Social Services
1. Education
Formal education is available in different schools offering preschool, primary elementary, secondary, tertiary, technical and vocational education in the city.
Table 1 gives a 2-school year comparative data on the number of institutions by level and by type. For the SY 2005-2???6, the total number of schools operating in the city include 36 pre-schools, 54 primary/ elementary schools, 13 secondary schools including one public annex school, 6 tertiary schools and 11 technical/ vocational schools. In the succeeding school year (SY 2006-2007), number of pre-schools increased to 40, primary/ elementary schools remained at 54, secondary schools also increased the number at 15 including 3 public school annexes while tertiary and technical/ vocational schools remained at 6 and 11, respectively.
Level of Education |
SY 2005-2006 |
SY 2006-2007 |
||||
Public |
Private |
Total |
Public |
Private |
Total | |
| Pre-school | 16 |
20 |
36 |
19 |
21 |
40 |
| Primary/Elementary | 44 |
10 |
54 |
44 |
10 |
54 |
| Secondary/High School | 5 |
8 |
13 |
7 |
8 |
15 |
| Tertiary | 0 |
6 |
6 |
0 |
6 |
6 |
| Technical/Vocational | 0 |
11 |
11 |
0 |
11 |
11 |
CHED, RO 12, Cotabato City
TESDA, Provincial Office, City of Koronadal, South Cotabato
1.a School Facilities
The non-instructional facilities made available in the elementary and secondary schools operating in the City of Koronadal. These facilities are present in every school to respond to the needs of the students while in school. These also contribute to the efficient delivery of quality education.
Land areas occupied by each public school. The school with the biggest land area is Marbel 5 Elementary School in Barangay San Jose. Such huge area is in preparation for future expansion considering that Barangay San Jose has been identified as one of the minor growth centers of the city.
1.b Teacher-Pupil/ Teacher-Student Ratio
The teacher-student ration for the SY 2005-2006 and SY 2006-2007. The Department of Education sets the standard teacher-student for kindergarten at 1:25 and primary/elementary and secondary at 1:45.
In general, private kindergarten schools met the standard while the public kindergarten schools failed to meet the standard. Public kindergarten schools, however, apply double shifting to meet the standards set by the DepEd. Private and public primary/ elementary and secondary schools, in general, met the standard.
1.c Pre-school Education
Early childhood development is essential in developing the skills, attitudes and values of the pre-schoolers in preparation for formal education. This is the reason why parents are particular in their choice of schools for the first formal education of their children.
In two comparative school years, there are 36 kindergarten schools in SY 2005-2006. This number increased to 40 schools in SY 2006-2007 which was attributed by the establishment of kindergarten in three existing public elementary schools. These three kindergarten schools were established in Mangga Elementary School, Marbel 4 Elementary School and Siodina Elementary School. The Palm Crest All Bright Academy, Inc. is a new private pre-school that operated in SY 2006-2007.
The total enrollment in public schools of 1,042 increased to 1,065 in SY 2006-2007. Private kindergarten schools also increased its enrollment from 1,481 (SY 2005-2006) to (SY 2006-2007). Data shows that both public and private kindergarten schools increased their enrollment in the succeeding school year. One of the attributing factors of the increase was the free pre-school education offered by DepEd called Pre-school Service Contracting Scheme.
For the SY 2005-2006, 10 of 16 public kindergarten schools were identified with below standard teacher-student and classroom-student ratio of 1:25 whereas in private schools, 8 out of 20 are categorized as below standard teacher-student ratio. For the SY 2006-2007, only 3 out of 19 public kindergarten schools and 7 out of 21 private schools passed the standard ratio. Public and private kindergarten schools, however, apply multiple shifting to meet the standards set by the DepEd.
2. Health
The development of the City of Koronadal is always attributed to its people. The City Government therefore, recognizes the need to be sensitive to its people and prioritizes the health concerns that are besetting them.
The City of Koronadal also recognizes the importance of its role within the province, as a component city and a capital. Hence, it plays an active role with the establishment of the Local Area Health Development Zone (LAHDZ).
LAHDZ or inter-local health zone (ILHZ) refers to a district or a catchment area composed of a number of neighboring municipalities which main function is to improve networking and strengthen cooperation among themselves with regard to health matters. The intended functions of the LAHDZ are to formulate, implement and evaluate: 1) local health plans, 2) health information system, 3) two-way referral system, 4) health resources management and development system, 5) health care financing, 6) hospital regulation and management, 7) community mobilization, and 8( benefit monitoring and evaluation.
LAHDZ 4 is composed of the City of Koronadal, Tantangan and Tampakan. Its vision is to have a better quality of life enjoyed by the constituents through efficient delivery of health services and sustainable collaboration efforts of CHO, NGOs, GOs and Pos in the new millennium.
Its mission is to provide quality, efficient and effective healthcare through:
a. Provision of entire package of services for its populace.
b. Intensification of information, education activities on the basic health services.
c. Provision of adequate health facilities.
d. Strengthening of personnel/ community involvement.
3. Nutrition
In 2006, majority or 89.75% of children aged 0-6 years were within the normal range of nutritional status. 8.51% of the children were below normal and a measly 0.91% and 0.85% were above normal and below normal (very low), respectively. Moreover, there were 4 boys and 6 girls with cleft palate who fall within the below normal (very low) nutritional status.
4. Social Welfare
In 1991, through the enactment of RA 7160 otherwise known as the Local Government Code, DSWD was one of the agencies devolved to the local government unit to continue to deliver basic social services to individuals and families who are in need. The handicapped as well shall be provided with the opportunity to develop self reliance and become participating members of the community.
Through Municipal Resolution 929 series of 1994, the municipal Social Welfare and Development Office was created and by virtue of RA 8803 which was signed on August 19, 2000, MSWDO was changed to CSWDO.
The City Social Welfare Office is manned by the City Social Welfare and Development Officer, 1 Social Welfare Officer III, 3 Social Welfare Officers I, 2 Social Welfare Assistants and 4 regular Day Care Workers functioning as Welfare Assistants.
Since its devolution to the local government unit, the office has 5 regular bureaus offering services to the following clientele groups: families and indigenous people in difficult circumstances, community, children and youth, differently- able persons, the older persons and victims of natural and man made calamities.
The implementation of the Social Welfare program through the City Social Welfare and Development Office is rendered to the 27 barangays of the city. The CSWDO maintains/ supervises the following facilities: Day Care Centers, Women???s Help Intervention and Protective Services (WHIPS) Center, Children???s Intervention and Protective Services (CHIPS) Center, Senior Citizen???s Model Center.
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