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Table of Contents
Unit I
Module 1
Unit I
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UP Open University
Unit I
Module 1
Module 1
Objectives
After going through this
module you will be able to:
1. Differentiate education
from schooling;
2. Formulate a generalization on the concept of
education and schooling from the perspective of representative
sectors of a community/society; and
3. Formulate your own
definition of education
vis-a-vis schooling.
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UP Open University
Unit I
Module 1
Activity 1-1
1. In Mr. de Quiros opinion, what is the main difference between
education and schooling? Do you agree with his opinion? Explain your answer.
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Activity 12
Interview five people in your community, each one representing
the different sectors in your area. These may include farmers,
fisherfolk, carpenters, market vendors, sidewalk vendors, street
vendors, sales clerks, drivers, machine operators, househelpers,
etc.Your interviewees need not be all adults. Get the following information:
gender
age
highest educational attainment
main reason/s for dropping out of school [for those who did]
skills learned in school they find useful in their present work
skills they learned outside of school
concept/definition of education and its significance in life
views on nag-aral and may pinag-aralan
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Unit I
Module 1
Activity 1-3
After completing Activity 1-3, answer the following questions:
1. What does your interview show about education and schooling as agents for social transformation?
2. Recall your own experiences as a student. Did these experiences reflect the statement that schools serve society as agents of
cultural transmission and the continuity of the status quo? (Josefina
R. Cortes, 1993).
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Activity 1-4
Based on your interview and your personal experiences as a student, define education.
SAQ 1-1
Read each statement. Write T if it is True, and F if False.
1.
2.
3.
4.
5.
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Unit I
Module 1
Activity 1-5
As a student, do you agree that the term education should be replaced by learning? Explain your answer in a brief paragraph by
giving specific examples based on your experiences and observations.
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ASAQ 1
1. F
2. T
3. F
4. T
5. F
References
Cortes, J.R. (1993). Explorations in the theory and practice of Philippine
Education. Foundations for Continuing Education (Forec).
Holford, J., Jarvis, P., Griffin, C. eds. (1998). The theory and practice of learning. London: Kogan Page.
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Unit I
Module 1
11
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Unit I
Module 2
11
Module 2
Objectives
After going through this
module you will be able to:
1. Illustrate the interrelationship between
education and development; between the
school and the community;
2. Discuss the teachers
roles in the school and
the community and its
development; and
3. Explain the significance
of The Magna Carta for
Teachers and critique
its implementation.
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UP Open University
Unit I
Module 2
13
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Activity 2-1
What situations in your community prove or disprove the statement of Harbison and Myer on the direct correlation between
education and development?
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Unit I
Module 2
15
Activity 2-2
1. Recall the teachers you fondly remember. List down the qualities that made them endearing not only to you but to the other
students as well.
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Activity 2-3
Based on your composite list, what do you think are the different
roles of a teacher in school and in the community as a whole? Give
at least two examples to show the active role of teachers in the
development of the community. Write these as an anecdote.
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Unit I
Module 2
17
You and your classmates have given your own picture of an effective
teacher. However, through the years, the teacher has been stereotyped as
Miss Tapia, stern, strict, unsmiling, an old maid, with ultra-conservative
manners and lookshair neatly combed back and tied into a bun (no
fringes), bespectacled, dressed in a long-sleeved and closed-neck dress
that reaches three-inches below the knees, shod in closed black shoes, and
carrying the ubiquitous big handbag and umbrella. Is this stereotype still
true today?
Activity 2-4
Based on your observations, and on anecdotes and news heard,
compare and contrast the teachers in the 1980s and at the present.
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Activity 2-5
Write a profile on the teachers today after interviewing two
teachers in your community, one from a public school and another
from a private school. Get the following information:
gender
age
number of years in teaching
roles and responsibilities actually given and performed as
teachers
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Unit I
Module 2
19
Activity 2-6
After doing Activity 2-5, share answers with four (4) other
members of the class. Make a composite listing of the roles and
responsibilities actually given and performed as teachers.
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SAQ 1-1
Which statements are correct?
1. Countries with high levels of human resource development
have high levels of economic growth.
2. Education and national development are positively correlated.
3. Education and economic development are closely intertwined.
4. Education oftentimes fails to make an impact on the economy.
5. The Philippines high literacy rate translates to an improved
economy.
For Activities 2-7 to 2-9, you will need to have a copy of the Magna Carta
for Public School Teachers (R.A. 4670). You can find this in your school
library or on the Internet.
Activity 2-7
Case 1 Rhea is a young and personable teacher in a school in a
coastal area. She teaches Science to Grade 5 students who
have difficulty reading the Science textbook in English and
comprehending the basic concepts. To solve this problem,
Rhea decided to hold her class by the shore one Saturday.
Her class enjoyed the change and were very participative
since the class was conducted in the dialect.
a. What possible violations did Rhea commit?
b. Can she invoke any provision in The Magna Carta for Public School Teachers to support her activities? If so, what are
these?
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Unit I
Module 2
21
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UP Open University
Unit I
Module 2
23
Activity 2-8
Interview two teachers in your community, one from a public
school and the other from a private school. Ask them the following questions:
1. What provisions in the Magna Carta for Public School
Teachers are you familiar with?
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Activity 2-9
Do you believe that all the provisions in The Magna Carta for
Teachers will improve not only the status of teachers but also the
state of Philippine education? What suggestions can you give for a
better and more effective implementation?
ASAQ 1-1
Statements 1, 2, 3
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Unit II
Module 3 25
Module 3
Objectives
After going through this
module you will be able to:
1. Trace the history of the
Philippine Education
System; and
2. Identify, describe and
critique the significant
changes implemented
during each period.
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Newspaper reports say that due to the high cost of education, another
kind of exodus has happened, that of students moving from private schools
to public schools where cost is very minimal. This movement has unnecessarily bloated the public school population such that class size ranges
from 60 to 100 students per class. This happens in densely populated
areas. Imagine the problem a teacher has to face compounded by the lack
of chairs or desks and books.
Were these problems faced by our ancestors prior to the colonization
period? What was the education system like during the pre-Hispanic
times?
Pre-Colonial Period
Philippine historians Teodoro Agoncillo and Renato Constantino have
refuted reports that the country was not civilized and primitive
before the arrival of the Spaniards. The existence of the alibata is one of
the evidences of civilization. We had our own system of writing. To date,
the Tagbanuas of Palawan and the Mangyans of Mindoro still use their
own system of writing too.
During those early times, writing implements included barks of trees and
sharpened pieces of iron, palm leaves and bamboo nodes. Schools existed
where children were taught reading, writing, religion and incantation,
and self-defense. Most schools offered learning the Sanskrit and
arithmetic. However, instruction was also done at home where parents
and other elders in the household taught children obedience to elders,
and loyalty to tribal laws and traditions (Agoncillo, 1990; Alzona, 1932).
Unit II
Module 3 27
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Japanese Occupation
Greater East Asia Co-Prosperity Spherethis was the basic policy of the
Japanese. Fully aware of the great impact of the two colonial periods on
the Filipino psyche, the Japanese officials set out to remold the Filipino.
According to Ricardo Jose (1998), the military administration outlined
the basic principles of education in the Philippines. Some of these included
the following: cut dependence on Western nations and instead, foster a
New Filipino culture, spread the Japanese language and eventually end
the use of English, focus on basic education and promote vocational education and inspire the people with love of labor. As a result, social sciences and literature were de-emphasized while vocational education and
service to the country were given much focus. To win the sentiments of
the Filipinos, the use of Tagalog was encouraged, specially in literature.
This move was further bolstered with the installation of Jose P. Laurel as
President of the Second Philippine Republic. He created the National Education Board to look into curriculum changes and develop a more relevant education program. His administration advocated the use of the
national language and the teaching of Asian history and culture. He also
mandated that only Filipinos should teach Filipino history. Jose considered such moves as President Laurels form of resistance against the Japanese.
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Unit II
Module 3 29
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?
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Activity 3-2
Compare and contrast the text you have just read with the history
of the Philippine education system found in the following website:
http://www.deped.gov.ph/historydecs.html
What changes were implemented?
What laws legislated these changes?
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Unit II
Module 3 31
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 tayoy
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?
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SAQ 3-1
Answer the following questions briefly:
1. What system of writing was replaced by the Romanized script?
2. What basic tenets were children taught during the precolonial period?
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Unit II
Module 3 33
ASAQ 3-1
1.
2.
3.
4.
alibata
respect for elders and loyalty to tribal laws and practices
memorization
to resist Japanese colonization
Activity 3-4
Interview members of your community who were schooled
during the American and Japanese occupations. Ask them about
the songs they were required to sing. Tape these songs and if
possible, transcribe them. Find out in what ways the songs
impinged on the consciousness of the Filipinos.
Additional Reading
The Continuing Miseducation of the Filipino (An Excerpt) by Renato
Constantino.
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Unit II
Module 4
35
Module 4
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Unit II
Module 4
37
Activity 4-1
Visit the websites below and get acquainted with the four national
bodies overseeing the education system of the nation.
www.cwc.gov.ph
www.tesda.gov.ph
www.deped.gov.ph
www.ched.gov.ph
Find out about the following:
Legal basis for their creation
Mandate
Organizational structure
Policies
Programs
Present your findings in a chart. Post it on the discussion board.
Activity 4-2
Which of the four national bodies do you consider the most
vulnerable to corruption? Explain your answer.
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Activity 4-3
Visit the following sites to find out the changes in the administrative and organizational structure as presented in the Rationalization Plan of these agencies. Show these in not more than ten (10)
slides in Power Point Presentation. Remember each slide should
not have more than five (5) lines and to cite your source/s.
www.cwc.gov.ph
www.deped.gov.ph
www.tesda.gov.ph
www.ched.gov.ph
Activity 4-4
Based on your personal experiences as a student, what are the
issues and problems that have confronted each body? List at least
three for each one and rank them. Suggest a solution for the topranked issue/problem.
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Unit II
Module 5 39
Module 5
Policies, Practices,
Developments
Issues and Problems
Objectives
After going through this
module you will be able to:
1. Analyze the curricular
programs at the different levels;
2. Identify and discuss the
issues and problems in
the curricular programs
and their implementation; and
3. Propose workable ways
to minimize or solve
these problems.
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UP Open University
Unit II
Module 5 41
the Day Care Service which can be community, church or school based.
The objectives of the National ECCD System are:
To achieve improved infant and child survival rates by ensuring that
adequate health and nutrition programs are accessible to young
children and their mothers from the pre-natal period throughout the
early childhood years;
To enhance the physical, social, emotional, cognitive, psychological,
spiritual and language development of young children;
To enhance the role of parents and other caregivers as the primary
caregivers and educators of their children from birth onwards;
According to the ECCD Act, the ECCD curriculum should focus on the
childrens total development according to their individual needs and
social background. Specifically, the curriculum has the following basic
policies:
It shall promote the delivery of complementary and integrative
services for health care, nutrition, early childhood education, sanitation, and cultural activities;
It shall use the childs first language as the medium of instruction.
Activity 5-1
What are the high and low points in your experiences as a preschool child? In what ways were you able to overcome the
problems?
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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?
4. Does the teacher integrate health care, nutrition and sanitation? Cite examples.
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Unit II
Module 5 43
Activity 5-3
Compare and contrast the pre-school class you attended when
you were young, and the pre-school class you observed. You may
focus on the following points: subjects, skills, instructional materials and medium of instruction, number of hours per class session.
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Madaming
pinagaaralan
Di ko makita gamit
nung calculus sa
buhay ko.
In the previous unit (Module 4), we saw how the education system of the
country has been restructured to make it more efficient. What used to be
the Department of Education, Culture and Sports (DECS) is now the
Department of Education (DepEd). We also saw how the EDCOM
recommendations were implemented basically to decongest the DECS,
which, as a national body, is one of the biggest bureaucracies and therefore, prone to graft and corruption. The sports functions, programs and
activities were transferred to the Philippine Sports Commission (PSC) and
the functions related to culture were assumed by the National Commission for Culture and the Arts (NCCA). As a result, DepEd has full responsibility over basic education programs and policies. Republic Act 9155 or
the Governance of Basic Education Act of 2001spells out the framework of governance for basic education and renames the institution as
the Department of Education.
This legal document states that quality basic education is the right of all
citizens and therefore, should be accessible to all by providing all Filipino children free and compulsory education in the elementary level and
free education in the high school level. It also underscores the inclusion
of alternative learning systems for out-of-school youth and adult learners
who should be provided with skills, knowledge and values to become
caring, self-reliant, productive and patriotic citizens. Noteworthy is the
statement on localization, and that is The State shall encourage local
initiatives for improving the quality of basic education . . . shall ensure
that the values, needs and aspirations of a school community are reflected
in the program of education for the children, out-or-school youth and
adult learners . . . and schools and learning centers shall be empowered to
make decisions on what is best for the learners they serve.
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Unit II
Module 5 45
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Activity 5-4
Find out the following information on the K to 12 Program:
rationale
salient features
schedule of implementation
You may refer to RA 10533 or the Department of Education website.
Activity 5-5
Interview any two of the stakeholders listed below. Find out their
opinions on the implementation of the K to 12 Program, specifically on (1) the advantages and disadvantages, (2) problems met,
and (3) suggested solutions.
Stakeholders: student
parent
school administrator
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teacher
community leader
Unit II
Module 5 47
Vocational -Technical
Education
Alternative Learning
System
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Setting
School
Teacher
Facilitator/Instructional Manager
- trained in ALS
- college graduate (for A & E program)
- HS graduate or lower (for Literacy
Program)
Classroom Teacher
- licensed
- education graduate (BSE or
BSEE)
Curriculum
Learning
Materials
Modules
- self-paced
- self-instructional
- indigenous
- integrated
Textbooks
- teacher-facilitated
Methodology
Andragogy
Pedagogy
Assessment
Basic Literacy
Accreditation and Aquivalency (A&E)
Achievement Tests
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Unit II
Module 5 49
Activity 5-6
Do you believe that the K to 12 Program will improve the quality
of basic education in the country? State your reasons.
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Vocational-Technical Education
Vocational Technical (Voc-Tech) Education is under the supervision of
the Technical Education and Skills Development Authority. TESDA was
created through Republic Act 7796, enacted in 1994. What is now considered as the Polytechnic Education System includes the Polytechnic
Schools and Colleges and Post-Secondary Voc-Tech Education.
Considered as post secondary and lower tertiary levels, vocational-technical courses were envisioned to offer non-degree programs that will
prepare middle-level personnel and para-professionals for national
industries. Hence TESDA is also mandated to develop trade skills
standards and trade tests for local, international and foreign organizations. For instance, Filipinos desiring to work as cultural performers in
Japan and elsewhere have to take a competency test in TESDA. Moreover, this body must develop and strengthen linkages between educational/training institutions and industry. An example of this linkage is
one with the MERALCO Foundation which regularly offers short-term
training courses. Exceptional trainees/graduates are absorbed into the
workforce of the company, but since the programs are duly recognized
and accredited by TESDA the trainees are eventually considered qualified by the local industry boards.
Two important components of TESDA-recognized programs are the
following:
Apprenticeship: training within employment with compulsory instruction.
Dual System Training: delivery system of quality technical and vocational education which requires training carried out alternately in two
venues - in school and in the production plant. That is, the school
provides the theoretical foundation and basic training, while the plant
develops skills and proficiency in actual working conditions.
As such, TESDA works closely with the Department of Labor and
Employment (DOLE) which offers apprenticeship programs. In fact, the
Secretary of DOLE sits in the TESDA Board.
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Unit II
Module 5 51
Activity 5-7
Visit the TESDA website (http://www.tesda.gov.ph) and note the
different programs offered. Which of these are the most popular
in terms of demand?
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Activity 5-8
Do you agree/disagree to the mandate given to TESDA by the
Executive Department to develop training programs for call
centers? Explain your reasons.
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Unit II
Module 5 53
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Centers of Excellence (COEs) and Centers of Development (CODs) are HEIs (both public and private) which
have demonstrated the highest degree or level of standards
along the areas of instruction, research and extension. They
provide institutional leadership in all aspects of development in specific areas of discipline in the various regions by
providing networking arrangements to help ensure the
accelerated development of HEIs in their respective service
areas.
http://www.ched.gov.ph
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Unit II
Module 5 55
Activity 5-9
In what ways have your general education program subjects
prepared or not prepared you for the major subjects you have
taken? Give specific examples. What suggestions can you give to
further improve and standardize the implementation of these GE
programs?
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1. Commission on Education
2. Commission on Higher Education
3. Technical Education and Skills Development authority
4. Early Childhood Care and Development
5. Alternative Learning System
6. State Universities and Colleges
7. Revised Basic Education Curriculum
8. Education for All
9. Center of Excellence
10. National Service Training Program
ASAQ 5-1
1.
2.
3.
4.
5.
EDCOM
CHED
TESDA
ECCD
ALS
6.
7.
8.
9.
10.
SUCs
RBEC
EFA
COE
NSTP
SAQ 5-1
56 Philippine Educational System
Module 6
Teacher Education in the Philippines
History, Policies, Practices, Developments
Issues and Problems
Brief History
Objectives
After going through this
module you will be able to:
1. Discuss the history of
teacher education in
the Philippines;
2. Identify and discuss
current issues and
problems in teacher
education; and
3. Propose workable ways
to minimize or solve
these problems.
Although teaching was done during the precolonial period and schools were established as
formal institutions during the early years of the
Spanish colonial period, there were no formal
programs for teachers. It is possible that the
Spanish colonizers trained teachers to teach the
Christian doctrine only. However, in 1860 the Governor ordered the
establishment of a normal school in Manila as a seminary for teachers.
Three years later, laws for the establishment of normal schools for teacher
training were passed. According to Lolita Garcia-Rutland, the requirements were: training for the teaching of industry and the arts, trainees
should be open only to men, and they must learn to speak and write
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Unit III
Module 6 59
Activity 6-1
Which universities or colleges in your community offer teaching
or education degrees? Outline the brief history of its college of
education by taking note of the following: date of establishment,
Vision, Mission and Goals, enrolment figures, degrees/courses
offered.
If you were the newly appointed Dean of a College of Education,
what changes in the Teacher Education curriculum will you
prioritize? Give the rationale.
After EDCOM
Cognizant of the significant role of teaching in improving the quality of
education in the country, EDCOM recommended important reforms in
the teaching profession, some of which are as follows:
Enactment of RA 7836, or an Act strengthening the regulation and
supervision of the practice of teaching in the Philippines
Prescribing Licensure Examination for Teachers (LET)
Increasing salaries of pubic school teachers with additional remuneration from the local government
Enactment of RA 7784, or an Act Strengthening Teacher Education in
the Philippines by establishing COEs and creating a Teacher Education Council (TEC) for the purpose
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Activity 6-2
Recall the teachers you hadfrom pre-school to the most recent
pastwho exemplified the teachers described in the last paragraph
of Section 1. Write a short personal letter to these teachers. Do cite
specific situations to avoid generalization. You can use English or
Filipino.
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Unit III
Module 6 61
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Teacher Education curriculum. As a result, the National CompetencyBased Teachers Standard (NCBTS) was developed. This defined effective teaching using a single framework. Meanwhile, Memorandum No.
52 spelled out the minimum qualifications of a dean of a college of education, as well as of its faculty. It also set the requirements for the facilities
and equipment including internet access.
Source: www.ched.gov.ph
Activity 6-3
Interview a public school teacher to find out the following: soundness of pre-service preparation, and of in-service training,
opinion/s regarding CHED recommendation on admission requirements to TEIs. Include a short paragraph expressing your own
opinions and recommendations.
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Unit III
Module 6 63
SAQ 6-1
Read each statement. Write T if it is True or F if it is False.
_____ 1. The pre-colonization teachers were trained by each
barangay.
_____ 2. The home was the first classroom.
_____ 3. The Spanish colonizers taught the teachers how to teach
Christian doctrines and the Castilian language.
_____ 4. Segregation by gender was strictly observed.
_____ 5. The Thomasites trained and supervised newly
appointed Filipino teachers
_____ 6. Pre-service training is under the supervision of DepEd.
ASAQ 6-1
1. F
2. T
3. F
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4. T
5. F
6. F
Unit IV Module 7 65
Module 7
On Special Education
Mylene, a 13-year-old first year high school
student, cannot finish any seatwork despite
the extra time given by the teacher.
Objectives
After going through this
module you will be able to:
1. Explain the important
features of education
for special learners;
2. Explain the significance
of indigenization and
localization of curriculum and of the IPED
and the Madrasah
Education to community and national
development
3. Identify the main
features of Madrasah
Education.
Unit IV Module 7 67
demand for special education teachers. As a separate area of specialization, special education has developed extensively over the years.
Changes in the field of education parallel larger changes in society. Most
important is the realization that individuals with special needs are equally
important in society and need intervention programs. Legislative
measures have been crafted and enacted that have made communities
more aware of the needs of these individuals. Moreover, more disabilities
and/or impairments have been scientifically described as well as treated
or alleviated, due to improvement of medical knowledge.
The vocabulary of special education has gone through some major changes
too, because words used to label or identify persons with special needs
should not convey messages and values which may have a stigmatizing
effect on them. Hence, the term handicap has been replaced by disability,
or impairment.
Lets now look at the definitions of some key terms in the field of special
education. What follows is just a broad outline and is not a complete
listing. The definitions are instructive but not definitive.
Special Education: a specially designed instruction to meet the unique
needs of a child
Learning Disability: a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written
language that results to inability to listen, think, speak, read, write or
do mathematical calculations
Hearing Impairments: inability to process linguistic information through
hearing
Giftedness: cognitive superiority, creativity and motivation that set the
individual apart from the majority of other individuals of the same
age
Mental Retardation (MR): refers to sub-normal intellectual functioning;
it is not a disease
Autism Spectrum Disorder: a complex developmental disability and
neurological disorder affecting the normal development and functioning of the brain in the areas of social interaction and communication
skills
Attention Deficit-Hyperactivity Disorder (ADHD): a neurologically-based
developmental disability manifested by inattentiveness, impulsiveness
and hyperactivity
Cerebral Palsy: a neurological disorder that causes permanent disorders of movement and position
Down syndrome: a developmental disorder manifested in the physical
appearance of the individual as well as delayed development in the
social, emotional and intellectual areas;
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Activity 7-1
What is your opinion regarding the mainstreaming of students
with special needs, that is, including those with visual or hearing
impairment in regular classes?
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Unit IV Module 7 69
Activity 7-2
Observe a special education class and note the features that make
the class different from the typical classes youre familiar with.
appreciation for a legacy, the definitive role of each community and its
members (no matter the age and the educational attainment) in sustaining growth and development.
Aware of such diversity and of the necessity to realign its curricular
programs in education, the Department of Education has embarked on making basic education relevant and still responsive to global changes through
the alternative learning system (which we discussed in an earlier module).
Coupled with this is the component called Indigenous Peoples Education
Program (IPED). Its major aim is to develop an IP culture-sensitive curriculum, learning materials and assessment tools and instruments. To strengthen
this program, DepEd ORDER 62 s. 2011 was released in August Adopting
the National Indigeneous Peoples (IP) Education Policy Framework. The
Administrative Order states that the Policy Framework is intended to be an
instrument for promoting shared accountability, continuous dialogue,
engagement and partnership among government, IP communities, civil
society, and other education stakeholders.
This approach is supported by various studies. John Deweys research
posits that learners are more motivated and interested in the learning task
than on the output or result. This means that learners are just as focused
on the process itself as on the result. Therefore, the learning process must
build on the learners environment and experiences.
Another basis is Paolo Freires concept of the literacy process as a
cultural action for freedom which supports the idea of empowering
learners to understand the real conditions of their existence and to work
towards their transformation. Some educationists and philosophers refer
to this concept as the liberating function of education. Ma. Luisa C.
Doronila expounds on the same theory saying that since knowledge
remains open-ended, it is always in the process of being constructed by
learners to make sense of their own life situations (1996).
Some recent studies on education in the Philippines also show that effective and relevant education is tied to development. The Philippine
Human Development Report of 2000 underscored that basic education is
most effectively delivered not in isolation but in conjunction with development efforts. Also, it concluded that the one-size-fits-all approach
is too rigid, unresponsive and hierarchical to adapt itself to different local
circumstances. Despite early efforts to implement one standardsame
competencies, methodologies, evaluation system, instructional materials,
etc. national test results showed at the time that students in metro
areas generally perform better than those in the CAR and ARMM areas.
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Unit IV Module 7 71
The studies of Alan Bernardo (1998), Ma. Luisa C. Doronila (1996) and of
the UP-ERP-CIDS-DECS-CAR (2001) showed the importance of integrating community practices in the teaching-learning process.
Cognizant of the marginalization of the indigenous peoples in the whole
education process, the Department of Education issued DepEd Order No.
62 s. 2011 entitled Adopting the National Indigenous Peoples (IP) Education Policy Framework.
Following is a sample of a part of a teaching module that incorporates
indigenous knowledge in the DECS curriculum.
Subject: Araling Panlipunan
Year Level: 2nd to 4th Year
TITLE: Ang Kahalagahan ng Tubig sa Pag-unlad ng Cordillera
Pangkalahatang Layunin: Naipamamalas ang bahaging
ginagampanan ng tubig sa pag-unlad ng kabuhayan sa Cordillera
Introduksyon:
Ang mga pangunahing kabihasnan ng sinaunang panahon, tulad
ng Tsina at India ay naitayo at napatingkad ng tao dahil sa
kalapitan ng mga ito sa ilog. Ang pinanggaligan ng tubig ay
mahalaga sa agrikultura na pangunahing pinagkukunan ng
kabuhayan ng tao at sa paglipas ng panahon ay kanyang nalinang
at napaunlad upang maging matatag na paraan ng ikinabubuhay.
Aralin 1. Ang sistema ng tubig sa ating mga payo
Layunin:
1. Mahinuha ang kahalagahan ng tubig sa pag-unlad ng mga
tirahan o pamayanan.
2. Makapaglarawan ng sariling kinaroroonang lugar at ang daloy
ng tubig dito.
Balik-aral: Ang mga kabihasnan sa mga ilog sa Asya tulad sa
India at Tsina.
Gawain: Field Trip
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Activity 7-3
1. What are the legal bases of DO 62?
2. What are its sic (6) policy statements?
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Unit IV Module 7 73
On Madrasah Education
Madrasah is the Arabic term for school, the plural of which is Madaris. It
was introduced in the Philippines in the 13th century by Makhdum Karim,
the Arab missionary who built the first mosque in the country in Tubig
Indangan, Simunul, Tawi-Tawi. It was in this mosque that the people in
the area were taught Islam (Damansong-Rodriguez, 1992).
In most communities in Mindanao (and even in Luzon and the Visayas),
the Madaris are also the mosques where Quaranic reading and the
Arabic language are taught. Emphasis is on the life and teaching of the
Prophet Mohammed, the Arabic system of reading and writing, harmony
among people, values and peace according to the ways of Islam. As such,
the Madrasah is revered both as an institution of learning and as a symbol
of Islam.
According to Damansong-Rodriguez (1992), the Madrasah system has
twelve years of schooling with four years for each of the following levels:
primary (Ibtidai), intermediate (ldade) and high school (Thanawi). A
madrasah offering a complete twelve-year program is maahad (plural is
maahid). If it only offers the primary or intermediate or both, it is called
madrasah.
The primary and intermediate curriculum includes eight subjects namely,
Islamic Studies, Character Building, Arabic Language, Social Studies
(Islamic history and geography), Mathematics, Science, English Language
and Military and Physical Education. Similarly, the high school curriculum has the same subjects; however, Livelihood Education is taught in
lieu of Character Building.
To master the use of the Arabic language which is the language of the
Quran, Arabic is used during exchanges between the teacher and the
students, as well as among the students themselves. However, in the
primary level, the medium of instruction is the local dialect, which is
gradually used less in the high school level where the use of Arabic is
encouraged.
Similar to the problem that plagues some public schools, not all madaris
can provide the complete program. A madrasah may offer only one or two
years of primary, intermediate and/or secondary education. This is due
to the lack of financial support, of qualified and trained teachers, of
instructional materials, facilities and equipment.
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The madaris are privately owned but community-based. They are not
financially supported by the government. A madrasah is managed by its
owner/s and supported by a head teacher or principal, usually a senior
ustadz or teacher. Financial support comes from the tuition of students
and from donations from the community. Sometimes, though, some madaris
are lucky enough to get support from countries in the Middle East in the
form of infrastructure and instructional materials like books. According
to Prof. Taha Basman (2002), exchange professors from Saudi Arabia and
Egypt sometimes come to teach in some maahid in Mindanao, and
missionaries to teach in the madrasah.
Students attend classes at the madrasah either on regular days (Monday
to Thursday) or on weekends (Friday to Sunday). Although Muslims
pray five times a day, Friday is the special day for worship.
In an effort to help upgrade the madaris, legislators as well as Muslim
leaders have initiated moves to integrate the Madrasah System into the
Philippine Education System. Hopefully, such moves will help address
some problems in education in Mindanao and completely remove the
label and the misconception that the madrasah is a breeding ground for
terrorists. After all, the Madrasah as an institution of learning has legal
bases RA No. 6734 or the Organic Act of the Autonomous Region in
Muslim Mindanao, and the Muslim Mindanao Autonomy Act No. 14 or
the Education Act of the Autonomous Region in Muslim Mindanao
(Tamano, 1996).
Activity 7-4
If you were a student in the Cordillera, in what ways would the
above lesson be interesting and relevant to you?
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Unit IV Module 7 75
Activity 7-5
In what other ways can the Madrasah System be integrated in the
Philippine Educational System?
SAQ 7-1
Which of the following statements directly refer to the indigenization of the curriculum?
1.
2.
3.
4.
5.
ASAQ 7-1
1
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Unit IV Module 8 77
Module 8
Teacher
Class
Teacher
Class
Teacher
Class
:
:
:
:
:
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Unit IV Module 8 79
was used. With the development of the writing system, the language of
learning remained the same. In the Philippines, we have the alibata as
well as the writing forms that are still being used by the Hanunoos of
Mindoro.
The periods of colonization changed the landscape of learning as the
language of the colonizers was forced on the people. The Spanish colonizers burned materials written in the traditional script which they
referred to as the work of the devil.
In the years 1894-1896, the Philippine Assembly passed a bill requiring
the use of the native language as language of instruction in all public
schools. In 1900 the Military Governor approved the same upon the
recommendation of the Superintendent of Schools. Textbooks in the
primary grades were in Ilocano, Tagalog, Visayan, Bicol, and English (de
Villa, 2001).
In 1906, Dr. David B. Burrow, the Head of the Department of Education,
approved the offering of Tagalog as a required course in all vocational
classes. Subsequently, a bill on the use of the language widely used in the
country as language of instruction was submitted to the National
Assembly. However, it was rejected by the Philippine Commission. Dr.
Burrow was replaced by Mr. Frank White who immediately mandated
the use of English as language of instruction.
In 1925, the Monroe Commission did a survey on Philippine education.
One of the recommendations was the use of the native tongue as the
language of instruction. The recommendation was strongly supported by
academic leaders notably by Dean Jorge C. Bocobo and Mr. Maximo Kalaw
of the University of the Philippines. In the early 1930s the Commission on
Public Instruction presented to the Legislature a bill on the use of Tagalog,
Visayan, Ilocano, Pangasinense and Kapampangan in teaching together
with English. Obviously, the use of the different Philippine languages was
encouraged not only by Filipino leaders but by the Americans as well.
A not-too-well known initiative was one done by Supt. Pedro Guia of
Ilocos Norte. Since many instructional materials were burned or badly
damaged during the war, Supt. Guia immediately exhorted his teachers
to resume classes using Ilocano as language of instruction. After a few
weeks, the school administrators and the teachers noted that the students
learned faster. Observers from Manila came. The result of the experiment
was read by Mr. Jose V. Aguilar, the Superintendent of Iloilo. He implemented the same experiment but on a wider scale (Grades 1 to 4 in 7
schools, one in the city, three in farming communities, three in fishing
communities) using the scientific method. He had an experimental group
and a control group. The result was similar to that in Ilocos Norte. The
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Unit IV Module 8 81
Breaking Development
On July 14, 2009, the Department of Education issued an
Order Institutionalizing Mother Tongue-Based Multilingual
Education (MLE). The directive replaces the bilingual policy
which mandates the use of English and Filipino as medium
of instruction. This fundamental educational policy and
program, which have validated the superiority of the use
of the learners mother tongue or fish language in improving learning outcomes and promoting Education for All
(EFA). Said policy will be implemented in the whole stretch
of formal education including pre-school and in the Alternative Learning System (ALS). Enclosed with the Order is
the MLE Bridging Plan.
Activity 8-1
In what language did you express yourself best (oral and written)
in school? Cite a specific and memorable experience.
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Activity 8-2
Express your agreement or disagreement to one of the following
observations:
English as a MOI is neither beneficial nor practical... due to retirement,
emigration and explosive population growth, there are too few teachers
qualified to teach everything in English today.
Manuel L. Quezon III, The Long View,
PDI, Nov. 13, 2006
English should be looked at as a language of empowerment that will
facilitate an awakening among our students when they use it to look
critically at their place in the greater political, economic and social
order. But before we decide what language of instruction will work best
in the Philippines, we should ask the question: What is the language of
the Filipino students dream?
Pau M. Fontanos, Whats the language of our students
dreams? In Youngblood, PDI, January 28, 2006.
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Unit IV Module 8 83
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Unit IV Module 8 85
Universities and colleges internationalize their campuses. Note the emergence of UK schools in the country, both in the basic education and
tertiary levels: Thames Business School, Reedley International School to
name a few. Internationalization of the teaching staff and of the
curriculum has been done too. It is no wonder then that the best teachers
of the country have emigrated not only to the US but to neighboring Asian
countries like China. On the other hand, Asian countries, particularly
South Korea, have established schools in the country. What ostensibly
began as a program to train Koreans in English in the country has created
an influx of Koreans nationwide.
With the strong push for globalization, Information and Communication
Technologies (ICTs) have had a significant impact on education, more
specifically in developing models for schools of the future. It must be
remembered though that ICTs are tools. They are not the content of the
curriculum. Distance and online learning are modes too, not the content.
And with such great strides in these tools and modes of teaching and
learning, the curriculum has to become more integrated and
multidisciplinary. As such, teachers will have to have a basic understanding of many subjects. Specialization may take a backseat for a while.
At this juncture, important questions arise:
How do governments defend the traditional nation-building purposes
of education when the very notion of nation is being reconstituted?
To what extent should education policies be analyzed and crafted by
departments other than the Department of Education?
Will globalization commodify education?
And more questions will arise.
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Activity 8-3
In what ways can the transition from the traditional to the ICTdriven approach to the teaching-learning process be made easier,
and more effective?
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Unit IV Module 9 87
Module 9
Gender in Education
Media and Education
Special SubjectsNSTP/
Scouting, Art, Music
t this juncture in our course, we will continue to look at how changes in the local,
national and international landscapes impact on
the education system.
Various organizations have called on stakeholders
in education to participate actively in underscoring the importance of pushing for gender sensitivity through education and mass media. The latter has been the subject of researches, particularly
the effects of media on the young. Meanwhile, the
curriculum has similarly been reviewed, revised,
rewritten, re-energized, re-engineered to include
topics on areas considered important, relevant and
enriching. These subjects are often considered as
incidentals and are not grouped with the core
subjects yet continue to be offered as requirements.
What is the role of these areas of studies in education?
Objectives
After going through this
module you will be able to:
1. Discuss the significance
of gender issues in
promoting equity in the
teaching-process and in
the education system;
2. Identify and explain the
role of mass media in
education;
3. Explain the ways by
which special subjects
can be given equal
importance in the
curriculum; and
4. Identify and discuss the
issues and problems
related to the topics
and their implications
to the education system.
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Consider the statements above. They are but a few of the concepts that
are found in most textbooks despite efforts at promoting gender sensitivity, and the predominance of women in Philippine education. Moreover, teachers, whether consciously or unconsciously, practice sex-stereotyping in the classroom and outside of it. One of these practices is the
segregation of the sexes in the seating arrangement and in the class list.
Class competitions are also between boys and girls. Colors are similarly
assigned based on gender pink, red, and similar hues are used for girls,
and blue for boys. Considered neutral are yellow and green.
The textbooks are no different. A study done by Corazon Lamug in 1995
showed that very distinct stereotypes or males and females are portrayed
in stories and pictures in elementary school Reading and Language textbooks. Females in the home setting do a variety of domestic related work
such as cooking, washing clothes, sewing, cleaning the house, going to
market, etc. Males, meanwhile, are shown as farmers and fishers,
astronauts, geologists, carpenters, drivers, mechanics, dentists, etc. Men/
Males are stereotyped as rough, aggressive, strong, coarse and crude while
women/females are cast as dependent, nurturing, weak, generous and
emotional.
Many concepts and objects are given a female image or terminology.
A few of these are: virtues as justice and liberty, art and poetry, mechanized contraptions as boats and ships. However, powerful forces like
time and death are male. Even advertisements of products meant for males
use females as appendages who are treated as objects. Take a close
look at ads for cigarettes, alcoholic drinks and cars.
How often do we hear boys being reprimanded for crying: Hindi umiiyak
ang lalaki! Ano ka? Bakla?. Such an attitude reflects lack of respect for an
individuals sexual preference, and it also shows that gays have been
similarly stereotyped. The bakla or badaf are portrayed as beauticians,
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Unit IV Module 9 89
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Activity 9-1
Recall your years in elementary or high school. In what ways was
gender inequity practiced?
In what ways can gender equity be shown at home?
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Unit IV Module 9 91
Article XVI. Sec. 10. The State shall provide the policy
environment for the full development of the Filipino capability and the emergence of communication structures suitable to the needs and aspirations of the nation and the
balanced flow of information into, out of, and across the
country, in accordance with a policy that respects the freedom of speech and of the press.
This is the only provision in the Philippine Constitution that pertains to
mass media, a communication tool that has evolved with technology and
has become a potent force in national development. In fact, mass media
has educated a greater number of people than formal institutions have.
People learn from and are influenced more by radio, television, movies,
newspapers, magazines, comic books, and more recently by non-print
forms (via the computer) such as the CD, VCD, DVD and the Internet.
Some sectors also claim that media are also largely responsible for the
moral and social pollution of both young and old.
In a symposium in 1991, it was the consensus of educators and civic
leaders that media exert greater influence on the young than schools. Even
today students have expressed preference for films, songs and power point
presentations to a teachers lecture and question-answer approach to
discussions. Thus teachers have included these media forms as part of
their instructional materials. However, since there is a glut of these forms
available, the teacher has to be extra judicious in selecting the materials in
terms of relevance and appropriateness.
It is an understatement to say that media mold public opinion and
impinge on the consciousness not only of the individual but also of the
nation as a whole. Rolando S. Tinio (1990) underscored this in a newspaper article, The mass media . . . occupy more space in the life of the
citizen than either government programs or school courses . . . they intrude, like it or not, into the home, the office and the classroom. On the
other hand, schools can take this as an opportunity to further broaden
the education of the masses by encouraging teachers to include these
forms as resources.
School and media become partners in their social responsibilityeducating the masses and popularizing issues and concerns. This has long been
recognized by private organizations which teamed up with the Department of Education, the Department of Agriculture and media groups. In
the early 1960s educational radio and TV programs were developed. Television-assisted instruction was implemented specially in science, mathematics and English. The school-on-the-air for farmers and fisherfolks was
popularized in rural areas where the radio was used optimally.
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Media companies have long ago realized the importance of pushing forward their social responsibility through educational programs. Uncle Bobs
Show, Sesame Street, Batibot, Sineskwela are just a few of the pioneering
programs. With the advent of cable TV, some channels are now fully dedicated to childrens shows, an improvement from the block of one to two
hour shows for children that was the dominant programming style of the
past. Such moves were motivated by the results of the functional Literacy
and Mass Media Survey that among the mass media forms, radio has the
highest proportion of exposure followed by the television.
Though print media forms are still widely disseminated, they are
threatened by nonprint media forms on the Internet. Some magazines
have gone online, but of course, this can only be done in highly urbanized
areas.
One of the significant contributions of new media in education is distance
learning which has been adapted by big universities in the country like
the University of the Philippines.
Activity 9-2
Do print and electronic media represent reality? Explain your
answer.
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Unit IV Module 9 93
Activity 9-3
Express your agreement or disagreement to the following statement:
Mass media mirror the aspirations of a people because they are
the mass which patronize the media.
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The call for the abolition of the ROTC (Reserve Officers Training Course)
became louder and more insistent with the death of a student of a big
private university in Metro Manila in 2001. The investigation allegedly
uncovered the corruption which, some claim, has been as old as the
institution itself. The Congressional hearing was not without the usual
arguments. Nevertheless, the National Service Training Program (NSTP)
Act of 2001 (RA 9163) was enacted and its Implementing Rules and Regulations (IRR) crafted and approved on April 2002 duly signed by the
concerned government offices, through their heads of offices. These are
the Department of National Defense, CHED and TESDA.
The program seeks to enhance civic consciousness and defense preparedness in the youth, by developing the ethics of service and patriotism while
undergoing training in any of the three program components, namely:
Reserve Officers Training Corps (ROTC). Designed to provide military
training to tertiary level students in order to motivate, train, organize and
mobilize them for national defense preparedness.
Civic Welfare Training Service (CWTS). Programs or activities contributing to the general welfare and the betterment of life for the members of
the community or the enhancement of its facilities, especially those
devoted to improving health, education, environment, entrepreneurship,
safety, recreation and morals of the citizenry.
Literacy Training Service (LTS). Designed to train students to become
teachers of literacy and numeracy skills to schoolchildren, out of school
youth, and other segments of society in need of their services.
Implementation began in SY 2002-2003 as a requirement for all male and
female students enrolled in any baccalaureate or of at least two-year technical/vocational courses. Students should complete one NSTP component of their choice as a graduation requirement. The component shall be
undertaken for an academic period of two semesters and given credit of
three units per semester, for 54 to 90 training hours per semester. However, a summer program may be designed in lieu of the two-semester
program. The IRR further states that no fees shall be collected for any of
the NSTP components except basic tuition fees which should not be more
50% of the charges of the school per academic unit.
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Unit IV Module 9 95
Activity 9-4
Given a choice, which component would you encourage your
child/younger sibling to enroll in? State your reasons.
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In the secondary level, military training is offered to both boys and girls. It
is called CAT (Citizens Army Training); however, the students may not
enroll if they have undergone training and are members of the scouting
movement.
Although the scouting movement was started by an Englishman (Lord
Robert Baden Powell), the scouting movement in the Philippines was
brought to our shores by American service personnel and missionaries.
According to records, the Boy Scouts of the Philippines (BSP) was established in 1910 by 2nd Lt. Sherman Kiser under the sponsorship of an
American widow doing charity work in Sulu. In 1910, Kiser organized 28
Muslim boys into the Loirllard Spencer Troop. Eventually, the Philippine
Council of the Boy Scouts of America was established in 1923, and was
declared a public corporation on October 31, 1936 through Commonwealth Act No. 111.
The Girl Scouts of the Philippines (GSP), meanwhile, began in 1918 with
the organization of troops in Davao. Other troops were organized in places
where American missionaries were. These troops were registered with
the Girl Scouts of the United States of America. With the assistance of the
BSP, and the leadership of Pilar Hidalgo-Lim and Josefa Llanes-Escoda,
GSP was charted as a national organization under Commonwealth Act
No. 542 on May 26, 1940.
Following are the programs and Mission and Vision of the BSP and GSP:
KID Scouting
KAB Scouting
Boy Scouting
Senior Scouting
45 years old
69 years old
1012 years old
1624 years old
Twinkler
Star
Junior GS
Senior GS
Cadet
46 years old
69 years old
9-12 years old
1216 years old
1621 years old
Mission
To promote through organization and cooperation with other
agencies, ability of boys to do
things for themselves and others,
to train in Scout craft, to teach
them patriotism, courage, selfreliance, and kindred virtues using
methods common to Boy Scouts
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Unit IV Module 9 97
Vision
To be the leading provider of
progressive out-door-based nonformal education committed to
develop morally straight,
disciplined, concerned, selfreliant citizens in the best
tradition of World Scouting
For more information about the BSP and the GSP you may visit their
websites.
Activity 9-5
Is the scouting program a better alternative to military training for
young adults? Explain your answer.
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The end of a text or of a book usually ends with a conclusion, an end; however, we cannot do the same for this text. The Philippine education
system continues to evolve as does the community of which it is a vital
part. That community may be local, regional, national, or global. Such
dynamism has been reflected in the changes that have transformed the
system. One of these is the gradual, albeit continuing decentralization of
the system. Local government units, government organizations, peoples
organizations and even the business and private sectors have partnered
and coordinated in improving the system. The people have been
empowered to participate actively in the planning, implementation,
monitoring and evaluation of programs, and being accountable for all
these and to all stakeholders. Indeed, society will transform for as long as
the education system continues to evolve; and for as long as the people
see the need for change and continue to participate in this change. To
quote Prof. Ma. Luisa C. Doronila, a respected educationist:
. . . in education, a similar transformation has been taking
place, because the people themselves, through the growth
of civil society, have taken initiatives to make education an
arena of struggle and change in order that it will work for
themselves and for societal development. . . the people have
shown that this can be done by transforming education
into an inclusive and comprehensive social process where
everybody participates in its realization.
Let us continue to be part of this transformation . . . of this realization.
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