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.
No Room for Violence in Promoting Basic Education
In advocacy, there is nothing worse than doing something clearly against what you are fighting for. Voicing one's opposition against DepEd;s K to 12, because it does not respect the rights of parents, teachers and children, is not helped by violence or destruction of public and private property. There is no room for violence if we claim to stand for quality education of our children. There is no room for hegemony if we claim to stand for equity in education. Doing so only provides reasons for people not to see what we are truly advocating.Doing so only provides an additional excuse for the government not to address the real and urgent problems Philippine basic education faces.
Below is a post on Facebook by Elvin Uy, an assistant secretary of DepEd.
Last Friday, I met with representatives of Gabriela about their concerns regarding the nationwide implementation of Grade 11 this coming school year. As part of the Makabayan bloc, they are calling for the abolishment of the K to 12 Program and for the Department not to push through with its rollout of senior high school next month. I told them that unless the Supreme Court decides otherwise (there are 5 petitions against the "K to 12 Law" and the SC has yet to render a decision), we have no choice but to follow the law and implement the program fully.
We proceeded to discuss their specific concerns about Grade 11, particularly the mom from North Caloocan who wanted to know where her kid can enroll considering their public school won't be offering senior high this year. While we were having the meeting, they had a contingent of about 20 people protesting outside the main gates of the DepEd. When I asked them why the need for protest action considering we're already discussing the issues and I was offering them possible solutions to the problems, they said that it was standard for them to do this even if there's a dialogue.
Fair enough. They want to express their views; we want to help them make sure all kids who are supposed to be in school will be in school. That's our system. That's democracy.
Today, other members of Makabayan (i.e. Kabataan, Anakbayan, LFS, KMU) decided to "Occupy DepEd". They pretended to be visitors, entered our premises, gathered during lunch time, and vandalized the DepEd vision-mission-core values marker outside the main building (Rizal) of the DepEd Complex.
Why? Because "Stop K-12!!!"
They refused to leave the DepEd Complex and we have allowed them to stay despite the disruption.
Maayos namin kayong kinakausap sa iba't ibang lugar at pagkakataon. Ginagalang namin ang inyong mga pananaw. Iisa ang ating mithiin na lahat ng Pilipino ay umunlad at makapasok sa mga ligtas at magagandang paaralan. Pakiusap lang: itigil na natin ang mga kalokohan at stunt.
The Filipino deserves better political discourse, especially from groups who claim to be progressives.
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