Curriculum Alignment:  An Effort to raise quality education in the Philippines
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Curriculum Alignment: An Effort to raise quality education in the Philippines

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This presentation is based from the No Child Left Behind Policy of pres. Bush and No Filipino Child Left Behind Act of 2008, introduced by Senator Manny Villar

This presentation is based from the No Child Left Behind Policy of pres. Bush and No Filipino Child Left Behind Act of 2008, introduced by Senator Manny Villar

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  • The graph shows that many students who finished basic education do not possess sufficient mastery of basic competencies
  • Students performances in TIMMS is as dismal

Curriculum Alignment:  An Effort to raise quality education in the Philippines Curriculum Alignment: An Effort to raise quality education in the Philippines Presentation Transcript

  • UNIVERSITY OF MAKATI GRADUATE STUDIES DEPARTMENT DEM 331 Current Trends, Issues, Reforms and Innovations in Education by: IRMA E. SAN PEDRO
  • 4 PILLARS OF EDUCATION
  • Point of Discussion Does the Philippine System of education adhere to these principles to reshape the education?
  • Philippine Education… ISSUES
  • National Achievement Test, SY 2005-2010  The graph shows that many students who finished basic education do not possess sufficient mastery of basic competencies
  • TIMMS 2003  Students’ performance in TIMMS is as dismal
  • Cohort Survival Rate  This shows that of the 100 students who enrolled in Gr. I, only 65 students reached First Year HS and 46 of which graduated HS graduates, only 20 reached college level and 16 earned college degrees
  • Employability of the Graduates  This states that there is a mismatch between graduates skills and job demands.
  • Philippine Education… CHALLENGE
  • ISSUES AND CHALLENGES Vertical and Lateral Articulation of Curricula from Basic Educationto HigherEducation: A Pioneering Effort for Global Competitiveness
  • Global Competitiveness  is the existence of competition among diverse organizations that serve global customers.  An index of the competitiveness of the countries in the world is compiled every year by the World Economic Forum.
  • The Assumption – A focus on global competitiveness in our educational institution must start from BASIC EDUCATION.  Basis of the assumption: – Global competitiveness starts at the tertiary level- Instant transformation – Underlying Assumption: – Students must be able to develop a personalized lateral correlations of knowledge and experience provided by educational institution
  • On becoming globally competitive • Quality of Education: – Planned/structured curriculum • Internal Efficiency: – Educational Output • Strong System of Governance: – Sense of Responsibility and Accountability • Great Educational Investments: – Educational Inputs • Quality of Teachers: – Teacher Induction Program
  • Education Policy HORIZONTAL AND VERTICAL ALIGNMENT WITHIN AN EDUCATION SYSTEM (Based on Webb, 1997b) Assessment System Content Standards Student Achievement Classroom Instruction
  • Horizontal and Vertical Articulation of Curricula  Horizontal Alignment  Horizontal alignment is the degree to which an assessment matches the corresponding content standards for a subject area at a particular grade level. Assessments must match the breadth and depth of the standards to be considered strongly aligned.  (Po rte r, 20 0 2; We bb, 1 9 9 7 a; We bb, 1 9 9 7 b)
  • Horizontal and Vertical Articulation of Curricula  Reasons forensuring horizontal alignment.  When strongly aligned, standards and assessments bring clarity to the education systemby providing a coherent set of expectations forstudents and educators.  The assessments concretely represent the standards, providing a target upon which teachers can focus theirinstruction and students can focus theirstudies.  Using classroom instruction that follows the standards, teachers can effectively prepare their students forthe accountability assessments.  Co pyrig ht © 20 0 8 by Pe arso n Educatio n, Inc. o r its affiliate (s). Allrig hts re se rve d.
  • Horizontal and Vertical Articulation of Curricula  Reasons forensuring horizontal alignment.  aligned, standards and assessments bring clarity to the education system by providing a coherent set of expectations forstudents and educators. The assessments concretely represent the standards, providing a target upon which teachers can focus theirinstruction and students can focus theirstudies. -Using classroom instruction that follows the standards, teachers can effectively prepare their students forthe accountability assessments.  Co pyrig ht © 2 0 0 8 by Pe arso n Educatio n, Inc. o r its affiliate (s). Allrig hts re se rve d.
  • Horizontal and Vertical Articulation of Curricula  Reasons forensuring horizontal alignment  Alignment to the standards also ensures that the assessment is a trustworthy source of data.  A study of an assessment’s degree of alignment to the standards can serve as evidence of validity. A valid assessment produces data that can be interpreted as demonstrating a student’s achievement in the subject area which the assessment covers  Alignment can also increase an assessment’s reliability, the capability of producing consistent measurements of student achievement. (AERA, APA, and NCME, 1 9 9 9 ; Ananda, 20 0 3; Im para, 20 0 1 ; Re snick, Ro thm an, Slatte ry, and Vrane k, 20 0 3; We bb, 1 9 9 7 b).
  • Horizontal and Vertical Articulation of Curricula  Vertical Alignment.  Vertical alignment is the alignment of different parts of an entire education system.  Curricula,  textbook content  opinions of stakeholders,  classroom instruction  student achievement outcomes  It can occur at broad or specific levels of an education system. When standards based accountability tests are established, teachers plan classroom instruction in a way that follows the standards  (Po rte r, 20 0 2; We bb, 1 9 9 7 b).
  • Horizontal and Vertical Articulation of Curricula  The standards and assessments themselves must be vertically aligned with one another so that they reflect the logical, consistent order for teaching the content in a subject area from one grade level to the next.
  • Horizontal and Vertical Articulation of Curricula  The accountability assessment results provide feedback about the strength of the education system. This data can be used by policymakers to evaluate the different levels of the education system and to make changes for improvement accordingly.  These changes bring the education system into closer alignment so that its parts function in parallel toward their common goal. Ultimately, rigorous standards serve as the main force for the vertical alignment of an education system (Ananda, 2003; Anderson, 2002; Porter, 2002;
  • Philippine Education…. TREND/ REFORM
  • The K-12 Graduate
  • Components of K-12 Curriculum
  • Nelson Mandela “Education is the most powerful weapon which you can use to change the world.”
  • Pres. Benigno S. Aquino III  “Naninindigan pa rin po tayo sa ipinangako nating pagbabago sa edukasyon: ang gawin itong sentral na estratehiya sa pamumuhunan sa pinakamahalaga nating yaman: ang mamamayang Pilipino. Sa K to 12, tiwala tayong mabibigyang-lakas si Juan dela Cruz upang mapaunlad—hindi lamang ang kanyang sarili at pamilya—kundi maging ang buong bansa.”
  • My Question? DO YOU WANT TO CHANGE THE WORLD?
  • My Answer:  CHANGE THE PHILIPPINES…. Reshape the Philippine Educational System. Thank you! IESP