The document discusses the Cyber Education Project in the Philippines. It aims to address challenges in the country's education system like low academic performance, high dropout rates, and a large population of illiterate youth and adults. The project will create a nationwide wireless network connecting schools using satellite technology. It will provide live video classes from expert teachers, educational materials, and teacher training resources. The network is expected to benefit over 13 million students across 37,794 schools in the Philippines at an affordable cost of 64 centavos per student per day. The Cyber Education Project aims to improve the delivery of basic education and enhance management of the school system.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
This presentation is all about the Alternative Learning System and the Formal Education here in the Philippines. This was made by our teacher in our NFE class.
Ito ay isang handout o learner's module na katatagpuan ng aralin o paksa tungkol sa Edukasyon sa Pakistan. Dito din matatagpuan ang mga iba't-ibang katangian ng Edukasyon sa Pakistan
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
This presentation is all about the Alternative Learning System and the Formal Education here in the Philippines. This was made by our teacher in our NFE class.
Ito ay isang handout o learner's module na katatagpuan ng aralin o paksa tungkol sa Edukasyon sa Pakistan. Dito din matatagpuan ang mga iba't-ibang katangian ng Edukasyon sa Pakistan
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
K to 12 means Kindergarten and the 12 years of elementary and secondary education. K12 implemented by Deped in the Philippines
Presented During the opening of Casa Del Nino Science Highschool. www.casans.edu.ph
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
A learning system based on formalized teaching but with the help of electronic resources is known as E-learning. While teaching can be based in or out of the classrooms, the use of computers and the Internet forms the major component of E-learning.
This e-guide is addressed to professional trainers and educators willing to extend and develop their knowledge and awareness in the field of digital training, more particularly when delivering through an e-learning platform.
The Guide is a product made thanks to the DIGITAL-S in rural Areas project.
The project is carrying out by 5 partners: CEIPES – International Centre for the Promotion of Education and Development (Italy), Familles Rurales (France), SSW Collegium Balticum (Poland), INFODEF- Instituto para el Fomento del Desarrollo y la Formación (Spain) and CPIP – Center for promoting lifelong learning (Romania) and it is funded by the European Commission within Erasmus+ programme, Key Action 2 (Strategic Partnership for Innovation, Exchange of good practices and for adult education).
DIGITAL-S aims to experiment and develop the effective use of ICTs for trainers willing to keep pace with digital technology in the field of training. The project will particularly focus on distance education learning for adult learners from rural areas having urgent specific needs to enhance their digital skills as an essential European key skill.
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1. REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION THE CYBER EDUCATION PROJECT JUNE 2007
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6. CYBER ED : THE BEST RESPONSE TO THE CHALLENGES OF BASIC EDUCATION Cyber Ed is the quickest and most cost-effective way of delivering the same high quality education to all learners throughout the country
15. EXPECTED REACH OF THE CYBER ED PROJECT Total School Beneficiaries: 37,794 Outside 1st and 2nd class cities Total schools with satellite-based facilities: 26,618 Elementary Schools: 22,855 (62%) Secondary Schools: 3,763 (77%) Additional 30% of elementary schools through clustering 90% of all public elementary and secondary schools stand to benefit from the project. Serving at least 13 MILLION students and 800 classes for OUT-OF-SCHOOL youth
16. PROJECT INVESTMENT Per capita cost of the Cyber Ed Project INITIAL PROJECT INVESTMENT (Year 1) $100M Chinese ODA + GOP Counterpart = PhP5.8B CYBER ED COST PER PUPIL Php1.22 per day VS. INTERNET CAFÉ COST (unguided learning) PhP 15.00 per hour
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18. PROJECT INVESTMENT Economic per capita cost of Cyber Ed TOTAL PROJECT INVESTMENT PhP26.48B 5-YEAR AVERAGE YEARLY COVERAGE 13.6 Million Students 5-YEAR PER STUDENT COST PER DAY 64 CENTAVOS
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21. “ Basic Education has the highest return on investment. We should invest in our youth.” MARAMING SALAMAT PO!
Editor's Notes
DepEd believes there is an efficient & effective way of providing the same high quality basic education for a large number of students in a short span of time. DepEd has no doubt about the value of the project in improving personnel training & overall management. DepEd will be able to save millions of pesos & reinvest these in other developmental programme. ICT-based education agenda Included in the 10-point cooperation contained in MOU signed on 5 June 2006 during Philippines-China Economic Forum. Also in accordance with Framework Agreement on Bilateral Economic & Trade Cooperation signed on 15 January 2007. Approved by ICC and NEDA Board in March 2007