INFOGRAPHIC PRESENTATION OF THE EDUCATIONAL PHILOSOPHY IN THE NEW SOCIETY.pptx

Education

1. EDUCATIONAL IN THE NEW SOCIETY PHILOSOPHY INFOGRAPHIC PRESENTATION OF By: Michie Diane L. Muyot Dona Bantasan Tracey Layka Trencio Anjolyn Santiago Nieva V. Membrido

2. Marcos issued Executive Order No. 202 in 1969 creating the Presidential Commission to Study Philippine Education (PCSPE) headed by then Minister of Education Onofre D. Corpuz. One of the offshoots of the study, done in 1969-70, was the issuance of Presidential Decree 6-a which embodied into law the PCSPE-identified goals and objectives of Philippine education, as follows: EDUCATIONAL PHILOSOPHY IN THE NEW SOCIETY

3. It is hereby declared to be the policy of the government to insure within the context of a free and democratic system maximum contribution of the educational system to the attainment of the following national development goals: (a) To achieve and maintain an accelerating rate of economic development and social progress; (b) To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and (c) To strengthen national consciousness and promote desirable cultural values in a changing world. EDUCATIONAL PHILOSOPHY IN THE NEW SOCIETY

4. As a further elaboration of the educational objectives, Section 4 of Education Act of 1982 states: Towards the realization of these objectives, and pursuant to the Constitution, all educational institutions shall aim to inculcate love of country, teach the duties of citizen-ship, and develop moral character,. personal discipline, and scientific, technological and vocational efficiency. Furthermore, the educational system shall reach out to educationally deprived communities, in order to give meaningful reality to their membership in the national society, to enrich their civic participation in the community and national life, and to unify all Filipinos into a free and just nation. EDUCATIONAL PHILOSOPHY IN THE NEW SOCIETY

5. At the core of the educational philosophy is the individual human being who must be given every opportunity to develop into a useful member of Philippine society. His potential capabilities must be identified and developed to the maximum "within the ecology of his own society." THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 1. The Individual as a Useful Member of Society.

6. The stated objectives of education embodied the philosophy that education is for all, thereby antedating by several years UNESCO's program of Education for All. At that time, the term used was "universal education". In fact, the UNESCO-sponsored Karachi Conference of Ministers of Education in Asia in 1962 targeted rather ambitiously the eradication of illiteracy in Asia within 20 years, i.e., in 1982. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 2. Education for All

7. But none of the kind became part of reality in any part of Asia except possibly, in Japan. In the Philippines, the government took pride in making it known that its rate of literacy was increasing but hid the fact that the actual number of illiterates was increasing, especially among the so-called ethnic communities and in remote areas where there were no public or private schools. Besides, poverty prevented many parents from sending their children to school. Education for all, especially for the neglected ethnic communities, was an ideal that was not matched by reality under the new society. It was, nonetheless, an aspiration THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 2. Education for All

8. The educational objectives also envisioned an integrated system of education which would provide, at the first and second levels, a broad general education to be the basis of a gradual funneling of students into middle-level skills development and, ultimately, the development of high-level professionals The concept of an integrated system of education also meant that all parts hang together as a unified whole. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 3. An Integrated System of Education.

9. It was a well-placed concern that Philippine education should produce productive citizens. A few decades earlier, Harbison and Myers observed that while the Philippines was second only to the United States in the ratio of higher education enrolment to college-age population, the country's economy was among the lowest in productivity THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 4. Productivity.

10. The high-level professions were envisioned to "advance knowledge through research, and apply new knowledge for improving the quality of human life". The need for research has always been there, but little has been done to give it the support it needs. For one thing, the training of professionals does not have sufficient emphasis on research. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 5. Emphasis on Research.

11. A compilation of titles of such researches by the then NSDB in the 1970s showed that most of the studies (about 75%) were done at the University of the Philippines and its branches. What was worse was that the results of such studies have hardly been published and disseminated locally. Ironically, it was easier to locate copies of such studies in libraries abroad than in local libraries. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 5. Emphasis on Research.

12. Even worse is the fact that certain highly useful studies resulted in producing prototypes which have not been produced commercially to benefit the people. Filipino inventors have had to sell their patents abroad for lack of local support for commercially producing their inventions. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 5. Emphasis on Research.

13. This concern indicates recognition of the dynamic nature of society or, as well-said elsewhere, the impermanence of permanence. All societies are in constant transition, giving validity to the cliche that the only constant is change. Alvin Toffler, the well-known futurologist, called this phenomenon "adhocracy". THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 6. Responsiveness to Changing Needs and Conditions.

14. The new society itself was to be different from the old. It was logical to expect Philippine education to be responsive toand to foster the social changes inherent in a society that was to be developed into something other than what it was before. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 6. Responsiveness to Changing Needs and Conditions.

15. "The State shall promote the right of every individual to relevant quality education." This is the sequel to the concept of "equality of access" to education by all citizens. The new education would have an entirely new look with a learning environment conducive to learning and research THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 7. Quality Education.

16. Quality education as an objective characteristic of Philippine education under the new society is a recognition that the system has not been up to par and, therefore, short of what a dynamic, progressive society needs. Quality implies the need to improve the competence of the teaching force and the support servicers; the adequacy of buildings, equipment, laboratory, library, textbooks and other learning aids; and the capability of educational leadership. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 7. Quality Education.

17. Presidential Decree 1139, арproved on May 13, 1977, created the position of Undersecretary for Nonformal Education tasked to mount a national program that would extend educational opportunities to out-of-school children, youths and adults. This was an expansion of the work of the Office of Adult Education created in 1936 by Common-wealth Act No. 80. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 8. Non-formal Education

18. As defined in the Education Act of 1982, nonformal education is "any organized school-based educational activities undertaken by the Ministry of Education, Culture and Sports (MECS) and other agencies aimed at attaining specific learning objectives for a particular clientele, especially the illiterates and the out-of-school youth and adults, distinct from outside the regular offerings of the formal school system." THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 8. Non-formal Education

19. As stated in the law, the objectives of non-formal education are: a. To eradicate illiteracy and raise the level of functional literacy of the population; b. To provide unemployed and underemployed youth and adults with appropriate vocational/technical skills to enable them to become more productive and effective citizens; and C. To develop among the clientele of non-formal education proper values and attitudes necessary for personal, community and national development." THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 8. Non-formal Education

20. the teaching of religion in public elementary and secondary schools was to be at the written option of parents or guardians at no expense to the government. (Sec. 8 (8), 1973 Constitution). Proponents of this constitutional provision considered secularism in the public schools as a Godless curriculum. It was thought that providing religious instruction would provide the proper value orientation for growing children and youth. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 9. Optional Religious Instruction.

21. As part of the overall philosophy of education, religious instruction would have to accommodate all religious orientations Catholic, Protestant, Islam, etc. The public schools were expected to provide time and space for religious education classes for the various religious groups. Teachers, teaching materials, curricula, and other facilities were supposed to be provided by interested groups. The nature and scope of such instruction were to be determined by each group. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 9. Optional Religious Instruction.

22. The 1973 Philippine Constitution explicitly provides that "all educational institutions shall be under the supervision and control of the State" (Sec. 8 (1). Pursuant to this constitutional mandate, Education Act of 1982 states that "the administration of the education system and the supervision and regulation of educational institutions are hereby vested in the Ministry of Education, Culture and Sports (MECS), without prejudice to the provisions of the charter of any state college or university." THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 10. State Supervision and Control of Schools

23. The law, however, protects students, teachers and employees by explicitly providing that sanctions against schools shall be without prejudice to them." THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 10. State Supervision and Control of Schools

24. A completely separate and distinct system of supervision applies to public schools. Rules and standards are not the same. Even under the voluntary scheme of accreditation of private schools, the public schools were not to be included. Why this had to be so has yet to be properly explained by the authorities. Nonetheless, Education Act of 1982 may be said to abet a double standard of requirements in the supervision and regulation of public and private schools. THE PHILOSOPHICAL CONCEPTS OF THE NEW SOCIETY'S EDUCATIONAL OBJECTIVES ARE HEREIN DISCUSSED. 10. State Supervision and Control of Schools

25. The inexorable events of recent history brought the new society era to a dramatic end in February 1986 by what is now known as the EDSA Revolution. With it also came the end of the ideology for the new society. It soon became a misty memory. That is what many people think. But while the terminologies and catchwords were made as extinct as the brontosaurus, there are values and profound philosophical thought which cannot be suppressed easily. THE END OF AN ERA Reading Comprehension Strategies

26. For a good idea could only be replaced by a better one. It remains to be seen whether the political dispensations that supplanted the new society have something better to offer. This is the subject of concern in the succeeding parts of this treatise THE END OF AN ERA Reading Comprehension Strategies

27. INFOGRAPHIC PRESENTATION OF THE EDUCATIONAL PHILOSOPHY IN THE NEW SOCIETY By: Michie Diane L. Muyot Dona Bantasan Tracey Layka Trencio Anjolyn Santiago Nieva V. Membrido