|Posted by SNSCLC on August 8, 2013 at 4:55 AM||comments (0)|
TOPIC: Colloquium, Colloquium Format, Visual Tools
DATE: July 14 and 21, 2013
Listen to the lecture online here:
Or download the audio file here:
|Posted by SNSCLC on January 13, 2013 at 10:10 AM||comments (0)|
Education Issues in the Spotlight (Global)
Key Issues in Educational System (Philippines)
|Posted by SNSCLC on January 10, 2013 at 9:30 PM||comments (0)|
A. Educational Development Goals:
1. Broad general education productivity.
2. Manpower skills for national development
3. High level professions for leadership, advancement of research, research and improvement of the quality of human life.
4. Response to changing needs and conditions of the nation.
B. Long Term Education Program
1. Improvement of curricular program and quality of instruction.
2. Upgrading of academic standards through accreditation, admission test and guidance.
3. Democratization of educational opportunities.
4. Government assistance to institution in the form of grants and loans, synchronization of curricular progress, staffing patterns and institutional development activities.
5. Expansion of existing programs and establishment of new ones to train middle-level technical and agricultural manpower.
6. Reform in the educational financing system – shifting of fund responsibility for public schools from the national to the local government, and increasing government participation in higher education.
C. Global Education
- aims for responsible participation in an interdependent world community. An over all framework for every discipline is to have world relevance.
1. Human Value-centered – that worth and dignity of human person as core value of the universe.
World order values are: peace, economic equity, social justice, ecological balance and democratic participation.
2. World-oriented global society has interdependent people and system.
Sharing of world’s common problems: nuclear proliferation, problem of war, ecological balance, preservation of human rights.
3. Future-oriented creation of a better future.
1. Help people find ways to
- analyze human-centered values
- fuller development of each individual
- welfare of the whole human species
2. Views the earth and its inhabitant as interdependent
- recognizes the need for inter-national cooperation to promote humankind’s welfare.
3. Explores preferred feature by giving priority to the search for world order alternatives.
D. Expectations of Global Education from Teachers
1. At the earliest age, help children develop:
a. social sense
b. political sense
c. ecological sense
2. Help students develop a sense of the world as a set of interconnected and interdependent economic environment, social and political system.
3. Help students understand the direction of global trends like:
a. exponential consumption of non-renewable resources
b. proliferation of nuclear weapons
c. widening gap between developed and underdeveloped nation
4. Explore solutions for global problems
5. Plan for alternative futures – the kind of world we want to live in and help create it.
6. Develop a personal value and behavior system based on global perspectives and world order values.
E. Education for All
1. To institutionalize early childhood development as a basic service for all children.
2. To improve the quality and efficiency of primary education.
3. To eradicate literacy.
4. To provide basic knowledge, skills and values ti improve the quality of life and participate in the development process.
1. Focus on specific groups – cultural minorities, disabled, refugees
2. Establish alternative learning system
3. Emphasize creative and critical thinking.
4. Intensify values education.
5. Promote scientific literacy and culture.
6. Install a system of monitoring and evaluating learning achievements.
7. Upgrade teacher competency.
8. Strengthen partnership between school, home, community and government..
9. Harness media to generate public awareness and improve basic education.
10. Allocate resources to basic education and equal distribution of resources to different regions.
11. Maximize Philippine Involvement in the Global education for All movement.
F. Basic Concepts of Education
1. education is the transmission of knowledge and skills. Knowledge and skills are cultural, that is, they are products of the interaction of men among themselves, and men with the world. Education then involves the continuity of tradition which is design for conservation. Contemporary philosophy moves away from mere transmission because of the dynamism of man. It is no longer sufficient to merely reproduce the past. Education will prepare the student to receive tradition as it will enable him to move away from tradition through criticism.
2. Education is life. Education is co-extensive with living. It is a life-long process. It bears away from the concept of education as preparation for life. Education should not be looked upon merely as schooling and the acquisition of academic subject matter but as a part of life itself. Education is involved in teaching children how to live. This is accomplished in three steps: 1. provision for opportunity to live, 2. provision for learning experiences and, 3. provision of conditions for proper character development.
3. Education prepares a man to fit into society. It prepares a man to assume responsibilities towards others. Education must allow man to deal with experiences of love, friendship or even hatred. Protagonists of this view suggest that education prepares man not really to “fit into” but to “change” society. Education must prepare unique individuals to uniquely contribute to the common good.
4. Education is the acquisition of the art utilizing knowledge. Acquiring knowledge by itself is not sufficient, in fact, it is not yet education. Education is, rather, the more difficult business of learning how to use, challenge, think, change, re0think and apply what one has learned. When these are done to make humans more human and to make life better for the majority, then one is truly educated.
5.Education is right. Education in the context of this discussion, starts with the birth of the child. This child has the right to perfect himself by the use of his faculties. Education is necessary to enable the individual to achieve his maximum potential. Hence, man has the right to education. The state is bound by law to provide the individual with opportunities for education. Schooling is a formalized system of education and is one avenue of education. The right to education should be more aptly called the right to schooling. As a result, one’s IQ, socio-economic condition, aptitude inclination define one’s possibilities, admitting some and closing the door to others. When a private school is allowed to exist, its mission statement and objectives are recognized as legitimate. While maintaining the right of capable individuals to schooling, the school’s right to screen admission on the basis of its mission and objectives, is also compelling. In this context, education is a privilege.
6. Education as a social institution is a mirror of society. Education should not mirror or reflect only our vices and shortcomings but our higher ideals, aspirations, virtues and capabilities so that education may become an instrument of change, a process of continued social self-renewal.