ECOLOGY OF EDUCATION

Mid Term Examination

Second Trimester, 2018-2019

Name: RELYN G. EBUENG

Course: MAED E.A

1.Describe the management process in your respective organization. What are the common
issue (at least) that required critical decision making by the administrator?

As a elementary school teachers we should develop lesson plans that teach students a
variety of subjects. We teachers instruct students on subjects such as mathematics, reading,
science and social studies. We may use demonstrations and props to teach subjects. Lesson plans
include classroom work, such as class instruction, tests and quizzes. In addition, elementary
school teachers assign homework to students to reinforce the lessons learned in the classroom.
Elementary school teachers schedule field trips for students during the year to provide learning
experiences outside of the classroom.

Elementary school teachers motivate and inspire young children to develop a lifelong love of
learning and education. Teachers may work with children in small groups or with individual
students who may be struggling with the classroom material. In addition to the classroom
material, elementary school teachers instruct students to work collaboratively with other
children.

As a Elementary School Teachers we evaluate the students' comprehension and

knowledge of the material. We use assessments of homework assignments, quizzes and tests to
determine a student’s progress in the class. We also observe behavior when assessing a student’s
progress in school. Teacher’s observations may help identify learning or behavioral problems.
Evaluations and assessments can also identify exceptional students. We keep records of grades
and attendance for each student in the classroom.

We should meet the parents to discuss a student’s progress in the classroom. We may
offer suggestions for parents working with students at home, such as extra help or tutoring.
Schools schedule parent meetings throughout the year.

Parent and teacher meetings also provide an opportunity for the schoolteacher to discuss the
classroom material with parents.
2. Discuss the role of the local government units (DOH,DA,DILG and other) that
contribute to the development of your respective organization.
The Philippine Constitution provides that all Filipinos have the right to receive
Free quality basic education. The country’s commitment to the Millennium Development
Goals and the Philippine National Education for All (EFA) Plan aims to translate this
constitutional guarantee into a reality by 2015. To help ensure the achievement of the
EFA 2015 targets, it is critical that adequate and stable funding is secured for
countrywide attainment of goals.
The budget of the DepEd was relatively more protected than the budgets of other
agencies, posting better than average growth in 1997–2004 at a time when the
government imposed severe fiscal measures in order to improve its fiscal position. Thus,
relative to other departments in the national government, the DepEd consistently receives
the largest share of the national budget, accounting for 14% of the total national
government budget and 19% of the total national government net of debt service in
1997-2004.
Despite this, real DepEd spending per pupil fell from P6,601 in 1997 to
P5,038 in 2005.The DepEd is a major beneficiary of the fiscal space created by improvements
in NG revenue stream starting in 2006. Thus, real DepEd spending per pupil rose to P5,256 in
2006 and P5,958 in 2007. In 2005-2007, the DepEd prioritized spending on key inputs
(namely, classrooms, textbooks, desks/chairs, and teachers) in order to address the deficit
in these inputs that has hounded the basic education sector for years. For instance, total
allotment for the construction of additional classrooms expanded from 2.7% of total
allotment for the DepEd (inclusive of the School Building Program or SBP) in 2005 to
3.9% in 2006 and 9.7% in 2007 while the allotment for textbook procurement to the total
allotment for the DepEd increased from 1.2% in 2005 to 1.9% in 2006 and 2.2% in 2007.
On the other hand, the allotment for the creation of new teacher items and the
procurement of desks/chairs was respectively equal to about 1.1% and 1.2% of the total
allotment for the DepEd in 2005-2007.
Notwithstanding the devolution of many basic services to LGUs, basic education is still
largely the responsibility of the central government and is delivered through the
Department of Education (DepEd). However, LGUs do provide supplementary funding
support to public basic education because they have access to a sustainable source of
financial resources that are earmarked for the basic education subsector, the Special
Education Fund (SEF).
The monies in the SEF come from an additional 1% tax on real property that LGUs are
mandated by the Local Government Code (Republic Act 7160 of 1991) to impose and
collect. On the average, total SEF income of all LGUs combined is equal to 0.23% of
GDP in 2001-2008 while total SEF spending of all LGUs in the aggregate is equal to
0.19% of GDP during the same period. While SEF spending does not seem large when
compared to either total general government education spending on basic education
(7.4%) or total DepEd spending (8.1%), it is substantial when reckoned relative to
DepEd spending on non-personal services (69%) or DepEd maintenance and operating
expense or MOOE (110%).
Moreover, SEF expenditures of all LGUs in the aggregate is estimated to be about 2.4
times as large as total DepEd allocation for school level MOOE in 2007.
 Thus, if one assumes that all of the SEF expenditures of all LGUs are spent on school
level MOOE and if the SEF were distributed across LGUs in direct proportion to enrollment,
then per student SEF spending would equal to PhP692. This figure is substantially higher than
the average DepEd school level MOOE allocation of PhP293 per student at both the
elementary and secondary level (Manasan and Castel 2009).
In addition to education expenditures funded out of the SEF, LGUs also provide some
budgetary support for education from the General Fund (GF). For instance, in 2005, all
LGUs in the aggregate spent PhP 11.9 billion on education. Of this amount, 86.5% came
from the SEF while 13.5% came from the General Fund (Manasan and Castel 2009).
Thus, LGUs are considered major partners of the national government in the delivery of
basic education services. Their participation particularly in providing funding support is
critical in achieving the EFA targets.

3. Discuss the mainstreaming of gender and development program in your school/agency.

Education is universally recognised as playing a key role in sustainable social and
economic development. Regardless of the ideology underlying approaches to
development, education is always cited as a priority area for attention and the
investment of resources.
That such benefits should be experienced by both women and men is fair and
equitable. It is also increasingly recognised that ensuring that women receive
education makes sense in terms of sustainable economic development. For example,
the World Bank’s 1996 progress report on the implementation of its gender policies
indicated that since 1985, there had been increased lending for education
programmes benefiting women, reflecting the Bank’s recognition that educating
women is one of the most important steps in promoting economic growth and
development.The education of women is particularly important given their reproductive role as
homemakers and care-givers of children:
The education of girls and women is there f o re an important investment, despite the
p recarious economic contexts within which many developing Commonwealth member
countries have to provide for education. Not only does education have a signific a n t
multiplier effect, given the responsibility of women for socialising the next generation,
it also enhances the potential of women for contributing to the social, economic and
political aspects of national development. Education also has considerable potential,
in its many dimensions and processes, for bringing about change which can re d re s s
imbalances between women and men as well as other social gro u p s .
However, considerable gender inequalities exist in the education sector. These
inequalities are found not only in indicators which can be readily obtained from
population census data, such as literacy, enrolment, achievement and levels of
schooling attained, but also in several other aspects of education which are ofconcern in the
pursuit of gender equality and equity, for example, management
personnel in decision-making roles, curriculum content and reform, and teacherstudent
interaction.
Furthermore, current research on gender and education carried out internationally
indicates that education, in its many facets of literacy, classroom interaction,
curriculum, enrolment, attendance and achievement patterns, and teacher training,
plays a significant role in perpetuating gender inequalities.