The philippine department of education: Challenges of policy implementation amidst corruption

Vicente Chua Reyes

doi:10.1080/02188791.2010.519696

The philippine department of education: Challenges of policy implementation amidst corruption

Vicente Chua Reyes

School of Education

Research output: Contribution to journal › Article (Academic Journal) › peer-review

18 Citations (Scopus)

Abstract

This inquiry interrogates the experiences of local implementation actors of the Philippine Department of Education as they navigate through reform efforts within systemic corruption. Departing from dominant analytical paradigms centred on patron-client frameworks, the article introduces the typology of complex linkages where local actors play their roles as they find themselves trapped in between the powerful discourse of reform on the one hand and corruption on the other. Empirical findings of howlocal actors make sense of the challenges of reform amidst corruption as well as reflections towards greater analytical clarity are proposed.

Original language	English
Pages (from-to)	381-400
Number of pages	20
Journal	Asia Pacific Journal of Education
Volume	30
Issue number	4
DOIs	https://doi.org/10.1080/02188791.2010.519696
Publication status	Published - Dec 2010

Bibliographical note

Funding Information:
Both TDP and PROBE receive substantial amounts of financial assistance, in loans and grants from international agencies and from Local Government Units (LGUs). Chua underscores these huge outlays: the Programme for the Development of Education (PRODED) funded by the World Bank for DECS from 1973 to 1988 totalled US$217.16 million. The Asian Development Bank (ADB) issued a US$70 million loan in 1988 while the Canadian government also forked out US$12 million for printing of high school textbooks. Starting from the year 2000, the DECS also received fresh loans from the World Bank and the ADB for the Third Elementary Education Project (TEEP) and the Secondary Education Development and Improvement Programme (SEDIP). Philippine Congress and LGUs give financial assistance to the DECS through pork barrel funds which “also included the Congressional Initiative Allocations (CIA), which were intended to pay for projects inserted in the approved budget of the agency through the initiative of the legislators” (Chua, 1999, p. 20). The LGUs also provide additional financial help to the DepEd through the Special Education Fund (SEF) and the General Fund of LGUs:

Keywords

Corruption
Educational governance
Implementation
Philippines

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/02188791.2010.519696

Handle.net

Persistent link

Cite this

@article{1ecfe662354b461f8dba777055a27f87,

title = "The philippine department of education: Challenges of policy implementation amidst corruption",

abstract = "This inquiry interrogates the experiences of local implementation actors of the Philippine Department of Education as they navigate through reform efforts within systemic corruption. Departing from dominant analytical paradigms centred on patron-client frameworks, the article introduces the typology of complex linkages where local actors play their roles as they find themselves trapped in between the powerful discourse of reform on the one hand and corruption on the other. Empirical findings of howlocal actors make sense of the challenges of reform amidst corruption as well as reflections towards greater analytical clarity are proposed.",

keywords = "Corruption, Educational governance, Implementation, Philippines",

author = "Reyes, {Vicente Chua}",

note = "Funding Information: Both TDP and PROBE receive substantial amounts of financial assistance, in loans and grants from international agencies and from Local Government Units (LGUs). Chua underscores these huge outlays: the Programme for the Development of Education (PRODED) funded by the World Bank for DECS from 1973 to 1988 totalled US$217.16 million. The Asian Development Bank (ADB) issued a US$70 million loan in 1988 while the Canadian government also forked out US$12 million for printing of high school textbooks. Starting from the year 2000, the DECS also received fresh loans from the World Bank and the ADB for the Third Elementary Education Project (TEEP) and the Secondary Education Development and Improvement Programme (SEDIP). Philippine Congress and LGUs give financial assistance to the DECS through pork barrel funds which “also included the Congressional Initiative Allocations (CIA), which were intended to pay for projects inserted in the approved budget of the agency through the initiative of the legislators” (Chua, 1999, p. 20). The LGUs also provide additional financial help to the DepEd through the Special Education Fund (SEF) and the General Fund of LGUs:",

year = "2010",

month = dec,

doi = "10.1080/02188791.2010.519696",

language = "English",

volume = "30",

pages = "381--400",

journal = "Asia Pacific Journal of Education",

issn = "0218-8791",

publisher = "Taylor & Francis Group",

number = "4",

}

TY - JOUR

T1 - The philippine department of education

T2 - Challenges of policy implementation amidst corruption

AU - Reyes, Vicente Chua

N1 - Funding Information: Both TDP and PROBE receive substantial amounts of financial assistance, in loans and grants from international agencies and from Local Government Units (LGUs). Chua underscores these huge outlays: the Programme for the Development of Education (PRODED) funded by the World Bank for DECS from 1973 to 1988 totalled US$217.16 million. The Asian Development Bank (ADB) issued a US$70 million loan in 1988 while the Canadian government also forked out US$12 million for printing of high school textbooks. Starting from the year 2000, the DECS also received fresh loans from the World Bank and the ADB for the Third Elementary Education Project (TEEP) and the Secondary Education Development and Improvement Programme (SEDIP). Philippine Congress and LGUs give financial assistance to the DECS through pork barrel funds which “also included the Congressional Initiative Allocations (CIA), which were intended to pay for projects inserted in the approved budget of the agency through the initiative of the legislators” (Chua, 1999, p. 20). The LGUs also provide additional financial help to the DepEd through the Special Education Fund (SEF) and the General Fund of LGUs:

PY - 2010/12

Y1 - 2010/12

N2 - This inquiry interrogates the experiences of local implementation actors of the Philippine Department of Education as they navigate through reform efforts within systemic corruption. Departing from dominant analytical paradigms centred on patron-client frameworks, the article introduces the typology of complex linkages where local actors play their roles as they find themselves trapped in between the powerful discourse of reform on the one hand and corruption on the other. Empirical findings of howlocal actors make sense of the challenges of reform amidst corruption as well as reflections towards greater analytical clarity are proposed.

AB - This inquiry interrogates the experiences of local implementation actors of the Philippine Department of Education as they navigate through reform efforts within systemic corruption. Departing from dominant analytical paradigms centred on patron-client frameworks, the article introduces the typology of complex linkages where local actors play their roles as they find themselves trapped in between the powerful discourse of reform on the one hand and corruption on the other. Empirical findings of howlocal actors make sense of the challenges of reform amidst corruption as well as reflections towards greater analytical clarity are proposed.

KW - Corruption

KW - Educational governance

KW - Implementation

KW - Philippines

UR - http://www.scopus.com/inward/record.url?scp=78650278554&partnerID=8YFLogxK

U2 - 10.1080/02188791.2010.519696

DO - 10.1080/02188791.2010.519696

M3 - Article (Academic Journal)

AN - SCOPUS:78650278554

SN - 0218-8791

VL - 30

SP - 381

EP - 400

JO - Asia Pacific Journal of Education

JF - Asia Pacific Journal of Education

IS - 4

ER -

The philippine department of education: Challenges of policy implementation amidst corruption

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

Handle.net

Other files and links

Fingerprint

Cite this