edukasyong pantahanan at pang kabuhayan subject

presentation about the different topics in homeeconomics and livelihood education for college students

1. EDUKASYONG PANTAHANAN AT PANGKABUHAYAN

2. LEARNING COMPASS

3. Explain the importance of EPP in the holistic development of the learner for the improvement of their quality of life, their family and their community. Explain and be guided by the different learning theories needed in teaching EPP.

4. O V E R V I E W O F T E A C H I NG E P P

5. CONTENT OVERVIEW OF THE COURSE 1 NATURE AND SCOPE OF TLE 2 CURRICULUM FRAMEWORK OF EPP/TLE 3

6. CONTENT Importance of Edukasyon Pantahanan at Pangkabuhayan with Entrepreneurship in the K-12 Curriculum 1 COMPONENTS OF EPP/ TLE 2 3

7. NATURE AND SCOPE OF TEACHING EPP Edukasyong Pantahanan at Pangkabuhayan (E.P.P.)covers Entrepreneurship, Information and Communication Technology (I.C.T.), Home Economics (H.E.), Agriculture (AG) and Industrial Arts (I.A.). It is geared towards the development of technological proficiency and is anchored on knowledge and information, skills and processes, and the acquisition of proper work values and life skills.

8. An effective E.P.P. is one that is founded on the cognitive, behavioral, or psychomotor and affective dimensions of human development. Therefore teaching E.P.P. means teaching facts, concepts, skills and values in their entirety.

9. THE NATURE OF EPP AND TLE EPP and TLE are skills-based subjects, therefore the teacher must bear in the principles in teaching these subjects. * Adopt an environment that equips the learners with appropriate facilities and equipment. * Engage learners in an experimental, contextualized, and authentic teaching learning process. * Apply integrative teaching and learning approaches.

10. The Structure of EPP/TLE The Training Regulations-based TLE and the Entrepreneur-based TLE and every school has a choice as to which stream to offer, with consideration for faculty, facilities, and resources. Both streams are based on the Training Regulations, but the Entrepreneurbased TLE embeds entrepreneurship concepts in the teaching of the various subjects in HE , IA, AFA, and ICT.

11. THE NEW TLE FRAMEWORK AS A COURSE HAS TWO STREAMS Training Regulations-based TLE The Tech - Voc - based TLE is designed according to the Training Regulations (TR) of the Technical Education Skills Development Authority (TESDA). It courses on technical skills and development in the area of specialization that the learners want to pursue.

12. THE CONTENT OF TLE/EPP

13. THE CONTENT OF TLE/EPP Grade 4-6 The learner demonstrates an understanding of the basic knowledge and skills in entrepreneurship & ICT, Agriculture, Home Economics, and Industrial Arts toward the improvement of personal life, family, and community.

14. GRADE LEVEL STANDARDS What are taught? • Grade 4 - Basic concepts in agriculture, entrepreneurship and ICT, home economics, industrial arts to improve self and family life. • Grade 5 - Increased knowledge in agriculture, entrepreneurship and ICT, home economics, industrial arts to improve family life and the community. • Grade 6 - Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT, home economics, industrial arts to improve family life and community.

15. GUIDELINES AND GUIDING PRINCIPLES IN THE TEACHING OF EPP/TLE 1. Cover the four TLE areas in for exploratory purposes-agriculture and fisheries, ICT, home economics and industrial arts. 2. Develop student’s entrepreneurial mindset. 3. Do contextualized teaching. 4. TLE is a skill-dominated subject. Therefore, teaching TLE must make use of experiential learning. 5. The teaching TLE is focused on knowledge and information, entrepreneurial concept including process and delivery, work values and life skills.

16. It is a declared policy of the state to “give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development” (1987 Philippine Constitution Article II, Section 17) RA 10647, an Act Strengthening the Ladderized Interface Between Technical-Vocational Education and Training in Higher Education, which was signed into law on Nov. 21, 2014 states: THE LEGAL BASIS OF THE TEACHING OF EPP AND TLE

17. SALIENT FEATURES OF EDUKASYONG PANTAHANAN AT PANGKABUHAYAN

18. 1. It is a learning area common to boys and girls. In the new curriculum, both boys and girls undertake the same learning experiences in Grades 4, 5, and 6. The time allotment is 40 minutes in Grade 4 and 60 minutes in Grades 5 and 6. The subject is taught in Filipino

19. 2. It focuses on the development of responsible and worthy home membership. It provides activities that emphasize the development of desirable work attitudes, basic work skills and habits and the production of useful articles through learning situations relevant to everyday chores at home, school, and the community. It covers Home Economics, Elementary Agriculture, Industrial Arts, Retail Trade, and other livelihood activities designed to develop awareness of occupational opportunities. It encourages concentration in at least one of the occupational or work skills. It develops expertise.

20. SCHEMES USED IN MANAGING EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP) CLASSES

21. all the components are taught by one teacher. The components are divided by grading period. For example, the Home Economics area may be taught during the first grading period, Industrial Arts during the second grading period Agricultural Arts during the third grading, and Entrepreneurship during the fourth grading period. ONE-TEACHER SCHEME

22. Each area is taught by the respective teachers in Home Economics, Industrial Arts. Agricultural Arts, and Entrepreneurship. Different sections take the four areas by rotation. This arrangement is applicable to big schools where teachers who have specialized in each of the four areas are available. DEPARTMENTALIZED SCHEME

23. Two or three teachers with special training in Home Economics, Industrial Arts or Agricultural Arts may form a team to teach EPP. The team can adopt the following annual work plan: 1. Planning at the opening of the school year 2. Evaluative team meetings (Regularly done within the school year) 3. Implementation (for the intermediate grades) TEAM TEACHING

24. While the society all around is developing with technology and innovations, the K-12 schools have been in a stagnant scenario. Education is the driving force behind every country’s economy, directly or indirectly. Sure, many schools have adapted to modernization, and have started making students work in groups to solve problems, learn online and integrate science with arts. But it is noticed even then, students that are graduating lack the advanced skills and innovative thinking to work through the modern day challenges in the workplace. Thus, entrepreneurship, the capacity to not only start companies, but also to think creatively and ambitiously, is very important to be included in school curriculum. Importance of Edukasyon Pantahanan at Pangkabuhayan with Entrepreneurship in the K-12 Curriculum

25. Entrepreneurship education aids students from all socioeconomic backgrounds to think outside the box and nurture unconventional talents and skills. It creates opportunities, ensures social justice, instills confidence and stimulates the economy. Entrepreneurship education is a lifelong learning process, starting as early as elementary school and progressing through all levels of education, including adult education. Introducing young kids to entrepreneurship develops their initiative and helps them to be more creative and self-confident in whatever they undertake and to act in a socially responsible way Importance of Edukasyon Pantahanan at Pangkabuhayan with Entrepreneurship in the K-12 Curriculum

26. COMPONENTS OF TLE/EPP

27. Industrial Arts has an important role to play as part of general education in our modern society. Each day our world becomes more mechanized and technical with the invention and production of more labor-saving devices. Many tradesmen and technicians are needed to install, operate, and service these modern pieces of equipment. Industrial Arts offers the student an opportunity to acquire some insight into various technical and trade areas. Lab or shop classes are not designed to turn out tradesmen or technicians but are for the purpose of acquainting the student with various occupations requiring some type of mental manual skill.

28. Industrial Art class experiences will have carry-over value in later life, in job situations, in consumer knowledge, or possibly in home maintenance. Vocational Building Trades provides students an opportunity to explore twenty areas of pre-apprenticeship training for those that are considering construction as a career. Craftsmanship is not dead; it just has to be taught and honored.

29. CARPENTRY Is a skilled trade and a craft in which the primary work performed is the cutting, shaping and installation of building materials during the construction of buildings, ships, timber bridges, concrete formwork , etc. Carpenters traditionally worked with natural wood and did the rougher work such as framing, but today many other materials are also used and sometimes the finer trades of cabinetmaking and furniture building are considered carpentry. it

30. PLUMBING Defined as the practice, materials, and fixtures used in installing, maintaining, and altering piping, fixtures, appliances, and appurtenances in connection with sanitary or storm drainage facilities, a venting system, and public or private water supply systems. Plumbing does not include drilling water wells; installing water softening equipment; or manufacturing or selling plumbing fixtures, appliances, equipment, or hardware. A plumbing system consists of three parts: an adequate potable water supply system; a safe, adequate drainage system; and ample fixtures and equipment.

31. ELECTRONICS The study of how to control the flow of electrons. It deals with circuits that are made with parts called components and connecting wires that control the flow of electricity and direct it to do useful things.

32. METAL WORKS The process of shaping and reshaping metals to create useful objects, parts, assemblies, and large scale structures. As a term it covers a wide and diverse range of processes, skills, and tools for producing objects on every scale: from huge ships, buildings, and bridges down to precise engine parts and delicate jewelry.

33. ELECTRICAL Defined as something related to electricity, which is energy resulting from charged particles. When a wire carries electric current to your television or refrigerator, this is an example of an electrical wire.

34. ORTHOGRAPHIC DRAWING OR CAD A very common style of drawing and are easily created with AutoCAD.

35. Is a field of study that is primarily concerned with strengthening family life and increasing productivity of individuals in the social economy. It synthesizes knowledge from arts and science-based disciplines to improve manipulative skills, organizational skills and social skills (James, 2003).

36. Home economics is a broad field of knowledge and services concerned with all phases of family life. Lemchi (2001) also noted that Home Economics is a skill-oriented subject which is capable of equipping the individuals with basic skills and knowledge that will help them to be self-reliant and thereby contribute to the social and economic development of the individual, the family, and the nation at large.

37. Eating a well-balanced diet, with adequate nutrients and appropriate calories, is a fundamental requirement for continued health. An appropriate diet contributes to healthy development, healthy ageing and greater resilience against disease. Similarly, a poor or inappropriate diet places people at greater risk of infection and a range of chronic illnesses – including cancer, type 2 diabetes and cardiovascular disease. FOOD, HEALTH & NUTRITION

38. Is the financial management which an individual or a family unit performs to budget, save, and spend monetary resources over time, taking into account various financial risks and future life events PERSONAL FINANCE & FAMILY RESOURCES

39. is about the design, manufacture and marketing of clothing and footwear and other textile products. Studying in this area includes learning about fabrics and other materials and about weaving, dyeing, printing, pattern-making, sewing, washing, etc. TEXTILE AND CLOTHING

40. is a social discipline that focuses on the interaction between people and the environment. Some of the topics addressed by a specialist in consumer science are nutrition, aging, housing, food safety, community, and parenting. CONSUMER SCIENCE

41. refers to the various tasks and chores associated with the organization, financial management, and day-to-day operations of a home. Housekeeping is a term that is sometimes used to refer to the cleaning and physical upkeep of a house, as distinct from financial issues or outdoor maintenance. HOUSEHOLD MANAGEMENT

42. is defined as the process of enlarging people's freedoms and opportunities and improving their well-being. Human development is about the real freedom ordinary people have to decide who to be, what to do, and how to live. HUMAN DEVELOPMENT

43. Is the science and art of cultivating plants and livestock. Agriculture was the key development in the rise of sedentary human civilization , whereby farming of domesticated species created food surpluses that enabled people to live in cities. The history of agriculture began thousands of years ago. After gathering wild grains beginning at least 105,000 years ago, nascent farmers began to plant them around 11,500 years ago. Pigs, sheep and cattle were domesticated over 10,000 years ago. Plants were independently cultivated in at least 11 regions of the world. Industrial agriculture based on large-scale monoculture in the twentieth century came to dominate agricultural output, though about 2 billion people still depended on subsistence agriculture into the twenty-first.

44. LIVESTOCK PRODUCTION Livestock is commonly defined as domesticated animals raised in an agricultural setting to produce labor and commodities such as meat, eggs, milk, fur, leather, and wool. AGRICULTURAL ECONOMICS Is an applied field of economics concerned with the application of economic theory in optimizing the production and distribution of food and fiber.

45. CROP PRODUCTION Irrigated farm areas mainly grow rice and sugarcane whereas rained areas are planted with coconut, corn and cassava. The Philippines' major agricultural products include rice, coconuts, corn, sugarcane, bananas, pineapples, and mangoes. MODERN AGRICULTURE Is a term used to describe the wide type of production practices employed by American farmers. It makes use of hybrid seeds of selected variety of a single crop, technologically advanced equipment and lots of energy subsidies in the form of irrigation water, fertilizers and pesticides.

46. It is a universal fact that entrepreneurship is an important factor in economic development. An Entrepreneur is the risk bearer and works under uncertainty. But no attempts were made by economists for formulating systematic theory of entrepreneurship. According to William J. Baumol, the economic theory has failed to provide a satisfactory analysis of either the role of the entrepreneurship or its supply THEORIES OF ENTREPRENEURSHIP

47. 1. ECONOMIC THEORY The economic entrepreneurship theory has deep roots in the classical and neoclassical theories of economics, and the Austrian market process (AMP). These theories explore the economic factors that enhance entrepreneurial behavior.

48. 2. CLASSICAL THEORY The classical theory extolled the virtues of free trade, specialization, and competition (Ricardo, 1817; Smith, 1776).The theory was the result of Britain’s industrial revolution which took place in the mid-1700 and lasted until the 1830s.The classical movement described the directing role of the entrepreneur in the context of production and distribution of goods in a competitive marketplace (Say, 1803). Classical theorists articulated three modes of production: land; capital; and labor.

49. NEO- CLASSICAL THEORY The neo-classical model emerged from the criticisms of the classical model and indicated that economic phenomena could be relegated to instances of pure exchange, reflect an optimal ratio, and transpire in an economic system that was basically closed. The economic system consisted of exchange participants, exchange occurrences, and the impact of results of the exchange on other market actors. The importance of exchange coupled with diminishing marginal utility created enough impetus for entrepreneurship in the neoclassical movement (Murphy, Liao &Welsch, 2006).

50. AUSTRIAN MARKET PROCESS (AMP) These unanswered questions of the neo-classical movement led to a new movement which became known as the Austrian Market process (AMP). The AMP, a model influenced by Joseph Aloi Schumpeter (1934) concentrated on human action in the context of an economy of knowledge. Schumpeter (1934) described entrepreneurship as a driver of market-based systems. In other words, an important function of an enterprise was to create something new which resulted in processes that served as impulses for the motion of market economy.

51. SOCIAL THEORY Sociological theory is the third of the major entrepreneurship theories. Sociological enterprise focuses on the social context .In other words, in the sociological theories the level of analysis is traditionally the society (Landstrom, 1998)

52. PSYCHOLOGICAL THEORY The level of analysis in psychological theories is the individual (Landstrom, 1998). Thesetheories emphasize personal characteristics that define entrepreneurship. Personality traits need for achievement and locus of control are reviewed and empirical evidence presented for three other new characteristics that have been found to be associated with entrepreneurial inclination. These are risk taking, innovativeness, and tolerance for ambiguity.

53. LOCUS OF CONTROL Locus of control is an important aspect of personality. The concept was first introduced by Julian Rotter in the 1950s. Rotter (1966) refers to Locus of Control as an individual’s perception about the underlying main causes of events in his/her life. In other words, a locus of control orientation is a belief about whether the outcomes of our actions are contingent on what we do (internal control orientation) or on events outside our personal control (external control orientation)

54. NEED FOR ACHIEVEMENT THEORY While the trait model focuses on enduring inborn qualities and locus of control on the individual's perceptions about the rewards and punishments in his or her life, (Pervin, 1980,), need for achievement theory by McClelland (1961) explained that human beings have a need to succeed, accomplish, excel or achieve. Entrepreneurs are driven by this need to achieve and excel. While there is no research evidence to support personality traits, there is evidence for the relationship between achievement motivation and entrepreneurship (Johnson, 1990). Achievement motivation may be the only convincing person logical factor related to new venture creation (Shaver & Scott, 1991)

55. CROP PRODUCTION THEORY Plants are autotrophic and therefore they fix the energy of the sun and manufacture food from simple inorganic substances for almost all other organisms through photosynthesis. Crop plants have a wide range of development and growth responses to sunlight, day length, temperature, nutrients, and water supply. Farmers do not, however, choose plants as crops for optimum adaptation to individual environments, but those that are preferred food, as in developing countries, or to meet market requirements, including global trade. In consequence, crops are managed to withstand environmental stresses. Socio-economic forces drive change in agriculture that is currently challenged to increase production by 70% to feed 9.2 billion by 2050.

56. A. FINANCIAL CAPITAL/ LIQUIDITY THEORY Empirical research has showed that the founding of new firms is more common when people have access to financial capital (Blanchflower et al, 2001, Evans & Jovanovic, 1989, and Holtz-Eakin et al, 1994). By implication this theory suggests that people with financial capital are more able to acquire resources to effectively exploit entrepreneurial opportunities, and set up a firm to do so (Clausen, 2006).

57. B. SOCIAL CAPITAL/ SOCIAL NETWORK Entrepreneurs are embedded in a larger social network structure that constitutes a significant proportion of their opportunity structure (Clausen, 2006). Shane and Eckhardt (2003) says “an individual may have the ability to recognize that a given entrepreneurial opportunity exist, but might lack the social connections to transform the opportunity into a business startup. It is thought that access to a larger social network might help overcome this problem” (pp.333).

58. C. HUMAN CAPITAL ENTREPRENEURSHIP THEORY Underlying the human capital entrepreneurship theory are two factors, education and experience (Becker, 1975).The knowledge gained from education and experience represents a resource that is heterogeneously distributed across individuals and in effect central to understanding differences in opportunity identification and exploitation (Anderson & Miller, 2003, Chandler & Hanks, 1998, Gartner et al, 2005, Shane & Venkataraman, 2000).

59. Video Clip of Project Making. Choose one component of EPP in the K-12 Curriculum and select a product/project and record a video in the making of the project (example: Handicraft Making). PERFORMANCE TASK (INDIVIDUAL)

60. You shall be evaluated according to the rubrics below: a. Content - 50 b. Clarity - 25 c. Creativity - 25 Total – 100% RUBRICS