Current-Issues - and trends of Education

Current issues

1. CURRENT ISSUES AND TRENDS OF EDUCATION ABELLNIDA, KIM PAUL T. QUINDALA, Juvan M. Senajon , Ramon Bernard

2. Topics: Historical Perspective of Philippine Educational System Programs and Delivery Philosophy, Vision, Mission, And core values Legal mandates Problems of modernized education program

3. Programs and delivery of education in the Philippines

4. Blended Learning Blended learning is an approach that mixes the formats of classroom and online learning. It gives your learners online access to learning materials to study at their own pace, but it also includes meetings for discussions, group tasks, or mentoring sessions.

5. Face-to-face class This is an oldie but goodie. Face-to-face (F2F) class is the environment we all first experienced: we meet a teacher/trainer/instructor in the classroom and learn from that person. In the corporate sphere, face-to-face training may come as mentoring, coaching, hands-on workshops, r-led training in a physical setting.

6. Mobile Learning this is a specific approach that employs mobile, portable devices to deliver online learning content to learners. the content is digital .

7. Virtual Classrooms A virtual classroom, or virtual instructor-led training, allows you and your learners to meet online in a designated video call session to share interactive learning activities with them, enabling all learners to actively participate in the training process.

8. Programs and Services in Philippine Educational System

9. Philosophy, Vision, Mission and core values of Philippine Educational System

10. Philosophy of Education The philosophy of Philippine education proclaims that education shall develop citizens who believe in God, love their country and fellowmen, actively participate in building a just Filipino society, conserving and developing the nation’s human and material resources.

11. Vision T he vision can be quoted as “We have seen the Filipino nation of the future in the best of the Filipino today. Nurturing, enhancing and articulating the best in us are the central tasks of education.”

12. Mission Basic education intends to provide universal access to quality and relevant education through formal, informal and non-formal channels. It shall develop in the young Filipino, including the disadvantaged groups of children with special needs and extremely difficult circumstances, knowledge, skills and attitude necessary for active and successful participation in the economic, political, socio-cultural, spiritual and moral life in a just and humane society

13. Aims of Education Philippine education aims for the fullest development of the potentials of all individuals, the only sure way of achieving our common and shared national goals.

14. Mandates of Education The mandates of Philippine education can be derived from three major documents, namely: the 1987 Philippine Constitution the Education Act of 1982 Executive Order No. 117

15. The 1987 Constitutions Section 1.  The state shall protect and promote the right of all the citizens to quality education at all levels and shall take appropriate steps to make such  education  accessible to all.

16. Section 2. The state shall: Establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and society;

17. Establish and maintain s system of free public education in the elementary and high school levels. Without limiting the natural rights of parents to rear their children, elementary education is compulsory for all children of school age;

18. Establish and maintain a system of scholarship grants, student loan programs, subsidies and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged;

19. Encourage non- formal, informal and indigenous learning system, as well as self- learning independent and out-of-school study programs particularly those that respond to community needs

20. Batas Pambansa Blg . 232 (The Education Act of 1982) This was an act providing for the establishment and maintenance of an integrated system of education. In accordance with Section 2, this act shall apply to and govern both formal and non- formal system in public and private schools in all levels of the entire educational system.

21. It is also stated in Section 3 that: The State shall promote the right of every individual to relevant quality education, regardless of sex, age, creed socio- economic status, physical and mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality of access to education as well as the benefits of education by all its citizens.

22. Rights of Students in School (Section 9) The right to receive competent instruction, relevant quality education. The right to freely choose their field of study subject to the existing curricula and continue their course up to graduation, except in cases of academic deficiency or violations of disciplinary regulations. The right to school guidance and counseling services.

23. Right of All School Personnel (Section 10) Free expression of opinions and suggestions. To be provided with free legal service by the appropriate government office in case of public school personnel and the school authorities concerned in case of private school personnel, when charged in administrative, civil and/or criminal proceedings, by parties other than the school authorities concerned, for actions committed directly in the lawful discharged of professional duties and/or in defense of school policies.

24. Special Rights And/or Privileges of Teaching or Academic Staff (Section 11) Right to be free compulsory assignment not related to their duties defined in their appointment or employment contracts unless compensated thereof. (additional compensation Sec. 14 R.A. 4670- at least 25% his regular remuneration) Right to intellectual property………

25. Rights of Administrators (Section 12) School administrators shall be deemed persons in authority while in the lawful discharge of their duties and responsibilities…. Shall be accorded due respect and protection (Commonwealth Act No. 578)

26. Rights of Schools (Section 13) The right of their governing boards…….to adopt and enforce administrative or management systems. The right of institutions of higher learning to determine on academic grounds who shall be admitted to study, who may teach, and who shall be the subjects of the study and research.

27. Executive Order No. 117, s. 1987 Under this presidential order, DECS has been made primarily responsible in the formulation, planning, implementing and coordinating of policies, plans, programs, and projects in the areas of formal and non-formal education in all levels, be it elementary, secondary, tertiary, technical-vocational, non-formal, sports and culture

28. Supervise all educational institutions, both public and private and provide for the establishment and maintenance of a complete, adequate and integrated system of education relevant to the goals of national development

29. PROBLEMS OF PHILIPPINE EDUCATION

30. Ever since the Philippine education system was established, the occurrence of problems were always part of its operation. The major problems that have been besetting the modernized education system

31. A ccess to basic education, Q uality of basic education, Weaknesses of the public school system, and U nderinvestment in education.

32. Access to Basic Education In 1992, there were 12,956 barangays or 30 percent of the existing 43,302 barangays, without elementary schools and only 11,800 or 35 percent of 34,081 existing elementary schools offer only primary education.

33. Seventy five (75) or 4.9 percent of 1,537 municipalities were without either public or private high school; 175 or 11.4 percent municipalities were without public high school.

34. In 1990, participation rate among the 7-12 years old was 82.9 percent only. This easily translates to 1.5 million school-aged children who are outside the formal school system. About4 million of the 45 million population, 10 years old and above were illiterates.

35. Quality of Basic Education The quality of basic education has been immensely affected by the inadequacies in terms of: school buildings and teachers, inadequate instructional materials and equipment, below standard achievement levels in elementary and secondary education.

36. The possible causes of poor quality of education are traceable to: reduction in the contact hours for academic subjects under the new elementary and secondary curricula; poor quality of instruction owing to the poor student input to teacher’s education program

37. pedagogical processes or student-teacher interaction in classroom is generally characterized by one-way flow where teachers deliver the lesson unqualified teachers to teach subjects outside their areas of specialization centralized system of academic supervision and management discourages innovations and initiatives at the school level.

38. Weaknesses of the Public School System The quality of the Philippine education is continuously declining in terms of basic education’s failure to EDCOM Report (Making Education Work, 1991) teach the competence the average citizens need to become responsible, productive and self-fulfilling colleges and technical and vocational schools are not producing the manpower we need to develop our economy; and

39. graduate education is mediocre and failed to generate the research-based knowledge we need to create more job and raise the value of production

40. Some other Problems in Educational System L ow budget, high enrollment S hortage of teachers S hortage of classrooms S hortage of textbooks