Actividades de expresión escrita: Textos adecuados a la situación de comunicación, con un

They say that education is the best social leveler. They say that it is the very answer to poverty, corruption, hate, and ignorance. If it really is like many people believe it is, then the study of the key educational, ergo curricular, issues in the Philippines is a significant endeavor that needs serious pair of eyes, ears and hands.

According to the IBON Facts and Figures, the literacy rate in the Philippines has regressed a lot over the last ten years. This is attributed to the dwindling quality, relevance and accessibility of education—the very basic rights of the Filipino youth as etched vividly in the Constitution.

Despite the good things that Department of Education has reported such as the increased number of classrooms and students, the fact remains that the crowding 1:70 classroom ratio, the decreasing aptitude of students and the decadence of the values of the young, among hundreds others, hamper the progress of the state of education of the country.

From http://www.ph.net/htdocs/education/issue.htm, education in the Philippines may be summarized into the following four issues: 1. Quality of education, 2. Affordability of Education, 3. Government budget for education, and 4. Education mismatch.

1. Quality–There was a decline in the quality of the Philippine education, especially at the elementary and secondary levels. For example, the results of standard tests conducted among elementary and high school students, as well as in the NCAE and Board Exams for college students, were way below the target mean score.

2. Affordability–There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families.

3. Budget–The Philippine Constitution has mandated the government to allocate the highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations among the ASEAN countries. This, not to mention the corruption component in the same institution that must abhor such act.

4. Mismatch–There is a large proportion of “mismatch” between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed. Here, also to consider is the degenerating educational mindset of working abroad or of working for employment no matter what it takes, with no regard to other more valuable intentions like social work, inventiveness and entrepreneurship leading to public service and better self-actualization.

The following are some of the reforms proposed:

1. Upgrade the teachers’ salary scale. Teachers have been underpaid; thus there is very little incentive for most of them to take up advanced trainings.

2. Amend the current system of budgeting for education across regions, which is based on participation rates and units costs. This clearly favors the more developed regions. There is a need to provide more allocation to lagging regions to narrow the disparity across regions.

3. Stop the current practice of subsidizing state universities and colleges to enhance access. This may not be the best way to promote equity. An expanded scholarship program, giving more focus and priority to the poor but deserving, maybe more equitable.

4. Get all the leaders in business and industry to become actively involved in higher education; this is aimed at addressing the mismatch problem. In addition, carry out a selective admission policy, i.e., installing mechanisms to reduce enrollment in oversubscribed courses and promoting enrollment in undersubscribed ones. 5. Develop a rationalized apprenticeship program with heavy inputs from the private

sector. Furthermore, transfer the control of technical training to industry groups which are more attuned to the needs of business and industry.

The macro-level educational issues and concerns above can be better understood when the micro-level concerns—mainly curriculum issues—are put into the equation. This way, people can understand the state of education more and eventually face and nip the problems in the bud.

Curriculum managers and educational experts are always looking for better ways to achieve better learning through teaching. However, since curriculum innovations seemed to be difficult for many, issues and concerns have been raised about curricular innovations. The newness of the idea to the users raises issues which need to be addressed. Certain aspects need to be clarified in order to overcome the attitude and feelings that create some concerns.

Perter Oliva’s Developing the Curriculum (Seventh Edition) reveals 12 curriculum issues. These are 1. Academic Area Initiatives, 2. Alternative Schools, 3. Bilingual/Bicultural Education, 4. Censorship, 5. Gender, 6. Health Education, 7. Diversity, 8. Privatization, 9. Provision for Exceptionalities, 10. Religion in Public Education, 11. Scheduling Arrangements, and 12. Standards and Assessment

Clearly, there is no discrete separation in these twelve categories. On one sense, they are all interrelated and bear close relationship with each other. Some items enumerated, however may not be fit for the Filipino audience.

In the Curriculum Development book of Purita Bilbao et al., it enumerates a number of fitter and more relevant Curricular Issues and Concerns.

1. Poor Academic Performance of Learners. How does he performance of learners relate to the curriculum? Our basic education curriculum was prepared by experts in the field of curriculum making and the subject specialization. The written or intended curriculum is well crafted and all elements of the curriculum are considered. But why are Filipino learners lagging behind from their counterparts the southeast in the TIMMS? Why can’t our schools significantly raise the level of performance of the learners’ vis-à-vis national standards? Issues on the varied implementation of the curriculum among schools and teachers seem to be one of the reasons for the prevailing low performance of schools all over the country. There is perennial complaint about books and other instructional materials. Overcrowded classrooms do not provide a good learning

environment. In addition, the teacher has been identified as one of the influencing factors in the varied implementation of the curriculum. Issues like ill prepared teachers, poor attitude towards change and low morale have been thrown to teachers. Leadership support to an effective implementation of the curriculum. Perhaps if these are not addressed, then the outcome of the curriculum which is academic performance if schools will be low.

2. No Sense of Ownership. Most of the curricular innovations are handed down from the top management. Those who are going to implement simply tow the line or follow blindly. Sometimes the implementers lack full understanding of the change or modifications that they are doing. The goal is unclear, thus there are a lot of questions in the implementation as well as evaluation from the concerned persons. Because of this concern, there is little support that comes from the stakeholders. They just leave the school to do it on their own, thus giving the classroom teacher a burden.

3. Curricular Bandwagons Only. In the desire of some schools to be part of the global educational scenario, changes and innovations are drastically implemented even if the school is not ready. Some schools for example implement a curriculum that is technology-dependent when there is not enough computers in the classroom. There are no internet connections either. How can correct and apt scientific experimentations happen if there are no laboratory tools, equipment or chemicals in the first place? But they have to show that they are also keeping abreast of the development even if their equipment are insufficient.

DepEd to schools: Keep graduation rites austere, politics-free

Thu, Feb 25, 2010

Manila (23 February) — The Department of Education (DepEd), in Order No. 13, ordered all public and private schools to keep graduation rites for Batch 2010 politics- free.

It also ordered the schools to keep their graduation rites solemn yet simple and austere especially due to difficulties brought about by recent natural calamities. DepEd Secretary Jesli Lapus said in the order that the graduating rites should be conducted in an appropriate solemn ceremony befitting the graduating students and their parents and shall not in any way be used as a venue for political forum.

Lapus reiterated the department’s policy on the conduct and collection of fees for graduation rites, where public schools are not allowed to collect graduation fees or any contribution for graduation rites.

While the Parents Teachers Association (PTA), however, may solicit minimal voluntary contributions from members for graduation ceremonies and celebration, teachers and principals should not be involved in it.

On the other hand, Lapus said there should be no extravagance in graduation rites, adding holding the graduation in school premises is encouraged.

Also, Lapus said there should be no special attire for the ceremonies. While wearing togas are allowed, only the actual cost of rental of togas (will be shouldered) by the graduating class.

Lapus also stressed contributions for the annual yearbook will be on a voluntary basis only.

DepEd, DPWH team up to fast-track titling of public schools

MANILA, Dec. 20 (PNA) — The Department of Education has entered into an

agreement with the Department of Public Works and Highways (DPWH) to hasten the titling of school sites continuously occupied by public elementary and secondary schools nationwide but have yet to be registered and titled to DepEd.

Education Secretary Jesli Lapus and DPWH Secretary Victor Domingo signed recently an agreement to facilitate the prompt issuance of clearances required for the titling process. “We need to address this issue on school titling urgently to ensure that school operations are not disrupted and our children will not be displaced,” Lapus said on Sunday.

The titling of public schools will protect public schools from encroachment, segregation, illegal occupation, and adverse claims of ownership by other individuals or parties. “It will contribute to further improvement of the public school system,” Lapus added. In 2007, DepEd signed an agreement with the Department of Environment and Natural Resources (DENR) and the Department of Agrarian Reform (DAR) on the titling of school sites.

The agreement stipulated that DENR shall be responsible for the technical output which includes the survey of public and privately owned lands covered by Deeds and

Donation, field validation, and preparation of draft proclamations for approval by the President.

DAR, for its part, shall facilitate the issuance of the Deeds of Transfer of school sites that are located in Resettlement Areas and Landed Estates, which it administers. DPWH endorsement/clearance is among the prerequisites to DENR’s preparation of presidential proclamations reserving lands for public purposes.

DepEd will provide DPWH the profiles of 5,000 school sites that will require DPWH clearances. Selected regions in Luzon have been prioritized for this initial phase, with other regions soon to follow.

Lapus noted that cooperation from other government agencies is crucial in order to resolve this perennial problem.

DPWH, along with other government agencies, has given DepEd its assurance of full support in the local, regional and central office levels to speed up the issuance of suitability clearances.

DepEd earlier identified some 8,000 sites that have been continuously occupied by public elementary and secondary schools, which were donated by private individuals as well as government entities, but have not been transferred, registered or titled under DepEd.

Lapus said that the DPWH earlier had allocated another P2 billion for the construction of new classrooms and repairs of existing ones.

FOREIGN

Ten education issues the new government should address

After 30 years of fiddling with the education system, whoever gets into power should now focus on the big issues

Assessment should be restored to its vital role in teaching and learning, and league tables outlawed. Photograph: Jeff J Mitchell/Getty Images

The general election is dominating our news. From nurseries to lifelong learning, the three main parties' education policies have been thoroughly scrutinised and commented upon.

Each manifesto has a few progressive ideas: Labour's trial of free school lunches for all primary children; the Conservatives' support for the provision of free nursery care for preschool children – although Michael Gove's equivocation about top-up fees is worrying; and the Liberal Democrats' plans to phase out university tuition fees.

The three manifestos also have some silly ideas. Labour wants to teach Mandarin in primary schools even though we have patently failed to teach any foreign language to more than a minority. Is anyone in the Department for Children, Schools and Families aware of the negative findings of the 1975 National Foundation for Educational Research's study, French in the Primary School?

The Conservatives will encourage new schools to be opened and run by parents – at least until their children leave. The overprovision that will be created is bound to deplete the resources of existing schools, and the potential for the sharp-elbowed to benefit at the cost of everyone else will add to the fragmentation of the system.

The Liberal Democrats have promised priority funding for small classes, despite research showing that schools need flexibility in how they make the most of teachers and that small groups benefit the youngest but not necessarily other older pupils.

After 30 years of endless fiddling with our education system, oh that a new government – whether a single party or a coalition – would turn its attention to regulating big business and the banks, providing an up-to-date infrastructure and protecting the liberties and welfare of its citizens.

It would be excellent if whoever grasps power after Thursday's election drops all gimmicks and focuses on the big issues that only government can change. Here are the top 10 points from my personal wishlist.

1 Accept that the country needs a high-quality education "system" rather than a pecking

order of schools and colleges. Local authorities have a vital role. Links and transitions between the phases are crucially important. Competition works for sports and some cultural events, but learners are often better served by collaboration.

2 Realise that, if the desire to reduce the achievement gap between the advantaged

and the disadvantaged is genuine, those who currently gain the least from education need to receive the most resources and have the best teachers.

3 Learn from Sure Start and from the excellent longitudinal research on preschooling

that universal, high-quality, free nursery provision makes sound educational, social and economic sense.

4 Grasp that teachers are the solution not the problem. This means the profession

attracting, and keeping, the most talented and the best-motivated people (Teach First has gone some way towards this). It also means the government allowing teachers reasonable autonomy in how they teach.

5 Limit the national curriculum to core subjects and those topics deemed essential to

preserving our heritage, maintaining our national culture, and extending our international understanding.

6 Restore assessment to its vital role in teaching and learning, and outlaw the

disastrous and divisive league tables.

7 Restrict inspection to ensuring that failing institutions are identified and improved

rather than attempting the impossible task of sorting all schools and colleges into finely graded categories.

8 Extend pedagogical expertise by encouraging well-planned pilot experiments in

teaching and learning, monitoring and professionally evaluating their outcomes, and disseminating emerging innovatory good practice.

9 Ensure that further education emerges from its Cinderella role and that part-time

university students are given the support they deserve.

10 Establish a democratically elected standing commission – accessible to all citizens

online – to consider and recommend future changes to the education system, thereby easing the strangulation of educational thinking by party politics.

Such changes will not be easy to make, as successive governments have created groups with vested interests in controlling schools, making money from servicing them or enjoying privileged access to the best provision. These 10 points cannot, by themselves, ensure a high-quality system in a fairer, less greedy society – that would require lots more pressure from us citizens – but they should make such an outcome more likely.