Senate OKs mandatory, free pre-school education

By HANNAH L. TORREGOZA

April 20, 2011, 7:03pm 

Manila Bulletin

MANILA, Philippines - The Senate has approved a bill endorsed by the House of Representatives that seeks to make pre-school education mandatory, compulsary and free in all public schools.  

 The bill titled “Kindergarten Education Act” aims to institutionalize kindergarten education into the basic education system.

Seventeen senators approved House Bill No. 3826, taking into consideration the counterpart Senate Bill No. 2700 filed by Sen. Ralph Recto.

Sen. Edgardo Angara, who chairs the Senate Committee on Education, Arts, and Culture, sponsored the consolidated bills.

The Senate version prescribes a mother tongue-based multilingual education as a medium of instruction for pre-school children.

Those who signed Senate Committee Report No. 24 include Senators Angara, Recto, Franklin Drilon, Pia Cayetano, Manuel Villar Jr., Teofisto“TG” Guingona III, Ferdinand “Bongbong” Marcos Jr., Sergio Osmeña III, Ramon “Bong” Revilla Jr., Antonio Trillanes IV, Manuel “Lito” Lapid, Joker Arroyo, Francis Pangilinan, Senate Majority Leader Vicente Sotto III, and Senate President Pro Tempore Jose “Jinggoy” Estrada.

In filing the bill, Recto said scientific studies and global trends point to multilingual-based education, using the mother tongue as becoming the standard teaching method for basic literacy all over the world.

In the Philippines, he said a local study reveals that the average Filipino is multilingual and can understand several local dialects, aside from English.

Cognizant of the priority given to kindergarten education, the measure earmarks proceeds from the value-added tax (VAT) collections amounting to (P20 billion) annually for the next three years after the approval of the bill. Then, the budgetary requirements of kindergarten education shall be charged to the general fund and included in the national budget.

“The passage of this measure will not only give full meaning to the Philippine commitment to the Education-for-All (EFA) global movement and its expanded vision of education, but also fulfill the vision of functionally literate Filipinos,” Recto stressed.

Copyright 2011. Manila Bulletin | All Rights Reserved

UNESCO chief applauds PH education reforms

by:  Ronald S. Lim
April 12, 2011- Manila Bulletin website

This report is proving that educational reforms which are underway in the country are now getting waves and are now slowly transforming education contrary to earlier reports and comments that it is not doing or effecting anything.

MANILA, Philippines — Education, they say, is the great equalizer.

The United Nations (UN) certainly believes in same thing, as it included the attainment of universal primary education as one of its Millennium Development Goals (MDG). And as the 2015 deadline for the achievement of these MDGs draws nearer, there is certainly more pressure on the Philippine government to do more.

This was stressed even further by the recent visit of Irina Bokova, the newly-appointed director general of the United Nations Educational, Scientific, and Cultural Organization (UNESCO).

Bokova was in the country for a four-day visit that included a meeting with President Aquino and Education Secretary Br. Armin Luistro; a visit to the Banaue Rice Terraces, a UNESCO World Heritage Site; and receiving an honoris causa from the Philippine Normal University.

Bokova was also awarded the University of Santo Tomas' (UST) Golden Cross Award during her stay. The Golden Cross Award is given by UST to persons who excel in the promotion of the arts, humanities and the sciences, or those who have distinguished themselves by their commitment to the service of humankind.

“This is my first official visit to the Philippines. We do work with the Philippines in education and the protection of biodiversity, water management. We are promoting the protection and preservation of historic and national sites that the Philippines has on the World Heritage List,” she shared during her meeting with the Philippine press at UST.

K-12 commended
Bokova revealed that achieving primary education for all was not a problem unique to the Philippines, but is something that countries all over the world are currently grappling with.

“Achieving primary education for all is considered one of the most important goals of the international community. Our Global Monitoring Report shows that the children are marginalized in education for two different reasons. One of them is poverty. Sometimes it is because they are an ethnic minority, they don't speak the language, sometimes they are disabled children,” she says.

As such, Bokova praised the country for increasing the budget for education, as well as taking steps towards adopting the K-12 program that most of the world already applies to its educational system.

“It's an effort of the government that I commend. It's a political commitment on behalf of the government on education,” she says. “This extension should not be viewed either-or. I think measures for poverty alleviation should continue alongside this extension.”

Bokova stressed that poverty alleviation was an important factor in achieving the MDG of universal primary education, and that a good program would also cut off school drop outs, which she says was becoming the new focus of UNESCO's education agenda.

“Financial programs in school, feeding programs, medical programs, have an incredibly positive impact. Brazil has a 'Bolsa de Familia' program that supports families for sending their kids to school,” she says. “We are also working towards education with sustainability. Equally important is that children complete school.”

Pushing tech-voc and RH
Bokova also expressed her support for instruction in the mother language, as well as pushing for technical and vocational training as a means of poverty alleviation.

“We promote strongly primary education for indigenous peoples, we promote education in the mother tongue with the language of the minority. We've seen in other parts of the world this type of education getting incredibly good results,” she shares. “Secondary education is getting more important nowadays for the inclusion of young people in overcoming poverty. We can see that technical and vocational training for young people is very important for overcoming poverty.”

And while Bokova was also supportive of teaching reproductive health in school, she did leave a little leeway with regards as to when the appropriate time is to teach it to children.

“Education is important from the point of view of making choices, health concerns, and we do believe that on the whole that education and maternal care is interconnected. The more educated a person is, the more child mortality goes down,” she says. “But it is still very important to respect cultural diversity as we work on maternal health issues. I think every society and every country finds their own way.”

Lastly, Bokova aired a call for the government to ensure that the country's children not only have an education, but a quality one.

“We at UNESCO have developed a more holistic view on education and I believe that the problem of the quality of education is probably the number one. You have to look at teachers. Do you have sufficient teachers? Are you training the teachers? Do the teachers have a dignified position in society? Is there access to new technology for teachers' training?” she ends.

DepEd strengthens preschool teachers’ competencies

Reposted from DepEd Updates

Designed to equip preschool teachers with better understanding of the developmental characteristics of young learners, the Department of Education through the Bureau of Elementary Education (BEE) will conduct Summer Institute Program (SIP) for Preschool Teachers from May 2-27, 2011.

DepEd Secretary Armin Luistro believes that the conduct of the program will provide preschool teachers quality preparations in meeting the standards required by the department (based on DepEd Order No. 57, s. 2007). “This summer training just shows that nothing can stop us in pursuing an institutionalized preschool program in our public schools,” added Luistro. 

He furthered that enhancing the competencies of pre-school teachers will have a great impact to the young learners. “We should ensure that teachers are ready for the challenge of making our young kids' first school experience enjoyable and giving them a positive experience that will motivate them to remain in school and complete their education.”

The program is expected to make teachers competent in the use of developmentally appropriate methods and strategies to develop the child’s potential in their physical, social, emotional and cognitive areas.

Also, SIP is aimed at developing skills by setting up the learning environment and establishing routines using positive guidance. It will likewise explain basic principles in planning developmentally appropriate practices and activities to preschool children.

“We should perform our mandate seriously so that we can prepare our young learners better and inspire them to uphold the value of learning for a productive life,” Luistro noted. 

Six universities across the country will host the summer program for preschool teachers. UP Diliman, Mariano Marcos Memorial University in Ilocos and Bicol University in Albay will be the venue for 800 preschool teacher participants from Luzon.

560 preschool teachers from Visayas will attend the program at West Visayas State University while Southern Mindanao State University and University of Southern Philippines will serve as venues for preschool teacher participants from Mindanao.

The Philippine Education For All (EFA) 2015 Plan of Action cites that attaining success in the first grade encourages children to complete elementary education. This condition supports the findings of worldwide studies that children exposed to the quality of preschool experiences determine their performance in higher grade levels.

Aside from SIP, DepEd-BEE continuously expands and strengthens the Early Childhood Care and Development (ECCD) program and education to preschool teachers to yield more EFA benefits.

Truth in the Midst of Media Sensationalism

By:  Gilbert M. Forbes
DepEd QUEZON, IV-A CALABARZON 

Aside from reports on calamities and so much human miseries, media has continuously fed us of mind conditioning news reports that are making us not only bitter with our lives but even of the society where we belong as well.  Media sensationalism in the guise of truth makes the majority not only apathetic but distrustful of our institutions - - as such, national media particularly national television stations have become a bane to the development of well-informed, responsible thinking citizens in a democratic society.

Television now a days particularly top-rating evening and morning news programs used to dwell on the negative side before clarifying the issue later in their late night documentaries if there is of which, only few of the educated, usually the elite has the opportunity of watching.

For instance, reports about sky rocketing prizes of prime commodities which actually is not that significant even none at all.  Reviewing his purchases himself, this blogger looked into his record and found out prizes have remained for more than a year.  In fact while other items prizes could have increased, many on the other hand have decreased like sugar, chicken, and vegetables.  But then, their reports appear to be so serious that salary increase is the only answer to counter act its effect to the suffering citizens, they say disregarding the onslaught of this action to the inflation rate and the labor market already considered among the highest in the region.

Salary increase however will not do anything about inflation but more of increasing it. But nobody from the public viewers would know it after all, media will never report on why there is inflation and how could every one deal with it—instead, people will be more disgusted with the government.

Adding insult to injury is the increasing price of oil which the media points out is the culprit in the increasing price of commodities—instigating further distrust in the government, established institutions and authorities.  True that increasing price of oil could be contributing to increasing prices of prime commodities but the government has no control about it.  Again, if there is, it could be statistically insignificant because commodities are transported in bulk, by container and truck loads. 

Media didn’t even blink an eye when it reported that E-VAT must be abolished.  A news and public affairs program even involved its viewers interactively through text when it asked if the tax the public is paying commensurate with the services they receive from the government.  In the face of increasing dependence--mendicancy benefiting some politicians, this doesn't simply make sense..  Media is also quick in recommending the re-establishment of oil price control and Oil Price Stabilization Fund forgetting that an oil deregulation law exists and that quite a big chunk of government money will be needed if OPSF is re-established.

It didn’t discuss however how much will be lost to the government if E-VAT is discarded from oil products including import tariffs and how much fund will be needed if OPSF is returned.  In the midst of high budgetary deficit the government is experiencing through the years it is all the media can contribute. 

The government tried to solve budgetary deficits through new taxation programs like the controversial E-VAT but it didn’t make any relief.  To make both ends meet, the government has to resort to internal and external borrowings which have only made national debt bigger and bigger.

At present, many local government units are said to be experiencing budgetary constraints as a result of tranches of salary increase among its employees.  This in one way or another affected social services in the local level.  But anyone in the media ever disclosed it?  Any one in the media ever devoted time, programs and advocacy on helping the government explain the importance and necessity of responsibly paying taxes to the public.

The media could have helped in disclosing graft and corruption, abuses and excesses among the civil servants but it just ended there.  There is so much sensationalism in the disguise of truth and their definition of public service which could be regarded as self-serving—no different from a populist stand point that politicians used to do.

Media is trying to project an image as a champion of freedom, but for whom and for what?  It is trying to establish itself as an institution the public can turn to and depend on whenever they need it but up to what extent when what it can all do is referrals.   The government which is media’s punching bag is up on the rescue to its initiated public service initiatives.

Unlike media institutions in the neighboring countries, Philippine media is exploiting negative image of the country and its people.  Instead of helping develop pathetically proactive majority, it tends to develop negativity, apathy, distrust, dependence, even mendicancy.

Patterned after US media—a highly progressive industrialized superpower and democratically mature country, it could be said that it is a type of media totally unfit to a developing and highly diversified country like ours.

In a country where one in every three between 10 and 64 years old could not understand what they were reading  either in their vernacular, Filipino and English languages according to the 2003 functional literacy survey, what more things they afford and have time to listen which they don’t have the luxury of reviewing.

It is just our wish that slogans like “Panig sa Katotohanan, Panig sa  Pagbangon ng Bayan,” at “Walang Kinikilingan, Walang Pinoprotektahan, Walang Kasinungalingan, Serbisyong Totoo Lamang,” will really be true in the name of national interest and patrimony.

(This article was relayed and posted to the facebook accounts of the Media mentioned in the blog.)

(Mr. Gilbert M. Forbes had his Bachelors Degree and MA in Educational Management (CAR) from the Philippine Normal University.  A campus paper adviser and trainer for 13 years.  Currently, he is a school principal in one of the central schools in the Division of Quezon.)  

Public perceives DepEd as least corrupt- SWS Survey

The field must be happy after the Department of Education (DepEd) was once again perceived by the public as one of three government agencies considered least corrupt based on the most recent Pulse Asia survey results.

Education Secretary Armin Luistro welcomed this positive rating and attributed the result to the “continuous serious efforts of management to stamp out corruption in all levels of operation.”

Luistro said that DepEd continues to optimize use of the agency’s human and financial resources and move towards zero-corruption. “Our goal is for DepEd to finally be stricken off the list of offices which are considered corrupt,” he stressed.

Through the years, there has been a declining public perception of corruption in DepEd owing to the safeguards and corruption prevention measures initiated during the time of former Secretary Jesli Lapus and further strengthened by the current DepEd chief.

Luistro has strongly emphasized the “no collection” policy in public schools and has consistently pushed for the holding of simple and austere school-related activities such as graduation, Christmas parties and enrollment. “We have worked on the streamlining of operations and training programs and stopped purchases of vehicles and office equipment considered not critical in its operation even in my own office,” he revealed.

To strengthen the agency’s fight against corruption, DepEd has also initiated the signing of an integrity pact with its suppliers, business partners and civil society groups as a concrete step to address corruption both in government and private sector and set up mechanisms to operate business ethically and with integrity. “We also continue to enjoin all division superintendents to hold the same kind of dialogue and integrity pact with local suppliers and partners,” he said.

The pact was signed by Luistro and the representatives of over 60 suppliers including 39 publishers and copyright owners, seven printing companies, three office supplies and equipment companies, two freight forwarders, four school furniture suppliers, two science laboratory equipment companies, three hotels offering meeting venues, two construction materials suppliers, three sports equipment suppliers and one company offering soil testing services.

Luistro said that while government has its own initiatives to address corruption, “those steps cannot succeed without individual and collective commitment from private businesses that deal with government.”

DepEd also continues to be receptive to the participation of NGOs and Civil Society Organizations in the procurement and bidding process to ensure transparency and maximum efficiency in the use of resources.

Aside from the national initiative to curve corruption, the field particularly the teachers and school administrators should take it as inspiration to do more than the ordinary being the very heart of the school system.  They should remember that corruption doesn't only involve money and material resources but more importantly time-- one of the primary resources that everybody has no luxury of losing. 

Their untiring efforts om the performance of their duties and responsibilities efficiently and effectively will further enhance DepEd's image as the big family of teachers.  With an enhanced image, more support and cooperation from various stakeholders is created.

The recent Pulse Asia survey was conducted from February 24 to March 6 and showed Armed Forces of the Philippines as the most corrupt government agency in the country followed by the Philippine National Police, and Department of Public Works and Highways.

Along with DepEd, other leading government agencies that are considered least corrupt by Filipinos include the Department of Social Welfare and Development and the Department of Health.

Source:  INA HERNANDO-MALIPOT, DepEd Fares Well in Survey, April 2, 2011,The Philippine Star

Basic Guide in Choosing the Right Career for Graduating High School Students

By Gilbert M. Forbes
DepEd QUEZON 

You could be one who have just graduated from high school or will be graduating and is now thinking of what course to take. You are puzzled if you will take vocational and technical course or take up college degrees just like the majority of your peers. I’m sure, most of you want to be nurses, engineers, accountants, lawyers, police men, soldiers, mariners, customs, programmers, care givers, airline pilot or flight stewardess, hotel and restaurant personnel, tourist guides, chefs, and other professional courses..

Too few would have considered to be a teacher and none would have chosen it from among the honors or academically advance graduates. But many will be taking education later not because they want it but because of outside influence or adult family pressure—due to they say, its employability. Bright graduates too have not preferred Science and Technology courses like Biotechnology, Geology, Astronomy, Meteorology, Physics and Chemistry among others.

If this is the case with the teaching profession, much more in the field of agriculture or farming and fishery. Farming is considered a dying profession now a days due to wrong notion attributed to it from among the adults and parents themselves which were passed on, generations to generations beginning the establishment of the formal school system in the country.

The same holds true with practical but relevant and in-demand technical vocational courses like welding and air-conditioning, electronics, mechanic, dress-making, food processing, plumbing, crane and heavy equipment operators, electrician, cosmetology, hair science, etc. Many consider it mean jobs though these are in-demand high paying jobs here and abroad. Welders, heavy equipment and crane operators, and beauticians at present receive much higher pay than the rest of the above white collar careers.

Deciding on the right career path is very important among the yearly high school graduates both decided and undecided on the career they prefer and is thinking of taking. Their alma mater through the guidance counselor or in the absence of a guidance counselor, school administrators should lead career guidance for both parents and students.

Graduates and even those who belong to the lower year levels must now think what is the best possible career fit to them through the following tips:

1. Consider your competence, skills, abilities and fashion. The result of your NCAE (National Career Assessment Examination) will guide you what career suits you. It does mean that what you wanted may simply be unfit on what you can do and is passionate of doing. Much more what you think is the in-thing at present is absolutely not what the industry and the employers need and wanted two to five years from now.
2. Try to look at the classified ads. It will give you the idea of what employers are looking for at present. You may also visit job sites to know the trend including the Department of Labor and Employment web site.
3. Sit goals or review it. If your main goal is landing a sure job after graduation then why choose a course, discipline or career that will give you head aches, pressure and stress upon graduation.
4. Don’t ride on the craze or get along with your peers preference. Be reminded that many of the courses are tailored fit not to the students who will be enrolling in this institution but more on the income it will generate for the school being a private business enterprise. Of course, public or government institutions are not included for it is subsidized by the peoples and taxpayers money.
5. Family resources. Could your family afford the career you wanted? If not, consider other alternatives like taking up ladderized programs or other courses that will serve as your stepping stone. Or you could apply for scholarship programs and get employed as student assistants while studying.

According to the Department of Labor and Employment , the following areas are the most in-demand and hard to fill jobs in the country.

     I. Agribusiness
          a. Animal Husbandry
          b. Agricultural Economist
          c. Aqua-culturist
          d. Coconut Farmer
           e. Entomologist (Plant)
          f. Farmer (Fruit, Vegetable and Root Crops)
          g. Fisherman
          h. Horticulturist
          i. Plant Mechanic
          j. Rice Tresher Operator-Mechanic
          k. Veterinarian

     Il. Pathologist

     II. Cyberservices
          a. Call Center Agent

     III. Health, Wellness and Medical Tourism
          a. Herbologist
          b. Optician
          c. Optometrist

     IV. Hotel and Restaurant
          a. Front Office Agent/Attendant
          b. Baker
          c. Food Server and Handler
          d. Food and Beverage Service Attendant
          e. Waiter
          f. Bartender
          g. Room Attendant
          h. Other Housekeeping Services
          i. Reservations Officer and other Frontline Occupation
          j. Tour Guides

     V. Mining
          a. Mining Engineer
          b. Geodetic Engineer
          c. Metallurgical Engineer
          d. Mining and Metallurgical Technician

      VI. Construction
          a. Fabricator
          b. Pipe Fitter
          c. Welder
          d. heavy equipment operators

     VII. Banking and Finance
          a. Operations Manager
          b. Teller

     VIII. Manufacturing
          a. Electrical Technicians
          b. Finance and Accounting Managers
          c. Food Technologist
          d. Machine Operators
          e. Sewer

     IX. Ownership Dwellings, Real/ Retirement Estate
          a. Building Manager
          b. Construction Manager
          c. Construction Worker
          d. Foreman
          e. Mason
          f. Welder
          g. Real Estate Agents/Brokers
          h. Marketer

     X. Transport and Logistics
          a. Checker
          b. Maintenance Mechanics
          c. Stewardess

      XI. Wholesale and Retail
          a. Merchandiser/Buyer
          b. Salesman/Saleslady
          c. Promodizer

      XII. Overseas Employment
           a. Domestic Helpers and Related Workers
           b. Production and Related Workers
           c. Nurses (theatre, anaesthetic, critical care/ICU, pediatric, scrub, and
               cardiac)
           d. Caregivers
           e. Plumbers, Pipe-fitters, and Related Workers
           f. Cooks and Related Workers
           g. Wiremen, Electrical, and Related Workers
           h. Welders, Flame-Cutters, and Related Workers
           i. Laborers, General Workers, and Related Workers
           j. Charworkers, Cleaners, and Related Workers

      Emerging Industries

      I. Creative Industries
          a. Broadcast Engineer
          b. Video Editor
          c. Video Graphic Artist (Animators)
          d. Visual Artist Designer
     II. Diversified/Strategic Farming and
       Fishing
          a. Fisherman
          b. Aqua-culturist
          c. Horticulturist
          d. Farmer (root crops, fruit & vegetable: upland and lowland)

     III. Power and Utilities
          a. Electrical Control Operator
          b. Equipment Operator
          c. Electrical Technician
          d. Mechanic

     IV. Renewable Energy
          a. Checker
          b. Loader

Correct decisions among our youth will not only help them once they look for a job but the current qualifications mismatch as well that exists in the labor force.

(Mr. Gilbert M. Forbes had his Bachelors Degree and MA in Educational Management (CAR) from the Philippine Normal University.  A campus paper adviser and trainer for 13 years.  Currently, he is a school principal in one of the central schools in the Division of Quezon.)