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.
Participating in a Rally Versus Attending Class
Students are staging protests in the United States and in the Philippines. In the US, pupils are unhappy with the results of the presidential election, while in the Philippines, the youth are expressing their outrage against the burial of a former dictator in a cemetery meant for heroes. How some school administrators in the US respond to these rallies is somewhat different from those in the Philippines. Students seemed to be encouraged to join protests in the Philippines while in the US, students are not.
Students have the right to express their rights as well as frustrations. However, these must be voluntary and not encouraged by school officials and teachers. Excusing absences for those who attend demonstrations is one thing, cancelling classes is different. Stating that there are "bigger lessons to be learned outside the classroom now" means only one thing: One is imposing one's political beliefs on the students. This is blatantly wrong.
We need a citizenry that is actively participating in politics. If US president-elect Trump suddenly dissolves the Department of Education and in so doing, denies the states the aid necessary to meet the needs of poor and disabled students, we need the voice of everyone. If Philippines president Duterte suddenly suspends the writ of habeas corpus unjustifiably, protests are necessary. Going out into the streets is clearly a way citizens can directly address the government. These specific cases may indeed be providing better lessons outside the classroom.
Trump is the newly elected president. He has not acted as president yet. In the Philippines, Marcos has been dead for several decades now. I simply do not see any lessons here that are better than one could learn inside a classroom.
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