The document discusses two reports on the Philippine education system from the early 20th century: the Monroe Survey Report and the Presidential Commission to Survey Philippine Education.
The Monroe Survey Report was the first comprehensive assessment of the Philippine school system. It included recommendations about subjects, materials, time allotments, and language of instruction. The Presidential Commission consisted of 23 U.S. and Philippine educators who visited schools, interviewed teachers, and tested students. Their findings noted issues like the need to adapt textbooks to Philippine life and improve teacher training. They recommended establishing a national board of education to set policies.
Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846.
With the expansion of the railway from Mombasa to Uganda, the missionaries expanded their work into Kenya's interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe. The missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1902. During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education.
The document outlines the national goals of education in Kenya which include fostering nationalism, promoting social and economic development, individual development, moral and religious values, social equality and responsibility, respect for culture, international consciousness, and health and environmental protection. It then describes Kenya's education system which includes early childhood education, primary education lasting 8 years, 4 years of secondary education, and 2-3 years of tertiary/university education. The document also discusses who finances education in Kenya and some of the key challenges facing Kenya's education system including inadequate infrastructure, teacher shortages, and high pupil-teacher ratios.
1) The document discusses measures taken in China to promote education equity through open and distance learning (ODL), including initiatives to serve rural communities, minorities, the disabled and elderly, and the military.
2) It describes innovative approaches used in ODL, such as utilizing social resources, constructing relevant learning resources, and using appropriate methodologies.
3) The document emphasizes that education equity through ODL ensures equal opportunities, balanced distribution of quality resources, and assurance of high-quality education for all groups. Furthering education equity requires ongoing commitment and actions from government, practitioners, and students.
The Education Sector Reform 2003 document outlines Pakistan's plan to reform its education system in 9 major areas: 1) Universal Primary Education, 2) Adult Literacy, 3) Vocationalization of Secondary Education, 4) Revamping Science Education, 5) Promoting Technical Education, 6) Quality Assurance, 7) Mainstreaming Madrasahs, 8) Public-Private Partnerships, and 9) Higher Education. For each area, the document identifies targets and an action plan to achieve reforms like improving infrastructure, developing new curricula, increasing access to education, and encouraging private sector involvement. The overall goal of the reforms is to develop Pakistan's human capital and meet education goals like Education for All.
This document provides an overview of higher education in the Philippines. It discusses the distribution of higher education institutions by type, trends in student enrollment, socioeconomic profiles of students, and government initiatives to improve access and equity. Key points include:
- Private higher education institutions make up the majority (88%) of all HEIs in the Philippines.
- Total undergraduate enrollment has declined in recent years due to K-12 but is projected to increase under new policies.
- Students from poorer families are less likely to attend college and graduate.
- The government has significantly increased funding for state universities and colleges and provides financial assistance targeted at poorer students.
- New laws aim to provide universal access to quality tertiary education through free
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
The National Education Policy 2009 outlines several aims for Pakistan's education system, including achieving education goals, promoting national unity, improving quality, and increasing access to education for all citizens. It discusses reforms in several areas, such as early childhood education, elementary education, literacy programs, teacher training, curriculum, and expanding technical and vocational education. The policy aims to shift education from a supply-driven to demand-driven model and reduce disparities in educational opportunities across Pakistan.
This document summarizes the key points of Republic Act No. 10533, also known as the K to 12 Law, which establishes universal kindergarten and adds 2 years to basic high school education in the Philippines. The law aims to provide students with a more globally competitive education and better prepare them for employment or higher education. It outlines changes to the curriculum, teacher training, career guidance services, and public-private partnerships to support implementation of the enhanced K to 12 basic education program.
Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846.
With the expansion of the railway from Mombasa to Uganda, the missionaries expanded their work into Kenya's interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe. The missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1902. During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education.
The document outlines the national goals of education in Kenya which include fostering nationalism, promoting social and economic development, individual development, moral and religious values, social equality and responsibility, respect for culture, international consciousness, and health and environmental protection. It then describes Kenya's education system which includes early childhood education, primary education lasting 8 years, 4 years of secondary education, and 2-3 years of tertiary/university education. The document also discusses who finances education in Kenya and some of the key challenges facing Kenya's education system including inadequate infrastructure, teacher shortages, and high pupil-teacher ratios.
1) The document discusses measures taken in China to promote education equity through open and distance learning (ODL), including initiatives to serve rural communities, minorities, the disabled and elderly, and the military.
2) It describes innovative approaches used in ODL, such as utilizing social resources, constructing relevant learning resources, and using appropriate methodologies.
3) The document emphasizes that education equity through ODL ensures equal opportunities, balanced distribution of quality resources, and assurance of high-quality education for all groups. Furthering education equity requires ongoing commitment and actions from government, practitioners, and students.
The Education Sector Reform 2003 document outlines Pakistan's plan to reform its education system in 9 major areas: 1) Universal Primary Education, 2) Adult Literacy, 3) Vocationalization of Secondary Education, 4) Revamping Science Education, 5) Promoting Technical Education, 6) Quality Assurance, 7) Mainstreaming Madrasahs, 8) Public-Private Partnerships, and 9) Higher Education. For each area, the document identifies targets and an action plan to achieve reforms like improving infrastructure, developing new curricula, increasing access to education, and encouraging private sector involvement. The overall goal of the reforms is to develop Pakistan's human capital and meet education goals like Education for All.
This document provides an overview of higher education in the Philippines. It discusses the distribution of higher education institutions by type, trends in student enrollment, socioeconomic profiles of students, and government initiatives to improve access and equity. Key points include:
- Private higher education institutions make up the majority (88%) of all HEIs in the Philippines.
- Total undergraduate enrollment has declined in recent years due to K-12 but is projected to increase under new policies.
- Students from poorer families are less likely to attend college and graduate.
- The government has significantly increased funding for state universities and colleges and provides financial assistance targeted at poorer students.
- New laws aim to provide universal access to quality tertiary education through free
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
The National Education Policy 2009 outlines several aims for Pakistan's education system, including achieving education goals, promoting national unity, improving quality, and increasing access to education for all citizens. It discusses reforms in several areas, such as early childhood education, elementary education, literacy programs, teacher training, curriculum, and expanding technical and vocational education. The policy aims to shift education from a supply-driven to demand-driven model and reduce disparities in educational opportunities across Pakistan.
This document summarizes the key points of Republic Act No. 10533, also known as the K to 12 Law, which establishes universal kindergarten and adds 2 years to basic high school education in the Philippines. The law aims to provide students with a more globally competitive education and better prepare them for employment or higher education. It outlines changes to the curriculum, teacher training, career guidance services, and public-private partnerships to support implementation of the enhanced K to 12 basic education program.
A z of the competency based curriculum -2-6-6-3 education systemJoseph Mwanzo
The document summarizes Kenya's new Competency Based Curriculum (CBC), also known as the 2-6-6-3 education system. The CBC places more emphasis on continuous assessment over exams and developing seven core competencies in students. It structures education into three levels - early years, middle school, and senior school. Each level covers specific grade ranges and subject focus areas. The goal is to help students explore their talents and interests to inform career choices. The new system was piloted starting in 2017 and will gradually replace the existing 8-4-4 system through 2026.
The national curriculum-policy launched last weekJoseph Mwanzo
The national curriculum policy launched last week.It will inform the CBC implementation process.The session paper is still in parliament to be taken to AG before being approved by the president.
The document discusses the problems with Pakistan's education system. It notes that Pakistan has failed to properly educate its citizens, with only 25% of the workforce being literate. The education system suffers from political interference, corruption, lack of accountability, and absence of learning standards. This has led to a crisis in education quality. Problems include an authoritarian teaching style, rote memorization, cheating on exams, and an impoverished academic research environment. Real reform is needed to improve education quality by stopping practices that don't work, such as rewarding meaningless research, and instead focusing on teacher competency, subject understanding, and discipline-specific research.
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
This document provides a summary of the report from the Governor's STEM Education Advisory Committee in Maryland. The report makes recommendations to strengthen STEM education in the state. It recommends three major initiatives: 1) Raising academic standards in math, science, and requiring 4 years each of math and science for graduation. 2) Improving teacher training and support. 3) A public awareness campaign about STEM education. It also recommends creating a new Maryland Institute of STEM Education to coordinate these efforts and conduct research to inform policy. A key recommendation is a large-scale pilot project to raise math achievement to world-class levels using an imported curriculum.
The document discusses several proposed bills in the Philippine House of Representatives that aim to reform and improve the country's higher education system. It outlines proposed legislation related to open and distance learning, ladderized education, teacher training, the University of the Philippines charter, student assistance programs, English as a medium of instruction, and promoting education in science and technology. The overall goal is to help make quality higher education more accessible, affordable, and globally competitive.
Qq teacher training(planning, budget and financing)Qamar Usman
This document discusses teacher training and education policies, budgets, and financing in Pakistan. It provides background on education policies since 1947 and outlines objectives of improving quality of teacher education. It describes budget allocations for teacher training under various national plans, with the majority allocated to in-service versus pre-service training. Financing by the Higher Education Commission and provincial budgets for teacher education are also examined, showing increases over time but lack of facilities at training institutes.
The National Education Policy 2009 outlines several aims for Pakistan's education system, including achieving education goals, promoting national unity, improving quality, and increasing access to education for all citizens. It focuses on several areas like early childhood education, elementary education, literacy programs, improving teacher quality, and reforming curriculum. It also has sections on Islamiyat education, secondary and higher education, technical and vocational training, and matching education with labor market needs. The overall goals are to develop a demand-driven education system that reduces disparities and improves learning outcomes.
The document outlines Pakistan's education policy from 1972-1980. It discusses reforms and initiatives to improve student welfare such as increasing scholarships, providing interest-free loans, establishing book banks and transport facilities. It also covers curriculum reforms, expanding teacher training, improving libraries and use of educational technology like radio, TV and equipment centers. Other areas covered include examinations, physical education, military training, religious education and strengthening the administrative structure for education policy.
The document summarizes Kenya's proposed education curriculum reforms. It outlines plans to shift from a content-focused curriculum to one centered around competencies. Key changes include increasing flexibility, integrating early childhood education, and emphasizing skills like critical thinking, creativity, and digital literacy. The reforms aim to better align Kenya's education system with its development goals and international standards.
This document outlines the Enhanced Basic Education Act of 2013, which aims to develop productive citizens equipped with essential competencies through a reformed basic education system. Key points include:
- The basic education system will be restructured to include kindergarten, 6 years of elementary, 4 years of junior high and 2 years of senior high school.
- The DepED will formulate a new curriculum in coordination with stakeholders to ensure it is globally competitive, learner-centered, and responsive to diversity.
- Teachers will receive improved training, and non-education graduates will be allowed to teach subjects with shortages.
- Career guidance will be strengthened to help students choose career paths.
- Strateg
The education system of Pakistan is decentralized and faces several challenges. Literacy rates are low at 57% overall with rural rates lower than urban. Education expenditures are only 2.3% of GDP. The system provides for pre-primary, primary, secondary and tertiary education. However, it is plagued by low quality, lack of resources, gender discrimination and disparities across socioeconomic classes. Recent policies aim to address these issues and provide all citizens equal access to education.
The document outlines an implementation plan for India's National Education Policy 2020. It discusses establishing several committees and bodies to oversee implementation, including a Prime Minister's Task Force on Higher Education Reforms, a National NEP Implementation Standing Committee, and a National Education Ministers’ Council. It also recommends developing mechanisms for stakeholder participation, building information repositories, and increasing public investment in education to 6% of GDP. The implementation plan seeks input from stakeholders on activities to transform higher education in line with NEP 2020's recommendations around holistic and multidisciplinary education, increasing access, promoting research, and establishing a robust accreditation and regulation system.
The revised National Policy on Education presented in 1992 made several changes to the original 1986 policy. It accepted the 10+2+3 structure for education across India. It emphasized universal access, enrollment, and retention in elementary education up to age 14. It aimed to expand secondary education, particularly for girls, scheduled castes, and scheduled tribes. The policy also aimed to increase vocational education and computer literacy. It proposed setting up an autonomous commission for higher education and strengthening open universities and distance learning.
The National Education Policy 2009 aimed to:
1. Provide equal access to quality education for all Pakistani citizens and promote national unity.
2. Improve early childhood education, literacy rates, teacher training, and the relevance of curriculum.
3. Reform governance and management to standardize systems across provinces and improve coordination.
EDUCATIONAL POLICY OF PAKISTAN (1998 – 2010)Aqil Jogi
The National Education Policy 1998-2010 had several goals:
1. To align education with the teachings of Islam and train students as practicing Muslims.
2. To increase literacy rates to 55% within 5 years and 70% by 2010.
3. To enroll 90% of children aged 5-9 in elementary school by 2002-2003 and improve education quality.
4. To increase secondary school participation from 31% to 48% by 2002-2003 through new programs and textbooks.
Programme of Action 1992 by Dr.C.ThanavathiThanavathi C
The document outlines the Programme of Action under the National Policy on Education in India from 1992. It discusses key objectives of correcting social and regional imbalances and empowering women. It covers features like the role of education, establishing a national education structure, providing equal access to education, and programs for scheduled castes, women, tribes, adults, minorities, and primary education. It also discusses vocational education, higher education, technical education, and concludes by comparing India's education system to others.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
The document discusses the future of learning in Pakistan. It begins by defining education and outlining Pakistan's constitutional mandate to provide free and compulsory secondary education. It then analyzes Pakistan's current education scenario, including literacy rates that show 55% of Pakistanis are literate overall but rates are lower for women and some provinces. Institutional data is also presented on the number of schools by level and medium of instruction. Challenges facing Pakistan's education system and the National Education Action Plan to address these are also outlined, with goals like universal primary/secondary education and increasing education spending to 7% of GDP. Future action plans proposed include free education through matriculation, improved teaching quality and access particularly for girls.
The EDCOM report assessed the state of education in the Philippines and found several issues including low investment, disparities in access, low achievement, high dropout rates, and an ineffective organizational structure. It recommended reforms such as prioritizing basic education, using the mother tongue as the language of instruction, expanding technical education, strengthening teacher education, and restructuring the Department of Education. Several laws were subsequently passed to implement the EDCOM recommendations, including the establishment of the Commission on Higher Education to oversee tertiary education and the Technical Education and Skills Development Authority.
20010811 ra-9155- Governance for Basic Educationtitserchriz Gaid
This document is the Republic Act No. 9155 which establishes a framework for governance of basic education in the Philippines. It defines the roles and responsibilities at each level of governance - from the national Department of Education down to individual schools. It aims to improve the quality of basic education by empowering schools and promoting accountability. It also transfers some cultural agencies to a new oversight body and abolishes the Bureau of Physical Education.
This document is a Republic Act that establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and defines its powers and responsibilities at the national and regional levels. At the national level, the Secretary of Education is responsible for formulating educational policies, standards, and plans. At the regional level, each regional office is responsible for defining educational policy frameworks, developing regional plans and standards, and monitoring outcomes to reflect local needs and values. The purpose is to improve access to and quality of basic education.
A z of the competency based curriculum -2-6-6-3 education systemJoseph Mwanzo
The document summarizes Kenya's new Competency Based Curriculum (CBC), also known as the 2-6-6-3 education system. The CBC places more emphasis on continuous assessment over exams and developing seven core competencies in students. It structures education into three levels - early years, middle school, and senior school. Each level covers specific grade ranges and subject focus areas. The goal is to help students explore their talents and interests to inform career choices. The new system was piloted starting in 2017 and will gradually replace the existing 8-4-4 system through 2026.
The national curriculum-policy launched last weekJoseph Mwanzo
The national curriculum policy launched last week.It will inform the CBC implementation process.The session paper is still in parliament to be taken to AG before being approved by the president.
The document discusses the problems with Pakistan's education system. It notes that Pakistan has failed to properly educate its citizens, with only 25% of the workforce being literate. The education system suffers from political interference, corruption, lack of accountability, and absence of learning standards. This has led to a crisis in education quality. Problems include an authoritarian teaching style, rote memorization, cheating on exams, and an impoverished academic research environment. Real reform is needed to improve education quality by stopping practices that don't work, such as rewarding meaningless research, and instead focusing on teacher competency, subject understanding, and discipline-specific research.
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
This document provides a summary of the report from the Governor's STEM Education Advisory Committee in Maryland. The report makes recommendations to strengthen STEM education in the state. It recommends three major initiatives: 1) Raising academic standards in math, science, and requiring 4 years each of math and science for graduation. 2) Improving teacher training and support. 3) A public awareness campaign about STEM education. It also recommends creating a new Maryland Institute of STEM Education to coordinate these efforts and conduct research to inform policy. A key recommendation is a large-scale pilot project to raise math achievement to world-class levels using an imported curriculum.
The document discusses several proposed bills in the Philippine House of Representatives that aim to reform and improve the country's higher education system. It outlines proposed legislation related to open and distance learning, ladderized education, teacher training, the University of the Philippines charter, student assistance programs, English as a medium of instruction, and promoting education in science and technology. The overall goal is to help make quality higher education more accessible, affordable, and globally competitive.
Qq teacher training(planning, budget and financing)Qamar Usman
This document discusses teacher training and education policies, budgets, and financing in Pakistan. It provides background on education policies since 1947 and outlines objectives of improving quality of teacher education. It describes budget allocations for teacher training under various national plans, with the majority allocated to in-service versus pre-service training. Financing by the Higher Education Commission and provincial budgets for teacher education are also examined, showing increases over time but lack of facilities at training institutes.
The National Education Policy 2009 outlines several aims for Pakistan's education system, including achieving education goals, promoting national unity, improving quality, and increasing access to education for all citizens. It focuses on several areas like early childhood education, elementary education, literacy programs, improving teacher quality, and reforming curriculum. It also has sections on Islamiyat education, secondary and higher education, technical and vocational training, and matching education with labor market needs. The overall goals are to develop a demand-driven education system that reduces disparities and improves learning outcomes.
The document outlines Pakistan's education policy from 1972-1980. It discusses reforms and initiatives to improve student welfare such as increasing scholarships, providing interest-free loans, establishing book banks and transport facilities. It also covers curriculum reforms, expanding teacher training, improving libraries and use of educational technology like radio, TV and equipment centers. Other areas covered include examinations, physical education, military training, religious education and strengthening the administrative structure for education policy.
The document summarizes Kenya's proposed education curriculum reforms. It outlines plans to shift from a content-focused curriculum to one centered around competencies. Key changes include increasing flexibility, integrating early childhood education, and emphasizing skills like critical thinking, creativity, and digital literacy. The reforms aim to better align Kenya's education system with its development goals and international standards.
This document outlines the Enhanced Basic Education Act of 2013, which aims to develop productive citizens equipped with essential competencies through a reformed basic education system. Key points include:
- The basic education system will be restructured to include kindergarten, 6 years of elementary, 4 years of junior high and 2 years of senior high school.
- The DepED will formulate a new curriculum in coordination with stakeholders to ensure it is globally competitive, learner-centered, and responsive to diversity.
- Teachers will receive improved training, and non-education graduates will be allowed to teach subjects with shortages.
- Career guidance will be strengthened to help students choose career paths.
- Strateg
The education system of Pakistan is decentralized and faces several challenges. Literacy rates are low at 57% overall with rural rates lower than urban. Education expenditures are only 2.3% of GDP. The system provides for pre-primary, primary, secondary and tertiary education. However, it is plagued by low quality, lack of resources, gender discrimination and disparities across socioeconomic classes. Recent policies aim to address these issues and provide all citizens equal access to education.
The document outlines an implementation plan for India's National Education Policy 2020. It discusses establishing several committees and bodies to oversee implementation, including a Prime Minister's Task Force on Higher Education Reforms, a National NEP Implementation Standing Committee, and a National Education Ministers’ Council. It also recommends developing mechanisms for stakeholder participation, building information repositories, and increasing public investment in education to 6% of GDP. The implementation plan seeks input from stakeholders on activities to transform higher education in line with NEP 2020's recommendations around holistic and multidisciplinary education, increasing access, promoting research, and establishing a robust accreditation and regulation system.
The revised National Policy on Education presented in 1992 made several changes to the original 1986 policy. It accepted the 10+2+3 structure for education across India. It emphasized universal access, enrollment, and retention in elementary education up to age 14. It aimed to expand secondary education, particularly for girls, scheduled castes, and scheduled tribes. The policy also aimed to increase vocational education and computer literacy. It proposed setting up an autonomous commission for higher education and strengthening open universities and distance learning.
The National Education Policy 2009 aimed to:
1. Provide equal access to quality education for all Pakistani citizens and promote national unity.
2. Improve early childhood education, literacy rates, teacher training, and the relevance of curriculum.
3. Reform governance and management to standardize systems across provinces and improve coordination.
EDUCATIONAL POLICY OF PAKISTAN (1998 – 2010)Aqil Jogi
The National Education Policy 1998-2010 had several goals:
1. To align education with the teachings of Islam and train students as practicing Muslims.
2. To increase literacy rates to 55% within 5 years and 70% by 2010.
3. To enroll 90% of children aged 5-9 in elementary school by 2002-2003 and improve education quality.
4. To increase secondary school participation from 31% to 48% by 2002-2003 through new programs and textbooks.
Programme of Action 1992 by Dr.C.ThanavathiThanavathi C
The document outlines the Programme of Action under the National Policy on Education in India from 1992. It discusses key objectives of correcting social and regional imbalances and empowering women. It covers features like the role of education, establishing a national education structure, providing equal access to education, and programs for scheduled castes, women, tribes, adults, minorities, and primary education. It also discusses vocational education, higher education, technical education, and concludes by comparing India's education system to others.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
The document discusses the future of learning in Pakistan. It begins by defining education and outlining Pakistan's constitutional mandate to provide free and compulsory secondary education. It then analyzes Pakistan's current education scenario, including literacy rates that show 55% of Pakistanis are literate overall but rates are lower for women and some provinces. Institutional data is also presented on the number of schools by level and medium of instruction. Challenges facing Pakistan's education system and the National Education Action Plan to address these are also outlined, with goals like universal primary/secondary education and increasing education spending to 7% of GDP. Future action plans proposed include free education through matriculation, improved teaching quality and access particularly for girls.
The EDCOM report assessed the state of education in the Philippines and found several issues including low investment, disparities in access, low achievement, high dropout rates, and an ineffective organizational structure. It recommended reforms such as prioritizing basic education, using the mother tongue as the language of instruction, expanding technical education, strengthening teacher education, and restructuring the Department of Education. Several laws were subsequently passed to implement the EDCOM recommendations, including the establishment of the Commission on Higher Education to oversee tertiary education and the Technical Education and Skills Development Authority.
20010811 ra-9155- Governance for Basic Educationtitserchriz Gaid
This document is the Republic Act No. 9155 which establishes a framework for governance of basic education in the Philippines. It defines the roles and responsibilities at each level of governance - from the national Department of Education down to individual schools. It aims to improve the quality of basic education by empowering schools and promoting accountability. It also transfers some cultural agencies to a new oversight body and abolishes the Bureau of Physical Education.
This document is a Republic Act that establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and defines its powers and responsibilities at the national and regional levels. At the national level, the Secretary of Education is responsible for formulating educational policies, standards, and plans. At the regional level, each regional office is responsible for defining educational policy frameworks, developing regional plans and standards, and monitoring outcomes to reflect local needs and values. The purpose is to improve access to and quality of basic education.
The document outlines the Republic Act No. 10533 which enhances the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education. It declares the state's policy to establish a complete and integrated education system to develop productive citizens. Key provisions include increasing basic education to Kindergarten plus 12 years, developing the curriculum in consultation with stakeholders, and conducting training programs for teachers and school leaders to implement the new curriculum.
This document summarizes key aspects of Republic Act No. 9155, which establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and gives the department authority over basic education policy, planning, standards, and outcomes assessment. The act defines terms related to basic education and establishes principles of shared governance between national, regional, and local levels. It outlines the powers and duties of the Secretary of Education and regional education directors to implement basic education.
This article presents the findings related to the analysis of education systems of Finland, South Korea, Japan, Cuba, the United States, China, France and Bologna Project of High Education of European Union taking as a basis articles: Finlândia: paradigma da educação no mundo (Finland: paradigm of education in the world), Finlândia: paradigma da educação no mundo (2) (Finland: paradigm of education in the world - 2), Bases do sucesso da educação na Coreia do Sul e no Japão (Bases of success of the education in South Korea and Japan), Os fatores de sucesso das políticas de educação na Finlândia e na Coreia do Sul (The success factors of education policies in Finland and South Korea), O sistema de educação em Cuba (The education system in Cuba), O sistema de educação dos Estados Unidos (The US education system), O sistema de educação da China (The education system in China), O sistema de educação da França (The education system in France) and the Projeto Bolonha de ensino superior da União Europeia e da Universidade Nova no Brasil (The Bologna project of higher education of the European Union and the project of New University in Brazil) published in Falcoforado Blog (http: // fernando.alcoforado.zip.net).
The document provides information about Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education (DepEd) organizational structure. The course has two modules: Module 1 covers DepEd's organizational structure and processes, while Module 2 discusses relevant laws for teachers. Module 1 includes sessions on the history of the Philippine public education system and DepEd's central, regional, and school offices. It aims to help teachers understand DepEd's roles and responsibilities and respond to scenarios using their knowledge of DepEd's structure and processes.
This document outlines the framework for governance of basic education in the Philippines according to Republic Act No. 9155. It renames the Department of Education, Culture and Sports to the Department of Education, and defines the roles and responsibilities at the national, regional, division, district, and school levels. Key points include establishing shared governance and accountability across all levels, defining terms related to basic education, and transferring cultural agencies to focus the department solely on education.
The Administration and Supervisory Of Bureau of Secondary EducationPie Malang
The Bureau of Secondary Education was created to strengthen, promote, coordinate and expand vocational education programs. It aimed to develop skilled workers and enhance socioeconomic development. It took over responsibilities for academic and vocational education policies, planning, and administration at the secondary level from the abolished Bureau of Vocational Education. The Bureau was organized with a director and assistant director overseeing divisions for administration, curriculum development, staff development, and physical facilities.
This document summarizes Republic Act No. 9155, also known as the Governance of Basic Education Act of 2001. Some key points:
- It establishes a framework for governance of basic education in the Philippines and defines the roles and responsibilities at the national, regional, division, district, and school levels.
- Authority over basic education is centralized under the Department of Education. Related functions under the Department of Education, Culture and Sports are transferred to new agencies.
- The objectives include improving access to and quality of education, increasing accountability, and encouraging local initiatives and community involvement in education.
RA 9155 or Governance of Basic Education Act of 2001Joey Valdriz
This document summarizes key aspects of Republic Act No. 9155, which establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It also defines the roles and responsibilities at the national, regional, division, district, and school levels to implement educational programs. Additionally, it transfers cultural agencies to the National Commission for Culture and the Arts and abolishes the Bureau of Physical Education and School Sports, transferring functions to other agencies.
The document summarizes the organization and establishment of the Bureau of Higher Education in the Philippines. It was created based on recommendations from a 1970 presidential commission to better coordinate public and private higher education. The Bureau is headed by a Director and divided into divisions focusing on student services, staff development, and physical facilities. It also establishes a Board of Higher Education to set uniform standards across institutions and works to improve education quality through accreditation and cooperation between public and private universities.
Policy making in education comes from the Philippine Constitution and various laws like the Education Act of 1982. The Department of Education oversees basic education while the Commission on Higher Education manages tertiary education and TESDA oversees technical education. Education policy is implemented through these agencies and evaluated through voluntary accreditation, teacher qualifications, and government assistance to private schools. Educational research plays an important role by expanding knowledge, answering practical challenges, and informing policy reforms to improve teaching and learning.
The document provides an overview of Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education's organizational structures and relevant laws surrounding teachers' roles and responsibilities. The course is divided into two modules: 1) DepEd Organizational Structure and Processes, and 2) Relevant Laws for Teachers. Module 1 discusses the history of public education in the Philippines and the organizational structures of DepEd at the central, regional, division, and school levels. It aims to help teachers understand how DepEd works to support the education system and respond to situations using the proper laws and processes. Module 2 will cover laws related to the teaching profession.
This document outlines the Governance of Basic Education Act of 2001 which establishes a framework for shared governance in the Philippine education system. It defines the roles and responsibilities at the national, regional, division, district and school levels. It aims to decentralize authority while maintaining national standards and accountability. Key provisions include establishing the Department of Education as responsible for education governance, defining the powers of officials at each level, and outlining the principles of shared governance between central and local authorities.
This document establishes the Teacher Education Council and designates Centers of Excellence for Teacher Education. It aims to strengthen teacher education by setting criteria for Centers of Excellence, listing initial institutions designated as Centers of Excellence, and outlining the powers and functions of the Teacher Education Council which includes identifying additional Centers, setting policies and standards, and recommending incentives and measures to improve teacher education. It also appropriates 100 million pesos from the Department of Tourism's Trust Liability Account to fund the initial organization and development of the Centers and Council.
The document summarizes key aspects of Pakistan's educational policies from 1978 to 1992. The 1978 policy focused on Islamizing education by making Islamiat a compulsory subject and revising curricula according to Islamic principles. It aimed to groom students as good Muslims. The 1992 policy aimed to restructure the education system based on Islamic principles to create a progressive democratic society. It recognized primary education as a fundamental right and aimed to achieve universal enrollment by the end of the decade. Both policies outlined reforms and programs to improve access, quality, and management at various levels of education.
The document summarizes key Philippine laws related to education, including:
- The constitution establishes the right to quality education and mandates a free public education system.
- The Education Act of 1982 aims to achieve national development goals through education and establishes rights for students, parents, and teachers.
- The Higher Education Act of 1994 creates the Commission on Higher Education to protect academic freedom and accessibility to quality higher education.
AN ACT INSTITUTING A FRAME WORK OF GOVERNANCE FOR BASIC EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES
This document summarizes key aspects of Republic Act 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and transfers some cultural agencies to the National Commission for Culture and the Arts. It also abolishes the Bureau of Physical Education and School Sports, transferring its functions to the Philippine Sports Commission. The act aims to improve learning outcomes and quality of basic education by defining roles and responsibilities, and setting policies and standards for educational authorities.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
MAIN CAMPUS
Sta. Cruz, Laguna
GRADUATE STUDIES AND APPLIED RESEARCH
Course Code : EM 501
Course Title : Management of Philippine Schools,
Universities and Colleges
Professor : Mario C. Pasion, Ed. D. Ffp
Reporter : Cherrymay C. Molde
Topic : The Monroe Survey Report; and
The Presidential Commission to
Survey Philippine Education
2. The first comprehensive
assessment of the Philippine
school system.
It included in its findings specific
recommendations concerning
school subjects, instructional
materials, time allotments and
the language of instructions, all
these pertaining to the
curriculum.
3. It was composed of 23
educators and education
researchers from U.S and
Philippines headed by Paul
Monroe, the Director of
International Institute of
Teachers’ College, Columbia
University.
The commission visited schools
throughout the Philippines,
interviewed teachers, observed
conditions, and gave educational
achievement test.
4. The result of the survey reported the following:
1. The public school system that is highly centralized in administration needs
to be humanized and made less mechanical.
2. Textbook and materials need to be adapted to Philippine life.
3. The secondary education did not prepare for life and recommended training
in agriculture, commerce, and industry.
4. The standards of the University of the Philippines were high and should be
maintained by freeing the university from political interference.
5. Higher education be concentrated in Manila.
4. The standards of the University of the Philippines were high and should be
maintained by freeing the university from political interference.
5. Higher education be concentrated in Manila.
6. English as medium of instruction was best. The use of local dialect in
teaching character education was suggested.
7. Almost all teachers (95%) were not professionally trained for teaching.
8. Private schools except under the religious groups were found to be
unsatisfactory.
5. The materials which will be used in learning
English should be within the scope or reality
background of experiences of the learners; and
Teachers training should be improved in order
for the teachers to be proficient in speaking and
in teaching English to provide the speech
models for the learners.
6. 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 changing world.
7. a. Provide for a broad general education that will assist each
individual in the peculiar ecology of his own society.
b. Train the nation’s manpower in the middle-level skills required
for national development.
c. Develop the high-level professions that will provide leadership for
the nation, advance knowledge through research, and apply new
knowledge for improving the quality of human life.
8. For inclusion in the constitution, the commission therefore recommends that there
be a national board of education entrusted with the function of formulating
education policies and long-range educational plans.
The board shall be
composed of:
The Secretary of Education and Culture as chairman
The Undersecretary of Education and Culture, the Chairman of the House
Committee on Education, The Chairman of the National Science Development
Board, The President of the University of the Philippines, one(1)
Representative of the State of the State Colleges and Universities Board
(SCUB), one(1) Representative of the Federation of Accrediting Associations
(FAA), as regular member; and
The Director of the Bureau of General Education and the Director of the Bureau
of Higher Education, as non-voting members.
9. Policy Recommendation
1. That high priority be given to the implementation of an eleven-year
system of education.
2. That this eleven-year system consist of six years of compulsory
elementary education for the corresponding population age group
followed by five years of secondary education.
3. That the first six years of general education provide the necessary
education for all ion the knowledge, skills and attitudes which are the
basic for personal development and modern living in an expanding
society.
4. That the next phase of general education shall take place in five-year
high schools.
2. That this eleven-year system consist of six years of compulsory
elementary education for the corresponding population age group
followed by five years of secondary education.
10. 5. That a nationwide network of comprehensive secondary schools
shall be organized.
6. a. That the first three years in all secondary schools provide a
core program which shall be a firm basis for the subsequent
academic and vocational/technical courses.
b. that a number of different streams or sets of courses, including
an academic set and a vocational/technical set be provided in the
fourth and fifth years of the system.
That strong counseling and guidance services be
developed and established in all high schools.
11. Policy Recommendation
1. That the N.B.E draw up, in consultation with industry and other government
agencies, a detailed plan for the development of the Technical/Vocational
Education.
2. That high priority be given to the provision of technical and vocational
education and retraining programs in order to meet current and projected needs
for trained manpower in a developing society.
3. That a National Polytechnic System be established with the Philippine College
of Arts and Trade (PCAT) as its nucleus institution in the first instance; and with
a University Technological Sciences to be developed as the APEX of the system.
4. That Vocational/Technical Education at the Secondary level be provided in
comprehensive high schools.
12. 5. That the Post-secondary Level, Technical Education be provided in two
major types of institutions:
a. Institution offering specialized courses of one, two or three years duration
leading to the formation of skilled technicians; and
b. Units in Universities and Colleges providing regular degree programs in the
various fields of Engineering and Technology.
That an intensive program of Teacher Education , including In-service
Training Programs be instituted to provide teaching personnel for the
Technical/ Vocational stream of the Comprehensive High Schools and
for Technical Institutions at Post Secondary Level; such as programs
to be closely linked with the needs of industry.
13. 1. That there be three categories of institutions of higher learning as
determined by the department of education and culture.
2. a. That the University of the Philippines be designated as the national university of
the Philippines and that the other existing chartered state colleges (Except teacher
training colleges) and universities be organized into three groups: The state
university of Luzon, The state university of Visaya’s and the Mindanao state
university: Each university to be governed by an autonomous board.
b. That a State colleges and universities board (SCUB) be established to formulate
general management and development policies among state institutions and serve
as advisory body to the national board of education on general policy for higher
education state institutions.
14. 3. That Private colleges and universities be encouraged to join or form
associations for accreditation and matters of common interest.
4. That a national federation of these associations (Federation of accrediting
associations) be established, among its functions will be to advise the national board
of higher education of financing and development policies for higher education and
accredited private institutions.
5. That a System of grants-in-aid to accredited institutions be established. Requests
for grants be made with application through the federation of accrediting associations
(FAA).
6. That Institution that fails to be accredited shall be directly supervised by
the bureau of higher education.
7. That a Board of higher education consisting of representatives from the state
colleges and universities board (SCUB) and the federation of accrediting associations
(FAA) be established.
15. 8. That in the adoption of long-range educational plans, the National Board of
Education provide more effective balance between the number and quality of
entrants into post-secondary institutions and the national demand for high-level
manpower.
9. That there be a National admissions policy to govern entrance to institutions of
higher education.
10. That a System of scholarships, loans, and other forms of assistance to students
be established in order to relate educational opportunities to student need and
ability and to make the educational system more responsive to national manpower
requirements.
11. That the National board of education adopt a national research policy and
provide funds for research directly related to national development goals.
16. 12. The Rule-making authority of the professional and licensing boards be
recognized except that where such rules to be formulated by the boards concern
policies on:
(a) Training;
(b) Admission;
(c) Graduation requirements; Subtraction form or addition to curricular
requirements; and
(d) Length of programs
13. That the Department of education and culture adopt such measures as may
be necessary to enable higher education institutions to:
a. Undertake systematic appraisals or revisions of their programs in the light of
admission and accreditation policies;
b. Develop and Institute effective admission programs with a view to improving quality
of entrants and graduates in higher education institutions;
c. Institute Staff development and staff retention programs through fellowships and
other forms of incentives; and
d. Encourage research and publication in institutions of higher education.
17. That the Establishment of placement assistance services be
encouraged in higher education institutions.
18. 1. That Pilipino be the main language of instruction at the elementary
level with provision for the use of vernacular languages in the first two
grades.
2. That Pilipino and English be the languages of instruction at the
secondary and higher levels.
3. That Related to the use of Pilipino.
4. That Related to the use of English:
19. 1. That High priority be given to transferring primary responsibility for financing public
elementary and secondary education from the national to local governments; Primary
responsibility includes at least financing teachers’ Salaries and provision of buildings
and sites; and that a system of national government assistance in the form of
equalization funds be established to supplement the resources of local governments
with limited tax potentials.
2. That Local Governments be encourage to seek and develop new sources of funds
for education purposes.
3. That the national government responsibility for financing post-secondary
education be increased however, the vocational programs in the new government
comprehensive high schools shall continue to be financed nationally.
20. 4. That the administrative system shall provide for flexibility of financial programming
in those aspects of education for which local governments assume financial
responsibility at the same time that they meet national standards.
5. That the national government contributions to education be financed from the
general fund and not from special funds to effect budgeting flexibility.
6. That the principle of government aid to program in non-governmental education
institutions at secondary and tertiary levels be recognized.
7. That the National Board of Education and the Department of Education and
Culture in coordination with other appropriate government agencies endeavor to
attract new domestic and external assistance to education in the Philippines and
formulate guidelines for their utilization.
21. 1. That the Department of Education be renamed Department of Education and
Culture to be headed by a secretary of education and culture.
2. That there be a permanent undersecretary of the Department of Education and
Culture responsible to the secretary for all operational activities of the department.
3. That the department of education and culture be reorganized.
4. That the Present policy of recruitment and promotion within the department of
education and culture be revised to permit the appointment of administrators and
staff specialists with appropriate high-level qualifications and degrees other than
BSEEd, BSE, BSIE, BSAgEd, and similar degrees in the absence of equally
qualified personnel within the department.
22. 5. a. That a number of the functions and services of the department be
decentralized through the establishment of regional divisions responsible to the
director of the Bureau of General Education for the implementation of national
education policy.
b.That the heads of regional divisions have operational authority to develop
local educational programs within the national framework.
1. That the division or unit in the Office of Administrative Services be established to assume
the responsibility for educational logistics.
2. That a Curriculum Development Office or Division be established with: (a) the Bureau of
General Education, and (b) the Bureau of Higher Education.
3. That regulation be revised to permit personnel of the Department of Education and Culture to
write textbooks, publication, thereof to be submitted to public bidding. Reasonable compensation
shall be allowed.
4. That the Department of Education and Culture in consultation with the National Manpower
and Youth Resource Development Council and other appropriate bodies develop training and
placement programs for those who are unable to gain admission to institutions of higher and
further education.