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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.
Page 1 and 2: Establishment of Enterprise School
Page 3 and 4: P a g e | iii Table of Contents Pag
Page 5 and 6: P a g e | v List of Tables Table Pa
Page 7 and 8: P a g e | vii Abstract The primary
Page 9 and 10: Establishment of Enterprise School
Page 11 and 12: P a g e | 3 The BRAC enterprise sch
Page 13 and 14: P a g e | 5 Document analysis was l
Page 15 and 16: P a g e | 7 Mintal has 13,350 hecta
Page 17 and 18: P a g e | 9 Moreover, majority of t
Page 19 and 20: P a g e | 11 Advantages and disadva
Page 21 and 22: P a g e | 13 learners, (c) the teac
Page 23 and 24: P a g e | 15 PhP8,000.00 to PhP10,0
Page 25: P a g e | 17 be encouraged to serve
Page 29 and 30: P a g e | 21 Table 9. … (cont’d
Page 31 and 32: P a g e | 23 low as PhP1,000 to as
Page 33 and 34: P a g e | 25 For other requirements
Page 35 and 36: P a g e | 27 teachers. Not all priv
Page 37 and 38: P a g e | 29 Cayon (2016, January)
Page 39 and 40: P a g e | 31 sessions (morning and
Page 41 and 42: P a g e | 33 Social Security System
Page 43 and 44: P a g e | 35 the highest is PhP3,00
Page 45 and 46: P a g e | 37 Nguni, S.C. (2005). Tr
Page 47 and 48: P a g e | 39 The research team BONI

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