A blog that tackles issues on basic education (in the Philippines and the United States) including early childhood education, the teaching profession, math and science education, medium of instruction, poverty, and the role of research and higher education.
University Outreach: Higher Education Supporting Basic Education
Teachers in both elementary and high schools barely have the time to innovate and explore. Teachers at these levels, however, especially the experienced ones, know a lot regarding classroom management. On the other hand, faculty in universities as well as graduate students are generally quicker in finding resources for learning in primary and secondary schools. Graduate students and faculty in the sciences are likewise expected to be more enthusiastic regarding their fields of study. Although scientists in universities are expected to have a greater and deeper mastery of their subjects, they are not expected to be as aware as the teachers in basic education are of the basic education curriculum. Thus, a complementary relationship holds between higher education professors and basic education teachers. However, university outreach, even in the United States, where there are plentiful graduate programs in the sciences, still requires institutional support. Although it is obvious that higher education needs to support basic education, outreach activities supporting basic education need to be incorporated in tenure and promotion decisions in universities for these to become rewarding and not punishing especially to starting faculty members. In the United States, the National Science Foundation has been emphasizing for some time now broad impact in its funding decisions. This has led to a significant increase in outreach activities of scientists. Barbara M. Moskal and Catherine K. Skokan of the Colorado School of Mines have recently described an example of an outreach activity that is based on recommendations of experts in basic education. In this example, though the university brings its expertise into the classrooms, the respect and recognition towards elementary and high school teachers is evident. Providing 15 hours a week of direct classroom support throughout the academic year is not a token effort. The abstract of the paper is as follows:
There is information to be gained from data. Tests in schools can be informative. Scores of students provide a quick glimpse of the current state of education. Thus, it is useful to have these numbers. These numbers may not tell everything in detail with high accuracy. Nevertheless, test results allow for a useful perspective. The National Achievement Test administered by the Department of Education (DepEd) in the Philippines, a set of standardized tests addressing the major subjects taught in school, is an example. These tests are given to Grade 3 where students are assessed in both English and Filipino (These two subjects comprise two thirds of the exam) and Math and Science (These two account for the remaining one third). A different set of tests is given to Grade 6 pupils where each of the following 5 subjects is assigned 40 items: (Science, Math, English, Filipino and Social Studies). Another set is administered to fourth year high school students (This is currently the last year
MGA TANONG AT SAGOT HINGGIL SA Kto12 PROGRAM NG GOBYERNO NG PILIPINAS Posted on May 28, 2012 by David Michael San Juan MGA TANONG AT SAGOT HINGGIL SA Kto12 PROGRAM NG GOBYERNO NG PILIPINAS (Paunawa: Simpleng lenggwahe ang ginamit sa artikulong ito upang madaling maintindihan ng mayorya.) For the full English version please visit http://www.scribd.com/david_juan_1/d/70033985-San-Juan-David-Michael-Full-Paper-Kto12 TANONG: ANO ANG KTO12 PROGRAM? SAGOT: Ang Kto12 Program ng gobyerno ng Pilipinas ay tumutukoy sa pagkakaroon ng mandatory o required na kindergarten at karagdagang 2 taon sa dating 10-year Basic Education Cycle. Kung noon, pagkatapos ng anim na taon sa elementarya at apat na taon sa hayskul (kabuuang 10 taon) ay maaari nang makapagkolehiyo ang mga estudyante. Sa ilalim ng Kto12, bago makapagkolehiyo, kailangan pa nilang dumaan sa karagdagang 2 taon pagkatapos ng apat na taong hayskul. Sa bagong sistema, tinatawag na senior high school o junior
With the new K to 12 curriculum of the Philippine basic education system, questions are now raised regarding how tertiary education should be modified to fit the changes in Philippine high schools. The focus is on general education requirements. Currently, as Isagani Cruz explains in his MINI CRITIQUE , The Philippine Star, March 22, 2012 ; There are two General Education Curricula (GECs) – GEC-A and GEC-B. GEC-A (taken by students majoring in the humanities, social sciences, or communication) requires 63 units (that is, hours per week for a semester or trimester) divided into 24 units of language and literature, 15 units of mathematics and natural sciences, 6 units of humanities, 12 units of social sciences, and 6 units of mandated subjects. GEC-A was promulgated by the Commission on Higher Education (CHED) Memorandum Order (CMO) 59, series of 1996. GEC-B (taken by all other students) requires 21 units of language and humanities, 15 units of mathematics, natural sciences, an