The 1987 Philippine Constitution speaks elaborately of the right to education. It vows to “…protect and promote the right of all citizens to quality education at all levels, and… take appropriate steps to make such education accessible to all… (1987 Philippine Constitution, Article XIV). In principle, the Philippines takes cognizance of the normative characteristics or elements by which the right to education is founded namely: quality education, accessibility of the right and non-discrimination. By being so, bonded itself to the obligatory nature in realizing the right both legally and politically.
The Philippine, as a state signatory to various instruments providing normative contents to the right to education, is bound by all these treaties and declarations to provide legislative as well as administrative frameworks for the realization of this right. It must concretize its commitment to promote, protect and fulfill human rights in its development plans.
Politically, according to the Right to Education Project (2008), right to education is also an enabling right. It “creates the “voice” through which rights can be claimed and protected’, and without education people lack the capacity to ‘achieve valuable functionings as part of the living.”[i] The state is therefore, impelled to muster political will for the realization of this right. This is the framework by which we shall revisit the state of Philippine Education in the year 2011.

INTRODUCTION The 1987 Philippine Constitution speaks elaborately of the right to education. It vows to “protect and promote the right to all citizens to quality education at all levels, and take appropriate steps to make such education accessible to all…(1987 Philippine Constitution, Article XIV). In principle, the Philippines take cognizance of the normative characteristics or elements by which the right to education is