By: Gilbert M. Forbes
DepEd Quezon
Since the Department of Education emphasized and encouraged localization of curriculum particularly in Edukasyong Pantahanan at Pangkabuhayan, it has been my dream of seeing our pupils and students, particularly in rural areas doing and adopting lessons that will enhance their agricultural know-how that could be transmitted to their parents and later increase productivity and improve living standards in communities where they belong. I used to call it balance or holistic education with emphasis on the total development of an individual as a person who would be ready for the rudiments and challenges of life.
But, it remains a dream, for we are still grappling how could this be made a possibility due to so many considerations. There is this Gulayan sa Paaralan but even its effective implementation is a challenge. Those who have it implemented successfully are presumed to have set aside tremendous time for academic hence our pupils, grade four to six pupils doesn't even know how to use bolo, scythe, pick mattock and other basic farm tools even those in the rural farming communities. This is due to the negative attitude of the parents themselves towards farming. They usually don't like their children follow in their footsteps which prove to be detrimental on the future of their siblings once they get into the field of productive work and source of livelihood. This situation too is a contributing factor in the worsening labor mismatch.
Others have just reactivated their focus on Gulayan due to the prices earmarked the local governments as they tried to encourage schools optimum participation, possibly to help change public attitude towards farming-- in a short while. Prices made available are no big deal for it could reach millions for those which could be lucky.
However, the big question is without these rewards and interventions from the LGU and leaving only the central office mandate with regards to it, where would have been?
This boils down to what we really want our children become which teachers and school administrators should fully understand. Do we intend to develop a productive citizen who is ready for life or an academic fellow who will soon be an add themsleves the looming non-productive members of the society for they are not ready for work particularly decent manual labor-- such as farming or agriculture
The feature recently broadcasted by CNN and reported on its web site is an inspiration and a wake up call that there is nothing wrong with farming particularly traditional, organic sustainable farming methods. This article too entitled Green School sustains pupil's interest is an inspiration to all green advocates and is just in time that DepEd has called for all schools to strengthen environment education through the recently released order No. 52, s. 2011.
Certainly, former DepEd Secretary Lesli Lapus is but right when he said, there is no need for us to reinvent the wheel, all we need to do is to keep it rolling.
DepEd Quezon
Since the Department of Education emphasized and encouraged localization of curriculum particularly in Edukasyong Pantahanan at Pangkabuhayan, it has been my dream of seeing our pupils and students, particularly in rural areas doing and adopting lessons that will enhance their agricultural know-how that could be transmitted to their parents and later increase productivity and improve living standards in communities where they belong. I used to call it balance or holistic education with emphasis on the total development of an individual as a person who would be ready for the rudiments and challenges of life.
But, it remains a dream, for we are still grappling how could this be made a possibility due to so many considerations. There is this Gulayan sa Paaralan but even its effective implementation is a challenge. Those who have it implemented successfully are presumed to have set aside tremendous time for academic hence our pupils, grade four to six pupils doesn't even know how to use bolo, scythe, pick mattock and other basic farm tools even those in the rural farming communities. This is due to the negative attitude of the parents themselves towards farming. They usually don't like their children follow in their footsteps which prove to be detrimental on the future of their siblings once they get into the field of productive work and source of livelihood. This situation too is a contributing factor in the worsening labor mismatch.Others have just reactivated their focus on Gulayan due to the prices earmarked the local governments as they tried to encourage schools optimum participation, possibly to help change public attitude towards farming-- in a short while. Prices made available are no big deal for it could reach millions for those which could be lucky.
However, the big question is without these rewards and interventions from the LGU and leaving only the central office mandate with regards to it, where would have been?
This boils down to what we really want our children become which teachers and school administrators should fully understand. Do we intend to develop a productive citizen who is ready for life or an academic fellow who will soon be an add themsleves the looming non-productive members of the society for they are not ready for work particularly decent manual labor-- such as farming or agriculture
The feature recently broadcasted by CNN and reported on its web site is an inspiration and a wake up call that there is nothing wrong with farming particularly traditional, organic sustainable farming methods. This article too entitled Green School sustains pupil's interest is an inspiration to all green advocates and is just in time that DepEd has called for all schools to strengthen environment education through the recently released order No. 52, s. 2011.
Certainly, former DepEd Secretary Lesli Lapus is but right when he said, there is no need for us to reinvent the wheel, all we need to do is to keep it rolling.
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