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57-75 is a private-sector led movement that aims to reverse the education crisis through focused interventions and school-community action, towards system-wide performance improvements.

It emphasizes the value of community involvement and how it can unlock local resources and energies for improving the performance of public schools and their students, while making the schools more accountable.

57-75 supports the DepEd’s BESRA: #1, school-level stakeholders improve their own schools continuously; and #3, influential social institutions and key social processes are engaged by DepEd to support national scale attainment of desired learning outcomes.

The numbers are symbolic: “57” is the national average score of public elementary school students in the National Achievement Test, indicating the situation our public educational system is currently in, while “75”— though commonly known as the passing mark — symbolizes the state of education which we want to achieve in 5 years. The reversal of numbers symbolizes what the campaign is trying to do: TURNING THINGS AROUND, even the way we support the public education system.

Partners in the campaign are the Ateneo Center for Educational Development, Foundation for Worldwide People Power, the League of Corporate Foundations, Philippine Business for Education, Philippine Business for Social Progress and the Synergeia Foundation.


NEED FOR A MORE STRATEGIC PRIVATE SECTOR RESPONSE TO THE EDUCATION SITUATION

Over the years, the country’s public schools have failed to equip children with basic competencies. The private sector has tried to respond to this problem, bringing significant resources into a wide variety of efforts, bringing meaningful change into the lives of many students, teachers and school communities. But the problem is huge and complex. There is a growing realization that the private sector must make more strategic use of its resources, using these to create not just islands of improvement, but ultimately system-wide change.

WHAT WE ADVOCATE

Focus
Despite the wide menu of efforts for education, there still is a lack of measurable improvement on a national scale. This led us to ponder the possibility of a more strategic approach. We are focused mainly on three things – helping students stay in school, enhancing reading proficiencies, and improving achievement rates in math, science, and English.

Results for Resources
We advocate performance and putting scarce resources into efforts that actually lead to improvements in school and student performance. Focusing on results translates to a system for accountability where communities ensure that schools produce results in exchange for resources received.

Community empowerment and engagement
Any effort in education must involve local communities, if the change is to be real, significant and sustainable. Communities are education’s most critical stakeholders: they have the power to demand accountability from education players, and to generate the kind of resources needed for change to take place.