“(F)inancial and economic literacy is provided to public elementary teachers. It integrates the concept of ‘savings’ in the DepEd’s elementary education curriculum.”
by Ducky Paredes
The Department of Education (DepEd) in cooperation with the Bangko Sentral ng Pilipinas (BSP) has embarked on what it calls “a financial literacy program” to help teachers and students appreciate the value of even small amounts of money, particularly coins.
The project entitled ‘Tulong Barya Para Sa Eskwela’ project (TBPSE) was first launched in July 2007. Because of the encouraging results, DepEd Secretary Jesli Lapus (one of the few admirable performing members of the Arroyo cabinet) continued the program this school year. “It’s only appropriate that our schools observe the habit of giving value to low-denomination coins,” Lapus said.
The TBPSE is a joint coin re-circulation campaign of the Bangko Sentral ng Pilipinas (BSP) and DepEd in line with its Adopt-A-School program where various entities both government and private sector provide support for basic education.
Lapus said during the initial implementation of the project last year, with the support of the Rural Bankers Association of the Philippines (RBAP) where rural banks tied up with local schools in their area, a total amount of P6,658,548.55 was generated.
The participating schools raised P2,747,116.94. Owing to the amount of coins collected, the BSP saved P8.2 million from not having to mint new coins. The BSP in turn donated the P8.2 million savings to DepEd in the form of 510 units of computer units distributed in different provinces.
The financial literacy project aims to increase savings especially among “small” savers, which include public school teachers and students. Under the literacy project, financial and economic literacy is provided to public elementary teachers. It integrates the concept of “savings” in the DepEd’s elementary education curriculum.
The BSP and DepEd are joined by the Economic Policy Reform and Advocacy (EPRA) to develop teaching guides and teachers training.
EPRA is a consortium led by the Ateneo de Manila University (ADMU) and composed of civil society organizations that aim to undertake an involved but practical process of formulating an economic reform agenda in the Philippines.
EPRA’s reform agenda in the key sectors of Fiscal Management, Tax Administration, Agriculture, Finance Markets Development, Private Investments in Public infrastructure and Local Government Financial Planning and Management is grounded on sound analyses by policy experts. More importantly, this reform agenda is also owned, and therefore widely supported, by key stakeholders.
EPRA realizes that economic policy reform in the Philippines requires a complex mix of research, networking, advocacy, political will and capacity building among various stakeholders. It is also aware that certain proposals for economic reform fail to be translated into policy because the proponents did not take into consideration the negative reaction of key affected groups. Worse, much resources are used by various groups just to oppose each other in the policy process leading to further bottlenecks in the promotion of the economic growth. Sometimes too, opposition of certain policy initiatives is the result of a lack of information or understanding of the issue at hand.
It is because of these constraints that EPRA wishes to mediate, to narrow the gap that oftentimes derails economic reform in the country. With the expertise and objectivity of the Ateneo de Manila University as an academic institution and the rich experience of civil society groups, EPRA can offer possible venues for dialogue and negotiations.
Moreover, EPRA’s pool of experts and wide network of government, business and civil society organizations, ascertains that it can successfully formulate a sound overall framework and strategy in select key areas for economic reform in the country.
The ADMU Consortium is composed of: Ateneo School of Economics, Ateneo Center for Economic Research and Development (ACERD), Ateneo Center for Social Policy and Public Affairs, Philippine Center for Policy Studies (PCPS). Public Finance Institute of the Philippines (PFIP),Caucus of development NGOs (CODE-NGO), Consortium of Centers for Local Governance (CCLG), Evelio B. Javier Foundation, Inc., Galing Pook Foundation (GPFI), Transparency and Accountability Network
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Here’s a bit of good news: Some of our best minds among the country’s recent graduates are dedicating their lives to teaching in the public school system. Recently, Jerome Patungan, Auralyn Baliton, Chona Nisperos, Ma. Theresa Nolledo and Jie Ann Bandong decided to go into teaching for DepEd. Jerome is magna cum laude, while the four young ladies are all cum laude graduates of Bachelor of Science in Education (BSE) from Pangasinan State University (PSU).
These five exemplary alumni recently paid a courtesy call on Secretary Lapus with the sole purpose of expressing their desire to teach in public schools. At a time when the widespread migration of teachers to foreign shores threatens the ranks of our teaching force, Secretary Jesli Lapus was inspired to realize that these young beacons of hope.
“I want to teach in a public school as a sense of duty to my country rather than go abroad,” said Baliton. For her part, Nolledo said that she looks forward to teaching in a public school “because DepEd is taking good care of teachers.” Besides, “I want to have a part in molding our young into becoming good citizens.”
While Mr. Patungan, Ms. Baliton, Ms. Nisperos, Ms. Nolledo and Ms. Bandong serve as models to other students (and the rest of the Filipino population) because of their desire to give back to the country, the teachers of these young people, and ultimately the DepEd, also deserve recognition for molding them into citizens who TRULY care for their country.
A registrar in a private school, sometime ago, told me she had a one-page survey that asked the new enrollee loved. Philippines was coming out on the tail end of a list that included items such as Family, Friends, School, Gimmick and so on. When asked why the apparent lack of love for the country, the often shocking answer was that the child did not think that this country loved them. Could that be one reason for the brain drain?
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hvp 07.09.08)
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