|Above copied from PIDS report|
|Above copied from PIDS report|
|Above copied from PIDS report|
|Above copied from PIDS report|
|Above copied from the Philippine Star|
"At the end of 12 grades, they are supposed to develop learners who are integrative, who are savvy with information, have media and technology skills, effective communication and life career skills, produce all forms of texts (e.g. written, oral, visual, digital) based on solid grounding on Philippine experience and culture; an understanding of the self, community and the nation; competency in formulating ideas/arguments logically, scientifically and creatively; and clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and a diverse world, systematically apply knowledge, understanding, theory and skills for the development of the self, local and global communities using prior learning, inquiry and experimentation; work comfortably with relevant technologies and develop adaptations and innovations for significant use in local and global communities; communicate with local and global communities with proficiency, orally, in writing and through new technologies of communication; and interact meaningfully in a social setting and contribute to the fulfillment of individual and shared goals, respecting the fundamental humanity of all persons and the diversity of groups and communities."These are indeed lofty goals not simply because the above statement is wordy. Ocampo's statement is excessively protracted but in reality, just one simple short phrase could easily make basic education already challenging: teach students to write. In this area, it is easy to see that promoters of DepEd's K to 12 have often been excessively pompous when it comes to proclaiming assumed benefits of the curriculum, but frequently fall short in confronting reality.
1. Spend more time writing.DepEd's K to 12 is designed with short instructional hours in order to accommodate multiple shifts. This, of course, goes against the recommendation of an hour a day dedicated to writing. Writing on a computer, as shown by several research studies, also improves writing. Word processors apparently make it easier for students to draft and edit their work. Of course, this requires providing computers to all pupils. Graham also points out that traditional instructions on how to write sentences do not help improve a student's writing. What works instead is a teacher who models correct usage by applying grammar rules in sentences that students are writing. A teacher needs to evaluate what the students are writing. When the number of pupils inside a classroom starts to exceed twenty, thoughtfully reading the student's written materials becomes prohibitive.
2. Write on a computer.
3. Grammar instruction doesn’t work.
|Above copied from the|
Alliance of Concerned Teachers
|Above copied from Cris Jason Santos|
|Teachers' Dignity Coalition|
|Alliance of Concerned Teachers|
|State Teachers of the Year Survey 2015|
|Above copied from the Inquirer|
Does entrepreneurship education (E-ed) really work to create business enterprise? We conducted a comprehensive review and methodological critique of the empirical research on the outcomes of university-based E-ed. We identified every empirical study conducted over the past decade, and found 12 that minimally met our methodologically “robust” (Storey Steps 4–6) standard. Our systematic critique of the studies' research methods found a variety of methodological weaknesses, undermining confidence in the belief that E-ed can produce entrepreneurship. The implications for both practice and policy are discussed, and recommendations are made for conducting future E-ed outcome research.This is in higher education where results are clearly inconclusive. Starting a business, of course, requires so many factors beside education. In "Why are some people more likely to become small-businesses owners than others: Entrepreneurship entry and industry-specific barriers", published in the Journal of Business Venturing, the following table shows one of the important factors, capital:
|Years of schooling||Business equity ($)|
|Food and child-care services||13.0||3,305|
|Finance, insurance & real estate||14.8||131,669|
"We're building the classrooms now. What will we do with the 30,000 classroooms and the other classrooms that private schools have already built? I will ask those who will try to stop it to please solve the problem on how to address the investments that have already been put in."Actually, these should not be perceived as investments. These are in fact the much needed resources of the old ten-year curriculum. Classrooms are not going to waste even if the new curriculum does not push through. The new modules and various mass training are indeed going to waste. These, however, have long been of no value since the modules are of poor quality and the training is largely ineffective.
Most importantly, the analysis provides little evidence to support the current expansion of vocational education, especially for men. The results fail to show systematic benefits for public vocational graduates compared to public general graduates, despite reasonably precise estimates. Furthermore, the wage penalty for male vocational graduates, in recent years, has increased dramatically.The above view is not an exception. A study on Kenya offers the following observation:
Overall we do not find evidence that the program increased the probability of employment. Examining the extensive margin we do not find a significant increase in the probability of “not being idle”. We also do not see a significant decrease in the probability of our broad measure unemployment (which we define as working zero hours in self or wage employment and looking for a job).The above are not isolated cases. Erik Hanushek and coworkers have examined an international sample of labor-market outcomes for workers using data from the International Adult Literacy Survey (IALS) and found:
Vocational education has been promoted largely as a way of improving the transition from schooling to work, but it also appears to have an impact on the adaptability of workers to technological and structural change in the economy. As a result, the advantages of vocational training in smoothing entry into the labor market have to be set against disadvantages later in life.There is opposition to DepEd's K to 12 for other reasons. For example, the following photo demonstrates how some student groups perceive the labor component of the new curriculum.
|Above copied from Suspend K-12 Alliance|
|Above copied from Renato Reyes, Jr.|
"Teachers must be included in the process of curriculum development, regardless of the group of players who are primary in the process. Teachers are the best source of information about what specifically will and will not work in a science classroom. They bring a strong note of reality to the process, through their familiarity with schools, communities, and the classroom environment."The above is an advice from the National Academy of Sciences in the United States. This advice is often heard, but unfortunately, too frequently ignored.
|When Teacher Voices Are Heard|
"Oftentimes, when a "hole" is discovered in the curriculum, teachers will be the first to recognize that, and they are holonomous enough to fill in that hole and make sure others have the updated information they need to properly address the standard."While the direct consequences of shutting down criticisms are quite obvious, future repercussions on the teaching profession are devastating. An article published in the Harvard Educational Review highlights what happens with educational reforms that are technically and moralistically controlling:
If dissent offers a place for learning, what does this say about the future of teacher professionalism in a climate of instructional control that suppresses dissent? Are the new teachers in our study like the proverbial canaries in the coal mine, giving us early warning signs about threats to the profession?...
...As Ingersoll (2003) keenly observes, “Having little say in the terms, processes, and outcomes of their work may undermine the ability of teachers to feel they are doing worthwhile work — the very reason many of them came into the occupation in the first place — and may end up contributing to turnover among teachers”....The Philippines like other countries is in great need of effective teachers. The silencing of teacher voices only erodes further the teaching profession. Slogans that claim two more free years of basic education are truly empty if the price to pay is the death of the teaching profession.
This may also relate to an observation that has puzzled me ever since I wrote my original book on memory improvement. Students have not been as interested in what the book had to say as I expected. Nor do they show as much interest as I anticipated in attending my lectures on the subject. At one unversity where I recently gave a well-advertised talk on how to improve memory, not one student showed up -- only faculty. Older adults, in general, seem to realize they need to work on their memory. Students tend to think they are either just fine as they are or can't improve.The study Klemm describes in this post comes from Kornell and Bjork, published in the Journal of Experimental Psychology. The following is one of the figures from this study:
|Above copied from|
Kornell, N. and Bjork, R. A. 2009. A stability bias in human memory: overestimating remembering and underestimating learning. J. Exp. Psychol. 138 (4): 449-468.
|Above copied from the Division of City Schools, Quezon City|
|Above copied from Dimaano's presentation|
|Above figure based on data provided by |
The Effects of Expert Scaffolding in Elementary Science Professional Development on Teachers’ Beliefs and Motivations, Instructional Practices, and Student Achievement.
Kleickmann, Thilo; Tröbst, Steffen; Jonen, Angela; Vehmeyer, Julia; Möller, Kornelia
Journal of Educational Psychology, May 11 , 2015, No Pagination Specified. http://dx.doi.org/10.1037/edu0000041
"I think it's easy for people like you and me, who wear suits and ties and work in offices, to cast aspersions on those with 10th grade educations. And I certainly hope you're not saying that only those with college degrees or high school degrees should be eligible for federal benefits.
But let's talk about some of these folks with the 10th grade educations, such as Maria Isabel Jimenez. She was a farm worker, 17 years old. She worked for nine hours one day on a farm near Stockton in brutal heat, without shade or water, and then she collapsed. She was taken to the hospital. Her body temperature was 108.4 degrees. She died two days later.
When I was in the California state legislature, I had the opportunity to meet — over many years —many farm workers who've had families die in brutal conditions in the heat, so that you and I can have less expensive orange juice, cheaper artichokes, less expensive garlic.
And I just want to suggest that people like Maria Isabel Jimenez... that her net contribution in dying so that you and I can have cheaper grocery bills so that we can spend less, she's given far more to American society than you or I ever will."
|Above copied from European Trade Union Committee for Education|
Vocational education and training offers no guarantee as a solution to youth unemployment.
While some groups, including the Magdalo partylist, have called for the repeal of the law governing the K-12 program, House leaders yesterday said removing the program would mean more unemployment.
Almost half or 47.3% of all unemployed were in the 15-24 year old age-group as of January 2015. Meanwhile, almost a third (31.6%) of all unemployed were in the 25-34 age group during the same period...
...it should be noted that among the unemployed, almost three out of 10 (33.4%) had a college education, with at least 20.4% actually having graduated. Moreover, 7 of 10 unemployed youth were high-school or college-educated. In 2014, some 553,706 graduated from college yet only 518,000 jobs were created the year before.Thus, almost 80 percent of unemployed are in the 15-34 age group and 70 percent are either high-school graduates or college-educated. Being employed requires at least two things: an applicant having the skills or training required, and an actual job that is waiting to be filled. Employment does not come solely from what a prospective employee or worker can offer. Employment requires job opportunities. In this area, there are additional numbers from the IBON Foundation worth mentioning:
The overwhelming part of additional employed in 2014 was in poor quality part-time, low-paying and insecure work. Of the one million in new employment in 2014, nine out of ten (90%) or 918,000 were just in part-time work of which 605,000 was of less than 20 hours per week. Some eight out of ten (77%) of the work were in sectors with average daily basic pay of Php356 or less. Moreover, nearly 700,000 jobs were also in informal sector or unpaid family work which is notorious for low pay and job insecurity.The main reason behind unemployment is that there are no jobs. In fact, it is no secret that more people from the Philippines are finding work abroad. Here again are numbers from the IBON Foundation:
The country deployed over 4,500 workers per day in 2014 which is much greater than the 2,800 additional employed domestically per day, the group said. Preliminary deployment data from the Philippine Overseas Employment Administration (POEA) showed 1.7 million deployed overseas Filipino workers in 2014, or an average of 4,508 leaving every day. Earlier data for the first nine months of the year showed over 5,200 leaving every day but this was reduced by the marked drop in reported deployment in the fourth quarter.How then does one reconcile the above facts with the promises offered by DepEd and the threats made by leaders of Congress. It is simple. These are false promises and empty threats.