the elementary
government schools has improved from 1:34 in SY 2004-2005 to 1:32 in SY
2008-2009. This means that 1 classroom accommodates 32 pupils,
which is still within the national standard ratio.
The classroom–student ratio in government secondary schools has also been improving from 1:50 in SY 2004-2005 to 1:49 in SY 2008-2009. It is still within the national standard ratio at 1:45 to 1:50.
The classroom–student ratio in government secondary schools has also been improving from 1:50 in SY 2004-2005 to 1:49 in SY 2008-2009. It is still within the national standard ratio at 1:45 to 1:50.
The pupil – sitting ratio for elementary schools is computed at 1:0.96
which means that for every 100 seats, there are 96 pupils waiting to be
seated. On the other hand, in the government secondary schools
for every 100 seats, there are 102 students waiting to be seated.
The different performance indicators presented in this chapter are
survival rate, retention rate, drop-out rate, completion rate, and
graduation rate. These indicators fluctuate for the past five
years and differ from one division to another.
As of 2008, there are 61 technical and vocational institutions
registered in Technical Education and Skills Development Authority
(TESDA) offering 237 programs in Negros Occidental. Of these
registered institutions, 58 are private and 3 are TESDA Training
Centers. It can be noted that there is a decrease of registered
private technical/vocational institutions since 2006.
In 2004, there are 5,941 examinees who took the different Professional
Regulation Commission’s licensure examinations, of which 42.10 percent
has passed. The licensure examinations with highest number of
examinees are Teachers-Elementary with 1,792 examinees,
Teachers-Secondary with 1,316 examinees, and Nurses with 1,079
examinees. The licensure examinations with highest passer’s rate
are as follows: Registered Electrical Engineer with 76.92
percent; Mechanical Engineer with 68 percent; Nurses with 67.10
percent, and Forester with 66.67 percent.
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Provincial Planning and Development Center
Provincial Administration Center
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Philippines 6100
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