The Autonomous Region in Muslim Mindanao (ARMM) was created in 1989 through an organic act and ratified by plebiscite. It was originally composed of four provinces in southwestern Mindanao and the Sulu Archipelago but later expanded. ARMM has a predominantly agricultural economy and is the poorest region in the Philippines. It is made up of five provinces and two cities spread across mainland and island areas with a largely Muslim population.
Implementing the Curriculum
The Roles of Stakeholders in Curriculum Implementation
Stakeholders
are individuals or institutions that are interested in the school curriculum.
are those involved the different ways of the curriculum.
they are the once which is affected whether directly or indirectly.
The Stakeholders are:
the Learner
the Teacher
the Curriculum Managers and Administrators
the Parents
the Community Members
the Other Stakeholders in Curriculum Implementation
the Learner
the center of the curriculum
they are the reason a curriculum is developed.
they are the ones who are directly influenced by it.
they are the considered in developing the curriculum.
they are the primary stakeholders in the curriculum.
the Teacher
the Curriculum Developers and Implementers.
planning and writing the curriculum are the primary role of the teachers.
they are the ones addressing the goals, needs interest of the learners by creating the experience the students can learn.
the Teacher
are the ones which design, enriches, and modifies the curriculum to suit the learners characteristics.
they are empowered to develop their own school taking consideration their own expertise, the context of the school and the abilities of the learners.
teachers are the architects of the school curriculum.
curriculum implementers.
the Teacher
from a designer or technician they become the decision maker.
their role shits from planning to doing.
the choice of methods, activities, materials to be used in teaching is resting to their hands.
the Curriculum Managers and Administrators
they are the ones who are supervising curriculum implementation, the selection and recruitment of new teachers, admitting students, procedure equipment and materials needed for effective learning.
they are also involve in planning for the improvement of school facilities and physical plants.
the Curriculum Managers and Administrators
the principle of command responsibility and institutional leadership rests on their shoulders as administrators.
the Parents
are the supporters of the curriculum.
financial matters.
their involvement in school matters.
the Community Members
they act as curriculum resources.
the community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum.
The Other Stakeholders in Curriculum Implementation
some organizations are those of each profession, like teachers’ organizations, medical doctors’ association, engeneers’ organizations and many others.
Professional Organizations have shown great influence have shown great influence in school curriculum.
the Government represented by DedpEd, CHED and PRC
REGION 14: BANGSAMORO AUTONOMOUS REGION OF MUSLIM MINDANAOGheff Corpuz
FROM ARMM TO BARMM'S HISTORY, GEOGRAPHY, POLITICS, CULTURE AND TOURISM *If you want the Ms Powerpoint Presentation of it just email me at gepfelaire@gmail.com
Implementing the Curriculum
The Roles of Stakeholders in Curriculum Implementation
Stakeholders
are individuals or institutions that are interested in the school curriculum.
are those involved the different ways of the curriculum.
they are the once which is affected whether directly or indirectly.
The Stakeholders are:
the Learner
the Teacher
the Curriculum Managers and Administrators
the Parents
the Community Members
the Other Stakeholders in Curriculum Implementation
the Learner
the center of the curriculum
they are the reason a curriculum is developed.
they are the ones who are directly influenced by it.
they are the considered in developing the curriculum.
they are the primary stakeholders in the curriculum.
the Teacher
the Curriculum Developers and Implementers.
planning and writing the curriculum are the primary role of the teachers.
they are the ones addressing the goals, needs interest of the learners by creating the experience the students can learn.
the Teacher
are the ones which design, enriches, and modifies the curriculum to suit the learners characteristics.
they are empowered to develop their own school taking consideration their own expertise, the context of the school and the abilities of the learners.
teachers are the architects of the school curriculum.
curriculum implementers.
the Teacher
from a designer or technician they become the decision maker.
their role shits from planning to doing.
the choice of methods, activities, materials to be used in teaching is resting to their hands.
the Curriculum Managers and Administrators
they are the ones who are supervising curriculum implementation, the selection and recruitment of new teachers, admitting students, procedure equipment and materials needed for effective learning.
they are also involve in planning for the improvement of school facilities and physical plants.
the Curriculum Managers and Administrators
the principle of command responsibility and institutional leadership rests on their shoulders as administrators.
the Parents
are the supporters of the curriculum.
financial matters.
their involvement in school matters.
the Community Members
they act as curriculum resources.
the community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum.
The Other Stakeholders in Curriculum Implementation
some organizations are those of each profession, like teachers’ organizations, medical doctors’ association, engeneers’ organizations and many others.
Professional Organizations have shown great influence have shown great influence in school curriculum.
the Government represented by DedpEd, CHED and PRC
REGION 14: BANGSAMORO AUTONOMOUS REGION OF MUSLIM MINDANAOGheff Corpuz
FROM ARMM TO BARMM'S HISTORY, GEOGRAPHY, POLITICS, CULTURE AND TOURISM *If you want the Ms Powerpoint Presentation of it just email me at gepfelaire@gmail.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
4. Created by virtue of Republic
Act 6734 otherwise known as
the Organic Act of the
Autonomous Region in Muslim
Mindanao (ARMM), which was
signed into law by then
President Corazon C. Aquino
on August 1, 1989 and ratified
through a plebiscite in
November 19, 1989.
5. It was originally composed of
the four (4) provinces of Lanao
del Sur, Maguindanao, Sulu,
and Tawi-Tawi.
6. The region was strengthened and
expanded through the passage of
Republic Act 9054 in 2001 as an
offshoot of the signing of the 1996
Final Peace Agreement (FPA)
between the Government of the
Republic of the Philippines (GRP)
and the Moro National Liberation
Front (MNLF).The plebiscite was
conducted on September 2001 and
resulted to the inclusion of the
province of Basilan and Marawi
City in the area of autonomous
region.
7. ARMM is home of 4.1
million population as of
2007 and has a total land
area of 27,581.79 square
kilometers, mostly
devoted to agriculture.
8. The economy of the region is
dominantly agriculture and
fishery and most of the
people are fisherfolks and
farmers. Some of them are
engaged in small and medium
entrepreneurship and few
industries, mostly in the
processing of agricultural
outputs like starch
manufacturing.
9. The region has per
capita gross regional
domestic product of only
P3,433.00 in 2005, which
is 75.8 percent lower
than the national average
of P14,186.00. It is the
lowest compared to the
other regions in the
country.
10. It is the country's poorest
region, where average
annual income was just
P89,000 pesos in 2006,
less than 1/3 of Metro
Manila level.
11. GEOGRAPHY
The ARMM spans two geographical areas:
Lanao del Sur and Maguindanao (except
Cotabato City) in south western Mindanao,
and the island provinces of Basilan (except
Isabela City), Sulu and Tawi-Tawi in
the Sulu Archipelago. The region covers a
total of 12,288 km²
12. The ARMM is
politically subdivided
into five (5) provinces,
two (2) component
cities, one hundred
eighteen (118)
municipalities and
two thousand four
hundred fifty nine
(2,459) barangays.
13. HISTORY For the most part of Philippines' history, the region
and most of Mindanao has been a separate territory,
which enabled it to develop its own culture and
identity.The region has been the traditional homeland
of Muslim Filipinos since the 15th century, even before
the arrival of the Spanish who began to colonize most
of the Philippines in 1565. Muslim missionaries arrived
in Tawi-Tawi in 1380 and started the conversion of the
native population to Islam. In 1457, the Sultanate of
Sulu was founded, and not long after that the sultanates
of Maguindanao and Buayan were also established.At
the time when most of the Philippines was
under Spanish rule.
14. These sultanates maintained their independence and
regularly challenged Spanish domination of
the Philippines by conducting raids on Spanish coastal
towns in the north and repulsing repeated Spanish
incursions in their territory. It was not until the last
quarter of the 19th century that the Sultanate of Sulu
formally recognized Spanish sovereignty, but these areas
remained loosely controlled by the Spanish as their
sovereignty was limited to military stations and
garrisons and pockets of civilian settlements in
Zamboanga and Cotabato, until they had to abandon
the region as a consequence of their defeat in
the Spanish-American War.
15. SEAL PROVINCE CAPITAL POPULATION
(2010)
Area
(km²)
Pop.
density
(per km²)
Basilan IsabelaCity 293,222 1,994.1 147.0
Lanao del Sur Marawi 933,260 12,051.9 77.4
Maguindanao Shariff
Aguak 944,718 7,142.0 132.2
Sulu Jolo 719,290 2,135.3 336.4
Tawi-Tawi Bongao 366,550 3,426.6 107.0
18. Basilan is home to three main ethnic groups, the
indigenous Yakans and the later-arriving Tausugs
and Chavacanos.The Yakans and Tausugs are
predominantly Muslim, while the Chavacanos are
mainly Christian.There are also a number of
smaller groups.Although the official languages are
Filipinoand English, the major language isYakan, but
other languages are well represented, including
Tausug, Samal, and Zamboangueño Chavacano
19. GEOGRAPHY
Basilan is located between latitudes 6°15' and 7°00',
and longitudes 121°15' and 122°30'.The island is
bordered by the Basilan Strait to the north, the
Sulu Sea to the northwest and west, the Moro Gulf
to the northeast, and the Celebes Sea to the
south, southeast and east. It is one of the 7,107
islands that make up the Philippine archipelago.
22. Lanao del Sur is a province of the Philippines
located in the
Autonomous Region in Muslim Mindanao (ARMM).
The capital is the Islamic City of Marawi and it
borders Lanao del Norte to the north, Bukidnon
to the east, and Maguindanao and Cotabato to the
south.To the southwest lies Illana Bay, an arm of
the Moro Gulf. Found in the interior of Lanao del
Sur is Lanao Lake, the largest lake in Mindanao.
23. SULTANATE OF LANAO
Lanao comes from the word ranao, meaning "lake."
Lanao centers on the basin of Lake Lanao; thus, it is
the land of the Maranaos, the "people of the lake."
Lanao is the seat of the Sultanate of Lanao.
When the Spaniards first explored Lanao in 1689,
they found a well-settled community named
Dansalan at the lake's northern end. Dansalan
became a municipality in 1907 and a city in 1940
24. JOINING THE ARMM
In a 1989 plebiscite, Lanao del Sur voted to join
the Autonomous Region of Muslim Mindanao
(ARMM), but Marawi City elected to remain
outside ARMM. It later joined ARMM in 2001
following the plebiscite that sought to expand the
autonomous region.
27. is an island province of the Philippines located in
the Autonomous Region in Muslim Mindanao
(ARMM).The capitals ofTawi-Tawi are Bongao and
PanglimaSugala.The province is the southernmost
of the country sharing sea borders with the
Malaysian State of Sabah and the Indonesian
North Kalimantan province.To the northeast lies
the province of Sulu and to the west is Sabah in
Malaysia.Tawi-Tawi also covers some islands in the
Sulu Sea to the northwest, the
Cagayan de Tawi-Tawi Island and theTurtle Islands,
just 20 kilometers away from Sabah.
28. Tawi-Tawi was previously part of the province of
Sulu. On September 11, 1973, pursuant to
Presidential Decree No. 302, the new province of
Tawi-Tawi was officially created, separate from Sulu.
The seat of the provincial government was
established in Bongao.
The name of Tawi-Tawi is a projection of the
Malay word "jauh" meaning "far." Prehistoric
travelers from the Asian mainland would repeat the
word as "jaui-jaui" to mean "far away" because of
the distance of the islands from the continent of
Asia. The word "Tawi-Tawi" was picked up to later
become the official name of the province.
29. ECONOMY
Agriculture, fishing, and agar-agar farming are
the leading source of livelihood of the
people of Tawi-Tawi, with quite a number
engaged in the barter trade business. Copra
is the top agricultural product, followed by
root crops, fruits, and vegetables
32. Maguindanao is a province of the
Philippines located in the
Autonomous Region in Muslim Mindanao
(ARMM). Its capital is ShariffAguak. It
borders Lanao del Sur to the north,
Cotabato to the east, and Sultan Kudarat to
the south
33. GOVERNMENT
Maguindanao is divided into
two congressional districts, which elect members
to the House of Representatives. For the brief
period that the province of Shariff Kabunsuan
existed, Maguindanao became a lone-district
province. Since the appointment of a new set of
provincial officials for the reunified province of
Maguindanao by the ARMM Governor in January
2009.
34. The provincial government has reverted to the
Sangguniang Panlalawigan setup (coterminous with
the restored 1st and 2nd Congressional districts of
Maguindanao) from before Shariff Kabunsuan was
created.
Having elected to join the
Autonomous Region in Muslim Mindanao (ARMM),
Maguindanao also sends six representatives (three
per district) to the
ARMM Regional Legislative Assembly that convenes
in Cotabato City.
35. 2009 ELECTION VIOLENCE
On November 23, 2009, a 2010 gubernatorial
election caravan supporting Esmael Mangudadatu,
vice mayor of Buluan, was attacked.Fifty-seven
people were killed, including Mangudadatu's wife
and sisters, supporters, local journalists, and
bystanders.On December 4, 2009 a number of
homes belonging to the Ampatuan political family
were raided in connection with the massacre.
38. is an autonomous island province of the
Philippines located in the
Autonomous Region in Muslim Mindanao
(ARMM). Its capital is Jolo and occupies the
middle group of islands of the
Sulu Archipelago, between Basilan and
Tawi-Tawi.
39. HISTORY
The peaceful advent of Islam around 1138
through merchants and traders had a distinct
influence on Southeast Asia.The coming of
Arabs, Persians and other Muslims paved the
way for the arrival of religious missionaries,
traders, scholars and travelers to Sulu and
Mindanao in the 12th century.
40. ECONOMY
The province of Sulu is predominantly
agricultural with farming and fishing as its
main livelihood activities. Its fertile soil and
ideal climate can grow a variety of crops
such as abaca, coconuts, oranges, and
lanzones as well as exotic fruits seldom
found elsewhere in the country such as
durian and mangosteen.
41. Fishing is the most important industry since
the Sulu Sea is one of the richest fishing
grounds in the country.The province also
have an extensive pearl industry. Pearls are
extensively gathered and a pearl farm is
established at Marungas Island.The backs
of sea turtlesare made into beautiful trays
and combs. During breaks from fishing, the
people build boats and weave mats. Other
industries include coffee processing and fruit
preservation.