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.
Equity: One Issue Fairfax County Public Schools Could Focus On
Public education is first and foremost, for the common good. Schools matter to all of us. But achieving the common good requires equity. It is only in a diverse and inclusive community can we truly achieve equity. Thus, in this coming election of members for the board of Fairfax County Public Schools, one issue could easily sum up a campaign for any candidate: Advancing equity in our schools. I think this can cover all the challenges the county currently faces. We must provide excellent opportunities for learning to all children regardless of family income, parent educational attainment, race, and gender. Anything less than equal opportunities is unacceptable. Hindrances to equity unfortunately abound for it is only expected that each and everyone of us to have the knee-jerk reaction of "What about us?" Thus, in some ironic fashion, pushing for equity can divide us.
The politics of division is especially useful in a democratic society where the majority wins and lands in control. A shrewd politician can win by dividing society and simply ensuring that the larger fraction is on his or her side. Divisions can be easily spawned by appealing to our beliefs and prejudices. Divisions can be created by simply appealing to how we identify ourselves. A school board candidate in my district subscribes to this playbook. The Annandale Blog describes Tom Pafford as "laser-focused on one issue".
If Tom Pafford is running for a position in my native country, the Philippines, he may actually win. The Philippines is also trying to legislate on matters that involve gender identity. In these discussions, the question of whether bathrooms should be assigned according to gender identity also shows up. There is always this concern that privacy can be violated or sexual assault could happen. Toilets inside schools, I hope, have stalls so there is really no problem with privacy and those that do not have separate stalls are for urinals. And for assault, the transgender already has the greater risk especially with an extremely prejudicial society. Therefore, the arguments against transgenders having the right to use the toilet of their choice really have no basis.
Equity trumps this issue. It is clear that every children regardless of gender identity should be provided an environment that is respectful and safe so that every child can have the opportunity to learn. It is true that this coming election can be distilled in one issue but it is not about denying transgenders a safe and respectful school climate. Pafford does focus on one issue but his goal is to divide us and take advantage of our biases and beliefs. And it can work especially if equity begins to look like a threat to our beliefs and our identity.
The other candidate, Ricardy Anderson, embraces equity.
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