Graduate School TRENDS AND ISSUES (1).pptx

Graduate School

1. TRENDS AND ISSUES IN THE PHILIPPINE EDUCATIONAL SYSTEM: BASIS FOR PLANNING AND POLICY MAKING

2. a. Shortages on the Number of Teachers A shortage of teachers harms students, teachers, and the public education system as a whole. Lack of sufficient, qualified teachers and staff instability threaten students’ ability to learn and reduce teachers’ effectiveness.

3. Why are there teacher shortages? A teacher shortage occurs when there are not enough teachers in the key subject areas, a growing student population and fewer people entering teacher preparation programs. A 2% yearly population growth translates to about 1.6 million children born every year, a 2% increase in the number of students meant 8,000 more classrooms needed.

4. The Number of Students As of August 11, over 23 million enrolled in the public and private schools for calendar year 2020 to 2021, the enrollment rate is around 83.1% of the last year’s figure 27.7 million.

5. The Number of Teachers Regional Distribution of enrolment in Formal K to 12, Public and Private for SY 2019 – 2020. There are over 900, 000 regular personnel that the Department of Education employs, and more than 800,000 of them are teachers.

6. Pupil-Teacher Ratio The ideal pupil-teacher ratio is 25:1 (Executive Order No. 349). Teachers to be hired must be holders of Bachelor of Science in Education major Early Childhood Education (ECE), or Bachelor’s degree holders with 18 units in ECE. Special Education (SPED) classes/ centers .

7. b. Education Support Personnel A vital part of education workforce. They help to do all the background tasks and hidden duties that ensure that teachers can teach and students can learn.

8. The DepEd Personnel 1. Teaching Personnel – refers to all persons engaged in classroom teaching, in any level of instruction, on full time basis, including guidance counsellors, School Librarians, industrial arts or vocational instructors, and all other persons performing supervisory and/or administrative functions in all schools, colleges and universities operated by the government or its political subdivisions; but this shall not include school nurses, school physicians, school dentists, and other school employees as defined in Republic Act No. 4670 entitled “Magna Carta for Public School Teachers.”

9. 2. Non-Teaching personnel are categorized as allied services personnel such as accountants, planning officers, human resource management officers (HRMOs), records officers, cashiers, budget officers, engineers, architects, dentists, school physicians, nutritionists, nurses, legal officers, etc. and other support personnel.

10. c. Instructional Materials Instructional Materials, also known as Teaching/Learning Materials (TLM), are any collection of materials including animate and inanimate objects and human and non-human resources that a teacher may use in teaching and learning situations to help achieve desired learning objectives.

11. Roles of Instructional Materials It represent teacher’s primary teaching resources, providing the basis for the content of lessons, a balance of skills taught, and also the kinds of language practice students take part in. In many situations, instructional materials serve as a supplement for the teacher’s instruction.

12. Three Most Common Types of IMs Traditional Resources Graphic Organizers Teacher-made Resources

13. Traditional Resources Are any textbooks or workbooks that can be used within a classroom setting to explain new concepts.

14. Graphic Organizers Is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within learning task. It also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams.

15. Teacher-made Resources Are the teaching resources that are purposely designed by the teacher or by both teacher and pupils mainly to promote meaningful teaching and learning in the classroom.

16. d. Facilities Educational facilities include not only classrooms but also athletic facilities and playgrounds, and even libraries off school property.

17. School Facilities Consists of not only the physical structure and the variety of building systems, such as mechanical, plumbing, electrical and power, telecommunications, security, and fire suppression systems.

18. Effects of School Facilities With respect to teachers, school facilities affect teacher recruitment, retention, commitment, and effort. With respect to students, school facilities affect health, behavior , engagement, learning, and growth in achievement. Thus, facility quality is an important predictor of teacher retention and student learning.

19. Issues in School Facilities in the Philippines Not because it is a public school, students don’t have the right to have a well maintained school facilities. Examples of these are lacking of classrooms, lacking of tables and chairs, poor ventilation, poor comfort rooms and canteens. Usage of over dated books and the like.

20. e. Learning Outcomes Are descriptions of the specific knowledge, skills, or expertise that the learner will get from a learning activity, such as a training session, seminar, course, or program.

21. Six Learning Outcomes Knowledge/remembering Comprehension/understanding Application/applying Analysis/ analyzing Evaluation/evaluating Synthesis/creating

22. Learning Outcomes for K to 12 The K to 12 program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education.

23. Some Negative Issues of Learning Outcomes in the Philippines. Decline result of NAT in Secondary and Elementary last 2014. Childhood comprehension remain poor 1/3 of Filipino children scoring zero on both reading and listening. CEO Pres. Dr. Nene Guevara said there is an “ ongoing reading crisis in the country” Some teachers in public schools are not competent readers

24. The first supply of K-12 graduates numbering more than 1.2 million did not make the full cut. Only 20% of the country’s 70 leading companies across all sectors were inclined to hire senior high graduates. K-12 graduates are not yet ready for work and they lack the knowledge and skills for the 21 st century such as innovation and critical thinking skills.

25. Our country ranked 66 th out of 137 countries for quality of primary education. 74 th for quality of higher education 76 th for quality of math and science education Our educational system did even worse on the 2017 Global Innovation Index where it ranked poorly at 113 th place out of 127 countries.

26. f. UNESCO Frequent absences of school children because they are engaged in income-generating activities Tertiary education is generally of low quality 1.4 million children out-of-school Only ASEAN country that is included in the top 5 countries with the highest number of out-of-school youth

27. g. Job Mismatch Is generally defined as a worker in a job that does not correspond with his or her level of qualifications as defined by their education, skills, knowledge, and abilities.

28. Causes Being too money-driven – Applying for jobs that offer above-average compensation packages like those based abroad, despite not possessing the necessary skills. Being too choosy – unreasonable conditions or demands set by job seekers when looking for or applying to jobs.

29. Effects Job mismatch has negative effects on work productivity, and at microeconomic level. It is obvious that if human resources have a high level of education and qualification and skills and do not utilize them, they represent a loss of resources and work potential.

30. Fixing Job Mismatch Write better job descriptions. Take the time to write a thorough job description that speaks clearly to your i ntended audience Use skills testing Develop a skills training program.

31. THANK YOU AND GOD BLESS!