Beberly Fabayos Assignment # 2 October 31, 2016
Prof. Conde Curriculum Development 3-III BEE
Question 1: Study Manuel L. Quezon's Code of Ethics. Discuss its significance in Philippine Education.
Question 2: Research on the development of Philippine curriculum; Monroe Commission; Angara Commission; BEC; SOUTEL
The Executive Order No. 217 otherwise known as Manuel L. Quezon's Code of Citizenship and Ethics is one of the most distinguished rule that sets the moral and ethics of the Filipino students even in their young age as they reach schools, but deeply forgotten by the new generation. Thus it is a challenge to all of us, students and future educators to relearn and establish in schools the foundation of being a true and responsible Filipino. To give a glimpse of this, the Code of Citizenship and Ethics are as follows;
1. Have faith in Divine Providence that guides the destinies of men and nations.
2. Love your country for it is the home of your people, the seat of your affections, and the source of your happiness and well-being. Its defense is your primary duty. Be ready at all times to sacrifice and die for it if necessary.
3. Respect the Constitution which is the expression of your sovereign will. The government is your government. It has been established for your safety and welfare. Obey the laws and see that they are observed by all and that public officials comply with their duties.
4. Pay your taxes willingly and promptly. Citizenship implies not only rights but also obligations.
5. Safeguard the purity of suffrage and abide by the decisions of the majority.
6. Love and respect your parents. It is your duty to serve them gratefully and well.
7. Value your honor as you value your life. Poverty with honor is preferable to wealth with dishonor.
8. Be truthful and be honest in thought and in action. Be just and charitable, courteous but dignified in your dealings with your fellow men.
9. Lead a clean and frugal life. Do not indulge in frivolity or pretense. Be simple in your dress and modest in your behavior.
10. Live up to the noble traditions of our people. Venerate the memory of our heroes. Their lives point the way to duty and honor.
11. Be industrious. Be not afraid or ashamed to do manual labor. Productive toil is conducive to economic security and adds to the wealth of the nation.
12. Rely on your own efforts for your progress and happiness. Be not easily discouraged. Persevere in the pursuit of your legitimate ambitions.
13. Do your work cheerfully, thoroughly, and well. Work badly done is worse than work undone. Do not leave for tomorrow what you can do today.
14. Contribute to the welfare of your community and promote social justice. You do not live for yourselves and your families alone. You are a part of society to which you owe definite responsibilities.
15. Cultivate the habit of using goods made in the Philippines. Patronize the products and trades of your countrymen.
16. Use and develop our natural resources and conservation for posterity. They are the inalienable heritage of our people. Do not traffic with your citizenship.
The set of ethics established no doubt anchored to what Quezon has declared, "The life of a nation depends upon the moral and civic virtue of its citizens. Now, more than ever, when nations, great and small, are on the verge of collapse do we realize this fundamental truth". This has therefore made a very big role in molding the minds as well as the personality of our young Filipinos which start at home and honed deeply at schools. It significance pave way on improving Filipinos to become better citizens and to guarantee a secured future through their good livelihood as they graduated college. Its contributions to the Philippine education marks the idea of a true Filipino soul or a national soul that would prepare themselves in serving the country.
However, it was just so sad that as the generations pass by, changing values also took place. Thus, the education has another shift of aims to be given greater importance which is to regain the real Filipino character that is not bounded by colonial or outside influences but only the very real essence of Filipino citizenship.
That's why Manuel L. Quezon's Code of Ethics is a very good reminder of our wholesome endeavor but also a good companion for the national reconstruction of our own Filipino identity. Thus it is very significant that in our very young age, we are already aware of who we are and what should we have as a Filipino to encourage a great conduct that would be encultured to the next generation. It is a big challenge to all of us on how we will portray and showcase to our fellow citizens the code of ethics that should shape our identity but also encourage and witness how the new millennia will accommodate, familiarize and be acquainted of this values that will create an honorable, dignified and responsible Filipino citizens who have their ideal deeply rooted sets of principles that is very Filipino in nature.
Education in the Philippines has undergone several stages of development from the pre-Spanish times up to the present and even the preceding years that would come. 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. Thus, curriculum developers see to it that the new curriculum that would be implemented and used in the country would suit the culture and standards that needed to be fill in with the continuous and changing demand that took place in the society. It is not only the curriculum that would be adjusted but all aspects that would be affected just to accommodate the changing trends in the community and to fill in the gaps that sufficiently hinders the achievement of the educational, societal, and political goals of every people in the country. Thus, it is only appropriate if we would review and look back at how curriculum developed in the Philippines as time goes by beginning with the: Monroe Commission, Angara Commission, BEC, and SOUTEL
MONROE COMMISSION
The Monroe Commission on Philippine Education was created in 1925 with the aim of reporting on the effectiveness of the education in the Philippines during the period of U.S. annexation. It was headed by Paul Monroe, who at the time was the Director of the International Institute of Teachers College, Columbia University, and it was composed by a total of 23 education professionals, mostly from the U.S. and some from the Philippines.
During 1925 the Commission visited schools all throughout the Philippines, interviewing a total of 32,000 pupils and 1,077 teachers. The commission found that in the 24 years since the U.S. education system had been established, 530,000 Filipinos had completed elementary school, 160,000 intermediate school, and 15,500 high school.
The Commission declared that although Filipino students were on the same level as their American counterparts in subjects like Math or Science, they lagged far behind in English-language related subjects. George Counts, a Yale professor and a member of the Commission wrote on 1925 in The Elementary School Journal that "Half of the children were outside the reach of schools. Pupil performance was generally low in subjects that relied on English, although the achievement in Math and Science was at par with the average performance of American school children..." Counts also described the Filipino children of the 1920s as handicapped because not only were they trying to learn new concepts in a foreign language but they were also being forced to do so from the point of view of a different culture, due to the fact that they were using materials originally designed for pupils in the United States.
The report, released in 1925, revealed, among others, that most of the problems identified by the commission were attributed to the attempt to create an education system from scratch in just one generation. There was a high demand for education, but the education system could not handle it, and so most students had to wait until they were nine years old to
start schooling. There were a lot of 25-year old in the high school. Most students, however, completed only two or three years in elementary school. Ninety-five percent of all students were at the elementary level, and half of these were aged 11 to 13. The report also informed that teacher training was inadequate and that 82 per cent of the pupils did not go beyond grade 4.
Many of the problems identified were attributed to the attempt to impose an English-based education system in just one generation, concluding that "Upon leaving school, more than 99% of Filipinos will not speak English in their homes. Possibly, only 10% to 15% of the next generation will be able to use this language in their occupations. In fact, it will only be the government employees, and the professionals, who might make use of English."
Other recommendations of the Commission asking for a "curtailment of the type of industrial work found on schools" and the elimination of the General Sales Department that had been set up to distribute the sale of items made in schools, pushed the implementation of several changes in the educational system to try to prioritize on the instruction of the pupils to be taught over the teaching of "industrial" education that until then had been focusing on the production of handicrafts such as basketry for boys and embroidery for girls, farming techniques, and other skills deemed favorable for the future of the pupils. When this report was issued, many critics downplayed the successes identified and focused on the low reading score as an indicator that the education system had failed.
This is the overall summary result of the Monroe survey. The results of the survey reported the following:
The public school system that is highly centralized in administration needs to be humanized and made less mechanical.
Textbook and materials need to be adapted to Philippine life.
The secondary education did not prepare for life and recommended training in agriculture, commerce, and industry.
The standards of the University of the Philippines were high and should be maintained by freeing the university from political interference.
Higher education be concentrated in Manila.
English as medium of instruction was best. The use of local dialect in teaching character education was suggested.
Almost all teachers (95%) were not professionally trained for teaching.
Private schools except under the religious groups were found to be unsatisfactory.
ANGARA COMMISSION
Commission on Higher Education CHED
Senator Edgardo J. Angara underscored the need for an in-depth assessment of the country's educational system amid declining performance and achievement indicators. Angara said that any type of educational reform has a shelf life of about five years, after which the results must be reviewed. However, rapid technological development has made a periodic review necessary after three years.
Angara is sponsoring Senate Joint Resolution No. 6, which proposes the creation of a Congressional Oversight Committee on Education. The veteran lawmaker headed the first EDCOM 20 years ago which produced a 14-volume report detailing needed education reforms. This include the present trifocal education system.
Recommendations of EDCOM based on the findings, EDCOM recommended the following reforms:
The prioritization of basic education by to ensure the then Department of Education, Culture and Sports' (DECS) undivided attention to this sector;
The development of alternative learning modes especially for literacy acquisition;
The use of the mother tongue as language of learning from Grades 1 to 3, with Filipino gradually becoming the medium of instruction in basic education and English a subsidiary medium of instruction in later years;
The expansion and enrichment of technical/vocational education;
The strengthening of pre-service teacher education and provision of incentives to make the rewards of teaching commensurate to its importance as a career;
Professionalization of teachers and teaching with licensure exams and increase in the basic minimum wage salary
Support for both public and private education;
The facilitation of planning, delivery, and education financing and training by industry, workers, teachers, parents and local governments;
Greater access of poor children to all levels of education; What is the Report All About: EDCOM Recommendations
As chairman of the Congressional Commission on Education, Angara sponsored laws or was able to push for the passage of some of the country's most memorable laws that resulted in the creation of Free High School Act, that ensured secondary education even for the poorest; Commission on Higher Education (CHED), Technical Education and Skill Development Authority (TESDA), both of which enabled the Department of Education to focus on its main concern - basic education and the Government Assistance to Students and Teachers in Private Education (GASTPE), the biggest scholarship program.
Also Angara was able to implement the National Health Insurance Act (Philhealth), Senior Citizens Act, the Agriculture and Fisheries Modernization Act (AFMA),alongside with the Renewable Energy Act and the Procurement Reform Act.
Republic Act No. 7722, an act creating the Commission on Higher Education (CHED), is one of the most significant Laws that Angara has proposed which was enacted by the Senate and House of Representatives of the Philippines in Congress to be known as the "Higher Education Act of 1994". It aims to protect, foster and promote the right of all citizens to affordable quality education at all levels and shall take appropriate steps to ensure that education shall be accessible to all.
Likewise it ensures and protects academic freedom and shall promote its exercise and observance for the continuing intellectual growth, the advancement of learning and research, the development of responsible and effective leadership, the education of high-level and middle-level professionals, and the enrichment of our historical and cultural heritage.
The Commission is independent and separate from the Department of Education, Culture and Sports (DECS), and attached to the Office of the President for administrative purposes only. Its coverage shall be both public and private institutions of higher education as well as degree-granting programs in all post-secondary educational institutions, public and private.
CHED is bestowed with the following powers and functions:
Formulate and recommend development plans, policies, priorities, and programs on higher education and research;
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 enforce 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, Laws Anchored in EDCOM Report.
Technical Education and Skill Development Authority (TESDA)
RA 7796: TESDA Act of 1994 Full title: An Act Creating the Technical Education and Skills Development Authority, Providing for its Powers, Structure and for Other Purposes Known also as "Technical Educational and Skills Development Act of 1994" or the "TESDA Act of 1994." TESDA is tasked primarily to provide technical education towards skills development.
Technical education refers to the education process designed at post-secondary and lower tertiary levels, officially recognized as non-degree programs aimed at preparing technicians, para-professionals and other categories of middle-level workers by providing them with a broad range of general education, theoretical, scientific and technological studies, and related job skills training. Skills development is the process through which learners and workers are systematically provided with learning opportunities to acquire or upgrade, or both, their ability, knowledge and behavior pattern required as qualifications for a job or range of jobs in a given occupational area.
Furthermore, TESDA, as a product of EDCOM Report of 1991, is tasked to attain the following bestowed objectives:
Promote and strengthen the quality of technical education and skills development programs to attain international competitiveness;
Focus technical education and skills development on meeting the changing demands for quality middle-level manpower; TESDA replaced and absorbed the National Manpower and Youth Council (NMYC), the Bureau of Technical and Vocational Education (BTVE) and the personnel and functions pertaining to technical- vocational education of the Department of Education, Culture and Sports (DECS) and the apprenticeship program of the Bureau of Local Employment of the Department of Labor and Employment (DOLE).mm " " Laws Anchored in EDCOM Report: TESDA Act of 1994 14
Encourage critical and creative thinking by disseminating the scientific and technical knowledge base of middle-level manpower development programs;
Recognize and encourage the complementary roles of public and private institutions in technical education and skills development and training systems; and;
Inculcate desirable values through the development of moral character with emphasis on work ethic, self- discipline, self-reliance and nationalism.
Teacher Education Council (TEC)
RA 7784: Teacher Education Council Act of 1994 Full Title: An Act to Strengthen Teacher Education in the Philippines by Establishing Centers Of Excellence, Creating a Teacher Education Council for the Purpose, Appropriating Funds therefor, and for Other Purposes The need to address the country's cry towards a teacher education system whose mission is to education and train human engineers with unquestionable integrity and competence whom are also committed for professional growth as well as helping their students grow as responsible individual citizen of the country gave birth to this act. RA 7784 is also notably a result of EDCOM Report of 1991. Teacher Education Council is in close collaboration with the CHED as regards teacher education curriculum and selection of Centers of Excellence in Teacher Education.
It is delegated to convey policies and standards that shall strengthen and improve the system of teacher education all over the country. Also, it conducts activities in support of DepEd programs and projects. One of this is the implementation of the 2002 Basic Education Curriculum (BEC) and now the RA 10533 Enhanced Basic Education Act of 2013, also known as the K to 12 Basic Education Act. Also, the emphasis of the law highlighted the need to have center of excellence where innovations towards development and quality standard assurance are set forth. It shall also address the need towards achieving a quality education for every Filipino.
Philippine Teachers Professionalization
RA 7836: Philippine Teachers Professionalization Act of 1994 Full Title: An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the Philippines and Prescribing a Licensure Examination for Teachers and for Other Purposes Teachers Professionalization Act, otherwise known as LET Law, identifies the vital role of teachers in nation-building and development through a responsible and literate citizenry. The State shall ensure and promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teaching profession. Two noteworthy objectives are identified; first is the promotion, development and professionalization of teachers and the teaching profession; and the supervision and regulation of the licensure examination. Under the said law, the Board for Professional Teachers is also formed. Also, a Licensure Examination for Teachers (LET) is mandated by the act. A LET passer shall receive a Certificate of Registration as a professional and a professional license. Otherwise, a non-LET (or PBET) passer shall not be allowed to teach under the Department of Education as a regular permanent teacher. RA 7836 paved way to teacher's professionalization. Important milestones include giving birth to Board of Professional Teachers and the Licensure Examination for Teachers.
BEC
The 2002 Basic Education Curriculum (BEC) announced in DepEd Order No. 25, s. 2002, issued on June 17, 2002 is the product of 16 years of study conducted under the various DepEd secretaries (Lourdes Quisumbing, Isidro Cariño, and Bro. Andrew Gonzalez). Starting 1995, intensive consultations were held with various stakeholders – the schools, parents, students, business, trade and industry, NGOs and the people in the Education Department who administer the education system on ground level. The DepEd people consulted included experts, public and private school teachers, the 16 regional directors, 145 superintendents, at least 20,000 principals, and representative teachers of the different subject areas in different and year levels.
The Philippine Commission on Educational Reforms (PCER), created on Dec. 7, 1998 through Executive Order No. 46, recommended the adoption of the restructured BEC and its implementation starting 2002. The BEC focuses on the basics of reading, writing, arithmetic, science and patriotism. Values is integral to all the subject areas. Students can then be ready for lifelong learning. It seeks to cure the inability of students who cannot read with comprehension at grade 3 and worse, at grade 6.
The BEC decongests the overcrowded curriculum. Integrative and interactive teaching-learning approaches are stressed. These are characterized by group learning and sharing of knowledge and experiences between teachers, between teachers and students and among students. For instance, under the old curriculum, English teachers prepared lesson plans for English and values teachers prepared for values education. Under the BEC, the English and Values Education teachers work together on their lesson plans. Greater emphasis on helping every learner to become a successful reader at the age of 3 are also given importance.
It has been shown that most children can do the computational skills, but when the equations are put into word problems, they cannot solve the problems correctly. The culprit is their lack of ability to comprehend what they read. Thus, the role of BEC here is to include the reading competencies/skills that students' should master.
Also, integrative learning approaches are considered where the child learns as a whole individual as well as the teaching of values in all learning areas particularly the development of self-reliant and patriotic citizens and the creative and critical thinking skills
High school math shifts from the spiral system which introduced all math subjects in every level to the linear, sequential approach where only Elementary Algebra is taught in 1st year, Intermediate Algebra in the 2nd year and Geometry in 3rd year. From only 1,418 participants when the training started in March 2002, some 491,000 public and private school teachers have been trained as of May 20. Another 1,500 teacher trainers were trained on HS math and they led the school-based trainings of Math teachers. Textbooks for the revised curriculum, worth some P1.4 billion, have been delivered, or are in the process of being distributed, to the different schools nationwide.
The adoption of the BEC is optional for private schools. Although more than 50% of private schools have joined. The BEC has received broad-based support from top educators and other authorities. Public school teachers, principals, superintendents and the regional directors have manifested support for the BEC.
SOUTELE
In 1975, the Philippines launched Project Survey of the Outcomes of Elementary Education (SOUTELE) to determine the state of elementary education. Project SOUTELE, which emphasizes a battery of criterion-referenced academic achievement tests, represents a movement toward the development of national quality standards. Battery of achievement tests are designed to measure the outcomes of elementary education General mental ability test of non-verbal type designed to measure association Student's attitude inventory aimed to measure affective objectives Questionnaires in order to establish the profiles of pupils, teachers, school heads, etc.
Results have implications for the use of minimum competency tests, teacher training, and norm- versus criterion-referenced tests. The study revealed deficiencies of elementary education in terms of inputs (resources), processes (curriculum and instruction), and outputs (students' achievement). These are affected by socio economic, school types, and the quality of teaching.
This national project is designed to provide decision-making machinery of the government as well as the planners, researchers and implementers with the learning profiles of fourth, fifth and sixth graders. It also attempts to propose possible explanations of the relationships between scholastic achievement and school and non-school factors. The study hopes to provide the kinds of information necessary to make educational plans and policies more relevant, curriculum programs better focused and research in education better organized to contribute to a better understanding of educational problems.
The first phase of the Project SOUTELE has something to do with the measurement and analysis of the learning outcomes of the fifth and sixth grades. This is considered as the first the laying down of the foundation for the long term objective of establishing a viable system for monitoring educational progress. From the more immediate perspective, the project will provide the benchmarks against which the government can evaluate its various reform efforts thereby; rationalize its educational investment priorities.
The objectives of the project are as follows:
To describe, measure, analyze the learning outcomes of sixth graders in a nation-wide level in relation to basic minimum learning package developed for experts in elementary education.
To identify the factors in the learning environment both in school and non-school which could serve to explain the variations in scholastic achievement or various categories or group of individuals.
To further identify from among these factors those which can be altered or modified through conscious planning and decision-making.
To recommend ways through which intervention can be affected in terms of relocation of resources of shift of emphasis in curriculum development.
To recommend areas requiring further research.
REFERENCES:
President Quezon's "Code of Citizenship and Ethics". Retrieved October 31, 2016 from http://www.filipinoexpress.com/news/352-president-quezon-s-code-of-citizenship-and-ethics
Gripaldo, Rolando. Quezon's Philosophy of Philipine Education (2009, 2015). Retrieved October 31, 2016 from https://www.academia.edu/11830138/Quezons_Philosophy_of_Philipine_Education_2009_2015_
Historical Perspective of the Philippine Educational System. Retrieved October 31, 2016 from http://www.deped.gov.ph/history
Monroe Commission on Philippine Education. Retrieved October 31, 2016 from http://en.wikipilipinas.org/index.php/Monroe_Commission_on_Philippine_Education
Education in the Philippines during the American rule. Retrieved October 31, 2016 from https://en.wikipedia.org/wiki/Education_in_the_Philippines_during_the_American_rule
Magno, C. A brief history of educational assessment in the Philippines. Retrieved October 31, 2016 from http://nespap.unescobkk.org/wp-content/uploads/2015/12/A-Brief-History-of-Educational-Assessment-in-the-Philippines.pdf
DO 25, s. 2002 - Implementation of the 2002 Basic Education Curriculum (June 17, 2002). Retrieved October 31, 2016 from http://www.deped.gov.ph/orders/do-25-s-2002
The Basic education Curriculum. Retrieved October 31, 2016 from http://amses.weebly.com/uploads/8/8/3/6/8836963/module_2_-_the_philippine_bec.pdf
Pasigui, Ronnie. The Nature and Scope of Curriculum Development (Philippine Context) Retrieved October 31, 2016 from http://documents.mx/documents/curriculum-development-558455b02c578.html#
Miguel, Marcelina M.&Ordonez, Victor M. The Philippine Elementary School System. Retrieved October 31, 2016 from http://eric.ed.gov/?id=EJ372818
Joint UNESCO-UNICEF Programme of Educational Assistance (1977). Retrieved October 31, 2016 from http://unesdoc.unesco.org/images/0002/000254/025426EB.pdf
Edgardo Angara. Retrieved November 2, 2016 from https://en.wikipedia.org/wiki/Edgardo_Angara
Angara Calls for Urgent Review of Education Through Edcom Ii (June 8, 2011). Retrieved November 2, 2016 from http://www.senate.gov.ph/press_release/2011/0608_angara1.asp
Senator Edgardo J. Angara. Retrieved November 2, 2016 from https://www.senate.gov.ph/senators/sen_bio/angara_bio.asp
