Addressing Inequitable Teacher Allocation in the Philipines

The Philippines faces a critical juncture in education marked by widespread learning poverty and underperformance on global assessments. In partnership with the Second Congressional Commission on Education (EDCOM II), which aims to address these challenges, this paper delves into the issue of inequitable teacher allocation within the country’s education system. Drawing on the global literature, government reports, and conversations with key stakeholders, we analyze the factors contributing to the uneven distribution of teachers across Filipino schools. We propose a comprehensive set of policy alternatives to enhance teacher allocation, including the development of a New Teacher Allocation Formula, implementation of Decentralized Teacher Allocation Guidelines, establishment of a Teacher Data Collection System, utilization of Behavior and Information Interventions, and provision of Financial Incentives. Then, we present a phased prioritization strategy for these alternatives, accounting for political feasibility, equity, affordability, and short-term impact. Addressing inequitable teacher allocation stands as a crucial step toward improving educational outcomes and fostering equity within the Philippine education system.

Authors

  • Anthony Garciano, Master’s in Education (Ed.M) candidate in Education Policy, and Analysis, Harvard Graduate School of Education (Presenter)
  • Tetsuya Higa, Master’s in Education (Ed.M) candidate in Education Policy, and Analysis, Harvard Graduate School of Education
  • Stéphane Ndayishimiye, Master’s in Education (Ed.M) candidate in Education Policy, and Analysis, Harvard Graduate School of Education
  • Yuhe Pan, Master of Education (Ed.M) candidate in Human Development and Education at Harvard Graduate School of Education (Presenter)

 

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