FACT OR FICTION: 'Without EDSA I, We Could Have Been Like Singapore-'Bong-Bong Marcos

Exerpts from Ramon J. Parolan's original article at opinion.inquirer.net with "Lee Kuan Yew on Philippines" as original title

What has the late former Singapore Prime Minister Lee Kuan Yew has to say about this?  Is the son of the former dictator Sen. Bongbong Marcos, telling the truth?

Here is what the prime minister statements about Marcos from his autobiography “From Third World to First” discrediting Bongbong’s assertions.

Courtesy:  Google Images

“ It was not until January 1974 that I visited President Marcos in Manila… Marcos received me in great style... I was put up at the guest wing of Malacañang Palace in lavishly furnished rooms, valuable objects of art bought in Europe strewn all over. Our hosts were gracious, extravagant in hospitality, flamboyant.

In Bali in 1976, at the first ASEAN summit held after the fall of Saigon, I found Marcos keen to push for greater economic cooperation in ASEAN. To set the pace, Marcos and I agreed to implement a *****eral Philippines-Singapore… to promote intra-ASEAN trade…I was to discover that for him, the communiqué was the accomplishment itself; its implementation was secondary, an extra to be discussed at another conference.

He once took me on a tour of his library at Malacañang, its shelves filled with bound volumes of newspapers reporting his activities over the years since he first stood for elections. There were encyclopedia-size volumes on the history and culture of the Philippines with his name as the author. His campaign medals as an anti-Japanese guerrilla leader were displayed in glass cupboards. He was the undisputed boss of all Filipinos. Imelda had a penchant for luxury and opulence. When they visited Singapore…they came in style in two DC8’s, his and hers.

Marcos, ruling under martial law, had detained opposition leader Benigno (Ninoy) Aquino, reputed to be as charismatic and powerful a campaigner as he was. He freed Aquino and allowed him to go to the USA. As the economic situation in the Philippines deteriorated, Aquino announced his decision to return. Mrs. Marcos issued several veiled warnings. When the plane arrived at Manila Airport from Taipei in August 1983, he was shot as he descended from the aircraft...

International outrage over the killing resulted in foreign banks stopping all loans to the Philippines, which owed over US$25 billion and could not pay the interest due. This brought Marcos to the crunch. He sent his minister for trade and industry, Bobby Ongpin, to ask me for a loan of US$300-500 million to meet the interest payments. I looked him straight in the eye and said, “We will never see that money back.” Moreover, I added, everyone knew that Marcos was seriously ill and under constant medication for a wasting disease. What was needed was a strong, healthy leader, not more loans.

… In February 1984, Marcos met me in Brunei at the sultanate’s independence celebrations. He had undergone a dramatic physical change. Although less puffy than he had appeared on television, his complexion was dark as if he had been out in the sun. He was breathing hard as he spoke, his voice was soft, eyes bleary, and hair thinning… An ambulance with all the necessary equipment and a team of Filipino doctors were on standby outside his guest bungalow. Marcos spent much of the time giving me a most improbable story of how Aquino had been shot.

With medical care, Marcos dragged on. Cesar Virata met me in Singapore in January the following year… He said that Mrs. Imelda Marcos was likely to be nominated as the presidential candidate. I asked how that could be when there were other weighty candidates. Virata replied it had to do with “flow of money; she would have more money than other candidates to pay for the votes needed for nomination by the party and to win the election. He added that if she were the candidate, the opposition would put up Mrs. Cory Aquino...

The denouement came when Marcos held presidential elections which he claimed he won. Cory Aquino disputed this and launched a civil disobedience campaign...A massive show of “people power” led to a spectacular overthrow of a dictatorship. The final indignity was on 25 February 1986, when Marcos and his wife fled in USAF helicopters from Malacañang Palace and were flown to Hawaii.

…There was no reason why the Philippines should not have been one of the more successful of the ASEAN countries. In the 1950s and 1960s, it was the most developed, because America had been generous in rehabilitating the country after the war. Something was missing, a gel to hold society together. The people at the top, the elite mestizos, had the same detached attitude to the native peasants as the mestizos in their haciendas in Latin America had toward their peons. They were two different societies: Those at the top lived a life of extreme luxury and comfort while the peasants scraped a living, and in the Philippines it was a hard living… They had many children because the church discouraged birth control. The result was increasing poverty.

“The Philippines had a rambunctious press but it did not check corruption. Individual pressmen could be bought, as could many judges.  Something had gone seriously wrong. Millions of Filipino men and women had to leave their country for jobs abroad beneath their level of education. Filipino professionals… are as good as our own. Indeed, their architects, artists, and musicians are more artistic and creative than ours…

“The difference lies in the culture of the Filipino people. It is a soft, forgiving culture. Only in the Philippines could a leader like Ferdinand Marcos, who pillaged his country for over twenty years, still be considered for a national burial. Insignificant amounts of the loot have been recovered, yet his wife and children were allowed to return and engage in politics. They supported the winning presidential and congressional candidates with their considerable resources and reappeared in the political and social limelight after the 1998 election that returned President Joseph Estrada.”

“Some Filipinos write and speak with passion. If they could get their elite to share their sentiments and act, what could they not have achieved?”

Read more: http://opinion.inquirer.net/12827/lee-kuan-yew-on-philippines#ixzz3quoKnGI6
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Poll Results Show, Filipinos are Fool or Selfish?

By:  Gilbert M. Forbes
DepED QUEZON
Region IV-A (CALABARZON)

The recent 2013 poll results dismayed many particularly those who are expecting that our countrymen are already maturing to select and vote for the right leader that will govern and lead the country in the next three years.  But it didn't happen, the results seem to only signify the legitimacy of political dynasties, and the bogus service-oriented and hypocrite politicians marching as champions of the people.

Graphics courtesy of yahoo news.

Ramon Casiple said in his article that appeared in yahoo news that almost all reform candidates lost in sea of vote-buying, popularity contests, electoral violence, and patronage politics which made 2013 represents a setback to the cause of political reforms.

Jj Marasigan, a nitizen from Sariaya, Quezon, had this to say that we can't really blame people for what we may consider to be poor choices and their money-shaped votes.  He explained quoting Marx that "It is not the consciousness of men that determines their existence (their lives). On the contrary, it is their social existence (their economic well-being) that determines their conciousness. To put it simply, as long as our people remain poor, they will continue to be powerless, unable to make the right choices. The system is corrupt not because the government is corrupt. Rather, the government is corrupt because the system is corrupt.

Selfishness viz Selflessness

The consciousness of the common people particularly the majority, the class D and E looks at the present or in their day to day survival only forgetting what the future holds.  This is happening because of lack of education and the critical mind to look not only of what the present could offer but most importantly the future on a much sustainable way.

Quite a number could be aware but selfishness overpower love of community and country.  This is where trapos are quick to respond.  Using the already limited resources of the government or the taxpayers money, they are mascarading as their champions by promising them heavens and earth.

Elected politicians who's very job discription are limited on lawmaking and legislation are quick to trumpet themselves in the limelight as public service oriented leaders using the hundreds of millions of peoples money to most of the time, useless and unsustainable projects.

Local executives on the other hand although its within the means of their power over-emphasized their ways of helping the poor which is actually doing more harm done good because it is seen as a tactic of maintaining a certain level of mendicancy to sustain their power later manifesting into a political dynasty.

These includes free hospitalization, free movies to senior citizens, out of placed scholarship programs targetting college students but forgetting the most needy children in the Basic Education Sector considering our EFA Goals, opening and operations of locally funded colleges which is competing with the already very limited and inadequate resources, free hospitalizations, free burial,free school supplies bearing their names, etc.

Graphics courtesy of Thinking Class Philippines.

In other words, these politicians are trying very hard to establish a welfare-oriented citizenry in a third world or developing country with the citizens having no role or contribution but to ask. These evils could be regarded as poising the government towards bankruptchy without the people knowing it.  The result, there are numerous LGU's which are highly indebted and most importantly, the country as a whole always experience budget deficit and so has to depend on foreign loans.

It is a no surprise that they couldn't pass the Right to Information Bill or follow line budgeting because they know that it would be both political and economic suicide.  Local executives however has to set aside a strategic approach in managing scarce government resources on projects that will later generate investment and job opportunities for their people because of the reasons already stated.

If class D and E benefits from the system on a limited scale, Class C and some of the middle class benefits more from the system.  They could be the side kicks of these politicians or the direct beneficiaries of jobs and contracts in government in return of the support they gave.

It takes two to tanggo.  There not only corrupt politicians but equally there are lots of corrupt middle class both in the government and the private sector who continuously benefit from the system.  Thus, they are working hard to maintain the status quo.

Dr. Edwin S. Martin, Asst Professor at UST teaching Public Administration and Political Science is quick to say in his article entitled Ambiguities of Being a Politician, First and Second Part, Manila Bulletin, April 27 and 29, 2013 that both traditional and seasoned politicians are most likely aware of their ideal responsibilities, yet they allow ambiguity to exist, since they benefit from the prevailing situation including their private and public sector cohorts.

Fools or Just Plain Ignorance and Immaturity

The voting public to be considered fools is a harsh statement and could be considered satirical.  Dr. Edwin S. Martin explains that other than adventurism and opportunism of popular politicians, the level of maturity of the Filipino electorate may be considered as the culprit.

It all boils down to the kind of education our people received which made it a challenge for all educators to really develop a thinking citizens. Another thing is their economic lot. We have to make them self-reliant by continuously educating them patiently and organizing them so that they will become not only responsible citizens whose primary concern is the national patrimony over their own. They need to be kept bombarded on the importance of elections as the perfect way to change their plight aside from their individual economic initiatives.

All concerned citizens therefore the civil society, various information media, every enlightened citizens should zero in on this challenge.  All parties who share common ideals should consolidate their efforts and resources on a grand scale in gradually uplifting peoples' consciousness on how to choose the most qualified people that will help improve the plight of the poor.

Though 2013 could easily be considered as a setback for political reforms,reform oriented candidates should not surrender the fight but instead consolidate their powers in alliance with the civil society and enlightened citizentry.

The STRUGGLE is just starting and for evil to manifest itself is for few good men to do nothing.

(The author has been a political and social activist since college.  He holds both the Bachelors degree and MA (CARMA) from the Philippine Normal University, Quezon and Manila Campuses.  He is currently holding a managerial position in DepEd.  Part of his advocacy apart from quality education is social justice, good governance and financial literacy and wellness.)

The Challenge of Knowing Andres Bonifacio More

By:  Gilbert M. Forbes
DepEd Quezon
CALABARZON

We have known and learned about Andres Bonifacio as the brave poor founder and supremo of the Katipunan, that to support his siblings, he has to sell canes and fans.  He is a reader of Rizal’s writings apart from other classic books written purely in Spanish in his time.

Source:  Philippine Daily Inquirer, Nov. 30, 2012

In this regard, having lived so much in the myth about Abonifacio, we have forgotten to think otherwise that with his traits, Bonifacio must have had a good education.  And to have it otherwise, he must have been not from ordinary poor families but from a middle class one.

In a DZMM  recent interview with De la Salle University History Professor Michael Chua, he explained that he was born of a half Spanish mother and that he lived a life of a middle class until the death of his parents at the age of 14.  He also hold managerial positions in various capacities with an average equivalent income of Php38,000.00 today.  This was the reason why he is able to buy various books which he reads voraciously and learned from (11-30-2015).

Indeed, we know little about Bonifacio and as what Bryan C. Paraiso a senior historic sites development officer at the National Historical Commission of the Philippines said in his article entitled Bonifacio Reveals Fervor in Writings published in the Philippine Daily Inquirer, made him an elusive character in the Philippines’ struggle for independence.

With this, Paraiso, repeated historian Glenn Anthony’s comment that “… Bonifacio has been posthumously re-created. He has been given a new personality and a childhood that may bear little resemblance to his real one … The national hero who has emerged from this process of re-creation—the Bonifacio celebrated in history textbooks and memorialized in statues around the Philippines—is, in reality, something closer to a national myth.”

Bryan Paraiso further explained that much of what Filipino students of history know about Bonifacio has been culled from the writings of historians based on firsthand narratives of witnesses and protagonists in the national uprising.

But those writings are colored by the historians’ subjective interpretation, such as the article of Epifanio de los Santos in Revista Filipina that aims to vindicate the Supremo against the “cold and hostile … to the extent of objecting to his being given due recognition”  and the view that Bonifacio was the progenitor of a “class struggle” that arose from the inadequacies of the Reform Movement and apathy of the educated gentry for the masses.

Since college, I was already thinking why many know little about Andres Bonifacio.  With his writing of “Ang Dapat Mabatid ng mga Tagalog,” “Pag-ibig sa Tinubuang Lupa,” and his translation to the vernacular of Rizal’s “Me Ultimo Adios” already put me to admire him and to put him on equal putting with Rizal on a different roles in the shaping of our nation’s history.

Analyzing these facts, we couldn’t avoid really thinking that he must have not from ordinary poor families in his time because other wise, he could not afford to have an education which matches the skills and prowess he shown.

Paraiso is saying the same.  He explained that snippets of prose and poetry may provide a clear picture of the personality and the rational workings of Bonifacio’s mind. “They reveal a man with an adequate education, adept at writing using an elegant hand and passionate about his idealistic and nationalistic principles,” he said.

Bulatlat.com author of Eight Things You Probably Didn't Know About Bonifacio and Katipunan Mong Palatino said that Bonifacio was an actor. He was a member of the Samahang Dramatista ng Tundó. He helped establish El Teatro Porvenir. As an artist, he knew how to effectively communicate with and use the language of the masses. Not surprisingly, his poems (Pag-ibig sa Tinubuang Lupa, Katapusang Hibik) are rated as among the best in Tagalog literature. Aside from being well-read, Bonifacio had deep knowledge of local narratives like Bernardo Carpio and Florante at Laura.

Mong Palatino furthers that It is not only Rizal who is considered the ‘pride of the Malay race’. Tan Malaka, one of Indonesia’s national heroes and founding leaders, recognized the heroism of both Rizal and Bonifacio. He specifically cited the revolutionary legacy of Bonifacio and his influence in sparking the anti-colonial movements across Southeast Asia. Professor Ramon Guillermo translated this quote from Tan Malaka: “Si Bonifacio ang pinakauna, hindi lamang sa Pilipinas, kundi sa buong Indonesia, oo, sa buong Asia na nanggaling sa, at edukado bilang, proletaryado, na nag-organisa ng mga proletaryo.”

Critiques and historians alike are validating our misconceptions and myth that surrounds the real Bonifacio which was compounded by the very symbol attached to him.

In an article written by Ambeth Ocampo for the Philippine Star entitled was Andres Bonifacio ambidextrous?, he made mention of how the popular mind commonly portrayed Bonifacio in a cameza de chino raising a bolo on one hand.  This portrayal of him was made into a symbol and immortalized by the work  of National Artist Guillermo Tolentino at the Caloocan Monument.

Teodoro Agoncillo said otherwise that Bonifacio never fought with a bolo. “I interviewed his contemporaries, like Pio Valenzuela and Guillermo Masangkay, and they insist that Bonifacio never fought with a bolo. As a matter of fact, Manila’s hero fought only in one battle—the battle of San Juan—and there he lost and nearly died. But he used a gun. That Tolentino monument is misleading. It compounds further an already popular misconception of how Bonifacio actually fought.”

“Bonifacio neither fought with a saber nor a bolo, as confirmed by minutes of the trial when Aguinaldo’s tribunal enumerated the weapons found on his person. The records repetitiously mention guns and revolvers, but never sabers or bolos.”

Bonifacio didn’t wield the iconic bolo, he didn’t wear the white camisa and screaming red pants, he didn’t shout what has come down in history as “El grito de Balintawak” (The Cry of Balintawak), he actually began the revolution in Pugad Lawin, not Balintawak.”

There is a persistent myth that Bonifacio didn’t win a single battle as leader of the Katipunan. But the Nagsabado sa Pasig event (which is still being commemorated up to this day) involving 2,000 Katipuneros who attacked a Spanish cuartel, proves that there were numerous local battles that Bonifacio and Katipunan spearheaded that eventually led to the military defeat of the Spaniards.

With these, we can safely say that indeed, there is much that we need to know about Andres Bonifacio.  Apart from a hero who met a tragic death and martyred not in the hands of the enemy but in the very hands of a fellow Filipino, we need to continuously reflect on the struggle that still exist between the ilustrados and the masses as clearly reflected by the kind of political leadership today.

Without the needed education in his time, Bonifacio could not have been what he is.   It is a stark reality that the poor's education is very important, and the poor educated ones need to continuously learn and think not for himself but for his country as he struggle to become a new ilustrado.  A new ilustrado and ultimately an elite who will work and struggle for change, good governance, end of political patronage and political dynasties to make the political environment inclusive, not exclusive to evil few.

This is the challenge of knowing Andres Bonifacio more, one of our two major heroes, who unlike Rizal need to be studied more so as in knowing we could do more in realizing his dream and desire for our beloved country.

(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.) 

References:

Paraiso, Bryan C., Bonifacio Reveals Fervor in Writings, Philippine Daily Inquirer, Nov. 30, 2012

Ocampo, Ambeth R., Was Bonifacio Ambidestrous?, Philippine Daily Inquirer, Nov. 29, 2012

Mong Palatino, Eight Things You Probably Didn't Know About Bonifacio and the Katipunan

Commentary: Martial law and the mis-education of our youth

 By:  Ricardo Ma. Duran Nolasco
The Philippine Daily Inquirer, Sep. 21, 2012

When declared martial law, Ferdinand Marcos ushered in the bilingual setup of using two second languages (mostly English) in education. Marcos saw the education system as his primary vehicle to perpetuate the warped values of his so-called New Society, with disastrous historical consequences. Rather than promote genuine literacy, the bilingual policy only contributed to the miseducation of generations of Filipinos. The damage done to our national psyche is immeasurable. As it is, we are still a nation in search of our soul.

It took us 40 years before realizing the folly of this policy. We have replaced it with a new one called mother tongue-based multilingual education (MTBMLE).

Despite the change, functional illiteracy and low quality instruction continue to victimize us like the plague. The Philippines is missing targets for net enrollment ratio in primary education by 17.2 years, for primary grade completion rate by 10.2 years and for the literacy rate of 15-24-year-olds by 9.1 years.

I celebrated International Literacy Day 2012 with education stakeholders in Mindanao on two occasions, one at the University of Southern Mindanao (USM) in Kabacan, Cotabato, on Sept. 6-8 and the other at Ateneo de Davao University on September 15.

In Kabacan, where Ilocano, Binisaya, Ilonggo and Maguindanaon communities dominate, I delivered three talks. The biggest audience—close to 2,000—came on Sept. 8, International Literacy Day, which was also the 51st anniversary of USM’s College of Education, where I was guest of honor.

On that occasion, I encouraged the tertiary education institutions to help overcome the serious shortage of teachers for MTBMLE by designing at least four types of teacher training programs:

The incorporation of MTBMLE into existing professional teaching programs, where education majors learn how to apply second language acquisition theories.

One-year “fast track” certificate programs for graduates with nonteaching baccalaureate degrees that would equip them with the required pedagogical skills and knowledge for the MTBMLE classroom.

Three- to four-week intensive workshops for experienced certified teachers to become effective in an MTBMLE environment.

Training programs for teaching assistants who are fluent in the local language (L1) but do not have the educational background to qualify for the regular teaching profession.

These parateachers have proven to be effective in situations where the regular teacher is fluent in the official language but does not know the L1 of the learners.

On September 6 and 7, there was an assembly for students and a one-day seminar for teachers. Numerous queries on the whys and wherefores of L1-based instruction and doubts on the program’s effectiveness and sustainability were aired. I sought to dispel these doubts by citing the local and international evidence. I assured the teachers that there are available resources that they can access online, and referred them to education institutions that they can rely on for training. But I could not hide my disappointment over the Department of Education’s “early” exit policy as well as the haphazard implementation of this policy.

Other speakers at the one-day seminar for teachers were: Bonna Duron of Save the Children who talked about their pilot programs in South Cotabato that included B’laan and Maguindanaon communities; Mhawi Rosero of University of the Philippines’ Layap who spoke on language documentation and research; Cito Casquite who gave a lecture on the characteristics of stage 1, 2, 3 and 4 stories for learners as they progress from beginning literacy to fluency; and Noemi Dumalaog who gave a teaching demonstration using Ilonggo on the story about the big-mouthed frog.

I met with USM officials led by Jesus Antonio Dirije, president; Tony Tacardon, academic affairs vice president; and Leorence Tandog, dean of the College of Education. They liked the idea of USM hosting a 3-day national MTBMLE seminar-workshop in February 2013 in time for International Mother Language Day.

The Davao forum was a collaborative project of USM, Ateneo de Davao University, Translators Association of the Philippines and SIL Philippines. Pam Castrillo and Cecile Van Zante led the activities.

The following issues were discussed at the Davao forum:

Pilot programs in Cotabato City and South Cotabato by SIL and Save the Children show children in MTBMLE schools outperforming those in bilingual settings, becoming confident speakers in school, and beginning to write in their native language outside of the school setting.

Parents now participate more in the education of their children because they can understand the language used in school.

The question of Filipino identity is dependent on how Filipinos value their own ethnic identities.

The tertiary education institutions have their work cut out for them because on their shoulders rest the primary responsibility of training our existing and future teachers under the new mother-tongue-based paradigm.

Finally, I wish to invite the public to another forum-workshop titled “Math-talino sa Unang Wika: Teaching the Early Grades Math Curriculum in the First Language.” This will be held on Oct. 6, 8 a.m.-5 p.m. at Palma Hall 400, College of Social Sciences and Philosophy, UP Diliman, Quezon City.

(Dr. Ricardo Ma. Duran Nolasco (rnolasco_upmin@yahoo.com) is an associate professor in linguistics at UP Diliman.)

Robredo’s Legacy on Education as Local Governance Champion

By:  Gilbert M. Forbes
DepEd Quezon
posted 8/21/12 7:06 AM updated 8/22/12 11:10 AM

For the many, he is simply known as a DILG Secretary.  But his more than that.  Prior to his appointment to the Cabinet of Pres. Noy Aquino, he was an accomplished and respected local executive who has made a lot in Naga City's turn around.  He's by far an alternative politician.  A jewel among political leaders who profess and masquerade as champions of the people.  He is not only identified as local governance champion but as an education reform champion too.

The late DILG Sec. Jesse Robredo while on a school visit.

In one of the papers he presented entitled Reinventing Local School Boards in the Philippines, he described how governance reform efforts was able to bring about large-scale systemic reforms in a centrally managed public education system in Naga City.

Robredo’s love for education was illuminated further when he explained his wit on the importance of education in a speech he delivered during the 2011 DEPED NUEVA ECIJA EDUCATION SUMMIT with the theme "Bridging Education Resource Gaps Through Stakeholder Partnership," held on May 18, 2011 at Nueva Ecija Convention Center.

There he explained how Local School Boards (LSBs) can start initiating reforms by considering indicators at the local level such as the drop out rate, achievement level of children, availability of basic four services such as water and electricity in schools, teacher to student ratio and the quality of teachers, among other indicators, to guide the school boards in the allocation of financial resources. 

Emphasizing and explaining how politics often result to misuse of Special Education Fund (SEF), he called on that IT’S HIGH TIME FOR OUR SCHOOL BOARDS TO MAKE GOOD USE OF THE SEF FUND.

The value he attributes to education isn’t surprising because he believes other wise that participation rates in primary education by regions is inversely correlated with the incidence rates for food and overall poverty. 

He explained in his keynote speech that regions with the highest participation and cohort survival rates and lowest dropout rates showed lowest poverty incidence rates. Furthermore, according to the study (UNDP 2010), the correlations support the importance of adopting progressive approaches in fighting poverty and investing in primary education.  Such an approach raises the likelihood of accelerating the realization of the MDG targets.

As such, he is certain that investment in primary education is promising to reduce poverty.  For this, he said, there is much to be done.

According to Ched Azardon of MLE Philippines, in 2009 when mother tongue based multilingual education (MTBMLE) was still unknown, Mayor Robredo was the first to send a contingent to their first MTBMLE summer trainin.  "He openly expressed his love for the Bicolano language," Ched said on short tribute she posted on the group's account.   "When we went to Naga City for MTBMLE advocacy, he met us at the airport at 7:30am and later convened the city council to pass a resolution supporting MTBMLE," she added.

She narrated further that  she admired his deep concern for young pupils and his relentless efforts to empower the community. "What struck me though was his humility and perseverance in facing resistance from local education officials. That somehow inspired me to go out of my small world and engage with the system no matter what," she wrote.

This particular value that the late DILG Sec. Jesse Robredo gives to education isn’t surprising because for one, he has done significant gains when it comes to education in his turf, Naga.  In an article featured by beta.taopo.org, a web engine manned by a group of professionals of various discipline who believes that we can determine what we can change and how, former Naga  City Chief Executive is louded for the gains made by the city and its people.

Accordingly, the article says that before Jesse Robredo became the mayor, Naga City was an impoverished third-class city. All that changed when, in 1988, Mayor Jesse left his corporate job in Manila to run for mayor in Naga. He won, becoming the youngest person in the Philippines to be elected city mayor.

Both the mayor and the city have become multi-awarded, winning over 140 local and international awards. Among Mayor Jesse's personal accolades are the 2000 Ramon Magsaysay Award for Government Service, the 1996 Outstanding Young Persons of the World (TOYP) Award, the Outstanding Young Men of the Philippines (TOYM), 1998 Konrad Adenauer Medal of Excellence as Most Outstanding City Mayor of the Philippines and the first ever "Dangal ng Bayan" Award of the Civil Service Commission.

He was also cited by Asiaweek Magazine in 1999 for transforming Naga City from a lethargic Philippine city into one of the Most Improved Cities in Asia. His program "Kaantabay sa Kauswagan" (Partners in Development) gave priority to the impoverished people in Naga, cited by the United Nations as one of the Top 40 Best Practices in 1996. The city piled on so many awards in the Asian Institute of Management’s Galing Pook Awards that, it was eventually elevated to the Hall of Fame.

In 2004, the city’s I-Governance program was chosen as one of the Global 107 Best Practices at the Dubai International Awards. The city was also a recipient of the United Nations Public Service Awards for applying information and communications technology in governance.

I-­Governance is essentially about making the budget and all the services, contracts, transactions, revenue collection, as well as names of accountable officials and employees of the city available to the public.

This is done either through the city’s website, www.naga.gov.ph or through a directory of sorts that the city government published and gave away for free to all the households and establishments in Naga.

Certainly, his legacy should leave an imprint and a signal to us that there is still a lot to hope for given the example held and left by the former DILG Secretary. 

It is a challenge for us all how we can find another gem, actually more gems among current public servants who remains unnoticed but whose genuine hearts and untarnished principles and dignity are just their main wealth.

Being the torchbearers of knowledge, we in the teaching, training and education world should follow the lead to insure that not a few but many likes of Jesse Robredo will come into being. 

Repeating the quote of Herbert Spencer which our beloved Jesse Robredo take note of, “THE GREAT AIM OF EDUCATION IS NOT KNOWLEDGE BUT ACTION.”

How do we take our actions then?

There could already be unknown individuals who are threading the same path as Jesse Robredo has traveled.  The main challenge is how to continue against all odds particularly those who are either misunderstood and thus unpopular and often regarded differently.

Usually, it happens, but once fellow men realized your good intentions and have seen the fruit of your labor through the help of the few who dare to believe, they will surely be our side.

Yes, not every one of us could be us great and popular or multi-awarded as Jesse Robredo, but we can certainly do our share which when combined, impact would be unimaginable.  There are simply lots and lots to hope for-- that this nation shall be great and so its citizens.

The time to take actions is now!

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BRIGADA ESKWELA in Contrast with Gawad Kalinga

By:  Gilbert M. Forbes

Those who think that our nation is hopeless and will forever remain stuck in the mire of poverty, helplessness and despair should listen to Tony Meloto, the guiding spirit of Gawad Kalinga. Or better yet, join him in his endeavor to correct some of the social and economic inequities in our nation.

Children has to complement the absence of responsible adults.

Meloto told the story of Filipinos abroad who are coming back to help or are contributing funds to help build Gawad Kalinga villages in the Philippines. He told stories about some “crazy people," like two former top business executives who left high-paying jobs to take up key positions in Gawad Kalinga. He told the story of a “crazy New Zealander" who quit a high-paying marketing and IT job to help out in GK.

He recounted the story of his son-in-law, the millionaire Dylan Wilk, who left a life of ease and comfort in Great Britain to help raise funds for the construction of houses for the poor. He told the story of his own children who quit good jobs in big corporations to help their father with his project.

At the reception, Meloto’s own story was recounted. A marketing executive, he experienced his “epiphany" in 1985 when he joined the Couples for Christ. It was an encounter that changed his vision and priorities. He brought the Couples for Christ to Negros Occidental province and helped put up the CFC Family Ministries in 1993. Two years later he launched an anti-poverty program in Bagong Silang, Cavite, which evolved into what is now known as Gawad Kalinga, which means “to give care."

The mission of the movement is to empower communities and improve the living conditions of slum dwellers. With the help of Couples for Christ, Meloto transformed Bagong Silang into the first Gawad Kalinga Village and built decent houses for the community.

One of the conditions for Gawad Kalinga’s projects is that while beneficiaries don’t have to pay for their new homes, they must help the volunteers who build them. This concept prevents beneficiaries from developing an attitude of mendicancy and dependence. It illustrates the saying that “God helps those who help themselves," and it helps in the formation of strong, self-reliant families.

Gawad Kalinga draws sponsors from expatriate Filipinos, civic organizations, schools, government agencies and big corporations. Aside from building houses, it also takes care of the health, educational and livelihood needs of the villages.

Today there are 1,400 Gawad Kalinga villages and the movement has set a goal of building 700,000 houses in 7,000 communities in 7 years, with 2010 as the target date for delivery. Landowners, businessmen, big corporations are donating land. Gawad Kalinga has an army of 200,000 volunteers, a force that is much bigger than the Armed Forces of the Philippines, which is 130,000 strong.

Many Filipinos have been complaining about the economic and social situation in their country. They say that there seems to be no hope for their nation, that it will not be able to rise from the despond of poverty and despair.

But they should take heart from the words of a new American philanthropist, Microsoft’s Bill Gates, whose foundation has spent $8 billion in 12 years for world health programs and US education. In a recent speech at Harvard, Gates said: “[H]umanity’s greatest advances are not in its discoveries -- but in how those discoveries are applied to reduce inequity. Whether through democracy, strong public education, quality health care, or broad economic opportunity -- reducing inequity is the highest human achievement."

Meloto has the same idea. With his Gawad Kalinga, he is trying to reduce social and economic inequity in many areas in our country. And while helping the poor rise from their poverty, he is moving them from charity to genuine Christian stewardship. He is one Filipino who is not taking the usual recourse of cursing the darkness. He has lighted a candle that will help banish the darkness.

The Gawad Kalinga concept, replicated thousands of times all over the country, may yet be one answer to the problem of poverty that has kept millions of people locked in its pitiless vise.

Gawad Kalinga and the BRIGADA ESKWELA

What about in education particularly in our schools, how could the spirit of Gawad Kalinga be replicated to help build more school buildings or at least maintain, strengthen and beautify current school buildings.  What about in raising learning achievements of pupils?  What can an ordinary citizen do about it?  Shall he just do the critiquing but not giving solutions?

This is the very concept of the BRIGADA ESKWELA but many just don’t take it seriously.  Sad to say but some just take it as merely a yearly rendezvous, a requirement particularly to many of the parents.  As I personally look at some of them, they seem to take it as an ‘abala.’ 

Be as an irresponsible as they might be, they just arrive without anything at hand.  The same with the politicians who’s support just come during election season.  BRIGADA ESKWELA isn’t that strong particularly in urban areas unlike in rural areas.

On a nation wide scale, still of course, the impact could already be good but on individual schools, it could be not that significant except for some lucky ones.  It It is indeed something that should challenge not only school leaders but the community as well for as an African proverb say’s. ‘it takes a village to educate a child,’ nothing more, nothing less.

With funding now coming from the national government through MOOE on a regular basis though still not enough but quite a big help, many schools are now finding volunteer workers essentially difficult.  Very seldom that we can now expect free labor.  What is worst, even many of the hired laborers are abusing by not accepting work on a daily basis.  They mostly preferred contracting-scheme (pakyaw system) charging amount usually greater than the allowed amount.  If entered into a daily labor practice, work usually seen to be too slow so that they could charged or be paid more-- another Pinoy character dilemma.

For school leaders who are just getting familiar in basic construction and maintenance schemes will take time to learn and to adjust until they could get control of the situation.  This is a sad case that should not be happening and should be stopped before it get worst.

No matter what, still, it is a fact that education is the single best solution that will reduce inequities as well as change how individuals view themselves, their values and the world.  You change ones attitude and values and you has empowered him already to rise from where he is.

Reference:

High Achievement, an Editorial, Philippine Daily Inquirer, July 2, 2007

When Party List System Becomes a Mockery of Philippine Democracy

By:  Gilbert M. Forbes

It is a couple of days less than a year but politicians are starting politicking.  The same with groups masquerading to represent the under represented, underprivileged segments of the society, they too are poised at trying to garner a place at congress.

Its all about money why many scampered to get 
elected in congress through the party list system.

The primary objective of the party list system is to encourage the marginalized, underprivileged at mobilizing and organizing themselves to get elected and be represented at the house of representatives.  Marginalized sectors are the fisher folks, farmers, laborers, ethnic minorities, the urban poor and others.

Actually, congressmen from different legislative districts should have been enough if only voters are able to elect the one who will rightfully represent their interests.  The sad fact is they don’t.  So they are now fallen victim not only of the trapos of their legislative districts but of the party list system.

Considering the current situation, many are aware that except those affiliated with ideological parties from the right, center and left, we don’t have a nationally organized party list group that really represents what they claim to represent as such, voices and stand on varying issues are divided.  For example, the farmers have a divided stand on agrarian issues, the workers on labor issues, and youth and teachers on education, etc.  Teachers alone are said to be represented by different party lists all are saying that they are speaking in their behalf.  The intentions however are very obvious for its more on money and ideological preferences rather than establishing a common ground.

There are actually non-ideological organizations or liberal mass organizations that had been organized in the early and late 90’s nation wide in scale just before the party list system came into being.  However, they slowly dissipated.

Organizing and the organized movement were strong during the repressive regime of the Marcos era.  But when democracy returns, even when it is oligarchic, it slowly weakened and was just concentrated on politically and ideologically oriented movements of which even themselves are experiencing relative decrease in membership just before the party list system.

There was such an identified resurgence but it is for the purpose of getting elected as a party list representative.  For example, security guards are said to be organized for this purpose but it is doubtful if they really are or the security agencies owners.  Electric Cooperatives under National Electrification Administration-NEA (this author doubt if they could really be considered cooperatives for other than distributing expensive electricity to their members, its members receive and benefit nothing from it except its employees particularly the members of the board of directors), LPG Distributors and lots more which undoubtedly don’t fall to the classification of being marginalized.

What good have the public gained from them.  What have they done that benefitted the sectors they allegedly represent?  Where all the billions of pesos as CDF go?

The party list system has become the biggest source of livelihood and quick source of money for the rich wannabes together with their cohorts.  This also has become the easy route to congress for undesirables, for strengthening political dynasties of the privilege few or for those lost from previous elections and has wanted to return—a blatant mockery of the fundamental tenets of democracy.

Any individual who is powerful, popular, and rich enough could invest in organizing party list organization and get a chance to be elected.  In effect, it has become a lucrative investment.

Indeed, this is a warning for every voter when selecting for a party list group.  Better not vote any if one isn’t sure or doesn’t know much about his/her choice particularly its track record.

You may also like reading:  Economic Development Through Good Governance and Active Social Involvement

(Apart from working in the government as an educator.  The writer has been active in the social movement working and helping for social transformation as a former student leader and member of Alyansa ng mga Kristiyanong Mag-aaral.  He holds a Bachelor and MA in Educational Management (CAR) from the Philippine Normal University)

Towards the Universal Primary Education, Why languages is important?

(Excerpts from Why Language Matters for the Millennium Development Goals, published by UNESCO, Asia and Pacific Regional Bureau for Education Mom Luang Pin Malakul Centenary Building 920 Sukhumvit Road, Prakanong, Klongtoey Bangkok 10110, Thailand)

Education is one of the most important ways for people to move out of poverty, and a strong basic education is the first step. Children who receive a good educational foundation at pre-primary and primaryschool levels are in a much better position when they go on to navigatelife’s challenges as adults.

Children are not alienated, eager to participate and learn
more when taught in their mother tongue.

Significant progress is being made on MDG 2. Yet data indicates that an estimated 67 million of the world’s children are still not enrolled in primary education. Many children who do enrol in school later drop out. Children from ethnolinguistic minorities—and especially girls—are disproportionately represented among those who are not receiving any, or adequate, education.

Why language is important?

Many children struggle at school when they are forced to learn in languages that are not their mother tongue. School systems that do not use learners’ own languages or respect their cultures make it extremely difficult for children to stay in school and learn. For individuals, communities and even whole ethnic minority groups, this contributes to perpetuating cycles of marginalization and discrimination. For countries, excluding large portions of the population from their right to good quality education can delay economic growth and perpetuate conflict and political instability.

A growing body of research worldwide demonstrates that instruction in the mother tongue, beginning in the first years of school and continuing for as long as possible, helps girls and boys in numerous ways. Teaching children for a recommended six to eight years in their mother tongue – as well as gradually introducing national or other dominant languages (sometimes called Mother Tongue-Based Multilingual Education) – has the following outcomes:

• Children receive a good foundation: When taught first in their own languages, children learn better, are more self-confident and are well equipped to transfer their literacy and numeracy skills to additional languages.
• Children perform better: Evidence from linguistically diverse countries worldwide shows that children taught first in their most familiar language are more likely to thrive and excel in school.
• Fewer children repeat grades: Studies have found that children who start formal education in a second or foreign language are more likely to repeat school years.
• Fewer children drop out of school: Children who start formal education in a second or foreign language are much more likely to experience frustration and failure, resulting in higher dropout rates for these children. Worldwide, some 50 percent of out-of-school children use a language at home that is not the language used in school.
• Children have more family support: When children learn in their mother tongue, parents and families can be involved and support their education. When children are learning in a second or foreign language, families are often excluded from the process.
• Cycles of exclusion are broken: By including families and drawing on local cultural heritage, mother tongue-based education contributes to communities’ social and cultural well-being and fosters inclusiveness within the wider society.

Policy and practice
Policy
National education policies that prioritize learning in the mother tongue within a strategy to improve educational quality and access are in the political and economic interests of countries with high levels of linguistic diversity.

Sometimes governments fear that mother tongue-based education may have negative socio-political effects. And sometimes parents fear that mother tongue-based education may exclude their child from learning the dominant languages in their country, which are often pathways to jobs and wider opportunities.

A wide body of research suggests that in both cases the opposite is true. Fostering mother tongue-based education helps to reduce alienation and conflict. It better equips children to learn national and international languages, and improves overall performance. Finland, for example, is a leader in mother tongue-based education and also in academic excellence of secondary school children.

In the Asia-Pacific region, in 2009 the Philippines adopted a policy to institutionalize mother tongue-based multilingual education in all public and private schools, from pre-school to high school.

Announcing the new policy, the Department of Education stated, “The lessons and findings of various local initiatives and international studies in basic education have validated the superiority of the use of the learner’s mother tongue or first language in improving learning outcomes and promoting Education for All.

Development partners can support governments by promoting the use of appropriate languages as a central pillar in achieving education quality and inclusion. They can, for example, allocate a percentage of pooled education funds and basic education budgets to the development of mother tongue-based multilingual teaching and learning systems. In addition, they can work to ensure that coverage of primary education in the mother tongue is highlighted as an indicator of education quality.

Practice
There are many examples of successful mother tongue-based multilingual education programmes being implemented around the world. In the Asia-Pacific region, for example, programmes have been implemented or are being planned in Bangladesh, Cambodia, China, India, Papua New Guinea, the Philippines, the Solomon Islands, Thailand and Viet Nam, to name a few.

Many mother tongue-based education initiatives in developing and middle-income countries are, as yet, on a small scale. “Scaling up” such initiatives will be vital as countries strive to achieve MDG 2.  Below are some of the examples of regional projects showing success.


Southern Thailand: Local language education fosters communityempowerment and supports conflict reduction
Language and identity are key issues in three provinces of Thailand’s deep south, where there has been ongoing political unrest. The local language and mother tongue of 83 percent of the million-plus population is Pattani Malay. However, the language has not been officially accepted or used in the education system. Ethnic language and culture are thus declining, and local communities have low self-confidence. There is chronic underachievement at school. A pilot programme introducing bilingual education is showing early success. Children in mother tongue-based programmes scored 35 percent higher on Thai language exams than children in traditional Thai-only classrooms.

Bangladesh: Children benefit from mother tongue education
Bangladesh has some 45 indigenous groups, 12 of which live in the Chittagong Hill Tracts. The official language of school instruction in Bangladesh is the national language, Bangla. Statistics indicate that around 60 percent of children from indigenous groups drop out of primary education. Working closely with local communities, and in a context of debate about appropriate approaches to education, language choices, writing systems and other matters, Save the Children started a culturally sensitive education programme for primary school children in three ethnic languages: Chakma, Tippera and Marma. The project confirmed that learning in the mother tongue supported the children in their education.

There was enthusiastic involvement from the local community. Lessons learned within the initiative indicated that six months is too short a “bridging period” between using the child’s first language and Bangla as a medium of instruction. A longer time span is necessary for children to feel confident in both languages.

In another initiative focusing on pre-school children, Save the Children and partner Zabayang Kalyan Samity found that children learning in the mother tongue significantly outperformed counterparts who were not taught in the mother tongue, in communications, language and literacy.

Nepal: Reading in the local language boosts child literacy
When Save the Children conducted literacy assessments in Nepal in 2008, it found that 42 percent of Grade 3 children in partner schools in Kailili could not read a single word. Most of those who were struggling to read were children whose mother tongue was not the language of instruction. This prompted intensive efforts to boost local language reading interventions through the development of a Literacy Boost programme. Begun in 2009, Literacy Boost’s design included local language materials development and provision, reading-focused instruction for classroom teachers, and community level reading activities run by local volunteers who could speak Tharu, the local mother tongue. Later testing showed that children in schools running the Literacy Boost programme performed much better in terms of fluency and accuracy than children in comparison schools. Save the Children has since expanded Literacy Boost to more parts of Nepal, including Bajura in the Far Western Region and Kapilvastu in the Western Region.

You may also like reading:

 Rationale of Mother Tongue-Based Multi-lingual Education
Economic Development Through Good Governance and Active Social Involvement

Teachers, SH Tendencies in Accomplishing the CB-PAST

By:  Gilbert M. Forbes

Introduction:

Drawing from the Vision and Mission of the Department of Education, CB-PAST is a comprehensive appraisal system which addresses one of the mandates of the Department as embodied in the RA-9155.

Teacher Performance reflects School Outcomes

The primary purposes of the CB-PAST are (1) to ensure support for the continuous professional growth of teachers  and (2)  to recognize  the quality of teacher’s accomplishments over a period of time  for maintaining the high standard of work and  properly rewarding excellent performance  in terms incentives, awards and  promotion.

The first purpose is formative-developmental in nature which will provide teachers with meaningful activities that encourage their professional learning and growth. The procedure will be supportive, non-threatening, fair, collegial and self-directed within the community of professional learners.

The second purpose is summative-evaluative which will assure that school learners have the benefit of instruction at high level of proficiency from the teachers. Appraisal of teacher performance is made on the basis of the evidences collected, observations made, conferences, and dialogues that accompany each procedure. The ultimate intention of the performance appraisal is achieving high levels of learners’ performance and improved learning outcomes as part of the school outcomes.

The Real Score

Looking at samples of accomplished CB-PAST in our area, the ultimate intention of the performance appraisal which is high levels of learners’ performance and improved learning outcomes as part of the school outcomes was not considered or was forgotten in the appraisal and rating process.  Based on the accomplished CB-PAST forms,  it was identified that teachers commonly had a general Teacher Performance Index (TPI) description of Proficient and Very Satisfactory as description of their over all performance rating.  Not a few had a TPI of Basic or OPR of Satisfactory and so, none has given themselves a rating of below basic in all of the indicators.

If this occurs in an area as ours, how much more nation wide?

If the performance rating really conforms to their competencies, then, there is almost no problem at all and there is only a few to be desired for they are all nearing to reach the highest level or outstanding level of performance and so most importantly, the learning outcomes.

With this kind of self assessment, teachers don’t realize that they are the one at a lost because there will be no room that will encourage professional learning and development.  They seem to forget that the ratings they gave themselves is expected to be or should be reflected in the performance of the school learners.

Popularity Contest?

This may not happen if the appraisal of teacher performance is thoroughly made on the basis of the evidences collected, observations made, conferences, and dialogues that accompany each procedures.

It was aptly said that CB-PAST should protect school heads from being hostages of the usual dilemma of ratings colleagues because of its being evidence-based driven appraisal tool not withstanding the carefully elaborated and well defined indicators in each domains. 

Still, it wasn’t because of the tendencies of school heads to narrow or dilute the degree of evidences required due mainly for fear of becoming unpopular or being tagged as overly strict and inconsiderate.

Thus the appraisal and rating process have just seem become a popularity contest.

The Dilemma

When we continuously fail to assess and know where we really are, which is the main purpose of any appraisal, there will be no room for improvement and nobody will be at a loss but ourselves, the quality of education, the youth, and the future of our nation in particular.

Teachers and school heads therefore should treat any assessment both subjectively and objectively disregarding any personal or emotional attachments, biases and pride.  Not unless, we are able to do an honest to goodness assessment of our performance, CB-PAST just like previous performance assessment tools will just be an objective of compliance, not of a higher degree of scholarly endeavor.


Our Response

CB-PAST could be effectively used if everybody will consider the fact that its varying elements relate to each other in relation to the teaching performance.  The outcomes of the appraisal should lead to continuous capacity building of teachers and results to higher teacher performance and improved learning outcomes.

The key is to really reflect on the literal meanings and descriptions of TPI’s which include Below Basic (BB), Basic (B), Proficient (P), and Highly Proficient (HP).

Finally, teachers and school head should consider and should not forget that the primary barometer if the group is basically or proficiently performing is no other than the quality of the school's end product, the learners.  It is by far the mirror of every educator that could speak well of their competence.

Reference:  CB-PAST Revised Primer by DepED BESRA TED-TWG

We need your comments on this article.  What is your take on this issue?

(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.)  

Looking Back: Reform and revolution

By:  Ambeth R. Ocampo
Philippine Daily Inquiirer, January 19

It is unfortunate that many students are still reared on the dated Agoncillo-Constantino histories of the 1960s, that are ideologically slanted to give preferential option for the revolutionary hero of the masses, Andres Bonifacio, against the reformist and burgis Jose Rizal.

Schoolchildren are often made to choose, who should rightfully be our national hero? Rizal or Bonifacio? Why can’t they be taught that both Rizal and Bonifacio are national heroes? There should be no conflict between them if only because Bonifacio himself looked up to Rizal and even consulted him, through an emissary sent to Dapitan, before he hatched the revolution.

Renato Constantino, in his landmark 1968 essay “Veneration Without Understanding,” argued that Rizal was against the revolution. Constantino based this view on a document Rizal issued in December 1896, asking the Katipuneros to lay down their arms and condemning the violence that was planned without his knowledge and consent. Constantino also argued that Rizal was an American-sponsored hero, citing without any documentary proof, an alleged Philippine Commission meeting when the American colonial government chose Rizal as the foremost national hero because he was non-violent and reformist, unlike Bonifacio or Aguinaldo. What Constantino conveniently leaves out are: that Rizal was considered a hero in his lifetime; that he was honorary president of the Katipunan; that his picture was displayed during Katipunan meetings; and that his name was one of the passwords of the Katipunan. Then, of course, the annual commemoration of Rizal’s death each year in Dec. 30, was started by Emilio Aguinaldo’s short-lived First Philippine Republic in 1898 (before the American colonial period) and continues to our day.

Then, the December 1896 Manifesto, used against Rizal both by the Spanish who condemned him to death for inspiring the revolution, and the pro-Bonifacio groups in our day, is not read in full. Rizal was not against the revolution but felt, rightly so, that it was premature.

Rizal is branded a mere “reformist” because they have not read his letter to Ferdinand Blumentritt from Geneva on June 19, 1887, his 26th birthday, that reads:

“I assure you that I have no desire to take part in conspiracies which seem to me very premature and risky. But if the government drives us to the brink, that is to say, when no other hope remains but seek our destruction in war, when the Filipinos would prefer to die rather than endure their misery any longer, then I will also become a partisan of violent means. The choice of peace or destruction is in the hands of Spain, because it is a clear fact, known to all, that we are patient, excessively patient and peaceful, mild, unfeeling, etc. But everything ends in this life, there is nothing eternal in the world and that refers also to our patience.”

Alas, we do not know the issue or situation that gave rise to Rizal’s words. But these words are significant if only to show that Rizal was not averse to revolution or violence if necessary. We also have to realize that when some historians and teachers of history created a gap between reform and revolution, between the campaign for reforms and assimilation in Spain and the outbreak of the Philippine revolution, they fail to see that Rizal, Marcelo H. del Pilar and others saw reform and assimilation only as a first step to eventual separation from Spain, the independence of “Filipinas.” Reform was a means to freedom not the destination.

Polarizing our youth and developing a Rizal vs. Bonifacio mindset resulted in two contrasting positions of reform/revolution convenient for classroom debate, when the real lesson should have been convergence. These positions are clearly seen, iconographically, with Rizal/Bonifacio, such that when students play out the characters in the “Noli Me Tangere” representing positions of reform/revolution, Ibarra always looks like Rizal in monuments, with the black coat, book and quill; while Elias looks like Bonifacio in statues, wearing a white camisa de chino and red kundiman pants, and carrying a bolo and a flag. Rizal and Bonifacio did not meet till 1892, during the foundation of the Liga Filipina in Tondo. Rizal could not have thought of Bonifacio when he published the “Noli” in 1887. Thus, if we are to understand Rizal correctly (and even astrologically because Rizal is a Gemini), when Ibarra and Elias discuss their positions on reform and revolution, this is not Rizal and Bonifacio arguing. Rather, both Ibarra and Elias are Rizal. In the “Noli” we see Rizal thinking aloud, arguing with himself.

We presume Rizal chose reform over revolution in 1887, by killing off Elias rather than Ibarra. To make up for this twist in the “Noli,” we have Simoun in “El Filibusterismo” (1891). Simoun incited violence and the persecution of his people to move them to revolt. He failed—not because Rizal was against the revolution, but because he reflected on the anger and bitterness in his heart following the agrarian dispute in Calamba, and realized that one must start with a good intention to succeed. A poisoned tree cannot produce good fruit. Rizal demanded a pure heart.

Purity of intention is the challenge because it is so hard to find both in Rizal’s time and ours.

Philippines far from achieving universal primary education

BusinessWorld Online Edition
Sept. 14, 2011

THE PHILIPPINES has met one of the targets under the Millennium Development Goals, achieving a 1:1 ratio of literate females to males aged 15 to 24 in 2008, the National Statistics Office (NSO) said in a report.

However, the country has low to medium chances of meeting other targets under the goal “universal primary education.” This is one of the eight goals that 189 nations have pledged to achieve by 2015, as part of efforts to free people from extreme poverty and other deprivations.

The NSO report, based on the 2008 Functional Literacy, Education, and Mass Media Survey, said a 1:1 ratio was achieved in both basic and functional literacy.

Basic literacy was defined as the ability to read and write with understanding a simple message in any language or dialect. Functional literacy, on the other hand, is the ability to read, write, compute and comprehend.

The Philippines did poorly in the other targets. Only 85.1% of Filipinos of primary school age were enrolled in elementary school in 2008, according to the NSO. The Department of Education recorded a slightly lower figure (85.0%) the following year. The target ratio is 100%.

Meanwhile, the country’s cohort survival rate — the proportion of students starting the first grade who reach the sixth grade — was 74.5% in 2008 and 74.4% the following year — way below the 100% target.

Another target is a 100% primary completion rate, which means that all students should finish a level of schooling within the required number of years. Only 73.3% of Filipino students did so in 2008 and 72.2% in 2009.

The NSO reported that the Philippines has a “medium” probability of achieving a 100% literacy rate among Filipino “adolescents,” those 15 to 24 years old, as the age group recorded a 97.8% basic literacy rate and a 91.3% functional literacy rate in 2008.

“Both basic and functional literacy rates are higher among female adolescents (98.5% and 94%) compared to their male counterparts (97.0% and 88.7%),” the NSO noted.

Women aged six and above also performed better than men in terms of educational attainment, the NSO report showed. In 2008, seven out of 10 females completed elementary education and 41.1% finished high school, against males’ 65.1% and 36.4%.

As for all age groups and sexes, 67.5% finished grade school, 38.7% finished high school, 95.6% were literate (basic) and 86.4% were functionally literate.

University of Santo Tomas sociologist Clarence M. Batan said the feminization of labor, especially in the service industry, motivates women to finish their studies.

“When a male and a female graduates, usually the female one gets the job first,” he said.

Investment Wise: Which Deserves to Receive More? Higher or Basic Education Sector

By Gilbert M. Forbes

DepEd Quezon, CALABARZON

Student activists from State Colleges and Universities (SUC’s) are crying a foul over what they say are budgetary cuts that the national government has slashed from their annual budget.  Commission on Higher Education on the other hand is saying the reverse otherwise. CHED Commissioner Patricia B. Licuanan explained that, instead of cuts, the budget actually increased by 10%.

Photo courtesy of google search.  Students while protesting budget cuts for SUC's

Collectively, SUCs have a student population of approximately 865,000 in 2009, which means that every student is subsidized by an average of PHP 24,000 per school year. Each Filipino family contributes PHP 1,185 a year to run these schools through their tax payments.  Public Basic Education on the other hand receives only PHP8,000 per student or only a meager 1/3 of their tertiary counterparts.  SUC’s have a total budget of PHP21,717,421,000 for less than a million students while DepED with PHP207,000,000,000 for more than 20 million student having a participation rate of only around 87% in 2009.  Aside from the yearly budget SUC’s received, quite a number of its students also receive scholarship grants either from politicians, private individuals, NGO’s and government agencies such as CHED and DOST.  Their basic education counterparts have none except for some instances.  SUC's also earn from rental of vacant spaces, stores, services, etc., which accordingly could be summed at around Php24 billion.  It's more than enough to finance their annual MOOE needs.

This gives us a clear picture of how disparity exists considering that both have a different degree of importance.  Of course, basic education sector, particularly those on the level where functional literacy is being developed should be the priority.  It should be where more investment from the government is needed.  No doubt about it.  Failure to do so will really be futile for the economy and the country’s continuing quest to eradicate poverty.

Studies have pointed out that for a person to be literate for the rest of his life, he should have reached at least level three reading proficiency level, or else, he would be going back to illiteracy.  Meaning, primary schooling until the intermediate grades is very important.  Functional Literacy on the other hand requires at least complete elementary and secondary education.

Scrutinizing the current set-up, behind increases that SUC’s received for so many years, they have completely failed to contribute to the over-all economic progress of the country.  In fact, SUC’s primary contribution is the worsening job mismatch.

Instead of developing and offering courses needed by the market, they simply competed with each other even with private colleges and universities in offering irrelevant courses.  Many even ventured on offering Nursing, Commerce and substandard teacher’s education.  In rural areas, none offered discipline in the field of Agriculture and Fisheries or Entrepreneurship which could have made a difference to the populace.

Most SUC’s have ventured on expansion, opening branches and extension services in rural areas offering courses which don’t match the need of the place.  A clear example of this are SLSU competing with PUP and PNU as well as with private colleges and universities in southern tagalog.  The end result, once, their students graduate, they troop to urban centers to look and compete with meager available jobs.  When they failed to find one, these students went back to their communities and end up as ‘tambays’ or unemployed.  Graduates however of ‘high end’ state universities or the bright ones end up serving not their home country but of foreign lands.

True as it may that reforms in Basic Education sector should not compromise the higher education sector, but investment wise, the government is but right to make budget increase or decrease as a condition to make higher education sector relevant.  Being relevant means not the ones riding with the trend but with what is needed by the labor market even if it is unpopular.

Their budgets for MOOE are slashed but still they have a budget and they are lucky enough than our public schools which receives little but are able to survive and maintain schools elegantly.  If ordinary elementary pupils could do service to our public schools in its basic upkeep.  In the absence of utility workers, they are the ones maintaining the cleanliness of the school by doing the dusting, sweeping, grass cutting, gardening, etc.  If these young children can do it, why not the college students?  May be, they deserve to visit one public non-implementing elementary schools and see for themselves.

Disparity also exists in its teachers.  Basic education teachers are paid less than the magnitude of their works as compared with their tertiary counterparts who are paid much higher.  At times double and more than triple plus the benefit of studying for free.

Truly, higher education in the country should play the role it is mandated and expected to do even if it is unpopular particularly the SUC’s.  They should be working in collaboration with other government agencies and the private sector as among equals not as an irrelevant walking encyclopedia or scholar; hence, it is people’s hard earned money that funds them.  And students aside from practicing their rights to protest should also consider contributing their part in the upkeep of their schools.

The government on the other hand should try its best to give if not more at least equal allocations considering the significant role of basic education for the eradication of illiteracy towards functional literacy.

See also:
Politicians Bias Treatment to Education, Laggard to the Attainment of EFA and MDG Goals
Usapin ng Access, Dapat Maging Pokus ng mga Pulitiko sa Kani-kanilang Programang Pang-edukasyon
State Universities and Colleges’ Budget Cut: Fact or Fiction? Learning To Read and Understand Budgets