terminal_report_final1

Establishment of Enterprise School on Quality Basic Education for Children 

of Low-Income Families in the Philippines 

Terminal Report Presented to 

BRAC PHILIPPINES 

The Research Team 

Learning Teaching Research Society, (LTRS) Inc. 

Loyola Street, Obrero, Davao City 

August 2017

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Acknowledgment 

This research activity would not have been made possible without the 

contributions of the following beautiful individuals: 

First and foremost to Sir M Nazrul Islam, BRAC Country Representative, 

and the BRAC, Philippines community for the trust and confidence; the researchers 

will forever be grateful; 

Leonardo B. Pongos for painstakingly packaging the initial data from the 

field; Dianne Aura P. Garcia, Shierly Rose Lutero Distor, Christine R. Varquez, Iris 

Grecia Salmorin for gathering the data across the four study sites; 

Vilma D. Andoy for facilitating the semi-structured interview; the two 

DepEd Supervisors, as well as the private school owner, who shared their time and 

expertise by answering the questions posed to them; 

Enrico A. Yee for going over the items under the financial projection of the 

study, your insights and suggestions really helped a lot; and 

To God, the source of strength and knowledge and to all those whom the 

researchers failed to mention, thank you.

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Table of Contents 

Page 

I. Introduction ……………………………………………………………….. 1 

Objectives ……………………………………………………………….... 3 

II. Method ……………………………………………………………………. 4 

III. Results and Discussion 

Basic education landscape 

Overview ………………………………………………………………. 5 

Study sites’ profile …………………………………………………….. 8 

Respondents’ profile across the four study sites ………………………. 8 

Willingness to pay for pre-school tuition fees ………………………… 9 

Willingness to pay for grade school tuition fees ………………………. 10 

Advantages and disadvantages of the private and public schools …….. 11 

Prevailing tuition and other fees of private elementary schools 

of the four study sites ………………………………………………. 13 

Demand for new private school and the likelihood of encouraging 

learners to enrol ……………………………………………………. 15 

Voucher system of the Department of Education ……………………... 18 

Low salary of private school teachers, tenure and subsidy 

from the government ……………………………………………….. 18 

Number of public and private kinder and elementary schools per site ... 19 

Private and public day care centers across the four study sites ……….. 19 

Operating requirements for the establishment of BIS 

Curriculum …………………………………………………………….. 23 

Minimum standard requirements for school sites ……………………... 24 

Entry age requirements ………………………………………………... 25 

Obstacles that need to overcome to achieve success ………………….. 25 

The K to 12 basic education program …………………………………. 27 

Education demand and supply for kindergarten and basic education 28 

(grades 1 to 3 in the target sites) ………………………………… 

Sites where the school will be most feasible to establish ……………... 28 

Roads, means of transportation and vital installations 

29 

along Mintal-Tugbok-Calinan ……………………………………… 

Availability of sites (security) and characteristics of population ……... 29 

Resources available for all areas related to income of households …… 29

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Table … (cont’d.) 

Financial projections to operate the school 

Income financial (tuition fee) projection ……………………………… 30 

Income financial (miscellaneous fee) projection ……………………… 31 

Administrators, teachers, and staff’s salaries and other benefits ……… 31 

Mandatory government benefits and contributions …………………… 32 

Operating expenses ……………………………………………………. 34 

IV. Recommendations ……………………………………………………….. 35 

V. References ………………………………………………………………... 35 

The research team ……………………………………………………………. 39

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List of Tables 

Table 

Page 

1 Profile of the four specified locations in terms of total household 

population and number of households ………………………......... 8 

2 Profile of Davao City population when categorized based 

on their age group, gender (male and female) ……………………. 8 

3 Profile of the respondents across the four (4) study sites ……………. 9 

4 Respondents’ willingness to pay for preschool tuition fees …………. 10 

5 Respondents’ willingness to pay for grade school tuition fees ……… 10 

6 Advantages and disadvantages of public and private schools 

and suggested improvements of the respondents for pre and grade 

school tuition fee across the four study sites ……………………... 11 

7 Tuition and other fees for pre and grade school and the teachers’ 

entry salary per month across the four study sites ………………... 13 

8 Number of public and private kinder and elementary schools per site 19 

9 Private day-care centers across the four study sites …………………. 20 

10 Financial projection as to the income of the school 

for one school year ………………………………………………... 31 

11 Financial projection as to the miscellaneous fees to be collected 

from the learners ………………………………………………….. 31 

12 Financial projection for one (1) school site for teachers and 

32 

non-teaching personal for one (1) school year (10 months) ……… 

13 Government mandated employees’ benefits and contributions 

(10 months but limited to school share only) …………………….. 34 

14 Projected monthly operating expenses of one school site 

for one school year ……………………………………………….. 34 

15 Cost and revenue for one school year BIS operation ………………... 35

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List of Figures 

Figure 

Page 

1 Geographical map of the scope of the study …………………………. 6 

2 Geographical map of Calinan, Davao City …………………………... 6 

3 Geographic map of Mintal, Davao City ……………………………... 7 

4 Geographical map of NHA, Bangkal, Davao City …………………... 7 

5 Geographic map of Toril, Davao City ……………………………….. 7 

7 The K to 12 curriculum ………………………………………………. 27 

6 Road maps of Toril, Mintal, and Calinan ……………………………. 28

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Abstract 

The primary aim of this study was to assess the feasibility of establishing the 

BRAC International School (BIS) in the Philippines. Specifically, it aimed to 

achieve the following objectives: (a) describe the competitive landscape in basic 

education; (b) operating requirements; (c) education demand and supply for 

kindergarten and basic education (grades 1 to 3) in the target sites; and (d) financial 

projections to operate the school including start-up and annual operating budgets. 

This is a qualitative research making use of survey questionnaire, key informant 

interview guide and document analysis to gather the data. The study sites identified 

were (a) NHA (National Heritage Area) Bangkal, Mintal, Calinan and Toril. These 

are considered as congested areas in terms of population, and it has more students 

and schools. It involved 50 respondents for each identified study sites or a total of 

200 respondents. 

Results of the study revealed that most of the residents in the four areas 

studied, either owned or amortized the lot and house they occupied. They have an 

estimated gross monthly income of PhP15,000.00 and an average household size of 

5. They are willing to pay the amount of as low as PhP1,000 to as high as PhP3,000, 

a month for tuition and other fees, provided that: (a) school facilities are conducive 

for learning, it should be sufficient, accessible, and friendly to the learners; (b) there 

should be strict supervision of teachers; (c) the number of learners per class/section 

should be controlled (ideal size is 35 learners per 1 teacher); (d) teachers should 

possessed the PRC requirements which means teacher should be licensed to teach; 

(e) there should be a provision of a detailed security guard to safeguard the learners 

while they are inside the school premises; and (f) the administration should pay 

attention to the total development of the learners. 

DepEd provides the list of requirements for the opening of new private 

elementary school and mandates strict adherence to the requirements prior to the 

opening. Permit to operate should be in order first and foremost. With regards the 

most feasible site, Toril, Mintal and Calinan are highly recommended. For ease of 

compliance, the opening of school should be progressive type. This means offering 

pre-kinder and kinder is a good start. Moreover, teachers’ salary has to be looked 

into and be given a priority consideration of the administration. In terms of financial 

projection, to get a break-even point, the newly opened private elementary school 

has to have a minimum of 15 students per class per session at PhP1,000.00 monthly 

tuition and PhP5,000.000 miscellaneous a year school. 

The study’s recommendation are (a) BRAC’s interest to establish a school in 

the four identified areas is highly feasible; (b) however, establishing a school in 

Calinan or Mintal is highly recommended; (c) offering K-program (pre-kinder and

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kinder) would be a good start and (d) compliance to DepEd requirements in putting 

up a school should be met, and (e) ocular visit to the recommended site is suggested.

Establishment of Enterprise School on Quality Basic Education 

for Children of Low-Income Families in the Philippines 

I. Introduction 

Public schools constitute 83% of the total elementary schools in the 

Philippines (UNESCO, 2015). High percentage of the middle and low income 

families send their children to public schools because of its affordability. 

High cost of education is one of the top reasons of 16 out of 52.3 percent 

children aged 6 to 11 for not attending school, according to 2011 report of the 

National Statistics Office (NSO). In 2013, the Functional Literacy and Education, 

Mass Media Survey (FLEMMS) also bared that “one in every 10 or about 4 million 

Filipino children and youth were out of school.” Costs associated with attending 

school were identified as the prime barrier among out-of school children. Cost is 

also the major reason for parents not to be able to send their children to expensive 

private schools. 

Meanwhile, the dilemma of unemployment after college made parents to 

better understand the upside of entrepreneurship. By teaching high school students 

to develop, organize and assume initiatives in their own risks would prepare them be 

independent and create any enterprise ventures that suit their own field of interests. 

Applying the ASEAN standards of creating opportunities and 21 st century learning 

would also help these young adults acquire skills for critical thinking to better face 

the present reality. Developing human capital through entrepreneurship would 

further generate employability and make them better citizens of the country. 

With the full implementation of the Enhanced Basic Education Act or K to 

12 system, BRAC aims to provide an affordable yet quality education to as many 

middle and low-income, fee-paying children as possible through a low-cost private 

kindergarten, elementary and high school classes. 

Thus, a feasibility study has to be developed to guide the management on all 

pertinent data required for establishing schools that will serve the educational needs 

of children in the country. 

BRAC is a global pioneer in education, currently operating as the largest 

private, secular education system in the world. Founded in 1972 by Sir Fazle Hasan 

Abed, BRAC is dedicated to alleviating poverty by empowering the poor to bring 

change in their own lives. Over four decades, BRAC has grown to become the 

largest successful development organization in the world, operating in 10 countries 

including the Philippines.

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BRAC in Philippines. Since 2012, BRAC has been implementing the 

Alternative Delivery Model (ADM) of elementary education under Australian 

Government’s Basic Education Assistance in Muslim Mindanao (BEAM) program. 

The project introduced the BRAC Learning Centers as a formal education in 

alternative mode for out-of-school children in underserved communities of 

Autonomous Region in Muslim Mindanao (ARMM). 

Following the Department of Educations’ (DepEd) K to 12 curriculum, 

BRAC offers kindergarten and elementary education following a unique learning 

delivery mechanism– the BRAC Education Model. In 2014, DepEd issued D.O. 19, 

s. 2014, officially recognizes the BRAC Learning Center as an alternative delivery 

model in formal elementary education. The Order guarantees the inclusion of the 

BRAC Learning Centers in the Enhanced Basic Education Information System 

(EBEIS) including the issuance of School IDs and Learner Reference Numbers 

(LRN). To date, BRAC has opened 2,108 BRAC Learning Centers all over the 

autonomous region together with the 7 floating schools and served more than 

66,000 children, including the most deprived tribes, the T’duray, Sama and Bajao. 

BRAC Education Model vis-à-vis BRAC Enterprise School. A pioneer in 

formal and alternative education, BRAC intends to establish and operate an 

enterprise school by instituting low-cost private kindergarten, elementary and high 

school in priority regions in the Philippines through its own BRAC Education 

Model and following the K to 12 national curriculum. The experience of BRAC in 

ARMM by providing access to kindergarten and elementary education in 

disadvantaged, conflict-ridden communities is a significant example of how BRAC 

works on the ground. 

Research studies conducted in 2014 by prestigious academic institutions– 

University of the Philippines Los Baños (UPLBFI), University of Southeastern 

Philippines’ (USeP) and University of Melbourne-Australia, revealed that ADM 

with BRAC Education Model approach has contributed to improving access to 

education for a significant large number of disadvantaged children in ARMM. The 

University of Melbourne’s Longitudinal Study of Learning Achievement of 

Students in ARMM in 2016 (Learn-ARMM) also indicated that the students 

enrolled in the BRAC Learning Centers are performing comparatively at par with 

their public school counterparts. 

In Bangladesh, BRAC has piloted a cost-sharing model of primary education 

for children of families whose level of income cannot afford private schooling but 

are willing to pay a minimal amount for their children’s education. The Shishu 

Niketon Program has established 7,390 schools with more than 200,000 students 

since inception.

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The BRAC enterprise school, a good supplement to the existing public 

education system, and a wise alternative to expensive private schools, will give 

opportunity to many middle and low-income families’ in urban and semi-urban 

areas access affordable yet high quality of education. The proposal will help 

improve school participation, completion rate and improve academic performance 

of children in the country. 

Objectives 

The primary aim of this study was to assess the feasibility of establishing the 

BRAC International School (BIS) in the Philippines. It achieved the following 

objectives: 

1) Describe the competitive landscape in basic education. 

• This shall include the conduct of SWOT analysis, a market study to 

determine demand for the school. How many students are likely to enroll? 

What would attract parents and students to the school? What would 

prevent parents and students from considering the school? 

• National current trends and issues in education (comparative study on 

private schools’ curriculum, tuition fees, [critical analysis to match 

curriculum offering appropriate for the local] among others, legal 

requirements; survey of DepEd schools in the area, pre kinder and kinder 

operated by the LGUs); as well as grades 1 to 3, which include those 

privately owned and managed. 

2) Determine the operating requirements for the BIS. 

• This shall provide a comprehensive, impartial analysis of project 

requirements; the essential capacities to start and operate the school, 

obstacles need to overcome to achieve success; 

• Issues specific to the design of basic education fee structures, government 

policies, regulatory compliances, curriculum, types of students, and other 

related data. 

3) Determine the education demand and supply for kindergarten and basic 

education (grades 1 to 3) in the target sites. 

• Sites where the school will be most feasible to establish; 

• Availability of sites (security) and characteristics of population (sources of 

income, capacity to pay the cost, etc. ) to be served;

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• Resources available for all areas related to income of households (for the 

demand), accessibility to other resources like roads, transportation, etc. 

4) Provide financial projections to operate the school including start-up and 

annual operating budgets. It will include the growth plan of the BIS. It shall 

also highlight worst and best case scenarios. 

5) Offer recommendations and other findings intended to shape the project and 

enhance success. These may include key program milestones, time tables, 

benchmarks, and deadlines. 

II. Method 

This study followed the qualitative research design. To gather the data, it 

made used of survey questionnaire, key informant interview guide and document 

analysis. The survey questionnaire was used to assess the trajectory of the identified 

markets. This is necessary to find the point where supply and demand intersect to 

supply the right kind of education at the right price. A market analysis accumulates 

information on as many factors as possible to make an educated guess. This guess 

is based on four basic components: (1) the project description, (2) a demand 

assessment, (3) a review of supply, and (4) a synthesis. The first three steps review 

detailed market information and note the implications for the proposed project. The 

final stage draws conclusions from those implications (Novak, 1996). 

Considering that the study aimed to establish and enterprise school on 

quality basic education for children of low-income families, it observed the 

following procedures: first the researchers identified 4 sites based on determined 

criteria; second, it pegged the number of respondents per site to 50. The market was 

surveyed using the following characteristics: age, sex, civil status, estimated gross 

monthly income, highest educational attainment, and household size. Likewise, it 

profiled the markets’ willingness to pay for tuition and other school fees and the 

kind of education they would like to get in return. 

Key informant interview (KII) was also used. KIIs involve interviewing a 

select group of individuals who are likely to provide needed information, ideas, and 

insights on a particular subject. The informants are selected because they possessed 

information or ideas that would shed more light to the study (Kumar, 1989). In the 

present activity, two supervisors from the Department of Education (DepEd), and 

one owner of a private school in Davao City were interviewed. The interviews 

centered on the requirements set by DepEd to open a new private school, the 

challenges management has to take on, and whether or not DepEd can offer some 

help for the newly opened private schools.

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Document analysis was likewise used. Document analysis is a form of 

qualitative research in which documents are interpreted by the researcher to give 

voice and meaning around an assessment topic (Bowen, 2009). The present study 

analysed DepEd orders regarding requirements to open a new private elementary 

school, maintenance of its operations like curriculum offerings, teachers’ 

qualification and others. This was also utilized in reference to the result of the key 

informant interviews where the informants specifically mentioned DepEd Orders. 

III. Results and Discussion 

This section discusses the objectives of the study. The presentation proceeds 

in this sequence: (a) competitive landscape in basic education, (b) operating 

requirements for the establishment of BIS, (c) education demand and supply for 

kindergarten and basic education, (d) availability of sites and characteristics of 

population, (e) financial projections and start-up and annual operating budgets, (f) 

recommendations and other findings. 

Basic education landscape 

Map of Davao City. Retrieved from https://goo.gl/3WCdm9 on 

11.11.17. 

Overview. Davao City is the 

largest city in the Philippines in 

terms of land area and the most 

populous city in the country 

outside of Metro Manila. It has a 

total land area of 2,443.61 km 2 

(943.48 sq mi); a population of 

1,632,991 based on the 2015 

census. This figure makes Davao 

City, the third-most-populous city 

in the Philippines and the most 

populous in Mindanao (Census of 

Population, 2015). Moreover, it 

can be noted that majority of the 

households lived in lots that they 

owned or amortized. This means 

that they have the intention to 

establish their homes for good. 

This means further that establishing 

a private school in the city is favorable. In 2015, DepEd, Davao City, accredited 301 

private elementary and secondary schools (Cañedo, 2015). Moreover, the Philippine 

Statistics Authority (PSA) Office (2017, October) reports that in 2013, Davao City 

registered a 95 percentile basic literacy rate (10 years old and over) and an 86

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percentile functional literacy rate (10 to 64 years old). This data imply that Davao 

City offers a favorable climate in establishing a private school. 

However, this 

study covered only 

four specific sites 

Calinan 

within Davao City. 

These are (a) 

Calinan, (b) Mintal, 

(c) NHA (National 

Mintal 

Heritage Area) 

Bangkal, and (d) 

Toril. Figure 1 shows 

the map of the 

geographical scope 

Bangkal 

of the study. The 

survey conducted is 

limited to those 

congested areas in 

Toril 

terms of population, 

Figure 1. Geographical map of the scope of the study. 

and where there are 

more students and 

schools. The survey consisted of 50 purposively selected parent-respondent with 

school-age children. 

Figure 2 is a 

geographical map of 

Calinan. It has a land area 

of 11,751 hectares; 

composed of 19 

barangays, and a 

population of 67,077. 

Figure 2. Geographical map of Calinan, Davao City.

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Mintal has 13,350 

hectares, with 18 

Barangays, and 69,304 

population. Figure 3 

shows the geographical 

map of Mintal. 

It could be noted 

that Mintal is home to 

two state universities– 

University of 

Southeastern Philippines 

(USeP) and the 

Figure 3. Geographical map of Mintal, Davao City. 

University of the 

Philippines Mindanao (UP-Min), and the Philippine Science High School. 

NHA (National Heritage 

Area) Bangkal has 60,175 

hectares, with 54 barangays, and 

a 417,739 population. Figure 4 is 

the geographical map of Bangkal, 

Davao City. 

Figure 4. Geographical map of 

NHA Bangkal/Matina/Poblacion/ 

Talomo, Davao City. 

Toril has 

20,049 hectares, with 

25 barangays and a 

108,057 population. 

Figure 5 shows the 

geographical map of 

Toril, Davao City. 

Figure 5. Geographical map of Toril, Davao City.

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Study sites’ profile. Table 1 presents the profile of the four sites subject of 

this study. It can be gleaned in table 1 that Bangkal, Matina Crossing/Aplaya has the 

highest total (63,808) population, household (63,631) population, including number 

of households (14,864). Toril (Poblacion) has the lowest total (11,889) population, 

household (11,857) population and also the number of households (2,811). 

Table 1. Profile of the four specified location in terms of total household 

population, and number of households. 

Location 

Total 

Population 

Household 

population 

Number 

of households 

1) Calinan (Poblacion) 22,970 22,919 5,169 

2) Mintal 12,518 12,410 2,855 

3) Bangkal 63,808 63,631 14,864 

4) Toril (Poblacion) 11,889 11,857 2,811 

As can be gleaned in table 2, majority of the population is in the age 15-19 

(152,126) bracket; and on this age bracket there are more female (79,575) than male 

(72,551). The 5-9 age (149,404) bracket comes next; and it had more male (77,182) 

than female (72,222). This is a good sign for the offering of the Kinder and Grade 1 

classes. Kinder students start at the age of 5, as mandated by DepEd and only those 

who have passed Kinder shall be admitted to Grade 1. It can likewise be noted that 

age bracket 1-4 (128,467) which had more male (66,597) than female (61,870) is 

also a good projection in terms of offering Pre-Kinder. This means that there are 

steady materials for the incoming Pre-Kinder. 

Table 2. Profile of Davao City population when categorized based on their age 

group, and gender (male and female). 

Age Group Both Sexes Male Female 

Total 1,443,890 721,353 722,537 

Under 1 32,345 16,823 15,522 

1-4 128,467 66,597 61,870 

5-9 149,404 77,182 72,222 

10-14 143,470 73,167 70,303 

15-19 152,126 72,551 79,575 

Respondents’ profile across the four study sites. Table 3 presents the 

respondents’ profile across the four study sites. In Calinan, Davao City, the age of 

the respondents is 34 (mean), majority of them are female (88%), married (70%), 

and they have an estimated gross monthly income of PhP12,588.00 (mean).

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Moreover, majority of them are high school graduates (36%) and the household size 

is 5 (mean). 

In Mintal, Davao City, the age of the respondents is 37 (mean), majority of 

them are female (94%), married (58%), and they have an estimated monthly gross 

income of PhP18,120.00 (mean). Most of them are high school graduate (34%) and 

the average household size is 5 (68%). 

In Bangkal, Davao City, the age of the respondents is 32 (mean), majority of 

them are female (94%), married (74%), and they have an estimated gross monthly 

income of PhP24,181.00. Thirty percent of the respondents were high school 

graduates and another 30 percent were college graduates; the average household 

size is 5 (70%). 

In Toril, Davao City, the age of the respondents was 33 (mean), majority of 

them were female (90%), married (70%), and they have an average estimated gross 

monthly income of Php16,653.00. Most of them have finished college (30%) and 

the average household size was between 5 (50%) members. 

Table 3. Profile of the respondents across the four (4) study sites. 

Study Sites 

Selected variables 

Calinan 

(n=50) 

Mintal 

(n=50) 

Bangkal 

(n=50) 

Toril 

(n=50) 

Total 

(n=200) 

Age (mean) 34 37 32 33 34 

Mean gross monthly income 12,588.00 18,120.00 24,181.00 16,653.00 17,885.50 

• % with 10,000 and below 62.0 46.0 38.0 52.0 49.5 

• % with over 10,000 38.0 44.0 62.0 48.0 48.0 

Household size (mean) 5 5 5 5 5 

Sex 

• % Female 88.0 94.0 94.0 90.0 91.5 

• % Male 12.0 6.0 6.0 10.0 8.5 

Civil Status 

• % Married 70.0 58.0 74.0 70.0 68.0 

• % Single 20.0 18.0 22.0 28.0 22.0 

Highest educational 

attainment 

• % High school level 18.0 14.0 8.0 20.0 15.0 

• % High school graduate 36.0 34.0 30.0 26.0 31.5 

• % College level 12.0 26.0 20.0 22.0 20.0 

• % College graduate 22.0 20.0 30.0 30.0 25.5 

Willingness to pay for tuition fees (Pre-school). Presented in table 4 is the 

willingness of the respondents to pay tuition fee. In Calinan, the respondents are 

willing to pay a maximum amount of PhP30,000.00 a year, for pre-school. Based on

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the data (table 4) presented, it can be deduced that the respondents are willing to 

spend an amount ranging from PhP1,660.00 to PhP3,000.00 a month for pre-school 

tuition fees. 

In Mintal, the respondents are willing to pay a maximum amount of 

PhP30,000.00 annually for tuition fees. The result reveals that the respondents are 

willing to pay a minimum amount of PhP1,110.00 up to the maximum amount of 

PhP3,000.00, a month for pre-school tuition fees. 

In Bangkal, the respondents are willing to pay a maximum amount of 

PhP50,000.00, tuition fees, a year for pre-school. The data further reveals that the 

respondents are willing to pay a minimum monthly tuition fees in the amount of 

PhP1,752,000.00 up to the maximum amount of PhP5,000.00 for pre-school. 

In Toril, the respondents are willing to spend an amount of PhP24,000.00 

annually for grade pre-school tuition fees. This means that they are willing to spend 

a monthly tuition of PhP1,440.00 to as high as PhP2,400.00. 

Table 4. Respondents’ willingness to pay for pre-school tuition fees. 

Selected variables Calinan 

(n=50) 

Mintal 

(n=50) 

Bangkal 

(n=50) 

Toril 

(n=50) 

Total 

(n=200) 

Minimum amount 0 0 0 0 0 

Maximum amount 30,000.00 30,000.00 50,000.00 24,000.00 33,500.00 

Mean 16,600.00 11,100.00 17,520.00 14,420.00 14,910.00 

Willingness to pay for tuition fees (Grade school). Shown in table 5 is the 

respondents’ willingness to pay for grade school tuition fees. Calinan respondents’ 

are willing to spend an annual tuition fee of PhP30,000.00, PhP40,000.00 for Mintal 

respondents, PhP50,000.00 for Bangkal respondents, and PhP 30,000.00 for Toril 

respondents. This means that the respondents are willing to spend a monthly tuition 

of PhP1,562,00 up to PhP3,000.00 for Calinan respondents; PhP1,144.00 up to 

PhP4,000.00 for Mintal respondents; PhP1,900.00 up to PhP5,000.00 for Bangkal 

respondents; and PhP1,442,00.00 up to PhP3,000.00 for Toril respondents. On 

average, this figure further reveals that the respondents of these four (4) study sites 

are willing to spend PhP1,512.00 up to PhP3,750.00 for grade school tuition fees. 

Table 5. Respondents’ willingness to pay for grade school tuition fees. 

Selected variables Calinan 

(n=50) 

Mintal 

(n=50) 

Bangkal 

(n=50) 

Toril 

(n=50) 

Total 

(n=200) 

Minimum amount 0 0 0 0 0 

Maximum amount 30,000.00 40,000.00 50,000.00 30,000.00 37,500.00 

Mean 15,620.00 11,440.00 19,000.00 14,420.00 15,120.00

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Advantages and disadvantages of the private and public schools. Presented 

in table 6 are the responses of the respondents when they were asked on the 

advantages and disadvantages of the private and public schools. In Calinan, the 

respondents enumerated the following advantages of a private school: (a) facilities 

provided are conducive for learning, (b) educational resources are sufficient and 

accessible, (c) teachers are properly supervised, (d) population is controlled, and (e) 

detailed security guard is provided for the safety and protection of the students. As 

to the public schools, the respondents categorically mentioned that the teachers are 

licensed to teach and that personal development of the students are provided. 

However, they also mentioned that the disadvantage is that the class is 

overpopulated. The respondents recommended that the class size should be 

improved; public school should address bullying; and they should improve the 

teachers’ teaching skills. 

Table 6. Advantages and disadvantages of public and private schools and 

suggested improvements of the respondents for pre- and grade school 

tuition fee across the four study sites. 

Calinan 

Private 

Advantage Disadvantage Suggested 

recommendations 

• Facilities provided are 

conducive for learning 

• Sufficient and accessible 

educational resources 

• Strict supervision of 

teachers 

• Controlled population 

• Security of students 

Public • Licensed teachers • Overpopulated • Class improvement 

• Personal development of 

students 

• Address bullying 

• Standard teaching 

skills 

Mintal 

Private • Conducive for learning 

• Room expansion 

facilities 


educational resources 

• Strict supervision of 

teachers 

Public • Licensed teachers • Overpopulated • Classroom 

improvement 


students

P a g e | 12 

Table 6. … (cont’d.) 

NHA, Bangkal 

Private 

Advantage Disadvantage Suggested 

recommendations 

• Conducive for learning 

facilities 

• Security 

• Supervision of teachers 

Public • Licensed teachers • Overpopulated • additional educational 

materials 


students 

• No tuition fee 

Toril 

Private • State of the art Facilities • Tight 

implementation of 

rules and regulation 

when it comes to 

payment 

Public 

• Conducive for Learning 

Facilities 


resources 

• Strict supervision from 

teachers and school 

officials/ thorough 

guidance 

• Strict implementation of 

security within the school 

premises 


the students 

• Licensed teachers 

• No tuition fee 

• Usually teachers are 

not licensed 

• Overpopulated 

• Worn 

out/Insufficient 

books for students 

• Not properly 

ventilated 



• Proper Ventilation 

• Quality of teaching 

This result could mean that if a new private school should be established in 

Calinan area, it should provide the advantages enumerated by the respondents as 

well as those mentioned by them with regards the advantages of the public school 

system, specifically on retaining teachers who are licensed. 

Mintal respondents suggest that if a new private school should be 

established, it should provide the following: (a) the facilities should be conducive to 

learning, (b) educational resources should be sufficient and accessible to the

P a g e | 13 

learners, (c) the teacher should be properly supervised, (d) the teachers should be 

licensed to teach, and (e) personal development of students should be the focus of 

learning. 

Likewise, Bangkal respondents argue that if a new private school is to be 

established in the area, it should meet the following criteria: (a) facilities should be 

conducive to learning, (b) teachers should be properly supervised, (c) a detailed 

security guard should be provided in the school premises, (d) teachers should 

possessed the PRC (Philippine Regulatory Commission) requirement which is a 

license to teach, and (e) the school should pay attention to the total development of 

the students. 

Toril respondents prefer a school that provides the following: (a) state of the 

art facilities, (b) learning facilities are conducive, sufficient and accessible, (c) the 

teachers are properly supervised, the provision of a guidance counselor, (d) teachers 

who are licensed to teach, and (e) the total development of the students is the 

priority of the school management. 

Prevailing tuition and other fees of private elementary schools of the four 

study sites. The study likewise surveys the prevailing tuition and other fees for preand 

grade school across the four study sites. It can be gleaned in table 6 that both 

Schools A and B in Calinan area, collected parallel tuition and other fees for preand 

grade school. But there is a slight difference of PhP1,000.00 in terms of the 

teachers’ hiring rate, in favor of School B. 

Table 7. Tuition and other fees for pre- and grade school and the teachers’ entry 

salary per month across the four study sites. 

Pre-school tuition 

and other fees 

Grade school tuition 


Entry salary 

of teachers per month 

Calinan 

area 

School A 19,382.50 19,084.74 9,000.00 

School B 19,619.92 19,491.66 10,000.00 

Mintal area 

School A 13,679.00 14,679.00 9,000.00 

School B 29,000.00 30,000.00 8,000.00 

Bangkal area 

School A 25,954.00 31,883.00 

School B 17,850.00 18,850.00 

School C 20,607.00 23,027.00 

School D 35,200.00 39,500.00

P a g e | 14 

Table 7. ... (cont’d.) 

Pre-school tuition 


Grade school tuition 


Entry salary 

of teachers per month 

Toril area 

School A 18,000.00 21,000.00 

School B 19,000.00 19,000.00 9,000.00 

School C 11,150.00 N/A 

School D N/A 14,882.22 

School E 19,743.23 25,022.52 

In Mintal (Table 7) area, nearby private schools collect the amount of 

PhP13,679.00 for pre-school and PhP14,679.00, for grade school yearly, and the 

entry salary of the teachers is PhP9,000.00, a month for School A. The result reveals 

that monthly, School A charges PhP1,367.90 for pre-school and PhP1,467.90 for 

grade school for tuition and other fees. For School B, they collect PhP29,000.00 for 

pre-school and PhP30,000.00 for grade school per year for tuition and other fees. 

This means that the monthly tuition and other fees for the pre-school is 

PhP2,900.00; while the monthly tuition and other fees for grade school is 

PhP3,000.00, and they pay their teachers between PhP8,000.00 to PhP9,000.00 a 

month. 

As revealed in table 7, the nearby private schools of NHA Bangkal collect a 

minimum amount of PhP1,785.00 up to a maximum amount of PhP6,095.40, a 

month for tuition and other fees for pre-school. Furthermore, the parents paid a 

minimum amount of PhP1,885.00 up to the maximum amount of PhP3,950.00, a 

month for tuition and other fees for grade school. 

Toril respondents paid a maximum amount of PhP24,000.00 for tuition and 

other fees for pre-school, and a maximum amount of PhP30,000.00 for tuition and 

other fees for grade school (Table 7). The data further reveal that Toril respondents 

paid a minimum amount of PhP1,440.00 up to the maximum amount of 

PhP2,400.00, a month for tuition and other fees for pre-school. Furthermore, they 

paid a minimum amount of PhP1,440.00 and the maximum amount of PhP3,000.00, 

a month for tuition and other fees for grade school. 

As presented in table 7, Toril respondents paid a minimum amount of 

PhP1,150.00 up to the maximum amount of PhP1,974.32 for tuition and other fees, 

a month for pre-school. Likewise, they paid a minimum amount of PhP1,488.22 up 

to the maximum amount of PhP2,502.25, a month for grade school. 

It could be construed based on the figures presented in table 7, that across 

the four (4) study sites, the starting salary of the teachers would range from

P a g e | 15 

PhP8,000.00 to PhP10,000.00. School owners charged as low as PhP1,150.00 to as 

high as 3,520.00 monthly tuition and other fees. 

Demand for new private school and the likelihood of encouraging learners 

to enroll. Private elementary schools across the four study sites are well established 

and the number is growing. However, there is always an avenue for the 

establishment of a new school. A private school owner was interviewed regarding 

his experienced when he opened a new school in their subdivision and he shared– 

“My projection was to have at least 20 enrollees (10 students for the 

morning session and another 10 for the afternoon session) to get a break-even 

point. I started with one kinder classroom and retained one teacher. I invited our 

neighbors to enroll their sons/daughters and they were happy to oblige because 

they do not need to get out of the subdivision for their sons/daughters to attend 

kinder classes. For the first year, I have 24 enrollees, after 5 months, one student 

dropped, at the middle of the school year, two students stopped attending classes. 

By the end of the school year, I only have 21 completers. In the second year, I 

retained two (2) teachers and opened 3 classes (2 classes for kinder and one class 

for Grade 1). I started to attract more enrollees and now I have Senior High School 

students” (Private School Owner). 

When asked regarding his opinion on what attract parents to enroll in his 

school, he revealed– 

“First and foremost, distance, the school is built within our subdivision, so 

the parents are less worried about road safety and traffic. Second, the number of 

students per classroom is not more than 25, so each student is given personalized 

instruction by the teachers. The third is the curriculum, although we strictly adhere 

to DepEd’s curriculum mandate, we abide the constructivist view of teaching and 

learning” (Private School Owner). 

On the above premise, it could be inferred that the demand for a new private 

elementary school across the four study sites is evident if– (a) the school is near 

their residence, where the parents will not be worried about road safety and traffic 

congestion, (b) teacher-student ratio is 1 to 25 or better, (c) adherence to DepEd’s 

curriculum mandate but choosing a more appropriate pedagogy that enables learners 

to learn better. 

On the business strategic side, the Comprehensive Land Use Plan of the City 

of Davao considered Calinan, the existing urban center strategically located within 

the productive agricultural areas of the city as the enhanced center for agro-based 

and industrial activities as well as center for trade and services. This is done to 

accelerate economic growth and development in the place and create more 

employment. Thus, Calinan is considered as the city’s main center for consolidating 

agricultural products coming from the districts of Marilog, Paquibato and Baguio,

P a g e | 16 

and also some of the barangays belonging to Cotabato and Bukidnon Provinces 

(Comprehensive Land Use Plan, 2013-2022). 

Moreover, the City of Davao through the Comprehensive Land Use Plan, 

2013-202 had proposed that the agricultural area of the Calinan district will be 

increased to 15,981 hectares as classified in the land capability map. Owing to the 

presence of recharge zones of Davao City’s aquifer, 3,783 hectares will be zoned as 

conservation areas while those that are highly susceptible to flooding will be 

classified as Floodway zones where residential development will be restricted. 

Residential areas will be increased in safe lands to 245 hectares while the remaining 

industrial zones will be rezoned into residential and agro industrial zones. The 

district will serve as the semi-processing and consolidation area of agricultural 

products to be delivered later to the main processing area of Toril. The district will 

continue to serve as a minor urban area catering to the urban needs of its 

surrounding area. Commercial activities will be encouraged to provide service to the 

largely agriculture-based population. 

Mintal-Tugbok, due to the geographical advantage and existing high level 

educational institutions in this area, this growth center serve as the center for other 

higher level education, bio-technology research and development for Mindanao and 

the East ASEAN Growth Area (EAGA). Residential areas will continue to be 

developed in the area owing to its accessibility to educational facilities and its 

relatively low land values. These residential developments will offer opportunities 

for the surrounding farmlands to supply for the food requirements of the area. It is 

expected that the demand for commercial areas in Mintal will increase while the 

existing tourist attractions in Los Amigos and surrounding barangays in Tugbok 

district will enjoy new customers. It is also envisioned that this center shall serve as 

the site for a world-class sports complex that is capable of accommodating local as 

well as international sports events (Comprehensive Land Use Plan, 2013-2022). 

The same Comprehensive Land Use Plan, 2013-202, suggested that to 

accommodate the expansion of the residential areas in the district (Tugbok), 2,178 

hectares is allotted for residential purposes. This is followed by 9,960 hectares for 

agriculture uses. A total of 617 hectares and 146 hectares is zoned as Floodway and 

Conservation respectively. Institutional zone is brought up to 558 to accommodate 

the relocation of the schools and universities and other institutional uses in the 

area. Industrial land to accommodate light industrial activities will be located within 

a 72- hectare area which is far less than the previous industrial land allotted in the 

area. The Tugbok district provides a key expansion area for the residential 

development of the city. Most of the middle class housing developments are fast 

rising in the area to take advantage of its relatively lower land prices. This however 

may pose a problem in terms of traffic congestion if all residents will avail of their 

urban needs in the Central Business District (CBD). Commercial development will

P a g e | 17 

be encouraged to serve the needs of the present and future residents. This will lessen 

the need for the districts residents to travel to the CBD just to avail of basic 

commercial goods and services. As the institutional centre of the city, research and 

development facilities will be encouraged to locate in this area to take advantage of 

the existing academic institutions. As the population of the district increases, it is 

expected that more educational institutions will put up their facilities in the area. 

Thus, this is timely if BIS be given its birthplace to this district. 

Toril Urban Center– this center based on the Comprehensive Land Use Plan, 

(2013-2022) of the City of Davao, shall primarily serve as the city’s alternate central 

business district of the City, having the advantages of the existence of urban 

facilities and services and its proximity to several existing resorts and recreational 

centers. This center will likewise serve to complement for the tourism related 

activities in the Triad tourism area by providing the commercial and services needed 

by the populace of the surrounding areas. This area shall also accommodate marine 

based industries due to the existence of a major fish landing facilities in the place. 

Agro-industrial plants, food processing industries and food terminals will be 

encouraged to locate in the area to take advantage of its accessibility to the products 

coming from Region 12 and Autonomous Region in Muslim Mindanao (ARMM). 

Consolidated and semi-processed agriculture products coming from Marilog- 

Paquibato area will be transported straight to these processing plants through an 

alternate road system parallel to the Bukidnon-Davao Highway. 

To meet the requirements of the city, Toril District is proposed to 

accommodate 2,203 has. of residential lands to meet future needs. To provide 

employment in the urban areas, agro-industrial areas are allocated 808 hectares and 

industrial land to 433 hectares. To allow expansion of the commercial activities 233 

hectares of land will be zoned as commercial land. The forestland plus the recharge 

zones within the area will comprise the conservation zone of 11,565 hectares of the 

district. Of the whole district 1,434 hectares will be zoned as landslide mitigating 

zones where development will be limited. The whole barangays of Eden-Catigan- 

Tagurano are designated as tourism development zone with an area of 3,545 

hectares. As the secondary growth center of the city, Toril district will be developed 

to serve the as an alternate site of the urban amenities of city. The district will focus 

in agro industrialization as well as eco-tourism to propel the development of the 

city. The district will serve as the food processing area of the city where fruits, meat 

and vegetables from other districts as well as other regions will be consolidated and 

processed so that these can be exported to other parts of the city and the region. The 

ObuManuvu CADT covers only 527 hectares in Toril District which is classified as 

Conservation area. The Bagobo-Tagabawa CADT covers Barangay Sibulan and 

portions of Mt Apo Natural Park with an area of 4,701 hectares Toril District and 

2,904 hectares of which is classified as Conservation with only 60 hectares allotted 

for agricultural use (Comprehensive Land Use Plan, 2013-2022).

P a g e | 18 

Voucher system of the Department of Education. Department Order No. 11, 

s. 2015 sets the policy guidelines on the implementation of the Senior High School 

(SHS) Voucher Program under the Government Assistance to Students and 

Teachers in Private Education (GASTPE) Program. The voucher program policy 

numbers 1 and 2 provides– 

1) The Enhanced Basic Education Act of 2013 (Republic Act No. 10533) provides for 

the expansion of the benefits and assistance programs under the Government 

Assistance to Students and Teachers in Private Education (Republic Act No. 8545) 

to qualified students under the Senior High School (SHS) Program, which is the 

additional two years of secondary education included in compulsory basic education 

beginning School Year (SY) 2016-2017. 

2) In relation to this, the Department of Education (DepEd) has developed the SHS 

Voucher Program, which provides qualified public and private Junior High School 

(JHS) completers with government subsidies which will enable them to enrol and 

study in non-DepEd schools licensed to offer the SHS Program. 

It goes to say that BIS wanting to establish a kinder and grade 1 classes as 

the initial stage of its birth cannot avail of this program from the government. 

Low salary of private school teachers, tenure and subsidy from the 

government. Nyamubi (2017) argued that when teachers feel positive about their 

income, especially their salaries, their accountability is boosted. Likewise, Jonathan, 

Darroux, and Thibeti (2013) opined that teachers’ job satisfaction would be 

improved if their welfare and workplace conditions such as streamlining salary 

structures and remuneration packages are fine-tuned in proportion with other 

professions. Moreover, Albee and Piveral (2003), maintained that appropriate salary 

levels foster commitment, thereby assuring that capable individuals continue to 

work in the school. Good salary is also necessary to recruit well-qualified teachers 

(Salami, 2008); whilst, poor salaries pushed teachers to embark on second jobs, 

mostly to the detriment of their school and students (Nguni, 2005). 

Boarini and Lüdemann (2009) utilized data on Programme for International 

Student Assessment (PISA) 2006 on student Science performance and OECD 

(Organisation for Economic Co-operation and Development) teacher salary data. 

They employed a multi-level analysis on the sample of OECD countries, and found 

that ‘teachers’ wages are associated with higher PISA performance’. Similarly, 

Woessmann (2011) combined country performance-pay measurements with PISA- 

2003 achievement data, and estimated international education production functions 

at the student level using alternative measures of the control variable for teacher 

salary levels. He found that ‘teacher performance pay is significantly positively 

related to achievement in Mathematics, Science, and Reading achievement between 

countries’. This goes to say that paying teachers good salary motivate them to 

deliver quality instruction to their students.

P a g e | 19 

With regards, government subsidy for teachers’ salary, DepEd Order No. 6, 

s. 2015 limits the subsidy to teachers in private secondary schools participating in 

the ESC (Education Service Contracting) program of GASTPE (Government 

Assistance to Students and Teachers in Private Education), provided that they meet 

all the following criteria: (a) Teachers teaching ESC grantees of an ESCparticipating 

school; (b) Licensure Examination for Teachers (LET) passers that 

were issued licenses by the Professional Regulation Commission (DO No. 6, s. 

2015). This means that private elementary school owners have nothing in terms of 

subsidy for teachers’ salary from the government. 

Number of public and private kinder and elementary schools per site. Table 

8 presents the number of public and private kinder and elementary schools across 

the four (4) study sites. It can be gleaned in table 8 that among the four study sites, 

Toril (6 and 12, respectively) and Calinan (6 and 8, respectively) has the most 

numbered public and private kinder and grades 1 to 6 schools. 

Table 8. Number of public and private kinder and elementary schools per site. 

Study sites 

Type of school Bangkal Mintal Calinan Toril 

Public 2 1 6 6 

Private 5 8 8 12 

Source: DepEd, Master List of Elementary School. Retrieved from https://goo.gl/xF85r3 11.13.2017 

Private and public day centers across the four study sites. Table 9 presents 

the list of private day care centers across the four study sites. As shown in table 9, 

Toril and Mintal (19 and 15, respectively) have more numbers of private day care 

centers than Calinan and Bangkal. As to the public day care centers, Section 2 of 

Republic Act No. 6972 (1990), provides– “ xxx it is hereby established a day care 

center in every barangay with a total development and protection of children 

program as provided in this Act instituted in every barangay day care center.” 

Likewise, Section 3 of the Act provides– “The total development and protection of 

children program for day care centers shall be provided for children up to six (6) 

years of age with the consent of parents xxx.” Moreover, Section 4 of Republic Act 

No. 8980 (2000) provides– “(a) Early Childhood Care and Development (ECCD) 

System refers to the full range of health, nutrition, early education and social 

services programs that provide for the basic holistic needs of young children from 

birth to age six (6), to promote their optimum growth and development.” In this 

study, it can be inferred that that there are 19 barangay day care centers in Calinan, 

18 in Mintal, 54 in Bangkal and 25 in Toril.

P a g e | 20 

Table 9. Private day-care centers across the four study sites. 

Study sites 

Address 

Bangkal 

1) Leap of Faith Learning Center 65 Opal St, SM Village Bangkal, Talomo 

District, Davao City, 8000 Davao del Sur 

2) Jesus and Mary Thevenet Samat Rd., Central Park Subdivision, Bangkal, 

School 

Davao City, 8000 Davao del Sur 

3) B.A.S.I.C. Learning Center, Tahimik Avenue, (along National Highway), 

Inc. 

Bangkal, Talomo, Davao City, 8000 Davao del 

Sur 

4) Montessori De Manila 46 Cordillera Road, Barangay Bankal, Davao 

5) Kids Camp Innovative 

Learning Academy 

6) NHA Relocation Project Hope 

Day Care Center 

City, 8000 Davao del Sur 

40 Corner Diwata St., Phase 3 Central Park, 

Bangkal, Talomo District, Davao City, 8000 

Davao del Sur 

Phase 2, Multi Purpose Building, NHA Relocation, 

Bangkal, Talomo Proper, Davao City, 8000 Davao 

del Sur 

7) Taal Central Park Day Care 

Center 

Pinatubo St, Cental Park Phase 1, Barangay 

Talomo, Bangkal, Davao City, 8000 Davao del Sur 

8) B.A.S.I.C. Learning Center, Inc. Tahimik Avenue, (along National Highway), 

Bangkal, Talomo, Davao City, 8000 Davao del Sur 

Mintal site 

1) Angel’s Care Learning Center 

of Davao City, Inc. 

2) UCCP Agape Development 

Center, Inc. 

3) Bright Angels of Tomorrow 

Academy (BATA) & 

Playschool 

Blk. 98-L7-8 DECA Homes, Mintal, Davao 

City 

Santan St., Mintal, Davao City 

Barangay Mintal, Tugbok District, Davao City 

4) Risen Savior International Kumintang St., Mintal, Davao City 

Academy, Inc. 

5) Holy Cross of Mintal Sto. Nino, Mintal, Davao City 

6) Mintal Daycare Center Boungavilla St, Tugbok, Davao City, Davao 

del Sur 

7) Bago Oshiro Day Care Center Tugbok, Davao City, 8000 Davao del Sur 

8) Southern Frontier Project UP Rd, Mintal, Tugbok, Davao City, 8000 

Hope DCC 

9) Evaristo B. Abergas Day Care 

Center 

Davao del Sur 

Maguey Street, Tugbok, Davao City, Davao del 

Sur

P a g e | 21 


10) UCCP Agape Child 

Development Center Inc. 

11) Ace Vil Child Development 

Center, Inc. 

12) Tugbok Project Hope Day 

Care Centre 11 

13) Taal Central Park Day Care 

Center 

14) NHA Relocation Project 

Hope Day Care Center 

15) Phase 1 Day Care Center 

Calinan 

Santan St, Tugbok, Davao City, Davao del Sur 

Abraham, South Villa Heights, Catalunan 

Grande, Davao City, 8000 Davao del Sur 

Barangay Tugbok, Tugbok Proper, Davao City, 

8000 Davao del Sur 

Pinatubo St, Cental Park Phase 1, Barangay 

Talomo, Bangkal, Davao City, 8000 Davao del 

Sur 

Phase 2, Multi Purpose Building, NHA 

Relocation, Bangkal, Talomo Proper, Davao 


1) Amigo School of Calinan De Lara St., Calinan, Davao City 

2) Holy Spirit Academy Talomo Riverside, Calinan, Davao 

of Calinan 

City 

3) Holy Cross of College Datu Abung St., Calinan, Davao City 

of Calinan 

4) Lam Learning Center McArthur Highway, Calinan, Davao 

City 

5) Mother Edeltraud Danner Purok 2, Wangan, Calinan, Davao 

School 

City 

6) Phil. Nikkei-Jin Kai 

Durian Village, Calinan Poblacion, 

International School 

Davao City 

7) St. Francis College of Davao, Penano St., Calinan, Davao City 

Inc. 

8) The Rock Christian School of Dr. De Lara St., Calinan, Davao City 

Davao, Inc. 

9) Holy Spirit PreSchool of Calinan, Campo I, Talomo, Calinan, Davao City 

Inc. 

10) Waling Waling Project Hope Aurora Street, Calinan, Davao City, 8000 Davao 

Day Care Center 

del Sur 

11) Lamanan Project Hope Day Care Calinan-Paquibato Rd, Lamanan, Calinan, Davao 

Center 


12) Sto. Tomas Day Care Center Calinan District, Davao City, Davao del Sur

P a g e | 22 


Toril 

1) Brokenshire College of Toril Lubogan, Toril, Davao City 

2) Davao Central College J. dela Cruz St., Toril, Davao City 

3) Little Sunbeam Toril, Davao City 

4) Madre Maria Pia Notari Baracatan Road, Toril, Davao City 

School, Inc. 

5) St. Joseph’s School of Toril Purok 3 Upper Lubogan, Toril, Davao City 

6) St. Peters College of Toril McArthur Crossing Bayabas, Toril, Davao City 

7) Toril Baptist Church Learning Saavedra St., Toril, Davao City 

Center, Inc. 

8) Toril UCCP Learning Center, Rasay St., Toril, Davao City 

Inc. 

9) Toril St. Vincent Learning Paradise Village, Toril, Davao City 

Center 

10) Vitalearn de Toril, Inc. Dona Rosa Executive Homes, Toril, 

Davao City 

11) Yagi Method Children’s 137 Crossing Bayabas, Toril, Davao City 

Academy, Inc. 

12) Marhaba Learning Center, 

Inc. 

Blk. 1 Lot 9 Kristina Homes, Lubogan, 

Toril, Davao City 

13) Prudential Day Care Center Prudential Village, Daliao, Toril, Davao City, 

8000 Davao del Sur 

14) Marapangi Day Care Center Marapangi, Toril District, Davao City, 8000 

Davao del Sur 

15) Maharlika Day Care Center Labaca Road, Toril, Davao City 

16) Lizada Proper Day Care 

Center 

Lizada Proper, Toril, Davao City, 8000 Davao 

del Sur 

17) Catigan Day Care Center Catigan Rd, Toril, Davao City, 8000 Davao del 

Sur 

18) Tibuloy Day Care Center Toril, Davao City, 8000 Davao del Sur 

19) GK Pueblo Antonio SIBOL Toril, Davao City, Davao del Sur 

Esperanza Day Care Center 

Summary. Based on the data presented, it is evident that there is a favorable 

climate to offer basic education (preferably Pre-Kinder, Kinder) on the specified 

sites (Toril, Bangkal, Mintal and Calinan). Most of the residents in the four areas 

studied, either owned or amortized the lot and house they occupied. This means that 

they have the intention to establish their homes for good. Most of the respondents 

have an estimated gross monthly income of PhP15,000.00 and an average household 

size of 5. Majority of the respondents said they are willing to pay the amount of as

P a g e | 23 

low as PhP1,000 to as high as PhP3,000, a month for tuition and other fees, 

provided certain criteria are satisfied. These are: (a) school facilities are conducive 

for learning, it should be sufficient, accessible, and friendly to the learners; (b) there 

should be strict supervision of teachers; (c) the number of learners per class/section 

should be controlled (ideal size is 35 learners per 1 teacher); (d) teachers should 

possessed the PRC requirements which means teacher should be licensed to teach; 

(e) there should be a provision of a detailed security guard to safeguard the learners 

while they are inside the school premises; and (f) the administration should pay 

attention to the total development of the learners. 

Operating requirements for the establishment of BIS 

Reproduced herein is the list of requirements from the DepEd, for the 

establishment of a new private school. The presentation proceeds with the following 

sequence: (a) Kindergarten curriculum, (b) curriculum guides for grade 1 to 10, (c) 

evaluation sheet for new application for temporary permit to operate private school 

(Kindergarten, Elementary and Junior High School), (d) Minimum standard 

requirements for school sites, and (e) entry age requirement for Kindergarten 

learners. 

Curriculum. DepEd provides the standards and competencies for five-yearold 

Filipino (Kindergarten) children. This document is consist of 32 pages and it is 

made available at https://goo.gl/M8V5i7. 

to 10: 

Moreover, DepEd also provides the following curriculum guides for grade 1 

• K to 12 Curriculum Guide Mother Tongue (Grade 1 to Grade 3); available at 

https://goo.gl/GkfbL6. 

• K to 12 Gabay Pangkurikulum Filipino (Baitang 1-10); available at 

https://goo.gl/dNVHdq 

• K to 12 Curriculum Guide English (Grade 1 to Grade 10); available at 

https://goo.gl/MzcMUP 

• K to 12 Curriculum Guide Mathematics (Grade 1 to Grade 10); available at 

https://goo.gl/w21MXQ 

• K to 12 Curriculum Guide Science (Grade 3 to Grade 10); available at 

https://goo.gl/w21MXQ 

• K to12 Gabay Pangkurikulum Araling Panlipunan Baitang 1-10; available at 

https://goo.gl/NUWQzP 

• K to12 Gabay Pangkurikulum Edukasyon sa Pagpapakatao Baitang 1-10; 

available at https://goo.gl/WCSsur

P a g e | 24 

• K to 12 Curriculum Guide Music (Grade 1 to Grade 10); available at 

https://goo.gl/be9iYe 

• K to 12 Curriculum Guide Art (Grade 1 to Grade 10); available at 

https://goo.gl/be9iYe 

• K to 12 Curriculum Guide Physical Education (Grade 1 to Grade 10); available at 

https://goo.gl/zvGkdb 

• K to 12 Curriculum Guide Health (Grade 1 to Grade 10); available at 

https://goo.gl/Rjhm1s 

• Evaluation sheet for new application for temporary permit to operate private 

school (Kindergarten, Elementary and Junior High School); available at 

https://goo.gl/mEVPWw 

Minimum standard requirements for school sites. DepEd Educational 

Facilities Manual (2010) provides the following requirements for elementary school 

site. 

• Non-central school with one (1) or two (2) 

classes only and no grade above Grade IV 

• central school with six (6) classes and noncentral 

school with three to four (3-4) classes 

• schools with seven to nine (7-9) classes 

• schools with ten to twelve (10-12) classes 

• schools with more than twelve (12) classes 

0.5 hectare (5,000 sq. m.) 

1.0 hectare (10,000 sq. m.) 

2.0 hectares (20,000 sq. m.) 

3.0 hectares (30,000 sq. m.) 

4.0 hectares (40,000 sq. m.) 

In cases where there is difficulty in meeting the above standards, the 

following alternatives may be followed: 

a) For Rural Areas 


school with three to four (3-4) classes 

• schools with seven to ten (7-10) classes 

• schools with more than ten (10) classes 

0.5 hectare (5,000 sq. m.) 

1.5 hectare (15,000 sq. m.) 

2.0 hectares (20,000 sq. m.) 

b) For Urban Areas 


school with six to ten (6-10) classes 

• schools with eleven to twenty (11-20) classes 

• schools with more than twenty (20) classes 

0.5 hectare (5,000 sq. m.) 

schools with more than twenty 

(20) classes 

1.0 hectare (10,000 sq. m.)

P a g e | 25 

For other requirements set by DepEd, Educational Facilities Manual (2010) 

is formed part of this study which is available at https://goo.gl/mEVPWw. 

Entry age requirements. DepEd Order No. 1, s. 2015, provides the entrance 

age of Kindergarten and Grade 1 pupils: 

Children who will turn five years old by June 2015 shall be accepted in 

Kindergarten for School Year (SY) 2015-2016. Those who will turn five years old 

on or before October 31, 2015 must show proof of completion of Early Childhood 

Education, such as an attendance in day care/learning centers. Children shall also be 

accepted after the teacher/principal has assessed their readiness to take 

Kindergarten education using appropriate development tools, such as the Early 

Childhood and Care Development (ECCD) Checklist; and 

The enrolment of children who will be five years old by June 1 of the 

coming SY shall be strictly implemented by SY 2016-2017 and onwards. 

Grade 1. Kindergarten completers will be accepted in Grade 1. The pupils 

should be at least six years old by October 2015; and 

Children who have completed the Kindergarten Catch-up Program and 

deemed ready for Grade 1 based on the School Readiness Assessment Tool shall 

also be registered. 

Obstacles that need to overcome to achieve success. In order to meet this 

objective, key informant interview was conducted. The two informants were Debby 

and Danny (not their real names), both are supervisors of DepEd. When asked 

about the strengths of schools offering basic education, one of the supervisors 

shared: 

“In the public school, they have the Maintenance and Other Operating 

Expenses (MOOE); each pupil has an appropriation and the amount appropriated 

is used for the eight (8) areas like teachers and non-teaching staffs’ professional 

development, school and offices’ materials and supplies (this includes 

photocopying of instructional materials), and minor repairs; the salary of the 

teachers and the non-teaching staffs are excluded” (Debby). 

“Mayroon din kaming (public school) regular teachers na binabayaran ng 

Local School Board (LSB) and yearly we have allocation for that. May mga 

buildings din na binibigay ang LSB.” (The LSB provided the salary of some of our 

regular teachers and it’s a yearly allocation. They also donate buildings). “As for the 

private schools; they have a contract to operate and they look for a partner to 

sustain their operation” [Debby].

P a g e | 26 

As regards the strengths of the private schools, Danny has this to say: 

“Compliance with DepEd mandated requirements are the strengths of the 

private schools. Mayroong Manual of Operations for Private Schools. Yon ang 

guide book nang mga private schools. (The strength of the private schools is their 

compliance with the DepEd mandated requirements. They have the Manual of 

Operations for Private Schools. It is the guide book of the private schools.) The 

manual is anchored from the division educational plan to school improvement plan 

to classroom improvement plan. In terms of following the DepEd mandated 

requirements; most of the private schools would call the planning office. Also, 

they are furnished with DepEd orders and memos. DepEd also provides them the 

implementing rules and regulations like the implementing rules and regulations for 

the offering of the kindergarten” (Danny). 

In terms of challenges encountered by the private schools, Debby and Danny 

have the following responses: 

“Mostly ang complaint sa private schools kay age sa mga kindergarten 

learners; (Most of the complaint coming from the private schools is on the age of 

the kindergarten learners); and the NAT results, sometimes some private schools got 

low NAT ratings compared with that of the public schools. Dili man gud sila gafollow 

sa curriculum guide nga gihatag sa DepEd. Like the use of the mother 

tongue; English ang ilang mother tongue nga subject; dili sila mosunod nga 

Sinugbuanong Binisaya man ang atong mother tongue diri sa Davao Region. 

(Some private schools refused to follow the curriculum guide issued by DepEd. 

Like the use of the mother tongue; they would insist that English is the mother 

tongue of their learners when in fact Sinugbuanong Binisaya is the mother tongue 

of Davao Region. 

Developing and enhancing support networks along local councils, 

institutions and other civic organizations is a common practice of schools to sustain 

their operations. In some schools, they even explore global ties not only for 

funding support but to enhance their curriculum. The significance of connectedness 

is evident and a remarkable practice. When asked on the opportunities to sustain the 

operations of a private school, Danny remarked: 

“Schools have the 5 year strategic plan; included in the plan is on how to 

increase students’ enrollment and participation rate; solutions on problems based 

on gap analysis; all program strategies and activities are incorporated in the 5 

year strategic plan, this guides the operation of the private schools and this is 

anchored on DepEd’s Division Development Plans” (Danny). 

On teachers’ salary. Estrada (2017, August) wrote that at every National 

Teachers Day celebration, proposals to legislate a raise in the salary of public school 

teachers is a recurring topic. The last proposal was to increase it to P39,000 for 

entry-level teachers in the public schools to the disadvantage of the private school

P a g e | 27 

teachers. Not all private schools can afford such increase in their pay. Even with the 

current rate of salaries for public school teachers, the private school teachers are 

lured to migrate to the public schools. The current starting salary for public schools 

is PhP23,000 (inclusive of benefits and allowances), while the average salary in the 

private schools is PhP13,000.00 (across all regions). This has to be considered 

because this is a reality. 

In an interview with the private school owner and when he was asked as to 

what would be the threat of continuance of the newly opened private elementary 

school, he categorically shared that– 

“My greatest disappointment as always when after 3 years, when I have 

heavily invested on the training of my teachers to conform their teachings to the 

constructivist education, they will tender their resignation in favor of the public 

school. It cannot be ignored that DepEd is giving a much greener pay. Private 

schools cannot simply come at far with public school in terms of teachers’ salaries 

and benefits” (Private school owner). 

This threat is real and almost all private school owners in Davao City are 

facing this dilemma. Some private school owners would result to crafting a three 

year contract once they retained a new teacher but even with this scheme, there are 

still teachers who would tender their resignation at the middle of the school year. 

Thus, this should be given due consideration in the recruiting and hiring teachers. 

The K to 12 basic education program. The K to 12 Program covers 

Kindergarten and 12 years of basic education (six years of primary education, four 

years of Junior High School, and two years of Senior High School [SHS]) to 

provide sufficient time for mastery of concepts and skills, develop lifelong learners, 

and prepare graduates for tertiary education, middle-level skills development, 

employment, and entrepreneurship. Figure 1 shows the complete picture of the K 

to12 curriculum. Kindergarten is the initial entry level and the additional 2 years for 

senior high school. 

Figure 6. The K to 12 curriculum Retrieved from https://goo.gl/ueCZcH on 

11.11.17. 

Summary. To successfully establish a private school, DepEd’s requirements 

has to be satisfied. DepEd provides the list of requirements that should be in place 

before the opening of the school year. For ease of compliance, the opening of school

P a g e | 28 

should be progressive type. This means offering pre-kinder and kinder is a good 

start. Moreover, teachers’ salary has to be looked into and be given a priority 

consideration of the administration. 

Education demand and supply for kindergarten and basic education 

(grades 1 to 3) in the target sites 

Sites where 

the school will be 

most feasible to 

establish. It has 

already been 

established that 

Toril, Mintal, and 

Calinan are good 

sites for the 

establishment of a 

private elementary 

school, BIS for this 

study. There are 

good options along 

Toril, Mintal, and 

Calinan (Figure 6). 

It could be noted 

that most of the 

subdivisions are 

highly established 

along these areas. 

The prices are not 

yet as exorbitant 

compared to that of 

Bangkal area, 

where Ateneo de 

Davao Senior High 

School is about to 

open their doors for 

Senior High School 

students. 

Figure 7. Maps of Toril, Calinan, and Mintal.

P a g e | 29 

Cayon (2016, January) wrote that the zoning of educational institutions in 

barangays Mintal and Tugbok west of downtown has been going on with the 

relocation or expansion of topnotch universities to these areas to help develop new 

urban centers to the northwest of the city. He mentioned that further north of these 

barangays is a major road-construction project funded by the Japan International 

Cooperation Agency, which has constructed two additional highway lanes from 

Calinan, 30 kilometers north of downtown, and to make a left turn in Tugbok to cut 

a new highway going to the northern hinterlands of this city in a combination of 

open highway and a tunnel road. 

Davao City Councilor, Dayanghirang was quoted as saying, “Government 

and business transactions may also see some changes in their locations, maybe with 

a new city to be developed in Calinan or in Toril,” (Cayon, 2016 January) . This 

boosts the feasibility of Mintal and Calinan as the site for the establishment of BIS. 

Roads, means of transportation and vital installations along Mintal-Tugbok- 

Calinan. Guillen, Okamoto, and Taniguchi (2007) had observed two PUJ (Public 

Utility Jeep) Terminals (Mintal and Calinan) and one bus terminal in Calinan 

servicing passengers to and from Central Business District. They further observed 

that in most entrances of residential villages, tricycles and motorcycle taxis’ waiting 

stops can be found. However, Revita (2017, September) wrote that the Land 

Transportation Office (LTO) supports the planned transport modernization project 

of Davao City in establishing the High Priority Bus System (HPBS) to replace 

public utility jeepneys. The identified routes where the bus system will be 

implemented include Davao-Toril, and Davao-Calinan among others. This goes to 

say that public transportation is booming along these districts. 

Availability of sites (security) and characteristics of population. As 

presented the residents in the four specified areas, either owned or amortized the lot 

and house they live in. This is a good manifestation that they have the intention to 

stay in the area for good. The population is growing, notwithstanding those who are 

coming to the area to establish their homes. Most of the subdivision developers are 

now investing into these areas specifically along Mintal and Calinan and also in 

Toril. 

Resources available for all areas related to income of households, 

accessibility to other sources like roads, transportation. In terms of resources 

related to the income of the households, table 3 (Calinan) revealed that the gross 

monthly income of the households ranged from PhP12,588.00 to as high as 

PhP50,00.00. Mintal showed that the respondents’ average gross monthly estimated 

income was PhP18,120.00. In Bangkal area, it revealed an average gross monthly 

income of PhP24,181.00 of the surveyed respondents. And Toril area, indicated an 

average gross estimated monthly income of PhP16,653.00 of the surveyed

P a g e | 30 

respondents. These figures reveal that as to household income, the residents have 

enough to cover the cost of the education of their children. Filipinos in general 

prioritize education above other needs; most especially if the school where they will 

entrust their children commits to provide the best for their children in terms of 

education and the development of the total well-being of the learners. 

The Philippine Statistics Authority (2017, October) reported that in Davao 

City, the labor force participation rate was 59.9 percent; employment rate was at 

95.3 percent; unemployment rate was 4.7 percent and underemployment rate was 

17.6. Although these figures cover the entire Davao City population, it goes to say 

that these figures are also true to Toril, Mintal, and Calinan, the recommended site 

for the establishment of BIS. 

Putting up a private school in a nearby subdivision poses no problem with 

regards roads and transportation. City planning specifically mandates the 

establishment of accessible roads and transportation before subdivision developers 

could get a permit to operate in an area. The three specified sites are the centers of 

subdivision developments of Davao City. 

On the other side, the establishment of BIS coincides with DepEd’s 

implementation of looping or multi-year teaching from Kindergarten to Grade 3. In 

looping, the kindergarten teacher handles and mentors a group of learners and 

continues with them up to Grade 3. As learners reach Grade 4, another team of 

teachers will continue the second loop to provide instructions to Grades 4, 5, and 6. 

Although the project is still on its pilot stage, it is hoped that the classes under this 

project will develop a family-like environment where teachers and learners have the 

opportunity to build strong and meaningful relationship (Vaderrama, 2017). 

In the BRAC education system particularly the Alternative Delivery Model 

(ADM), they have the cohort model where the learners have the same teacher until 

they finish grade 6. Some modifications could be in place like BRAC following the 

looping or multi-year teaching from Kindergarten up to Grade 3 and another set of 

teachers could be accommodated to continue Grade 4 to 6. 

Financial projections to operate the school 

This section presents the financial projections to operate BIS for one year. It 

likewise presents the worst and best scenarios of its initial establishment. 

Income financial (tuition fee) projection. Table 20 presents the financial 

projection as to the income of the school for one school year. As presented in table 

20, the minimum tuition fee was pegged at PhP1,000.00, but it likewise presented 

other variables like PhP1,500.00, PhP2,000.00, PhP2,500.000 and PhP3,000.00 

tuition fees. Assuming that there are only 15 learners per class multiplied by 2

P a g e | 31 

sessions (morning and afternoon), a class would get a total of PhP300,000.00 or 

PhP600,000.00 for two classes with two sessions each for one school year when the 

tuition fee is pegged at PhP1,000.00; PhP900,000.00 if the tuition is at 

PhP1,500.000; PhP1,200,000.00 if the tuition is at PhP2,000.00; PhP1,500,000.00 if 

the tuition is at PhP2,500.00; and PhP1,800,000.00 if the tuition is at PhP3,000.00. 

Table 10. Financial projection as to the income of the school for one school year. 

Number 

of students/per 

session 

Two (2) 

sessions 

(Total 

number of 

students) 

Tuition Fee Income 

per School Year 

Class 

Tuition/student 

A 15 30 1,000.00 300,000.00 

B 15 30 1,000.00 300,000.00 600,000.00 

A 15 30 1,500.00 450,000.00 

B 15 30 1,500.00 450,000.00 900,000.00 

A 15 30 2,000.00 600,000.00 

B 15 30 2,000.00 600,000.00 1,200,000.00 

A 15 30 2,500.00 750,000.00 

B 15 30 2,500.00 750,000.00 1,500,000.00 

A 15 30 3,000.00 900,000.00 

B 15 30 3,000.00 900,000.00 1,800,000.00 

Income financial (miscellaneous fee) projection. Table 11 shows the 

financial projection as to the miscellaneous fee to be collected from the learners. 

The modest estimate of the miscellaneous fee is PhP5,000.00, a year per learner. 

The miscellaneous covers the cost of electricity, water, internet connection as well 

as the instructional materials for students’ used. Table 11 revealed that in a year 

with 60 learners, the school could collect an estimated amount of PhP300,000.00. 

This amount could cover some if not all of the bills/utilities for one school year. 

Table 11. Financial projection as to the miscellaneous fees to be collected from the 

learners. 

Total number 

of students Yearly/child Total 

Miscellaneous Fees 60 5,000.00 300,000.00 

Based on the financial projection, it could be deduced that establishing Preand 

Kinder for two sessions in one site for one school year would mean a projected 

revenue of as a low as PhP900,000.00 and as high as PhP2,100,000.00 (Tables 10 

and 11). 

Administrators, teachers, and staff’s salaries and other benefits. This 

projection is only for the offering of Pre-Kinder and Kinder for one site only. 

Considering that the intention of BIS is to establish two (2) sections for each of the 

Total

P a g e | 32 

Pre-Kinder and Kinder classes; this means that there is a need to retain 2 teachers. 

Based on the survey conducted the minimum salary paid to the teachers was 

PhP8,000.00, whilst, the maximum was PhP10,000.00. The average would mean an 

amount of PhP9,000.00 as reflected in table 12. The projected scenario is that 

Teacher A would be the teacher in-charge for the two sections either in Pre-Kinder 

and Kinder (morning or afternoon session), this means that Teacher A would be 

getting an adjusted salary of PhP13,500.00 (plus 50% of the existing salary rate) per 

month. 

Table 12. Financial projection for one (1) school site for teachers and non-teaching 

personnel for one (1) school year (10 months). 

Minimum 

Maximum 

Actual/ 

month 

Adjusted 

10 months 

Head Teacher/ 

Classroom Teacher 

10,000.00 15,000.00 12,500.00 18,750.00 187,500.00 

Teacher (1) 8,000.00 10,000.00 9,000.00 13,500.00 135,000.00 

Staff (1) 5,000.00 7,000.00 6,000.00 60,000.00 

Janitor (1) 3,000.00 4,000.00 3,500.00 35,000.00 

Total 417,500.00 

The existing and standard policy (practiced by most of the private schools), 

in cases where there are only 2 or 3 classes; one of the retained teachers would 

become the head teacher/classroom teacher. However, the head teacher/classroom 

teacher would be getting an additional 50 percent of the existing rate of a head 

teacher. In the case of BIS, since there will only be 2 teachers who will be retained, 

one of them would be the head teacher and at the same time the teacher in-charge of 

the two other classes. Thus, the adjusted salary of the head teacher/classroom 

teacher would be PhP18.750.00 per month as reflected in table 18. 

Moreover, there is also a need to retain one staff (could be assigned as the 

record keeper and/or cashier at the same time) and a janitor (could double as a 

security guard) to maintain the cleanliness and the safety of the school premises. To 

sum up, the financial projection for the cost of salaries (admin, teacher, staff and 

janitor) is PhP417,500.00. Excluded in the financial projection is the cost of 

premium payments for SSS (Social Security System), Philhealth, and Pag-ibig. 

However, it is worth noting that these remittances are employer mandated 

obligations under the Labor laws of the Philippines. 

Mandatory government benefits and contributions. The following are the 

mandated government benefits and contributions:

P a g e | 33 

Social Security System (SSS), Republic Act No. 8282, otherwise known as 

“Social Security Act of 1997”, section 18 thereof is quoted hereunder, to wit: 

“Employee’s contribution. (a) Beginning as of the last day of the calendar month 

when an employee’s compulsory coverage takes effect and every month thereafter 

during his employment, the employer shall deduct and withhold from such 

employee’s monthly salary, wage, compensation or earnings, the employee’s 

contribution in an amount corresponding to his salary, wage, compensation or 

earnings during the month” (RA No. 8282, 1997). The monthly contributions are 

based on the compensation of members. The current SSS contribution rate is 11% of 

the monthly salary credit not exceeding PhP16,000 and this is being shared by the 

employer (7.37%) and the employee (3.63%) (SSS, 2017). 

Home Development Mutual Fund Law of 2009, otherwise known as Pag- 

IBIG (Pagtutulungan sa kinabukasan: Ikaw, Bangko, Industriya at Gobyerno) Fund, 

Republic Act No. 9679 (2008). Section 6 thereof provides, “Coverage in the Fund 

shall be mandatory upon: (a) all employees covered by the SSS and the GSIS, and 

their respective employers, notwithstanding any waiver of coverage previously 

issued xxx.” 

The 13 th Month Pay Law, President Decree No. 851, section 1 thereof, 

provides, “All employers are hereby required to pay all their employees receiving a 

basic salary of not more than P1,000 a month, regardless of the nature of their 

employment, a 13 th month pay not later than December 24 of every year.” 

Moreover, the Revised Guidelines on The Implementation of the 13 th Month Pay 

Law, (1986), provides that– “Private school teachers, including faculty members of 

universities and colleges, are entitled to the required 13 th month pay, regardless of 

the number of months they teach or are paid within a year, if they have rendered 

service for at least one (1) month within a year.” 

Republic Act No. 10606 an Act Amending Republic Act No. 7875, 

otherwise known as the “National Health Insurance Act of 1995”, section 6 thereof 

provides, “All citizens of the Philippines shall be covered by the National Health 

Insurance Program. xxx” 

Table 13 presents the additional costs for the government mandated 

employees’ benefits and contributions which has a total amount of PhP70,345.76.

P a g e | 34 

Table 13. Government mandated employees’ benefits and contributions (10 months 

but limited to school share only). 

Personnel Salary SSS Pag-ibig PhilHealth 13 th month Total 

Head 

Teacher/ 

18,750.00 

12,087.00 100.00 2,250.00 15,625.00 30,062.00 

Classroom 

Teacher 

Teacher (1) 13,500.00 10,045.00 100.00 1,625.00 11,250.00 23,020.00 

Staff (1) 6,000.00 4,520.00 100.00 1,000.00 5,000.00 10,620.00 

Janitor (1) 3,500.00 2,627.00 100.00 1,000.00 2,916.67 6,643.67 

Total 70,345.67 

Operating expenses. Presented in table 14 is the projected monthly operating 

expenses of one school site for a school year. As can be gleaned in table 19, the 

projected monthly rental for the building is PhP20,000.00 and the utilities and other 

bills (electricity, water, internet connection) is PhP10,000.00. For one school year, 

the total would be PhP300,000.00. Thus, the total financial projection to operate a 

school in one site offering 2 classes for Pre-Kinder and Kinder would be 

PhP847,845.67 (Tables, 12, 13 and 14). This estimate is made with consideration 

that the classroom is not air-conditioned and the rental fee is for 12 months because 

even during summer break (2 months) the rental fee should be accounted for. 

Table 14. Projected monthly operating expenses of one school site for one school 

year. 

Operating expense Monthly School Year 

Rentals 20,000.00 240,000.00 

Utilities/Bills 10,000.00 120,000.00 

Total 360,000.00 

The balance of PhP52,000.00 could still be appropriated to other government 

mandated employees’ benefits that cannot be monetized on the first year of 

operation, like sick leave which is equivalent to 15 days and convertible to cash at 

the end of the year. Moreover, there will still be taxes to be paid to the government 

coffers and worst, there will be parents who cannot pay the remaining tuition and 

other fees, or considered as doubtful or worthless accounts. Likewise, there will still 

be other material costs like computer sets for students use which value depreciates 

after 6 months. 

Table 15 presents the cost and revenue for one school year operation using 

the breakeven volume of 60 enrolees. The cost of operation included taxes and other 

doubtful accounts. The revenue is generated from tuition and miscellaneous fees. 

The tuition is calculated based on PhP500 intervals, that start at PhP1,000.00 and

P a g e | 35 

the highest is PhP3,000.00. Based on the data presented in table 15, the net profit 

ranges from PhP300,154.24 to as high as PhP1,200,000.00 

Table 15. Cost and revenue for one school year BIS operation. 

Volume 

Cost of 

Operation 

Taxes, benefits and 

allowance for 

doubtful accounts 

Tuition 

Revenue (Tuition 

and Misc fees) 

Net Profit 

60 847,845.67 52,000.00 1,000.00 900,000.00 -- 

60 847,845.67 52,000.00 1,500.00 1,200,000.00 300,154.24 

60 847,845.67 52,000.00 2,000.00 1,500,000.00 600,154.24 

60 847,845.67 52,000.00 2,500.00 1,800,000.00 900,154.24 

60 847,845.67 52,000.00 3,000.00 2,100,000.00 1,200,154.24 

Recommendations 

1) BRAC’s interest to establish a school in the four identified areas is highly 

feasible. 

2) However, establishing a school in Toril, Calinan or Mintal is highly 

recommended. 

3) Offering K-program (pre-kinder and kinder) would be a good start. 

4) Compliance to DepEd requirements in putting up a school should be met. 

5) Ocular visit to the recommended site is suggested. 

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P a g e | 39 

The research team 

BONIFACIO G. GABALES, JR., Ph.D. 

Associate Professor 

University of Southeastern Philippines 

Obrero, Davao City, Philippines 

Email: bonigabs75@gmail.com 

Mobile: +63 918-962-4940 

VELMA S. LABAD, Ed.D. 

Associate Professor 

University of Southeastern Philippine 


Email: velma.labad@usep.edu.ph 

Mobile: +63 909-808-2040 

VILMA D. ANDOY, Ed.D. 

Professor 

University of Southeastern Philippine 


Email: vilm_andoy03@yahoo.com 

Mobile:

Semi-structured interview conducted by Dr. Velma D. Andoy. 

Oral presentation by Dr. Bonifacio G. Gabales, Jr.

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