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.
What Makes a Good Teacher Happy
More than a decade ago, I met quite a number of elementary school teachers in the Philippines. One of these was a young lady who was also working on her masteral degree. This teacher, Arlene Alegre Inogada, recently posted a photo on Facebook that should be an eye-opener to anyone interested in improving education in the Philippines. The photo, yet so simple, conveyed the happiness felt by a teacher. And to me, the message was clear - if we desire to improve education we must start addressing the needs first. The beginning of this school year was quite special for this teacher because of one simple reason, her students would have textbooks this year.
Above photo courtesy of
Elementary School Teacher Arlene Alegre Inogada
Focusing on what is important in education is crucial because how we make students learn involves strenuous effort from so many. We require students who are willing to learn, teachers who are committed to their work, parents who are supportive, and a curriculum that makes sense. "But do we really need any more comprehensive, costly initiatives to fix our most challenging problems? If history forecasts the future, these large educational investments will pay minute dividends. As we now race to the top after having left quite a number of children behind, we have to wonder why so many grand educational initiatives yield such limited benefits. One key reason why big reforms return few benefits is relatively uncomplicated: We design interventions from the adult perspective instead of taking a student-centered point of view." This is what Hunter Gehlbach wrote years ago in Education Week. And he ends that article with this, "However, accounting for students' core needs should be a prerequisite to designing education initiatives, if these programs are to have a chance at succeeding."
Most solutions to challenges in basic education do not really need to be complicated.
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