“We need women who are so strong they can be gentle, so educated they can be humble, so fierce they can be compassionate, so passionate they can be rational, and so disciplined they can be free.” – Kavita Ramdas

Kavita’s quotation is how I described the teacher I admire most. She was my former school’s guidance counselor and many times she taught our class as a substitute teacher.  Her smiling aura had a striking impact not just to me but for the whole La Consolacion Academy, batch 1992.  She was a woman who never gets tired of extending her smiles to all.  It was been long that I haven’t got any communications with her until through the social media. I was overwhelmed with her achievements as I got updates with her whereabouts.  Although, she was very much occupied because of her different engagements, she still got time to accommodate my interview though through online. She was very accommodating, unselfish, humble, amenable, enthusiastic, cheerful, and whereas her name implies, sweetness, Dulce.  Although I got nothing to compare to her, she can always be a good friend whom you can trust and depend on. She is a woman whom I look up just to achieve this endeavour in pedadogy. I am proud to introduce to you the woman who inspires me to study education though at this late age.  She is always a challenge to me achieving this self-actualization in this life.

She was a former SUC President III of Camarines Sur Polytechnic College in Nabua, Camarines Sur. A Bachelor of Arts major in English and Economics and Education graduate at the University of Saint Anthony (USANT), Iriga City, graduated Cum Laude with leadership and special awards; a graduate of Master in Education, major in Guidance and Counseling at Universidad de Santa Isabel, Naga City and Doctor of  Philosophy  major  in Educational Management  at the  University of Saint Anthony as Meritissimus en Oral Revalida and Academic Excellence Awardee. She first served the academe as a Psychometrician and Guidance Counselor of La Consolacion College, Iriga City and a part-time Graduate School professor at USANT. Her journey at Camarines Sur Polytechnic Colleges commenced when she first worked as a Guidance Counselor in 1992.

With her effective supervision and management, she went on to become the Campus Ministry Coordinator, Dean of the College of Office Administration Technology, the College Accreditation Coordinator, and Director for Extension. In 2002, she held office as the Vice President for Academic Affairs where she untiringly committed herself in setting academic leadership and direction to ensure quality and excellent service to the stakeholders and clienteles of the College, especially its students and faculty.

Her mile-long list of achievements continued when she became the fourth President of Camarines Sur Polytechnic College in 2011 to 2015. Under her presidency, she managed to mobilize the College to receive special distinctions and recognitions, making CSPC an award-winning institution in the past few years.  CSPC has the following distinguished accomplishments: ISO 9001:2008 certified till its transition as ISO 9001:2015 9th among 113 State Universities & Colleges (the only college) in the country to receive Institutional Accreditation by the Accrediting Agency of Chartered Colleges and Universities, Inc. (AACCUP, Inc.) along with almost 95% accredited programs, Consistent Performance Based-Bonus(PBB) Qualifier, Red Orchid Awardee,  Best Smoke Free Government Agency, Saringaya Awardee, Top Performing SUC in Midwifery  Board  Examination,  Home  of  Topnotchers  and  Passing  percentage higher than national passing rate, Qualifier in the World Skills Competition (Philippine Competitor). In her capacity as the 4th College President of CSPC, she left another outstanding mark on its conversion as Polytechnic State University of Bicol through Republic Act 11283 signed by President Rodrigo R. Duterte on April 12, 2019. The conversion was sponsored by Hon. Salvador B. Belaro of Ang Edukasyon Partylist and co-sponsored by Cong. Salvio B. Fortuno. With her remarkable accomplishments, she was given an outstanding evaluation that gave her a unanimous vote for another term to continue her service as the College President in May 2, 2015 to May 2, 2019.

The following were her awards and recognitions for being outstanding in different fields she had been to. The Outstanding Alumna of University of Saint Anthony, Transformational Leadership Awadee given by the Local Government Unit of Nabua, Outstanding Woman of Achievement awarded by the Commission on Election Region V, Sesquicentennial Awardee of Universidad de Sta Isabel as Outstanding Alumna, Education Leadership Awardee given by the World Education Congress, Commendation Award given by CSPC Board of Trustees as CSPC President Plaque of Appreciation given by the Philippine Association of State Universities and College ROV as outgoing PASUC V President, Plaque of Recognition given by Bicol Consortium of Industry, Energy and Emerging Research & Development as outgoing BCIEERD Chairman, and Plaque of Appreciation given by the CSPC Alumni Association Pioneer Batch as CSPC President. After having served CSPC as its College President for eight years, the Honorable Board of Trustees granted her a yearlong sabbatical leave.

Currently, she is a full-pledge College Professor in Camarines Sur Polytechnic College (soon to be a university),  Commander of the 31st Naval Group Reserve and one of Accreditors of Accrediting Agency of Chartered Colleges and Universities, Inc.

My outstanding Filipino Teacher is no other than DR. DULCE F. ATIAN, Ph.D., 57 years of age,  beloved wife of the late, GILMER F. ATIAN. She was gifted with two daughters,  IA DULCE; a cum laude graduate of BS Community Development of UP Diliman and currently taking Law in Arellano University and MERCEMARIE a BS Psychology graduate, and a university scholar of Ateneo de Manila University and currently taking Doctor of Medicine at AMEC, BCCM.

Dr. Dulce’s highest educational attainment was Ph.D. major in Educational Management. She taught English; Psychology; and Research for 26 years in Camarines Sur Polytechnic Colleges,  a part-time English teacher for 3 years in University of Saint Anthony,  and taught English/Economics for 2 years in La Consolacion Academy. She started working right after her graduation in college. She actually started as Psychometrician/Researcher in my alma matter,  La Consolacion Academy (now College) during my high school years. However, every time a teacher was absent, she was requested by our Academic Coordinator to substitute to ensure that the class was well attended.  One time, the Sister Principal had her usual rounds and to her amazement, she passed by a well attentive and participative class known to be unruly. It was actually an Economics class.  It being her major in her bachelor’s degree,  she was able to indulge the class in a very interactive learning modality.  Later in the afternoon, the Sister Principal  and Academic  Coordinator  called   her  to  a  meeting to offer some subjects to teach.  Eventually, this opportunity led her to finally decide to temporarily leave Guidance work and transfer to full time teaching in her last two years in said institution prior to her part-time teaching post at the University of Saint Anthony, a nearby school, and thereafter, she transferred in a state college.

At Camarines Sur Polytechnic Colleges, a state college, she was actually hired as Guidance Counselor 1.  However, she was asked every now and then to substitute for Psychology/English/Economics subject teachers when they were not available.  That experience was an opportunity for her to be given a teaching position when one of the Language faculty decided to work abroad.  The circumstances were contributory for her realization that teaching is her passion and had she not been one, her life would not be as fulfilling as she is now.

As a human, getting an inspiration to any plans that is ahead of us can be anywhere, everywhere, and even during unexpected circumstances.  The greatest influencer to Dr. Dulce was her high school English teacher she truly admired. The latter made an impact to her love for teaching aside from her students whose thirst for knowledge was overwhelming.  At the end of every class sessions, whilst extremely satisfied with their lessons, the students would give her a standing ovation.  That circumstances inspired her to teach well and made sure she was able to excellently deliver her lessons.

Excitement and being fulfilled best described her journey as a teacher.  She never imagined that she would find  that  teaching gave her an exciting and fulfilling life. Every class sessions provided a lot of surprises both for her students and herself.  There was so much life engaging with varied attributes but at the end of every session, they learned and looked forward with such excitement for the next encounter.  Imagine a wooer gets excited to see her every time there is a learning encounter, I may add.

Different people give importance to our life.  Here are some reasons why these people granted her significant learning on her part.  She said, “every learner is unique”. According to her, a learner has his own attributes incomparable with the rest, but can be nurtured and be one best learner ready to find possibilities in this very challenging landscape. Her colleagues are her partners of development.  Their acquaintances and experiences matter so much that they learn from each other.  They can be a great source of knowledge which could deepen her personal agenda.  Such learning widens her source of information and competence which are truly beneficial to her personal growth and her teaching profession. She had always had very supportive administrators who recognized her potentials as an abling and engaging teacher.  Had it not been for their support, she may have limited her horizon which denied her of what fullness of life truly meant.The assistance she got from the staff greatly helped her teaching potential. They were very supportive in her initial attempt to provide quality teaching.  Their generosity allowed her to explore other means which contributed to her lessons and experiences with her students. The student’s parents were very appreciative of her efforts. She hadn’t encountered any parent complained about her.  After all these years, she still received a simple thank you for having been a teacher of their children.  As a teacher, the simple gesture of appreciation from our student’s parents is truly heart-warming. The  community  are  great  contributors   to   the development  of  our  students.    The community who in one way or another share for the welfare of the future generations may at times silent in their ways of helping, just as the stakeholders, believe that the students are our best legacies who will give back the yield of learning to the community.  She was grateful that many of her students ended up very successful and started to make a mark in their respective profession.  More than that, a thank for having been their teacher was more than enough to compensate the hard work and sacrifices she had done to bring out the best in them.

Teachers should set an example.  There are many opportunities where the love of country and the inculcation of how rich our Filipino heritage can be valuably used. She always believed that teachers can be the best visual.  This is her opinion about what can teachers do to develop among students love of and pride in the Filipino culture and heritage. With regards to the query about the teacher’s integration of lessons with local/community issues and concern, Dr. Dulce’s response was in positive. She exclaimed, “Definitely yes!” Teachers should be able to find realistic issues and concerns to awaken the consciousness of our learners with what is happening in their respective communities. Theory and practice find meaning in our lessons and the situations surrounding us.  With outcome-based education, students should be able to understand the realities around and be resolute in bringing about change within their boundaries.  Hence, in this sense, learning becomes more challenging and engaging.

With regards to particular issue in the Philippine Education System should be given first priority at this time, she commented thatit will take time for our country to be included in world rankings but sustaining the efforts of the Department  of Education and Commission on Higher Education to build on the 21^st Century Education will matter so much through:  quality of teachers along with teaching competencies which will lead to quality research & instructional materials development, library and laboratory resources, infrastructure development (better classrooms and facilities around the country),  and ICT learning resources to name a few.

And I asked, what do you think are additional skills would future teachers need and why? She suggested that teaching is not just a mastery of lessons or being tech savvy, she supposed; building on a higher emotional intelligence is greatly important. With a lot of challenges confronting our teachers, be it personal or professional, the capacity to be aware of, control and express one’s emotions, as well as handle interpersonal relationships judiciously and empathetically are primordial concerns.

 And I further asked, what is your message to future teachers specially now when our country and most parts of the world are deeply divided?  Dr. Dulce implied that amidst a divided world, where struggle for power is strongly felt, where global threat of war and terrorism continues, where drug syndicate has never been outsmarted instead bring chaos among helpless victims, where climate change has made extreme weather the new normal in every region in our country and the world thus; suspension of classes is now a fad, and where political indifferences has curtailed more positive actions benefitting the people, indeed we are engulfed in a world of varied crises.Let the grace of mindfulness be our personal strength.  As teachers, we should strengthen our personal beings, as the most resilient individual our students can model from.  This will inspire    them   to   remain   positive,   determined,   fulfilled   to   bring out the best in themselves. This maybe a small step from each of us but with fifty or more students we encounter every day, it will create a hopeful ripple effect.  Thus, goodness must start within us.

This first assignment in EDUC 101 and an interview with an important person in Philippine Education paved a way to reflect on many challenges.  First, the questions led me to be reflective on myself as a future educator.  Second, the retrospection gave me a sense of fulfillment and deepened my personal insights as well. Lastly, her achievements are overwhelming. I must say, I envied her, but deep inside my heart, I am proud of her. She fulfilled the top of human’s hierarchy of needs; self-actualization, at a very young age. She deserved to be called successful, contented, extremely happy and loved by many. As I already mentioned, I am following her steps. I am looking up her achievements, though not all, at least a part or a few of it.  This text I made will testify that I am willing to commit myself to be a great contributor in the Philippine pedagogy, if not Philippine History. It was because of my inspirations, Rosa Sevilla and Dr. Dulce Atian. What a great applause to them!  Though, it was too late my age, I will dedicate my remaining years of existence for the betterment and welfare of our future generations. I always believe that imparting education in one’s life is the most powerful thing. It allows us to find the meaning behind everything and helps improve lives in a massive way.  Everybody will agree to me that education is the platform that makes it possible to defeat all barriers.  Instilling in them the importance of education, making a positive difference, believing in their own capabilities, helping to fulfill their future plans, guiding them  to  the  correct  path,  sculpting  future  leaders  and most of all building a legacy to their lives.   In a way or another, I would like to add that teachers’ voices are loud, but most of the time, aren’t heard at all.  I must stand up and let our nation and the whole world hear my persistency, dedication, and vision towards the welfare of our nation. Few more steps, and soon I will be with “unsung heroes.” At times, teachers are heroes taken for granted by many, simple workers that extend immense effects to every student’s life, teachers that they simply call, “just a teacher”.  No matter what it is, our services to them will never be paid off. And one thing for sure, this is the profession where I can find joy and contentment.  For being a teacher is an amazing career and adventure!  

As Dr. Dulce concluded, “For me, teaching is an apostolate not just a career, a profession, nor a source of my salary. This is my LIFE!

                                                                                      ROWENA O. PRAXIDES

                                                                                      PTC                                                                                       EDUC 101 – ASSIGNMENT # 1

A collection Dr. Dulce F. Atian, Ph.D. memoirs regarding her awards, recognitions, previous office and affiliates.

On many chaos, criminalities, health issues regarding dengue and polio, regular school suspensions due to bad weather, Sogie bill, several deaths of animals and rice tariffication law in our country, this NO HOMEWORK PROPOSAL suddenly pop up from nowhere. It heightens the public issues somewhat like a “scandal” especially in social media. It creates many criticisms and obloquy from the general public especially from those who are directly-affected with that concern, i.e., teachers.

A much even alarming issues was when a “penalty” of P50,000 and two years of imprisonment will be imposed if the teacher violates the law once it become a bill. Good thing, Quezon City 5th district Rep. Alfred Vargas revealed that he had removed the “penalty” in his House Bill 3883 and admitted publicly that it was a “technical error”.

I will support what the DepEd Secretary Leonor Briones said, “find balance between their academic development and personal growth and spend time with their families”. A family needs ample time to gather, meet, chat, recollect or even dine outside on weekends. After a long week days of mendling own businesses, it is reasonable to have great family time in the end. But, the total removal of homework is discouraging and inappropriate. I was even disappointed with what the Education secretary added, “sometimes it is not the children who do their homework at home.” It may true happens but it is very rare on some cases. She pointed and accused everybody by her scuttlebutt. Yes, scuttlebutt because she doesn’t have any substantial evidence to prove what she uttered.

House Deputy Speaker Evelina Escudero filed House Bill (HB) No. 3611, which seeks to totally REMOVE homework as a requirement and have Kinder to Grade 12 students do academic activities solely within school premises while Quezon City Representative Alfred Vargas filed HB No. 3883, which seeks to ELIMINATE homework ON WEEKENDS for all elementary and high school students.
The Alliance of Concerned Teachers (ACT) was precisely correct that removing any homework will contradict the Republic Act 10533 Enhanced Basic Education Act of 2013 provision Section 5 (e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative. Doing homework or assignment is primarily a constructivist approach in nature as it clearly entails that a student should be “an owner of his own learning.” And as what Teacher’s Dignity Coalition said, “Our teachers are trained educators. We know the value of homework. It’s about discipline, responsibility, and continuity of learning.”
Of the two proposals, I will agree and vote on the latter, Vargas’s bill HB No. 3883, to eradicate homework on weekends but not on weekdays. Along with this bill, I would like to propose, if I have the power to forward this to the DepEd or any concerned government, or I might say, I will write this proposal directly to Representative Vargas as soon as I submitted this input in this discussion. This is a proposal that might lessen the burden of the students, the teachers, and the school itself.
The School’s Weekly Agenda
The curriculum and syllabus serve as a guide to the teacher. It directs him which lesson he will prepare to teach, what activities he needs to implement, what kind of homework or assessments are possible for the subject-matter. It means as an instructions to make the teaching-learning well-ordered and efficient.
On the other hand, the students are overwhelmed when the teacher provided them with “what-do-activities”, “surprises” and “unannounced” tests especially if not only in one subject, imagine if at least ten subjects in a row.

As a private tutor in Saudi Arabia, I am well-versed with the lessons of my students. The School’s Weekly Agenda for the next-week guides my students and me. It includes the subjects that have quizzes, assignments, the lesson coverage, projects or writing journals need to accomplish in due dates, and other related informations. In this case, we had an ample time to do revisions, advance studies, things to research, and get informed not to take absences due to quizzes. This is given on the last day of the present school week, example, Friday in Philippines is the last school day of the week, Sept 13. The School’s Weekly Agenda will be for Sept. 16 to 20. It is already on the student’s prerogative how he will manage the sheet of agenda provided for him. There should be a strict collaboration among teachers providing their own “what-to-do activities” in preparing the agenda. In this case, there will be no duplication, redundancies, and mis-informations. There are many advantages if the teacher provides this agenda to the students. There will no more excuses and backlogs on the part of the students. The students can manage their time and design how they can cope up for the lesson for the week. In simple words, the students are well-guided. We can obviously apply here that the students are the ‘’owners’’ of their learning, a constructivist approach as what K-12 curriculum wants to emphasize. During the class discussions, the students can participate well because he had already a previous knowledge of the new lesson and can inquire questions whatever he doesn’t understand from the topic. That will be an advantage also on the part of the teacher because the students can go along with his explanations. There will be little effort on injecting the lessons in students’ minds and grasping the essence of the subject-matter. The discussions will get speed-up and can probably proceed to another lesson. The teaching-learning engagement has this sense of collaboration since everybody is working. The teacher is no longer monopolizing the time and the discussions. Apparently, this is also a challenge to the teacher to make revisions and thorough research about her lesson because the students might be smarter than the teacher.

I do hope this proposal will pacify the exhilarating reactions among the constituents of the Department of Education.

The homework, frankly speaking, is a venue to train the students to be disciplined, responsible and organized. Thus, I as a future educator, I stand for the HB No. 3883.

See the attachment as a sample homework sheet.

ROWENA O. PRAXIDES
EDUC 101 – PTC
Sept. 22, 2019, 2:39 am

©copyrights
All rights reserved

REFERENCES:

Edu Punay , Penalty for teachers in ‘no homework’ bill dropped, The Philippine Star – August 31, 2019 retrieved from https://www.philstar.com/headlines/2019/08/31/1947819/penalty-teachers-no-homework-bill-dropped
Janella Paris, DepEd supports no-homework policy, August 28, 2019, RAPPLER
https://www.rappler.com/nation/238795-deped-supports-proposed-no-homework-policy

ATTACHMENT:

Grade 7 Retrieved from https://www.jischool.org/weekly_plan

by Rowena Praxides – Wednesday, 18 September 2019, 5:54 AM 

What are the high and low points in your experiences as a preschool child? In what ways were you able to overcome the problems?

Every school goers has their own story. Obviously, it was almost few decades that I had to remember how my pre-school was. I was 6 years old when I attended a year in pre-school before I accepted to grade 1. The main thing in the pre-school was to sing songs from ABC’s to different children’s songs. The teacher instructed us to color the pictures on the papers she provided us. We didn’t have books. The teacher told us stories most of the time. That is why, we learned how to listen, imagine and comprehend what had happened in the story. Joy, laughter and great excitement were in the school’s atmosphere. The pre-school was so much fun especially during break time because we had time to play games. The teacher wasn’t strict because she only wanted us to enjoy the socialization with other kids. The class didn’t take longer as it only employed us a maximum of two hours. My mother told me that I needed a tutor to teach me reading and writing because I didn’t know them yet when I was in grade 1. My tutor took a year to teach me just to master those important stuff. My pre-school didn’t give much effort on reading and writing. I wonder why the children of these times need to learn the basic things at the age of 5. 

It had been many years that I had no idea about the educational status in our country until I was introduced about Philippine Education modules and references. I thought, it was due to extensive researches and applications of pros and cons, the reason why changes had been made in Philippine pedagogy. And further thought that Jean Piaget’s research about 2-7 years child’s development helped the educators decide to introduce the basic educational tools.

According to Jean Piaget’s discoveries, 2-7 years old thought becomes more symbolic. Simply describing the following development: A child can arrive at answers mentally instead of through physical attempt only. By that age, the child comprehends simple abstractions but thinking is basically concrete and literal. Child is egocentric (unable to viewpoints of others). Static thinking (inability to remember what he started to talk about, so that at end of a sentence, may be talking about another topic). Concept of time, now, concept of distance, only as far as he can see. Centering of focusing in a single aspect of an object causes distorted reasoning. No awareness of reversibility (that for every action there is an opposite action). Unable to state cause-effect relationships, categories, or abstractions. 

The mentioned text subsequently analyses the urgent need to include reading and writing as early as pre-school in Philippine curriculum. At this point in time, aside from singing songs, coloring pictures, and games; the innovations on pre-school give great advantages in order to prepare the pre-schoolers for the proper schooling. 

Thanks a lot for your time reading my input.

Salam.

Activity 5-2

Observe a pre-school class. In what ways does the teacher operationalize the basic policies in the ECCD curriculum? You may use the following questions as guides:

1. In what way/s does the teacher begin the class session?

2. What is the sequence of activities?

3. What instructional materials are used?

4. Does the teacher integrate health care, nutrition and sanitation? Cite examples.

5. What medium of instruction is used?

6. In what way/s does the teacher end the class session?

*************************

Good day!

With this activity, I got a chance to visit and observe the school of my children. The Al Dura Gems International School, a Saudi-owned school that is supervised and taught by Filipino teachers. The school follows the Philippine curriculum. I asked the permission of the school’s principal if I could observe a pre-school class for one day. The principal’s response was in positive and advised me that the morning session runs for about two and half hours (7:30 to 10:00). The flag ceremony in the auditorium started at about 7:15 am. 

The teacher and the co-teacher assisted the group of toddler ages between 4-5 get inside their room after the flag ceremony. There were 22 children in a row. Each student went to their respective sits. As you entered the room, you will find lots of colourful pictures, books and boxes of toys. The room was also painted pastel.

The teacher began the session by greeting the usual ‘’good morning and how are you all” wherein the children answered simultaneously. Afterwards, the teacher introduced me as a visitor to them. The co-teacher gave some cards to the teacher. The latter showed each card to the children asking what was in the picture. A number. Some kids raised their hands while some were murmuring. Preferably, the teacher was reviewing the previous lesson about the numbers. She was emphasizing if the children didn’t forget them. Songs with actions were sung afterwards. A bit of indoor exercises was done. At that junction, more on physical activities was made. While the children were in their utmost energy, the bell rung for the break. After the short break, the introduction of new lesson was done. Letter (P) with its corresponding pictures and sound of the letter. Writing of the alphabet of the day (P) was made.  Some children needed assistance how to write the letter properly. The sequence of days of the week was recited orally. The last portion was a story-telling with QA part.

Flash cards, colourful pictures, some music, songs, physical indoor exercises, pictures from the books were among the instructional materials used in the classroom. You will find some colourful pictures posted on the walls. Obviously, it is a strategic way to familiarize the things through sharpening the photographic memory. Repetition and memorization were also demonstrated in the instructions. Children like that age need a lot of kinetics and physical activities rather than the old-fashioned, strict, dominative, ‘’listen only’’ way of teaching.

While the session was in break, the teacher advised the children to wash first their hands before eating their food. Everyone formed a line and rushed to the washing area. After taking their snacks, the children checked if they keep their stuff neatly and learned how to keep their area clean. Meaning, they are practicing the proper sanitation and health. Injecting in their innocent minds that cleanliness is the most preferable attitude a person should always exercise.  The class composed mostly Filipinos but a few foreigners were there so the medium used for instructions was mainly English. With the assistance of the co-teacher, the monitoring of the class was made efficiently.

The expectation on pre-school of this millennial time measurably becomes higher. There is a heavier focus on reading and Math. There is also much time spent on memorization, kinetics and art. Time spent on games, songs and play time are decreased. The teachers monitor if the children already mastered the ABCs, the 1-10 numbers and obviously, the proper way of handling the pencil. These changes are at least partially due to an increased emphasis on testing the K-12 curriculum. There are some relevant things that have changed since my pre-school. The pre-schoolers are expected to be prepared before entering the formal education. (As I already mentioned in Activity 5-1, I only learned how to read and write at the age of 7 while I was in grade 1.) This manifest that their chance to explore new things; explain their own discoveries; more on social mingling are decreasing since great focus on reading, writing and Math are given much emphasis rather than the former. With the ECCD application, the understanding, awareness and interests of the child should be given the most importance to enhance their learning and cognitive development.

**************

I already prepared this paper before I was introduced to Early Childhood Care and Development. So, I made some research and found it beneficial to our country’s constituents especially for the poor, disoriented families and children. The observations I made in the pre-school class was in pursuant to Republic Act 8980 known as ECCD Act and DSWS Administrative Order No. 29, Series of 2004. It was a compliance for the welfare of children ages 0 to 6 years of age. The ECCD Program is divided into two parts as DSWD administer the welfare of 0 to 4 ages while the DepEd is responsible for pre-schoolers; i.e., the public day-care system. The two agencies also collaborate the duties with the CWC as the National Coordinating Council for ECCD aside from other partners in civil society and academe.  In simply words, ECCD is a collaborative effort from National Agencies until to the last part sector, the barangay. The efforts to maintain the highest educational standard in our country conceived the pre-school education program. The ECCD program can be described as eclectic in their approach to philosophy (an example which I already mentioned, Jean Piaget’s), conceptual frameworks and curriculum design. The pre-school class observations I made was organized around topic of themes and designed to provide a variety of activities; dramatic, manipulative, group play, arts, crafts, music, story-telling, kinetics, writing, reading and Math.  It also maximizes the children’s potentials whilst considering their interests and capabilities. The learning experiences are designed to support physical, social, emotional, language and cognitive development. It is more explicitly focused on supporting ‘’school readiness’’.  In conclusion, the program helps to develop the pre-schoolers in all aspects (physical, social, emotional, and cognitive) so that they will be better prepared with the demands of formal schooling.

I do hope that continuously implying the program will be more advantageous to our millennials and to our country, too. Thus, reap the fruits in the future as we plant the seed today.

“The child is one of the most important assets of our nation. Every effort should be exerted to promote and enhance his opportunities for a useful and happy life.” – Pres. Decree 603 Art 1

Thank you for giving your time reading my inputs.

REFERENCES:

REPUBLIC ACT 8980, ECCD Act, December 5, 2000, The LawPhil Project

retrived from https://www.lawphil.net/statutes/repacts/ra2000/ra_8980_2000.html

ADMINISTRATIVE ORDER No. 29, Series of 2004, Department of Social Welfare and Development

retrieved from https://www.dswd.gov.ph/issuances/AOs/AO_2011-015.pdf

History

ABOUT CWC

The Council for the Welfare of Children (CWC) was created through Presidential Decree 603, otherwise known as the Child and Youth Welfare Code in 1974. It is mandated to coordinate the implementation and enforcement of all laws, formulate, monitor and evaluate policies, programs and measures for children.

Executive Order No. 806 signed in 2009, amended EO No. 778 and affirmed that CWC shall continue to function and exercise the same powers pursuant to the provisions of PD 603 and Executive Order 233 and attached to DSWD.

CWC EVOLUTION

• Presidential Decree 603 (Child and Youth Welfare of Code) of 1974 signed into Law by President Ferdinand E. Marcos created the Council for the Welfare of Children under the Office of the President;
• Executive Order 708 of 1981, reorganized where CWC became an attached agency of the Ministry of the Social Services and Development (MSSD);
• Executive Order 233 of 1987 (Reorganization Act of CWC) signed by President Corazon C. Aquino, redefined the role and organizational structure and enlarging the membership of CWC and continue to be attached under the Department of Social Welfare and Development (DSWD);
• Republic Act 8980 or the Early Childhood Care Development Law of 2000 signed by President Joseph Ejercito Estrada mandated CWC to serve as the National Early Childhood Care and Development Coordinating Council (NECCDCC) under the Office of the President;
• Executive Order 779 of 2009 signed by President Gloria Macapagal-Arroyo, transforming the CWC into the Early Childhood Care and Development Council; and
• Executive Order 806 of 2009, amended EO 778 and affirmed that CWC shall continue to function and exercise the same powers pursuant to the provisions of PD 603 and Executive Order 233 and attached to DSWD.

CWC LOGO

The Council for the Welfare of Children logo carries three important icons- a boy and a girl-child representing Filipino children, a dove representing the CWC’s vision for peace and harmony, and a twig of laurel leaves representing the opportunities and rights of children. A royal blue color is used as background to depict a peaceful and enabling environment for children. The children are depicted in action, which translates to healthy, active, alert well-nourished children protected from abuse and exploitation. The logo integrates gender equality.

Vision, Mission, Mandate & Legal Bases

The Council for the Welfare of Children is the focal inter-agency body of the Philippine Government for children. It is mandated to coordinate the implementation and enforcement of all laws; formulate, monitor and evaluate policies, programs and measures for children.

CWC Vision

The focal government inter-agency body providing dynamic leadership in ensuring a child-friendly and child-sensitive society where every child fully enjoys his/her rights.

CWC Mission

CWC shall undertake its coordinative role for children through:

• Formulation and advocacy for the implementation of policies, programs and measures
• Monitoring and evaluation of policies, programs and measures
• Advocacy for child rights and mobilization of resources
• Building strong networks, partnerships and coordination mechanisms
• Institution building of partners and stakeholders

Mandate

• Initiate, promote and advocate adoption of policies and measures to protect child rights
• Build strong networks, partnerships and coordination mechanisms to ensure concerted efforts in the implementation of Child 21 and CRC
• Create an environment that enables children to develop their full potentials
• Facilitate institution-building of partners and other stakeholders
• Monitor and evaluate the implementation of policies and programs
• Undertake research and development activities

Legal Bases

Presidential Decree No. 603 a.k.a “The Child and Youth Welfare Code” (Dec. 10, 1974)
created the Council for the Welfare of Children under the Office of the President

Executive Order No. 708 (July 27, 1981) reorganized the Office of the President and placed
the Council for the Welfare of Children under the Department of Social Welfare and
Development

Executive Order No. 233 (July 22, 198) redefined the role and organizational structure of
the Council for the Welfare of Children, enlarged its membership to include a youth
representative to the CWC Council Board

Republic Act No. 8980 a.k.a “The Early Childhood Care and Development Act (December 5,
2000) designated the Council for the Welfare of Children also as the National ECCD
Coordinating Council and as an attached agency to the Office of the President

Executive Order Act No. 349 (August 17, 2004) established clear lines of authority over the
CWC/ NECCDCC Secretariat. DepEd Secretary to exercise primary oversight functions
over the DED for NECCDC. DSWD Secretary to exercise primary oversight functions over
DED for CWC

Executive Order No. 630 (June 28, 2007) transferred back the Council for the Welfare of
Children from the Office of the President to the Department of Social Welfare and
Development

Executive Order No. 760 (October 23, 2008) transferred the CWC/NECCDCC from
Department of Social Welfare and Development to the Office of the President with a
Chairperson to be appointed by the President

Executive Order No. 778 (January 13, 2009) transformed the CWC into the ECCD Council,
attached to the Office of the President. The functions and staff of CWC which are not part of
ECCD are transferred to DSWD

Executive Order No. 806 (June 9, 2009) affirmed that CWC shall continue to function and
exercise the same powers pursuant to the provisions of PD 603 and EO 233 and attached
to DSWD

Transparency Seal

National Budget Circular 542 issued by the Department of Budget and Management on August 29, 2012, reiterate compliance with Section 93 of the General Appropriations Act of FY 2012. Section 93 is the Transparency Seal provision, to wit:

Sec. 93. Transparency Seal. To enhance transparency and enforce accountability, all National Government Agencies (NGAs) shall maintain a transparency seal on their official websites. The Transparency Seal shall contain the following informations: (i) the agency’s mandate and functions, names of its officials with their positions and designations, and contact information, (ii) annual reports, as required under National Budget Circular No. 507 and 507-A dated January 31, 2007 and June 12, 2007, respectively, for the last three (3) years, (iii) the respective approved budgets and corresponding targets immediately upon approval of this Act, (iv) major programs and projects categorized in accordance with the five (5) key results areas under E. O. No. 43, s. 2011, (v) the programs/projects beneficiaries as identified int he applicable special provisions, (vi) status of implementation and program/project evaluation and/or assessment reports, and (vii) annual procurement plan, contract s awarded and the name of contractors/suppliers/consultants.

The respective heads of the agencies shall be responsible for ensuring compliance with this section.

A Transparency Seal, prominently displayed on the main page of the website of a particular government agency, is a certificate that it has complied with the requirements of Section 93. This Seal links to a page within the agency’s website which contains an index of downloadable items of each of the above mentioned documents.

https://www.cwc.gov.ph

HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled.

The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.

Year                 Official Name of Department                 Official Titular Head       Legal Bases

1863    Superior Commission of Primary Instruction     Chairman                Educ. Decr of 1863

1901-1916       Department of Public Instruction           General                     Superintendent

Act. No. 74 of the Philippine Commission, Jan. 21, 1901

1916-1942       Department of Public Instruction           Secretary                  Organic Act Law                                    of 1916 (Jones Law)

1942-1944       Department of Education, Health and Public Welfare            Commissioner

                        Renamed by the Japanese Executive Commission, June 11, 1942

1944    Department of Education, Health and Public Welfare            Minister   Renamed by

Japanese Sponsored Philippine Republic

1944    Department of Public Instruction        Secretary         Renamed by Japanese Sponsored Philippine Republic

1945-1946       Department of Public Instruction and Information     Secretary            Renamed by the Commonwealth Government

1946-1947       Department of Instruction       Secretary         Renamed by the Commonwealth Government

1947-1975       Department of Education        Secretary         E.O. No. 94 October 1947 (Reorganization Act of 1947)

1975-1978       Department of Education and Culture            Secretary            Proc. No. 1081, September 24, 1972

1978-1984       Ministry of Education and Culture       Minister          P.D. No. 1397, June 2,1978

1984-1986       Ministry of Education, Culture and Sports      Minister Education Act of 1982

1987-1994       Department of Education, Culture and Sports            Secretary  E.O. No. 117. January 30, 1987

1994-2001       Department of Education, Culture and Sports            Secretary            RA 7722 and RA 7796, 1994 Trifocalization of Education Management

2001 – present            Department of Education        Secretary         RA 9155, August 2001 (Governance of Basic Education Act)

The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the University of the Philippines.

The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.

Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission established the Commission of Education, Health and Public Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese – sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the Department of Instruction was made part of the Department of Public Instruction.

In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools.

In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and major organizational changes were implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively.

The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively.

The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower training and development while CHED is responsible for higher education.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.

DEPED MANAGEMENT STRUCTURE

To carry out its mandates and objectives, the Department is organized into two major structural components. The Central Office maintains the overall administration of basic education at the national level. The Field Offices are responsible for the regional and local coordination and administration of the Department’s mandate. RA 9155 provides that the Department should have no more than four (4) Undersecretaries and four (4) Assistant Secretaries with at least one Undersecretary and one Assistant Secretary who are career service officers chosen among the staff of the Department.

In 2015, the Department underwent a restructuring of its office functions and staffing. The result of which was the Rationalization Plan for the new organizational structure. Details of the new structure are further explained in DO Series 2015 No. 52, also known as the New Organizational Structures of the Central, Regional, and Schools Division Offices of the Department of Education.

At present, the Department operates with four (4) Undersecretaries in the following areas:

Curriculum and Instruction

Finance and Administration

Governance and Operations

Legal and Legislative Affairs

Four (4) Assistant Secretaries are assigned in the following areas:

Curriculum and Instruction

Finance and Administration

Governance and Operations

Legal and Legislative Affairs

Supporting the Office of the Secretary (OSEC) at the Central Office are the different strands, services, bureaus, and divisions.

There are five (5) strands under OSEC:

Curriculum and Instruction

Finance and Administration

Governance and Operations

Legal and Legislative Affairs

Strategic Management

Five (5) attached agencies:

Early Childhood Care and Development (ECCD) Council

National Book Development Board (NBDB)

National Council for Children’s Television (NCCT)

National Museum

Philippine High School for the Arts

Three (3) coordinating councils:

Adopt-a-School Program (ASP) Coordinating Council

Literacy Coordinating Council (LCC)

Teacher Education Council (TEC)

At the sub-national level, the Field Offices consist of the following:

Seventeen (17) Regional Offices, and the Autonomous Region in Muslim Mindanao (ARMM*), each headed by a Regional Director (a Regional Secretary in the case of ARMM).

Two hundred twenty-one (221) Provincial and City Schools Divisions, each headed by a Schools Division Superintendent. Assisting the Schools Division Offices are 2,602 School Districts, each headed by a District Supervisor.

Under the supervision of the Schools Division Offices are 62,605 schools, broken down as follows:

49,209 elementary schools (38,648 public and 10,561 private)

13,396 secondary schools (7,976 public and 5,420 private)

*ARMM is included in the budget of the Department on the following:

Creation of teaching and non-teaching positions;

Funding for newly-legislated high schools;

Regular School Building Program; and

Certain foreign-assisted and locally-funded programs and projects.

THE DEPED VISION

We dream of Filipinos

who passionately love their country

and whose values and competencies

enable them to realize their full potential

and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education

continuously improves itself

to better serve its stakeholders.

THE DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.

Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.

OUR CORE VALUES

Maka-Diyos

Maka-tao

Makakalikasan

Makabansa

OUR MANDATE

The Department of Education was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and charters. The present day Department of Education was eventually mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency.

The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development.

RECENT DEPED ORDERS

September 19, 2019 DO 026, s. 2019 – Guidelines on the Grant of World Teachers’ Day Incentive Benefit

September 13, 2019 DO 025, s. 2019 – Guidelines on the Release, Use, Reporting, Monitoring and Evaluation of Capacity Building Funds for Child Protection for Fiscal Year 2019, Managed by the Regional Offices

September 9, 2019 DO 024, s. 2019 – Implementing Guidelines on the Utilization of Operation Support Funds to the Advocacy and Information Campaign and the Quarterly Press Conferences of Public Affairs Units in Regional Offices for CY 2019

RECENT DEPED MEMORANDA

September 13, 2019 DM 123, s. 2019 – 3rd Dokyubata Video Documentary Contest (Isang Pagdiriwang ng Dokumentaryong Pantelebisyon Para sa Batang Pilipino)

September 13, 2019 DM 122, s. 2019 – 2019 National Planning Conference

September 13, 2019 DM 121, s. 2019 – Public Schools District Supervisors National Research Convention

ATTACHED AGENCIES

The Department of Education has the following attached agencies:

EARLY CHILDHOOD CARE AND DEVELOPMENT COUNCIL (ECCD COUNCIL)

NATIONAL BOOK DEVELOPMENT BOARD (NBDB)

NATIONAL COUNCIL FOR CHILDREN’S TELEVISION (NCCT)

NATIONAL MUSEUM

PHILIPPINE HIGH SCHOOL FOR THE ARTS (PHSA)

Citizen`s Charter

Section 2 of the Republic Act (RA) 9485 otherwise known as the Anti-Red Tape Act of 2007 states that:

“It is […] the policy of the State to promote integrity, accountability, proper management of public affairs and public property as well as to establish effective practices aimed at the prevention of graft and corruption in government. Towards this end, the State shall maintain honesty and responsibility among its public officials and employees, and shall take appropriate measures to promote transparency in each agency with regard to the manner of transacting with the public, which shall encompass a program for the adoption of simplified procedures that will reduce red tape and expedite transactions in government.”

In strict adherence with Section 6 of RA 9485, the Department of Education established the following service standards or Citizen’s Charter: Citizen`s Charter Manual

Alternative Learning System – Education and Skills Training Program

(ALS-EST)

ALS-EST is one of Department of Education’s non-formal education programs. It is a variant of the Alternative Learning System, DepEd’s main vehicle for non-formal education. ALS-EST systematically integrates a skills training component into the standard academic ALS Curriculum. 

With non-formal education, DepEd seeks to bridge the gap for those who have not completed basic education.

ALS-EST offers out-of-school youth and adults an even chance of self-improvement and a productive life.

Currently on its pilot year phase (2018 to present), it has 98 implementing schools that combine the ALS K to 12 Curriculum with their Technical Vocational Livelihood offerings.

About Alternative Learning System

WHAT IS ALTERNATIVE LEARNING SYSTEM OR ALS?

It is a parallel learning system in the Philippines that provides a practical option to the existing formal instruction. When one does not have or cannot access formal education in schools, ALS is an alternate or substitute. ALS includes both the non-formal and informal sources of knowledge and skills.

WHY IS THERE A NEED FOR ALTERNATIVE LEARNING SYSTEM IN THE PHILIPPINES?

Many Filipinos do not have a chance to attend and finish formal basic education (Grades 1-6 and Year 1-4) due to many reasons. Some drop out from schools while some do not have schools in their communities. Since every Filipino has a right to free basic education, the Government establishes ALS to provide all Filipinos the chance to have access to and complete basic education in a mode that fits their distinct situations and needs.

WHAT IS THE BASIS OF ALS IMPLEMENTATION IN THE PHILIPPINES?

The 1987 Philippine Constitution provides for the recognition and promotion of other forms of education other than formal education. Article XIV, Section 2, Paragraph (1) declares that the State shall establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and society; and paragraph (4) concisely encourages non-formal, informal and indigenous learning systems as well as self-learning, independent and out-of-school study programs particularly those that respond to community needs.

The Governance Act for Basic Education otherwise known as the Republic Act 9155 stipulates the establishment of the Alternative Learning System (ALS) to provide out-of-school children, youth and adults population with basic education.

HOW DOES ALS WORK?

There are two major programs on ALS that are being implemented by the Department of Education, through the Bureau of Alternative Learning System (BALS). One is the Basic Literacy Program and the other is the Continuing Education Program – Accreditation and Equivalency (A&E).  Both programs are modular and flexible. This means that learning can take place anytime and any place, depending on the convenience and availability of the learners.

WHAT IS THE DIFFERENCE BETWEEN THE FORMAL EDUCATION SYSTEM AND THE ALTERNATIVE LEARNING SYSTEM (ALS) NON-FORMAL EDUCATION?

Formal Education system is classroom-based, managed by trained formal school teachers.

ALS Non-formal Education happens outside the classroom, community-based, usually conducted at community learning centers, barangay multi-purpose hall, libraries or at home, managed by ALS learning facilitators, such as mobile teachers, district ALS Coordinators, instructional managers at an agreed schedule and venue between the learners and facilitators.

ALS Programs

PROGRAM FOR ILLITERATES:

BASIC LITERACY PROGRAM (BLP)

The Basic Literacy Program (BLP) is a program aimed at eradicating illiteracy among out-of-schools youth and adults (in extreme cases school-aged children) by developing basic literacy skills of reading, writing and numeracy.

PROGRAM FOR DROPOUTS OF FORMAL ELEMENTARY AND SECONDARY LEVELS:

CONTINUING EDUCATION: ACCREDITATION AND EQUIVALENCY (A&E) PROGRAM

The Accreditation and Equivalency (A&E) Program is a program aimed at providing an alternative pathway of learning for out-of-school children, youth and adults who are basically literate but who have not completed the 10 years of basic education mandated by the Philippine Constitution. Through this program, school dropouts are able to complete elementary and high school education outside the formal school system.

For information on the A&E Test, go to the ALS Accreditation and Equivalency Test page.

PROGRAM FOR INDIGENOUS PEOPLES:

INDIGENOUS PEOPLES EDUCATION

The Indigenous Peoples Education is a research and development project which aims to provide basic education support services to IP communities. This is initially implemented at the tribal communities in Dumalneg, Ilocos Norte, Gen. Nakar, Quezon, and Botolan, Zambales.

PROGRAM FOR MUSLIM MIGRANTS:

ARABIC LANGUAGE AND ISLAMIC VALUES EDUCATION  IN ALTERNATIVE LEARNING SYSTEM (ALIVE IN ALS)

The Arabic Language and Islamic Values Education in Alternative Learning System (ALIVE in ALS) is designed for the Muslim Migrants to be able to positively contribute to the peace efforts of our government in order to improve the quality of life of Muslim OSY and adults.  It has components, namely; Basic Literacy Program + ALIVE; Accreditation & Equivalency (A&E) Program + ALIVE; Informal Education + ALIVE; Technical Vocational Education Program + ALIVE; and Entrepreneurship Development + ALIVE.

PROGRAM FOR HEARING IMPAIRMENT:

ALTERNATIVE LEARNING SYSTEM FOR DIFFERENTLY-ABLED PERSONS (ALS-DAP)

The Alternative Learning System for Differently-Abled Persons (ALS-DAP) is a project which aims to deliver Basic Literacy Program to the special/differently-abled children/OSYs/adults, e.g., hearing impaired learners who have not availed of/have no access to the formal school system through specialized approaches, e.g., sign language.

PROGRAM FOR ADOLESCENTS:

ADOLESCENT REPRODUCTIVE HEALTH (ARH)

The Adolescent Reproductive Health is a project for out-of-school adolescents ages 9-24 years old. It is a life skills-based education program for adolescents who are in high-risky behavior, sex-related or non-sex related behavior.

PROGRAM FOR PARENTS:

PARENT EDUCATION

The Parent Education is an informal education which is a life skills short-term course that addresses the special needs and interests of the parents to promote pride in their work and ownership of their responsibilities as members of the family and their community.

PROGRAM FOR POOR FAMILIES:

FAMILY BASIC LITERACY PROGRAM (FBLP)

This is a literacy service learning intervention utilizing literate family members to help non-literate members upgrade their literacy skills and improve the educational opportunities of poor families in the depressed, deprived and underserved (DDU) areas.

RADIO-BASED INSTRUCTION (RBI)

The Radio-Based Instruction (RBI) Program is an alternative learning delivery mode using radio broadcast to deliver the ALS programs. As a form of distance learning, it is able to expand access to education by bringing it to where the learners are. It aims to provide learning opportunities to listeners and enable them to acquire equivalency in basic education through the broadcast of lessons.

PROGRAM FOR DISADVANTAGED CHILDREN:

INFORMAL EDUCATION FOR DISADVANTAGED CHILDREN

This program focuses on packaging of short-term educational activity that addresses the special needs and interests of the street and working children. It intends to use life skills active learning approaches/strategies aimed at developing/enhancing social, civic, aesthetic, cultural, recreational physical and personal development. The learning materials/packages may be developed/adopted/adapted or gathered from other sources and tailored-fit to the identified needs of the said users.

ALS FREQUENTLY ASKED QUESTIONS

WHAT CURRICULUM IS USED IN THE ALS?

The ALS Curriculum reflects the set of knowledge skills and competencies that learners should develop to meet the minimum requirements of basic education. It is comparable to the formal school curriculum. The teaching and learning processes and resources are based on the ALS Curriculum.

WHO ARE THE TARGET LEARNERS IN THE ALS?

ALS is intended for out-of-school children, youth and adults who need basic and functional literacy skills, knowledge and values.

These people are usually located in far-flung communities with no or limited access to formal schools.

In 2008, it was estimated that 40.95 million or 45% of the total Philippine population did not complete basic education. This population is considered the target groups of the alternative learning system.

Among the target groups, 27.53 million are 15 years old and above. Meanwhile, 6-11 years old (8.7 million) and 12-15 (4.7 million) years old are the aggregated target learners who are in-school age.

Specifically, this group of marginalized learners consists of street children, indigenous peoples, farmers, fisherfolks, women, adolescents, solo parents, children in conflict areas not reached by the formal school system, rebel returnees, and others.

WHO DELIVERS THE ALS?

ALS is either DepEd-delivered, DepEd-procured, or DepEd Partners-delivered.

DepEd-delivered refers to the implementation arrangement where program is directly carried-out by DepEd ALS implementers such as the ALS Mobile Teachers and District ALS Coordinators.

DepEd-procured refers to the implementation arrangement where program is contracted by DepEd to service providers such as non-government organizations and other government organizations and literacy volunteers.

DepEd Partners-delivered refers to the implementation of ALS Programs by non-DepEd organizations such as Local Government Units (LGUs), Non-Government Organizations (NGOs) and other Government Organizations (GOs), international donor agencies, church-based organizations and individuals on a voluntary basis using their own resources.

WHO ARE THE DEPED ALS FIELD IMPLEMENTORS?

The ALS Programs are carried out by ALS Mobile Teachers and District ALS Coordinators in the 17 regions of the country. Both are DepEd employed and hold regular teacher items.

Mobile Teachers are “specialized” teachers who live among the people in remote barangays of the country to conduct the BLP for illiterate out-of-school children, youth and adults who are willing to learn basic literacy skills and proceed to Continuing Education program: Accreditation and Equivalency (A&E) for those who left formal school system or have no access to schools.

The District ALS Coordinators are primarily designated to harmonize ALS initiatives in a district. However, just like the Mobile Teachers, they also serve as learning facilitators in the delivery of the different ALS programs/projects.

HOW DOES LEARNING INTERVENTION TAKE PLACE IN THE ALS?

The learning facilitator (Facilitator, Instructional Manager, ALS Mobile Teacher, District ALS Coordinator) goes to a sitio or barangay with Functional Literacy Test and a set of learning materials to conduct learning sessions until such time that the learners have become literate before going to another sitio or barangay. However, depending on the need of the learners, the learning facilitator goes back to a sitio or barangay for visitation and follow-up.

Most of the time, instead of the learners going to the Community Learning Center, the learning facilitator brings the learning materials to the learners to help them acquire basic and or functional literacy skills.

ALS programs are delivered in various modes such as face-to-face, radio-based, eSkwela/computer-based or independent learning.

WHERE DO LEARNING SESSIONS TAKE PLACE?

Learning sessions take place at the Community Learning Center or at any place convenient to the learners. Teaching and learning may also take place at the homes of the learners, under the shades of trees, inside a church or mosque, playground and any other available space and venue.

WHAT MATERIALS ARE USED IN THE ALS?

The ALS utilizes learning modules. Each module is complete in itself. It contains the description of the module, objectives, learning activities, and pre and post tests. Modules for the basic and lower elementary level learners come with a Facilitator’s Guide. Meanwhile, modules for advanced elementary and secondary levels were designed for self-learning.

In the conduct of ALS sessions, use of supplementary learning materials is being encouraged particularly those that are developed by the Facilitator to suit the local need and context and are locally available.

In partnership with various organizations, both local and international, the DepEd-BALS was able to adapt and/or produce print and non-print learning materials to supplement the existing modules in the conduct of ALS learning sessions.

Supplementary materials are important in the conduct of ALS learning sessions. Additional materials make learning sessions more effective by reinforcing newly acquired literacy skills. They also serve as springboards to a new lesson, thus, making learning more fun and interesting. Use of multi-media also gives both Facilitators and learners chance to access new information and technology and activates multi-sensory learning.

WHAT ARE THE AREAS OF LEARNING IN THE ALS?

The learning areas in the ALS are called learning strands which are the equivalent of the “subjects” in the formal school system.

These learning strands are:

Communication Skills (listening, speaking, reading and writing)

Problem-Solving and Critical Thinking (numeracy and scientific thinking)

Sustainable use of Resources/Productivity (ability to earn a living through self-employment, outside employment, entrepreneurship, sustainable use of resources and appropriate technology and productivity)

Development of Self and a Sense of Community (self-development, a sense of personal and national history and identity, cultural pride and recognition and understanding of civil and political rights)

Expanding One’s World Vision (knowledge, respect and appreciation for diversity, peace and non-violent resolution of conflict, and global awareness and solidarity)

IS THERE AN ENTRANCE TEST IN THE ALS?

The potential learner in the ALS goes through a screening process to determine whatever prior learning that he/she may have through the Functional Literacy Test (FLT). This assessment will assist the Learning Facilitator to set-up a teaching and learning plan for a particular learner.

The FLT is composed of five (5) parts. These are 1) the Personal Information Sheet (PIS), 2) Listening and Speaking, 3) Reading, 4) Writing, and 5) Numeracy.

WHAT IS THE DIFFERENCE BETWEEN NON-FORMAL EDUCATION AND INFORMAL EDUCATION?

To reach this marginalized group of learners, BALS implements non-formal and informal education or education that takes place outside the formal school system.

Republic Act 9155 defines Non-formal Education as “any organized, systematic educational activity carried outside the framework of the formal school system to provide selected types of learning to a segment of the population”.

On the other hand, Informal Education is defined as “a lifelong process of learning by which every person acquires and accumulates knowledge, skills, attitudes and insights from daily experiences at home, at work, at play and from life itself”.

BALS carries out two Non-formal Education Programs: a) the Basic Literacy Program (BLP) for illiterates and the b) Continuing Education: Accreditation and Equivalency (A&E) Program for elementary and high school drop-outs.

BALS has developed Informal Education courses that include self-interest and life experiences programs. Initially, it has already developed a special curriculum for indigenous peoples (IPs). With this construct, greater learning needs will be addressed and funneled to promote lifelong learning in all streams of education.

K-12 CURRICULUM

FEATURES

STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL KINDERGARTEN)

• Every Filipino child now has access to early childhood education through Universal Kindergarten. At 5 years old, children start schooling and are given the means to slowly adjust to formal education.
• Research shows that children who underwent Kindergarten have better completion rates than those who did not. Children who complete a standards-based Kindergarten program are better prepared, for primary education. Education for children in the early years lays the foundation for lifelong learning and for the total development of a child. The early years of a human being, from 0 to 6 years, are the most critical period when the brain grows to at least 60-70 percent of adult size.
• In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs, and dances, in their Mother Tongue.

MAKING THE CURRICULUM RELEVANT TO LEARNERS (CONTEXTUALIZATION AND ENHANCEMENTS)

BUILDING PROFICIENCY (MOTHER TONGUE-BASED MULTILINGUAL EDUCATION)

ENSURING INTERGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)

GEARING UP FOR THE FUTURE

NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND LIVELIHOOD READINESS, 21ST CENTURY SKILLS)

KINDERGARTEN

Republic Act 10157, or “The Kindergarten Education Law” made Kindergarten the compulsory and mandatory entry stage to basic education. Section 2 of this Act provides that all five (5)-year old children shall be given equal opportunities for Kindergarten Education to effectively promote their physical, social, emotional and intellectual development, including values formation so they will be ready for school. This was so since the Department of Education (DepEd) believes that Kindergarten is the transition period from informal to formal literacy (Grades 1-12) considering that age five (5) is within the critical years where positive experiences must be nurtured to ascertain school readiness.

Various researches support that this is the period of greatest growth and development, when the brain develops most rapidly and almost at its fullest. It is also the stage when self- esteem, vision of the world and moral foundations are established. Teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of our young learners in an engaging and creative curriculum that is developmentally appropriate which immerse them in meaningful experiences. Provision of varied play-based activities leads them to becoming emergent literates and, helps them to naturally acquire the competencies to develop holistically. They are able to understand the world by exploring their environment as they are encouraged to create and discover, that eventually leads them to becoming willing risk takers and ready to tackle formal school works.

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BRIEF HISTORY OF TESDA

The Technical Education and Skills Development Authority (TESDA) was established through the enactment of Republic Act No. 7796 otherwise known as the “Technical Education and Skills Development Act of 1994”, which was signed into law by President Fidel V. Ramos on August 25, 1994. This Act aims to encourage the full participation of and mobilize the industry, labor, local government units and technical-vocational institutions in the skills development of the country’s human resources.

The merging of the National Manpower and Youth Council (NMYC) of the Department of Labor and Employment (DOLE). The Bureau of Technical and Vocational Education (BTVE) of the Department of Education, Culture and Sports (DECS), and The Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave birth to TESDA.

The fusion of the above offices was one of the key recommendations of the 1991 Report of the Congressional Commission on Education, which undertook a national review of the state of Philippine education and manpower development. It was meant to reduce overlapping in skills development activities initiated by various public and private sector agencies, and to provide national directions for the country’s technical-vocational education and training (TVET) system. Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for middle-level manpower based on the National Technical Education and Skills Development Plan. This plan shall provide for a reformed industry-based training program that includes apprenticeship, dual training system and other similar schemes.

TESDA is mandated to:

Integrate, coordinate and monitor skills development programs;

Restructure efforts to promote and develop middle-level manpower;

Approve skills standards and tests;

Develop an accreditation system for institutions involved in middle-level manpower development;

Fund programs and projects for technical education and skills development; and

Assist trainers training programs.

At the same time, TESDA is expected to:

 Devolve training functions to local governments;

 Reform the apprenticeship program;

Involve industry/employers in skills training;

Formulate a skills development plan;

Develop and administer training incentives;

Organize skills competitions; and

Manage skills development funds.

Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors.

Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on manpower development in various areas, industry sectors and institutions.

VISION, MISSION, VALUE AND QUALITY STATEMENT

Mandate

The Technical Education and Skills Development Authority (TESDA) is the government agency tasked to manage and supervise technical education and skills development (TESD) in the Philippines. It was created by virtue of Republic Act 7796, otherwise known as the “Technical Education and Skills Development Act of 1994”. The said Act integrated the functions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational Education of the Department of Education, Culture and Sports (BTVE-DECS) and the Office of Apprenticeship of the Department of Labor and Employment (DOLE).

Vision

The transformational leader in the technical education and skills development of the Filipino workforce.

Mission

TESDA sets direction, promulgates relevant standards, and implements programs geared towards a quality-assured and inclusive technical education and skills development and certification system.

Values Statement

We believe in demonstrated competence, institutional integrity, personal commitment, culture of innovativeness and a deep sense of nationalism.

Quality Policy

“We measure our worth by the satisfaction of the customers we serve”

Through:

Strategic Decisions

Effectiveness

Responsiveness

Value Added Performance

Integrity

Citizen focus

Efficiency

TESDA CORE BUSINESS

Direction Setting

Crucial to TESDA’s role as the TVET authority in the country is its capacity to steer and provide guidance to the sector. With the end in view of setting out clear directions and establishing priorities, the availability of timely, relevant and accurate information is of essence. Data gathered through the conduct of researchers and studies shall be disseminated to enable the TVET stakeholders to make informed decisions. With quality information, TVET policies and plans shall be formulated that will serve as the blueprint for TVET implementation in the country.

Policies, Plans and Information

Programs and services relating to these concern embody the role of TESDA as the authority in technical vocational education and training (TVET). These are aimed at providing clear directions and priorities for TVET in the country. These include the formulation of plans and policies for the TVET sector and the generation through researches and studies and the dissemination of relevant data and information for informed decision of stakeholders of the sector.

National Technical Education Skills Development (TESD) Plan

National Technical Education Skills Development (TESD) Research Agenda

Philippine Technical Vocational Education and Training (TVET) System

Philippine Technical Vocational Education and Training (TVET) Outlook

Labor Market Intelligence Reports

List of Technical Vocational Education and Training (TVET) Studies

Technical Vocational Education and Training (TVET) Statistics

Pro-active Job Matching Process

TESDA shall SEEK (jobs) through domestic and international market intelligence report to pinpoint specific job requirements. TESDA shall FIND (people) the right people who can be trained to fit the jobs in partnership with NGOs, social welfare agencies / institutions, school and community organizations. TESDA shal TRAIN (people) using standards of quality for TVET developed in consultation with various industry sectors. This pro-active matching process contributes to the best job-skills fit. TESDA also focuses on increasing productivity of implemented training programs by assisting individuals or groups who prefer to go into micro business, small and medium enterprises of enterprenuership training.

 Standards Setting and Systems Development

Another pillar towards the realization of TESDA’s authority role in the TVET sector is to ensure quality through the provision of standards and system development services. Competency assessment and certification of workers is continuously done in pursuit of professionalizing skilled workers.

Compentency Standards Development

Competency Assessment and Certification

Unified TVET Program Registration and Accreditation System

Ladderized Education Program

Skills Competitions

Support to TVET Provision

In view to the need to provide equitable access and provision of TESD programs to the growing TVET clients, TESDA continues to undertake direct training provision. There are four training modalities – school-based, center-based, enterprise-based and community-based. These are being done with the TESDA’s infrastructure in place – 57 administered schools, 60 training centers, enterprise-based training through DTS/Apprenticeship and community-based training in convergence with the LGUs.

School Based Programs

Center Based Programs

Community Based Programs

Enterprise Based Programs

TESDA Language Skills Institutes

Scholarship and Student Assistance Programs

Career Guidance and Placement Programs

Institutional Capacity Building

For TESDA to provide the required services and live up to its core business, it must muster internal capacity and capability. It is necessary to build its competencies along various requirements of its responsibilities in direction setting, standards setting and systems development and in supporting TVET provision. Institutional capacity building also involves the installation of the TESDA quality management system at all levels of the organization.

Foreign Scholarship Training Program

TRANSPARENCY SEAL

A Transparency Seal, prominently displayed on the main page of the website of a particular government agency, is a certificate that it has complied with the requirements of Section 93. This Seal links to a page within the agency’s website which contains an index of downloadable items of each of the above-mentioned documents.

Symbolism

A pearl buried inside a tightly-shut shell is practically worthless. Government information is a pearl, meant to be shared with the public in order to maximize its inherent value.

The Transparency Seal, depicted by a pearl shining out of an open shell, is a symbol of a policy shift towards openness in access to government information. On the one hand, it hopes to inspire Filipinos in the civil service to be more open to citizen engagement; on the other, to invite the Filipino citizenry to exercise their right to participate in governance.

This initiative is envisioned as a step in the right direction towards solidifying the position of the Philippines as the Pearl of the Orient – a shining example for democratic virtue in the region.

Compliance with Sec. 91 (Transparency Seal) R.A. No. 10633 (General Appropriations Act FY 2014)

https://www.tesda.gov.ph

Historical Background

The Commission on Higher Education (CHED)  was created on May 18, 1994 through the passage of Republic Act No. 7722, or the Higher Education Act of 1994. CHED, an attached agency to the Office of the President for administrative purposes, is headed by a chairperson and four commissioners, each having a term of office of four years. The Commission En Banc  acts as a collegial body in formulating plans, policies and strategies relating to higher education and the operation of CHED.

The creation of CHED was part of a broad agenda of reforms on the country’s education system outlined by the Congressional Commission on Education (EDCOM) in 1992. Part of the reforms was the trifocalization of the education sector into three governing bodies: the CHED for tertiary and graduate education, the Department of Education (DepEd) for basic education and the Technical Education and Skills Development Authority (TESDA) for technical-vocational and middle-level education.

In 1997, Republic Act (RA) No. 8292, otherwise known as the “Higher Education Modernization Act of 1997” was passed to establish a complete, adequate and integrated system of higher education. The said law also modified and made uniform the composition of the Governing Boards of chartered state universities and colleges (SUCs) nationwide in order to:(a) achieve a more coordinated and integrated system of higher education;(b) render them more effective in the formulation and implementation of policies on higher education;(c) provide for more relevant direction in their governance; and (d) ensure the enjoyment of academic freedom as guaranteed by the Constitution.

VISION AND MISSION

 The Commission on Higher Education catalyzes a Philippine higher education system that is locally responsive and globally competitive and serves as a force for lifelong learning, innovation, and social and cultural transformation.

 MANDATE

Given the national government’s commitment to transformational leadership that puts education as the central strategy for investing in the Filipino people, reducing poverty, and building national competitiveness and pursuant to Republic Act 7722, CHED shall:

A. Promote relevant and quality higher education (i.e. higher education institutions and programs are at par with international standards and graduates and professionals are highly competent and recognized in the international arena);

B. Ensure that quality higher education is accessible to all who seek it particularly those who may not be able to afford it;

C. Guarantee and protect academic freedom for continuing intellectual growth, advancement of learning and research, development of responsible and effective leadership, education of high level professionals, and enrichment of historical and cultural heritages; and

D. Commit to moral ascendancy that eradicates corrupt practices, institutionalizes transparency and accountability and encourages participatory governance in the Commission and the sub-sector.

POWERS AND FUNCTIONS

As provided for under Section 8 of Republic Act (R.A.) No. 7722, the Commission on Higher Education shall have the following powers and functions:

●          Formulate and recommend development plans, policies, priorities, and programs on higher education;

●          Formulate and recommend development plans, policies, priorities, and programs on research;

●          Recommend to the executive and legislative branches priorities and grants on higher education and research;

●          Set minimum standards for programs and institutions of higher learning recommended by panels of experts in the field and subject to public hearing, and enforced the same;

●          Monitor and evaluate the performance of programs and institutions of higher learning for appropriate incentives as well as the imposition of sanctions such as, but not limited to, diminution or withdrawal of subsidy, recommendation on the downgrading or withdrawal of accreditation, program termination or school course;

●          Identify, support and develop potential centers of excellence in program areas needed for the development of world-class scholarship, nation building and national development;

●          Recommend to the Department of Budget and Management (DBM) the budgets of public institutions of higher learning as well as general guidelines for the use of their income;

●          Rationalize programs and institutions of higher learning and set standards, policies and guidelines for the creation of new ones as well as the conversion or elevation of schools to institutions of higher learning, subject to budgetary limitations and the number of institutions of higher learning in the province or region where creation, conversion or elevation is sought to be made;

●          Develop criteria for allocating additional resources such as research and program development grants, scholarships, and the other similar programs: Provided, that these shall not detract from the fiscal autonomy already enjoyed by colleges and universities;

●          Direct or redirect purposive research by institutions of higher learning to meet the needs of agro-industrialization and development;

●          Devise and implement resource development schemes;

●          Administer the Higher Education Development Fund, as described in Section 10 of R.A. 7722, which will promote the purposes of higher education;

●          Review the charters of institutions of higher learning and state universities and colleges including the chairmanship and membership of their governing bodies and recommend appropriate measures as basis for necessary action;

●          Promulgate such rules and regulations and exercise such other powers and functions as may be necessary to carry out effectively the purpose and objectives of R.A. 7722; and

●          Perform such other functions as may be necessary for its effective operations and for the continued enhancement, growth and development of higher education.

 The CHED LOGO is a representation of how Philippine Higher Education evolved.

The pyramid represents the ideal three-level, manpower structure of the country, comprising of basic level skills, middle or semi-skilled workers, and high or professional levels of human resource located at the apex of the pyramid and the primary concern of higher education.

The  human silhouette inside the pyramid represents human resources development of every Filipino to become productive citizens of the country.

The rising sun symbolizes the dawning of a new era in higher education with the creation of CHED. With the emergence of CHED, higher education was given the much needed attention and appropriate reforms implemented which jump started the development of higher education as the prime mover in nation-building.

The color triad:  red ,  yellow and  blue correspond to the colors of the Philippine flags as CHED was created to be the main advocate and pillar of nation building.

The year 1994 indicates the year when CHED was created by law. On May 18, 1994, CHED was established through Republic Act No. 7722, otherwise known as the “Higher Education Act 1994” The CHED is an Attached.

https://www.ched.gov.ph

by Rowena Praxides – Friday, 13 September 2019, 4:57 AM 

Activity 3-3

Maraming Pilipino ay nananatiling ”walang pakialam, walang interes, at walang komitment.” May pagkamanhid na nagaganap kaugnay ng mga usapin sa moralidad kaya madalas inuunawa na lamang yaong mga bagay na di dapat palagpasin; ang kasamaan ay hindi nasusugpo dahil lubhang abala ang mga tao sa pagkayod ng ikabubuhay. Kung gusto nating tayo’y umunlad, hindi ito dapat magpatuloy.

Sinipi mula sa Pinoy Times, Lunes, Marso 5, 2001, p. 4.

Express your agreement or disagreement to the statement above.

Give concrete examples. In what ways have colonial education developed this apathy or lack of interest? In what ways can the present system of education help solve this problem?

                                                                                    ***************

There are many valuable traits a Filipino has, but there are two ‘’sicknesses’’ in Filipino culture that are most striking ones. The Bahala Na System and Kanya-kanya Syndrome.  

I had been living in Kingdom of Saudi Arabia for 17 years, criminality here is almost improbable. I mean, it is not obvious or not apparent. But sometime in my earlier years, there was a news all over the country, that a certain non-Saudi; i.e., a Bangladeshi suddenly grabbed a pilgrim’s bag in Al-Haram, Makkah. (Imagine, Al Haram is the busiest place and has thousands of visitors almost every day.) The victim caught the attention of the people as she shouted for help. Amass of people assembled together to catch the thief. In just a second, he was apprehended. What an unwise action! He was locked in jail and annihilated his one hand. This is the law. The law, foreigners or locals, should obey. I mean, in this story, I found out a lesson. There is unity among the constituents here. On the other story, while I was studying college in Manila, there was a sudden commotion along the street of a slum area. A man with a bolo was chasing someone! I hid and I was in shocked! Nobody prevented the enraged man. I didn’t know what happened next. On the same cases, I witnessed an exhibitionist showing his private part sitting on a metro train while I was standing in front of him. I pretended that I didn’t see anything, shut my eyes and my mouth. That was a nerve-wrecking one! I just thought, you just ignore to be safe! 

I must admit I am one of the followers of these sicknesses: The Bahala Na System and Kanya-kanya Syndrome.  I, myself, don’t agree with these but it was already rooted in our system. The Spanish colonial introduced this apathy to the Filipinos. It was apparent when education was provided only for elite, special people, mestizos and indios! Bahala kayo, basta kami okay!

And I disagree with the writer, in the sense that I am not manhid, nor walang pakialam nor walang interes. I am even against with it. Actually, I am activist, but should I really have to deal with all the mess when the common people already practicing the same? Where should I stand? I have close family to deal first, I have work to be done in order to survive. That is true, we have to survive for own benefit. Imagine, if I apprehended the man with bolo? Where do you think am I now? 

In what ways can the present system of education help solve this problem? We are now in millennial times, there should be then a smooth transition to eradicate these mentioned “sicknesses” to the current generation. This must be a challenge to me. How can I contribute to this transition? Perhaps, through research and active participation as a future educator, in sha Allah, I can become another Rosa Sevilla, who bravely contributed a huge part in the Philippine History. Goodluck to us!

Salam. (Peace)

by Rowena Praxides – Friday, 13 September 2019, 2:49 AM 

Activity 3-1

Which of the subjects you took up in the elementary and high school were influenced by the colonial system of education? Which of these subjects do you consider significant in preparing you for college work? for everyday life?

The Philippines’ education was mainly rooted from the long period of colonialism of Spaniards, Americans and Japanese.  The current identity of our country had also been intertwined with those foreigners. Although there was a suppression of our own identity, on the other hand, we were able to benefit from them. Their contributions not only in education but also in economy and social status, elevates us in compare with other Asian countries.

Math, English, Science which were assimilated by Americans in our curriculum and Home Economics by Spaniards are the subjects which made significance in my everyday life.

Mathematics –  At night before I lay on my bed, I always set the alarm clock. In the morning, I have to estimate how much time I need to cook breakfast. While cooking, I understand how to use the proper measurements whether in grams or milliliters, with the ingredients of the recipe. During travel, I carefully estimate how much time needed for the departure and arrival. When buying stuff, I can decide whether my money is enough or not.  I got knowledge on proper budgeting of money, profit earnings and calculating expenses. These are few basic mathematics skills that are useful in our everyday lives.

Science – Science is creating wonders almost every day. The use of computers made my communication and research easier and faster. Taking medicines can suppress the growth of any bacteria and viruses, if a person is sick. Listening to radio and watching on television makes us update of the current events and weather conditions. The use of different mode of transportation makes every transfer of people and goods conveniently. Electric fans and air-conditioners give us comfort during summer days. Cameras, mobile phones, batteries and electricity made the lives of individuals comfortable. These are only few things that Science brought us wonders. Science makes even our lives impossible not to have them.

English – Americans didn’t only conquer our country but also monopolized most part of the world with the use of their language. Undoubtedly, English play a much greater role in the world that it is inevitable for people to ignore it fully. The English language is a commonly spoken language in the world. It is apparently used in every travels, international business, translations with other languages, movie sub-titles to other language, and even in the internet! I had studied Arabic language but I found English easier to apply and understand. The English grammar and rules are simple while Arabic has complicated applications. English made me easy to communicate with other people. English made me ready to face and deal with other foreign tongues orally or in writing.

Home Economics  – This subject was my favorite one. I had learned a lot that I had been using the following stuff until this age.  This includes the food preparation and mixtures, cooking, proper nutrition intake, health issues and knowledge, correct choose of textiles and clothing, household management, cleaning, fixing, laundry, making beds, shopping, sewing clothes by hand or by machine, home maintenance like plumbing; carpentry; painting; fixing electricity; and even repairing printers. The correct manners on the table and even the proper way of cleaning the fish and meat! Aside from knowledge in business and investments, in simply words, I had become a jack-of-all trade. These are only few stuff Home Economics (now TLE – Technology and Livelihood Education) can contribute to the lives of every learners.

The Philippine curriculum must always be coordinated with the changes of current times and demands, but the four mentioned subjects should never be taken for granted by the learners of our current generation nor of our future learners. These are basics. 

Aside from the subjects the colonizers invested in us, a person can learn anything that interests him. Learning is an investment and an ingredient to self-actualization. Learning doesn’t stop in four corners of the room. We can learn anywhere and anytime. It is a continuous process. Learn as much as possible for soon you will use it or transfer it to others. Currently, I am learning how to drive!

Thus, happy Learning!

-rowenapraxEDUC101

How did the Filipinos Lives Improve?

by Rowena Praxides – Monday, 2 September 2019, 3:18 PM

Education in the Philippines had been considered as one of the main commodities the Filipino must have in their lives aside from food, clothing and shelter. It is even acknowledged as the most important investment.  We cannot assert that education indeed improve the lives of Filipinos unless we don’t recollect what was the history behind these improvements. Let me cite a synopsis of the Philippine education in these important times:

Spanish Period –  The Spanish education played a major transformation in the Philippine history as obviously, many well-known universities at that time are still in existence, example; University of Santo Tomas. This was the era where Filipinos learned how to read and write through the Christian missionaries. In 1577, the Franciscans also imparted the importance of industrial and agricultural techniques. The friars also opened many medical and pharmaceutical schools, wherein many hospitals were established afterwards. Other important courses successively followed such as: maritime, accounting, languages, vocational, agriculture, weather forecasting, among others. It was in this time where illustrados like Dr. Jose Rizal, Marcelo H. del Pilar, Mariano Ponce, Antonio Luna, took advantage to pursue higher education to other parts of the world; Spain and Europe. The Philippines was also ahead of some European countries in offering education for women.

American Period – The United States was in charge of providing education towards the Filipinos.  The Pensionado Act started in 1903, the purpose was for future Filipino leaders that were sponsored by the act to continue their education abroad and learn about  American culture. Some examples of these successful Filipino scholars were Judge Jose Abad Santos, Francisco Benitez, Dr. Honoria Sison, and Francisco Delgado. The Filipinos by that time was well-known as the most educated in whole Asia.  Many elementary and secondary schools from the Spanish era were recycled and new ones were opened in cities and provinces, among which there were normal, vocational, agricultural, and business schools. Among the most important colleges during American rule were: Philippine Normal School in 1901 (now Philippine Normal University),  Silliman Institute (1901, now Silliman University, Iloilo Normal School (1902, now  West Visayas State University),  Instituto de Manila (1913, now University of Manila), among others. The University of the Phiilippines was also founded in 1908. It was also in this time because of education, the Filipinos founded its own national identity.

Japanese Period –  It was the Japanese Military Administration’s Order No.2 of 17 February 1942  wherein the propagation of Filipino culture; the dissemination of the principle of the Greater East Asia Co-Prosperity Sphere; the spiritual rejuvenation of the Filipinos; the teaching and propagation of Nippongo; the diffusion of vocational and elementary education; and the promotion of love of labor were established.  Elementary schools followed by vocational and normal schools were reopened after the outbreak of Pacific War. Colleges offered courses in agriculture, medicine, fisheries, and engineering.  It was in this era where the teachers were required  to obtain licenses through rigid examinations. All heads of educational institutions were also required to obtain licenses. Tagalog as a medium of instructions were also established alongside with the Philippine History. The Japanese created the following educational institutions: the Training Institute, for former USAFFE soldiers; the Normal Institute; the Preparatory Institute of Government Scholars to Japan; the Government Employees Training Institute; the New Philippines Cultural Institute, among others. A school established during the Japanese period which still exists is St. Paul College of Makati.

Commentary: The Philippine though had been under the colonization of three foreigners, their contributions on the lives of the Filipinos were enormous and essential especially when it comes to education. Up to this date, education plays an important role as it manifested the improvements in every Filipinos. We are regarded as the most in-demand professionals and workers all over the world. In 2013, the Commission on Filipinos Overseas (CFO) estimated that approximately 10.2 million people of Filipino descent lived or worked abroad. This number constitutes about 11 percent of the total population of the Philippines. It is one of the largest diaspora populations, spanning over 100 countries. With this regard, relatives left behind also benefit from the fruits yielded by the immigrants. Alongside with this, Philippines though still in the Third World, is incorporating the advancements in education in the community as a whole.

-rowenapraxeduc106

REFERENCES:

Education in the Philippines during Spanish Rule, Wikipedia https://en.wikipedia.org/wiki/Education_in_the_Philippines_during_Spanish_rule

Education in the Philippines during American rule, Wikipedia

https://en.wikipedia.org/wiki/Education_in_the_Philippines_during_American_rule

Education in the Philippines, Wikipedia

https://en.wikipedia.org/wiki/Education_in_the_Philippines

Overseas Filipinos, Wikipedia https://en.wikipedia.org/wiki/Overseas_Filipinos

by Rowena Praxides – Wednesday, 28 August 2019, 9:10 PM

Rosa Sevilla de Alvero (1879-1954), tagged as a “Woman of Molave” (symbolizes strength and durability), was an indio legendary woman who lived, witnessed and struggled under Spanish, American and Japanese colonialism. She was a great contributor of the Philippine history and its pedagogy. She was a historian, reformist, educator, writer, pioneer, crusader, visionary and feminist.

Despite of her lack of formal education in her earlier ages and because patriotism was rooted in her from the inspirations of Marcelo H. Del Pilar and other revolutionists, she founded and pioneered, Instituto de Mujeres of Manila in 1900 with the aid of Rev. Manuel Roxas and Susana Revilla.  The institution offered subjects about Philippine’s history and culture, programs designed for women’s welfare known as “Maternal Pedagogy” like cooking; embroidery; sewing; and among others, programs that somehow in contrast with the American’s school system. Rosa somehow had foreseen the importance of women in labor force in the light of the changes in Filipino lives.  This is an institution where dedicated patriotic reflected their own values and educated many hundreds women that contributed immensely in the Philippines’ society like Luz Banzon Magsaysay, Aurora A. Aquino, and other distinguished graduates expert in public affairs, education, medicine, law and business.  An institution that witnessed Rosa’s leadership on fighting Filipino as the National Language despite of her educational background from Escuela Municipal under Spanish Sisters of Charity and later in Assumption Superior Normal School; an school that offered extensive studies on education in Spanish language, securing women’s suffrage – the right to vote; and one of the proponents of independence from American rulers.

As a writer – She also became one of the writers of General Antonio Luna’s revolutionary paper, La Independencia, staffed by distinguished literary figures and nationalists.  She also regularly wrote in El Debate, La Defensa, La Vanguardia and The Woman’s Outlook. Different plays she wrote in Spanish like ‘’La Mejor Ofrenda’’, ‘’El Sueno del Poeta’’, ‘’La Reina del Carnaval’’, ‘’Prisonera de Amor ‘’ and ‘’La Loca de Hinulugang Taktak’’.

As a reformist – In the event of propagating Filipino as national language, she assembled vernacular authors and first organized “Ilaw at Panitik”, “Kapulungang Balagtas” with the collaborative efforts of Jose Corazon de Jesus and Florentino Collantes. Rosa also presented the first balagtasan. While fighting for the rights of women, she co-founded Federacion Catolica de Mujeres (lately Catholic Women’s League) and Liga de Damas Filipinas (League of Women Voters) together with Pura Villanueva Kalaw and Pilar Hidalgo Lim.

Other achievements – On 1898, she graduated with the certificate of Maestra de Primera Ensenanza Superior with a grade of sobresaliente (excellent).  She graduated Bachelor of Science in Education in 1931, the Master’s in 1934 and the Doctorate in Philosophy in 1935 at the University of Santo Tomas.  She also became the first dean of women at Santo Tomas until 1939. She received a decoration from the President Elpidio Quirino on July 3, 1948. Pope Pius XII sent Monsignor Piani to confer upon her the knighthood in the Order of St. Elizabeth. On February 8, 1979, the National Historical Institute marked her centennial on her role in community, religious and social development.

Resource: GARDINIER, D., & SEVILLA-GARDINIER, J. (1989). Rosa Sevilla de Alvero and the Instituto de Mujeres of Manila. Philippine Studies, 37(1), 29-51. Retrieved from http://www.philippinestudies.net/ojs/index.php/ps/article/view/100

–rowenapraxEDUC101

“Not capital, nor income, nor material resources constitute the ultimate basis for the wealth of nations…. human beings are the active agents who carry forward national development. Clearly, a country which is unable to develop the skills and knowledge of its people and to utilize them effectively will be unable to develop anything else.”

– Harbison & Myer.

Education in every sense is one of the fundamental factors of development. No country can achieve sustainable economic development without substantial investment in human capital. Human capital is the sum of abilities, knowledge and skills that are specific to individuals. Education enriches people’s understanding of themselves and world. It improves the quality of their lives and leads to broad social benefits to individuals and society. Education raises people’s productivity and creativity and promotes entrepreneurship and technological advances. In addition it plays a very crucial role in securing economic and social progress and improving income distribution.

During the 20th century, education, skills, and the acquisition of knowledge have become crucial determinants of a person’s and a nation’s productivity. One can even call the twentieth century the “Age of Human Capital” in the sense that the primary determinant of a country’s standard of living is how well it succeeds in developing and utilizing the skills and knowledge, and furthering the health and educating the majority of its population.

But despite of its substantial investment in human capital and productive human production, the Philippines in its 20th century is still considered part of the 3rd World. It is true that our country produces amass of human production in the foreign labor market as 11 percent of the total population of the Philippines are working or living abroad in the year 2013. To this current, it is obviously inflates. Of the workers abroad are young and professionals, even described as heroes of the current times. With this census, we cannot deny that the economic growth of the country reaches 10% of the GDP in 2018; that is therefore, a part of a great contribution to the country’s development.

With regards to the mentioned stories of Filipino workers, despite of different employment and living conditions abroad, which includes poor working conditions; experience racism, long working hours, homesickness, stress, and among others. They still opt to stay longer and even live longer in their chosen area of work away from our own country. Just as I mentioned, Philippines is still a poor country despite of the fact that it is developing and improving but miles apart in compare with much developed countries. The salary, benefits, insurances, well-being, economic primary needs, and other contingencies are the obvious reasons why there is an exodus of professionals and experts from our beloved land. The workers felt compensated in their current work in contrast with their previous work in our country though some faces unfavourable consequences. The Philippines can’t supply or fill-up the main reasons of their working abroad.

It is quite depressing that locals can no longer benefit mostly from the experts and professionals. Our kababayan are suffering the most of the insufficiency of productive workers. In the end, due to the production of new incompetent generation, the whole country itself will suffer the most.
According to Paul Romer, knowledge is a factor of production that has increasing returns, makes cumulative growth progressive. The economic growth is based on the accumulation of knowledge and human capital. But due to exodus of experts and professionals, investments on education may result to incapacities, inefficiencies and incompetencies. Education provides a foundation for development, the groundwork on which much of our economic and social well-being is built. It is the key to increasing economic efficiency and social consistency. But, if opposite happens or if not controlled, there will be a negative impact on the development of the country.

REFERENCES:
Wikipedia, OVERSEAS FILIPINOS https://en.wikipedia.org/wiki/Overseas_Filipinos
Kate Vitasek (2018), “Nobel Laureate Paul Romer: The Path To Economic Growth And Innovation”
Tilak, J.B., (1989), “Education and its Relation to Economic Growth, Poverty, and Income Distribution: Past Evidence and Further Analysis” World Bank Working Papers 46