Philippines education

2,489 views

Published on

The Philippine Education:
Alternative Education
Inclusive Education
Trends in Curriculum Development

Published in: Education
0 Comments
5 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
2,489
On SlideShare
0
From Embeds
0
Number of Embeds
12
Actions
Shares
0
Downloads
112
Comments
0
Likes
5
Embeds 0
No embeds

No notes for slide

Philippines education

  1. 1. O R A L E X P O S I T I O N : D A H I N A A . C A Y A B A SPHILIPPINEEDUCATION
  2. 2. ALTERNATIVEEDUCATIONINCLUSIVE EDUCATIONTRENDS IN CURRICULUMDEVELOPMENTPHILIPPINEEDUCATION
  3. 3. INCLUSIVE EDUCATION ALTERNATIVE EDUCATIONAll children should learntogether, whereverpossible, regardless ofany difficulties ordifference they mayhave.(The SalamancaStatement on Principles,Policy and Practice inSpecial Education.)Education beyond theclassroom where basicLearning Need beavailed and be useful toone’s life and journey.EQUAL OPPORTUNITIES FOR EDUCATIONPhilippine Constitution 1987How?
  4. 4. Inclusive Education ( IE ) Alternative Learning System1. P.D. 603, Magna Carta Law forthe Disabled Person. requires a disabled child toattend mainstream school2. SPED Bill disabled childrens access toeducation3. Deped Memo # 72, s 2009,Deped Order # 26, s 1997 SPED programs in all schools1. Constitution of thePhilippines 1987, Art.XIV, Sec. 2, Provide adult citizens, thedisabled, and out-of-schoolyouth with training incivics, vocationalefficiency, and other skills.―2. Proclamation No. 480, datedOctober 16, 1989 creating the EFA NationalCommitteeLegal Basis
  5. 5. 3. DepEd Memo No. 533, s.2000 access to MFI4. DepEd Memo No. 110, s. 1999 TESDA skills trainingprograms5. DepEd Order No. 20, s.2000 a chance to acquireeligibility for governmentemployment positionsunder CSC Resolution No.499
  6. 6. COMPONENTS OF ALS1. Basic Literacy Program (BLP)2. Accreditation and Equivalency Program(A&E)3. Indigenous Peoples Education Project (IP)4. Informal Education (InfED)5. SPECIAL PROJECT (ALS – DAP) and(ALIVE)
  7. 7. ALS A&E TestWho are the target clients of the ALS A&E Test?1. An elementary dropout (not enrolled in the current school year), who is atleast 11 years old on or before the day of the test, may take the elementary levelALS A&E Test2. A high school dropout (not enrolled in the current school year), who is atleast 15 years old on or before the day of the test, may take the secondary levelALS A&E Test3. Non-passers of previous ALS A&E Tests4. Youth and adults although in-school but over aged for Grade 6 (more than 11years old) or for 4th year (more than 15 years old)5. Non-passers of previous ALS A&E Test/s
  8. 8. 6. Others (at least basically literate) who may be:a. unemployed/underemployed OSYs and adultsb. industry-based workers, housewives, maids, factoryworkers, driversc. members of cultural minorities/indigenous peoples (IPs)d. persons with disabilities (PWDs)/physically challengede. inmates, rebel/soldier integrees
  9. 9. Benefits of passing the ALS A&E Test1. A secondary level test passer is given a chance tomainstream in the formal education system of the countrylike:* enroll in post college for degree or non-degree courses* access to MFI and TESDA skills training programs* and a chance to acquire eligibility for governmentemployment positions under CSC Resolution No. 4992. An elementary level test passer is qualified to enroll asfreshman in the secondary level education.
  10. 10. Vision for Children with Special Needs Adequately provided with basic education Full realization of the child’s potential fordevelopment and productivity as well as beingcapable of self-expression of his/her rights in thesociety. Develop the child to be God-loving and proud ofbeing a Pilipino.(DepEd statement)
  11. 11. Goals and Objectives of IE Mainstreaming of CSN into the regular schoolsystem and eventually into the community. Develop the maximum potential of the CSN to enablehim to become self-reliant and shall be gearedtowards providing him with the opportunities for afull and happy life. Specific objective: The development andmaximization of learning competencies as well as theinculcation of values to make the CSN a usefull andeffective member of society.
  12. 12. Preparation of IE1. Change schools’ physical environments, such asproviding ramps, better lighting, accessible toilets,etc.2. Teacher training for inclusive education3. Parent groups or parent support4. Financial support5. Accessible transport6. Provision of textbooks and other classroommaterials (including ICT) in accessible formats
  13. 13. IMPLIMENTATION OF IE1. Children with disabilities are enrolled in a regularschool environment.2. The same teachers teach children with disabilitiesand non-disabled students.3. Curriculum is adapted to meet the needs of bothdisabled and non-disabled students.4. All students study the same curriculum.
  14. 14. What should be present in IE Pull-in programming – SPED or related servicesdelivering exclusively in the gen ed classroom. Co-teaching – Gen ed and SPED teachers team teaching Collaboration – Professionals working in partnerships toprovide educational services Array of services – Constellation of SPED services,programs,personnel and educational placements Continuum of services – Describes each level of SPED asbeing more restrictive and coming in a lock-steppedsequence Consulting teacher – SPED teachers serving as resourceto gen ed teachers.
  15. 15. Trends in Curriculum Development1. Learner centered2. Activity based3. Process oriented learning experiences4. Social constructivism5. Multiple intelligences6. Critical Pedagogy (Issue based)
  16. 16. CURRENT TRENDS AND ISSUES
  17. 17. BILINGUAL EDUCATION1. Article 14, sect 7 of 1987 constitution – ―for thepurposes of communication and instruction, theofficial languages of the Philippines are Filipino anduntil otherwise provided by law, English.‖2. DECS Order 52, s. 1987 – the policy of bilingualeducation aims to make every Filipino competent inboth Filipino and English at the national level3. DECS defines bilingual as ―separate use of Filipinoand English as media of instruction in specificsubjects.‖
  18. 18. Mother Tongue Based- Multilingual Education learning and using multiple languages in school MT-based MLE includes four languages—thestudents’ mother tongue or first language (L1), thenational language (L2), English (L3) and an optionalanother international language(L4) like French,mandarin, Japanese or it depends on the chool.
  19. 19. Rationale for MT-Based MLE: The currentsituation―The choice of the language…is a recurrentchallenge in the developmentof quality education... Speakers of mothertongues, which are not the sameas the national…language, are often at aconsiderable disadvantage in theeducational system…‖ (UNESCO, 2003).
  20. 20. example of a progression plan for teaching and usinglanguages in a 3-language MT-Based MLE program:K1 K2 Grade1Grade2Grade3Grade4Grade5Grade6BuildFluencyin OralL1L1 forteachingContinueOral L1&WrittenL1IntroOral L2L1 forteachingContinueOral andwrittenL1FluencyOral L2IntroWrittenL2L1 forteachingContinueOral andWrittenL1 & L2L1 forteachingMasteryof OralandwrittenL1 & L2IntroOral L3L1 & L2forteachingContinueOral &writtenL1,L2 &Oral L3IntroWrittenL3L1 & L2forteachingContinueOral &writtenL1,L2 &L3L1 &L2forteachingMasteryofL1,L2,L3L1, L2&L3 forteaching
  21. 21. Benefits: Reduced drop-out Reduced repetition Children are attending school. Children are learning. Parents and community are involved. It is more cost - effective to implement mother tongueprograms.
  22. 22. Early Childhood Care and Development (ECCD)1. Art 15, Sec 2, 1987 Phil. Cons. – recognizes the―right of children to assistance, including propercare and nutrition, and special protection from allforms of neglect, abuse, cruelty, exploitation andother conditions prejudicial to their development.‖2. UN Convention on the Rights of Child3. Education for All (EFA) agenda of DECS, 1990envisioned 90% in 2000 of early childhood careand development either home-based services orkindergarten / nursery classes
  23. 23. What is theproposedK-12curriculum
  24. 24. NATURE OF THE LEARNER•Has a body and spirit, intellect, free will, emotions,multiple intelligences, learning styles, culture.•Constructor of knowledge and active maker ofmeaning not a passive recipient of informationNEEDS OF THE LEARNER•Life skills• Self-actualization• Preparation for the world of work, entrepreneurship,higher education
  25. 25. PHILOSOPHICAL and LEGAL BASIS•The 1987 Phil. Constitution• B.P. 232, Education Act of 1982• R.A. 9155, Philippine GovernanceAct• The 4 pillars of education(UNESCO)• The vision-mission statement ofDepED• The EDCOM Report of 1991• BESRA
  26. 26. NEEDS OF NATIONAL and GLOBAL COMMUNITY•Poverty reduction and humandevelopment•Strengthening the moral fiber of theFilipino people•Development of a strong sense ofnationalism•Development of productive citizenwho contributes to the building of aprogressive, just and humane society•Ensuring environment sustainability• Global partnership for development
  27. 27. K to 12 Curriculum is… Enhancing the vocational skills of learners Lengthening the years of schooling Going back to the basics Preparing the learners to a global market

×